Expanding the Cultural Reach of Zoos
Round 1
Reviewer 1 Report
Comments and Suggestions for Authors1. The author emphasizes the importance of Traditional Ecological Knowledge (TEK). However, this focus is not consistent with the title of the study. It is recommended that the author either revise the title to better reflect the content or reorganize the literature review in the introduction to align with the current title.
2. In addition, the author should include more theoretical arguments, particularly from sociological and cultural perspectives, to enhance the analysis of the research significance of TEK.
3. The methodology section lacks clarity regarding the research design and data collection methods. The author should specify whether qualitative or quantitative methods were used and provide detailed descriptions of the data collection and analysis processes.
4. The discussion in the results section is not sufficiently robust. It is suggested that the author recollect the data using a rigorous academic methodology and provide a more thorough analysis.
5. Although the study is interesting, it lacks methodological rigor and comprehensive discussion. The author should adhere to academic research standards and consider redoing the research to improve its academic quality.
Author Response
Comment 1: The author emphasizes the importance of Traditional Ecological Knowledge (TEK). However, this focus is not consistent with the title of the study. It is recommended that the author either revise the title to better reflect the content or reorganize the literature review in the introduction to align with the current title.
Response 1: Thank you for this observation. We shifted the text to more specifically represent the focus on both cultural elements and TEK in zoo settings. We expanded on this topic in a few instances throughout the manuscript. Page 1, lines 51-53: We added examples of different TEK techniques that are represented in multiple cultures. Page 1 line 61-63: we added a specific example on how TEK from tribal elders is incorporated into The University of Alaska Fairbanks’s Ilisagvik College climate change curriculum.
Comment 2: In addition, the author should include more theoretical arguments, particularly from sociological and cultural perspectives, to enhance the analysis of the research significance of TEK.
Response 2: We several additional resources on these topics:
Whyte, K.P. On the role of traditional ecological knowledge as a collaborative concept: A philosophical study. Ecol Process 2013, 2, 7. https://doi.org/10.1186/2192-1709-2-7
This article added information on the philosophical perspective on Traditional Ecological Knowledge and how it is a part of climate change solutions. [Page 1, line 37]
Gavin, M. C., McCarter, J., Mead, A., Berkes, F., Stepp, J. R., Peterson, D., & Tang, R. Defining biocultural approaches to conservation. Trends in ecology & evolution 2015, 30(3), 140-145. DOI: 10.1016/j.tree.2014.12.005
This article sheds light on the cultural perspective on TEK and how environmental preservation is common in many cultures. [Page 1, line 60]
Korach, J., & McConnell, A. R. The Triadic Framework: Integrating nature, communities, and belief systems into the self-concept for sustained conservationaction. Sustainability 2021, 13(15), 8348.
This article too sheds light on the cultural perspective and how many community’s personal values include environmental preservation. [Page 1, line 60]
Comment 3: The methodology section lacks clarity regarding the research design and data collection methods. The author should specify whether qualitative or qualitative were used and provide detailed descriptions of the data collection and analysis processes.
Response 3: We added detailed steps on the methods on which this exploratory research was based [pages 2-3, lines 138-163] and added articles that support why we focused on the content areas explored in the article.
Mann, J.B., Ballantyne, R., & Packer, J. Penguin promises: Encouraging aquarium visitors to take conservation action. Environmental Education Research 2017, 24(6), 859-874.
This article aligns with our definition of interactive elements as signage that requires interactive or manipulations such as moveable objects to reveal questions and answers, buttons that light up, touch screens. [page 3, line 151]
Roe, K., McConney, A., & Mansfield, C. How do zoos ‘talk’ to their general visitors? Do visitors ‘listen’? A mixed method investigation of the communication between modern zoos and their general visitors. Australian Journal of Environmental Education. 2014, 30(2), 167-186. doi:10.1017/aee.2015.1
This article looks into how zoos communicate to their visitors and supports why we looked at how information was shared to visitors. (i.g., photo, audio, video, physical cultural items, interactive elements). [page 3, line 34]
Spooner, S.L.; Heath, N.; Dymond, T. Using eye-tracking to create Impactful Interpretation Signage for Botanic Gardens and Other Visitor Attractions. J. Zool. Bot. Gard. 2024, 5, 434-454. https://doi.org/10.3390/jzbg5030029
The J. Paul Museum. Available online: https://www.getty.edu/education/museum_educators/downloads/aaim_completeguide.pdf (accessed 16 January 2025).
Both these sources supported why we chose the word category for word count based on the average signage length used in informal education centers described in these articles. These were chosen based on the typical signage found in museums and other informal education faculties. [page 3, line 154; page 4, line 202-203]
Comment 4: The discussion in the results section is not sufficiently robust. It is suggested that the author recollect the data using a rigorous academic methodology and provide a more thorough analysis.
Response 4: Our text was shifted to more clearly showcase the exploratory nature of this project. We made revisions to Table 1 [page 3, lines 170-172] as well to show the rigor of the work and worked to show its foundation in other author’s work in museum settings [page 3, line 154]. We added a figure on word count to better support our results [page 4, lines 193-195]. We removed data to focus specifically on New York City to serve as a stronger method for others to assess their organizations and metro areas [page 1, line 9 & 93; page 2, line 105-108 & 119-122; page 3, lines 165-175 & 178-180; page 4, lines 180-187, lines 204-210, & line 213; page 5, line 216]. We hope to next create a more comprehensive study in which a larger collection of zoos and aquariums can be represented and hope this JZBG paper inspires others to explore the cultural and TEK elements at their local institutions [page 8, line 360].
Comment 5: Although the study is interesting, it lacks methodological rigor and comprehensive discussion. The author should adhere to academic research standards and consider redoing the research to improve its academic quality.
Response 5: We saw this as an initial study to better understand one large metro area for TEK inclusion as the basis for future research studies [page 8, line 360]. We added several clear actions and learnings to our Discussion section that we feel shapes the idea of this pilot research project in a clear way [page 6, line 286; page 7, lines 302-303, 319, 329, 343, & 350; page 8, line 360]. Articles in the discussion were added to bring real world research into topics discussed:
Cowan, C. Successful Thai community-based hornbill conservation faces uncertain future. Mongabay, 2024. https://news.mongabay.com/2024/09/successful-thai-community-based-horbill-conservation-faces-uncertain-future/
This article supports our point on how zoos can foster further personal-natural connections with real world researchers are doing as part of the Thailand Hornbill Project. [page 7, lines 337-342]
Poot, C,. & Clevenger, A.P. Reducing vehicle collisions with the Central American Tapir in Central Belize District, Belize. Tropical Conservation Science 2018, 11. doi:10.1177/1940082918789827
This article was added to support how TEK messaging could improve current research being done in Belize. [page 8, lines 335-359]
Author Response File: 
Author Response.docx
Reviewer 2 Report
Comments and Suggestions for AuthorsThe research has been well conducted and it is very interesting what is described in the discussions and conclusions precisely for the purpose of conservation of the species in situ also leveraging the knowledge and information of local populations.
Many conservation projects also of the European institutions are based on this. It would be appropriate to continue the research because the data are a bit paltry at the moment and it should also be extended to other continents.
Author Response
Comment 1: The research has been well conducted and it is very interesting what is described in the discussions and conclusions precisely for the purpose of conservation of the species in situ also leveraging the knowledge and information of local populations.
Many conservation projects also of the European institutions are based on this. It would be appropriate to continue the research because the data are a bit paltry at the moment and it should also be extended to other continents.
Response 1: Thank you for your review. We added a few citations from global sites in hopes of drawing the reader to consider how to address this type of research in a variety of settings and at different organizational scales.
Gavin, M. C., McCarter, J., Mead, A., Berkes, F., Stepp, J. R., Peterson, D., & Tang, R. Defining biocultural approaches to conservation. Trends in ecology & evolution 2015, 30(3), 140-145. DOI: 10.1016/j.tree.2014.12.005
This article sheds light on the cultural perspective on TEK and how environmental preservation is common in many cultures. [Page 1, line 60]
Korach, J., & McConnell, A. R. The Triadic Framework: Integrating nature, communities, and belief systems into the self-concept for sustained conservation action. Sustainability 2021, 13(15), 8348.
This article too sheds light on the cultural perspective and how many communities' personal values include environmental preservation. [Page 1, line 60]
Cowan, C. Successful Thai community-based hornbill conservation faces uncertain future. Mongabay, 2024. https://news.mongabay.com/2024/09/successful-thai-community-based-horbill-conservation-faces-uncertain-future/
This article supports our point on how zoos can foster further personal-natural connections with real world researchers are doing as part of the Thailand Hornbill Project. [page 7, lines 337-342]
Poot, C,. & Clevenger, A.P. Reducing vehicle collisions with the Central American Tapir in Central Belize District, Belize. Tropical Conservation Science 2018, 11. doi:10.1177/1940082918789827
This article was added to support how TEK messaging could improve current research being done in Belize. [page 8, lines 335-359]
Author Response File: Author Response.docx
Reviewer 3 Report
Comments and Suggestions for AuthorsAuthors emphasized opportunities for informal education facilitates to readily incorporate traditional ecological knowledge (TEK) into existing exhibits and programming by extending relationships with local native community members, co-managing conservation projects, and integrating indigenous perspectives among others.
Some comments on the section of Methods: the methods should be presented more clearly and precisely I have not more comments.
Comments for author File: 
Comments.pdf
Author Response
Comment 1: Authors emphasized opportunities for informal education facilitates to readily incorporate traditional ecological knowledge (TEK) into existing exhibits and programming by extending relationships with local native community members, co-managing conservation projects, and integrating indigenous perspectives among others.
Some comments on the section of Methods: the methods should be presented more clearly and precisely I have not more comments.
Response 1: We took time to improve the Methods section to make more evident the approaches we took to collect this exploratory data set [pages 2-3, lines 138-163]. We are hopeful it will inspire others to consider TEK and cultural elements in zoos [page 8, line 360]. Articles were added to the methods section to support why content areas were explored.
Mann, J.B., Ballantyne, R., & Packer, J. Penguin promises: Encouraging aquarium visitors to take conservation action. 483 Environmental Education Research 2017, 24(6), 859-874.
This article aligns with our definition of interactive elements as signage that requires interactive or manipulations such as moveable objects to reveal questions and answers, buttons that light up, touch screens. [page 3, line 151]
Roe, K., McConney, A., & Mansfield, C. How do zoos ‘talk’ to their general visitors? Do visitors ‘listen’? A mixed method investigation of the communication between modern zoos and their general visitors. Australian Journal of Environmental Education. 2014, 30(2), 167-186. doi:10.1017/aee.2015.1
This article looks into how zoos communicate to their visitors and supports why we looked at how information was shared to visitors. (i.g., photo, audio, video, physical cultural items, interactive elements). [page 3, line 34]
Spooner, S.L.; Heath, N.; Dymond, T. Using eye-tracking to create Impactful Interpretation Signage for Botanic Gardens and Other Visitor Attractions. J. Zool. Bot. Gard. 2024, 5, 434-454. https://doi.org/10.3390/jzbg5030029
The J. Paul Museum. Available online: https://www.getty.edu/education/museum_educators/downloads/aaim_completeguide.pdf (accessed 16 January 2025).
Both these sources supported why we chose the word category for word count based on the average signage length used in informal education centers described in these articles. These were chosen based on the typical signage found in museums and other informal education faculties. [page 3, line 154; page 4, line 202-203]
Author Response File: Author Response.docx
Round 2
Reviewer 1 Report
Comments and Suggestions for AuthorsThe author made more revisions to this manuscript based on my concerns. I suggest this manuscript should be accepted in the present edition.
