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<p>Informal learning experiences can spark dreams that classroom lessons alone may not ignite. This qualitative study investigated how a zoo visit influenced the science-related career aspirations of Grade 3–7 students in South Africa. Guided by social cognitive career theory and possible selves theory, the study explored students’ experiences of engagement, meaning-making, and emerging aspirations through interviews, drawings, and classroom observations with 25 students and five teachers from five schools. Findings revealed that the zoo visit stimulated high levels of enthusiasm, enriched scientific understanding, and inspired students to imagine futures as scientists, veterinarians, and conservationists. Positive emotional experiences and mastery-oriented learning strengthened students’ self-efficacy and expanded their possible selves in science education. However, teachers seldom linked the experience formally to curriculum goals, highlighting missed opportunities for deeper integration. The study emphasises the potential of informal learning environments to shape early science identities and aspirations, suggesting that stronger connections between informal experiences and classroom learning could help nurture a more diverse and motivated future science-related workforce.</p>

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Zoo visits as catalysts for science identity: informal learning and career aspirations among grade 3–7 students in South Africa

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月24日

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  • Patricia Photo,
  • Nonkanyiso P. Shabalala,
  • Christopher B. Knaus

摘要

Informal learning experiences can spark dreams that classroom lessons alone may not ignite. This qualitative study investigated how a zoo visit influenced the science-related career aspirations of Grade 3–7 students in South Africa. Guided by social cognitive career theory and possible selves theory, the study explored students’ experiences of engagement, meaning-making, and emerging aspirations through interviews, drawings, and classroom observations with 25 students and five teachers from five schools. Findings revealed that the zoo visit stimulated high levels of enthusiasm, enriched scientific understanding, and inspired students to imagine futures as scientists, veterinarians, and conservationists. Positive emotional experiences and mastery-oriented learning strengthened students’ self-efficacy and expanded their possible selves in science education. However, teachers seldom linked the experience formally to curriculum goals, highlighting missed opportunities for deeper integration. The study emphasises the potential of informal learning environments to shape early science identities and aspirations, suggesting that stronger connections between informal experiences and classroom learning could help nurture a more diverse and motivated future science-related workforce.