動物園對民眾而言是，休閒的首選場域之一，但遊客在遊憩的情況下能吸收園方提供的保育資訊嗎？學習是相當個人化的建構、組織過程，過去動物園的遊客研究常用結構式問卷瞭解學習成效，卻未探討學習情境因素的影響。本研究探討一般遊客在臺北市立動物園臺灣動物區對臺灣野生動物認知、保育態度、環境行動經驗（意圖）的變化，另外採自由選擇學習的理論，探討影響遊客認知變化的因素。其中，認知部分主要藉由目標概念詞彙「臺灣野生動物」讓研究參與者繪製個人意涵構圖。保育態度及環境行動經驗（意圖）則採半結構自評問卷以及訪談，進行調查。並搭配以學習情境模型發展而成的題目瞭解影響學習之因素。
研究結果顯示多數參與者在參觀前已相當重視保育且具備一定程度的保育認知。其中，穿山甲、梅花鹿等動物因解說設施豐富，使參與者參觀後印象深刻，該物種也容易受提及。個人意涵構圖呈現的臺灣野生動物物種數（參觀前、參觀後的）成對樣本t檢定結果發現，原先對臺灣野生動物不熟悉、參觀過程具社會互動、臺灣動物區展示的喜好程度高者，在離開該區時的收穫、學習顯著。

Zoo is one of the best place to have fun, yet, can the visitors gain the conservation imformation? Learning is a personal construction process. It’s hard to explain complicated learning process in the zoo barely by constructed questionnaires. This study wanted to understand visitors’cognition, conservation attitudeies and environmental behavior experiences/intention change , and influencing factors. The researcher adopt convenience sampling to find study participants. They were asked to finish both personal meaning maps with the target concept “native animals of Taiwan” and the semi-structured self-assessment questionnaire with short interview before and after the visit at Formosan Animal Area to explore their cognition and attitude change. The researcher designed questions based on contextual model of learning to identify the influencing factors.
Research result showed most participants had much cognition about native animals of Taiwan and had positive conservation attitude toward them before visit. After visit, Formosan pangolin and Formosan sika deer were mentioned the most. This might be due to the extensive interpretive facilities. The datum were analizied with paired samples t-test, and the research found that who weren’t familier to native animals of Taiwan before visit, had social interaction during the visit, and liked the exhibiton of Fromosan Animal Area, had significant change on the number of native animal species of Taiwan presented in personal meaning mapping.

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