The kinds of science information to be provided was discussed in depth. It is recognised that guides can be anecdotal, relating first-hand experiences. Detail (but not accuracy) in science information may be sacrificed to establish a good guide/watcher relationship. Printed materials can present information in more depth.
It was suggested that the general rule used by museums - that of gearing materials to the level of 10-12 year olds - be followed in the creation of educational materials. The initial information is simple and understandable, then, depending upon the age and sophistication of the watchers, more elaborate data may be provided.
The need for accuracy in whale watching education is paramount. What the guide says is taken to be true. Three kinds of information are generally transferred on most whale watch cruises: natural history (includes biology, ecology, oceanography, ecosystem data), cultural history (includes local history and folklore) and conservation history (local, regional and global levels).
Information given should have depth and breadth, but this is not critical. There is a difference between verbal and written information, not just how it is perceived but in actual content. The talk of a guide may be anecdotal and lack sophistication. It should be accurate but guides/naturalists should interpret only to the level of their expertise. Written materials can have more depth and detail. If the educational content is seen as an "onion", how much of it is peeled depends upon the knowledge of the guide and the needs and desires of the watchers.
The Workshop felt that interpretation should move away from being "whale-centric" and progress towards other taxa and the environment in general. Difficult groups (language barriers, some school children, or those with a lack of any conservation knowledge), present special challenges which the guide must overcome with accurate information and good humour.
The behaviour of the educator must be consistent with the message. If the guide emphasises that whales are important but is not behaving in a respectful manner towards them, a confusing message is sent. Throwing trash overboard, for instance, tarnishes the value of the encounter with cetaceans.
The issue of guides who are also active researchers was presented. Are the two tasks compatible? The guide's job is to encourage and direct the watchers' powers of observation. Can this be done if the guide is also collecting data? It was concluded that the scale of the research is more important than the size of the whale watch operation in making the two tasks compatible. For instance, if the data collection must be continuous it is likely to interfere with interpretation. Most experienced guide/researchers have not found problems, and most have interns to assist them. However, it was acknowledged that certain research is intensive and would preclude simultaneously acting as a tour guide.
The scientist/guide has the unique opportunity to educate the public about the research being conducted by sharing the experience as it happens, explaining its components, its significance to the whales under study and its further value to conservation and management.
In some small-scale research efforts, such as those in Colombia (river dolphin) and Argentina (Commerson's dolphin), local people are invited to participate. This participation is also educating, not just information transfer but providing the reasons for research and the spirit of it. Involving the community in the research teaches respect for the local environment and stresses its uniqueness and importance.
The contribution of research organisations such as Earthwatch (USA-based) and Tethys (Italy-based), which use amateurs as part of the research work force, was noted as an important contribution to whale watching education. The Workshop recognised that research funding is difficult to obtain and such collaborations are mutually beneficial.
The Workshop concluded that whale watching is a tool for educating people at all levels, in all localities and at all ages in natural history, cultural history and conservation. It believed strongly that whale watching everywhere must have an educational cornponent.
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