Abstract
Abstract While the educational value of whalewatching has often been proclaimed, there has been little research on the topic. This article, based on a case study conducted in Tadoussac, Quebec, focuses on whalewatching's ability to act as a form of critical science education. Discussion of learning outcomes and learning desires of 31 whalewatchers forms the core of the article. Key issues that emerge include the need for interpreter training, epistemic responsibility of scientists, and the role of conservation and advocacy in whalewatching interpretation. While the whalewatching experience described in this case study did not live up its potential as a form of critical science education, we believe that such goals are worth pursuing and may enhance whalewatching interpretation in the future. Further, we see whalewatching (and, by implication, other forms of nature experience) as a significant adjunct to formal science education because it creates space for the strong affective component essential to effec...
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