摘要
Biosphere Reserves (BR) are special areas or regions highly recognized for their conservation, logistic functions and sustainable development initiatives. However, not much work has explored into the BRs’ roles or functions as tourism learning destination, especially during the early years of their recognition as BR. This article aims to identify the mechanism utilised in the learning tourism function at Tasik Chini Biosphere Reserve since its inception in 2009 to the present year of 2013. The results reveal that learning of science and culture of the locals are the two-tier perspectives utlised in conceptualizing a tourism learning destination. Activities introduced in the specific themes of The Sustainability of Tropical Heritage fulfils the fundamental need of deep learning of scientific research and learning of the BR’s ecosystem, while the Ecosystem Health fulfils both deep and surface learning of the young visitors. The cultural knowledge of the community, on the other hand, offers a unique and authentic experience to the learners or visitors. As a learning tourism destination, the learning community, nevertheless, expects that the standard of tourism services should not be marginalised and must meet the high standard of tourism services. It is imperative that the science of Biosphere Reserve and the local culture are linked to set a holistic foundation in the creation of the learning programmes at the Tasik Chini Biosphere Reserve.
Biosphere Reserves (BR) are special areas or regions highly recognized for their conservation, logistic functions and sustainable development initiatives. However, not much work has explored into the BRs’ roles or functions as tourism learning destination, especially during the early years of their recognition as BR. This article aims to identify the mechanism utilised in the learning tourism function at Tasik Chini Biosphere Reserve since its inception in 2009 to the present year of 2013. The results reveal that learning of science and culture of the locals are the two-tier perspectives utlised in conceptualizing a tourism learning destination. Activities introduced in the specific themes of The Sustainability of Tropical Heritage fulfils the fundamental need of deep learning of scientific research and learning of the BR’s ecosystem, while the Ecosystem Health fulfils both deep and surface learning of the young visitors. The cultural knowledge of the community, on the other hand, offers a unique and authentic experience to the learners or visitors. As a learning tourism destination, the learning community, nevertheless, expects that the standard of tourism services should not be marginalised and must meet the high standard of tourism services. It is imperative that the science of Biosphere Reserve and the local culture are linked to set a holistic foundation in the creation of the learning programmes at the Tasik Chini Biosphere Reserve.
