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A mixed-methods evaluation of virtual fossil specimens' impact on informal geoscience educational outreach within middle-level classrooms.

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Title: A mixed-methods evaluation of virtual fossil specimens' impact on informal geoscience educational outreach within middle-level classrooms.
Authors: Mayo-Saalwaechter, Amanda1 (AUTHOR) akm645@msstate.edu, Clary, Renee M.1 (AUTHOR), Nagel, Athena O.1 (AUTHOR), Haney, Christa1 (AUTHOR)
Source: Journal of Geoscience Education. 2026, Vol. 74 Issue 3, p257-270. 14p.
Subject Terms: *Earth science education, *Educational outcomes, *Mixed methods research, *Digital learning, *Classrooms, *Museum studies, Earth sciences, Fossil collection
Geographic Terms: Mississippi
Company/Entity: Mississippi State University
Abstract: Using a mixed-methods approach, this study examined the effectiveness of Mississippi State University's Dunn-Seiler Museum's (DSM) virtual collection platform by comparing student learning outcomes between Control (hands-on) and Experimental (virtual specimens) groups during informal outreach activities in middle-level classrooms in Mississippi, USA. We used the Omeka Virtual Platform because the university adopted and supported this platform with technical assistance. The informal outreach activities engaged students in the investigations of fossil specimens representing the state's geologic history and its past climates. We analyzed students' (N = 97) content understanding and learning attitudes through percentage change in pre- and post-test survey data, in addition to pre- and post-outreach student drawings coded for accuracy and robust content. Our data revealed no statistically significant differences in content gain or affective response when the data were aggregated for both schools into Control versus Experimental groups. Qualitative analysis of teacher interviews revealed five emerging themes, including teachers' perceived importance of novelty in virtual platforms for learning. These findings suggest that museum-based virtual fossils and exhibits can offer a comparable learning experience within informal geoscience outreach, offering a viable alternative to engage students with geoscience concepts outside of the formal classroom setting. More research is needed to determine whether e-resources offer the same learning gains and positive attitudes within K-12 classrooms at other grade levels, beyond the southern US, and with other geoscience content. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Using a mixed-methods approach, this study examined the effectiveness of Mississippi State University's Dunn-Seiler Museum's (DSM) virtual collection platform by comparing student learning outcomes between Control (hands-on) and Experimental (virtual specimens) groups during informal outreach activities in middle-level classrooms in Mississippi, USA. We used the Omeka Virtual Platform because the university adopted and supported this platform with technical assistance. The informal outreach activities engaged students in the investigations of fossil specimens representing the state's geologic history and its past climates. We analyzed students' (N = 97) content understanding and learning attitudes through percentage change in pre- and post-test survey data, in addition to pre- and post-outreach student drawings coded for accuracy and robust content. Our data revealed no statistically significant differences in content gain or affective response when the data were aggregated for both schools into Control versus Experimental groups. Qualitative analysis of teacher interviews revealed five emerging themes, including teachers' perceived importance of novelty in virtual platforms for learning. These findings suggest that museum-based virtual fossils and exhibits can offer a comparable learning experience within informal geoscience outreach, offering a viable alternative to engage students with geoscience concepts outside of the formal classroom setting. More research is needed to determine whether e-resources offer the same learning gains and positive attitudes within K-12 classrooms at other grade levels, beyond the southern US, and with other geoscience content. [ABSTRACT FROM AUTHOR]
ISSN:10899995
DOI:10.1080/10899995.2026.2663539