View in EDS

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

Saved in:
Bibliographic Details
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]
Copyright of Journal of Geoscience Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 195547678
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A mixed-methods evaluation of virtual fossil specimens' impact on informal geoscience educational outreach within middle-level classrooms.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mayo-Saalwaechter%2C+Amanda%22">Mayo-Saalwaechter, Amanda</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> akm645@msstate.edu</i><br /><searchLink fieldCode="AR" term="%22Clary%2C+Renee+M%2E%22">Clary, Renee M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nagel%2C+Athena+O%2E%22">Nagel, Athena O.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Haney%2C+Christa%22">Haney, Christa</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Geoscience+Education%22">Journal of Geoscience Education</searchLink>. 2026, Vol. 74 Issue 3, p257-270. 14p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Earth+science+education%22">Earth science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Museum+studies%22">Museum studies</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+sciences%22">Earth sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Fossil+collection%22">Fossil collection</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mississippi%22">Mississippi</searchLink>
– Name: SubjectCompany
  Label: Company/Entity
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mississippi+State+University%22">Mississippi State University</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Geoscience Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195547678
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10899995.2026.2663539
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 257
    Subjects:
      – SubjectFull: Earth science education
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Digital learning
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Museum studies
        Type: general
      – SubjectFull: Earth sciences
        Type: general
      – SubjectFull: Fossil collection
        Type: general
      – SubjectFull: Mississippi
        Type: general
      – SubjectFull: Mississippi State University
        Type: general
    Titles:
      – TitleFull: A mixed-methods evaluation of virtual fossil specimens' impact on informal geoscience educational outreach within middle-level classrooms.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mayo-Saalwaechter, Amanda
      – PersonEntity:
          Name:
            NameFull: Clary, Renee M.
      – PersonEntity:
          Name:
            NameFull: Nagel, Athena O.
      – PersonEntity:
          Name:
            NameFull: Haney, Christa
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 10899995
          Numbering:
            – Type: volume
              Value: 74
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Geoscience Education
              Type: main
ResultId 1