| Chapter 2: | Background |
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Another good example of a technologically structured partnership in science was The Kids Network Program, started by the National Geographic Society (NGS) in the late 1980s. This partnership between scientists from the NGS and students focused on the promotion of science and discovery in elementary classrooms. Students in the classrooms connected via the Internet with other students from different parts of the world. They compared and shared data on various subjects. Teachers were given information on student projects, and the introductory unit introduced students to scientific research methods. Students then gave the data they collected to scientists at the NGS who analyzed the data, pointed out patterns, and made graphs and charts to send back to the classrooms (Bradsher & Hagan, 1995). Such partnerships and Internet communities are valuable to teachers and students. However, the advantage of personal contact with primary resources at the other end of the technology was missing.
University-based museums today are becoming rare, with only about twelve natural history museums remaining with high profile large collections (West, 2000). Most university biology museums do not have programs for the lay public or partnerships with local K-12 classrooms. Today in America there are around 50 university-based natural history museums, but many of these museums have given up part of their collections (Cordell, 2000). The university biology museum that participated in this case study has a substantial collection and is located on the Portland State University campus in Portland, Oregon.
The specimens housed in the Portland State University biology museum serve the scientific community in several ways. They are available as instructional resources for PSU classes, as objects for faculty and graduate student research, and for examination by visiting scientists, artists, agency personnel, and school groups at all levels. Unfortunately, few teachers in Multnomah County are aware of the existence of this museum, let alone the instructional resources this collection offers.
A virtual biology museum available to Portland area classrooms can be an invaluable means of outreach. Making comprehensive information on each of the museum’s specimens available to classrooms through an engaging and interactive multimedia virtual biology museum offers a unique integration of science, education, and technology. More importantly, this kind of educational innovation may directly engage the community and the university in a shared future of educating children.