Virtual Destinations and Student Learning in Middle School: A Cas ...

However, recent studies report that science is a subject in which teachers feel unprepared. Further, teachers feel they lack sufficient resources. Half of the grade school teachers in a nation-wide five-year study sponsored by the National Science Foundation responded that they are only somewhat qualified to teach science (Templeton, 1999). They also admit that science is the subject they feel least qualified to teach. Yet 50 % of the stu­dents surveyed in this study stated that they spend most of their time in science classes listening to a teacher lecture. Given this lack of sufficient science resources and teachers feeling unprepared to teach science, computer tech­nology may provide a promising teaching supplement. Computer technology, in particular Internet-based science instruction, can relieve teachers in areas they feel less qualified to teach, introduce interactive multimedia that is interesting to students, and save money by building museum / school partnerships that deliver instruction over the Internet.

Only a handful of colleges with biology museums have entered into museum / school partnerships, and even fewer are using computer technology such as a virtual museum as a teaching interface and vehicle of instruction. It is important to introduce to middle school science teachers the oppor­tunities available using technology in the classroom. A virtual biology museum that appropriately meets the needs of middle school science teachers and students, and integrates smoothly and efficiently with the curricula may help meet national and statewide goals. Partnerships between formal and informal science educational settings combined with technology as a teaching tool can further students’ understanding of science and promote inquiry-based learning.

Computer technology use in middle school science classrooms warrants more investigation. Partnerships between museums and schools using vir­tual museums are potential solutions to address the problems of learning in science classrooms. Making primary resources available through innovations such as a virtual museum could inspire teachers and students throughout the community, and facilitate acquisition of knowledge and engagement.

Arguably, university museums can assume leadership roles through an innovative approach of a virtual biology museum linked to classrooms. True educational museums extend the reach of their collections beyond the confines of the physical walls to the community. Students and teachers experience an enriched sense of community through the collaboration.