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VOLCANOES TO “VIRTUAL TOURS”: BRINGING MUSEUMS To
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, Purdue University

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Museums are taking on a more active role in the education of children. Teachers have become more aware of this role and the benefits that informal settings can provide (Martin, Brown, & Russell, 1991). Science museums and other informal science centers such as zoos, aquaria, and environmental centers have increased in popularity because they provide opportunities that extend beyond the traditional static museum. These types of environments provide direct, interactive experiences with relevant materials that enhance students’ curiosity and wonderment about science (Falk, Koran, & Dierking, 1986). According to Ramey-Gassert, Walberg, and Walberg (1994): “Museum learning has many potential advantages: nurturing curiosity, improving motivation and attitudes, engaging the audience through participation and social interaction, and enrichment” (p. 351). Thus, educators are incorporating participatory science museums and other nontraditional classroom settings into their curriculum to provide kinesthetic and visual experiences that cannot be duplicated in the regular classroom with the same outcomes (Falk, Martin, & Balling, 1978; Flexer & Borun, 1984).

Citation

Barshinger, T. (1998). VOLCANOES TO “VIRTUAL TOURS”: BRINGING MUSEUMS To. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 1332-1336). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .

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