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To improve on the classic school trip to the museum and the traditional distinctions between formal and informal learning, every year we run a project where the schools (first the teachers and then the pupils) are actively involved right from the very first stages of planning. The various projects realised so far involve schools with children of di...
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Citations
... In turn, Pantano and Talas (2010) argued that museums of science history can play a central role in improving the learning of physics concepts through their historical perspectives. As a result, several projects based on the history of science have been proposed in recent years in both a school (Heering, 2000;Holland & Matthews, 1999) and science museum context (Bernarduzzi et al., 2012;Holland & Matthews, 1999). The latter were implemented in a variety of ways: putting exhibits on display, i.e., Museo Galileo; using primary and secondary sources and hands-on reconstructions of historical experiments/instruments (Heering, 2000); and staging student competitions relating to science museum exhibits. ...
The objectives of the present study are to investigate both the history of the collection of scientific instruments from the Maraslean Teaching Center (MTC) and the potential for the collection's use in STEM education programs. Although MTC went by a number of different names during its long history, its institutional goal remained the same: training the Greek state's primary school teachers-to-be. To so do, it was necessary to assemble a collection of scientific instruments. The first objective of the paper is to present in detail the gradual enlargement of the collection from the last quarter of the 19 th century through to the 1930s, along with the way the instruments were used in science lessons and the central role MTC played in relation to other regional teaching schools in Greece in terms of the distribution, administration, repair and maintenance of the equipment. The second objective is to investigate the role the historical scientific instruments can play not only in the history of science, but also in contemporary science teaching. The findings reveal that the history of laboratory physics education in MTC along with the corresponding collection of the historical scientific instruments can be a fertile ground for implementing STEM education programs. Finally, the findings imply the broader integration of STEM education and history of science in order to promote cultural and procedural aspects of science in student teachers and beyond. Such integration gives rise to broader research on introducing STEM education to cultural embedded environments, such as museums and historically important schools and laboratories, such as MTC.
... Video storytelling produced by University students would then be added to the appropriate section. To the same section would be added stories told by students of all levels participating in the annual co-creative project (Falomo Bernarduzzi et al. 2014;Falomo Bernarduzzi et al. 2016;Falomo Bernarduzzi and Albanesi 2015). ...
The Pavia University History Museum, which houses historic items mainly connected to the physics and medicine fields, has focused in the past years on new ways to involve its public and to attract new audiences. Among different approaches, digital technologies have proven important to both external and internal communication. Lately, an Augmented Reality application has been made available to visitors, offering in one tool multimedia material of a historical-scientific nature: stories, 3D animations, images and user-generated video storytelling (developed mainly by University students, one of our least present demographics before the App, and younger students, who typically participate in the annual co-creative project). The App was designed to be as non-intrusive and discreet as possible, to preserve the historic ambiance of the museum, to unite social and educational aspects, to register user behaviour and to make the museum experience more vibrant and active and therefore captivating.
... The activities 'Teachers' training', 'Educational programs in association with social institutions' and 'Educational programs in collaboration with the school' fall under this category. These activities usually derive from the museum and especially from the kind of museum that is friendly to formal education institutions and pursues cooperation with them (Allard & Boucher 1998;Morentin & Guisasola, 2014) or/and from formal education institutions when they promote innovational conceptions regarding the content and the teaching method of school curricula (Anderson, Piscitelli & Everett, 2008;Falk, Heimlich & Bronnenkant, 2008;Falomo-Bernarduzzi, Albanesi & Bevilacqua, 2012). A key action that some S&T museums take is the establishment of teachers' training groups. ...
This study presents a tool for description and potential analysis of the educational role of the Science and Technology museum. This tool has been constructed from the point of view of formal education and it is proposed as a framework for the approach of the science/technology museum from the teachers and education administrators. More specifically, the tool is, at first, described in terms of structure, content and functionality and, afterwards, examples are provided for cases of international, national and local natural history museums (Natural History Museum in Paris, Goulandris Natural History Museum in Athens and University of Patras Zoology Museum accordingly). Finally, there is a discussion regarding the suitability of this tool to inform, instruct and train future and in-service teachers in aspects of museum education.
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... The history of physics and the wider domain of the history of mat erial culture, as represented by the collections of old scientific instruments in schools and universities, may also prove to be useful at the meta-cognitive level. It was indeed argued that the collaboration between schools and science museums, i.e. between formal and informal education, might promote achieving both cognitive and emotional student outcomes [3,8,9]. One of the teaching formats that has been elaborated upon and evaluated by the science education researchers is just 'conducting historical (thought) experiments or replicating actual laboratory procedures, tracing the development of scientific methods, concepts and theories' [10] (see also [11,12]). ...
... Yet, the sad state of affairs of most of these collections is that these instruments are by and large unused neither in research (a wholly understandable thing) nor in teaching (and this is far less understandable). This state of affairs is made even more sad by the growing awareness in the science education community of the science education functions of science museums (Falomo Bernarduzzi et al. 2014, Filippoupoliti et al. 2014, Heering 2017 as well as of the advantages of introducing history of science topics into the teaching of science (Leone 2014. ...
Re-introducing science. Sculpting the image of science for education and media in its historical and philosophical background, Proceedings of the 15th International Conference of History, Philosophy & Science Teaching
... Indeed, there are already some successful experiences in engaging teachers to use history of science as a tool in science education school programmes in non-formal settings. Some examples are lectures-demonstrations created by teachers, creatively using collections of scientific instruments of a local museum in Greece (Paparou 2011), educational workshops for teachers related with Galileo's laboratory (Falomo-Bernarduzzi et al. 2014) or workshops on the use of historic experiments and old scientific instruments as educating tools (Heering 2011). However, in order to develop this type of partnership as a shared educational project over time, and not only resulting in occasional actions, teachers' education institutions must also rethink their role in this process. ...
The activities presented in this paper, which are addressed to elementary school, are focused on the pioneering work of the Portuguese King Carlos I in oceanography and involve the exploration of the exhibits belonging to two different science museums, the Aquarium Vasco da Gama and the Maritime Museum. Students were asked to study fish adaptations to deep sea, through the exploration of a fictional story, based on historical data and based on the work of the King that served as a guiding script for all the subsequent tasks. In both museums, students had access to: historical collections of organisms, oceanographic biological sampling instruments, fish gears and ships. They could also observe the characteristics and adaptations of diverse fish species characteristic of deep sea. The present study aimed to analyse the impact of these activities on students’ scientific knowledge, on their understanding of the nature of science and on the development of transversal skills. All students considered the project very popular. The results obtained suggest that the activity promoted not only the understanding of scientific concepts, but also stimulated the development of knowledge about science itself and the construction of scientific knowledge, stressing the relevance of creating activities informed by the history of science. As a final remark we suggest that the partnership between elementary schools and museums should be seen as an educational project, in which the teacher has to assume a key mediating role between the school and the museums.
... Indeed, young children have, if properly educated and guided, an incredible creative and expressive capacity, but also, in relation to the investigation and credibility of events, one capable of distinguishing between reality and image, between the real world and imagination. Children do not easily lose sight of the distinction between real and virtual, they have no difficulty in playing with analogies (Falomo Bernarduzzi et al. 2012) as well as with scientifically correct definitions, which they keep in their memories. If, for example, during a visit to the Museum of Mineralogy a child is shown images of thin sections of minerals seen under the polarized light of a microscope, she or he will be able to enthuse about the colours she or he sees in these images better than an adult, and, if she or he possesses the necessary information, be able to translate/re-live the same sensations in other types of images, for example in abstract works of visual art. ...
In 2011 Pavia University celebrated its 650th birthday. This provided the opportunity to propose the Neverland project whose purpose was to overcome the division between formal and informal science education. A number of classes (various age groups) from a group of schools in the province of Pavia took part in the project. The University Museums (Physics, Medicine, Mineralogy, Natural History, Botanic Garden) and Laboratories joined forces. Each class adopted a famous Pavia scientist of the past (including Volta, Scarpa, Scopoli, Taramelli and Golgi), visited the corresponding museum and undertook specific laboratory activities. Once back at school, the information gathered was related to the history of modern figurative art focusing on the role of analogical inference, often relevant both in scientific and artistic innovation. Participatory videos and multimedia were produced. The Neverland project draws on the past work of the History of Physics Group starting in the 1980s and 1990s which aimed to preserve, restore and explain through 3D multimedia old physics instruments. This work led to the foundation of the University (Science) Museum System. Interactive exhibitions were dedicated to Volta (1999), Einstein (an international project run in 2005 in conjunction with Berlin and Jerusalem and with contributions from Oldenburg and Pisa), Galileo (2009), and the history of the energy conservation principle (2011). In all of them, high school students were trained to play the role of “explainers”, carrying out a series of historical experiments with younger pupils, classmates, and the general public. The various activities were coordinated by university students. The youngest participants were encouraged to develop forms of “artistic” expression based on the feelings and ideas experienced in their exposure to scientific activities.
... These workshops give clues which are the starting points for classroom activities linked to the project but also part of normal school learning. (Falomo-Bernarduzzi et al. 2012) The researchers describe projects that rely extensively on the history of science in a number of ways using primary and secondary sources, museum exhibitions, multimedia and hands-on reconstructions of historical experiments. More specifically, they present activities that are based on the exhibition 'Laboratorio di Galileo' which includes reproductions of the apparatus designed and used by Galileo for his experiments in mechanics. ...
Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice. Α number of mainly interdisciplinary texts from the fields of science education, history of science, scientific museology and museum education are reviewed. The review shows that the study of the role of history of science in informal and non-formal science education is heterogeneous and fragmentary. It is necessary to raise new research questions and construct new lines of research to investigate the subject in a more systematic way.
... These workshops give clues which are the starting points for classroom activities linked to the project but also part of normal school learning. (Falomo-Bernarduzzi et al. 2012 ) The researchers describe projects that rely extensively on the history of science in a number of ways using primary and secondary sources, museum exhibitions, multimedia and hands-on reconstructions of historical experiments. More specifi cally, they present activities that are based on the exhibition 'Laboratorio di Galileo' which includes reproductions of the apparatuses designed and used by Galileo for his experiments in mechanics. ...
Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice. A number of mainly interdisciplinary texts from the fields of science education, history of science, scientific museology and museum education are reviewed. The review shows that the study of the role of history of science in informal and non-formal science education is heterogeneous and fragmentary. It is necessary to raise new research questions and construct new lines of research to investigate the subject in a more systematic way.
Empirical evidence supporting the heuristic usefulness of history of physics will be provided within the context of a project devoted to studying the educational significance of the historical-scientific collections preserved by universities and schools. It is shown that, to a certain extent, teachers’ knowledge of the history of electricity studies can be of assistance to them for anticipating student misconceptions about the properties of electrostatics attraction. Also, it is shown that the analysis of a historical collection of electrostatics instruments and the subsequent reconstruction of some of these instruments with present-day materials has positive effects on the learning of some parts of the physics of electricity.
