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ERIC Number: EJ1002654
Record Type: Journal
Publication Date: 2013-May
Pages: 23
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0926-7220
Reading Instruments: Objects, Texts and Museums
Anderson, Katharine; Frappier, Melanie; Neswald, Elizabeth; Trim, Henry
Science & Education, v22 n5 p1167-1189 May 2013
Science educators, historians of science and their students often share a curiosity about historical instruments as a tangible link between past and present practices in the sciences. We less often integrate instruments into our research and pedagogy, considering artefact study as the domain of museum specialists. We argue here that scholars and teachers new to material culture can readily use artefacts to reveal rich and complex networks of narratives. We illustrate this point by describing our own lay encounter with an artefact turned over for our analysis during a week-long workshop at the Canada Science and Technology Museum. The text explains how elements as disparate as the military appearance of the instrument, the crest stamped on its body, the manipulation of its telescopes, or a luggage tag revealed the object's scientific and political significance in different national contexts. In this way, the presence of the instrument in the classroom vividly conveyed the nature of geophysics as a field practice and an international science, and illuminated relationships between pure and applied science for early twentieth century geologists. We conclude that artefact study can be an unexpectedly powerful and accessible tool in the study of science, making visible the connections between past and present, laboratory and field, texts and instruments.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada