To see the other types of publications on this topic, follow the link: Natural history - Study and teaching.
Journal articles on the topic 'Natural history - Study and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Natural history - Study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Shin, Myeong Kyeong. "The Nature of Science at Informal Education Settings: Natural History Museums." Key Engineering Materials 277-279 (January 2005): 387–90. http://dx.doi.org/10.4028/www.scientific.net/kem.277-279.387.
Full textAbstract:
The purpose of this study is to explore the characteristics of the on-line teaching materials on the websites of natural history museums particularly with regards to their educational perspectives, focusing on the nature of science. A total of twelve on-line resources from the four well established museums used in this study were selected as representative informal science teaching materials. The analyses highlighted the potential of natural history museums as an informal science learning venues.
2
Amin, Tejal N., Hannah Cohen, Michael Wong, Sara-Louise Pointer, Naaila Aslam, and Davor Jurkovic. "The Natural History of Uterine Venous Plexus Thrombosis." Diagnostics 11, no. 8 (July 26, 2021): 1338. http://dx.doi.org/10.3390/diagnostics11081338.
Full textAbstract:
The management of incidental or unusual site venous thrombosis (VT) is challenging and is often extrapolated from studies on symptomatic deep venous thrombosis (DVT). There is a tendency to treat with anticoagulation, due to the theoretical risk of propagation and embolism; however, this is not without risk. Furthermore, there is little guidance on how to monitor incidental VT. The aim of this study was to describe the natural history of incidental uterine venous plexus thrombosis (UVPT) and provide a structured approach to its overall management. A prospective study was conducted in a university teaching hospital over a 16-month period. Women diagnosed with UVPT on transvaginal ultrasound (TVS) were followed up over a six-month period and managed based on an individualised risk assessments, in conjunction with haematologists. Fifty women were diagnosed with UVPT during the study period, of which 38 were managed expectantly. The resolution was documented in 70% of women. There were no cases of symptomatic DVT or pulmonary embolisms in either the expectant or treatment groups. Our study has shown that in a high proportion of women, incidental UVPT could be managed successfully without the need for anticoagulation. The overall management of UVPT should be based on individualised clinical risk assessments.
3
Staley, David J. "Teaching the Future of Technology in the History Classroom: A Case Study." World Futures Review 10, no. 4 (August 1, 2018): 253–62. http://dx.doi.org/10.1177/1946756718791273.
Full textAbstract:
This article will describe how historians can teach the future of technology. Historians need not alter their traditional methods of historical inquiry to teach the future, and indeed the history classroom is a natural site for foresight education. Historical inquiry begins with questions, and futuring similarly begins with asking the right questions. The historian seeks out evidence, and futurists as well identify drivers and blockers, considering how these drivers and blockers will interact with each other. In contrast to social scientists, historians work with imperfect or incomplete information, an apt description of the state of our evidence about the future. In a manner similar to historians, futurists interpret and draw inferences from evidence. After the research an analysis of the evidence is complete, the historian/futurist writes representations. This article will describe how I employed the historical method to teach the future of technology in a history research seminar, the results produced by the students, and ways that the study of the future can be situated in the history classroom.
4
You, Hye Sun. "Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks." Journal of Education and Learning 6, no. 4 (June 5, 2017): 66. http://dx.doi.org/10.5539/jel.v6n4p66.
Full textAbstract:
This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.
5
Ismagilova, R. R., and G. Kh Akhmetshina. "HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 3 (October 25, 2021): 322–30. http://dx.doi.org/10.35634/2412-9550-2021-31-3-322-330.
Full textAbstract:
The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.
6
Zeman, Ivanna. "Museum lessons as an alternat form of teaching natural sciences in basic secondary school." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 94–100. http://dx.doi.org/10.30970/vpe.2022.36.11556.
Full textAbstract:
The article is devoted to the issue of the museum lessons as an alternative form of teaching Natural Sciences for students in basic secondary school. It proposes the detailed analysis of the concept «natural sciences museum lessons» and explores educational activities provided by the Ukrainian museums to schoolchildren. The author of the article emphasizes the importance of the museum educational activities for both, students and teachers: while for students museum lessons are the chance to improve their knowledge, skills and abilities, for teachers, they are the opening to explain subject material in an accessible way and meet the basic curriculum. Most museums in Ukraine and abroad offer standard tours, museum lessons, lectures and educational workshops. Analysis of those activities showed that natural museums have an extremely important role in the education process of children. Natural history museums clearly realize the importance of their educational role by setting the programs for schools. They provide the interdisciplinary approach in teaching and offer natural sciences lessons to students of all educational levels. Educational activities offered by natural history museums are usually complementary to school natural sciences curriculum, which include several school subjects – biology, geography, physics, chemistry, and astronomy. It is emphasized that apart from the educational content, the museums offer a very wide choice of possibilities and new teaching methods, which require students’ active participation. The educational activities of the museums are included into the curricula of basic secondary education and provide information and communication technologies for the organization of information and educational environment of the museum. The study describes and characterizes the activity of Lviv museums, which offer museum lessons their compatibility with the core curriculum of basic secondary education. Keywords: museum lesson, museum education, natural history museum, basic secondary education, educational program, museum innovations.
7
Jadon, Deepak R., Gavin Shaddick, William Tillett, Eleanor Korendowych, Graham Robinson, Nicola Waldron, Charlotte Cavill, and Neil J. McHugh. "Psoriatic Arthritis Mutilans: Characteristics and Natural Radiographic History." Journal of Rheumatology 42, no. 7 (May 15, 2015): 1169–76. http://dx.doi.org/10.3899/jrheum.150083.
Full textAbstract:
Objective.(1) To compare clinical characteristics of patients with psoriatic arthritis (PsA) with PsA mutilans (PAM) and without PAM, and (2) to determine the rate of PAM radiographic progression.Methods.A retrospective cohort study was conducted of all patients with PsA attending a teaching hospital. The most recent hand and feet radiographs were screened for PAM. Serial radiographs (earliest to most recent) were quantitatively scored for osteolysis, erosion, joint space narrowing, and osteoproliferation.Results.Out of the 610 cases, 36 PsA cases had PAM (5.9%). PAM cases were younger at diagnosis of PsA than non-PAM cases (p = 0.04), had more prevalent psoriatic nail dystrophy (OR 5.43, p < 0.001), and worse health assessment questionnaire score (1.25 vs 0.63, p < 0.04). Radiographic axial disease (OR 2.31, adjusted p = 0.03) and especially radiographic sacroiliitis (OR 2.99, adjusted p = 0.01) were more prevalent in PAM. PAM were more likely than non-PAM cases to have used a disease-modifying antirheumatic drug (DMARD; OR 16.36, p < 0.001). Out of 33 cases, 29 PAM cases had initiated a synthetic DMARD and 4/13 had initiated anti-tumor necrosis factor (anti-TNF) prior to first demonstration of PAM. A median 5 radiographs were scored for each PAM case (interquartile range 3–7). PAM progressed from monoarticular (60%) to polyarticular (80%) involvement. Osteolysis was initially rapid and progressive in the hands and feet, tapering later during disease course. Nail dystrophy predicted more severe osteolysis (p = 0.03).Conclusion.Compared with non-PAM cases, PAM cases have earlier age at PsA diagnosis, poorer function, more prevalent nail dystrophy, and more radiographic axial disease/sacroiliitis. The rate of osteolysis is higher in earlier disease, and more severe in those with nail dystrophy. DMARD and anti-TNF therapy appear not to prevent PAM occurrence.
8
Wylie, Caitlin Donahue. "Teaching nature study on the blackboard in late nineteenth- and early twentieth-century England." Archives of Natural History 39, no. 1 (April 2012): 59–76. http://dx.doi.org/10.3366/anh.2012.0062.
Full textAbstract:
England's Education Acts in the late nineteenth century made school free and mandatory for all children, filling schools with more and younger students. Visual teaching methods such as blackboard drawing were used to catch young students’ eyes and engage their interest. At the same time, there was high public engagement with natural history and popular science lectures, which built the perception of science as accessible, interesting and useful for people of all social classes. This “science for all” trend along with the new universal education paved the way for nature study, a new school subject based on experiential learning through observation of plants and animals, similar to the popular nineteenth-century pedagogy of object lessons. The many manuals about nature study that were published for teachers in England in the early twentieth century reveal the content, pedagogy, and portrayal of science communicated to young students. Analysis of one manual, Nature teaching on the blackboard (1910), sheds light on typical nature study lessons, including suggested images for teachers to draw on the blackboard. Visual methods of teaching science were not limited to schoolchildren: university lecturers as well as popularizers of science used object lessons and blackboard drawing to educate and entertain their adult audiences. Comparing blackboard teaching of nature study with other educational images and audiences for science explores how multisensory learning and the blackboard brought information about the natural world and engagement with science to the public.
9
Nafisa, Syeda, Ben Messer, Beatrice Downie, Patience Ehilawa, William Kinnear, Sherif Algendy, and Milind Sovani. "A retrospective cohort study of idiopathic diaphragmatic palsy: a diagnostic triad, natural history and prognosis." ERJ Open Research 7, no. 3 (July 2021): 00953–2020. http://dx.doi.org/10.1183/23120541.00953-2020.
Full textAbstract:
BackgroundIsolated diaphragmatic palsy in the absence of progressive neuromuscular disease is uncommon. It poses diagnostic challenges and limited data are available regarding prognosis. We present retrospective cohort data from two large teaching hospitals in the United Kingdom.Method60 patients who were assessed either as inpatients or outpatients were included in this study. Patients with progressive neuromuscular disease were excluded. Clinical presentation, tests of respiratory muscle function (sitting/supine vital capacity, maximal expiratory pressure (MEP), maximal inspiratory pressure (MIP) and sniff nasal inspiratory pressure (SNIP)) and outcomes were recorded.ResultsFor patients with diaphragmatic palsy, mean±sd seated and supine vital capacity pre-noninvasive ventilation (NIV) were reduced at 1.7±1.2 L and 1.1±0.9 L, respectively, with a mean±sd postural fall in vital capacity of 42±0.16%. The mean MEP/MIP and MEP/SNIP ratios for diaphragmatic palsy were 3 and 3.5, respectively. After a year of treatment with NIV, mean±sd upright and supine vital capacity had increased to 2.1±0.9 L and 1.8±1 L, respectively, and the mean±sd fall in vital capacity from sitting to supine reduced to 29±0.17%. MEP/MIP and MEP/SNIP ratios reduced to 2.6 and 2.9, respectively, from the pre-NIV values. The values of postural fall in vital capacity correlated (p<0.05) with MEP/MIP and MEP/SNIP ratio (r2=0.86 and r2=0.7, respectively).ConclusionTests of respiratory muscle strength are valuable in the diagnostic workup of patients with unexplained dyspnoea. A triad of 1) orthopnoea, with 2) normal lung imaging and 3) MEP/MIP and/or MEP/SNIP ratio ≥2.7 points towards isolated diaphragmatic palsy. This needs to be confirmed by prospective studies.
10
Ribble, David O. "Ahead of his time: Joseph Grinnell, natural history, and inclusion and equity in STEM." Therya 13, no. 1 (January 30, 2022): 99–102. http://dx.doi.org/10.12933/therya-22-1104.
Full textAbstract:
Joseph Grinnell designed the Natural History of the Vertebrates (NHV) course at the Museum of Vertebrate Zoology, University of California at Berkeley, over 100 years ago and the course has changed little over these years. In this essay, I connect modern pedagogical and cognitive understandings of what we know leads to success among students to the course. This analysis reveals that the course continues to be successful because it has all the elements of a student-centered, active-learning class that leads to better cognitive gains, better retention, and importantly, proportionately better gains for students from underserved populations. This study will be important for advocates of teaching natural history in biology curriculum.
11
Dorofeev, Daniil. "Vasily Mikhaylovich Severgin as Translator of Pliny the Elder: On the History of the Reception of Ancient Heritage in the Context of Russian Natural History in the 18th Century." ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 16, no. 2 (2022): 791–813. http://dx.doi.org/10.25205/1995-4328-2022-16-2-791-813.
Full textAbstract:
The article is devoted to the study of the reception of the ancient heritage in European culture and its importance for the development of Russian natural science in XVIII century. For this purpose the author turns to the well-known Russian scientist and teacher Vasily Mikhajlovich Severgin (1765-1826), who was the author of the first Russian translation in Russian of the encyclopedic "Natural History" (Naturalis Historia) by Roman scientist Pliny the Elder (24-79 A.D.), many years was teaching at the Mining college (modern Saint-Petersburg Mining University, which celebrates its 250th anniversary in 2023) and is the most important Russian scientist in the field of natural history. It is on the study of the importance of Pliny the Elder and the history of his interpretation and translation for the development of European and especially Russian science in the 18th century that the main attention of the author of the article is directed. The article also covers the peculiarities of science and educational institutions in Russia and Europe in the 18th century; the biography of Severgin; the specifics of ancient Greek and ancient Roman science; the concept of "natural history" and the importance of encyclopedia as a scientific genre for the culture and science of the Enlightenment.
12
Letícia Iega, Santana, Buchaim Daniela Vieira, Hamzé Abdul Latif, Bertoni Reis Carlos Henrique, de Souza Bueno Cleuber Rodrigo, de Marchi Miguel Ângelo, Pomini Karina Torres, and Buchaim Rogério Leone. "The History of Anatomy, its importance and new trends in the teaching/learning process." Archives of Anatomy and Physiology 7, no. 1 (January 19, 2022): 001–4. http://dx.doi.org/10.17352/aap.000018.
Full textAbstract:
Anatomy, in its broadest concept, is the science that studies the development and constitution of living beings. The study of human anatomy becomes mandatory for all courses in the Health Area since its understanding is fundamental for understanding the physiology and pathological processes that affect the human being. Some strategies such as Youtube videos, digital tables such as Anatomage, synthetic pieces and body painting were created to facilitate and socialize access to such information. The main objective of this short communication was to integrate the knowledge obtained through the survey of the History of Anatomy with the current trends of new teaching methodologies, which can help in learning but cannot replace the use of natural parts such as corpses.
13
GOMES, INÊS. "Observation versus experimentation in natural-history teaching in Portuguese secondary schools: educational laws from 1836 to 1933." BJHS Themes 3 (2018): 147–65. http://dx.doi.org/10.1017/bjt.2018.2.
Full textAbstract:
AbstractThe idea that a public and secular institution was needed to prepare citizens for higher education proliferated throughout Europe during the nineteenth century. However, because of local political, economic and social contexts the underlying model of what is now meant by secondary education has developed differently in each country. This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature (zoology, botany, geology and mineralogy) inliceus, during the nineteenth and early twentieth centuries. In particular, the importance given to specimens and collections will be emphasized. The emergence of laboratory-based teaching never replaced traditional approaches centred on observation of specimens. By focusing on the Portuguese case, this article aims ultimately to contribute to a broader understanding of the secondary-educational model implemented throughout Europe in the nineteenth century.
14
Corell Domenech, Mavi. "”La naturaleza viva debe ocupar el primer plano”. Un estudio sobre el Diccionario de Pedagogía (1936) de editorial Labor y la enseñanza de las ciencias físico-químicas y naturales." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 451. http://dx.doi.org/10.5944/hme.14.2021.29250.
Full textAbstract:
We present the study of one of the great projects of the Barcelona publisher Editorial Labor, namely the Diccionario de Pedagogía (1936), from a new perspective: the analysis of entries on the teaching of scientific subjects. The axis of the methodologies proposed by the work is the study of living things in their natural environment from an ecological perspective, both outside the classroom via excursions and inside through aquaria, terraria, herbaria and school kitchen gardens. These methodologies can be seen to have been be influenced by New Education principles, the English Nature Study movement and the Spanish Institución Libre de Enseñanza. Coordinated by Luis Sánchez Sarto, the Diccionario de Pedagogía recorded the state of pedagogy and education worldwide, counting on a hundred or so anonymous authors most of whom were German, Austrian, American or Spanish. John Dewey, Vilhelm Rasmussen and Georg Kerschensteiner are the dictionary’s pedagogical references in science teaching. In our article, we present arguments suggesting that Margarita Comas Camps and Rafael Candel Vila were the authors of the dictionary’s two entries on teaching methodology.
15
Kotsira, Maria, Klimis Ntalianis, Vasiliki Kikili, Filotheos Ntalianis, and Nikolaos Mastorakis. "New Technologies in the Instruction of History in Primary Education." International Journal of Education and Information Technologies 15 (March 10, 2021): 21–27. http://dx.doi.org/10.46300/9109.2021.15.3.
Full textAbstract:
Nowadays, the exploitation of augmented reality in education is linked to a multitude of pedagogical subjects, including history, geography, natural sciences and arts. The extensive use of computers in the educational process in recent years, in addition to learners’ familiarity with the use of Internet and applications associated with its operation, have led to a search for creative methods, which will enhance interaction in the pedagogical approach. As a result, a digital learning environment has emerged in which trainees gain access to knowledge in an entertaining and interactive way by making use of innovations and gaining the ability to control their knowledge. The purpose of this paper is to feature the role of new technologies in the educational process by studying the use of augmented reality applications in teaching history. Designing such applications requires direct involvement of the teacher and, as established by the case study, the benefits are extremely important; students acquire a particular interest in the learning object and achieve higher performance, as compared to conventional forms of teaching.
16
Neff, Roni A., Linnea I. Laestadius, Susan DiMauro, and Anne M. Palmer. "Interviewing Baltimore Older Adults About Food System Change: Oral History as a Teaching Tool." Metropolitan Universities 28, no. 1 (February 23, 2017): 47–68. http://dx.doi.org/10.18060/21463.
Full textAbstract:
Urban food systems have changed considerably over the past half century. Older adults’ descriptions of place-based, personal food system history can help inform student learning and may contribute to expert understanding of food system change. Structural and social shifts in food purchasing and consumption contribute to diet-related disease and loss of historical food cultures in cities. Modern efforts to improve food systems are rarely informed by history, despite the potential benefits. Students performed oral history interviews with Baltimore older adults. Transcripts were analyzed using an inductive grounded theory approach. Interviewees described a shift from food they perceived as natural and healthy to food seen as lacking freshness, with additives and poor flavor. Many mistrusted the food industry including retailers. Some emphasized benefits of modern changes such as reduced preparation time. Despite low incomes, interviewee concerns went well beyond food prices. We describe and reflect on insights from the oral histories, while presenting a case study of the use of oral history in graduate education. To our knowledge, this is the first paper describing oral history with older adults focused on the food system.
17
Gooday, Graeme. "‘Nature’ in the laboratory: domestication and discipline with the microscope in Victorian life science." British Journal for the History of Science 24, no. 3 (September 1991): 307–41. http://dx.doi.org/10.1017/s0007087400027382.
Full textAbstract:
What sort of activities took place in the academic laboratories developed for teaching the natural sciences in Britain between the 1860s and 1880s? What kind of social and instrumental regimes were implemented to make them meaningful and efficient venues of experimental instruction? As humanly constructed sites of experiment how were the metropolitan institutional contexts of these laboratories engineered to make them legitimate places to study ‘Nature’? Previous studies have documented chemists' effective use of regimented quantitative analysis in their laboratory teaching from the 1820s, but less is known about how Victorian academics made other sorts of laboratories unproblematic pedagogical spaces. This paper will examine the literary, disciplinary and instrumental technologies of microscopy deployed by T. H. Huxley at his South Kensington laboratory during the early 1870s to render his biology teaching legitimate, meaningful and efficient. As such it is a response to Pickstone's recent call for a broader account of microscopy teaching in late nineteenth-century academic life science, and one localized answer to Bennett's enquiries as to what the appearance of a microscope in laboratories and other domestic settings betokened to historical actors, and how such tokens changed over time.
18
Pearce, Joanna L. "“To give light where He made all dark”: Educating the Blind about the Natural World and God in Nineteenth-Century North America." History of Education Quarterly 60, no. 3 (August 2020): 295–323. http://dx.doi.org/10.1017/heq.2020.29.
Full textAbstract:
Nineteenth-century educators worried that blind children were particularly susceptible to moral apathy, religious decay, and atheism because they could not see the beauty of nature. These educators used instruction in biology, zoology, and natural history to teach blind children about the beauty of the natural world and the breadth of God's creation. Instruction techniques included innovative but expensive apparatuses and tactile models. Despite cost challenges, educators of the blind devoted time and ingenuity to expand the science curriculum, particularly nature study programs, to help their students become successful, productive, and pious citizens equal to their sighted peers. Teaching blind students about nature ensured the blind would not become burdens on society but could be brought into the proper, civilized, religious sphere of the sighted.
19
Larsson, Anna. "Skolämnet hembygdskunskap 1919–1980: Tillkomst och karriär i läroplanshistoriskt perspektiv." Nordic Journal of Educational History 9, no. 1 (June 7, 2022): 61–83. http://dx.doi.org/10.36368/njedh.v9i1.211.
Full textAbstract:
”Hembygdskunskap” [Heimatkunde] 1919–1980: Creation and career from a curriculum history perspective. Between 1919 and 1980 ”hembygdskunskap” [Heimatkunde] was a mandatory school subject in the first three years of schooling in Sweden. The subject was composed to comprise the introductory study of the natural and social environments, but also to train the children’s perceptional and expressional skills. This article follows the career of the subject through the Swedish curriculum history based on curriculum documents and official school investigations. The article shows how the creation of the subject was influenced by international progressive educational ideas about reality based teaching, curriculum concentration and student activity. Over time, the educational implications of the concept ”hembygd” changed. In the beginning of the period, the concept ”hembygd” offered a fruitful way to focus and delimit the primary study of the environments. In the end of the period, however, the concept was abandoned, as it no longer had the capacity of gathering the teaching content. Accordingly, the era of this school subject was over.
20
Conrad, Jenni. "Desettling History: Non-Indigenous Teachers’ Practices and Tensions Engaging Indigenous Knowledges." Teachers College Record: The Voice of Scholarship in Education 124, no. 1 (January 2022): 3–29. http://dx.doi.org/10.1177/01614681221086069.
Full textAbstract:
Background/Context: For educators committed to unraveling racism and colonial bias in world history courses, challenges persist—particularly with Indigenous peoples and knowledges. Typical history curriculum, standards, and instructional tools misrepresent Indigenous peoples and knowledges in damaging and inaccurate ways. In cities, where Indigenous peoples and the natural world are often presumed distant, teachers may especially struggle to disrupt these patterns. Purpose/Objective/Research Question/Focus of Study: This study explores the efforts of two experienced urban secondary teachers nominated by local Indigenous educators, asking: How do teachers craft globally-oriented history instruction that engages Indigenous knowledges in historical inquiry? Population/Participants/Subjects: Both participants were experienced social studies teachers in or near West Coast cities, in public schools with strong racial, ethnic, and socioeconomic diversity. Julie (a white woman in her late 50s) taught in a small alternative middle school, while Teacher X (a Xicano/Latino man in his early 40s) taught in a large comprehensive high school. Research Design: This qualitative comparative case study relied on teacher interviews, class observations, and document analysis. Student and colleague interviews supported triangulation. Findings/Results: Findings indicate three teaching practices for desettling expectations (Bang et al., 2012) in historical inquiry: (1) strengthening context for Indigenous knowledges and sovereignty to counter colonial patterns of erasure; (2) using historiographical counter-narratives to show how interpretations of history are situated in colonial power relations; and (3) offering experiential and place-based learning with Indigenous knowledges beyond the classroom. Although both teachers worked to desettle expectations in these ways, only one showed consistency with centering Indigenous knowledges in observed practice. Conclusions/Recommendations: Personal resonance with relational and place-based learning appears crucial for teaching Indigenous historical perspectives meaningfully, which may prove challenging for teachers who identify as “urban” in ways perceived as distant from the natural world. Combined with the three practices above, teachers’ ongoing, reciprocal relationships with Indigenous peoples and homelands shaped their effectiveness in engaging Indigenous knowledges as valid and generative for historical inquiry, offering implications for practitioners and scholars in global historical inquiry and teacher education.
21
Mirza, A., Z. Win Naing, P. Khonsari, H. Khan, P. Rezai, A. K. Abbas, and M. Nisar. "POS1421 AROMATASE INHIBITORS AND SKELETAL HEALTH – NATURAL HISTORY AND INTERVENTIONAL EPIDEMIOLOGY." Annals of the Rheumatic Diseases 81, Suppl 1 (May 23, 2022): 1054.1–1054. http://dx.doi.org/10.1136/annrheumdis-2022-eular.2165.
Full textAbstract:
BackgroundBreast cancer remains the most common cancer diagnosed in women worldwide. Aromatase inhibitors (AI) are employed for hormone sensitive disease in mainly postmenopausal women. AI related bone loss (AIBL) is a known complication; although data regarding the natural history in the real-world, long-term outcomes and the role of bone active therapy in fracture prevention is sparse.ObjectivesOur aim was to determine the real-world impact of AIBL and whether bone sparing therapy utilising standard risk stratification model is sufficient for fracture prevention.MethodsWe undertook a longitudinal study of patients prescribed AI for breast cancer over a seven-year period at our university teaching hospital. All the data was recorded electronically with full access to demographics, disease parameters, investigations and drug management. DEXA scans performed prior to initiation of AI were compared with subsequent imaging over a mean follow up of 3 years. Outcome data for cancer and all fractures was collected. Statistical analysis was done to investigate significant relationships amongst the variables of interest.Results1001 women were identified during the study period. The mean age of the cohort was 64 years (range 29-93). 929 (93%) were Caucasian, 57 (6%) were Asian and 15 (1%) were Afro-Caribbean. 723 women (72%) were diagnosed with invasive ductal carcinoma and 863 women (86%) were postmenopausal. At diagnosis, 428 women (43%) had node positive disease and 35 women (4%) had metastases. 91 women (9%) had sustained fractures prior to their breast cancer diagnosis.All women had a baseline DEXA: 496 (49.6%) had osteopenia, 151 (15%) had osteoporosis and 354 (35.4%) had a normal result. 478 (48%) of women had a repeat scan available. Overall, there was a decline (from a mean of 0.888 g/cm2 to 0.858 g/cm2, p<0.0001) in left neck of femur (LNOF) bone mineral density (BMD) over time (mean of 3 years, with a range of 1-6).334 (33%) were prescribed bone active therapy with 276 women (83%) given oral bisphosphonates. This group had an improvement in BMD by 0.4% (LNOF mean BMD of 0.785 g/cm2 at baseline compared to LNOF mean BMD of 0.788 at repeat DEXA, p=0.82).Women who were not offered any treatment (n=667, 66%), showed a significant decline in bone density with the decline being -5%. (LNOF mean BMD of 0.939 g/cm2 at baseline compared to LNOF mean BMD of 0.888 g/cm2 at repeat DEXA, p< 0.0001).The rate of fractures remained the same between the treatment (19 fractures, 5.67%) and non-treatment group (38 fractures, 5.70%)ConclusionOur study provides long term data for AIBL and confirms a significant decline in BMD over seven years. It confirms that bone sparing therapy is effective in reducing the pace of decline in BMD. However standard risk stratification model such as FRAX based intervention thresholds in mainly those with WHO defined osteoporosis (T ≤-2.5) is ineffective in fracture prevention in keeping with prior literature. Since our study period overlaps with publication of newer guidelines recommending different T score-based risk model, further studies are required to confirm their utility.References[1]https://www.wcrf.org/dietandcancer/worldwide-cancer-data/. Date accessed: 26.01.2022[2]R. Coleman, J.J. Body, M. Aapro, et al., Bone health in cancer patients: ESMO clinical practice guidelines, Ann. Oncol. 25 (Suppl 3) (2014) iii124–iii137.[3]E. Amir, B. Seruga, S. Niraula, et al., Toxicity of adjuvant endocrine therapy in postmenopausal breast cancer patients: a systematic review and meta-analysis, J. Natl. Cancer Inst. 103 (2011) 1299–1309.Disclosure of InterestsNone declared
22
Seeumpornroj, Pat. "Globality in Teaching Art and Architectural History: A Case Study of the Glossary Assignment." Nakhara : Journal of Environmental Design and Planning 20 (July 21, 2021): 109. http://dx.doi.org/10.54028/nj202120109.
Full textAbstract:
In consideration of the research problem associated with the need for globality and inclusive vision in art and architecture history pedagogy, this research proposes an alternative research framework that entails the globality and inclusion of non-Western content in studying and teaching art and architecture history, as well as the use of interpretive-historical research methodology in conducting cross-cultural and comparative studies for a glossary assignment. This research provides a glossary assignment in which students conduct cross-cultural and comparative investigations of Western and non-Western art and architecture. The study approaches, tactics, and themes employed by students to do cross-cultural comparisons are systematically examined. Common glossary terms from conventional Western art and architecture history, namely, composite image, ziggurat, contrapposto, and still life, are critically used to demonstrate that they are universal and also existent in Southeast Asian art and architecture. Inductive rather than a priori analytical framework reveals new themes derived from cross-cultural comparisons. By juxtaposing original redrawn images of art and architecture from Western traditions and non-Western contexts, this research creates a significant visual impact on the usage of illustrations as tactics that transcend conventional maps and timelines. Application of the alternative study framework reveals the universality of the human desire to create art and architecture that transcends chronology and cultural boundaries.
23
Gubanov, N. N., E. A. Yusipov, and N. I. Gubanov. "Features of lecturing Philosophy to students of natural science and technical specialties." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2021): 27–34. http://dx.doi.org/10.20339/am.01-21.027.
Full textAbstract:
Highlighted and analyzed are features of lecturing Philosophy to students of natural science and technical specialties. The problem of low motivation of students in this category to study philosophical disciplines (Philosophy for Bachelors, methodology of scientific knowledge for undergraduates, History and Philosophy of Science for graduate students) is considered. Some reasons for this phenomenon are noted. Proposals were formulated to increase the interest of science students and technicians in teaching Philosophy. A method developed and tested in pedagogical practice of the authors to demonstrate the productivity of philosophical ideas in scientific and technical research on specific historical material is proposed. This method of teaching solves three main tasks, i.e. to show the audience, how certain philosophical ideas of specific scientists contributed to their scientific creativity, to show, what abstract objects were modeled in philosophical thinking long before such objects (such properties and relationships) came into the sphere of scientific thinking and practical development, and to show, what fundamental cognitive problems were posed by philosophers of the past to subsequent generations and what significance for science was the reflection on these problems. The described method and results obtained can be used by teachers of philosophical disciplines in training of Bachelors, undergraduates and postgraduates of natural science and technical specialties.
24
Schweber, Howard. "The “Science” of Legal Science: The Model of the Natural Sciences in Nineteenth-Century American Legal Education." Law and History Review 17, no. 3 (1999): 421–66. http://dx.doi.org/10.2307/744378.
Full textAbstract:
In the first half of the nineteenth century, a model of legal education called “legal science” became prominent in American universities. The idea of teaching law as a science was not new in American education. In 1823 Timothy Dwight wrote that Tapping Reeve, at Litchfield, taught law “as a science, and not merely nor principally as a mechanical business; nor as a collection of loose independent fragments, but as a regular well-compacted system.” Dwight, however, used “science” in its older sense of an organized body of knowledge rather than in its emergent sense as a method characteristic of the study of nature. Similarly, James Kent and Joseph Story, Francis Hilliard, and Silas Jones all thought of themselves as approaching law as a science, but what they meant was that law was an outgrowth of the moral sciences.
25
Azizah, Siti Noor, Suparwoto Suparwoto, and Zalik Nuryana. "An evaluation toward the post-certification teacher performance in the natural history learning process for the elementary school degree." Psychology, Evaluation, and Technology in Educational Research 2, no. 2 (April 29, 2020): 115. http://dx.doi.org/10.33292/petier.v2i2.16.
Full textAbstract:
The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conducted in both the Public Elementary Schools and the Private Elementary Schools throughout the Province of Yogyakarta Special Regions. The subjects of the study were the teachers who had been teaching Natural History in both schools who had passed the certification test in 2007 and 2008 and who had also been receiving the certification allowance. During the conduct of the study, the data gathering instruments that had been implemented were questionnaire, observation sheet and documentation. On the other hand, the data analysis technique that had been adopted was descriptive statistical analysis with percentage. Then, the results of the study show that the post-certification performance of Natural History teachers have been “Very Good” based on the personality, professionalism, pedagogy and social competency and also based on the results of the self-assessment, the principal assessment and the peer assessment. The details on the results of the post-certification teacher performance in this regard might be elaborated as follows: (1) personality competence 96.70%; (2) professionalism competence 76.40%; (3) pedagogy competence 83.30%; and (4) social competence 88.90%. Furthermore, the results of the student assessment assert that the post-certification of Natural History teachers belongs to the “Very Good” category with the assessment rate of 96.70%. Last but not the least, the results of the observation toward the teacher learning process also belong to the “Very Good” category with the following details: (1) pre-learning activities 93.30%; (2) core activities 93.30%; and (3) closing activities 73.30%.
26
Galonsky, V., V. Chernov, R. Susloparova, and A. Gradoboev. "The Importance of Teaching History of Prosthetic Dentistry for Future Dentists’ Personality Formation." Medical University 2, no. 2 (June 1, 2019): 31–35. http://dx.doi.org/10.2478/medu-2019-0006.
Full textAbstract:
Abstract Currently in the modern pedagogical process at a higher medical institution, teachers often shift emphasis towards the new technologies and methods for treating diseases. In this case, classical techniques, their development, and scientists who influenced the formation of orthopaedic dentistry are undeservedly downplayed in the training process. In order to preserve the interest of dental students in the historical process, it is necessary to teach the material taking into account modern processes that occur in orthopaedic dentistry. We searched for materials on the history of prosthetic dentistry in the scientific and historical literature. A special attention was paid to those moments of history that had been reflected in the present through modern materials, schools or methods of treating patients. After the selection of the materials and their discussion, the teaching staff of the KrasSMU Department-Clinic for Prosthetic Dentistry made proposals regarding each of the nine training cycles. In each study cycle, we included some information about historical moments and personalities that are known to be important for students’ moral education and learning. Specifically, we used information taken from the scientific and historical literature, autobiographies, memoirs of contemporaries, and presentations containing material suitable for assimilation. Thus, we managed to naturally include the history of prosthetic dentistry into the educational process. The applied approach to teaching the history of medicine had many positive aspects. Following up the development of views on various prosthetic dentistry issues allowed us to provide a more natural introduction to complex clinical disciplines. We emphasized the scientific experience continuity and the interdisciplinary approach to professional issues. A number of positive moral and ethical qualities were discussed that have allowed scientists to achieve significant results in their activities. Through the demonstration of domestic scientists’ achievements, we carried out promotion of patriotism among the students. Considering the above advantages, we emphasize the importance of teaching the history of prosthetic dentistry in educating future dentists.
27
Das, BC, BK Nath, MS Pallab, A. Mannan, and D. Biswas. "Successful management of ventral abdominal hernia in goat: a case report." International Journal of Natural Sciences 2, no. 2 (July 23, 2012): 60–62. http://dx.doi.org/10.3329/ijns.v2i2.11387.
Full textAbstract:
The study was conducted a four month old Jamunapari doe weighing 15kg that was brought to the SAQ teaching veterinary Hospital, CVASU, Chittagong with the history of unknown cause, loss of appetite and gradual swelling in the pelvic region since one month. Based on clinical examination the case was subjected as a ventral abdominal hernia and corrected by surgical intervention. The case was recovered unevenfully at 10th postoperative day. DOI: http://dx.doi.org/10.3329/ijns.v2i2.11387 International Journal of Natural Sciences (2012), 2(2):60-62
28
Zhang, Dazheng, and Carol Faul. "A History of Geology and Geological Education in China (to 1949)." Earth Sciences History 7, no. 1 (January 1, 1988): 27–32. http://dx.doi.org/10.17704/eshi.7.1.e6337776367421x4.
Full textAbstract:
References to geology are in the earliest Chinese writings. However, the literature was little disseminated-and mostly unknown to the rest of the world until recently. The purpose of the imperial examination system, which began in the Sui Dynasty (581-618), was to select government officials- and thus greatly influenced topics studied by ambitious Chinese, The natural sciences were not included, and even mathematics was eventually excluded. Therefore, education in the sciences was neglected and the study of geology was virtually ignored. It was not until late in the Qing Dynasty (1644-1911) that the government formulated a policy to introduce foreign science and technology into China. Modern geologic ideas were introduced with the establishment of technical schools and the translation into Chinese of works by James D. Dana and Charles Lyell during the 1870s. Early in the twentieth century, foreign geology teachers were brought to China and Chinese students were sent to foreign countries to study geology. This infusion successfully developed the modern teaching and practice of geology in China.
29
Zerbe, Stefan. "Teaching applied landscape ecology in interdisciplinary and intercultural student groups. Experiences from a 10-years study abroad program." Landscape Online 81 (September 15, 2020): 1–15. http://dx.doi.org/10.3097/lo.202081.
Full textAbstract:
Against the background of the global environmental crises, landscape ecology and related disciplines become increasingly important. Higher education should therefore contribute to the development of experts and potential stakeholders who have not only scientific skills but also interdisciplinary, intercultural, and communication skills to be applied in diverse contexts throughout the world. A 10-years program, funded by the Stemmler Foundation within the German Stifterverband supported studies abroad with excursions, summer schools, and workshops with students from the Bachelor, Master and doctoral level of various study programs. Students from 39 countries from all over the world benefitted from this program. In summer schools, particularly ecosystem restoration and nature conservation were addressed in lectures and during field trips as well as with students’ input of case studies from their country of origin. During international excursions to various countries, land use and culture, land-use history, and sustainable development were topics, with close interaction with local land users and stakeholders. Bridging the natural with the social sciences was achieved by involving respective experts as well as stimulate students to cross-disciplinary thinking and judgements. Master students were offered exploratory learning environments abroad within ongoing landscape ecological research projects for their thesis. Students’ feedback reflect an overall successful approach, which prepared students for the global environmental challenges with hard and soft skills.
30
Cavadas, Bento. "«On the Origin of Species»: Didactic transposition to the curriculum and Portuguese science textbooks (1859-1959)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 143. http://dx.doi.org/10.14516/ete.149.
Full textAbstract:
This research aimed to contribute to the history of the teaching of Darwinism in the Portuguese curriculum from 1859 to 1959. To this end, it was analysed the didactic transposition of the book On the Origin of Species for the standards and textbooks of Natural Sciences of secondary education. This study showed that some standards did not address Darwinism (Standards of 1856, 1872, 1880, 1886, 1926 and 1929), while others only prescribed the study of some subjects of Darwinism (Standards of 1889 and 1905). The standards of 1895 were the ones that addressed more Darwinists ideas in the 19th century. In the 20th century, the overall approach to Darwinism was related to the study of transformist ideas (Standards of 1919) or evolution (Standards of 1936 and 1954). However, even when the respective standards did not make that prescription, the major part of textbooks addressed the mechanisms of Darwinian evolution: adaptation, variability, growth correlations, heredity, natural selection, vital competition, geographic isolation and sexual selection.
31
Santos, Cristiane Prado Scott dos, and Joseli Maria Piranha. "Earth history and evolution of life in curriculum the high school of the State of São Paulo." Terrae Didatica 14, no. 3 (September 28, 2018): 296–303. http://dx.doi.org/10.20396/td.v14i3.8653529.
Full textAbstract:
Among the main obstacles to the literacy of the Earth System Sciences, the content organization in official curricula stands out. The knowledge of this science has been shown as fundamental for the formation of citizens who know how to use natural resources regarding environmental questions and life itself. Faced with such issues, the present study has done a documentary analysis of the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM in Portuguese, or National Curriculum Parameters of Secondary Education) and of the Currículo do Estado de São Paulo (CESP in Portuguese, or School Curriculum of the State of São Paulo), with aim at suggesting effective teaching alternatives for citizens formation. Both the PCNEM and the CESP present contents in a fragmented way through traditional disciplines, such as has been the educational structure in Brazil for decades. The PCNEM suggest an interdisciplinary approach of these contents, while the CESP do not mention this type of approach, but relates skills to be developed to each type of content, and so presents interdisciplinary teaching as valuable. As an alternative to this pedagogical structure, it is proposed that the contents encompassed in the Earth System Science should be treated in an interdisciplinary context, allowing the integrated development of contents and contributing to the teacher’s work.
32
Alcaide García, Carmen. "Un estudio exploratorio de la identidad nacional de los alumnos del nivel 900 de pedagogía en historia y geografía y de educación física de la Universidad Católica Silva Henríquez." Foro Educacional, no. 22 (July 2, 2014): 109. http://dx.doi.org/10.29344/07180772.22.669.
Full textAbstract:
Resumen En el estudio que se presenta se exploraron, a través del método cualitativo en su vertiente fenomenológica husserliana, los contenidos de la representación de identidad nacional que tienen los estudiantes de Pedagogía en Historia y Geografía y Educación Física, del nivel 900, de la Universidad Católica Cardenal Silva Henríquez, así como las variables que inciden en la elaboración de dichas representaciones, cuyos rasgos fundamentales son la suspensión de la aceptación de todos los prejuicios y preconceptos del objeto o tema considerado, para observarlo sólo en sí mismo y extraer la significación fundamental del tema o del objeto estudiado, es decir, a lo que Husserl denomina “intuición eidética”. Del análisis de las entrevistas semi-estructuradas que se aplicaron se pudo concluir que la representación de identidad nacional es una construcción en la que intervienen factores de carácter natural, históricos, políticos, educativos, religiosos, deportivos, económicos, simbólicos, valóricos y locales. Palabras clave: representación de identidad nacional; Pedagogía en Historia y Geografía y Educación Física, del nivel 900, de la Universidad Católica Cardenal Silva Henríquez; intuición eidética An exploratory study on the national identity of fifth-year students from the History and Geography and the Physical Education teaching training programmes of Universidad Católica Silva Henríquez Abstract This study uses a qualitative Husserlian phenomenological method to explore the contents of national identity representations of fifth-year students from the History and Geography and the Physical Education teaching training programmes of Universidad Católica Silva Henríquez. It also tackles the variables which influence the elaboration of such representations and their main characteristic which is the end of the acceptance of all prejudices and misconceptions about an object or subject in order to observe it by itself and obtain its fundamental signification, what Husserl calls “eidetic intuition”. Semi-structured interviews were applied and analysed to conclude that national identity representation is a social construction influenced by natural, historical, political, educational, religious, sports, economic, symbolic, value-related and local factors. Keywords: National Identity Representation; Fifth-year History and Geography and the Physical Education teaching training programmes of Universidad Católica Silva Henríquez; Eidetic Intuition
33
Martínez-Graña, Antonio Miguel, Teresa Díez, José Ángel González-Delgado, Juan Carlos Gonzalo-Corral, and Leticia Merchán. "Geological Heritage in the “Arribes del Duero” Natural Park (Western, Spain): A Case Study of Introducing Educational Information via Augmented Reality and 3D Virtual Itineraries." Land 11, no. 11 (October 28, 2022): 1916. http://dx.doi.org/10.3390/land11111916.
Full textAbstract:
The concept of geological heritage has been introduced into the protected area of the Arribes del Duero Natural Park, which is west of the Salamanca and Zamora Provinces, Spain for the purpose of developing a guide to places of geological and geomorphological interest, through which geoenvironmental itineraries were developed in order to demonstrate to both the students and tourists, the geological context of the events in the geological history of this natural park. Twelve of the most geologically representative geosites were assessed using 18 quantitative parameters dealing with the scientific, didactic and cultural-tourist interest of each site. The objective of this paper is to describe and analyze the points of interest that are of geoheritage significance and to develop of an inventory that will ultimately facilitate geoconservation and the dissemination of information through educational virtual itineraries that reveal the known geological history of an area. A 3D virtual geological route was created in Google Earth for educational use with superimposed georeferenced cartographies, together with a field guide and an app. The virtual route allows the participants to follow the geological events and the natural history of the park using digital devices in real time with the possibility of observing the relief, the geology and having access to the informative files describing each geosite. Using a field guide, each geosite is complemented with activities, and the participants have the option to evaluate what has been learned. An app makes the itinerary more interactive. These georesources allow a teaching–learning process where the student is an active part of the development and creation of the contents using technologies that provide an entertaining and didactic learning experience, and this involves working as a team and interacting with social networks, thus, potentially influencing the attitudes and skills development that are involved in geoconservation as an element for its sustainable development. The identification of geological heritage currently constitutes a great resource to promote the sustainable development of it and employment in very depopulated rural areas.
34
Rawson, Helen C. "James Gregory, the University observatory and the early acquisition of scientific instruments at the University of St Andrews." Notes and Records: the Royal Society Journal of the History of Science 69, no. 2 (February 25, 2015): 109–33. http://dx.doi.org/10.1098/rsnr.2014.0026.
Full textAbstract:
James Gregory, inventor of the reflecting telescope and Fellow of the Royal Society, was the first Regius Professor of Mathematics of the University of St Andrews, 1668–74. He attempted to establish in St Andrews what would, if completed, have been the first purpose-built observatory in the British Isles. He travelled to London in 1673 to purchase instruments for equipping the observatory and improving the teaching and study of natural philosophy and mathematics in the university, seeking the advice of John Flamsteed, later the first Astronomer Royal. This paper considers the observatory initiative and the early acquisition of instruments at the University of St Andrews, with reference to Gregory's correspondence, inventories made ca. 1699– ca. 1718 and extant instruments themselves, some of which predate Gregory's time. It examines the structure and fate of the university observatory, the legacy of Gregory's teaching and endeavours, and the meridian line laid down in 1748 in the University Library.
35
Soldado, Emerson Barão Rodrigues, Jairo José Matozinho Cubas, and Ana Maria Alfonso-Goldfarb. "Alfred Russel Wallace na Amazônia e a Construção de uma Ideia: seus estudos na distribuição dos animais como uma ferramenta no ensino de biologia." História da Ciência e Ensino: construindo interfaces 21 (July 6, 2020): 144–57. http://dx.doi.org/10.23925/2178-2911.2020v21p144-157.
Full textAbstract:
ResumoAlfred Russel Wallace (1823-1913), naturalista inglês conhecido por seus estudos sobre a seleção natural, teve sua primeira expedição na Amazônia. De 1848 a 1852, observou e descreveu fauna, flora, geologia e grupos humanos que ali habitavam e abordou a temática da distribuição dos animais, apontando os limites de alcance das espécies e sua relação com o meio. O objetivo deste trabalho foi analisar, a partir de livros e artigos relativos ao período, como essa noção do limite de alcance das espécies foi abordado por Wallace e sua importância para a formulação de conceitos biogeográficos e de seleção natural. Houve ainda a construção e aplicação de uma sequência didática no ensino de biologia. Com o material analisado, apresentou-se para os estudantes um processo de construção de uma ideia, valendo-se de textos originais. A sequência didática iniciou-se com alunos do Ensino Médio, lendo trechos escritos por Wallace, com passagens que descrevem o limite de alcance de espécies amazônicas. Em seguida, tiveram que formular hipóteses sobre tais observações. Posteriormente, houveram aulas sobre o histórico do pensamento evolutivo e conceitos de seleção natural. Na finalização, incentivou-se os estudantes a refletirem sobre o processo de construção de ideias na ciência, de forma contextualizada e participativa. Verificou-se que os estudos de Wallace colaboram de forma relevante para o ensino da evolução e história da ciência, apontando a necessidade de novas abordagens nesse tema.Palavras-chave: História da ciência; Alfred Russel Wallace; Amazônia; distribuição de animais; ensino de biologia. Abstract(Alfred Russel Wallace (1823-1913), an English naturalist known for his studies on natural selection, had his first expedition to the Amazon. From 1848 to 1852, he observed and described fauna, flora, geology and human groups who lived there and addressed the issue of distribution of animals, pointing out the limits of range of the species and its relationship with the environment. The objective of this study was to analyze, from books and articles for the period, as this notion of species range limit was approached by Wallace and its importance for the development of biogeographic concepts and natural selection. There was also the construction and application of a didactic sequence in the teaching of biology. With the material analyzed, was presented to the students a process of constructing an idea, using original texts. The didactic sequence began with high school students, reading excerpts written by Wallace, with passages that describe the limits of the range of Amazonian species. They then had to formulate hypotheses about such observations. Later, there were classes on the history of evolutionary thinking and concepts of natural selection. Upon completion, students were encouraged to reflect on the process of constructing ideas in science in a contextualized and participatory manner. It was verified that the studies of Wallace collaborate in a relevant way for the teaching of the evolution and history of science, pointing out the necessity of new approaches in this subject. Keywords: History of science; Alfred Russel Wallace; Amazônia; distribution of animals; teaching of biology
36
Kramsch, Claire. "A New Field of Research: SLA-Applied Linguistics." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1978–81. http://dx.doi.org/10.2307/463621.
Full textAbstract:
Second language acquisition research (sla) is the systematic exploration of the conditions that make the acquisition of a foreign language possible, both in natural and in instructional settings. Its objects of study are the biological, linguistic, psychological, and emotional makeup of language learners and the educational, social, and institutional context of learning and teaching. Whereas language as a linguistic system is studied through the metalanguage of linguistics (phonology, syntax, and semantics), language learning, as psycholinguistic process and sociolinguistic discourse, is researched through the metadiscourse of applied linguistics: psycho- and sociolinguistics, anthropological and educational linguistics, discourse analysis, pragmatics, stylistics, and composition and literacy studies. These fields illuminate what it means to learn to speak, read, write, and interact in a foreign language, what it means to appropriate for oneself the national idiom of communities that share a history and a culture that are different from one's own. SLA provides the applied linguistic metadiscourse for the practice of language learning and teaching.
37
Malaki, Sospeter Shikulu. "Assessing the influence of Mathematics in Teaching and Learning Physics Subject in Secondary Schools in Tanzania." International Journal of Scientific Research and Management 9, no. 11 (November 6, 2021): 358–66. http://dx.doi.org/10.18535/ijsrm/v9i11.m01.
Full textAbstract:
Learning Mathematics is a key fundamental in every education system that aims to prepare its citizens for a productive life in the 21st century. As a nation, the development of a highly-skilled and well-educated manpower is critical to support an innovation and technology-driven economy. A strong grounding in Mathematics and a talent pool in Mathematics are essential to support the wide range of value-added economic activities and innovations. In this vein, a study intended to assess the influence of Mathematics in teaching and learning Physics, a case study of secondary education. A study was guided by two specific objectives; to determine the applications of Mathematics in Physics and to investigate the relationship between Mathematics and Physics. The qualitative and quantitative approaches were used in getting categorical and numerical data in line with the triangulation research design employed. Students and science teachers were targeted in the collection of data which made a total of 60 participants. The questionnaire, observation and documentary review were key devices used in data collection processes. The collected data were analyzed by using SPSS and the research findings revealed that there is statistically very strong positive relationship between Mathematics and Physics. . In other words, the influence of Mathematics in Physics subject is enormous to the extent that students are encouraged not to drop Mathematics in their early classes. This will assist to increase number of Tanzanian engineers and geologists in various sectors for extracting our natural resources.
38
Knyazeva, M. D. "Lessons from space: new format, new opportunities." Geodesy and Cartography 924, no. 6 (July 20, 2017): 60–64. http://dx.doi.org/10.22389/0016-7126-2017-924-6-60-64.
Full textAbstract:
Implementation of space technologies into educational process in the study not only physics, mathematics and astronomy, computer science, geography, ecology, history, natural history and other school subjects. “Lessons from space in a new format” is a continuation of the project cosmonaut Alexander Serebrov “lessons from space”. The main objective of the project is to develop teaching materials for school course of aerospace education. Such materials can be used in class groups and sections of an aerospace focus, and also within the main school course and are not adjusted for stronger training and development of interest of schoolchildren to work in the aerospace industry. It is very important to organize technically equipped educational environment and maximize the utilization of the training space. It is important to understand that the space lessons are very necessary for the education and training of the younger generation. This is particularly interesting when the cosmonaut becomes a teacher. No matter where he performs a lesson in class or in orbit. In today’s rapidly changing world, a variety of teaching and educational process is not simply the acquisition of knowledge is primarily on the training of future active citizens who will strive to preserve and develop peace on Earth and in space.
39
Антропова, Г. Р., С. Н. Матвеев, and Р. Г. Шакиров. "Computer support for solving probabilistic problems from the history of mathematics." Higher education today, no. 5-6 (July 18, 2022): 67–73. http://dx.doi.org/10.18137/rnu.het.22.05-06.p.067.
Full textAbstract:
Рассматривается реализация формулы полной вероятности и байесовской вероятности в системе компьютерной алгебры GeoGebra на основе популярной вероятностной задачи, содержание которой затрагивает вопрос корректности педагогического оценивания. Предложена компьютерная поддержка в решении математических задач, позволяющая обучающимся прийти к более глубокому пониманию изучаемого раздела теории вероятностей. Представлены результаты экспериментального проектирования комплекса заданий в рассматриваемой системе в рамках изучения математических дисциплин: теория вероятностей, алгебра, геометрия. Делается вывод о роли подобных компьютерных программ как необходимого интегрирующего звена в преподавании вузовских курсов естественно-математических и общетехнических дисциплин, имеющих эмпирическую основу. The implementation of the formula of full probability and Bayesian probability in the GeoGebra computer algebra system is considered on the basis of a popular probabilistic problem, the content of which touches on the issue of the correctness of pedagogical assessment. Computer support in solving mathematical problems is offered, which allows students to come to a deeper understanding of the studied section of probability theory. The results of experimental design of a set of tasks in the system under consideration in the framework of the study of mathematical disciplines: probability theory, algebra, geometry are presented. The conclusion is made about the role of such computer programs as a necessary integrating link in the teaching of university courses of natural-mathematical and general technical disciplines that have an empirical basis.
40
Kuchinskaya, E. A. "MULTIDISCIPLINARY APPROACH OF TEACHING FOREIGN LANGUAGE IN MILITARY ACADEMY." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 4 (December 25, 2020): 441–54. http://dx.doi.org/10.35634/2412-9550-2020-30-4-441-454.
Full textAbstract:
The article is devoted to the practice of introducing subject-language integrated training (CLIL) in a military university, which receives insufficient attention in modern teaching methods. The article presents the scientific directions of the organization and the basic principles of bilingual education in special disciplines and a foreign language in technical universities of the country. 4 stages of studying a foreign language at a military university using CLIL technology are described. A new approach to the study of a foreign language is presented as interdisciplinary coordination of a foreign language, humanitarian (history, Russian, translation), natural sciences (physics and mathematics) and military (military-technical) disciplines. All of these disciplines are a tool in mastering the professional knowledge of future military specialists and increasing their professional competence. Intersubject integration at the moment is characterized by a new attitude to the subject of teaching a foreign language - obtaining professional knowledge while simultaneously mastering knowledge, skills in a foreign language and other special disciplines according to the Federal State Educational Standard. The purpose of the study is to identify the links between the humanities and science disciplines for the application of an integrated approach in practical lessons. The study of technologies and approaches to interdisciplinary training in a military university and their use in the educational process is the relevance of the study. The analysis of scientific and theoretical materials of foreign and Russian authors confirms the use of subject-integrated training at a military university. Based on the results of an empirical study, a number of practical recommendations were developed for teachers of military universities. The article provides the organization of an integrated practical lesson in a foreign language with third-year cadets. Tasks for the integration of a foreign language and knowledge of cadets in the field of mathematics and physics have been developed. Methodological recommendations on the organization of subject-based integrated learning in foreign language classes are given. The article emphasizes that interdisciplinary interaction is a complex organizational task and a unified model of subject-integrated education in a military university does not yet exist, and its actualization depends on the capabilities of a particular university.
41
Mesarosh, Livia. "The role and place of the discipline “History of mathematics in the 21st century”." ScienceRise: Pedagogical Education, no. 4(49) (July 29, 2022): 35–39. http://dx.doi.org/10.15587/2519-4984.2022.261307.
Full textAbstract:
The key to the success of educational reform is a comprehensive and thorough training of future specialists in any field, with a broad scientific worldview and a high level of culture. For high-quality training of future professionals, a new stage has begun, characterized by the emergence of innovative technologies in the educational process. In higher educational institutions that train future specialists, there is an interest in the modernization of the educational process. The XXI century is a time of differentiation of sciences, earlier integral science was divided into smaller parts, new branches appeared, scientists specialized, individual researches give way to collective efforts. In such a whirlwind of events, the desire to study in detail and deeply any initial discipline, especially the history of its formation and development, is lost. In the absence of time, historical and mathematical information gradually becomes secondary, and should be consistent, clear, complete and arouse students' interest in the subject.
That is why it is important to emphasize some historical aspects of development, problems of teaching and learning, and possible ways to solve it in the discipline of "history of mathematics".
The research used methods of scientific knowledge: systematic and comparative analysis of literature, work programs, syllabi, pedagogical process on the problem of research, generalization and systematization.
It was found out, that the methods of teaching and learning have changed, although we have the opportunity to work with the latest computer technologies, but the role as an effective means of learning and the place as an integral part of the universal scientific heritage remain unchanged.
It is shown, that the history of mathematics will continue to serve as a discipline that is a kind of link between humanitarian, technical and natural sciences, contributes to the development of a scientific worldview and forms erudition
42
Hellyer, Marcus. ""Because the Authority of My Superiors Commands": Censorship, Physics and the German Jesuits 1." Early Science and Medicine 1, no. 3 (1996): 319–54. http://dx.doi.org/10.1163/157338296x00060.
Full textAbstract:
AbstractThe Society of Jesus established an extensive range of measures designed to ensure uniformity in natural philosophical questions. These culminated in the Ordinatio pro Studiis Superioribus of 1651. Such measures did have significant effects on the teaching and publishing of physics among the Jesuits in Germany; it was impossible for Jesuits to openly adhere to atomism, the Cartesian view of body or heliocentrism, for example. But many Jesuits did not agree with all the provisions governing censorship and attempted to mediate their implementation in several ways which this study identifies. The most important of these was the use of terms such as true, probable or false. Provided that Jesuit authors identified the orthodox opinions as true or most probable, they could discuss alternative views in great depth. The essay culminates in two case studies from Germany, one from the mid-seventeenth century, the other from the first half of the eighteenth century, which illustrate the interaction of censorship and physics in actual practice.
43
Olga Yu., Levchenko. "Organization of Teaching New Languages in Real Schools (Based on Materials of Pre-Soviet Period Editions)." Scholarly Notes of Transbaikal State University 15, no. 5 (November 2020): 70–78. http://dx.doi.org/10.21209/2658-7114-2020-15-5-70-78.
Full textAbstract:
The study of the history of domestic foreign language education continues to remain relevant, since some aspects of this problem have not received their comprehensive description. In this regard, the activity of real schools is of undoubted interest, the understanding of the experience of which has practical importance in the context of improving the quality of teaching foreign languages, developing subject concepts and further improving the mathematical and natural science training of students. The issues of real education, which were the subject of special attention of state and public figures, representatives of the pedagogical community and entrepreneurship, received wide coverage in publications published in the pre-Soviet period. The theoretical analysis of historical and pedagogical editions demonstrates a certain specificity of teaching foreign languages in real schools. The study of ancient languages was the prerogative of classical gymnasiums, while in real schools the emphasis was on the learning of new languages. The training course was aimed at acquiring skills in various types of speech activity and provided for the achievement of not only developing and educational, but also practical goals. The program set tasks for each stage of training and contained recommendations on the organization of educational activities. Much attention was paid to reading. Awareness of the importance of foreign language education contributed to the search for the most effective forms of educational activity on the lesson.
44
Peixe, Carolina, Conceição Casanova, Joana Lia Ferreira, and Inês Coutinho. "Glass Crystal Models: A First Approach to a Hidden Treasure of Teaching and Scientific Heritage." Heritage 2, no. 3 (August 29, 2019): 2495–512. http://dx.doi.org/10.3390/heritage2030153.
Full textAbstract:
Glass crystal models arrived in Portugal around the late 19th century, when high schools, universities, and polytechnics were gradually provided with teaching collections to support science education. Therefore, they are an important material evidence of teaching methodologies of mineral and geology science in the 20th century. The Passos Manuel high school in Lisbon, owns a significant collection of scientific heritage, currently on a long-term loan at the National Museum of Natural History and Science and the University of Lisbon, which includes a set of 98 glass crystal models. Besides glass, these models are composed by adhesives, paper, cardboard, textile threads, paper/textile adhesive tapes, and metal nuts and screws. Also, they show several levels of intervention and different conservation states. In this paper, the first results of a multi-analytic approach to chemically characterize these objects’ material composition will be presented. Characterization was done based on portable equipment (pXRF), or by collecting small samples further analyzed using optical microscopy and FTIR-ATR techniques. This study allowed for a first distinction between original materials from the old repairs; to develop a more accurate assessment of the conservation condition; and finally, as one of the main aims of this work, to determine preventive conservation measures in order to better preserve these cultural objects.
45
Ilyina, V. N., and O. V. Kozlovskaya. "STUDY OF FOREST COMMUNITIES ON THE TERRITORY OF THE SAMARA REGION WITH STUDENTS AND PUPILS TO IMPROVE THEIR ENVIRONMENTAL CULTURE." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 24, no. 83 (2022): 20–28. http://dx.doi.org/10.37313/2413-9645-2022-24-83-20-28.
Full textAbstract:
The modern education system includes fundamental components, including the greening of the educational process using leading forms, methods and teaching aids. Despite a variety of environmental campaigns, environmental education activities, the ecological culture of the population still remains at an insufficiently high level. Often this happens due to the “isolation” of a person from the ecological situation of a particular region. In this regard, the question of the need to introduce local history information into the learning process and the mandatory personal acquaintance with natural objects and phenomena has been repeatedly raised. The participation of students in the development and implementation of social and environmental projects forms the assimilation of knowledge, value and patriotic attitudes in the activity. The development of methods and means of training and education should be interconnected with the achievement of other sciences, including digital technologies. In connection with the foregoing, we consider it relevant to effectively train a teacher whose activities will be aimed at the formation of an ecological culture of students using original materials about forest complexes obtained in the course of their own research in nature. A necessary condition for the formation of the necessary competencies among students should be called an activity approach in teaching biology and ecology. The article presents some results of educational, research and research work of students and schoolchildren of the Samara region, the purpose of which was to assess the current state of forest ecosystems in the Samara region. An example of the use of modern digital resources to study the occurrence and development of fires is given. Recommendations for the implementation of field research are given.
46
Ambrozy, Marián. "Current Problems of Teaching Philosophical Disciplines in Educational Institutions of Slovak Republic." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 116–21. http://dx.doi.org/10.15330/jpnu.8.1.116-121.
Full textAbstract:
The paper is a brief mapping of the situation in the field of didactics of philosophy in the Slovak Republic. We observe that, despite almost three decades of separation of official philosophy from the dominance of Marxist philosophy, there is no satisfactory basis for the didactics of philosophy. The discipline Didactics of philosophy is represented by improvising several enthusiasts instead of developing serious theoretical foundations. We try to post a few recommendations that belong to all who want to seriously deal with the didactics of philosophy. The most important of them is the establishment of the Slovak scientific journal of didactics, the establishment of the organization of trade didactics, the separation of philosophy from other core subjects and the accreditation of the third level of university education in didactics of philosophy. The author convincingly proves the need to introduce knowledge of philosophy in school, since it will help teach students to think better, apply knowledge more effectively, critically evaluate everyday life, including relationships with parents, teachers, classmates and others. The article emphasizes that the experience of philosophizing will allow students to express their thoughts in writing, as well as to explore at an accessible level “eternal” issues of metaphysics, epistemology, natural philosophy, philosophy of history, philosophy of culture, philosophy of law, philosophical anthropology. philosophy of politics, etc. The urgency of impoving the teacher's competence in teaching this subject at school, in particular, updating the methodological support, substantiation of educational innovations for the use in the study of philosophy, as well as the introduction of ICT in the educational process are substantiated.
47
Zimmerman, Jonathan. "“Money, Materials, and Manpower”: Ghanaian In-Service Teacher Education and the Political Economy of Failure, 1961–1971." History of Education Quarterly 51, no. 1 (February 2011): 1–27. http://dx.doi.org/10.1111/j.1748-5959.2010.00308.x.
Full textAbstract:
In October 1961 Basil H. G. Chaplin sent an excited letter to A. J. Dowuona-Hammond, Ghana's Minister of Education. Just four years earlier, the nation had won its independence from England. Now, Chaplin wrote, it stood on the cusp of a second great upheaval: “a complete revolution in Science teaching.” As chair of Ghana's Science Education Research Unit, Chaplin had conducted a study of 2,000 Ghanaian children and forty-two teachers over three years. Ghanaians learned best via activities and observation rather than from rote memorization, Chaplin reported, just like students in the West did. “Ghanaian children differ in no way from their British or American counterparts in their initial ability to understand how things work when using their hands and their eyes,” Chaplin told Dowuona-Hammond. “Different cultural backgrounds do not affect ability to interpret their own simple experience.” Too often, Chaplin admitted, Ghanaian teachers snuffed out students' natural curiosity with a rigid diet of lectures and textbook exercises. But the Ministry could change all of that, he insisted, by reforming the curriculum and re-educating the teachers. “It is wholly practical” Chaplin underlined, enclosing his proposed scheme. “Teachers need only a short course of training.”
48
Macdonald, Maritza, David Silvernail, Natasha Cooke-Nieves, Sharon Locke, Aline Fabris, Nakita Van Biene, and Michael J. Passow. "How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone." Terrae Didatica 14, no. 3 (September 28, 2018): 271–76. http://dx.doi.org/10.20396/td.v14i3.8653525.
Full textAbstract:
Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.
49
Yuksel, Ibrahim, and Merve Eker. "The Views of Pre-Service Science Teachers on the History of Science After Taking the Course of the Course of Nature and History of Science: A Profile from Turkey." International Education Studies 14, no. 4 (March 28, 2021): 72. http://dx.doi.org/10.5539/ies.v14n4p72.
Full textAbstract:
This study aims to determine the knowledge levels in the Nature and History of Science course of the prospective teachers studying in the science education program and their views following the course. Six interview questions were asked to the pre-service teachers in the science education program about the Nature and History of Science course. Seventy-nine pre-service teachers studying at a state university’s Faculty of Education Department of Science Education who took the Nature and History of Science course in the 2018-2019 academic year participated in this study voluntarily. Case study, one of the qualitative research designs, was used in this study. Case study is a research method that identifies an event or phenomenon within the framework of natural real life, and examines situations in a multifaceted, systematic and detailed manner (Yildirim & Simsek, 2013). The characteristics of qualitative research are based on the main emphasis, process, understanding and meaning. The researcher is the main determinant in data collection and analysis, the process is inductive, and the product should be detailed and extensive (Merriam, 2013). Data were collected through interview questions developed by the researchers on the Nature and History of Science course. According to data analysis and the views of the prospective teachers, the highest 3 frequencies for the first question are as follows: ‘Scientific information does not change. Hypotheses are developed into theories and theories are developed into laws. There is only one scientific method that is universally accepted in science.’ In the second question, the pre-service teachers named the first 5 scientists with whom they were most impressed were as Aziz Sancar, Albert Einstein, Tesla, Avicenna and Newton. As for the third question, the view mostly emphasized by the pre-service teachers on the inclusion of the Nature and History of Science course among the secondary school courses was that scientific information is not easy to reach and how to reach it should be taught. Another view was that the importance of science should be taught at an early age. The fourth question was asked to the participants to reveal the techniques/methods they will use to teach the nature of science when they actively start to work as teachers. The responses were inquiry-based teaching and constructivist learning approach along with teaching through demonstration and brainstorming. In the fifth question, while explaining the relationship between the history of science and nature of nature for science-literate individuals, pre-service teachers expressed an opinion that it is easier to understand the nature of science if it is based on the history of science, that the nature of science contains the history of science, and that the history of science and the nature of science nurture and support each other. The sixth question aimed to reveal additional views of the teacher candidates on the nature and history of science course. The responses were as follows: ‘I consider it adequate’, ‘It may be more intriguing and interesting’, and ‘The importance of science should be taught at an early age.’
50
Lepik, Krista, Reet Mägi, and Pille Pruulmann-Vengerfeldt. "Kuidas mõtestavad ekspositsiooni koostajad auditooriumide kaasamist? Kujuteldavad auditooriumid ja kaasamisviisid Tartu Ülikooli loodusmuuseumi uue püsiekspositsiooni loomisel." Eesti Rahva Muuseumi aastaraamat 62, no. 2 (December 20, 2019): 23–44. http://dx.doi.org/10.33302/ermar-2019-002.
Full textAbstract:
The article aims to enhance the understanding of audience engagement and ways of its shaping in relation to permanent expositions by using the example of Tartu University Natural History Museum. We focus on the role of exhibition curators as content creators in the shaping of audience engagement. The study is informed by constructivist grounded theory and draws upon eleven semi-structured interviews with the curators of the new permanent exhibition of Tartu University Natural History Museum. In order to understand better the curators’ perspectives our analysis relies on the concept of imagined audiences and seeks to answer questions about what kind of engagement modes can be identified from the curators’ comments and what processes the latter were influenced by. The theme of museum audiences and engagement modes should already be familiar to the reader from previous Yearbooks of the Estonian National Museum (Runnel ja Pruulmann-Vengerfeldt 2012; Runnel, Lepik, Pruulmann-Vengerfeldt 2014; Lotina 2014; Rattus 2016). Earlier discussions, however, placed more emphasis to the existence of audiences and engagement modes, and were less concerned with how curatorial considerations can impact the formation of audience engagement and how this formative process may be directed. Furthermore, the earlier in-depth identification of engagement modes and examination of the interrelationships between their various aspects was underpinned by a holistic view on museum activities (Lotina 2016), while the present treatment focuses on the specific context of museum expositions. The concept of imagined audiences (Litt 2012) draws on the study of social media, but for this article we have applied its principles to a museum exposition, which is a far more static communicative environment. The study answered the questions about the kind of audiences the curators who put together the permanent exhibition of Tartu University Museum of Natural History were envisioning and what factors influenced the construction of audiences as well as what engagement modes were designed for the exposition. Individuals and institutions were distinguished among the audiences, both of which were in turn comprised of more detailed groups. Building on Gidden’s theory of structuration (1984) and Litt’s notion of an imagined audience (Litt 2012) the factors influencing the curators were grouped as either structural or agential. The following modes of engagement with the permanent display emerged: teaching, attracting interest, co-operation and provisions for stakeholders. Teaching was closely interlinked with the main objective of renewing the permanent display: the intent is to create a learning environment for non-formal environmental education, and in this respect it resembled the informing mode of audience engagement identified by Lotina (2016). Attracting interest was a mode of engagement which bore similarities to the marketing engagement mode previously described by Lotina (2016). Co-operation where visitors contribute towards the fulfillment of the museum’s objectives offered limited possibilities within the context of the permanent exhibition, but it holds considerable potential in the planning of future developments of the exposition. Providing for stakeholders was reflected in the museum’s consideration of the stakeholders’ needs, and it allows the museum to develop various services. All in all, both museums and their permanent displays offer valuable material for analysing the way in which audiences and their engagement modes are shaped. A better understanding of these processes will help us expand the possibilities of engaging actual audiences. Identifying messages, audiences and activities is a natural part of the planning of any permanent exhibition; however, the content creators’ visions of the upcoming exhibition also merit a detailed examination, and thereby particular factors that favour or constrain curatorial creativity will become clearer.