Informal and Non-formal Education: An Outline of History of Science in Museums

Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice.     

Science Education in U.S. Natural History Museums: A Historical Perspective

The role of education in United States natural historymuseums has a long andchanging history. The past century and a half has broughtchanges not only inhow the role of education in museums is viewed, but in therelevance it playsin overarching institutional decisions. As the educationalrole of natural historymuseums evolves, so do the ways in which education of thepublic on suchconcepts as the very nature of science is carried out inthese institutions. Lookingat past trends and future challenges will assist with theidentification of the role ofeducation in the natural history museum of the new millennium.     

我国科学教育“历史感”的达成之道——从科学史课程到科学史故事

我国科学教育引入科学史的动因是增强科学教育的历史感,历史感反思与批判内涵的达成是设立单独的科学史课程。在现象学教育学的视域下,历史感的另一种意义被发现,即教育意向中科学教育的真实可感。实现这种历史感的方式是运用科学史故事,因为它可以实现师生对科学私密的拥有。具体的运用途径包括:使科学史故事发生于时间意识之中,使学生的意识充盈,以及激活科学史故事包蕴的原初意义。未来我国科学教育历史感的达成仍存在广阔的可能性。     

教育中的科学史与科学史中的教育

关于科学史在科学教育中的功能问题，一些案例说明，长期以来，实际上是教育目的规定着科学史的教育作用，将这种现象可称为教育中的科学史。而随着科学史研究的发展和科学史建制的形成，现在以科学史本身为本来认识科学史的教育作用，相应的，这可被称为科学史中的教育。在科学史的研究和传播过程中，从教育中的科学史向科学史中的教育转变，能够避免对科学史的辉格式解释和对科学历史的歪曲，也有利于真正认识科学史学科的教育功能。     

Understanding and Engagement in Places of Science Experience: Science Museums,Science Centers,Zoos, and Aquariums

Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and goals, staged popular science, and impact of physical layout, as well as the role of social exchange and participation. By doing so, we focus on the consequences of these characteristics for the learning processes and outcomes of visits of MCZAs. We show that outcomes encompass not only knowledge acquisition in a narrower sense but also changes in interest and beliefs.     

Cornerstones and keystones: Humanities for the gifted and talented

The Humanities as a curriculum provide a natural learning environment where gifted students have opportunities to make intellectual inquiries in every realm of human endeavors.     

The History of Science Cases (HOSC): Nine Units of Instruction in the History of Science

Summaries

English

As a result of the strongly historical discussion of the structure of science and its social role, the history of science has become indispensable educational subject matter. The fulfilment of the widely recognized requirement for scientific orientation of learning seems no longer possible without a conception of the history of science.

Historical topics in science instruction were previously mostly limited to biographical notes. At best, occasional references can be found to the ‘discovery’ of laws considered by science as being of central importance. An explanation for this unsatisfactory situation must be the lack of appropriate instructional resources. This is especially true for the secondary‐school level. Thus, it is worthwhile to bring to mind a project which was completed in the USA several years ago, but which has so far not received much attention in Europe: the History of Science Cases by Leo E. Klopfer, which consists of nine teaching units in the history of science which are suitable for use in instruction at the ninth and tenth grades.     

俄藏敦煌文书中的一组吐鲁番医学残卷

《俄藏敦煌文献》第 1 4册收 Дx 0 91 70、0 91 78、0 9882、0 9888、0 993 5、0 993 6、1 0 0 92等 7件残片 ,第 1 6册收 Дx 1 2 495残片 ,其实均非敦煌文书 ,而是出自吐鲁番交河古城。本文考订出这 8件残片与吐鲁番出土《耆婆五藏论》(Ch .3 72 5 )和《诸医方髓》(Ch 3 72 5V)是同一组文书 ,分析了此组文书的性质以及文书的内部顺序     

从科学史看人文与科学精神的融合

科学文化与人文文化的关系问题,成为当代具有全局性、根本性的问题.两种文化的产生、发展及其分裂有其历史演变过程.当今,任何单一的文化都无法解决人类面临的困境,因而两种文化再次融合,共同解决人类生存与发展中面临的共同问题,已成为一种共识.科学史正是人文与科学精神之间架设的这样一座桥梁.     

文学史应为女性留出更多空间

中国古代文学的圣殿是由男性作家和女性作家共同构建的，女性作家的作品具有男性作品所不可替代的价值，但是在现行文学史中却难觅女性作家的芳踪。这既是儒家男尊女卑的的陋习在文学史上的直接反映，也是男性主导历史、对女性愚化的结果。要想全面构建中国文学史，就必须客观地展现女性作者在文学史上的应有地位。     

我国科技馆设置开放实验室的初步探讨

开放实验室是我国科技馆建设的一种创新形式,是科技馆可持续发展的需要.开放实验室应该遵循STS的教育理念,从科学技术的发展趋势、社会热点以及深层次挖掘社会问题等宏观视角选题,体现科学技术对社会的作用、实验形式应该是探究式实验.     

History of Science in Science Education: Development and Validation of a Checklist for Analysing the Historical Content of Science Textbooks

One of the aspects science education should focus on is learning about science.Achieving a good understanding of this aspect requires, among others, the useof the history of science. There is some evidence that teachers rely heavily ontextbooks to select the historical content they include in their physical sciencelessons. On the other hand, Portuguese physical science syllabuses are not veryexplicit about the teaching of the science. Therefore, textbook writers may notfeel compelled to give enough importance to the history of science in their textbooksand consequently little history of science will pervade the science lessons. This paperaims to present a theoretically grounded checklist developed for analysing the historical content of science textbooks. Five physics textbooks that are different with regard to historical content were analysed. Inter-ratter agreement was used in order to validate the checklist. The results of the analysis show that the checklist is able to reveal differences among textbooks and that the historical content included in the textbooks is hardly able to give students an adequate image of science and scientists' work.     

Fostering the History of Science in American Science Education

Science &; Education -     

历史上的科学与艺术

从历史的角度看,科学与艺术有着复杂的关系。对科学史与艺术史进行的横向和纵向比较表明：一方面,科学和艺术的发展在整体上呈现出明显的差异;另一方面,在不同的历史时期,二者又存在着时好时坏的关系。     

Family Science Talk in Museums: Predicting Children's Engagement From Variations in Talk and Activity

Children's developing reasoning skills are better understood within the context of their social and cultural lives. As part of a research–museum partnership, this article reports a study exploring science‐relevant conversations of 82 families, with children between 3 and 11 years, while visiting a children's museum exhibit about mammoth bones, and in a focused one‐on‐one exploration of a “mystery object.” Parents' use of a variety of types of science talk predicted children's conceptual engagement in the exhibit, but interestingly, different types of parent talk predicted children's engagement depending on the order of the two activities. The findings illustrate the importance of studying children's thinking in real‐world contexts and inform creation of effective real‐world science experiences for children and families.     

Reclaiming the History of Special Education for More Effective Practice

Special educators seem susceptible to the adaptation of untried and ineffective interventions. A vexing question related to the credibility of the field is why, historically, ineffective interventions persist and appear with cyclical regularity. We suggest that one way to reduce adaptation of questionable interventions is to place more emphasis in our professional culture on the history of special education, specifically the history of effective and ineffective interventions. We further suggest that educators more familiar with the history of special education's effective interventions will be better prepared to actively discriminate effective from ineffective interventions in their current work. We also offer a rationale explaining the confluence of influences to be considered in teaching the history of special education as a catalyst for more insightful and selective special education practice.