Instrumental learning? Object lessons in recapturing past science teaching

这一批评性发展分析需要对科学教学对象的历史发展和使用进行以对象为中心的概述（特别是实验室设备，教学模型和玩具），以告知博物馆的解释方法，并建议如何更有效地设计和使用科学教育对象。我的初步研究将是双重的：利用科学博物馆和利兹收藏品来建立对设计和使用范围的理解，以及利用文献综述来确定关于科学教育不断变化的方法和目的的初始背景信息。本文的文献综述主要从教育史、教育理论的发展和学习心理学三个方面进行研究。调查如何以及为什么实际工作是不可或缺的科学教育的功效;它如何在不同的情况下波动;理论如何影响变化;以及其他研究是否确定了变化如何影响学生的学习。文献回顾将使我能够确定从科学教育更广泛的变化的影响中解脱和评估实际互动的影响的可能性。此外，我还将观察研究如何对实际科学教育的变革和与不同受众的科学交流提出建议，并考虑如何有效地利用项目研究结果来影响和创造有意义的动态解释科学馆。在此基础上，我将确定具体的对象进行深入分析：相对于该对象在战术学习中的重要性以及档案和文档中使用证据的可用性。我将识别一直被用来传递特定概念的对象（如显微镜）的显着变化，以及这些特定对象的记录，制造商和机构的档案，以及教育工作者和学生的帐户-使用这些信息来衡量变化对学生学习和体验的影响。考虑到科学教育的历史，如果由此产生的调查错过了实践教育的显着变化，我会寻找反映这些变化的具体对象。例如，我会询问纳菲尔德科学基金会的功效及其对发现学习的影响，使用科学博物馆的工具包由菲利普哈里斯有限公司开发，以及相关的档案，主要是在国王学院伦敦学院档案馆。因此，我将建立一个有意义的变化和影响的时间轴，并使用由此产生的一系列数据来确定设计、理论和实际应用之间的关系，并跟踪这种关系的变化如何导致学习的变化。在我的论文中，我将试图确定具体的实践调整在哪里改善了学习，以及在更大的学习策略中整合实践学习的方法在哪里取得了成功。从这一点出发，我将寻求制定影响建议。我特别感兴趣的是探索通过科学博物馆或辉煌俱乐部重新创建一系列实际互动的可能性，以研究对当代学习者的影响，以期实际建立教学建议以及创建动态博物馆解释的方法。

This CDA necessitates an object-focussed overview of the historical development and use of scientific teaching objects (specifically laboratory equipment, didactic models, and toys) to inform methods of museum interpretation and to suggest how objects for science education could be more effectively designed and employed.My initial research will be two-fold: using the Science Museum and Leeds collections to build an understanding of the range of design and use, as well as using a literature review to identify initialcontextual information about the changing methods and purposes of science education. My literature review would study the history of education, the development of education theory andthe psychology of learning. To investigate how and why practical work is integral to the efficacy of science education; how it has fluctuated in different contexts; how theory influenced the change; and if other research has identified how changes affected students' learning. The literature review will enable me to determine the possibility of extricating and appraising the impact of practical interactions from the impact of broader changes in science education. In addition, I will observe how research makes recommendations about changes to practical science education and about science communication with different audiences, considering how I can effectively employ the project findings to influence and create meaningful and dynamic interpretation for the Science Museum.From this foundation, I will identify specific objects for in-depth analysis: relative to both the significance of the object in tactical learning as well as the availability of evidence of use in archivesand documentation. I will identify remarkable changes in objects that consistently have been used to deliver specific concepts (such as microscopes) as well as records for those specific objects, archives of the makers and institutions, and accounts from educators and students- using this information to gauge the impact of change on student learning and experience. Considering the history of science education, if the resulting survey missed notable changes to practical education, I would seek specific objects that reflected these changes. For example, I would interrogate the efficacy of the Nuffield Science Foundation and its influence on discovery learning, using the Science Museum's kits developed by Philip Harris Ltd. as well as the related archives, predominantly based at King's College London College Archives. Hence, a meaningful timeline of change and impact would be established.I would use the resulting range of data to ascertain the relationship between design, theory, and practical application, and to track how changes to this relationship resulted in changes in learning. I would seek to identify, in my thesis, where specific practical adjustments improved learning and where methods of integrating practical learning within a larger learning strategy succeeded. From this, I would seek to develop suggestions for impact. I would be particularly interested in exploring the possibilities of recreating a range of practical interactions to study impact on contemporary learners - via the Science Museum or the Brilliant Club - with a view to practically establishing recommendations for teaching as well as ways to create dynamic museum interpretation.