Reading Instruments: Objects, Texts and Museums

Anderson, Katharine; Frappier, Mélanie; Neswald, Elizabeth; Trim, Henry

doi:10.1007/s11191-011-9391-y

Cited by 19 publications

(6 citation statements)

References 30 publications

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“…Como metodologia, fazemos uso do modelo de Winterthur de Fleming (1974), na versão desenvolvida por Anderson, Frappier, Neswald e Trim (2011), no qual o instrumento é sujeitado a quatro operações analíticas baseadas em propriedades respetivas como a sua história; material de que é feito e técnicas de construção; o design; e a função (explícita ou implícita). As operações analíticas são: i) estabelecer essas propriedades através do estudo do objeto e de documentação que lhe diga respeito; ii) avaliar o objeto considerando decisões de acabamento, estética e fabrico; iii) fazer a análise cultural que inclui as funções e usos do objeto (uso, significado e o que comunica acerca do fabricante e utilizadores anteriores) e iv) estabelecer a relevância e significado do artefacto para o tempo e cultura presentes.…”

Section: Musealização De Instrumentosunclassified

“…As operações analíticas são: i) estabelecer essas propriedades através do estudo do objeto e de documentação que lhe diga respeito; ii) avaliar o objeto considerando decisões de acabamento, estética e fabrico; iii) fazer a análise cultural que inclui as funções e usos do objeto (uso, significado e o que comunica acerca do fabricante e utilizadores anteriores) e iv) estabelecer a relevância e significado do artefacto para o tempo e cultura presentes. No entanto, Anderson et al (2011) sustentam que o desenvolvimento da destreza sensorial exigida pelo objeto, a par com o desenvolvimento dos aspetos cognitivos, aquando da aplicação daquelas operações analíticas, deve ser transversal a todo o processo. A olhos não treinados, uma vez tendo identificado um objeto, facilmente escapam pormenores que poderão ser relevantes.…”

Section: Musealização De Instrumentosunclassified

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Conhecimentos Especializados mobilizados em uma aula prática de Biologia sobre sistema respiratório

Marques

Soares

Junior

2021

REVISTA

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In the 1980s there was an intensification of research on the teaching knowledge base, with a configuration of typologies widely used today. Some of them have been the basis for the creation of specific and specialized theoretical models for different school subjects, pioneering in Mathematics. The objective of this research is to use the recent theoretical model of Biological Teachers 'Specialized Knowledge, the Biology Teachers' Specialized Knowledge - BTSK, as a tool for the analysis of practical biology classes on the respiratory system. We carried out a qualitative, interpretative investigation, whose data source was a report of teaching practice on the said Biology theme through the Repertoire of Professional and Pedagogical Experience - PaP-eR and we used the instrument of analysis of specialized knowledge (iMTSK) adapted to Biology. As a result, in addition to the characterizations of the mobilized knowledge, they were identified among the subdomains, identifying the specialized character and determining the legitimacy of BTSK as a tool for understanding and improving teacher training.

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Section: Musealização De Instrumentosunclassified

Conhecimentos Especializados mobilizados em uma aula prática de Biologia sobre sistema respiratório

Marques

Soares

Junior

2021

REVISTA

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“…This dedicated space of study offers a range of ways to learn about, observe and interpret pathology specimens. The students, as 'users who like physical things' (Alberti 2017), have the opportunity to experience a kind of learning and engagement by an authentic object channelled through their senses (touch, see, hear) (Anderson et al 2013). During weekly pathology lectorials, pathology lecturers guide the students to inspect and interpret the gross specimens, preserved in glass jars containing a formalinbased solution.…”

Section: Integrated Pathology Learning Centre (Iplc) At Uqmentioning

confidence: 99%

Medical humanities research showcase: the emergence of a new trans-disciplinary field in a time of precarity

et al. 2020

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“…During a workshop at the Canada Science and Technology Museum, educators examined a seemingly inscrutable apparatus, deduced its functions and chronicled its travels from Hungary to Canada (Anderson et al 2011). Informed by this experience, they undertook to puzzle their own students with actual mystery objects, encouraging drawing as one means of attending to details, dissecting the parts and following how parts interrelate.…”

Section: Historical Materials In Science Teachingmentioning

confidence: 99%

Learning Science as Explorers: Historical Resonances, Inventive Instruments, Evolving Community

Cavicchi

2014

Interchange

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Doing science as explorers, students observe, wonder and question the unknown, stretching their experience. To engage students as explorers depends on their safety in expressing uncertainty and taking risks. I create these conditions in my university seminar by employing critical exploration in the classroom, a pedagogy developed by Eleanor Duckworth, based on Jean Piaget and Bärbel Inhelder. My students observe nature and evolve trust in working together. They experience historical resonances through constructing their own diagrams and proofs of Euclid's geometry and experimenting with motions in response to Galileo's 1632 Dialogue. Historical figures become virtual members in the classroom, whose historical discourse is treated as if written by a current collaborator. Finding parallels between their thinking and history, students invent such instrumental assists as modeling moonrise through configurations of their bodies, balls and a lamp in the darkroom, which they later test observationally. In the process, their curiosity becomes self-sustaining, instigating further investigation. Drawing on diverse strengths of participants, collaboration among explorers is not like a chain; it can be ''as strong as its strongest link.'' One person's insightful confusion can take the whole group's understanding to a new and different place; an experiment or diagram beginning in one person's hands soon engages all. Their collaboration has at its disposal the union of life experiences of its members. As students generate multiple concurrent, conflicting perspectives, they diverge from the goal-directed curricula of most schools today. They learn how to observe; how to question; how to communicate; how to determine what is reasonable and what is not; how to create knowledge rather than just accepting it.

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Reading Instruments: Objects, Texts and Museums

Cited by 19 publications

References 30 publications

Conhecimentos Especializados mobilizados em uma aula prática de Biologia sobre sistema respiratório

Conhecimentos Especializados mobilizados em uma aula prática de Biologia sobre sistema respiratório

Medical humanities research showcase: the emergence of a new trans-disciplinary field in a time of precarity

Learning Science as Explorers: Historical Resonances, Inventive Instruments, Evolving Community

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