Peter Heering and Roland Wittje (eds): Learning by Doing: Experiments and Instruments in the History of Science Teaching [book review]
Name
Cavicchi_Learning by doing.pdf
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191.06 KB
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Adobe PDF
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Author(s)
Cavicchi, Elizabeth
Date Issued
May 2012
Journal
Science & Education
Publisher
Springer Science+Business Media
Citation
Cavicchi, Elizabeth. Review of “Peter Heering and Roland Wittje (eds): Learning by Doing: Experiments and Instruments in the History of Science Teaching.” Science & Education 21, no. 9 (September 2012): 1375–1380.
Version
Original manuscript
Abstract
Essays in this volume address how instruments and experimenting were manifested in science teaching in the nineteenth century, with extensions by a half-century earlier or later. Both science and education underwent broad-reaching changes in identity and practice during this era: from interpretive ways of natural philosophy to systematic researches in professionalizing disciplines of sciences; from classical languages and texts read by an elite few to scientific and technical training that were taken up by the burgeoning numbers of those who became students at the beginnings of mass education. Within these large-scale trends, authors of the book’s fourteen papers develop trenchant accounts of the materials of science instruction and the institutional and cultural environments of their use.
MIT Department
MIT Edgerton Center
Terms of Use
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
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DOI of Published Version
https://doi.org/10.1007/s11191-012-9467-3
