eprintid: 10053050 rev_number: 31 eprint_status: archive userid: 608 dir: disk0/10/05/30/50 datestamp: 2018-12-03 11:12:13 lastmod: 2021-10-07 22:16:51 status_changed: 2018-12-03 11:12:13 type: book_section metadata_visibility: show creators_name: Tunnicliffe, SD creators_name: Gazey, R creators_name: Gkouskou, E title: Learning in Physical Science Opportunities at Natural History Dioramas ispublished: pub divisions: UCL divisions: B16 divisions: B14 divisions: J78 divisions: J82 keywords: Primary science, Numeracy, Forces, Animals note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. abstract: Observing natural history dioramas provides learners with opportunities to identify various aspects of biological science, captured in the moment of time portrayed in a given diorama, such as behaviour, taxonomy, adaptation to the habitat including anatomical specialisations and camouflage colouring. However, such observations also afford opportunities to observe other science phenomena, such as earth science in the geology of the habitat or the weather portrayed. This chapter focuses on aspects of physical science in action shown in the animals featured, and basic ideas such as shape, size, colours and patterns, as well as basic numeracy for earliest learners. Older primary children can explore flight, and floating and sinking principles, much featured in these natural history dioramas. Basic forces, balance and centre of mass are shown in most dioramas, especially those with terrestrial vertebrates, as well as sound and light. Effective learning strategies involve knowing the foundation knowledge that the children possess. This chapter focuses on the aspects of physical science which may be identified in natural history dioramas and the responses of some primary children to identifying such for themselves in a Natural History Museum in the south of England. The dioramas focus on African and Indian animals and their natural environments. Demographics of the schools, where applicable, were noted and relevant permissions obtained. Transcripts of the dialogues in workshops and at the dioramas were collected and analysed through a read-re-read iterative process through which categories of comments emerged. Simple counts were made of responses. These workshops led to children being able to identify the basic physics concepts in action. date: 2018-11-15 date_type: published publisher: Springer official_url: https://doi.org/10.1007/978-3-030-00175-9_12 oa_status: green full_text_type: other language: eng primo: open primo_central: open_green verified: verified_manual elements_id: 1561174 doi: 10.1007/978-3-030-00175-9_12 isbn_13: 978-3-030-00174-2 lyricists_name: Gkouskou, Eirini lyricists_name: Tunnicliffe, Sue lyricists_id: EGKOU79 lyricists_id: SDTUN62 actors_name: Tunnicliffe, Sue actors_name: Allington-Smith, Dominic actors_id: SDTUN62 actors_id: DAALL44 actors_role: owner actors_role: impersonator full_text_status: public place_of_pub: Cham, Switzerland pagerange: 171-183 book_title: Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects editors_name: Scheersoi, A editors_name: Tunnicliffe, SD citation: Tunnicliffe, SD; Gazey, R; Gkouskou, E; (2018) Learning in Physical Science Opportunities at Natural History Dioramas. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects. (pp. 171-183). Springer: Cham, Switzerland. Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/10053050/2/Tunnicliffe_Chapter%2011_Tunnicliffe%20et%20al_incl%20figures.pdf