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The use of natural history dioramas for science education

Reiss, MJ; (2019) The use of natural history dioramas for science education. In: Scheersoi, A and Tunnicliffe, SD, (eds.) Natural History Dioramas – Traditional Exhibits for Current Educational Themes: Science Educational Aspects. (pp. 205-215). Springer: Cham, Switzerland.

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Abstract

Natural history dioramas have long been identified as potentially valuable sites of learning. In this chapter, I first examine what the purposes of science education might be and then argue that the other chapters in this book show that natural history dioramas do indeed have considerable potential to advance the learning of science. Such dioramas are engaging to many visitors, whatever their age and prior knowledge and experience and enable visitors to construct narratives about what is happening in the diorama. Nevertheless, the evidence about the extent and types of learning that natural history dioramas can enable is still modest. Furthermore, there exists quite a wide range of tools for gathering and interpreting data at dioramas and it is not always evident that the reasons for this diversity are valid. Much research still needs to be undertaken to help realise the educational affordances of natural history dioramas.

Type: Book chapter
Title: The use of natural history dioramas for science education
ISBN-13: 978-3030001742
DOI: 10.1007/978-3-030-00175-9_14
Publisher version: https://doi.org/10.1007/978-3-030-00175-9_14
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Natural history dioramas, Science education, Aims of education, Museums
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10064782
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