| Popis: |
The exhibits on display in natural science museums today often have parallels within the historical collections carefully preserved behind the scenes. One such is the collection of William Buckland (1784-1856) in Oxford University's Museum of Natural History, amassed during the first half of the nineteenth century. As the first to hold the post of Reader (Professor) of Geology at Oxford, Buckland worked hard to develop his geological knowledge and quickly established a central place for himself in the Geological Society through his bold new theories and fieldwork. Thanks to his own collecting and numerous exchanges and gifts from individuals in his networks, he built up a diverse collection for use in his research and teaching. Through five case studies in this article I consider how Buckland's, and by extension other such collections, could be used again in teaching today, particularly with university students. This would contribute to the reinforcement of Science, Technology, Engineering and Mathematics (STEM) subjects urged by the UK government, as well as aligning with the interest in material culture current in academia (Department fo Education 2015). Historical collections abound with objects that embody multidisciplinary narratives, and as such they can play an important role in deepening students' interest in science. I also discuss additional ways that some educators are using objects in undergraduate teaching today. These are designed to transcend disciplinary approaches and promote a range of soft skills, such as confidence, inclusivity, imagination and empathy. Considered afresh, historical science collections could have increased value for museum curators and educators of all kinds. |
