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Falomo Bernarduzzi Lidia Bernardi Ester Maria Ferrari Alberto Garbarino Maria Carla Vai Andrea 《Science & Education》2021,30(3):755-773
Science & Education - The Pavia University History Museum, which houses historic items mainly connected to the physics and medicine fields, has focused in the past years on new ways to involve... 相似文献
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To improve on the classic school trip to the museum and the traditional distinctions between formal and informal learning, every year we run a project where the schools (first the teachers and then the pupils) are actively involved right from the very first stages of planning. The various projects realised so far involve schools with children of different age levels, from kindergarten to high school, and aim to provide a rewarding museum experience for each level. The various phases of each project follow a timeline where the specific roles of each group of actors is set out. All our projects rely extensively on history of science, but in a number of ways: using primary and secondary sources, museum exhibitions, multimedia and hands-on reconstructions of historical experiments. We mix all these resources together to offer a historical route suitable to the various age groups. Creative analogical thinking, iconographic similarities and coincidences between the scientific and artistic domains are encouraged especially with children from 3 to 13 years old. These comparisons become pretexts for analysis, reflection and creative production also at the graphic level. In this paper we outline our methodology in the specific case of a laboratory and exhibition experience built around the person and work of Galileo. One of the results has been the involvement of the pupils in a new, unexpected emotional experience. 相似文献
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Fabio Bevilacqua Lidia Falomo Lucio Fregonese Enrico Giannetto Franco Giudice Paolo Mascheretti 《Science & Education》2006,15(6):553-575
Kuhn underlined the relevance of Galileo’s gestalt switch in the interpretation of a swinging body from constrained fall to
time metre. But the new interpretation did not eliminate the older one. The constrained fall, both in the motion of pendulums
and along inclined planes, led Galileo to the law of free fall. Experimenting with physical pendulums and assuming the impossibility
of perpetual motion Huygens obtained a law of conservation of vis viva at specific positions, beautifully commented by Mach. Daniel Bernoulli generalised Huygens results introducing the concept
of potential and the related independence of the ‘work’ done from the trajectories (paths) followed: vis viva conservation at specific positions is now linked with the potential. Feynman’s modern way of teaching the subject shows striking
similarities with Bernoulli’s approach. A number of animations and simulations can help to visualise and teach some of the
pendulum’s interpretations related to what we now see as instances of energy conservation. 相似文献
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