HSCi Physical Science Learning Opportunities at Natural History Dioramas

Traditional view of science museums is that they present a static image of science, a fixed body. Visitors to museums come with pre-existing knowledge and frequently interpret that which they see but particular through using their Owen understanding referring to the labels and other interpretative means not only through the information provided by get museums. Such understanding is based on everyday beliefs. Listening to visitors in natural history museums reveals that few comments are made about science in action but focus on identifying the specimens and commenting on the attributes of the animals. However, physical science is much in evident in these animals although not focused on by natural histoiry museums. I report here the effects of a hands on workshop provided for two 11 year old boys and separately to 8 year old primary children at natural history museums in the south of England. The specimens are displayed don an authentic context in natural history dioramas. The two dioramas focused upon was one of an African Savannah scene with a water hole and at the edge of a forest and a compilation exhibit of primates on rocks and trees. The children were asked to view the main diorama and point out any science that they could recognise. They participated in hands on workshop focusing on forces, balance and stability. The leaners returned to the dioramas and were aske d to again any science concepts they could see illustrated by the animal. After the cue provided by the hands on workshop they recognised a number of physical science concepts illustrated by the position in which the animals had been posed. Science in school for them had not been taught in a context