Scientific Instruments for Education in Early Twentieth-Century Spain

Ruiz-Castell, Pedro

doi:10.1080/00033790801971752

Cited by 3 publications

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“…181-185). 24 See for example Ruiz-Castell (2008) and the article of Cuenca Lorente and Simon Castel in this volume. 25 Brock (1996).…”

Section: The Use Of Didactic Instrumentsmentioning

confidence: 98%

The Evolution of Teaching Instruments and Their Use Between 1800 and 1930

Brenni¹

2010

Sci & Educ

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At the beginning of the nineteenth century, the core of a typical teaching collection was composed by apparatus, which were very similar to the ones proposed in the eighteenth century by 's Gravesande, Nollet, Desaguliers and others lecturer demonstrators and makers. Since 1820 circa, new didactic instruments were introduced. Most of them concerned the fast developing branches of physics such as wave optics, electromagnetisms and acoustics. Instrument makers (and many scientists as well) were extremely prolific in inventing new devices for better demonstrating all the laws of physics and for clearly visualizing all its phenomena. Therefore, around 1900 all the most important German, French and British makers proposed in their thick catalogues thousands of didactic apparatus. But were all these instrument really used? Probably not. Many of them were acquired by schools and universities because they were considered ''status symbol'' marking the importance and the completeness of a collection. Others were simply shown as ''tri-dimensional'' illustrations. For various reasons, during the first decade of the twentieth century the number of available didactic instruments was drastically reduced. The introduction of student training laboratory, the increasing cost of labour and of materials after WWI, the needs of a more standardized production, the progresses of physics not only eliminated from the trade catalogues many of the classical but old fashioned instruments but also stimulated the use of modular and simpler didactic apparatus.

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“…181-185). 24 See for example Ruiz-Castell (2008) and the article of Cuenca Lorente and Simon Castel in this volume. 25 Brock (1996).…”

Section: The Use Of Didactic Instrumentsmentioning

confidence: 98%

The Evolution of Teaching Instruments and Their Use Between 1800 and 1930

Brenni¹

2010

Sci & Educ

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“…83 Students should perform practical experiments and teachers should work, as noted in the Portuguese law, as guides. 84 Changes in teaching approaches were common at the turn of the twentieth century. In France, for instance, the 1902 educational reform was paradigmatic of these changes: experience and induction would have a prominent place; 'students should be shown how science was done and not a science already done'.…”

Section: Observation Versus Experimentation 157mentioning

confidence: 99%

Observation versus experimentation in natural-history teaching in Portuguese secondary schools: educational laws from 1836 to 1933

Gomes¹

2018

BJHS Themes

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The idea that a public and secular institution was needed to prepare citizens for higher education proliferated throughout Europe during the nineteenth century. However, because of local political, economic and social contexts the underlying model of what is now meant by secondary education has developed differently in each country. This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature (zoology, botany, geology and mineralogy) in liceus, during the nineteenth and early twentieth centuries. In particular, the importance given to specimens and collections will be emphasized. The emergence of laboratory-based teaching never replaced traditional approaches centred on observation of specimens. By focusing on the Portuguese case, this article aims ultimately to contribute to a broader understanding of the secondary-educational model implemented throughout Europe in the nineteenth century.

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Le renouveau de l’histoire des instruments scientifiques

Lamy¹

2022

artefact

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The history of scientific instruments since the early 2000s has focused on a series of major themes such as practices, commercial insertion, political attributes, representations and patrimonial presentations. Historians generally favor configurational approaches that show the place of scientific instruments in socio-epistemic regimes specific to each era. By following the instruments in their somatic, commercial, political, graphic and museal implications, they reveal all the relationships of mediation with the world.

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Scientific Instruments for Education in Early Twentieth-Century Spain

Cited by 3 publications

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The Evolution of Teaching Instruments and Their Use Between 1800 and 1930

The Evolution of Teaching Instruments and Their Use Between 1800 and 1930

Observation versus experimentation in natural-history teaching in Portuguese secondary schools: educational laws from 1836 to 1933

Le renouveau de l’histoire des instruments scientifiques

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