Science Museum Group Journal Issue 19
Science Museum Group Journal Issue 19
Science Museum Group Journal Issue 19
This is an open issue that includes research focusing on the Science Museum Group’s own collections – you’ll find a re-evaluation of an important electronic synthesizer with a focus on its role in live performance; a discussion of how an Indigenous Australian shield came to be categorised as part of a fire-making collection. There are also two papers looking at research with museum publics: one reporting on a study of how we can support young children’s learning from science objects, the other exploring public perceptions of contemporary collecting. A fascinating piece of oral history research (featuring numerous recorded interviews) looks at the experience of government scientists at the point where privatisation radically changed the profession. And finally, we are delighted to feature a paper by Prasannan Parthasarathi, the first Journal keynote speaker at November’s Research Conference who gave an outstanding presentation on textiles history from an Indian perspective.
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Item type:Journal article, Supporting young children’s learning from science objects: the importance of play on gallery(2023) ;Haywood, Naomi ;Davies, KarenSouter, LaurenExperiences during the early years shape our lives as adults, including our appreciation and understanding of science. Even though early years audiences make up a significant number of visitors in many museums, they are an under-researched age group, particularly in science museums. This paper addresses this gap by considering young children’s learning at the Science Museum in London. Two approaches to support learning from unfamiliar objects were tested with 4–7 year-olds in family groups. The first approach involved families creating a display that featured a small replica of the original object. The second approach involved displaying familiar objects or modern versions with conversation prompts next to the original objects. The testing included observations and semi-structured interviews with a total of 16 family groups. Findings show that families use play to create familiarity and context around objects. Guided play provides opportunities for families to tap into their existing understanding and interests, and in this way allows families to learn from objects. These findings highlight the importance of providing for and encouraging play on gallery to support young children’s learning from objects. Young children can successfully be supported to learn from unfamiliar objects in object-rich galleries in a science museum.