Bridging the gap: From the laboratory science education of the 19th century in Greece to STEM education

Panagiotis Lazos 1 2 * , Constantina Stefanidou 1, Constantine Skordoulis 1
More Detail
1 Department of Primary Education, National and Kapodistrian University of Athens, Athens, GREECE
2 4th Laboratory Center of Natural Sciences of Athens, Greek Ministry of Education, Athens, GREECE
* Corresponding Author
EUR J SCI MATH ED, Volume 12, Issue 1, pp. 1-10. https://doi.org/10.30935/scimath/13826
Published Online: 25 October 2023, Published: 01 January 2024
OPEN ACCESS   1349 Views   486 Downloads
Download Full Text (PDF)

ABSTRACT

The objectives of the present study are to investigate both the history of the collection of scientific instruments from the Maraslean Teaching Center (MTC) and the potential for the collection’s use in STEM education programs. Although MTC went by a number of different names during its long history, its institutional goal remained the same: training the Greek state’s primary school teachers-to-be. To so do, it was necessary to assemble a collection of scientific instruments. The first objective of the paper is to present in detail the gradual enlargement of the collection from the last quarter of the 19th century through to the 1930s, along with the way the instruments were used in science lessons and the central role MTC played in relation to other regional teaching schools in Greece in terms of the distribution, administration, repair and maintenance of the equipment. The second objective is to investigate the role the historical scientific instruments can play not only in the history of science, but also in contemporary science teaching. The findings reveal that the history of laboratory physics education in MTC along with the corresponding collection of the historical scientific instruments can be a fertile ground for implementing STEM education programs. Finally, the findings imply the broader integration of STEM education and history of science in order to promote cultural and procedural aspects of science in student teachers and beyond. Such integration gives rise to broader research on introducing STEM education to cultural embedded environments, such as museums and historically important schools and laboratories, such as MTC.
Keywords: Maraslean Teaching Center, STEM, scientific instruments, science education

CITATION

Lazos, P., Stefanidou, C., & Skordoulis, C. (2024). Bridging the gap: From the laboratory science education of the 19th century in Greece to STEM education. European Journal of Science and Mathematics Education, 12(1), 1-10. https://doi.org/10.30935/scimath/13826

REFERENCES

  • Andrikaki, N. (2016). Η ιστορία του Γυμνασίου Άμφισσας [History of the Middle High School of Amfissa] [Paper presentation].The Alexandros Delmouzos and the School of Our Era Conference.
  • Bernarduzzi, L. F., Albanesi, G., & Bevilacqua, F. (2012). Museum heroes all: The Pavia approach to school-science museum interactions. Science & Education, 23, 761-780. https://doi.org/10.1007/s11191-012-9541-x
  • Brenni, P. (2008). The possible uses of university instrument collections. Rittenhouse, 22(2), 211-224.
  • Brenni, P. (2012). The evolution of teaching instruments and their use between 1800 and 1930. Science & Education, 21(2), 191-226. https://doi.org/10.1007/s11191-010-9326-z
  • Ducretet, E. (1893). Catalogue des instruments de précision de E. Ducretet & L. Lejeune Pt. i., ii. (in 1 vol.) physique générale [Catalog of precision instruments by E. Ducretet & L. Lejeune Pt. i., ii. (in 1 vol.) general physics]. http://catalog.hathitrust.org/Record/100339694
  • Filippoupoliti, A., & Koliopoulos, D. (2014). Informal and non-formal education: An outline of history of science in museum. Science & Education, 23(4), 781-791. https://doi.org/10.1007/s11191-014-9681-2
  • Friedman, S. (2019). Science centers and museums STEM initiative expands. https://thejournal.com/articles/2019/09/05/science-centers-and-museums-stem-initiative-expands.aspx
  • General State Archives: Athens Collection. (1898). Archive of the 1st Athens High School for Boys. https://athensculturenet.com/en/acn-member/general-state-archives
  • General State Archives: Cyclades Collection. (n. d.). Archive of the 1st High School of Syros. https://athensculturenet.com/en/acn-member/general-state-archives
  • Heering, P. (2000). Getting shocks: Teaching secondary school physics through history. Science & Education, 9(4), 363-373. https://doi.org/10.1023/A:1008665723050
  • Holland, J., & Matthews, M. R. (1999). Historic scientific instruments and the teaching of science: A guide to resources. In Proceedings of the 2nd Annual Conference on History, Philosophy & New South Wales Science (pp. 121-129). Sydney.
  • Kampouris, K. (2006). Το Κέντρο Εποπτικών Μέσων Διδασκαλίας (1950-1990) Η συνεισφορά του στην Πειραματική διδασκαλία των Φυσικών Επιστημών στην Εκπαίδευση [The Center for Teaching Aids (1950-1990): Its contribution to the experimental teaching of science in education]. http://gym-magoul.kar.sch.gr/wp-content/uploads/2017/12/2006-kampouris-to-kentro-epoptikwn-meswn-didaskalias-1950-1990.pdf
  • Krull, D. B. (2017). An uncommon use for an uncommon press: Approaching object-based stem education in cultural institutions by way of a reconstructed English common press [PhD thesis, Rochester Institute of Technology].
  • Lazos, P., Stefanidou, C., & Skordoulis, C. (2022). The collection of scientific instruments from the Maraslean Teaching Center and experimental science education: Then and now. In E. Cavicchi, & P. Heering (Eds.), Historical scientific instruments in contemporary education (pp. 105-121). Brill. https://doi.org/10.1163/9789004499676_008
  • Makryonitis, T. (2018). Εποπτικά όργανα Γυμνασίου Σύρου 19ου-αρχές 20ου αιώνα [Observational instruments used at Syros Middle High School in the 19th and early 20th century].
  • Marasleion Laboratory Inventory. (1937). Marasleion Laboratory Inventory 14/7/1937.
  • National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. In Board on science education (pp. 11-26). The National Academies Press.
  • Palaeologos, G. (1939). Ο θεσμός των παιδαγωγικών ακαδημιών και η Μαράσλειος Παιδαγωγική Ακαδημία [Teaching schools as an institution and the Maraslean Teaching Center]. Ancient Editions of Dimitrios.
  • Pantano, O., & Talas, S. (2010). Physics thematic paths: Laboratory activities and historical scientific instruments. Physics Education, 4(2), 140-146. https://doi.org/10.1088/0031-9120/45/2/002
  • Stefanidou, C., Lazos, P., & Skordoulis, C. (2023). Η προσέγγιση των φοιτητριών του ΠΤΔΕ/ΕΚΠΑ στην ανάδειξη ιστορικών επιστημονικών οργάνων της συλλογής του Μαρασλείου ή Όταν ο Edison συνάντησε τον Wheatstone στο Μαράσλειο [The approach of PTDE/EKPA students in highlighting historical scientific instruments from the Maraslei collection or When Edison met Wheatstone in Maraslei]. In Proceedings of the 12th Panhellenic Conference on the Teaching of Natural Sciences and New Technologies in Education (pp. 240-247). National and Kapodistrian University of Athens.
  • Tampakis, K. (2009). Teaching natural sciences to prospective primary teachers in the Greek state (1835-1950). [Doctoral dissertation, National and Kapodistrian University of Athens].
  • Teaching Centers. (1880). About establishment of teaching centers in Peloponnese and in Ionian Islands, 52, 1880.
  • Vlachakis, G. N., & Lazos, P. (2022). Der deutsche Beitrag zum Ausbau des physikalischen Instrumentariums an der Athener Universität: Ankäufe und Erwerbungen [The German contribution to the expansion of physics instruments at the University of Athens: Purchases and acquisitions]. In A. A. Kyrtsis, & M. Pechlivanos (Eds.), Compendium der deutsch-griechischen Verflechtungen [Compendium of German-Greek connections].