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THE PRACTICE OF COPYING EDUCATIONAL SCIENCE MODELS: AN ARTISTIC RESEARCH PERSPECTIVE
Abstract
From medieval anatomic illustrations to today’s physical models, scientific and educational learning objects are facing a long history of getting copied. For example, the commonly used “cell concept”, described as “fried-egg model” [1], is referring to an artificial idea of a composite cell developed in the late 19th century. This article illustrates contemporary cell models’ history of science and design, focusing on the practice of copying. Copying processes may cause issues within an artefacts’ didactic and scientific significance. Referring to recent research, the ongoing copying, propagation and use of the “common idea of the cell” within science education limits students’ perception of the diversity and variability of cells in structure and function [2]. Furthermore, common learning challenges are associated with students’ level of awareness of these generalized cell models’ limitations. Against this backdrop, the article is exploring the question of how designers and artists can break often copied but seldomly questioned model traditions between artistic practice and research. Experimental, design-based findings will complete the presented discourse
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