Using astronomy’s

history to engage
new audiences

ALISON BOYLE
Curator, Astronomy & Modern Physics
The Science Museum, London, UK
The Science Museum
Astronomy at the Science Museum
 Why history?
Delivering the benefits of history for
science education (Matthews, 1994)
• better comprehension of scientific
concepts and methods
• connection between conceptual
development in individuals / historical
development of science
• cultural value
• understanding the nature of science
• counteracting scientism and dogmatism
• humanising science
• demonstrating connections within Sobral eclipse photograph, 1919
science and with other disciplines
 Historical approach
Other advantages
• Trends
• Context
• Critical view of science

Orrery showing planets to Neptune, 1850s

Pluto bumper sticker, 2006

 Historical approach
Science
• For science engagement
• Interdisciplinary
• Support science curriculum

School groups: a major audience

 Why objects?
Using objects to deliver
benefits
• The ‘real thing’
• Roles of makers and users
• Show tentative nature of
science
• Can help celebrate
contribution of women /
under-represented groups
• Objects used collectively

Star map by Harumi Shibukawa, 1677

 Key messages
• Astronomy is common to
many different cultures

Jai Singh II and the Jaipur

• We have always used Observatory, c1724
astronomy in our everyday
lives

• Astronomy has changed

our understanding of our
place in the Universe
 Possible stories to tell
Changing lives
• Measuring time and the
seasons; navigation; astronomy
and belief; education and
recreation

Changing worldviews
• Seeing farther in space and
time; earth’s place in space; no
longer an island universe; the
rise of astrophysics
• Astronomy always changing

Ptolemaic worldview from

Margarita Philosophica, 1535
 Target audience
History of astronomy works
particularly well for
• School groups aged 11-16
(lots of curriculum links)
• Families with children aged
12+
• Independent adults

• Could target particular

audience groups depending on
content
• Marker against which to make
decisions about content and Will they like it?
delivery, and to evaluate
success
 Learning outcomes
Cognitive Acquire new knowledge or accommodate it into existing schemas; reinforce prior
knowledge or set it in context; apply existing knowledge; draw analogies
With reference to the National Curriculum (science, history, citizenship) for the
schools audience

Affective Challenge beliefs, attitudes and values; increase understanding and empathy with
others’ viewpoints
With particular reference to the process of science, and its social and cultural context

Social Develop skills of co-operation, communication, helping others to learn, developing

social capital
Especially intergenerational dialogue in family groups

Developing skills Investigation, observation, classification, assessing evidence, drawing

conclusions
With particular reference to historical objects

Personal Increase self-confidence, inspire interest, curiosity, awe and wonder, motivate to
investigate further
Especially in science, its history and the Museum’s collections
 Watch this space…
• Series of products
• Delivery in 2008-9
• Case studies, with wide range of
historical, geographical and
cultural references

• Exhibition
• Events – tours, object-handling,
Dana Centre
• Web
(www.sciencemuseum.org.uk,
www.ingenious.org.uk)
Islamic astrolabe, c. 1150