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.