UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Graduate Studies Committee:
……………3rd December 2014…………….(date)
MODULE SPECIFICATION
1.
Title of the module
HI881 - Places, Spaces and Things: Museums, Material Culture and the History of Science
[Title for SDS: Museums, Material Culture and the History of Science]
2.
School or partner institution which will be responsible for management of the
module
School of History
3.
Start date of the module
September 2015
4.
The number of students expected to take the module
18
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
7.
The number of credits and the ECTS value which the module represents
30 (ECTS credits – 15)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Either Autumn term (weeks 1-12) or Spring term (weeks 13-24)
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
MSc in Science, Communication and Society
All MA programmes run by the School of History
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11. The intended subject specific learning outcomes
As a consequence of taking this module students will have:
11.1
11.2
11.3
11.4
11.5
11.6
Gained knowledge of key themes in the history of science, technology and
medicine.
Gained knowledge and a critical understanding of a representative sample of
science historiography, particularly in relation to: the analysis of material culture,
using objects and buildings as historical sources, and geographies of scientific
knowledge.
Gained a critical understanding of themes and trends in the display of objects
related to science and technology in museums and an appreciation of the
different spaces and locations in which such objects are displayed.
Gained an understanding of how the historical methodologies used by historians
of science translate into displays and the brief label and panel texts that
accompany them.
Learnt to think critically about popular myths about science and its history, and
how object displays and museums can bolster or critique them.
Learnt to evaluate a range of sources for understanding the impact of science on
wider culture.
12. The intended generic learning outcomes
As a consequence of taking this module all students will have:
12.1
12.2
12.3
12.4
12.5
12.6
Considered critically relevant intellectual concepts as well as differences of
opinion and interpretation amongst historians and within museum studies and
science communication. They will have been encouraged to develop their ability
to identify and solve problems.
Learnt to solve problems and improved their ability to work both independently
and within groups. Students will have engaged in independent work, using library
resources, and will practice and improve their skills in time management,
historical research, organisation and analysis of material, oral presentations and
essay writing.
Engaged in group work, particularly through an assignment based on developing
a virtual exhibition and its accompanying text, in which they will be encouraged to
interact effectively with others and to work co-operatively to enhance one
another’s learning.
Acquired the skill to communicate complex concepts effectively through written
work. They will have acquired the ability to further develop skills they have
already gained, which will be of use to them in future study or occupations.
Practiced their oral communication skills, with IT skills being developed in
presenting work through PowerPoint, online forums and blogs and through using
digital texts, catalogues and archives to carry out research.
Acquired the skill to present information creatively and accessibly.
13. A synopsis of the curriculum
This module will explore the physical things, from pencils and air pumps to buildings and
particle accelerators, that are essential to making scientific knowledge and, therefore, to
understanding and communicating its history and practice. It will explore the literature on
using objects, images and buildings as historical sources and museological approaches to
the collection and interpretation of scientific instruments and related objects. Students will
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visit museums and have the opportunity to talk to curators about their work, as well as
reflecting on existing displays. The module will be assessed through a mixture of practical
tasks, based on real objects and displays, and an essay, encouraging critical reflection on
the scholarship and museum practice encountered over the term.
14. Indicative Reading List
S.J. Alberti. (2005) ‘Objects and the Museum’, Isis, 96
R. Bud. (1995) ‘Science, meaning and myth in the museum’, Public Understanding of
Science
K. Hill (ed.) (2012) Museums and Biographies: Stories, Objects, Identities. Woodbridge:
Boydell Press
S. Lubar & W.D. Kingery (eds.) (1993) History from Things. Essays on Material Culture.
Washington D.C.: Smithsonian Institution Press
P. Morris (ed.), (2010) Science for the Nation: Perspectives on the History of the Science
Museum. Basingstoke: Palgrave Macmillan
D. Pantalony. (2008) ‘What is it? Twentieth-Century Artifacts out of Context’, HSS
Newsletter
D.J. Warner (1990) ‘What is a scientific instrument, when did it become one, and why?’,
British Journal for the History of Science
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
11 one-hour lectures = 11 hours.
11 two-hour seminars = 22 hours.
267 private study hours, to include reading, research, preparation, online discussion and
writing.
Total study hours: = 300
The in-class sessions will focus especially on discussions about the theoretical and/or
historical material and will support the achievement of the learning outcomes described in
11.1-6 and 12.1-6.
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
The module will be assessed by 100% coursework.



Object analysis (15%). Will encourage new approaches to research, applying curatorial
skills and theory of material culture. Students will practice a different form of writing to
essay writing, selecting and presenting information in a concise format (no more than
500 words each on two objects), providing basic but essential details such as
description, date, materials, maker, provenance and object history." (LOs 11.4, 11.6.)
One 10-15 minute presentation on an existing display (15%). Giving a presentation will
allow students to practice skills in oral communication and in the effective use of
accompanying images/text/handouts or other aids. It will encourage students to identify
key points from large amounts of information. (12.4, 12.5, 12.6)
Project (working in pairs or threes) creating a virtual exhibition through images and
accompany label and panel text (30%). This will allow students to practice working with
peers, improving writing skills, making effective use of material and visual culture and
presenting complex ideas to a general audience (11.3, 11.4, 12.2, 12.3, 12.6). The mark
for this assignment will be given to the group as a whole based on the work produced
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
(unless specific problems are raised before the deadline, in which case the convenor
would request reports regarding who has contributed what to the project and assign
individual marks).
Essay (3500 words – 40%). Through the essay, students learn to research a subject and
to formulate and present their own opinions (11.1, 11.2, 11.5, 12.1)
Assessment will be moderated in accordance with faculty conventions. Informal feedback
will be sought as the module progresses. There will be a formal questionnaire at the end of
it. On the basis of it, a report will be made to the School's L&T Committee, which will in turn
report to the Staff/Student Liaison Committee.
17. Implications for learning resources, including staff, library, IT and space
While this module will be able to make thorough use of existing library resources, there will
need to be some investment commensurate with a new course at Masters level.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please
complete sections 20 and 21. If the module is not part of a programme in a Partner
College or Validated Institution these sections can be deleted.
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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