The contributions to this volume demonstrate the diversity and originality of research currently being conducted into the connections between the history of science and the history of education. The importance of objects in teaching and their value as pedagogical tools emerges as a particularly significant area of research located at the intersection between the two fields of enquiry. Indeed, it is the materiality of education, a focus on the use of objects, pedagogical practices and particular spaces, which seems to offer some of the most promising avenues for exploring further the relationship between the histories of science and education. This book was originally published as a special issue of the History of Education.
Heather Ellis is a Vice-Chancellor’s Fellow at the University of Sheffield, UK. Her current research focuses on cultures of knowledge making in Britain in the late 18th and 19th centuries. She is the author of two books: Masculinity and Science in Britain, 1831–1918 (2017); and Generational Conflict and University Reform: Oxford in the Age of Revolution (2012), which was awarded the 2014 Kevin Brehony prize for the best first book by the History of Education Society UK.