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|Title: ||Clocks as a learning tool|
|Authors: ||Jones, Lewis C.R.|
Tyrer, John R.
|Issue Date: ||2012|
|Publisher: ||© British Horological Institute and the authors|
|Citation: ||JONES, L., Tyrer, J. and ZANKER, N., 2012. Clocks as a learning tool. Horological Journal, 154 (7), pp. 322 - 325.|
|Abstract: ||Using horology as a learning tool in schools is a current PhD research project at Loughborough University, which is being developed with the BHI. The aim is to make horology more accessible to newcomers by providing modern resources and use it as a platform for the teaching of science, technology, engineering and mathematics (STEM) in schools. The benefit of increasing interest in clock making is that it attracts all and will pull through and develop interest in STEM areas, as well as pure horology. There are two issues to overcome: most children’s experience with clock making is in schools designing a face and fixing a quartz mechanism to the back, with no further learning of horology; secondly making mechanical kits is not interesting to children in the world of computers and digital games. If we cannot get children interested in clock making with current methods then we must alter clock making to make it more accessible, as the current level of activity shows traditional tools and concepts are presented in a manner not directly available to children.|
|Description: ||This article was published in the Horological Journal. The website is at: http://www.bhi.co.uk/horological-journal|
|Version: ||Accepted for publication|
|Appears in Collections:||Published Articles (Design School)|
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