ESHS/HSS Annual Meeting

Approaches to Teaching the Copernican Revolution

Session Submission Type: Roundtable

English Abstract

Since the History of Science first took shape as a discipline, the Copernican Revolution has stood as one of its defining cases, scrutinized perhaps more than any other event for what it reveals about knowledge, culture, and change. How can we convey the complexity of this shift to students, and how have changing scholarly attitudes toward the Copernican Revolution affected how we teach about it? Chaired and facilitated by Robert Morrison, this roundtable takes up these questions, bringing together a diverse set of perspectives that span historical accuracy, conceptual transformation, and classroom practice. Aviva Rothman will reflect on teaching the Copernican Revolution through a combination of primary source texts, maker-space projects, and immersive planetarium simulations. Todd Timberlake will discuss class activities in which students use computer simulations to make visual observations and explore historical theories so they can construct models of their own individualized fictitious “solar system.” James Voelkel will highlight teaching the Copernican Revolution from the standpoint of planetary theory and accuracy. Finally, Chris Haufe will address teaching the Copernican Revolution as a philosopher of science.

Sub Unit

• Roundtable

Chair

• Robert Morrison, Bowdoin College

Participants

• Aviva Rothman, Case Western Reserve University

• Todd Timberlake, Berry College

• James Voelkel, Science History Institute

• Chris Haufe, Case Western Reserve University

Session Organizer

• Aviva Rothman, Case Western Reserve University