Material and Visual Culture of Science
Code: 106241Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Science, Technology and Humanities | OB | 3 |
Contact lecturer
- Name :
- Carlos Tabernero Holgado
- Email :
- carlos.tabernero@uab.cat
Teaching staff
- Elena Serrano Jerez
Group languages
You can consult this information at the end of the document.
Prerequisites
None.
Objectives
The subject Material and Visual Culture of Science is part of the group of compulsory subjects within the Science, Technology and Culture subject.
The main objectives are:
Introduce the student to the consideration and experimentation of the material and visual culture of science, independently and in direct relation, identifying their points of convergence and hybridization, as vehicles for reflection/cultural construction, as instruments of research, scientific documentation and popularization,
and as a pedagogical tool in the sciences and the humanities.
Within this specific field, give the student the necessary tools to identify and critically analyze the main historiographical and science and technology studies (STS) currents related to the material and visual culture of science.
Introduce the student to the analysis and knowledge of the processes of generation, circulation and management of scientific knowledge, as well as their role in sociocultural events throughout history, through the analysis of significant historical and sociological aspects taking into account geohistorical contexts,
as well as fundamental aspects related to issues of race, class and, particularly, the gender dimension in scientific activity, with emphasis on the fields of research and education.
Introduce the student to the analysis of the role and situation of the sciences (in general and through specific case studies) and their social, political and cultural relationships today and throughout history. Consider the social, cultural, strategic and economic importance of science in society, as well as the importance
of its study from humanistic perspectives. And thus, give the student the necessary tools to synthesize, from the historical development of the sciences (and the humanities), a perspective of the current and future scope of these knowledge construction and management processes, with specialattention to the
challenges current scientific, social, political and cultural issues, and the ethical and social issues they raise.
Learning outcomes
- Assess the reliability of sources, select important data and cross-check information.
- Construct discourse tailored to the different formats for debating science in the public sphere.
- Develop a critical awareness of how scientific knowledge circulates and of its dynamic status between experts and non-experts.
- Recognise the presence in culture of the great scientific debates of the moment.
- Describe and evaluate the narrative models and the rhetorical strategies behind scientific discourse of great social impact.
- Describe the basic characteristics of important scientific objects in various areas of scientific research, popularisation and museography.
- Analyse the role of visual tools in the construction and circulation of scientific and technological knowledge and know-how.
- Identify the aesthetic and artistic dimension of scientific culture.
- Critically analyse the role of the transmission of scientific knowledge in a democratic society.
- Formulate scientific museography projects.
- Formulate projects for science popularisation companies.
- Consider the development of audiovisual products on the subject of science in the public sphere.
- Identify the various models for representing science and knowledge in the public sphere and suggest improvements to these.
- Find and critically analyse sound sources for presenting science in different formats.
- Promote team spirit and the integration of others' points of view.
Contents
The subject is structured in the following distributive blocks:
A. Introduction
B. Material culture of science.
C. Visual culture of science.
D. Conclusions and perspectives.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Solving problems and tasks autonomously, participation in discussions | 7.5 | 0.3 | |
| Guided learning exercises | 15 | 0.6 | |
| Theory/discussion sessions amb ICT support | 30 | 1.2 | |
| Independent study, use of bibliography, and task completion | 90 | 3.6 |
The subject is based on a theoretical-practical methodology through theoretical expositions and debate sessions (guided learning exercises) on objects, spaces, bibliographic and audiovisual materials that are provided during the semester in class and through the virtual campus.
Note: 15 minutes of a class will be reserved, within the timetable established by the centre/title, for the complementation by the students of the assessment surveys of the teaching staff's performance and the assessment of the subject.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Final essay visual culture | 25% | 2.75 | 0.11 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Portfolio in class / visual culture | 25% | 1 | 0.04 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Portfolio in class / material culture | 25% | 1 | 0.04 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Team presentation / material culture | 25% | 2.75 | 0.11 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
The evaluation of the subject is continuous in relation to:
Material culture:
a) The creation of a portfolio to be compiled in class at the end of each theory block, which will be given sufficient advance notice (25% of the final grade).
b) 1 team presentation (25% of the final grade) in relation to a specific topic integrated in the contents corresponding to the material culture block.
Visual culture:
a) The creation of a portfolio to be compiled in class at the end of each theory block, which will be given sufficient advance notice (25% of the final grade).
b) The preparation of a final written essay in teams (25% of the final grade) in relation to a specific topic integrated in the contents corresponding to the visual culture block.
With these evaluation activities, the students will have to demonstrate their ability to investigate, situate historically and critically analyze any problem related to the material and visual culture of science.
The final score will be the weighted sum (according to the indicated percentages) of the points obtained. For the evaluation to be effective, the student must pass each of the different tests separately.
On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
Students will obtain a “Not assessed/Not submitted” course grade unless they have submitted more than 30% of the assessment items. In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zeroas the final grade for this subject.
Students who have not passed the subject may take a resit test similar to the single assessment (see below). To participate in the resit, the students must have been previously evaluated of the thematic blocks whose weight is equivalent to to a minimum of two thirds of the total grade for the course. In addition, to participate in the resit, students must have obtained at least a 3.5 in the total grade for the subject.
The students who do not carry out the indicated evaluation tests will be considered as \"Not evaluated\", exhausting the rights to enroll in the subject.
Single evaluation
If necessary, a single evaluation test will be carried out for those students who, for justified reasons, cannot take the continuous assessment tests of the subject. This test will consist of the preparation, in person, at a date, time and classroom to be determined, of a brief final written essay (in this case 40% of the mark) in relation to a specific topic integrated into the contents and competences of the subject, and in which the student must demonstrate his/her ability to historically situate and critically analyze any problem related to the material and visual culture of science. The teaching staff will assist students who require a single assessment with a specific tutorial related to each of the main blocks (material culture and visual culture).
The assessment will also include the delivery, the very same day, of two short essays (written previously; 30% of the mark each) about material and visual culture, respectively.
The students who take advantage of the single evaluation and who do not take the indicated test will be considered as "Not evaluated", exhausting the rights to enroll in the subject.
About the use of AI:
In this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches. Students must clearly identify, where applicable, which parts were generated using this technology, specify the tools used, and include a critical reflection on how these tools influenced the process and the final outcome of the assignment. Failure to disclose the use of AI in the assignment will be considered a breach of academic integrity and may result in a partial or total penalization in the course grade, or more severe penalties in serious cases.
Bibliography
This is a short general bibliography of reference works. In class, the necessary sources for their development will be specified.
Material culture
Bittel, Carla; Leong, Elaine; von Oertzen, Christine (eds.) 2019. Working with Paper. Gendered Practices in the History of Knowledge. Pittsburgh: University of Pittsburgh Press.
Daston, Lorraine (ed.). 2007. Things that Talk. Object Lessons from Art and Science. New York: Zone Books.
Guerrini, Anita, 2016. “The Material Turn in the History of Life Science”. Literature Compass 13/7, 469-480.
Howes, David (ed.), 2005. Empire of the Senses: The Sensual Culture Reader. Oxford: Berg.
Roberts, Lissa; Schaffer, Simon; Dear Peter (eds.) 2007. The Mindful Hand: Inquiry and Invention from the late Renaissance to early Industrialisation. Amsterdam: KNAW.
Visual culture
Berger, John. 1972/2008. Ways of Seeing. London: Penguin Modern Classics.
Bräuchler, Birgit; Postill, John (eds.) 2010. Theorising Media as Practice. Oxford / New York: Berghahn.
Bucchi, Massimiano: Trench, Brian (eds.) 2014. Routledge Handbook of Public Communication of Science and Technology; Second edition. London: Routledge.
Hentschel, Klaus. 2014. Visual Cultures in Science and Technology. Oxford: Oxford University Press.
Mirzoeff, Nicholas. 1999/2023. An Introduction to Visual Culture. London: Routledge / Psychology Press.
Tabernero, Carlos (ed.) 2025. Urban narratives about nature. Lanham/London: Rowman & Littlefield, Lexington Books.
Thompson, John B. 1995. The Media and Modernity. A Social Theory of Media. Cambridge: Polity Press
Weingart, Peter; Huppauf, Bernd. 2007. Science Images and Popular Images of the Sciences. London: Routledge, 2007.
Software
No specific software is required.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 1 | Catalan/Spanish | first semester | morning-mixed |