This paper was presented at a conference held at UCL in 2009, and subsequently published in H. Chatterjee (ed.): Putting University Collections to Work in Teaching and Research. Proceedings of the 9th Conference of the International Committee of ICOM for University Museums and Collections (UMAC). Direct encounters with archaeological materials are an effective way to teach the practical side of the discipline while developing transferable skills such as observation, deductive reasoning, critical analysis and group working. This paper draws on the authors own experiences to develop guidelines for object handling in the university classroom. Good preparation, informed implementation, consolidation of gains and integration of such sessions into the wider curriculum are key elements of an effective strategy.

in: Dies. (Hg.): Object Fantasies. Experience and Creation, Berlin 2018, S. 7-17.

Discussion about the basic essentials of art comprehension, complexity and consequently appreciation as well. (Originally posted on: http://elysiumisnow.weebly.com/)

This paper addresses the ways that a bicycle rubber tube can be used to develop learners' understanding of geometrical figures/objects. The use of a bicycle rubber tube is important because student-teachers and in-service teachers can use the material to teach learners in schools to understand various geometrical figures/objects. In doing so, geometrical figures and objects, metric, and metric space are understood relationally. Using a bicycle rubber tube, it was found that various geometrical figures and objects were formed, including rectangle, triangle, square, and pentagon. The finding has implications in teaching geometrical figures/objects, including teachers can use a bicycle rubber tube to develop learners' understanding of a circle, rectangle, triangle, square, pentagon and hexagon.

With the proliferation of on-line learning courses and materials, the Web is now replete with vast amounts of duplicated data and information. Much of the design and development of Web-based materials has previously focussed, and still continues to focus, on the delivery of on-line content.

Learners do not wait for adults to help them in coming up with some answers, they just put their best efforts to understand the physical and natural world. Many a times these are not the conceptions that scientific community accepts as efficate ones. These OTHER CONCEPTIONS are the issue that had been challenging contemporary understanding on how should we design teaching-learning processes in science. Different researches show that Alternative Frameworks are formed in both formal and informal settings that are difficult to understand in discontinuity from each other. This generates the need to understand science learning contexts in an integrated form from multiple dimensions. In the present study the science learning context had been explored while the topic/area of explorations was 'TRANSPARENCY OF OBJECTS'. The study reveals that all learners learnt easily and acquired more knowledge by doing the activities and science experiments; They also acquired right knowledge in a right way; Many learners referred to many other references also talked to parents; consulted reference books; learners searched internet to know more about types of object; learners planned to get together in a group and talk further on the problems & issues related to subject. More exploration of the learners' questions like,-"What are transparent and translucent objects? What can we do through opaque objects? What are objects and where are they found? How does the size of a shadow vary?" may be needed. The study presents many diagrams made by the learners. These type of diagrams can be considered by the teacher to be starting point of their explorations of the learners' Alternative Frameworks.

Essay in Exhibition Catalogue of Beth Laurin. Published by Index - The Swedish Contemporary Art Foundation. 2018.