Abstract
Abstract How can academic collections be used in academic teaching and learning? Which learning goals can be associated with them and how can the learning situation be structured? This article sheds light on these questions by using concrete examples. First—as an introduction to the topic—object-based learning will be situated between innovation and tradition. Then, some elementary thoughts on the specifics of learning and teaching with objects will be discussed. These considerations are followed by didactic reflections on the topic of vividness, learning goals and types of knowledge. Based on this, an analysis of possible learning situations with objects in different learning settings and with different learning goals is presented, exemplified by a collection of the University of Göttingen, which is briefly introduced before the analysis.
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