While the use of archives is common as a research methodology in the history and philosophy of science (HPS), training in archival methods is more often encountered as part of graduate-level training than in the undergraduate curriculum. Because many HPS instructors are likely to have encountered archival methods during their own research training, they are uniquely positioned to make effective pedagogical use of archives in classes comprised of undergraduate science students. Further, because doing this may require changing the way HPS instructors think about the aims and varieties of archival research, archivists themselves can be valuable resources in developing archives-based learning activities for science students in HPS classrooms. In this article, we describe an archives-based learning activity developed for a population of primarily pre-medical students in a healthcare ethics class and discuss the pedagogical benefits of this activity. This activity was developed via a collaboration between an HPS instructor (Bursten) and an education archivist (Strandmark). Our hope is that this discussion may serve both as a proof of concept for the use of archives-based learning activities as tools for teaching HPS to science students, and as an argument for the unique benefits that archival engagement can impart to science students.

虽然档案的使用在科学史和科学哲学 (HPS) 中作为一种研究方法很常见，但档案方法的培训作为研究生培训的一部分比在本科课程中更常见。由于许多 HPS 教师可能在他们自己的研究培训期间遇到过档案方法，因此他们处于独特的位置，可以在由本科理科学生组成的班级中有效地利用档案进行教学。此外，因为这样做可能需要改变 HPS 教师对档案研究目标和种类的看法，档案工作者本身可以成为在 HPS 课堂上为理科学生开展基于档案的学习活动的宝贵资源。在本文中，我们描述了一项基于档案的学习活动，该活动主要针对医疗伦理课程中的医学预科生群体而开发，并讨论了该活动的教学优势。该活动是通过 HPS 讲师 (Bursten) 和教育档案管理员 (Strandmark) 之间的合作开发的。我们希望这次讨论既可以作为使用基于档案的学习活动作为向理科学生教授 HPS 的工具的概念证明，也可以作为对档案参与可以赋予理科学生的独特好处的论据。