How Students Understand the Past: From Theory to PracticeRowman Altamira, 7 мар. 2005 г. - Всего страниц: 200 History and archaeology education is highly valued among modern societies that seek to educate their youth about the past. Yet these areas have been_for the most part_slow to employ the latest advances in education theory and practice. Former classroom teacher and science education specialist M. Elaine Davis presents an informed and useful text that demonstrates the importance of contemporary learning theory and educational research to the development of effective programs in both formal and informal history and archaeology education. Chapters cover teaching and history education theory, and apply this to various case studies and program examples. This text will prove a much-valued tool for school teachers, museum educators, archaeologists, and historians_challenging and aiding educators to assess and improve their respective programs. |
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Стр. 17
... type of ethics education , assessment of these programs has been problematic . Finally , some archaeologists have just not cared whether the general public learned anything beyond keeping their hands off archaeological sites . These ar ...
... type of ethics education , assessment of these programs has been problematic . Finally , some archaeologists have just not cared whether the general public learned anything beyond keeping their hands off archaeological sites . These ar ...
Стр. 25
... type of mechanical measuring device may relate time to the completion of tasks , to environmental changes , or celestial events . Our difficulty , as educators , in understanding how children conceptualize time is , perhaps , linked to ...
... type of mechanical measuring device may relate time to the completion of tasks , to environmental changes , or celestial events . Our difficulty , as educators , in understanding how children conceptualize time is , perhaps , linked to ...
Стр. 27
... types that underlie these four di- achronic schemes : axiological , empirical , and organizational ; put simply , he is ... type of understanding at around the age of nine or ten . Montangero notes that the younger children in his study ...
... types that underlie these four di- achronic schemes : axiological , empirical , and organizational ; put simply , he is ... type of understanding at around the age of nine or ten . Montangero notes that the younger children in his study ...
Стр. 28
... types of changes . Montangero says that the way in which evolutive processes are imagined , and the ability to link present with past or future states , changes dramatically around the age of ten . He sees preadolescents as being ...
... types of changes . Montangero says that the way in which evolutive processes are imagined , and the ability to link present with past or future states , changes dramatically around the age of ten . He sees preadolescents as being ...
Стр. 40
... that alienate students . The teaching of Indian history has not yet been reduced to the routinized type of study that seems to prevail in tradi- tional history classes . Indian history , ironically , usually 40 CHAPTER 3.
... that alienate students . The teaching of Indian history has not yet been reduced to the routinized type of study that seems to prevail in tradi- tional history classes . Indian history , ironically , usually 40 CHAPTER 3.
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How Students Understand the Past: From Theory to Practice M. Elaine Davis Ограниченный просмотр - 2005 |
How Students Understand the Past: From Theory to Practice M. Elaine Davis Недоступно для просмотра - 2005 |
Часто встречающиеся слова и выражения
activities Albert Anasazi ancestral Pueblo ancient ancient Pueblo approach archaeological research archaeologists artifacts asked assessment atlatl believe Canyon Archaeological Center Caroline Norton chapter classroom Cliff Palace cognitive concept maps construct the past constructivism constructivist context Crow Canyon Archaeological culture curriculum dents discussion Dixon educational program example excavation experience explain field trip focus history education human past hunting identify important included Indian instruction interpretation interview kind knowledge learners learning lived located meaning Mesa Verde middle school misconceptions Montangero move museum narrative Native American natural environment Ninjas objects observation Paideia participants perspective pithouse present Pueblo history Pueblo past questions regarding research project Ricky seemed setting simulated social story structure teachers teaching teepees things tion tour traditional Type understanding Understanding by Design unit of study village visitors Warm Springs Pueblo Waterville