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. 2
... asking what people do know about the past . Neither children nor adults are empty vessels where ideas about the human past are concerned . This is not to say that the views of the past are always accurate or that public interests are ...
... asking what people do know about the past . Neither children nor adults are empty vessels where ideas about the human past are concerned . This is not to say that the views of the past are always accurate or that public interests are ...
Стр. 10
... asked some of them to " pick one word or phrase to describe your experiences with history classes in elementary or high school , " almost three fifths chose such words as " irrelevant , " " incomplete , " " dry , " or , most commonly ...
... asked some of them to " pick one word or phrase to describe your experiences with history classes in elementary or high school , " almost three fifths chose such words as " irrelevant , " " incomplete , " " dry , " or , most commonly ...
Стр. 38
... tourist shops . During one of my first visits into the project schools , I asked the students to help me develop a concept map of Waterville life . There was a dual purpose em- bedded in this task ; it provided a way to 38 CHAPTER 3.
... tourist shops . During one of my first visits into the project schools , I asked the students to help me develop a concept map of Waterville life . There was a dual purpose em- bedded in this task ; it provided a way to 38 CHAPTER 3.
Стр. 43
... asked me about its progress , as did the principal at Dixon . The educational programs of the two schools were similar and , as they belong to the same school district , reflected similar curricula and philosophy . Both in- cluded whole ...
... asked me about its progress , as did the principal at Dixon . The educational programs of the two schools were similar and , as they belong to the same school district , reflected similar curricula and philosophy . Both in- cluded whole ...
Стр. 47
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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