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. 11
... classroom history has dramatically improved over the last decade , I argue that the attitudes of the respondents in this study are worth pay- ing attention to . The populations that the sample group represents are the voters and policy ...
... classroom history has dramatically improved over the last decade , I argue that the attitudes of the respondents in this study are worth pay- ing attention to . The populations that the sample group represents are the voters and policy ...
Стр. 12
... classroom but I do re- member mourning and seeing the rest of the nation mourn . I knew I was witness- ing history and reflection on that experience tells me that a fact on a time line cannot adequately convey the grand drama of a ...
... classroom but I do re- member mourning and seeing the rest of the nation mourn . I knew I was witness- ing history and reflection on that experience tells me that a fact on a time line cannot adequately convey the grand drama of a ...
Стр. 15
... classrooms nation- wide , oral history has not been well integrated into formal history education in the United States . Traditional historians have often been critical of oral history , saying that it only has the power to reach back a ...
... classrooms nation- wide , oral history has not been well integrated into formal history education in the United States . Traditional historians have often been critical of oral history , saying that it only has the power to reach back a ...
Стр. 25
... classroom , come together , they each bring unique bi- ographies ; these individual histories may be seen as the opposing mirror . When these personal histories are brought to bear on narratives of the past , the images created are ...
... classroom , come together , they each bring unique bi- ographies ; these individual histories may be seen as the opposing mirror . When these personal histories are brought to bear on narratives of the past , the images created are ...
Стр. 40
... classrooms that use multiple approaches in studying the past and that involve students in activities that move them beyond written text to search for human history . It seemed to me that elementary and middle school teachers would ...
... classrooms that use multiple approaches in studying the past and that involve students in activities that move them beyond written text to search for human history . It seemed to me that elementary and middle school teachers would ...
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How Students Understand the Past: From Theory to Practice M. Elaine Davis Ограниченный просмотр - 2005 |
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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