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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... Past Percentage of Students Who Chose to Modify 72 60 8 582 66 Their Concept ... Past Reported by Case Study Participants 117 Table 8.1 . Student Preassessment ... Construction of Ancestral Pueblo Life Figure 6.1 . Making Meaning of ...
... Past Percentage of Students Who Chose to Modify 72 60 8 582 66 Their Concept ... Past Reported by Case Study Participants 117 Table 8.1 . Student Preassessment ... Construction of Ancestral Pueblo Life Figure 6.1 . Making Meaning of ...
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... past has been displayed in museums as well as to the stories of the past that have appeared in textbooks . When those who construct the past are hidden from view , history takes on a face- less authority and is elevated to the level of ...
... past has been displayed in museums as well as to the stories of the past that have appeared in textbooks . When those who construct the past are hidden from view , history takes on a face- less authority and is elevated to the level of ...
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... past in order to construct self , or do we appropriate aspects of our identity in an attempt to place ourselves in the continuum of human experience — are we just trying to belong ? These are not simple questions , and it is not likely ...
... past in order to construct self , or do we appropriate aspects of our identity in an attempt to place ourselves in the continuum of human experience — are we just trying to belong ? These are not simple questions , and it is not likely ...
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... past , it TO APPROACH AN UNDERSTANDING of how learners construct the is important to first discover what they actually know of the past and how they have come to know what they know . Preconceptions regarding past peoples and events are ...
... past , it TO APPROACH AN UNDERSTANDING of how learners construct the is important to first discover what they actually know of the past and how they have come to know what they know . Preconceptions regarding past peoples and events are ...
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... construction . It is admittedly brief but I hope it will suffice as an introduction of key concepts and terms that form the theoretical foundation for the case study in part II . Constructivism The literature on constructivism is ...
... construction . It is admittedly brief but I hope it will suffice as an introduction of key concepts and terms that form the theoretical foundation for the case study in part II . Constructivism The literature on constructivism is ...
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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