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. 5
... explanation regarding the research methods that archaeologists use . In other words , many archaeologists have recognized that , along with teaching about their discoveries , they also need to help members of the gen- eral public ...
... explanation regarding the research methods that archaeologists use . In other words , many archaeologists have recognized that , along with teaching about their discoveries , they also need to help members of the gen- eral public ...
Стр. 12
... explain this pattern either by saying that there was no change in those other years , that we do not know anything about those years , or that nothing happened . They know something is wrong . Their own abil- ity to reason and think ...
... explain this pattern either by saying that there was no change in those other years , that we do not know anything about those years , or that nothing happened . They know something is wrong . Their own abil- ity to reason and think ...
Стр. 14
... explain the student responses on the time line previously described ? Making History We see things not as they are but as we are . -ANAIS NIN ( QUOTED IN LOEWEN 1995 : 232 ) The problem of improving history education is complex ; it ...
... explain the student responses on the time line previously described ? Making History We see things not as they are but as we are . -ANAIS NIN ( QUOTED IN LOEWEN 1995 : 232 ) The problem of improving history education is complex ; it ...
Стр. 22
... explain the nature of knowledge . The common thread that ties these theories together is the belief that people create knowledge and that knowledge is influenced by values and culture . This perspective may be contrasted with the ...
... explain the nature of knowledge . The common thread that ties these theories together is the belief that people create knowledge and that knowledge is influenced by values and culture . This perspective may be contrasted with the ...
Стр. 24
... explain historical events in terms of existing beliefs or according to the rules of their cul- turally bound logic . Even when study participants were presented with evidence that contradicted their existing beliefs , and that they ...
... explain historical events in terms of existing beliefs or according to the rules of their cul- turally bound logic . Even when study participants were presented with evidence that contradicted their existing beliefs , and that they ...
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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