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. 1
... humans as counting and curiosity . The past matters to us . History is commonly associated with the written past ; throughout this book I use the term to refer to the entire human past . The more narrow definition car- ries a hidden ...
... humans as counting and curiosity . The past matters to us . History is commonly associated with the written past ; throughout this book I use the term to refer to the entire human past . The more narrow definition car- ries a hidden ...
Стр. 2
... past has been displayed in museums as well as to the stories of the past that have appeared in textbooks . When those who ... human past are concerned . This is not to say that the views of the past are always accurate or that public ...
... past has been displayed in museums as well as to the stories of the past that have appeared in textbooks . When those who ... human past are concerned . This is not to say that the views of the past are always accurate or that public ...
Стр. 3
... human history . The last chapter provides practical information re- garding assessment and research in historical ... past . This certainly applies to the majority of human history for which no written records exist , but also for the more ...
... human history . The last chapter provides practical information re- garding assessment and research in historical ... past . This certainly applies to the majority of human history for which no written records exist , but also for the more ...
Стр. 5
... human past would be to develop curric- ula that are informed by a well - developed research base . This book will have achieved something important if it inspires those involved in history and archae- ology education to systematically ...
... human past would be to develop curric- ula that are informed by a well - developed research base . This book will have achieved something important if it inspires those involved in history and archae- ology education to systematically ...
Стр. 10
... human past , particularly the deep past , which is often referred to by archaeologists and historians as prehistory . Based on the re- sults , researchers in this study concluded that the majority of Americans are in- terested in ...
... human past , particularly the deep past , which is often referred to by archaeologists and historians as prehistory . Based on the re- sults , researchers in this study concluded that the majority of Americans are in- terested in ...
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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