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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... included in precollege curricula ( Ramos and Duganne 2000 ) . Interest in the past is not an American phenomenon . A British study , also in- volving 1,500 adults , showed that 79 percent of the respondents thought that the past was ...
... included in precollege curricula ( Ramos and Duganne 2000 ) . Interest in the past is not an American phenomenon . A British study , also in- volving 1,500 adults , showed that 79 percent of the respondents thought that the past was ...
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... included in this chapter in order to place research regarding the learning of his- tory within a more holistic frame . To ignore the importance of of these areas would place limits on what can be learned . As Bruner states : any Just as ...
... included in this chapter in order to place research regarding the learning of his- tory within a more holistic frame . To ignore the importance of of these areas would place limits on what can be learned . As Bruner states : any Just as ...
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... included them on the con- cept map . I believe these groups were omitted from the concept maps because the students either did not consider them to be a significant aspect of Waterville life or because they are so common that they have ...
... included them on the con- cept map . I believe these groups were omitted from the concept maps because the students either did not consider them to be a significant aspect of Waterville life or because they are so common that they have ...
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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