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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... Instructional Components of the Crow Canyon Archaeological Program 6I Table 5.1 . Students Selected for In - depth Interviews Table 5.2 . Table 5.3 . Knowledge and Questions Regarding the Pueblo Past Percentage of Students Who Chose to ...
... Instructional Components of the Crow Canyon Archaeological Program 6I Table 5.1 . Students Selected for In - depth Interviews Table 5.2 . Table 5.3 . Knowledge and Questions Regarding the Pueblo Past Percentage of Students Who Chose to ...
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... instruction . This assumption almost inevitably leads to the development of deadly dull curricula in which the only reason students become engaged is because of some extrinsic re- ward , such as getting good grades or building a strong ...
... instruction . This assumption almost inevitably leads to the development of deadly dull curricula in which the only reason students become engaged is because of some extrinsic re- ward , such as getting good grades or building a strong ...
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... instruction . That history does indeed matter is an underlying foundation of this work . That all language systems hold within them a structure for allowing the speaker to refer back ( Tonkin 1992 ) leads to a further assumption ...
... instruction . That history does indeed matter is an underlying foundation of this work . That all language systems hold within them a structure for allowing the speaker to refer back ( Tonkin 1992 ) leads to a further assumption ...
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... instructional methodology . The National Stan- dards for History call for a more critical approach to history instruction , placing increased emphasis on the use of original documents and multiple sources of in- formation ( National ...
... instructional methodology . The National Stan- dards for History call for a more critical approach to history instruction , placing increased emphasis on the use of original documents and multiple sources of in- formation ( National ...
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... instruction is essential to the improvement of history and archaeology education . It seems unlikely that everyone understands information about the past in the same way or will find the same meaning in it . The interpretation of ...
... instruction is essential to the improvement of history and archaeology education . It seems unlikely that everyone understands information about the past in the same way or will find the same meaning in it . The interpretation of ...
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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