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. 3
... interpretation . The chapters in part II are a detailed account of a research project I conducted to investigate the ways in which fourth - grade students in the American Southwest were constructing their knowledge of Pueblo history ...
... interpretation . The chapters in part II are a detailed account of a research project I conducted to investigate the ways in which fourth - grade students in the American Southwest were constructing their knowledge of Pueblo history ...
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... interpretation of the past in museums or other informal settings . Thus , archaeological research can serve to en- lighten and present a fuller understanding of the past even when historical records are available . I am also drawn to ...
... interpretation of the past in museums or other informal settings . Thus , archaeological research can serve to en- lighten and present a fuller understanding of the past even when historical records are available . I am also drawn to ...
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... interpretation of history in terms of self and identity is a consistent theme in the quotations that introduce some of the sections in this chapter . But do we appropriate the past in order to construct self , or do we appropriate ...
... interpretation of history in terms of self and identity is a consistent theme in the quotations that introduce some of the sections in this chapter . But do we appropriate the past in order to construct self , or do we appropriate ...
Стр. 21
... interpretation of available evidence . In precollege history classes , interpretations of the past are generally conveyed to students through textbooks . However , this doesn't mean that the history learned matches the goals and objec ...
... interpretation of available evidence . In precollege history classes , interpretations of the past are generally conveyed to students through textbooks . However , this doesn't mean that the history learned matches the goals and objec ...
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... interpretation than most teachers have . Because How Students Understand the Past is written for a broad audience , encompass- ing teachers and archaeologists , as well as history and museum educators , it is nec- essary to include this ...
... interpretation than most teachers have . Because How Students Understand the Past is written for a broad audience , encompass- ing teachers and archaeologists , as well as history and museum educators , it is nec- essary to include this ...
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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