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. 2
... learner as an agent in constructing the past and it demon- strates how educational research is essential for gaining an understanding of privately held views of the past . How Students Understand the Past is written for anyone whose ...
... learner as an agent in constructing the past and it demon- strates how educational research is essential for gaining an understanding of privately held views of the past . How Students Understand the Past is written for anyone whose ...
Стр. 3
... learners in the study of human history . The last chapter provides practical information re- garding assessment and research in historical understanding . The research project I discuss in part II was conducted in 1996 for my doc- toral ...
... learners in the study of human history . The last chapter provides practical information re- garding assessment and research in historical understanding . The research project I discuss in part II was conducted in 1996 for my doc- toral ...
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... learners into new territory , it should cause them to examine their knowledge , as well as their conceptual understandings , and present them with new information . There are a number of reasons for not examining what 16 CHAPTER I.
... learners into new territory , it should cause them to examine their knowledge , as well as their conceptual understandings , and present them with new information . There are a number of reasons for not examining what 16 CHAPTER I.
Стр. 18
... learners in those events . My History Matters On a hot August day in 1982 , I ran out of gas in Bluff , Utah , a small town whose economy is supported by tourists on their way to canyon country and by river run- ners who navigate the ...
... learners in those events . My History Matters On a hot August day in 1982 , I ran out of gas in Bluff , Utah , a small town whose economy is supported by tourists on their way to canyon country and by river run- ners who navigate the ...
Стр. 21
... learners construct the is important to first discover what they actually know of the past and how they have come to know what they know . Preconceptions regarding past peoples and events are almost always in place before any instruction ...
... learners construct the is important to first discover what they actually know of the past and how they have come to know what they know . Preconceptions regarding past peoples and events are almost always in place before any instruction ...
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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