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. 9
... moves away . The future is no more than a probability , a less - than - certain prom- ise of tomorrow . And so we are left with only the past from which to make sense of our world . What happens when we have no history , when we can ...
... moves away . The future is no more than a probability , a less - than - certain prom- ise of tomorrow . And so we are left with only the past from which to make sense of our world . What happens when we have no history , when we can ...
Стр. 15
... moved to a new home . past Archaeologists often focus their research on the histories of those who have been marginalized and excluded from more traditional approaches to understand- ing the the past . These histories are layered in the ...
... moved to a new home . past Archaeologists often focus their research on the histories of those who have been marginalized and excluded from more traditional approaches to understand- ing the the past . These histories are layered in the ...
Стр. 19
... moved on to another store and bought a tie . History does matter and an individual's past , as well as a community's past , helps carve the course to their present . What we have been provides insight into who we are and how we view ...
... moved on to another store and bought a tie . History does matter and an individual's past , as well as a community's past , helps carve the course to their present . What we have been provides insight into who we are and how we view ...
Стр. 22
... move the individual back to a state of cognitive equilibrium . To illustrate , a fourth - grade student from Texas who was visiting Crow Canyon Archaeological Center was having trouble untangling his generic -- one might say ...
... move the individual back to a state of cognitive equilibrium . To illustrate , a fourth - grade student from Texas who was visiting Crow Canyon Archaeological Center was having trouble untangling his generic -- one might say ...
Стр. 23
... moved through the perturbation and reached cognitive equilibrium . More simply stated , the contradictory information was eventually so overwhelming that he could no longer hold on to his belief that all Indians live in teepees ...
... moved through the perturbation and reached cognitive equilibrium . More simply stated , the contradictory information was eventually so overwhelming that he could no longer hold on to his belief that all Indians live in teepees ...
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How Students Understand the Past: From Theory to Practice M. Elaine Davis Ограниченный просмотр - 2005 |
How Students Understand the Past: From Theory to Practice M. Elaine Davis Недоступно для просмотра - 2005 |
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