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. |
Результаты поиска по книге
Результаты 1 – 5 из 80
Стр.
... Questions Regarding the Pueblo Past Percentage of Students Who Chose to Modify 72 60 8 582 66 Their Concept Maps Table 5.4 . Misconceptions According to Gender Table 5.5 . Reading Preference and Misconceptions 88888 78 82 83 Table 7.1 ...
... Questions Regarding the Pueblo Past Percentage of Students Who Chose to Modify 72 60 8 582 66 Their Concept Maps Table 5.4 . Misconceptions According to Gender Table 5.5 . Reading Preference and Misconceptions 88888 78 82 83 Table 7.1 ...
Стр.
... questions that matter . The other members of my graduate committee , Drs . Glenn Hinson , Dwight Rogers , Vin Steponaitis , and Alan Tom , enriched this work with their thoughtful comments and diverse per- spectives . Two of these ...
... questions that matter . The other members of my graduate committee , Drs . Glenn Hinson , Dwight Rogers , Vin Steponaitis , and Alan Tom , enriched this work with their thoughtful comments and diverse per- spectives . Two of these ...
Стр.
... questions in teaching the past . They work many long hours in their commitment to enlarging the public's understanding of history in the Southwest . Finally , I wish to thank friends and family members for support that came in many ...
... questions in teaching the past . They work many long hours in their commitment to enlarging the public's understanding of history in the Southwest . Finally , I wish to thank friends and family members for support that came in many ...
Стр. 2
... question ; we should be asking what people do know about the past . Neither children nor adults are empty vessels where ideas about the human past are concerned . This is not to say that the views of the past are always accurate or that ...
... question ; we should be asking what people do know about the past . Neither children nor adults are empty vessels where ideas about the human past are concerned . This is not to say that the views of the past are always accurate or that ...
Стр. 3
... questions , and assertions that appear on the pages of this book . Chapter 2 considers some of the theoret- ical issues relevant to learning history , such as cognitive development , the con- struction of knowledge , and the act of ...
... questions , and assertions that appear on the pages of this book . Chapter 2 considers some of the theoret- ical issues relevant to learning history , such as cognitive development , the con- struction of knowledge , and the act of ...
Другие издания - Просмотреть все
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