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
... settings . To that end , How Students Understand the Past intro- duces the idea of the learner as an agent in constructing the past and it demon- strates how educational research is essential for gaining an understanding of privately ...
... settings . To that end , How Students Understand the Past intro- duces the idea of the learner as an agent in constructing the past and it demon- strates how educational research is essential for gaining an understanding of privately ...
Стр. 4
... 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 archaeology because artifacts and archaeological sites are ...
... 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 archaeology because artifacts and archaeological sites are ...
Стр. 11
... settings . The perspective of the participants in studies like the ones cited above res- onate with me because I was one of those high school students who could not connect with history as it was taught in school . In my teenaged mind ...
... settings . The perspective of the participants in studies like the ones cited above res- onate with me because I was one of those high school students who could not connect with history as it was taught in school . In my teenaged mind ...
Стр. 12
... setting is a fifth - grade classroom . A twelve - foot time line is on display , with each foot representing one thousand years of human occupation in the Americas . Students are generating a list of historical events from memory and ...
... setting is a fifth - grade classroom . A twelve - foot time line is on display , with each foot representing one thousand years of human occupation in the Americas . Students are generating a list of historical events from memory and ...
Стр. 23
... setting , but he moved beyond the level of the individual to say that knowledge is co - constructed in so- cial contexts , resulting in public understandings of objects and events . From this perspective , knowledge is not objective but ...
... setting , but he moved beyond the level of the individual to say that knowledge is co - constructed in so- cial contexts , resulting in public understandings of objects and events . From this perspective , knowledge is not objective but ...
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How Students Understand the Past: From Theory to Practice M. Elaine Davis Ограниченный просмотр - 2005 |
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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