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. 12
... social injustice in America . The newspaper and television coverage of these assassina- tions caused me to think about the history of oppression in the United States and to see how the threads of past wrongs are so painfully present in ...
... social injustice in America . The newspaper and television coverage of these assassina- tions caused me to think about the history of oppression in the United States and to see how the threads of past wrongs are so painfully present in ...
Стр. 14
... social and cultural reproduction is a matter for debate . If James W. Loewen and others are correct in saying that students find little mean- ing in their school history courses and that they remember precious little ( Loewen 1995 : 1 ) ...
... social and cultural reproduction is a matter for debate . If James W. Loewen and others are correct in saying that students find little mean- ing in their school history courses and that they remember precious little ( Loewen 1995 : 1 ) ...
Стр. 21
... social in nature . Thus , knowledge of the past is always an interpretation of available evidence . In precollege history classes , interpretations of the past are generally conveyed to students through textbooks . However , this doesn ...
... social in nature . Thus , knowledge of the past is always an interpretation of available evidence . In precollege history classes , interpretations of the past are generally conveyed to students through textbooks . However , this doesn ...
Стр. 22
... social and cognitive . Jean Piaget has been a powerful voice in the area of cognitive constructivism . Piaget is best known for his belief in uni- versal structures of knowledge and developmental stages of human cognition . Key to ...
... social and cognitive . Jean Piaget has been a powerful voice in the area of cognitive constructivism . Piaget is best known for his belief in uni- versal structures of knowledge and developmental stages of human cognition . Key to ...
Стр. 23
... social constructivism , " funny " isn't a given ; it is co - constructed out of a particular social / cultural context . In terms of the history of constructivism , Peter Berger and Thomas Luckman's The Social Construction of Reality ...
... social constructivism , " funny " isn't a given ; it is co - constructed out of a particular social / cultural context . In terms of the history of constructivism , Peter Berger and Thomas Luckman's The Social Construction of Reality ...
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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