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
... structure for allowing the speaker to refer back ( Tonkin 1992 ) leads to a further assumption - history matters to all peoples and it has always mattered . A study with 1,500 American adults , con- ducted by historians Roy Rosenzweig ...
... structure for allowing the speaker to refer back ( Tonkin 1992 ) leads to a further assumption - history matters to all peoples and it has always mattered . A study with 1,500 American adults , con- ducted by historians Roy Rosenzweig ...
Стр. 22
... structures of knowledge and developmental stages of human cognition . Key to Piaget's theory of learning is the notion that knowledge is acquired as a result of the individual's attempt to maintain intellectual equilibrium . This ...
... structures of knowledge and developmental stages of human cognition . Key to Piaget's theory of learning is the notion that knowledge is acquired as a result of the individual's attempt to maintain intellectual equilibrium . This ...
Стр. 25
... structure multiple shifts of workers . Cultures that do not mark the passing of time with some type of mechanical measuring device may relate time to the completion of tasks , to environmental changes , or celestial events . Our ...
... structure multiple shifts of workers . Cultures that do not mark the passing of time with some type of mechanical measuring device may relate time to the completion of tasks , to environmental changes , or celestial events . Our ...
Стр. 27
... structure and that the idea of stages is diminished . His work is highly focused on knowledge as it is constructed ... structural knowledge we use to make sense of the infor- mation we carry . He asserts that diachronic thinking is a ...
... structure and that the idea of stages is diminished . His work is highly focused on knowledge as it is constructed ... structural knowledge we use to make sense of the infor- mation we carry . He asserts that diachronic thinking is a ...
Стр. 36
... structures . They honored the springs at the canyon heads by building and planting around them . Use is honoring . They appreciated the containment of earth and sky . I ( RINA SWENTZELL 1993 ) grew up among these ruins . My first ...
... structures . They honored the springs at the canyon heads by building and planting around them . Use is honoring . They appreciated the containment of earth and sky . I ( RINA SWENTZELL 1993 ) grew up among these ruins . My first ...
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How Students Understand the Past: From Theory to Practice M. Elaine Davis Ограниченный просмотр - 2005 |
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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