How Students Understand the Past: From Theory to PracticeHistory 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. 1
... over time , it can work to erase their past . Given that history is a narrative of past events and that multiple narratives exist , controversy and disagreement abound . This is particularly true when history is forced to compete ...
... over time , it can work to erase their past . Given that history is a narrative of past events and that multiple narratives exist , controversy and disagreement abound . This is particularly true when history is forced to compete ...
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Scholars such as Sam Wineburg , Linda Levstik , and Keith Barton have conducted some particularly important work in historical cognition . Such studies are critical to advancing our understanding of how perceptions of the past are ...
Scholars such as Sam Wineburg , Linda Levstik , and Keith Barton have conducted some particularly important work in historical cognition . Such studies are critical to advancing our understanding of how perceptions of the past are ...
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There is also disagreement over who has the authority to construct narratives about the past and whose narratives are legitimate . These issues , along with a history of objectification of Native peoples by anthropologists— particularly ...
There is also disagreement over who has the authority to construct narratives about the past and whose narratives are legitimate . These issues , along with a history of objectification of Native peoples by anthropologists— particularly ...
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Содержание
History Matters | 9 |
Thinking Our Way into the Past | 21 |
CONSTRUCTING THE PAST A CASE STUDY FROM SOUTHWESTERN COLORADO | 33 |
A Sense of Place | 35 |
The Research Design and Project Parameters Teachers Students and Curriculum | 47 |
Pieces of the Past | 63 |
Making Meaning of the Past | 89 |
TEACHING A HISTORY THAT MATTERS | 107 |
History as a Dialogic Practice Sharing Authority for Constructing the Past | 121 |
Understanding Understanding Some Tools for Qualitative Inquiry | 163 |
Data List | 177 |
Interview Guide | 179 |
Student Questionnaire | 181 |
| 183 | |
| 187 | |
About the Author | |
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Часто встречающиеся слова и выражения
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Библиографические данные
| Название | How Students Understand the Past: From Theory to Practice G - Reference,Information and Interdisciplinary Subjects Series |
| Автор | M. Elaine Davis |
| Издание: | иллюстрированное |
| Издатель | Rowman Altamira, 2005 |
| ISBN | 0759100438, 9780759100435 |
| Количество страниц | Всего страниц: 189 |
| Экспорт цитаты | BiBTeX EndNote RefMan |