How Students Understand the Past: From Theory to PracticeRowman Altamira, 2005 - Всего страниц: 189 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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... Understanding Understanding : Some Tools for Qualitative Inquiry 163 APPENDIX I Data List 177 APPENDIX 2 Interview Guide 179 APPENDIX 3 Student Questionnaire 181 References 183 Index 187 About the Author 189 Tables and Figures Table 4.2 ...
... Understanding Understanding : Some Tools for Qualitative Inquiry 163 APPENDIX I Data List 177 APPENDIX 2 Interview Guide 179 APPENDIX 3 Student Questionnaire 181 References 183 Index 187 About the Author 189 Tables and Figures Table 4.2 ...
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... understanding of history in the Southwest . Finally , I wish to thank friends and family members for support that came in many shapes and sizes but always at the right time . I am grateful beyond words to mother , Thelma Rich Franklin ...
... understanding of history in the Southwest . Finally , I wish to thank friends and family members for support that came in many shapes and sizes but always at the right time . I am grateful beyond words to mother , Thelma Rich Franklin ...
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... understanding of how perceptions of the past are formed and discovering how different kinds of expe- riences affect conceptual development . How Students Understand the Past deals directly with the construction of histori- cal knowledge ...
... understanding of how perceptions of the past are formed and discovering how different kinds of expe- riences affect conceptual development . How Students Understand the Past deals directly with the construction of histori- cal knowledge ...
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... understanding . The research project I discuss in part II was conducted in 1996 for my doc- toral dissertation . At that time , I was a graduate student in the School of Educa- tion at the University of North Carolina in Chapel Hill . I ...
... understanding . The research project I discuss in part II was conducted in 1996 for my doc- toral dissertation . At that time , I was a graduate student in the School of Educa- tion at the University of North Carolina in Chapel Hill . I ...
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... understanding of the past even when historical records are available . I am also drawn to archaeology because artifacts and archaeological sites are direct physical links to those who created them . The past is abstract and can be ...
... understanding of the past even when historical records are available . I am also drawn to archaeology because artifacts and archaeological sites are direct physical links to those who created them . The past is abstract and can be ...
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 |
References | 183 |
187 | |
About the Author | |
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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