How Students Understand the Past: From Theory to PracticeAltamira Press, 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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Стр. 90
... Albert informs me , with fairly obvious impa- tience , that they are Ninja throwing stars . Thinking that there is a problem with group dynamics and that each boy is simply drawing what he likes , where he likes , I ask : “ Did the ...
... Albert informs me , with fairly obvious impa- tience , that they are Ninja throwing stars . Thinking that there is a problem with group dynamics and that each boy is simply drawing what he likes , where he likes , I ask : “ Did the ...
Стр. 93
... Albert : That's horse . Elaine : OK , so the Anasazi had horses ? Albert : Yeah ( slight pause ) , or they didn't but the Plains Indians did . Elaine : But this is a concept map of ( pause ) ? Albert : Anasazi . ( Albert has a broad ...
... Albert : That's horse . Elaine : OK , so the Anasazi had horses ? Albert : Yeah ( slight pause ) , or they didn't but the Plains Indians did . Elaine : But this is a concept map of ( pause ) ? Albert : Anasazi . ( Albert has a broad ...
Стр. 94
... Albert who defended and stubbornly stuck to his own story . may In the end , I felt that Albert chose not to give me his story when I asked for it . It be that I had worn him down and he made the decision to give me a more scholarly ...
... Albert who defended and stubbornly stuck to his own story . may In the end , I felt that Albert chose not to give me his story when I asked for it . It be that I had worn him down and he made the decision to give me a more scholarly ...
Содержание
CHAPTER 2 | 21 |
CHAPTER 3 | 35 |
Tables and Figures | 59 |
Авторские права | |
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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 chapter classroom Cliff Palace Colorado concept maps construct the past context Crow Canyon Archaeological curriculum dents discussion Dixon educational program environment example excavation exhibit experience explain field trip focus girls history education human past hunting identify important included Indian instruction interpretation interview kind knowledge learners learning lived meaning Mesa Verde middle school misconceptions move museum narrative Native American natural environment Ninjas objects observation Paideia participants particularly Pecos classification perspective pithouse pottery projectile point Pueblo history Pueblo past questions regarding research project Ricky seemed settings simulated social southwest Colorado story structure teachers teaching teepees things tion tour traditional Type Understanding by Design unit of study village visitors Warm Springs Pueblo Waterville