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. 51
... instruction in a positive light . However , a commentary on , and analy- sis of , instruction is not what this project was about . The teachers who partici- pated did so with the understanding that we were trying to look at student ...
... instruction in a positive light . However , a commentary on , and analy- sis of , instruction is not what this project was about . The teachers who partici- pated did so with the understanding that we were trying to look at student ...
Стр. 86
... instruction at Crow Canyon . It is , however , difficult to say if one of these ac- tivities contributed to student ... instructional activities at Crow Canyon . The more sophisticated changes in the maps , meaning the cross - links and ...
... instruction at Crow Canyon . It is , however , difficult to say if one of these ac- tivities contributed to student ... instructional activities at Crow Canyon . The more sophisticated changes in the maps , meaning the cross - links and ...
Стр. 187
... instruction with , 134 assessment , 136–39 ; formative , 136 ; summative , 139 Barthes , Roland , 13 Barton , Keith , 2 Berger , Peter , 23 Bowers , C. A. , 24 Bruner , Jerome , 25 , 26 , 30 , 31 , 47 , 100 cognitive development , 21 ...
... instruction with , 134 assessment , 136–39 ; formative , 136 ; summative , 139 Barthes , Roland , 13 Barton , Keith , 2 Berger , Peter , 23 Bowers , C. A. , 24 Bruner , Jerome , 25 , 26 , 30 , 31 , 47 , 100 cognitive development , 21 ...
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 |
How Students Understand the Past: From Theory to Practice M. Elaine Davis Ограниченный просмотр - 2005 |
How Students Understand the Past: From Theory to Practice M. Elaine Davis Недоступно для просмотра - 2005 |
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 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