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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Стр. 2
From Theory to Practice M. Elaine Davis. constructed . This has often applied to the way that the past has been displayed in museums as well as to the stories of the past that have appeared in textbooks . When those who construct the ...
From Theory to Practice M. Elaine Davis. constructed . This has often applied to the way that the past has been displayed in museums as well as to the stories of the past that have appeared in textbooks . When those who construct the ...
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... practice . For the reader who is only interested in practice and is unconcerned with the foundation that provides the ra- tionale for practice , part III might prove useful as a stand - alone piece . Part I consists of two chapters . In ...
... practice . For the reader who is only interested in practice and is unconcerned with the foundation that provides the ra- tionale for practice , part III might prove useful as a stand - alone piece . Part I consists of two chapters . In ...
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From Theory to Practice M. Elaine Davis. who were the subjects of oppression have generally not had the opportunity ... practices . This means that it is still a very malleable field ; it also means that there is , unfortunately , not a ...
From Theory to Practice M. Elaine Davis. who were the subjects of oppression have generally not had the opportunity ... practices . This means that it is still a very malleable field ; it also means that there is , unfortunately , not a ...
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From Theory to Practice M. Elaine Davis. ganization followed this recognition . As a result , numerous workshops have ... practice can rely . Note I. Webster's II : New Riverside University Dictionary ( The Riverside Publishing Company ...
From Theory to Practice M. Elaine Davis. ganization followed this recognition . As a result , numerous workshops have ... practice can rely . Note I. Webster's II : New Riverside University Dictionary ( The Riverside Publishing Company ...
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From Theory to Practice M. Elaine Davis. TEACHING AND LEARNING HISTORY 1 History Matters I The past is myself , my own I: TEACHING AND LEARNING HISTORY.
From Theory to Practice M. Elaine Davis. TEACHING AND LEARNING HISTORY 1 History Matters I The past is myself , my own I: TEACHING AND LEARNING HISTORY.
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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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