Archaeology, Teaching And Training

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Word Archaeological Congress 5 > Themes > Archaeology, Teaching And Training

Archaeology, Teaching And Training

Convened By Elaine Davis (USA)

Theme Details
This theme addresses the challenges of teaching archaeology in the contemporary world. Sessions within this theme explore some of the questions that are central to teaching about the human past. The purpose of this theme is to bring together archaeologists, historians, anthropologists, educators, and other interested parties to share their teaching philosophies, educational goals and innovative approaches to the training of professional archaeologists and to teaching archaeology at all levels.

Sessions
Understanding Historical Cognition And Implications For Educational Practice: An International/ Interdisciplinary Research Initiative Organized by: Elaine Davis (USA) and Cecilia Maosa (Uruguay) Archaeology And Globalization: Challenges In Education And Training For The 21st Century Organized by: John H. Jameson, Jr (USA), Joseph Schuldenrein (USA), George S. Smith (USA) and John Collis (UK) Active Learning In Archaeology, Or Fun Ways To Teach Archaeology To Undergrads Organized by: Claire Smith (Australia) and Heather Burke (Australia)

http://godot.unisa.edu.au/wac/themes.php?theme=22

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Understanding Historical Cognition And Implications For Educational Practice: An Int...

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World Archaeological Congress 5 > Themes > Archaeology, Teaching And Training > Understanding Historical Cognition And Implications For Educational Practice: An International/ Interdisciplinary Research Initiative

Understanding Historical Cognition And Implications For Educational Practice: An International/ Interdisciplinary Research Initiative
Organized By Elaine Davis (USA) and Cecilia Maosa (Uruguay)

Session Details
In recent years, archaeologists have become more actively involved in pre-collegiate education and in interpreting and disseminating their research to the general public. However, as in history education, these initiatives have not been informed by research into how information about the past is learned and used, or by what students and other members of the public would like to learn about past human cultures. Equally unknown is the role that different instructional approaches play in the development of historical cognition. History and archaeology education alike suffer from this lack of a research base for understanding the construction of historical knowledge. The significance of this deficit has begun to be recognized by scholars from many different parts of the world and from a number of disciplinary backgrounds. The purpose of this session is to bring together archaeologists, historians, anthropologists, and educators to share their research interests, their methodological approaches, and to define some of the central questions that need to be understood in regard to historical cognition and implications for teaching about the human past. The session will be conducted as a forum, beginning with each participant providing a brief overview of her/his work, followed by a panel discussion, and a time for audience participation. A desired outcome of the session is

http://godot.unisa.edu.au/wac/session.php?session=31

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to develop an international, interdisciplinary research cohort whose work will focus on a core set of issues that will form a basis for cross-cultural comparative studies.

Presentations
Making History: An Inquiry Into How Children Construct The Past Elaine Davis (Crow Canyon Archaeological Center, Colorado, USA) Who is Teaching the Past to Our Future? Mara Jos Figuerero Torres and Victoria Diana Horwitz (Seccin Arqueologa, Universidad de Buenos Aires, Argentina) We Wanted To Know, So We Asked the Children: An Archaeological Exploration of Historical Cognition Linda Levstik (Curriculum and Instruction, University of Kentucky, USA) and A.Gwynn Henderson (Kentucky Archaeological Survey, Lexington , Kentucky, USA) Archaeology and Ethics Education: Research, Evaluation and Implications Jeanne M. Moe (United States Bureau of Land Management: National Project Archaeology, Montana state University)

What Do You Teach? Considerations For Development Of The Canadian Archaeological Associations Curriculum Joanne Lea (Trillium Lakelands District School Board, Canada)

Linking Educational Communities Through Their Cultural Heritage Cecilia Maosa (Uruguay) and A.Gwynn Henderson (Kentucky Archaeological Survey, Lexington , Kentucky, USA) Teaching Social Studies: Is There An Athropological/archeological Perspective? (or Points Overlooked In Social Studies

http://godot.unisa.edu.au/wac/session.php?session=31

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Texts) Carol W. Hill

Session Time
Day Monday Time 9-11am Date 23rd June Room Hannan 132

http://godot.unisa.edu.au/wac/session.php?session=31

23/08/2004

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World Archaeological Congress 5 > Themes > Archaeology, Teaching And Training > Understanding Historical Cognition And Implications For Educational Practice: An International/ Interdisciplinary Research Initiative > Who Is Teaching The Past To Our Future?

Who Is Teaching The Past To Our Future?

Author
Mara Jos Figuerero Torres and Victoria Diana Horwitz (Seccin Arqueologa, Universidad de Buenos Aires, Argentina)

Abstract
The content of pre-collegiate teaching of the past has recently been studied in Argentina. However, in order to appreciate how the past is understood other aspects can fruitfully be researched. These include the degree to which knowledge of the past at this level is actually being generated by archaeologists, how this information is preferentially communicated to the public, and whether archaeologists are receiving adequate training in this area. At the same time, we need to know the level of education, training and preparation of those in charge of pre-collegiate teaching in relation to the many ways the past is taught in the school system. Therefore, the aim of this paper is to examine the link between the school system at high school level and the academic centers that produce professionals and knowledge of the past. This will be based on a survey of cases from Argentina. We will focus on the schools (both public and private) as well as on the docents qualified to teach. At the graduate level, we examine the development of skills in conveying research information, including teacher training for the pre-collegiate level. We thus hope to comprehend the role played by the academic centers forming professional archaeologists in the construction of archaeological knowledge and the main issues for proper coaching in communicating research results to the general public or in precollegiate teaching. We further advocate that diagnostic surveys on the status of the profession are much needed and helpful in the agendas of professional associations and universities.

http://godot.unisa.edu.au/wac/paper.php?paper=192

23/08/2004