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It is necessary to know the opinions, practices and expectations of
teachers in training and in practicing, to improve teacher
education programs. This Handbook addresses the challenges for the
profession of teaching of history and geography, who, in several
European countries such as Spain and France, share initial training
and teaching in both disciplines. Researchers' contributions have
been collected from eight countries. The majority of Spanish
universities, eleven, have shared an extensive research project,
but have also had the collaboration and participation of
researchers from seven other countries: Brazil, Canada, China,
Colombia, Portugal, Sweden and the United States. It is about
collective work, in a network, rather than the sum of individual
contributions.
Coverage of heritage and archeology in formal education is
typically limited. These subjects are typically taught through
specific and anecdotal activities that do not respond to a specific
methodological foundation. School-museum relationships offer
numerous benefits for design participation experiences with
long-term perspectives in conducting systematic activities. The
collaboration between the museum and school should be considered a
maxim for the development of teaching-learning processes of history
based on the students' investigation of their own reality and the
immediate context of a lived culture using the archaeological
heritage. School-Museum Relationships and Teaching Social Sciences
in Formal Education paves the way for collaboration between museums
and schools as a rule of conduct for the development of teaching
and learning processes for the social sciences. This book focuses,
from within the field of formal education, on the spaces in which
learning takes place (school and archeological museums) to
establish proposals for improvement in the teaching and learning of
history, taking heritage education as a point of reference and
heritage as a teaching resource. Covering topics such as
interactive collaborative models, teaching and learning
improvement, and the school-museum educational projects, this
premier reference source is an excellent resource for museum
educators, directors, educators and administrators of both K-12 and
higher education, pre-service teachers, teacher educators,
government officials, librarians, researchers, and academicians.
Research on history education and historical thinking is becoming
increasingly relevant internationally. The need for a renewal of
history education is not only justified by the epistemology of
history itself, but also by the demand for a methodological change
in education in general, making students active protagonists in the
construction of their learning and based on the development of
competencies. Further study on the potential use of gamification
within social studies and humanities education is required to
understand its benefits and challenges. Cases on Historical
Thinking and Gamification in Social Studies and Humanities
Education proposes and analyzes gamification as a pedagogical
innovation that can enable the renewal of the teaching and learning
process of history, facilitating the active learning of historical
thinking concepts while influencing students' conceptions of
history as a discipline and as a school subject. Covering key
topics such as historical thinking, social sciences, video games,
and mobile learning, this reference work is ideal for historians,
policymakers, researchers, scholars, academicians, practitioners,
instructors, and students.
Research on history education and historical thinking is becoming
increasingly relevant internationally. The need for a renewal of
history education is not only justified by the epistemology of
history itself, but also by the demand for a methodological change
in education in general, making students active protagonists in the
construction of their learning and based on the development of
competencies. Further study on the potential use of gamification
within social studies and humanities education is required to
understand its benefits and challenges. Cases on Historical
Thinking and Gamification in Social Studies and Humanities
Education proposes and analyzes gamification as a pedagogical
innovation that can enable the renewal of the teaching and learning
process of history, facilitating the active learning of historical
thinking concepts while influencing students' conceptions of
history as a discipline and as a school subject. Covering key
topics such as historical thinking, social sciences, video games,
and mobile learning, this reference work is ideal for historians,
policymakers, researchers, scholars, academicians, practitioners,
instructors, and students.
Coverage of heritage and archeology in formal education is
typically limited. These subjects are typically taught through
specific and anecdotal activities that do not respond to a specific
methodological foundation. School-museum relationships offer
numerous benefits for design participation experiences with
long-term perspectives in conducting systematic activities. The
collaboration between the museum and school should be considered a
maxim for the development of teaching-learning processes of history
based on the students' investigation of their own reality and the
immediate context of a lived culture using the archaeological
heritage. School-Museum Relationships and Teaching Social Sciences
in Formal Education paves the way for collaboration between museums
and schools as a rule of conduct for the development of teaching
and learning processes for the social sciences. This book focuses,
from within the field of formal education, on the spaces in which
learning takes place (school and archeological museums) to
establish proposals for improvement in the teaching and learning of
history, taking heritage education as a point of reference and
heritage as a teaching resource. Covering topics such as
interactive collaborative models, teaching and learning
improvement, and the school-museum educational projects, this
premier reference source is an excellent resource for museum
educators, directors, educators and administrators of both K-12 and
higher education, pre-service teachers, teacher educators,
government officials, librarians, researchers, and academicians.
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