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.

SessionsUnderstanding Historical Cognition And Implications For Educational Practice: An International/ Interdisciplinary Research Initiative Organized by: Elaine Davis (USA) and Cecilia Mañosa (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)

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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 Mañosa (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

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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.

PresentationsMaking 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? María José Figuerero Torres and Victoria Diana Horwitz (Sección Arqueología, Universidad de Buenos Aires, Argentina)

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

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)

Linking Educational Communities Through Their Cultural Heritage Cecilia Mañosa (Uruguay) 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)

Teaching Social Studies: Is There An Athropological/archeological Perspective? (or Points Overlooked In Social Studies

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Texts) Carol W. Hill

Session TimeDay Monday Date 23rd JuneTime 9-11am Room Hannan 132

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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?

AuthorMaría José Figuerero Torres and Victoria Diana Horwitz (Sección Arqueología, Universidad de Buenos Aires, Argentina)

AbstractThe 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 pre-collegiate 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.

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