ABSTRACT. The Bell Beaker is a culture of the Final Neolithic, which spread across Europe between 2900 and 1800 BC. Since its origin is still widely discussed, we have been focusing our analysis on the transition from the Final Neolithic pre-Bell Beaker to the Bell Beaker. We thus seek to evaluate the importance of Neolithic influence in the establishment of the Bell Beaker by studying the common ware pottery and its chronology. Among the 26 main types of common ware defined by Marie Besse (2003), we selected the most relevant ones in order to determine-on the basis of their absolute dating-their appearance either in the Bell Beaker period or in the pre-Bell Beaker groups.

This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines (interdisciplinarity). Students participated in two workshops about the creation of a prehistoric object, highlighting the close interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design (N = 439, ages 8-10 years). Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% (of maximum value) for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory (such as where prehistoric people lived and with what resources; medium to large effect sizes: d > 0.9 and d = 0.46, respectively). Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area (medium to large effect sizes, d = 0.5-0.8). A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences (e.g. understanding of climate change as inferred from archaeological knowledge, d = 0.3-0.5). No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation.

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During preventive archaeological excavations at the site of Pré-du-Stand in Geneva (Switzerland) in 2015 and 2016, four cremations dating to the middle La Tène period (La Tène C2/200-150 BC) were found. This discovery sheds light on Second Iron Age societies, which remain poorly understood to this day. Analysis based on existing anthropological knowledge and funerary artefacts suggest these structures represent a female grave, two warrior graves, and a deposit of charcoal and burned human bones. On the Swiss Plateau, the beginning of the Second Iron Age (LTA2-LTC2/425-150 BC) is characterised by inhumation necropolises. Cremation, meanwhile, disappears until 150 BC, when it makes a comeback. The recent discoveries made at Pré-du-Stand push back the appearance of cremations to the La Tène C2 period around 200 BC, and bear witness to the presence of two male tombs, a rare occurrence in the funerary context for this period. example, the hydria found at Grächwil [5], the previously pillaged tumulus at Payerne (Vaud), and partially excavated site at Châtillon- Volume 4 -Issue 5Copyrights @ Marie Besse, et al.