Authentic learning in field schools: preparing future members of the archaeological community

Perry, Jennifer E.

doi:10.1080/0043824042000261004

Cited by 43 publications

(24 citation statements)

References 22 publications

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“…Discussion reveals that lived experiences are more powerful in promoting learning in comparison with desk-based research and that their appreciation and understanding has been enhanced by being there. Active participation in situ is something that cannot readily be simulated in the classroom (Perry, 2004). However some students, even at Honours Level, were still more comfortable in identifying descriptive-explanation approaches to observed events rather than adopting an analytical-predictive approach (Fuller et al, 2000).…”

Section: Student-led Presentations In Situ 325mentioning

confidence: 98%

Student-led Presentationsin situ: The Challenges to Presenting on the Edge of a Volcano

Marvell

2008

Journal of Geography in Higher Education

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Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a group of undergraduate tourism management students who embark on a field course to southern Italy and take responsibility for leading the delivery of tutor-assessed student presentations at a variety of selected sites, including the Mount Vesuvius National Park. Students reflect on their own experiences through written comments in an assessed field course notebook that reveals the positive aspects and challenges to presenting in situ.

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Section: Student-led Presentations In Situ 325mentioning

confidence: 98%

Student-led Presentationsin situ: The Challenges to Presenting on the Edge of a Volcano

Marvell

2008

Journal of Geography in Higher Education

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“…Additionally, the intercultural nature of the simulation allowed Australian and Malaysian students to gain an understanding, as well as an appreciation for different aspects that need to be considered with working with individuals of different cultures, religions, heritage, age and gender; students confirmed that this experience helped them to develop an understanding and the skills to be able to recognise and respectively accommodate the differences to ensure the smooth function of the simulation groups. This authentic and immersive learning experience provided skills that will be highly transferable and immensely valuable moving forward in the forensic community and in general in the world of work (Perry, 2004). By providing a culture of practical, hands-on experiences, students gradually become more inquisitive and active in their own learning -solving problems, developing communication skills with their peers and cultivating sustained shared thinking.…”

Section: Gacelmentioning

confidence: 99%

Forensic science and student mobility programs in the Indo-Pacific region: Unveiling the potential of an international and intercultural project in forensic science education

Magni

Anthony

Zuha

2019

JALT

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“…La participación se diferencia de la colaboración por involucrar relaciones de distintos tipos, sean estas conflictivas o armoniosas. Asimismo, lo aprendido es indisoluble de la formación de identidad (Perry, 2004). Quien se inicia en una comunidad de práctica forja una identidad como miembro de dicha comunidad.…”

Section: Las Comunidades De Prácticaunclassified

Los talleres de tesis como aproximación a una comunidad de práctica

Fastuca¹,

Guevara²

2017

Cuad. Investig. Educ.

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Uno de los desafíos de la formación de investigadores durante los estudios de posgrado es formar en el quehacer de la investigación que involucra no solamente el desarrollo de competencias sino también la inmersión en una comunidad de práctica: la comunidad académica. Los talleres constituyen espacios en los que se establece una interrelación entre teoría y práctica que favorece el aprendizaje del quehacer de la investigación. Este artículo explora los talleres de tesis en una universidad argentina como espacios de aproximación a una comunidad de práctica. Propone un abordaje centrado en los dispositivos pedagógicos, el que puede resultar de utilidad para la investigación pedagógico-didáctica sobre la formación de posgrado. Se observaron los encuentros de dos talleres de un mismo programa doctoral en ciencias sociales y se realizó un análisis temático. Se encontró que los talleres proponen tareas significativas para la comunidad académica, proveen un ambiente controlado pero no simulado de aprendizaje y favorecen el aprendizaje del repertorio y el intercambio con pares y docentes. Empero, cuando la evaluación es preponderante, el taller propicia lógicas de aprobación más que de aprendizaje. En definitiva, el marco de comunidades de práctica es propicio para el abordaje de la transmisión de saberes prácticos en el marco de la educación de posgrado al no enfocarse solamente en lo que sucede en la institución educativa y tomar al aprendizaje como un proceso que se desarrolla en tanto se participa en una comunidad de práctica.

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Authentic learning in field schools: preparing future members of the archaeological community

Cited by 43 publications

References 22 publications

Student-led Presentationsin situ: The Challenges to Presenting on the Edge of a Volcano

Student-led Presentationsin situ: The Challenges to Presenting on the Edge of a Volcano

Forensic science and student mobility programs in the Indo-Pacific region: Unveiling the potential of an international and intercultural project in forensic science education

Los talleres de tesis como aproximación a una comunidad de práctica

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