Towards an assessment of the value of archaeological education for primary school pupils
Archaeological education is under researched and poorly understood and despite drawing upon the richly theorised fields of archaeology and education, archaeological education is also under theorised. Therefore, I have sought to add to the limited knowledge about archaeological education by exploring the theoretical basis for archaeological education. I have identified the range of relevant educational and archaeological theories and used this information to develop a framework for analysing the theoretical basis for archaeological education. I used this framework to deconstruct the theoretical basis of a selection of archaeological education programmes. I was interested in how the theoretical basis for archaeological education might relate to its value for pupils. Therefore, I explored how a selection of archaeological education programmes might have value for pupils in terms of enjoyment, educational value and empowerment. I analysed how these values relate to the theoretical basis of those programmes. These ideas were chiefly investigated through the non-participant observation, written assessments and analysis of the experiences of pupils from 12 different schools engaging with the archaeological education
Cole, T. J.
Towards an assessment of the value of archaeological education for primary school pupils. Archaeological education is under researched and poorly understood and despite drawing upon the richly theorised fields of archaeology and education, archaeological education is also under theorised. Therefore, I have sought to add to the limited knowledge about archaeological education by exploring the theoretical basis for archaeological education. I have identified the range of relevant educational and archaeological theories and used this information to develop a framework for analysing the theoretical basis for archaeological education. I used this framework to deconstruct the theoretical basis of a selection of archaeological education programmes. I was interested in how the theoretical basis for archaeological education might relate to its value for pupils. Therefore, I explored how a selection of archaeological education programmes might have value for pupils in terms of enjoyment, educational value and empowerment. I analysed how these values relate to the theoretical basis of those programmes. These ideas were chiefly investigated through the non-participant observation, written assessments and analysis of the experiences of pupils from 12 different schools engaging with the archaeological education
towards assessment value archaeological education primary_school pupil archaeological education research poorly_understood despite draw_upon richly theorise field_archaeology education archaeological education also theorise therefore_seek add limited knowledge archaeological education explore theoretical_basis archaeological education identify range relevant educational archaeological_theory use information develop framework_analyse theoretical_basis archaeological education use framework deconstruct theoretical_basis selection archaeological education programme interested theoretical_basis archaeological education might relate value pupil therefore explore selection archaeological education programme might value pupils term enjoyment educational value empowerment analyse value relate theoretical_basis programme idea chiefly investigate non participant_observation write assessment analysis experience pupils different school engage archaeological education