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Engaging students in inquiry learning at The Big Dig, Sydney

Citation

Zarmati, L and Frappell, A, Engaging students in inquiry learning at The Big Dig, Sydney, Archaeologies, 15, (1) pp. 1-18. ISSN 1555-8622 (2019) [Refereed Article]


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Copyright Statement

Copyright 2019 World Archaeological Congress. This is a post-peer-review, pre-copyedit version of an article published in Archaeologies: journal of the World Archaeological Congress. The final authenticated version is available online at http://dx.doi.org/10.1007/s11759-019-09363-w

DOI: doi:10.1007/s11759-019-09363-w

Abstract

Since opening in 2010, The Big Dig Archaeology Education Centre in Sydney has welcomed over 70,000 students aged 5 to 18 years to participate in school learning programs. Students use the process of inquiry to ‘work like an archaeologist’ in purpose-built classrooms on a site which spans the Colonial to Federation periods of Australian history (1795-1914). Using data collected from teacher evaluations we identify four key factors that contribute to successful learning for students in our archaeology programs.

Item Details

Item Type:Refereed Article
Keywords:archaeology, education, inquiry, pedagogy, The Big Dig, Sydney, children
Research Division:History and Archaeology
Research Group:Archaeology
Research Field:Archaeology of Australia (excl. Aboriginal and Torres Strait Islander)
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
UTAS Author:Zarmati, L (Dr Louise Zarmati)
ID Code:131112
Year Published:2019
Deposited By:Education
Deposited On:2019-03-02
Last Modified:2019-08-30
Downloads:0

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