Teaching Archaeological Pragmatism through Problem-based Learning

Lynne. Kvapil

doi:10.5184/00098353.105.1.45

Teaching Archaeological Pragmatism through Problem-based Learning

Research output: Contribution to journal › Article › peer-review

Abstract

This article outlines the application of problem-based learning, or PBL, to a freshman-level course in Aegean prehistory. The project described demonstrates how PBL can be used to tap into college-level students’ natural curiosity about the ancient world while training them to use practical, broadly applicable writing and research skills.

Original language	American English
Journal	Scholarship and Professional Work - LAS
Volume	105
Issue number	1
DOIs	https://doi.org/10.5184/00098353.105.1.45
State	Published - Jan 1 2009

Keywords

archaeology
pedagogy
problem based learning

Disciplines

Ancient History, Greek and Roman through Late Antiquity
Classical Archaeology and Art History
Curriculum and Instruction

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10.5184/00098353.105.1.45License: Unspecified

Teaching Archaeological Pragmatism through Problem-based LearningFinal published version, 410 KBLicense: Unspecified

Cite this

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Teaching Archaeological Pragmatism through Problem-based Learning

Abstract

Keywords

Disciplines

Access to Document

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