Archaeology Education for Children: Measuring Success and Avoiding Pitfalls

Summary

In the past 30 years, archaeologists have taught children and youth about the processes of archaeological inquiry and the results of archaeological research. Hundreds, if not thousands of education programs have sprouted over the last 30 years; some have endured while others have faded away. Some efforts and programs are aimed at formal learning in school classrooms while many others are based in informal settings such as museums, outdoor learning centers, after-school programs, and many others. A few of these programs have been assessed for learning outcomes, while many others have not. For example, all Project Archaeology education materials are intensively assessed in classrooms and peer reviewed prior to release. Program assessment is critical for the long-term success and sustainability of archaeology education. This paper will examine the history of archaeology learning assessment in both formal and informal settings. Based on these data the efficacy of formal and informal learning venues will be compared. Development of assessment instruments, guidance for implementing materials with fidelity in specific learning venues, effective piloting, and formulating research testable questions will be provided.

This Resource is Part of the Following Collections

• Society for American Archaeology 81st Annual Meeting, Orlando, FL (2016)   •
• Assessing Outcomes in Public Archaeology: Imperatives, Perils, and Frameworks

Keywords