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Archaeological Inquiry and Integrating Science and Social Studies: A Research Opportunity

Author(s): Jeanne Moe

Year: 2017

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Summary

Educators have long claimed that traditional school subjects should be integrated while archaeologists praise the ability of their discipline to bridge the divide between science, social studies, and many other subjects. While everyone seems to think that interdisciplinary teaching and learning is important and highly desirable, very little research has been conducted on students’ conceptual understanding of the relationship between science and social studies. In a case study, I assessed students’ understanding of interdisciplinary learning through archaeological inquiry and found that they were confused about the nature of both science and social studies and the relationship between the two. Additionally, I found that very little research on conceptual understanding of interdisciplinary science learning has ever been conducted. The preliminary findings from the case study and the lack of research point to a promising area for future research of prime relevance to archaeology education.


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Archaeological Inquiry and Integrating Science and Social Studies: A Research Opportunity. Jeanne Moe. Presented at The 81st Annual Meeting of the Society for American Archaeology, Vancouver, British Columbia. 2017 ( tDAR id: 432087)


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Record Identifiers

Abstract Id(s): 16024

Arizona State University The Andrew W. Mellon Foundation National Science Foundation National Endowment for the Humanities Society for American Archaeology Archaeological Institute of America