Lecture, workshops or keywords method. Remarks on post-medieval archaeology teaching at university
AbstractArchaeology in Poland is classified as discipline parallel with historical or ethnological studies, it is different than in other countries teaching traditions where archaeology joins art history, social sciences or more general anthropology. Traditionally Polish archaeology has been taught by applying knowledge of artifacts and objects discovered during the excavations. These manner of teaching has been sufficient in specific conditions of students abilities. Today's 21st century students are more demanding. The study programs remain unchanged and the "human" factors has shifted. Today's archaeology students at University of Gdansk (UG), Poland are less focused on individual studying or home reading than students were before. On the other hand they are usually very involved on short term practical exercises but again shortly focused on oral lectures. These all conditions diminish the traditional teaching efficiency. To face this challenge using the case of post-medieval archaeology lectures, different educational methods were applied and the results were measured with short tests. During the 30 hours of teaching per semester (15 meetings for 1 and half hour) the topics about chosen aspects of post medieval architecture and artifacts are discussed. This subject at UG is applied on 3rd year of study program and appears as one of the first moments when students assemble archaeological studies which are linked to architecture, historical sources and art history. It is necessary to introduce the basic architectural terms to students and advanced knowledge about post-medieval artifacts their typology and chronology. As a pilot action during the semester of the year 2018, chosen topics of the studied subjects were discussed twice with use of different methods. Methods were implemented in the small group of 7 students, in which two students ware potentially more demanding and replying the taken classes. The oral lecture supported with multimedia presentation was used to present the basic knowledge about post-medieval architectural remains which are excavated. To learn the topic, students were obliged to view more information in scientific publication. The second part, dedicated to artifacts was introduced with lecture and workshops - where students working with historical finds and keywords method to teach the formal typology. The measured effects reveal that the first topic has been the most difficult for students, more over two of them failed the tests. The second topic introduced with combine methods was more successful. The most efficient methods appeared to be workshops and keywords. Considering the gain results of all three methods separately, two of more demanding students w ere at the same stage of knowledge as the rest of group in the field introduced with keywords method. From a lecturer point of view combining methods is efficient to gain the basic aims, which is good for introductory classes applied in small groups. But too many methods used at once may disturb the students perception. It was noticed that quick changes of presented issues must generate different student actions. That increase their focus but it is necessary to keep the balance of taken actions to avoid anx iety. Remarks on introduced teaching case are preliminary to make changes in implemented teaching programs, to specify aims and methods depending on what students' skills must be improved for successes in further professional career.
|Publication size in sheets||0.5|
|Book||Chova L. Gómez, López Martínez A., Torres I. Candel (eds.): ICERI2018 Conference Proceedings: 11th International Conference of Education, Research and Innovation, Seville (Spain), 12-14 November 2018, ICERI Proceedings, 2018, IATED Academy, ISBN 978-84-09-05948-5|
|Keywords in English||archaeology, education, method, higher education|
|Score||= 15.0, 05-09-2019, ChapterFromConference|
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