Exploração do pensamento arqueológico das crianças (Exploring the archeological thought of children)

Flávio Ribeiro

View article (In Portuguese)

Abstract

This study of a descriptive nature analyses the progression of student’s archaeological thinking through inferences made upon archaeological artifacts of the pre-historic and the roman period. Under the framework of research on historical cognition it aims to contribute to a constructivist teaching and learning approach in a context of well-grounded learning. The sample was constituted by twenty 10-12 year-old fifth graders. Two questionnaires and follow-up interviews were the instruments for data collection. The analysis of data followed the model of progression of student’s ideas in history given by Ashby and Lee (1987). The results suggest that a learning process including the use of archaeological sources can foster student’s historical learning.