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1.
Abstract

Visits to archaeological sites, within school, a history or archaeology club, or a family group, are the main means for young people to engage with the archaeological historic environment. The majority of archaeological sites easily accessible for such groups are those that have been 'sanitized' for public consumption. These are often devoid of explanation of the archaeological process which made them accessible. This paper looks at the contribution that working archaeological sites can make to young people's understanding of archaeology, with particular reference to visits made by branches of the Young Archaeologists' Club, based in the UK.  相似文献   
2.
Abstract

The province of Seville, situated in the south-western part of the Iberian Peninsula, contains a large number of archaeological sites. Some of them are of great significance: for example, the ancient Roman cities of Itálica and Munigua, the megaliths in Valencina de la Concepción, or the Roman necropolis in Carmona. These four mentioned above receive a considerable number of educational visits by students between the ages of twelve and sixteen, and a number of educational projects have been carried out there. This article outlines the types of resource material provided at these four sites.  相似文献   
3.
Abstract

The Education Department at English Heritage encouraged the effective school curriculum use of the historic environment, from castles to post-medieval landscapes, from prehistoric burial monuments to twentieth-century townscapes. This paper charts the programme of funding education staff and resources to assist teachers to help their pupils to access, discover, and carry out cross-curricular projects at some archaeological sites under investigation. Case studies include excavations at Battle Abbey, East Sussex, Heslerton, North Yorkshire, Boxgrove, West Sussex, Whitby Abbey, North Yorkshire, and Cawthorn Camps, North Yorkshire.  相似文献   
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