How Do We Integrate Skills and Content in Classics? An Inquiry into Students' Use of Sources

Autor/inn/en	Goodwin, Karl A.; Quinlan, Kathleen M.
Titel	How Do We Integrate Skills and Content in Classics? An Inquiry into Students' Use of Sources
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 20 (2021) 1, S.66-86 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodwin, Karl A.) ORCID (Quinlan, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022219896832
Schlagwörter	Classical Literature; Primary Sources; Humanities Instruction; College Freshmen; Integrated Activities; College Instruction; History Instruction; Essays; Skill Development; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Classical philology; Literature; Altphilologie; literatur; Primärquelle; Geisteswissenschaftlicher Unterricht; Studienanfänger; Integrierender Unterricht; Hochschullehre; History lessons; Geschichtsunterricht; Essay; Aufsatzunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Großbritannien
Abstract	Engagement with primary sources is a key feature of arts and humanities subjects, particularly classics and ancient history. Recent instructional trends emphasise integrating skills with content, particularly in the first year of higher education. We investigate how successfully first-year university students used a variety of sources in an integrated skills and content course, through analysis of 84 final essays. Most students used four to nine sources in a 1500 word essay, but only one type of ancient source. The findings express the need to move from debates about whether to integrate skills or not, to greater discuss "how" key discipline-specific skills are integrated into content-based courses. Cognitive apprenticeship theory, and a thematic approach used in museum education, are used to reflect on the findings and discuss how teachers might better support students in this key aspect of the discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01