Optimal Foraging Theory and the Racecar Driver: The Impact of Student-Centered Learning on Anthropological Pedagogy

This article contributes to the field of anthropological pedagogy, adding to recent articles regarding needed change in anthropology teaching methods. All have in common the practice of anthropology in the classroom. The author used the theory of optimal foraging to encourage students to operational...

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Bibliographic Details
Published in:Anthropology & education quarterly 2006-09, Vol.37 (3), p.273-284
Main Author: Mazur-Stommen, Susan
Format: Article
Language:English
Subjects:
Anthropology
Anthropology of education
Applied anthropology
Archaeological paradigms
Archaeology
classroom exercises
Classrooms
Cultural anthropology
Education
Educational Change
Educational Facilities Improvement
Educational Practices
Educational research
Educational sciences
Ethics
Flexible spending accounts
Foraging
Foraging behavior
Grocery stores
Instructional Materials
Interpersonal Relationship
Laborers
Learning
Life Style
Methodology
Migration Patterns
Observation, experimentation
Pedagogy
Student Attitudes
Student Centered Curriculum
Student Centered Learning
Student Improvement
student learning outcomes
Teaching
Teaching Methods
Theories
Time on Task
Volume
Workbooks
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Summary:This article contributes to the field of anthropological pedagogy, adding to recent articles regarding needed change in anthropology teaching methods. All have in common the practice of anthropology in the classroom. The author used the theory of optimal foraging to encourage students to operationalize human behavior. The economic benefit that students reaped warrants discussion. Students rapidly and measurably improved several areas of their lifestyle, including health, finance, and home. Pursuing an anthropology degree thus becomes a personal journey.
ISSN:0161-7761
1548-1492
DOI:10.1525/aeq.2006.37.3.273