Archaeology summer camps, like the one at Fort St. Joseph, offer experiential learning opportunities that immerse participants in hands-on archaeology. Experiential learning engages learners in real world contexts and leads to both deeper understanding and better retention of knowledge. By engaging in the process of 'learning by doing,' campers of all ages can deeply engage with the past in an educational way.
This summer, at the Fort St. Joseph archaeology camp, the participants brimmed with curiosity—a trait that is often undervalued but essential for the advancement of research. Young minds bring fresh perspectives and questions that can challenge our existing understandings of this research, while also keeping the field school students on their toes with random math equations and social media references. Multitasking is key, as you can see. Campers learn about the history of Fort St. Joseph at the Niles District Library and through lab activities, but they also have the opportunity to excavate alongside experienced archaeologists. The collaborative style of the camp, involving professional researchers, local community members, and participants from across the country, underscores the inherently collaborative spirit of archaeology. This immersive experience allows them to engage with the past while actively contributing to the ongoing research at the site.
The repetitive nature of archaeological record-keeping and field techniques plays a crucial role in this experiential learning process. Archaeology is inherently methodical; every level excavated, every bucket screened, and every artifact cataloged requires a methodical approach. This repetition is not redundant but rather thorough, and additionally effective in becoming familiar with the methods. As campers and students engage in these repeated tasks, they internalize the procedures, making the techniques second nature. Personally, I noticed a difference during our second week of excavation, where I felt surprisingly reassured that I knew what step to take next because of the procedures I followed in the previous week. This hands-on repetition reinforces the methods, ensuring that learners not only understand but also retain the knowledge.
During this field season, I noticed a seamless transition where one moment I was a student and the next, I had crossed an invisible line to being an educator to the summer campers and open house attendees. And I saw this same transition in the summer campers when their families or fellow participants came to see the work they have been doing, and all of a sudden, it seemed, they were educating an unknowing audience. Articulating concepts to others not only boosts our confidence but also cements our understanding, making teaching a powerful tool for retaining knowledge. Psychologists have credited this to the act of retrieval in our working memory (Koh, 2018). When we teach, we are required to recall information, organize it coherently, and present it in a way that others can understand. This act of retrieval strengthens our memory and solidifies our knowledge, making teaching a powerful tool for learning.
By simplifying complex concepts and elaborating on the details in an accessible way, campers and educators alike learn the nuances of archaeology. As a holistic discipline, archaeology thrives on multiple perspectives, and these summer camps provide an ideal environment for fostering a deeper understanding of the past through collaboration and hands-on learning.
Naomi
Works Cited
Koh, A. W. L., Lee, S. C., & Lim, S. W. H. (2018). "The learning benefits of teaching: A retrieval practice hypothesis." Applied Cognitive Psychology, 32(3), 401–410. https://doi.org/10.1002/acp.3410
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