Objects to Learn about and Objects for Learning 2

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Table of Contents

List of Illustrations

List of Tables

Guide

Pages

Objects to Learn About and Objects for Learning 2. Which Teaching Practices for Which Issues?

Preface. From a Conference to a Book on the Role of Objects in the Practices of Teachers

Part 1 of Volume 1 – Objects and Language(s)

Part 2 of Volume 1 – Objects and Early Learning

Part 1 of Volume 2 – Objects and Representations of Space and Time

Part 2 of Volume 2 – Objects and Traces of the Activity

Part 3 of Volume 2 – Points of View on Objects and Perspectives

Acknowledgements

Scientific committee of this publication

1. The Map and the Game: Objects for Learning Geographical Points of Reference in Elementary School. 1.1. Introduction

1.2. Points of reference: A special place in geography as it is taught

1.3. Points of reference in upper elementary curricula

1.4. Creating a game about geographical points of reference

1.4.1. Launch process

1.4.2. What points of reference were chosen initially?

1.4.3. Game stabilization and lifespan

1.5. Evaluation periods

1.6. Conclusion

1.7. References

2. The Didactic Use of Physical Objects in the Kindergarten School Calendar Ritual: A Case Study. 2.1. Introduction

2.2. Theoretical framework

2.3. The official kindergarten school curricula

2.4. Physical context and the technique of the calendar ritual activity

2.5. Research methodology

2.6. Data analysis and discussion

Box 2.1.Dialog between the teacher and the head student, Lena

Box 2.2.Extracts of the teacher’s statements addressed to the head student, Dimos

Box 2.3.Gestures made by head student Koula to accomplish the calendar ritual

Box 2.4.Dialog between the teacher and the head student, Dimos

Box 2.5.Dialog between the teacher and the head student, Dimos

Box 2.6.Dialog between the teacher and the head student, Dimos

Box 2.7.Dialog between the teacher and the head student, Lena

Box 2.8.Dialog between the teacher and the head student, Dimos

2.7. Conclusion

2.8. References

3. The Map in the Core School, An Object for Learning. 3.1. Introduction

3.2. A reference framework in geographical pedagogy for thinking about maps

3.2.1. The map, a disciplinary object

3.2.1.1. The map from the geographical perspective

3.2.1.2. An object and a language

3.2.1.3. Spatialized reasoning

3.2.2. The geographic knowledge and discourses in play

3.3. Understanding students’ geographic knowledge through map production

3.3.1. The map as a modality for students to access geographical knowledge

3.3.2. A corpus of student maps and its analysis

3.4. The map object: Between images of daily practices and formal academic products

3.4.1. The place of daily practices in students’ products

3.4.1.1. Fundamental social requirements: Reference to lived practices

3.4.1.2. Spatial reasoning under construction

3.4.2. The mark of formal school geography

3.4.2.1. The map legend, a marker of school geography

3.4.2.2. Traces of learned geography

3.5. Conclusion: Proposals for revitalizing teaching practices for geography

3.6. References

4. Professional Report: Using a Song as a Mediating Object for Learning Temporal Points of Reference. 4.1. Introduction

4.2. Conceptual framework. 4.2.1. Learning about time. 4.2.1.1. What time are we talking about?

4.2.1.2. An innate skill

4.2.1.3. Sensory modalities and perceptual encoding

4.2.2. Teaching and learning

4.2.2.1. Points of reference in time as academic object

4.2.2.2. Tools and objects

4.2.2.3. Pedagogies integrating sensoriality

4.2.2.4. A rigorously structured pedagogical tool

4.2.3. Research questions

4.3. Methodology

4.4. Results and discussion

4.4.1. Operational signs

4.4.2. What mediations enable understanding this object?

4.4.3. Problematization and conditions for learning

4.5. Conclusion

4.6. Appendix

4.7. References

5. Professional Report: From Tangible Objects to Interactive Maps for Moving Around and Learning an Area – Two Examples with People with Visual Impairments. 5.1. Introduction

5.2. Two research examples proposing learning objects for learning about space. 5.2.1. General methodology

5.2.2. From tactile objects to audio-tangible objects for a better understanding of space: First example

5.2.2.1. The case of Violette: From tactile objects to interactive objects for in order to no longer get lost on her paper, in her classroom and in the building

5.2.3. Interactive tactile map: Second example

5.2.3.1. Methodology

5.2.3.2. Sample

5.2.3.3. Equipment

5.2.3.4. Experimental sequence and objectives

5.2.3.5. Description of the task and conditions

5.2.3.6. Participants

5.2.4. Results. 5.2.4.1. Collaboration and learning the space

5.3. Conclusion

5.4. Acknowledgments

5.5. References

6. From the Self-Evaluation Object to the Learning Subject. 6.1. Introduction

6.2. Theoretical framework

6.2.1. From an artifactual system to the theory of conjoint action: A relationship to knowledge that can be constructed

6.2.2. Self-evaluation in the service of expansive learning

6.2.3. Genesis of the study

6.2.4. Research questions

6.3. First phase: The digital object and its experimental context. 6.3.1. Methodology

6.3.1.1. The digital object and self-evaluation

6.3.1.2. Population

6.3.1.3. Duration

6.3.1.4. Sequence of events

6.3.1.5. Data collection

6.3.2. First results. 6.3.2.1. Teacher/student comparison

6.3.2.2. The results of the analysis of student discourse

6.3.3. Summary of the first phase of the experiment with the digital tool

6.3.4. The limits of the digital tool

6.4. Second phase: The non-digital object and a new experimental context. 6.4.1. A second experiment

6.4.1.1. A new context

6.4.1.2. Duration

6.4.1.3. Population

6.4.1.5. Data collection

6.4.1.6. Sequence of events

6.4.2. Results of the second phase

6.5. Discussion

6.6. Conclusion

6.7. Appendix

6.8. References

7. Creating a Sound Garden: Transforming Recycled Materials into Objects for Learning. 7.1. Introduction

7.2. Objects for learning. 7.2.1. The physical object

7.2.2. The physical object and learning

7.2.3. Creativity and teaching

7.3. Methodology. 7.3.1. Participants and data collection

7.3.2. Material used to access the pupils’ cognition

7.3.3. Process

7.4. Results

7.4.1. Dynamics of and variation in the steps

7.4.2. Dynamics and variation in multivariate factors

7.4.3. Use of steps, multivariate factors and awareness of thought processes

7.5. Discussion

7.6. Conclusion

7.7. References

8. The Experimental Protocol Poster in a “Preschool” Class: An Object for Learning or an Object to Learn About? 8.1. Introduction and theoretical framework

8.2. Methodology for data collection and analysis

8.3. Context

8.4. Results

8.4.1. Phase 1 – A priori analysis

8.4.2. Phase 2 – Analysis of effective teaching practices

8.4.2.1. Mesoscopic analysis of the seed

8.4.2.2. Microscopic analysis of the seed

8.5. Discussion

8.5.1. Impact on students of production conditions for the experimental protocol: The shorter time scale of LG5

8.5.2. Impact of the experimental protocol poster on the structuring of the sequence: the longer time of the sequence

8.6. Conclusion

8.7. References

9. Challenges in First-Years Schools: Early Manifestations of Executive Function. 9.1. The first manifestations of executive control at the end of the first year

9.2. The hegemonic status of language in self-regulation and EF

9.3. Self-regulation and EF through action and gestures

9.4. Children’s first challenges in first-years schools

9.4.1. First challenges in the classroom: Canonical use of musical instruments

9.4.2. Challenges linked to the use of everyday objects

9.4.3. The development of EFs: Evaluation and use “for understanding”

9.5. Discussion

9.6. Conclusion

9.7. References

10. A Cultural Viewpoint about Objects: Objects that Narrate Cultures and Emotions. 10.1. Speaking objects

10.2. Objects and material culture

10.3. Objects: Narrators of histories

10.4. Museums as generators of emotions

10.5. Didactics of objects in a history course

10.6. References

11. Four Researchers’ Points of View. 11.1. Overview

11.2. Anne-Laure Le Guern: Material culture and pragmatic preoccupations in training and research. 11.2.1. A few debts with regard to objects

11.2.2. The object captured by its always tangible side

11.2.3. The object and its roughness: The object to be seen and the object to be said

11.3. Mickaël Le Mentec: Socio-educative uses of digital technologies. 11.3.1. Technological objects and their uses

11.3.2. Educative technologies in middle school

11.3.3. Digital technologies: Exclusion and inclusion

11.4. Jean-François Thémines: Objects between location and learning. 11.4.1. Maps and spaces for learning

11.4.2. Collaborative practices in geography class

11.4.3. Objects and didactic tests specific to the teaching profession

11.5. Abdelkarim Zaid: Objects in the didactics of technology education. 11.5.1. Technical objects and technical culture

11.5.2. Technical objects and the knowledge required to design them

11.5.3. From the technical object to the mechanism

11.6. References

12. The Object Stance: Philosophical Perspectives

12.1. Extension and comprehension of the concept of the object

12.2. The dialectics of subject and object

12.3. Pedagogy of the “shock object” and education for contingency

12.4. References

List of Authors

Index

Summary of Volume 1

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Education Set

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A third group of responses (Table 1.5) appeared promising for the rest of the project, as it included locatable points of reference with sufficient precision to lead to a system of clues, one of which would be based on the location as a member of a higher level (city, country, continent). Europe was also overrepresented in this list in relation to other continents, as was France in relation to other countries and Paris in relation to other cities. A few places typically visited during summer vacations were included by four pupils (Burj Khalifa tower, the pyramids of Egypt, the old port of Marseilles and Disneyland). Major urban landmarks were included (Statue of Liberty, Tower of Pisa, Corcovado, Sagrada Familia), as were natural sites (the Nile, Niagara Falls, Sahara). What was also notable was the dominance of British (Britain having already been studied at the beginning of CM2) and especially Parisian reference points (the “cultural capital” effect). Since the work was done at home, several pupils admitted to having used the Internet, but they said they did not ask their parents. The points of reference from this list that were used in the final game are listed in yellow; we will come back to discuss this.

Keeping the pupils in suspense throughout the project was not particularly easy. A variety of factors played a part in their assimilation of the process (their own interest toward the subject, their ability to conduct research and to produce a short relevant text, projection in the development of a tool over the long term whose limits were undefined: there was no maximum number of points of reference that could be proposed).

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