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Группа авторов. Objects to Learn about and Objects for Learning 2
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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