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Группа авторов. Objects to Learn about and Objects for Learning 1
Table of Contents
Guide
List of Illustrations
List of Tables
Pages
Objects to Learn About and Objects for Learning 1. 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
Introduction. In the Teaching Resources Store Cupboard: Investigating the Functions and Uses of Objects in the World of School
I.1. Objects in school, objects of school
I.1.1. School objects
I.1.2. School supplies, approved or prohibited objects
I.1.3. Objects of the school environment
I.2. Teaching practices: States and statuses of objects
I.2.1. Objects, artifacts, instruments
I.2.2. Objects, artifacts, instruments and viewpoints
I.2.3. Artifacts, content and modalities
I.2.4. Artifacts, purposes and references
I.2.5. Contributory or constitutive content and curriculum form
I.2.6. Didactic square or tetrahedron
I.3. Conclusion and perspectives
I.4. References
Introduction to the Subject. Didactics and Socialization Processes: Walking Between Objects, Things and Worlds. Introduction
Theoretical background
School situations, objects and worlds: The pupil’s activity
What world of art?
What family world?
What school world?
Discussion
A didactic of objects?
A didactic of worlds?
A didactic of things?
Conclusion
References
1. The Children’s Illustrated Literature Book in an Elementary School English Session: An Object Considered in its Materiality? 1.1. The origins of questioning and theoretical framing
1.2. Constitution of the corpus
1.3. Analysis of the results. 1.3.1. The book–object in the classroom
1.3.2. A varied instrumentation of the picture book
1.3.3. Sense experience
1.3.4. Memory aids, objects of affection
1.4. Conclusion
1.5. References
2. Objects as Catalysts for Writing. 2.1. Introduction
2.2. The object, a mediator in self-knowledge. 2.2.1. Bring your exercise books to teacher training
2.2.2. Personal items for writing at school in third and fourth grades
2.3. Objects as organizers of the act of writing in the Elementary Section
2.3.1. From handling objects to the entry into narrative
2.3.2. From concrete objects to objects of knowledge
2.3.2.1. Objects stimulate perception, a constituent part of the act of writing
2.3.2.2. Objects activate motor skills, a constitutive part of the act of writing
2.3.2.3. Objects focus attention, a constitutive part of the act of writing
2.3.2.4. Objects play a part in memorizing, a constitutive part of the act of writing
2.3.2.5. Objects establish a relationship with language, a constitutive part of the act of writing
2.3.2.6. Objects induce reasoning, a constitutive part of the act of writing
2.3.3. An aid to representation
2.3.4. Writing, an object of interactions and desire
2.4. Conclusion
2.5. References
3. The Role of Artifacts and Gestures in English Language Learning. 3.1. Introduction
3.2. Theoretical background
3.2.1. The CLIL approach
3.2.2. Theoretical position
3.2.3. Issues and assumptions
3.3. Methodology
3.3.1. Characteristics of the population
3.3.2. Characteristics and content of activities
3.3.3. Data collection
3.3.4. Methods of data analysis
3.4. Results
3.5. Discussion
3.6. Conclusion
3.8. References
4. From Object to Instrument for Language Development in Kindergarten: Necessary Support in the Development of Professional Competence Among Probationary Public School Teachers. 4.1. Introduction
4.2. From object to instrument for language in kindergarten
4.2.1. From educational object to instrument
4.2.2. A consideration of objects, a key stage in the training of school teachers
4.3. Learning objects: Speech instruments for teacher and pupils
4.3.1. Support that determines awareness among probationary school teachers
4.3.2. On the effect of object–instruments on pupils’ speech
4.4. Conclusion and perspectives
4.5. References
5. Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major. 5.1. Introduction
5.2. Description of the second pilot sequence. 5.2.1. Context of the activity
5.2.2. Handout distributed to the pupils
5.2.3. Construction of the “graphic object” of the situation
5.2.4. A priori analysis of the sequence
5.2.4.1. Macro-didactic hypotheses
5.2.4.2. Macro-didactic hypotheses
5.2.5. A posteriori analysis of the sequence. 5.2.5.1. Establishing the analysis grid
5.2.5.2. Analysis of the teaching sequence
5.3. Conclusion
5.4. Appendices. 5.4.1. Appendix 1: Concepts of special relativity required
5.4.2. Appendix 2: Handout distributed to the pupils
5.5. References
6. Mascots and Notebooks: Preschool Objects Circulating between the School Space and the Family Space. 6.1. A pair of peripatetic objects from the transition zone. 6.1.1. A mascot and a notebook for multiple uses
6.1.2. Context of emergence and current use
6.2. Theoretical background and corpus. 6.2.1. Studying the school–family relationship space
6.2.2. Studying the scansion functions between socialization spaces
6.2.3. Corpus
6.3. Between the “correct use” of the mascot and a plurality of practices. 6.3.1. “Someone we love”16
6.3.2. The parental skill of giving feedback on a life experience
6.3.3. A mascot’s absence from the child’s home: Time to get serious again
6.3.4. Take the mascot seriously to be on the school’s side
6.3.5. A socializing object and a mediator of the teacher’s authority
6.4. The parental role written into the mascot’s suitcase. 6.4.1. Everyday objects in the suitcase
6.4.2. Cultural objects at the bottom of the suitcase
6.4.3. Standards of good practice contained in the notebooks
6.5. Conclusion: Accentuated, attenuated or neutralized scansion between socialization spaces
6.6. References
7. Educational Posters in Kindergarten: A School Object that May Be a Differentiator? 7.1. Introduction
7.2. Our methodological choices
7.2.1. The choice of three sociologically contrasting fields of observation
7.2.2. The choice to select materials according to their semiotic complexity
7.2.3. The choice to analyze cognitive–linguistic activity at three levels
7.3. Findings
7.3.1. First level of analysis: Differentiated interpretative models
7.3.2. Second level of analysis: Variations in the models of interpretation favored by the pupils. 7.3.2.1. Variations depending on the location of the school
7.3.2.2. Variations according to the semiotic nature of the material
7.3.3. Third level of analysis: Social variations in the use of language
7.3.3.1. A “realistic” configuration referring to an emotional reading of the world
7.3.3.2. An “associative” configuration referring to a pragmatic reading of the world
7.3.3.3. A “symbolic” configuration referring to a reflexive reading of the world
7.4. Discussion: From the construction of the meaning of the study materials to the representation of the act of learning in kindergarten
7.5. Conclusion
7.6. References
8. Professional Testimony: A Programmable Object for Learning Computer Science at Elementary School. 8.1. Introduction
8.2. Teaching sequence observed in cycle 1
8.2.1. Presentation of the teaching sequence
8.2.2. Phase 1: Constructing a scheme by identifying the actuators
8.2.3. Phase 2: The Clear button, an obstacle to understanding the concept of a sequence
8.3. Teaching sequence observed in cycle 2
8.3.1. Presentation of the teaching sequence
8.3.2. Phase 1: Deconstructing an inoperative scheme and learning about the control commands
8.3.3. Phase 2: Constructing the concept of a sequence
8.4. Teaching sequence observed in cycle 3
8.4.1. Presentation of the teaching sequence
8.4.2. Phase 1: Constructing a scheme by identifying the actuators
8.4.3. Phase 2: Programming movements and reproducing them
8.5. Discussion
8.5.1. Time for discovering how the robot works
8.5.2. Guidance with pedagogical artifacts and procedures
8.5.3. Learning progression between cycles
8.6. Acknowledgements
8.7. References
List of Authors
Index
A
B, C
D
E
F
I, K
M
O, P, R
S
T, W, Y
Summary of Volume 2
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