Resulting from a conference that took place in Amiens, France, in June 2019, this book examines the place and role of objects centered in teaching practices from kindergarten to university, both in the context of France and elsewhere. These “objects for learning” are considered in their physicality as productions, work or signs that are used for learning. They become “objects to learn about” when the object itself is the learning objective.
This book offers a cross-disciplinary perspective, linking the different disciplinary fields studied and the many reference sources used by the authors. This two-volume work offers an overview of current research on the subject, with this second volume focusing on objects in representations of space and time, then on learners’ activities in the making or use of objects, before concluding with different cultural and philosophical perspectives on objects
Author(s): Joël Bisault, Roselyne Le Bourgeois, Jean-François Thémines, Mickaël Le Mentec, Céline Chauvet-Chanoine
Series: Science, Society and New Technologies Series: Education Set
Publisher: Wiley-ISTE
Year: 2022
Language: English
Pages: 287
City: London
Cover
Half-Title Page
Title Page
Copyright Page
Contents
Preface. From a Conference to a Book on the Role of Objects in the Practices of Teachers
Acknowledgements
Part 1. Objects and Representations of Space and Time
Chapter 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
Chapter 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
2.7. Conclusion
2.8. References
Chapter 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
3.2.2. 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
3.4.2. The mark of formal school geography
3.5. Conclusion: Proposals for revitalizing teaching practices for geography
3.6. References
Chapter 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
4.2.2. Teaching and learning
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
Chapter 5. Professional Report: From Tangible Objects to Interactive Maps for Moving Around and Learning an Area – Two Examples with People
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
5.2.3. Interactive tactile map: Second example
5.2.4. Results
5.3. Conclusion
5.4. Acknowledgments
5.5. References
Part 2. Objects and Traces of the Activity
Chapter 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
6.3.2. First results
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
6.4.2. Results of the second phase
6.5. Discussion
6.6. Conclusion
6.7. Appendix
6.8. References
Chapter 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
Chapter 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
8.5. 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
Chapter 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
Part 3. Points of View on Objects and Perspectives
Chapter 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
Chapter 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 regar
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
Chapter 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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