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 xi
Joël BISAULT, Roselyne LE BOURGEOIS, Jean-François THÉMINES, Mickaël LE MENTEC and Céline CHAUVET-CHANOINE

Acknowledgements xxi

Part 1. Objects and Representations of Space and Time 1

Chapter 1. The Map and the Game: Objects for Learning Geographical Points of Reference in Elementary School 3
Xavier LEROUX

1.1. Introduction 3

1.2. Points of reference: A special place in geography as it is taught 4

1.3. Points of reference in upper elementary curricula 6

1.4. Creating a game about geographical points of reference 9

1.4.1. Launch process 9

1.4.2. What points of reference were chosen initially? 12

1.4.3. Game stabilization and lifespan 15

1.5. Evaluation periods 19

1.6. Conclusion 22

1.7. References 23

Chapter 2. The Didactic Use of Physical Objects in the Kindergarten School Calendar Ritual: A Case Study 25
Maria MOUMOULIDOU

2.1. Introduction 25

2.2. Theoretical framework 25

2.3. The official kindergarten school curricula 28

2.4. Physical context and the technique of the calendar ritual activity 29

2.5. Research methodology 31

2.6. Data analysis and discussion 32

2.7. Conclusion 40

2.8. References 42

Chapter 3. The Map in the Core School, An Object for Learning 45
Sylvie CONSIDÉRE, Anne GLAUDEL, Maud VERHERVE and Mickaël GLAUDEL

3.1. Introduction 45

3.2. A reference framework in geographical pedagogy for thinking about maps 47

3.2.1. The map, a disciplinary object 47

3.2.2. The geographic knowledge and discourses in play 49

3.3. Understanding students’ geographic knowledge through map production 50

3.3.1. The map as a modality for students to access geographical knowledge 50

3.3.2. A corpus of student maps and its analysis 53

3.4. The map object: Between images of daily practices and formal academic products 55

3.4.1. The place of daily practices in students’ products 55

3.4.2. The mark of formal school geography 62

3.5. Conclusion: Proposals for revitalizing teaching practices for geography 69

3.6. References 72

Chapter 4. Professional Report: Using a Song as a Mediating Object for Learning Temporal Points of Reference 75
Christine CROSET

4.1. Introduction 75

4.2. Conceptual framework 76

4.2.1. Learning about time 76

4.2.2. Teaching and learning 78

4.2.3. Research questions 80

4.3. Methodology 80

4.4. Results and discussion 82

4.4.1. Operational signs 82

4.4.2. What mediations enable understanding this object? 84

4.4.3. Problematization and conditions for learning 85

4.5. Conclusion 85

4.6. Appendix 86

4.7. References 93

Chapter 5. Professional Report: From Tangible Objects to Interactive Maps for Moving Around and Learning an Area – Two Examples with People with Visual Impairments 95
Quentin CHIBAUDEL, Lachezar DIMITROV, Bernard ORIOLA, Christophe JOUFFRAIS, Katerina FIBIGEROVA and Valérie TARTAS

5.1. Introduction 95

5.2. Two research examples proposing learning objects for learning about space 96

5.2.1. General methodology 96

5.2.2. From tactile objects to audio-tangible objects for a better understanding of space: First example 97

5.2.3. Interactive tactile map: Second example 102

5.2.4. Results 105

5.3. Conclusion 107

5.4. Acknowledgments 108

5.5. References 109

Part 2. Objects and Traces of the Activity 111

Chapter 6. From the Self-Evaluation Object to the Learning Subject 113
Sylvie GRUBER JOST

6.1. Introduction 113

6.2. Theoretical framework 114

6.2.1. From an artifactual system to the theory of conjoint action: A relationship to knowledge that can be constructed 115

6.2.2. Self-evaluation in the service of expansive learning 116

6.2.3. Genesis of the study 119

6.2.4. Research questions 119

6.3. First phase: The digital object and its experimental context 120

6.3.1. Methodology 120

6.3.2. First results 122

6.3.3. Summary of the first phase of the experiment with the digital tool 127

6.3.4. The limits of the digital tool 128

6.4. Second phase: The non-digital object and a new experimental context 128

6.4.1. A second experiment 128

6.4.2. Results of the second phase 132

6.5. Discussion 137

6.6. Conclusion 140

6.7. Appendix 141

6.8. References 142

Chapter 7. Creating a Sound Garden: Transforming Recycled Materials into Objects for Learning 145
John DIDIER, Marion BOTELLA, Rachel ATTANASIO and Marie-Dominique LAMBERT

7.1. Introduction 145

7.2. Objects for learning 146

7.2.1. The physical object 146

7.2.2. The physical object and learning 148

7.2.3. Creativity and teaching 150

7.3. Methodology 152

7.3.1. Participants and data collection 152

7.3.2. Material used to access the pupils’ cognition 152

7.3.3. Process 154

7.4. Results 154

7.4.1. Dynamics of and variation in the steps 155

7.4.2. Dynamics and variation in multivariate factors 156

7.4.3. Use of steps, multivariate factors and awareness of thought processes 159

7.5. Discussion 160

7.6. Conclusion 162

7.7. References 163

Chapter 8. The Experimental Protocol Poster in a “Preschool” Class: An Object for Learning or an Object to Learn About? 167
Corinne MARLOT, Christine RIAT and Patrick ROY

8.1. Introduction and theoretical framework 167

8.2. Methodology for data collection and analysis 171

8.3. Context 174

8.4. Results 175

8.4.1. Phase 1 – A priori analysis 176

8.4.2. Phase 2 – Analysis of effective teaching practices 176

8.5. Discussion 184

8.5.1. Impact on students of production conditions for the experimental protocol: The shorter time scale of LG5 184

8.5.2. Impact of the experimental protocol poster on the structuring of the sequence: The longer time of the sequence 186

8.6. Conclusion 187

8.7. References 189

Chapter 9. Challenges in First-Years Schools: Early Manifestations of Executive Function 193
Irene GUEVARA, Iván MORENO-LLANOS, Lucia ROMERO, Laura ZAPARDIEL and Cintia RODRIGUEZ

9.1. The first manifestations of executive control at the end of the first year 193

9.2. The hegemonic status of language in self-regulation and EF 194

9.3. Self-regulation and EF through action and gestures 195

9.4. Children’s first challenges in first-years schools 196

9.4.1. First challenges in the classroom: Canonical use of musical instruments 197

9.4.2. Challenges linked to the use of everyday objects 199

9.4.3. The development of EFs: Evaluation and use “for understanding” 201

9.5. Discussion 203

9.6. Conclusion 205

9.7. References 206

Part 3. Points of View on Objects and Perspectives 211

Chapter 10. A Cultural Viewpoint about Objects: Objects that Narrate Cultures and Emotions 213
José Luis de los REYES LEOZ

10.1. Speaking objects 213

10.2. Objects and material culture 216

10.3. Objects: Narrators of histories 217

10.4. Museums as generators of emotions 219

10.5. Didactics of objects in a history course 223

10.6. References 225

Chapter 11. Four Researchers’ Points of View 229
Roselyne LE BOURGEOIS, Anne-Laure LE GUERN, Mickaël LE MENTEC, Jean-François THÉMINES and Abdelkarim ZAID

11.1. Overview 229

11.2. Anne-Laure Le Guern: Material culture and pragmatic preoccupations in training and research 230

11.2.1. A few debts with regard to objects 230

11.2.2. The object captured by its always tangible side 231

11.2.3. The object and its roughness: The object to be seen and the object to be said 232

11.3. Mickaël Le Mentec: Socio-educative uses of digital technologies 232

11.3.1. Technological objects and their uses 232

11.3.2. Educative technologies in middle school 233

11.3.3. Digital technologies: Exclusion and inclusion 234

11.4. Jean-François Thémines: Objects between location and learning 234

11.4.1. Maps and spaces for learning 234

11.4.2. Collaborative practices in geography class 236

11.4.3. Objects and didactic tests specific to the teaching profession 237

11.5. Abdelkarim Zaid: Objects in the didactics of technology education 238

11.5.1. Technical objects and technical culture 238

11.5.2. Technical objects and the knowledge required to design them 239

11.5.3. From the technical object to the mechanism 240

11.6. References 241

Chapter 12. The Object Stance: Philosophical Perspectives 243
Alain PANERO

12.1. Extension and comprehension of the concept of the object 244

12.2. The dialectics of subject and object 251

12.3. Pedagogy of the “shock object” and education for contingency 257

12.4. References 264

List of Authors 267

Index 271

Summary of Volume 1 273

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