Objects to Learn about and Objects for Learning 1

Joel Bisault is Emeritus Professor at the University of Picardie Jules Verne, France, and a member of the CAREF laboratory. His research focuses on science education in elementary school and on school objects.Roselyne Le Bourgeois is an honorary lecturer at the University of Picardie Jules Verne, France, and a member of the CAREF laboratory. Her research focuses on the teaching of history in relation to other fields from kindergarten to the end of elementary school.Jean-Francois Themines is a Professor at the University of Caen Normandy, France, and a researcher at the ESO laboratory. His research focuses on didactic approaches to the teaching of geography in secondary and higher education as well as the geography of educational inequalities.Mickael Le Mentec is a lecturer at the University of Picardie Jules Verne, France, and a member of the CAREF laboratory. His research focuses on the socio educational uses of digital technologies.Celine Chauvet-Chanoine is a school teacher and holds a doctorate in educational sciences from the CAREF laboratory of the University of Picardie Jules Verne, France. Her research focuses on science education in kindergarten, on school objects and on the professional identity of teachers.

• Preface. From a Conference to a Book on the Role of Objects in the Practices of Teachers xiJoël BISAULT, Roselyne LE BOURGEOIS, Jean-François THÉMINES, Mickaël LE MENTEC and Céline CHAUVET-CHANOINEAcknowledgements xxiIntroduction. In the Teaching Resources Store Cupboard: Investigating the Functions and Uses of Objects in the World of School xxiiiJoël LEBEAUMEIntroduction to the Subject. Didactics and Socialization Processes: Walking Between Objects, Things and Worlds xxxviiSylvain FABREPart 1 Objects and Language(s) 1Chapter 1 The Children’s Illustrated Literature Book in an Elementary School English Session: An Object Considered in its Materiality? 3Élise OUVRARD1.1 The origins of questioning and theoretical framing 31.2 Constitution of the corpus 61.3 Analysis of the results 71.3.1 The book–object in the classroom 71.3.2 A varied instrumentation of the picture book 91.3.3 Sense experience 131.3.4 Memory aids, objects of affection 151.4 Conclusion 171.5 References 18Chapter 2 Objects as Catalysts for Writing 21Bruno HUBERT2.1 Introduction 212.2 The object, a mediator in self-knowledge 222.2.1 Bring your exercise books to teacher training 222.2.2 Personal items for writing at school in third and fourth grades 222.3 Objects as organizers of the act of writing in the Elementary Section 242.3.1 From handling objects to the entry into narrative 242.3.2 From concrete objects to objects of knowledge 262.3.3 An aid to representation 292.3.4 Writing, an object of interactions and desire 302.4 Conclusion 322.5 References 33Chapter 3 The Role of Artifacts and Gestures in English Language Learning 35Zehra GABILLON and Rodica AILINCAI3.1 Introduction 353.2 Theoretical background 363.2.1 The CLIL approach 373.2.2 Theoretical position 383.2.3 Issues and assumptions 403.3 Methodology 413.3.1 Characteristics of the population 423.3.2 Characteristics and content of activities 423.3.3 Data collection 443.3.4 Methods of data analysis 443.4 Results 463.5 Discussion 543.6 Conclusion 553.8 References 56Chapter 4 From Object to Instrument for Language Development in Kindergarten: Necessary Support in the Development of Professional Competence Among Probationary Public School Teachers 61Émilie MAGNAT and Karima OLECHNY4.1 Introduction 614.2 From object to instrument for language in kindergarten 624.2.1 From educational object to instrument 624.2.2 A consideration of objects, a key stage in the training of school teachers 654.3 Learning objects: Speech instruments for teacher and pupils 714.3.1 Support that determines awareness among probationary school teachers 714.3.2 On the effect of object–instruments on pupils’ speech 744.4 Conclusion and perspectives 764.5 References 77Chapter 5 Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major 79Laurent MOUTET5.1 Introduction 795.2 Description of the second pilot sequence 805.2.1 Context of the activity 805.2.2 Handout distributed to the pupils 815.2.3 Construction of the “graphic object” of the situation 815.2.4 A priori analysis of the sequence 855.2.5 A posteriori analysis of the sequence 865.3 Conclusion 955.4 Appendices 955.4.1 Appendix 1: Concepts of special relativity required 955.4.2 Appendix 2: Handout distributed to the pupils 965.5 References 98Part 2 Objects and Early Learning 101Chapter 6 Mascots and Notebooks: Preschool Objects Circulating between the School Space and the Family Space 103Marie-Noëlle DABESTANI6.1 A pair of peripatetic objects from the transition zone 1036.1.1 A mascot and a notebook for multiple uses 1036.1.2 Context of emergence and current use 1056.2 Theoretical background and corpus 1086.2.1 Studying the school–family relationship space 1086.2.2 Studying the scansion functions between socialization spaces 1096.2.3 Corpus 1106.3 Between the “correct use” of the mascot and a plurality of practices 1116.3.1 “Someone we love” 1116.3.2 The parental skill of giving feedback on a life experience 1126.3.3 A mascot’s absence from the child’s home: Time to get serious again 1146.3.4 Take the mascot seriously to be on the school’s side 1166.3.5 A socializing object and a mediator of the teacher’s authority 1196.4 The parental role written into the mascot’s suitcase 1216.4.1 Everyday objects in the suitcase 1216.4.2 Cultural objects at the bottom of the suitcase 1236.4.3 Standards of good practice contained in the notebooks 1246.5 Conclusion: Accentuated, attenuated or neutralized scansion between socialization spaces 1266.6 References 127Chapter 7 Educational Posters in Kindergarten: A School Object that May Be a Differentiator? 131Elisabeth MOUROT7.1 Introduction 1317.2 Our methodological choices 1347.2.1 The choice of three sociologically contrasting fields of observation 1347.2.2 The choice to select materials according to their semiotic complexity 1357.2.3 The choice to analyze cognitive–linguistic activity at three levels 1377.3 Findings 1397.3.1 First level of analysis: Differentiated interpretative models 1397.3.2 Second level of analysis: Variations in the models of interpretation favored by the pupils 1427.3.3 Third level of analysis: Social variations in the use of language 1467.4 Discussion: From the construction of the meaning of the study materials to the representation of the act of learning in kindergarten 1507.5 Conclusion 1537.6 References 156Chapter 8 Professional Testimony: A Programmable Object for Learning Computer Science at Elementary School 159Olivier GRUGIER and Sandra NOGRY8.1 Introduction 1598.2 Teaching sequence observed in cycle 1 1618.2.1 Presentation of the teaching sequence 1628.2.2 Phase 1: Constructing a scheme by identifying the actuators 1628.2.3 Phase 2: The Clear button, an obstacle to understanding the concept of a sequence 1638.3 Teaching sequence observed in cycle 2 1648.3.1 Presentation of the teaching sequence 1648.3.2 Phase 1: Deconstructing an inoperative scheme and learning about the control commands 1648.3.3 Phase 2: Constructing the concept of a sequence 1658.4 Teaching sequence observed in cycle 3 1688.4.1 Presentation of the teaching sequence 1688.4.2 Phase 1: Constructing a scheme by identifying the actuators 1688.4.3 Phase 2: Programming movements and reproducing them 1698.5 Discussion 1718.5.1 Time for discovering how the robot works 1728.5.2 Guidance with pedagogical artifacts and procedures 1728.5.3 Learning progression between cycles 1728.6 Acknowledgements 1738.7 References 173List of Authors 175Index 179Summary of Volume 2 181