Objects to Learn about and Objects for Learning 2

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 xxiPart 1. Objects and Representations of Space and Time 1Chapter 1. The Map and the Game: Objects for Learning Geographical Points of Reference in Elementary School 3Xavier LEROUX1.1. Introduction 31.2. Points of reference: A special place in geography as it is taught 41.3. Points of reference in upper elementary curricula 61.4. Creating a game about geographical points of reference 91.4.1. Launch process 91.4.2. What points of reference were chosen initially? 121.4.3. Game stabilization and lifespan 151.5. Evaluation periods 191.6. Conclusion 221.7. References 23Chapter 2. The Didactic Use of Physical Objects in the Kindergarten School Calendar Ritual: A Case Study 25Maria MOUMOULIDOU2.1. Introduction 252.2. Theoretical framework 252.3. The official kindergarten school curricula 282.4. Physical context and the technique of the calendar ritual activity 292.5. Research methodology 312.6. Data analysis and discussion 322.7. Conclusion 402.8. References 42Chapter 3. The Map in the Core School, An Object for Learning 45Sylvie CONSIDÉRE, Anne GLAUDEL, Maud VERHERVE and Mickaël GLAUDEL3.1. Introduction 453.2. A reference framework in geographical pedagogy for thinking about maps 473.2.1. The map, a disciplinary object 473.2.2. The geographic knowledge and discourses in play 493.3. Understanding students’ geographic knowledge through map production 503.3.1. The map as a modality for students to access geographical knowledge 503.3.2. A corpus of student maps and its analysis 533.4. The map object: Between images of daily practices and formal academic products 553.4.1. The place of daily practices in students’ products 553.4.2. The mark of formal school geography 623.5. Conclusion: Proposals for revitalizing teaching practices for geography 693.6. References 72Chapter 4. Professional Report: Using a Song as a Mediating Object for Learning Temporal Points of Reference 75Christine CROSET4.1. Introduction 754.2. Conceptual framework 764.2.1. Learning about time 764.2.2. Teaching and learning 784.2.3. Research questions 804.3. Methodology 804.4. Results and discussion 824.4.1. Operational signs 824.4.2. What mediations enable understanding this object? 844.4.3. Problematization and conditions for learning 854.5. Conclusion 854.6. Appendix 864.7. References 93Chapter 5. Professional Report: From Tangible Objects to Interactive Maps for Moving Around and Learning an Area – Two Examples with People with Visual Impairments 95Quentin CHIBAUDEL, Lachezar DIMITROV, Bernard ORIOLA, Christophe JOUFFRAIS, Katerina FIBIGEROVA and Valérie TARTAS5.1. Introduction 955.2. Two research examples proposing learning objects for learning about space 965.2.1. General methodology 965.2.2. From tactile objects to audio-tangible objects for a better understanding of space: First example 975.2.3. Interactive tactile map: Second example 1025.2.4. Results 1055.3. Conclusion 1075.4. Acknowledgments 1085.5. References 109Part 2. Objects and Traces of the Activity 111Chapter 6. From the Self-Evaluation Object to the Learning Subject 113Sylvie GRUBER JOST6.1. Introduction 1136.2. Theoretical framework 1146.2.1. From an artifactual system to the theory of conjoint action: A relationship to knowledge that can be constructed 1156.2.2. Self-evaluation in the service of expansive learning 1166.2.3. Genesis of the study 1196.2.4. Research questions 1196.3. First phase: The digital object and its experimental context 1206.3.1. Methodology 1206.3.2. First results 1226.3.3. Summary of the first phase of the experiment with the digital tool 1276.3.4. The limits of the digital tool 1286.4. Second phase: The non-digital object and a new experimental context 1286.4.1. A second experiment 1286.4.2. Results of the second phase 1326.5. Discussion 1376.6. Conclusion 1406.7. Appendix 1416.8. References 142Chapter 7. Creating a Sound Garden: Transforming Recycled Materials into Objects for Learning 145John DIDIER, Marion BOTELLA, Rachel ATTANASIO and Marie-Dominique LAMBERT7.1. Introduction 1457.2. Objects for learning 1467.2.1. The physical object 1467.2.2. The physical object and learning 1487.2.3. Creativity and teaching 1507.3. Methodology 1527.3.1. Participants and data collection 1527.3.2. Material used to access the pupils’ cognition 1527.3.3. Process 1547.4. Results 1547.4.1. Dynamics of and variation in the steps 1557.4.2. Dynamics and variation in multivariate factors 1567.4.3. Use of steps, multivariate factors and awareness of thought processes 1597.5. Discussion 1607.6. Conclusion 1627.7. References 163Chapter 8. The Experimental Protocol Poster in a “Preschool” Class: An Object for Learning or an Object to Learn About? 167Corinne MARLOT, Christine RIAT and Patrick ROY8.1. Introduction and theoretical framework 1678.2. Methodology for data collection and analysis 1718.3. Context 1748.4. Results 1758.4.1. Phase 1 – A priori analysis 1768.4.2. Phase 2 – Analysis of effective teaching practices 1768.5. Discussion 1848.5.1. Impact on students of production conditions for the experimental protocol: The shorter time scale of LG5 1848.5.2. Impact of the experimental protocol poster on the structuring of the sequence: The longer time of the sequence 1868.6. Conclusion 1878.7. References 189Chapter 9. Challenges in First-Years Schools: Early Manifestations of Executive Function 193Irene GUEVARA, Iván MORENO-LLANOS, Lucia ROMERO, Laura ZAPARDIEL and Cintia RODRIGUEZ9.1. The first manifestations of executive control at the end of the first year 1939.2. The hegemonic status of language in self-regulation and EF 1949.3. Self-regulation and EF through action and gestures 1959.4. Children’s first challenges in first-years schools 1969.4.1. First challenges in the classroom: Canonical use of musical instruments 1979.4.2. Challenges linked to the use of everyday objects 1999.4.3. The development of EFs: Evaluation and use “for understanding” 2019.5. Discussion 2039.6. Conclusion 2059.7. References 206Part 3. Points of View on Objects and Perspectives 211Chapter 10. A Cultural Viewpoint about Objects: Objects that Narrate Cultures and Emotions 213José Luis de los REYES LEOZ10.1. Speaking objects 21310.2. Objects and material culture 21610.3. Objects: Narrators of histories 21710.4. Museums as generators of emotions 21910.5. Didactics of objects in a history course 22310.6. References 225Chapter 11. Four Researchers’ Points of View 229Roselyne LE BOURGEOIS, Anne-Laure LE GUERN, Mickaël LE MENTEC, Jean-François THÉMINES and Abdelkarim ZAID11.1. Overview 22911.2. Anne-Laure Le Guern: Material culture and pragmatic preoccupations in training and research 23011.2.1. A few debts with regard to objects 23011.2.2. The object captured by its always tangible side 23111.2.3. The object and its roughness: The object to be seen and the object to be said 23211.3. Mickaël Le Mentec: Socio-educative uses of digital technologies 23211.3.1. Technological objects and their uses 23211.3.2. Educative technologies in middle school 23311.3.3. Digital technologies: Exclusion and inclusion 23411.4. Jean-François Thémines: Objects between location and learning 23411.4.1. Maps and spaces for learning 23411.4.2. Collaborative practices in geography class 23611.4.3. Objects and didactic tests specific to the teaching profession 23711.5. Abdelkarim Zaid: Objects in the didactics of technology education 23811.5.1. Technical objects and technical culture 23811.5.2. Technical objects and the knowledge required to design them 23911.5.3. From the technical object to the mechanism 24011.6. References 241Chapter 12. The Object Stance: Philosophical Perspectives 243Alain PANERO12.1. Extension and comprehension of the concept of the object 24412.2. The dialectics of subject and object 25112.3. Pedagogy of the “shock object” and education for contingency 25712.4. References 264List of Authors 267Index 271Summary of Volume 1 273