Table of Contents
1 Cover
4 Preface 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
5 Acknowledgements Scientific committee of this publication
6 PART 1 Objects and Representations of Space and Time 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 1.5. Evaluation periods 1.6. Conclusion 1.7. References 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 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 3.3. Understanding students’ geographic knowledge through map production 3.4. The map object: Between images of daily practices and formal academic products 3.5. Conclusion: Proposals for revitalizing teaching practices for geography 3.6. References 4 Professional Report: Using a Song as a Mediating Object for Learning Temporal Points of Reference 4.1. Introduction 4.2. Conceptual framework 4.3. Methodology 4.4. Results and discussion 4.5. Conclusion 4.6. Appendix 4.7. References 5 Professional Report: From Tangible Objects to Interactive Maps for Moving Around and Learning an Area – Two Examples with People with Visual Impairments 5.1. Introduction 5.2. Two research examples proposing learning objects for learning about space 5.3. Conclusion 5.4. Acknowledgments 5.5. References
7 PART 2 Objects and Traces of the Activity 6 From the Self-Evaluation Object to the Learning Subject 6.1. Introduction 6.2. Theoretical framework 6.3. First phase: The digital object and its experimental context 6.4. Second phase: The non-digital object and a new experimental context 6.5. Discussion 6.6. Conclusion 6.7. Appendix 6.8. References 7 Creating a Sound Garden: Transforming Recycled Materials into Objects for Learning 7.1. Introduction 7.2. Objects for learning 7.3. Methodology 7.4. Results 7.5. Discussion 7.6. Conclusion 7.7. References 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