8 PART 3 Points of View on Objects and Perspectives 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 11 Four Researchers’ Points of View 11.1. Overview 11.2. Anne-Laure Le Guern: Material culture and pragmatic preoccupations in training and research 11.3. Mickaël Le Mentec: Socio-educative uses of digital technologies 11.4. Jean-François Thémines: Objects between location and learning 11.5. Abdelkarim Zaid: Objects in the didactics of technology education 11.6. References 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
10 Index
List of Illustrations
1 Chapter 1Figure 1.1. The Repères d’histoire chronological timelinesFigure 1.2. Appearance of the game about geographical points of referenceFigure 1.3. Clue sentences. Translation: This leaning tower was built in 1173. I...
2 Chapter 2Figure 2.1. Lena is reading the sentence on the calendar
3 Chapter 3Figure 3.1. Base map provided to students for data collectionFigure 3.2. All of the students assessed considered social requirements (total n...Figure 3.3. A first form of a door-to-door transportation network (fifth grade, ...Figure 3.4. The need for “recreation” dominates the space on the map (fourth gra...Figure 3.5. Transportation networks, a mark of spatial reasoning (total number: ...Figure 3.6. Absence of transportation routes in a micro-zone (fifth grade (CM2))...Figure 3.7. Absence of transportation routes in a region (fifth grade (3e)). For...Figure 3.8. A network serving the entire city area (fifth grade (CM2))Figure 3.9. A network serving an entire region (ninth grade (3e)). For a color v...Figure 3.10. Legend use and knowledge of geography (total number: 1022 maps). Fo...Figure 3.11. Lou-Ann (fifth grade (CM2)) created her legend before arranging her...Figure 3.12. Sèrine (fifth grade (CM2)) created her legend after designing her i...Figure 3.13. The vocabulary used by students in legends or in annotations (total...Figure 3.14. Types of figures chosen by the students (total number: 1022 maps). ...Figure 3.15. A map by a fifth-grade (CM2) student with overhead viewFigure 3.16. Map by a fifth-grade (CM2) student with top-down view. For a color ...Figure 3.17. Map by a sixth-grade (6e) student produced using a juxtaposition of...
4 Chapter 4Figure 4.1. Two students’ scoresFigure 4.2. Analysis of the song mediating learning: Snowflakes by Hamelin3. Tra...
5 Chapter 5Figure 5.1. Overhead view of a downtown map made of Lego with the Tangible BoxFigure 5.2. Interactive map of France for identifying the cities of France and r...Figure 5.3. The central map initially used by the instructorFigure 5.4. Map and exploration of the room. On the left: the guide explores the...
6 Chapter 6Figure 6.1. Digital tool screen captureFigure 6.2. Deviation in skills in French CM (fourth/fifth grades) – weeks 1 and...Figure 6.3. Deviation in skills in math CM (fourth/fifth grades) – weeks 1, 2 an...Figure 6.4. Deviation in skills in French CM (fourth/fifth grades) – weeks 7 and...Figure 6.5. Deviation in skills in math CM (fourth/fifth grades) – weeks 7 and 8...Figure 6.6. Self-evaluation bar drawn by a studentFigure 6.7. Oscar’s self-evaluation, first sessionFigure 6.8. Axel’s self-evaluation, first sessionFigure 6.9. Max’s self-evaluation, first sessionFigure 6.10. Self-evaluations for group 1Figure 6.11. Self-evaluations for group 2. For a color version of this figure, s...Figure 6.12. Self-evaluations for group 3Figure 6.13. Extract of the comparison table for self-evaluation and the teacher...
7 Chapter 7Figure 7.1. Sound garden, work by elementary school pupils produced using recycl...Figure 7.2. Activities presented in the pupils’ creative process journalsFigure 7.3. Steps in the pupils’ creative process during the sound garden projec...Figure 7.4. Steps in the pupils’ creative process during the sound garden projec...Figure 7.5. Multivariate factors involved in the five teaching–learning sequence...
8 Chapter 8Figure 8.1. Methodology of didactic analysisFigure 8.2. Two complementary models of topogenesisFigure 8.3. The experimental protocol group poster, in processFigure 8.4. Changes in the status of objects in the environment
9 Chapter 9Figure 9.1. Sequence 1: functional use of the bell (Rodríguez and Moreno-Llanos ...Figure 9.2. Sequence 2: functional use of the metallophone instrument (Moreno-Ll...Figure 9.3. Sequence 3: functional use of a spoon tool (Rodríguez et al. 2017)Figure 9.4. Sequence