Información General

• Autores: Joël Bisault (coord.), Roselyne Le Bourgeois (coord.), Jean-François Thémines (coord.), Mickaël Le Mentec (coord.), Céline Chauvet Chanoine (coord.)
• Editores: ISTE Ltd.
• Año de publicación: 2022
• País: Reino Unido
• Idioma: inglés
• ISBN: 9781786307743
• Texto completo no disponible (Saber más ...)

Resumen

• Resulting from a conference that took place in Amiens, France, in June 2019, this book examines the place and role of objects centered in teaching practices from kindergarten to university, both in the context of France and elsewhere. These “objects for learning” are considered in their physicality as productions, work or signs that are used for learning. They become “objects to learn about” when the object itself is the learning objective. This book offers a cross-disciplinary perspective, linking the different disciplinary fields studied and the many reference sources used by the authors.

  This two-volume work offers an overview of current research on the subject, with this second volume focusing on objects in representations of space and time, then on learners’ activities in the making or use of objects, before concluding with different cultural and philosophical perspectives on objects.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Part 1. Objects and Representations of Space and Time

    • The map and the game: objects for learning geographical points of reference in elementary school

      Xavier Leroux

      págs. 3-24

      

    • The didactic use of physical objects in the kindergarten school calendar ritual: a case study

      Maria Moumoulidou

      págs. 25-43

      

    • The map in the core school, an object for learning

      Sylvie Considère, Anne Glaudel, Maud Verherve, Mickaël Glaudel

      págs. 45-73

      

    • Professional report: using a song as a mediating object for learning temporal points of reference

      Christine Croset

      págs. 75-94

      

    • Professional report: from tangible objects to interactive maps for moving around and learning an area - Two examples with people with visual impairments

      Quentin Chibaudel, Lachezar Dimitrov, Bernard Oriola, Christophe Jouffrais, Katerina Fibigerova, Valérie Tartas

      págs. 95-110

      

  • Part 2. Objects and Traces of the Activity

    • From the self-evaluation object to the learning subject

      Sylvie Gruber Jost

      págs. 113-143

      

    • Creating a sound garden: transforming recycled materials into objects for learning

      John Didier, Marion Botella, Rachel Attanasio, Marie-Dominique Lambert

      págs. 145-165

      

    • The experimental protocol poster in a "preschool" class: an object for learning or an object to learn about?

      Corinne Marlot, Christine Riat, Patrick Roy

      págs. 167-191

      

    • Challenges in first-years schools: early manifestations of executive function

      Irene Guevara de Haro, Iván Moreno Llanos, Lucía Romero, Laura A. Zapardiel, Cintia Rodríguez Garrido

      págs. 193-209

      

  • Part 3. Points of View on Objects and Perspectives

    • A cultural viewpoint about objects: objects that narrate cultures and emotions

      José Luis de los Reyes Leoz

      págs. 213-227

      

    • Four researchers' points of view

      Roselyne Le Bourgeois, Anne Laure Le Guern, Mickaël Le Mentec, Jean-François Thémines, Abdelkarim Zaid

      págs. 229-242

      

    • The object stance: philosophical perspectives

      Alain Panero

      págs. 243-265