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Education Set

coordinated by

Angela Barthes and Anne-Laure Le Guern

Volume 11

Edited by

Joël Bisault

Roselyne Le Bourgeois

Jean-François Thémines

Mickaël Le Mentec

Céline Chauvet-Chanoine

First published 2022 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:

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© ISTE Ltd 2022

The rights of Joël Bisault, Roselyne Le Bourgeois, Jean-François Thémines, Mickaël Le Mentec and Céline Chauvet-Chanoine to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s), contributor(s) or editor(s) and do not necessarily reflect the views of ISTE Group.

Library of Congress Control Number: 2021949741

British Library Cataloguing-in-Publication Data

A CIP record for this book is available from the British Library

ISBN 978-1-78630-774-3

This book is the result of the communications that took place during the conference organized by CAREF (the Amiens Center for Research in Education and Training), part of the University of Picardie Jules Verne, Amiens. This conference, entitled “ Objets pour apprendre, objets à apprendre : quelles pratiques enseignantes pour quels enjeux ?” (Objects to Learn About and Objects for Learning: Which Practices for Which Issues?), took place on June 11 and 12, 2019, following a study day on the same theme held on December 10, 2014, in Amiens.

The objective of this colloquium was to question the place and role of objects mobilized within classical or innovative pedagogical practices, from kindergarten to university, in France and in other national contexts. It favored a transversal approach that enabled a coming together of various educational fields (disciplines, subjects, fields of activity), comparing the views of practitioners, trainers and researchers, statuses that are sometimes held cumulatively by the same individuals. From this perspective, the work of the conference focused on the objects that teachers and educators use, ask for, call upon, interrogate or create, together with their pupils, in the various educational fields.

We consider an object to be a “learning object” if it is included within a teaching–learning project. The use of one or more objects results from a pedagogical choice made by the teacher or the facilitator; this choice, restricted to a greater or lesser degree by the institution, is more generally an educational decision, or a policy decision. This object must be considered both in its materiality that permits engagement with the senses and under other aspects – the object as a production, as a creation, as a symbol, etc. – enabling it to be engaged in a variety of ways, both material and intellectual. It is generally considered not on its own but within a wider set of objects, functions and uses that form a system within or outside the educational context. Moreover, each object is generally involved in a set of relationships: it can also be considered singular or general, contingent or universal, moving from uniqueness to collection or series, from its singularity to the category that encompasses it, the same term sometimes pointing to these different definitions. These “objects for learning” are also “objects to learn about” when the learning objective for the pupils or for the teachers is the object itself: the term “object” then covers a set of knowledge and skills associated with a specific area of learning.

Choosing these objects, the ways in which one makes use of them and the effects that one expects from them are first and foremost a matter of the point(s) of view: these points of view can be very different according to the field in which these objects are apprehended or according to the educational level. The status and nature of the objects in the classroom are diverse, as Joël Lebeaume analyzes in the introductory text to this book: some exist outside school, others are designed specifically for educational or, more specifically, school uses; some of them remain school objects despite being obsolete in everyday life (the Roberval balance 1, the 4.5 V battery 2); conversely, others have disappeared from schools (slide rules, spirit duplicators and other now-vintage objects). Certain objects are integrated into the school tradition and are iconic of particular disciplines (geography wall maps, the compass, the set square, the microscope, the chronological timeline and flash cards), areas of learning (temporal and spatial points of reference, learning about the world 3, etc.) or even more generally of the school (posters, mascots, etc.). Furthermore, the generalization of information and communication technologies legitimizes the introduction or integration of new objects or systems in the classroom.