Objects to Learn about and Objects for Learning 2. Группа авторов

Objects to Learn about and Objects for Learning 2

positive self-evaluation with private and teacher-direct...Figure 9.6. Sequence 6: understanding how the device works (Rodríguez and Moreno...

10 Chapter 10Figure 10.1. Harmonica from the trenches (1938)1Figure 10.2. Old doll from Rastro (Madrid)Figure 10.3. L’objet qui parle (The Speaking Object) store (Paris)Figure 10.4. A fragment of railway ballast from the entrance to AuschwitzFigure 10.5. The cigarette butt display8Figure 10.6. “Banquet of the Officers of the St. George Civic Guard” (1616), 201...Figure 10.7. Ticket for the number 8 tram line in AmsterdamFigure 10.8. Alfredo Di Stéphano’s soccer cleats, River Plate Museum (Buenos Air...Figure 10.9. Interview with the Dama de Elche, students aged nine to ten (2018)Figures 10.10 and 10.11. The real story of the Dama de Elche. Work by students a...

List of Tables

1 Chapter 1Table 1.1. Points of reference in upper elementary curricula for 2002, 2008 and ...Table 1.2. Indefinite placesTable 1.3. CitiesTable 1.4. Spatial containersTable 1.5. Locatable points of referenceTable 1.6. The retained points of reference and project relaunchesTable 1.7. Evaluation of points of reference through the six most frequently cor...Table 1.8. Frequency of occurrence for the most precisely identified points of r...

2 Chapter 2Table 2.1. Interactions between Koula/teacherTable 2.2. Changes in the durations of the five sequences of the calendar ritual

3 Chapter 3Table 3.1. Distribution of the corpus of maps by class level and academy

4 Chapter 4Table 4.1. Analysis of the sequence and references in the Swiss Francophone curr...Table 4.2. Session sequence with analysis of targeted cognitive skillsTable 4.3. Students’ graphical designs

5 Chapter 5Table 5.1. Description of the participantsTable 5.2. Success rate for the number of clues correctly located, in order and ...

6 Chapter 8Table 8.1. Summary of session 4Table 8.2. Proposition by T1 of an experimental protocol: episode 1Table 8.3. Manifestation of students’ existing knowledge: episode 2Table 8.4. Proposition to pair factors: episode 3Table 8.5. Student resistance – episode 4Table 8.6. Not taking changes in the students’ hypotheses into account: episode ...Table 8.7. Distribution of students’ and teachers’ topogenetic postures for the ...