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DOUBLE STIMULATION AND THE CONSTRUCTION OF MEDIATING TOOLS TO HELP AT-RISK STUDENTS

DOUBLE STIMULATION AND THE CONSTRUCTION OF MEDIATING TOOLS TO HELP AT-RISK STUDENTS. Sylvie Barma and Bruno Lemieux C_US ISCAR conference 1-3rd July Quebec city Canada. D ouble-stimulation: 1st epistemological principal of the CL.

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DOUBLE STIMULATION AND THE CONSTRUCTION OF MEDIATING TOOLS TO HELP AT-RISK STUDENTS

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  1. DOUBLE STIMULATION AND THE CONSTRUCTION OF MEDIATING TOOLS TO HELP AT-RISK STUDENTS Sylvie Barma and Bruno Lemieux C_US ISCAR conference 1-3rd July Quebec city Canada

  2. Double-stimulation: 1st epistemological principal of the CL Problem(criticalconflict, dilemma, double bind, conflict) Construction of an auxiliarymean Phase 1 Phase 2 Actualization : willful action Overcoming the conflict 2nd stimulus gives a new meaning to the problematic situation. 2nd stimulus becomes a mediatingtool. (Engeström et Sannino, 2013, Laitinen et Sannino, 2011)

  3. Problematic situation The need state phase1 phase2 phase1 phase2 phase1 phase2 phase1 phase2 Second stimulus 3 Second stimulus 4 Second stimulus 1 Second stimulus 2 Double stimulation and chain of agentive actions

  4. The double-stimulation in a CL- inspired interventionResearch Team First stimulus- The need state (Sharing the contradictory challenge) Need for a highly skilled science and technology workforce and need to increase students’ scholastic motivation Modelling and evaluating a FAST projectunder the perspective of a schoolbased business Phase 2 Phase 1 Co-designing an “alternance” program in S&T in a school environment for Secondary – Cycle 2 students (FAST) Second stimulus 1: Interventionists|researcherscontribute artifacts and tools (mirror) Second stimulus 1 becomes a mediatingtool (Laitinen et Sannino, 2011)

  5. The double-stimulation in a CL- inspired interventionSchool Team First stimulus- The need state (Sharing the contradictory challenge) Need to increase students’ scholastic motivationand school success Transformation of the learningenvironment, division of labour and rules to create a school-based business Phase 2 Phase 1 PartnershipwithResearch team and externalinterventionnists Second stimulus 2: Student engagement in organisational transformation Second stimulus 2 becomes a mediatingtool (Laitinen et Sannino, 2011)

  6. The double-stimulation in a CL- inspired interventionStudents Team First stimulus- The need state (Sharing the contradictory challenge) Need to increase scholastic motivation and Avoid school exclusion Voluntary Co-designing FAST in school : creating a product (t-shirt with logo) in an “alternance” context of School based business Phase 2 Phase 1 Engaging in self-evaluation of one’sown motivation Second stimulus 3 becomes a mediatingtool Second stimulus 3: FAST project and interventionist teams (Laitinen et Sannino, 2011)

  7. The double-stimulation in a CL- inspired interventionProject Team First stimulus- The need state (Sharing the contradictory challenge) Need to help students increase scholastic motivation in different environmentsand school success in S&T Phase 1 Establishment of a partnershipwith the FAST research team, the school team and the students Developing the division of labour, rules and toolsamongexternalinterventionists in an ‘’alternance’’ context Phase 2 Second stimulus 4: Engagingwithstudents in an school-based Business model Second stimulus 4 becomes a mediatingtool (Laitinen et Sannino, 2011)

  8. Lack of scolastic motivation Student team Research team School team Project team phase1 phase2 phase1 phase2 phase1 phase2 phase1 phase2 Modeling FAST Logo and Tshirt Supporting a business model in school Parternship Double stimulation and chain of agentive actions in FAST

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