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 cityCanada

2

+ Double-stimulation: 1st epistemological principal of the CL

Problem (critical conflict, dilemma, double bind, conflict)

Construction of an auxiliary mean

Actualization : willful action

Phase 1

2nd stimulus gives a new meaning to the problematic situation.

Phase 2

2nd stimulus becomes a mediating tool.

(Engeström et Sannino, 2013, Laitinen et Sannino, 2011)

Overcoming the conflict

Problematic situationThe need state

phase1 phase1phase2phase2 phase1 phase2 phase2phase1

Second stimulus 1 Second stimulus 2 Second stimulus 3 Second stimulus 4

Double stimulation and chain of agentive actions

+ The double-stimulation in a CL- inspired intervention

Research TeamFirst stimulus- The need state(Sharing the contradictory challenge) Need for a highly skilled science and technology workforce and need to increase students’ scholastic motivation

Co-designing an “alternance” program in S&T in a school

environment for Secondary – Cycle 2 students (FAST)

Modelling and evaluating a FAST project under the perspective of a school based business

Phase 1

Second stimulus 1: Interventionists|researchers

contribute artifacts and tools (mirror)

Phase 2

Second stimulus 1 becomes amediating tool

(Laitinen et Sannino, 2011)

+ The double-stimulation in a CL- inspired intervention

School TeamFirst stimulus- The need state(Sharing the contradictory challenge) Need to increase students’ scholastic motivation and school success

Partnership with Research team and external interventionnists

Transformation of the learning environment, division of labour and rules to create a school-based business

Phase 1

Second stimulus 2: Student engagement in

organisational transformation

Phase 2

Second stimulus 2 becomes amediating tool

(Laitinen et Sannino, 2011)

+ The double-stimulation in a CL- inspired intervention

Students TeamFirst stimulus- The need state(Sharing the contradictory challenge) Need to increase scholastic motivation andAvoid school exclusion

Engaging in self-evaluation of one’s own motivation

Voluntary Co-designing FAST in school : creating a product (t-shirt with logo) in an “alternance” context of School based business

Phase 1

Second stimulus 3: FAST project and interventionist

teams

Phase 2

Second stimulus 3 becomes amediating tool

(Laitinen et Sannino, 2011)

+ The double-stimulation in a CL- inspired intervention

Project TeamFirst stimulus- The need state(Sharing the contradictory challenge) Need to help students increase scholastic motivation in different environments and school success in S&T

Establishment of a partnership with the FAST research team, the school

team and the students

Developing the division of labour, rules and tools among external interventionists in an ‘’alternance’’ context

Phase 1

Second stimulus 4: Engaging with students in an

school-basedBusiness model

Phase 2

Second stimulus 4 becomes amediating tool

(Laitinen et Sannino, 2011)

Lack of scolastic motivation

phase1 phase1phase2phase2 phase1 phase2 phase2phase1

Modeling FAST Parternship Logo and Tshirt Supporting a businessmodel in school

Double stimulation and chain of agentive actions

in FAST

Research team School team Student team Project team