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 (critical conflict, dilemma, double bind, conflict) Construction of an auxiliary mean Actualization : willful action Actualization : willful action Phase 1 2 nd stimulus gives a new meaning to the problematic situation. Phase 2 2 nd stimulus becomes a mediating tool. (Engeström et Sannino, 2013, Laitinen et Sannino, 2011) 2 Overcoming the conflict

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

4. + The double-stimulation in a CL- inspired intervention Research Team 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 Phase 2 Second stimulus 1 becomes a mediating tool (Laitinen et Sannino, 2011)

5. + The double-stimulation in a CL- inspired intervention School Team 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 Phase 2 Second stimulus 2 becomes a mediating tool (Laitinen et Sannino, 2011)

6. + The double-stimulation in a CL- inspired intervention Students Team 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 Phase 2 Second stimulus 3 becomes a mediating tool (Laitinen et Sannino, 2011)

7. + The double-stimulation in a CL- inspired intervention Project Team 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 1Phase 2 Second stimulus 4 becomes a mediating tool (Laitinen et Sannino, 2011)

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