Sciences and technology study and technological jobs are deserted by girls. Many measurements were set up in the study to find an issue. But not enough researches learn over this question as part of education study, in other words on the process of transmission. Indeed they ignore for instance, if certain contents, certain types of activities, certain forms of studies, certain gestures of education and scholastic shapes are better adapted to the girls than to the boys and conversely. This article is centred on these aspects and more precisely on artefacts used to mediatise the education of technology. The teacher choice of aids is made in mainly for the pedagogic interest which the object gives. Is the pedagogic interest balanced from the point of view of the question of gender if artefacts introduced in class favour objects which are, in social life, mainly used by men, women or both?

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Résumé La compréhension du monde des objets techniques figure en bonne place dans les programmes d'éducation

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Many studies have shown the importance of the socio-cultural factors that lead girls to desert scientific and technological courses. Over a long period, the contents of the French technology education (TE) college curricula may well have contributed to strengthening the feeling among girls that this discipline was better suited to boys. The choice of technical artifacts that embody the knowledge taught could be partially responsible for this. Our investigation was conducted in two stages. Firstly, we made an inventory of artifacts presented in four TE schoolbooks for the 6th grade. Secondly, we submitted this list to a population of 98 girls and boys (12-14 years). Our results indicate that most of these artifacts were categorized as mixed. However, those that are classed as masculine are more numerous than feminine one's. They are also more prevalent among girls and their number increases with age. The grouping of these artifacts by families also shows gender differences.