La fabrication d'artefacts comme moyen didactique de conceptualisation de la réalité technique

Andreucci, Colette

doi:10.4267/2042/8871

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…The major theoretical concepts of these authors were then propagated into others disciplines. As we have shown in two others recent publications (Andreucci, 2005;Andreucci & Chatoney, 2006), the majority of these concepts (such as 'contract', 'didactical setting', 'devolution', 'institutionalization phase' etc) are themselves useful tools to analyze the activity between pupils and teachers in lessons of technology in primary schools.…”

Section: The Significance Of Research Into Didacticsmentioning

confidence: 99%

The Cultural Transmission of Artefacts, Skills and Knowledge

Ginestié¹

2008

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This work details research carried out by the GESTEPRO laboratory concerning technological education; the acronym stands for 'Groupes de Recherche en Éducation Scientifique, Technologique et Professionnelle' (Research Team in Scientific, Technology and Vocational Education). The laboratory, created around five years ago, integrates the combined fields of research on learning, didactics, evaluation; a training programme which organises research into education in the Aix-Marseille region. GESTEPRO brings together researchers from diverse backgrounds such as educational, material and life and earth sciences, psychology, even different sectors of industrial engineering-people who are interested in scientific, technological and professional education. The common interest lies in a particular type of research; the processes for transmitting and applying knowledge in the specific domain of teaching methods, and the retransmission of scientific, technological and professional expertise to others. Such an approach confines the team's research to situations found in schools, middle schools, high schools, universities and professional training centres; in other words, any situation where a teacher relays knowledge to the pupils. The GESTEPRO team was established at the end of a lengthy process of creating teams for research in technological and scientific education. As far as technological education is concerned, the status of such teachings as being compulsory for all pupils in primary and secondary education, in 1985, was accompanied by an important teacher training programme, be it introductory or long term. The long term or continuous training was concerned with converting teachers of 'manual' subjects, competent in disciplines such as cookery, handicrafts, wood and metal work... into domains which were largely unfamiliar to them, like mechanical construction, electrical engineering, business economics, or even information technology. This teacher reconversion programme, conducted over a one year period due to its vastness and complexity, generated a dynamic upsurge in resource development, educational tools and teaching aids, thus helping to initiate ways of thinking which would go on to constitute the basis for university research. For the second group, introductory training progressively defined itself as the reference point required by teachers to get to grips with such knowledge, in order to put into practice a mode of teaching of which the content, application and organisation was somewhat out of the ordinary.

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Section: The Significance Of Research Into Didacticsmentioning

confidence: 99%

The Cultural Transmission of Artefacts, Skills and Knowledge

Ginestié¹

2008

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“…Following previous studies on the TSA option (Ginestié, 1992), this study examines whether such effects exist. It is more specifically concerned with theoretical models and practical investigations carried out in France in technology education (Andreucci, 2006(Andreucci, , 2008Chatoney, 2005Chatoney, , 2006Ginestié, 2008;Froment, 2002;Lebahar, 2006 ;Lebeaume, 2000;Martinand, 2003). More precisely, this research is an extension of the study on natural thinking processes in hydrodynamics (Blondin, Closset & Lafontaine, 1992) which showed the difficulties that students encounter in applying systems thinking.…”

Section: Introductionmentioning

confidence: 97%