Technical Objects Between Categorisation and Learning: An exploratory case study in French middle school
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Published
Jun 1, 2015
Main Article Content
Abstract
In this article we present exploratory research carried out
in order to understand how students (from 12 to 14 years
old) relate to technical objects. It uses technical objects
that are part of everyday life and mediated reality. A
questionnaire was administered to 57 students in French
classes. The questionnaire was composed of three parts:
1) the detection of technical characteristics of objects; 2)
the ability to create relationships between objects; and 3)
the direct use of technical objects and personal interest in
sciences and technology. The results show the complexity
of the relationship with technical objects and the need for
an educational mediated intervention of design and
technology education.
in order to understand how students (from 12 to 14 years
old) relate to technical objects. It uses technical objects
that are part of everyday life and mediated reality. A
questionnaire was administered to 57 students in French
classes. The questionnaire was composed of three parts:
1) the detection of technical characteristics of objects; 2)
the ability to create relationships between objects; and 3)
the direct use of technical objects and personal interest in
sciences and technology. The results show the complexity
of the relationship with technical objects and the need for
an educational mediated intervention of design and
technology education.
Article Details
How to Cite
IMPEDOVO, Maria.
Technical Objects Between Categorisation and Learning: An exploratory case study in French middle school.
Design and Technology Education: an International Journal, [S.l.], v. 20, n. 2, june 2015.
ISSN 1360-1431.
Available at: <https://www.ariadne.ac.uk/DATE/article/view/2041>. Date accessed: 04 july 2022.
Keywords
artefact, technical object, categorisation, learning, technological education.
Section
Research
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