Technical objects in French middle school: three-steps project



In this article we present a research carried out in order to understand how students (from 12 to 14 years old) relate to technical objects that are part of everyday life and mediated reality. The three-steps of the research with a mixed method are discussed: the exploratory research (57 students) in French classes; interview to 4 children; the extended research (124 students) with the final version of the questionnaire, 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.


Artefact, technical object, categorization, learning, technological education

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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