Technical Objects Between Categorisation and Learning: An exploratory case study in French middle school
DOI:
https://doi.org/10.24377/DTEIJ.article2074Keywords:
artefact, technical object, categorisation, learning, technological educationAbstract
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
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