<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Rasinen, Aki</style></author><author><style face="normal" font="default" size="100%">Rissanen, Timo</style></author></secondary-authors><subsidiary-authors><author><style face="normal" font="default" size="100%">Robert Watson</style></author></subsidiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">From art and craft education to design and technology education: a thirty year story</style></title><secondary-title><style face="normal" font="default" size="100%">In the spirit of Uno Cygnaeus, pedagogical questions of today and tomorow</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><publisher><style face="normal" font="default" size="100%">University of Jyväskylä</style></publisher><pub-location><style face="normal" font="default" size="100%">Jyväskylä</style></pub-location><pages><style face="normal" font="default" size="100%">169-182</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In 1985, France gives up manual and technical education for Technology Education (TE); the question of the teaching of this new subject as part of general education for all arose. With this introduction, the school opened at a large part of the human activity: design, engineering and product technical objects. This paper raises some questions in connection with the study of a specific field of knowledge, that of the TE, taken in a particular context, that of the process of teaching-learning.&lt;br/&gt;Examining the process of teaching-learning in TE supposes to affirm two strong preliminary: there is something to study in TE and there would be multiple conditions of study, even different. These two points allow the distinction between the matter to be taught and the manner of teaching; that need to bring meaningful to the interactions between these two poles. The definition of learning in school situations cannot be thought without thinking the organisations of the modes of transmission of knowledge and the logic of learning of the pupils. Thus, to affirm that the teaching of TE has something to see with the industrial production of technical objects (the matter to be taught) and with the organisation of this industrial production (manner to teach it). However, this relation does not make evidence and the hierarchies established for one have direct effects on the other, facilitating or preventing such or such choice.</style></abstract><num-vols><style face="normal" font="default" size="100%">1</style></num-vols><label><style face="normal" font="default" size="100%">OS</style></label></record></records></xml>