<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The systemic approach to technological education: effects of transferred learning in resolving a physics problem</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Aug</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">3</style></number><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">281-296</style></pages><isbn><style face="normal" font="default" size="100%">0957-7572</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The purpose of this study is to verify whether pupils (15-16 years old) who have received technology education on a systemic approach of industrial systems, are better than other pupils (of the same age but from other academic domains such as literary ones or ones that are economics-based) at solving physical science problems which involve systemic reasoning. The results show that there is a positive transfer effect of the systems approach applied to industrial automatisms on systems of another nature (hydrodynamic and electrical problems). However, this effect is less important for the pupils who study engineering sciences initiation for just 1 year (ISI) than for those who continue this education (SI) for a further year.&lt;/p&gt;</style></abstract><accession-num><style face="normal" font="default" size="100%">WOS:000307271800002</style></accession-num><notes><style face="normal" font="default" size="100%">Times Cited: 0</style></notes><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Perception by French students of the gendered nature of material artifacts studied in technology education</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://link.springer.com/article/10.1007%2Fs10798-015-9329-9</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">27</style></volume><pages><style face="normal" font="default" size="100%">1 - 18</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Perception by French students of the gendered nature of material artifacts studied in technology education</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://dx.doi.org/10.1007/s10798-015-9329-9</style></url></web-urls></urls><pub-location><style face="normal" font="default" size="100%">Marseille</style></pub-location><pages><style face="normal" font="default" size="100%">1-18</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">COM</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chatoney, Marjolaine</style></author><author><style face="normal" font="default" size="100%">Gunter, F</style></author><author><style face="normal" font="default" size="100%">Said, Fatma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Les outils de l’analyse fonctionnelle dans les pratiques enseignantes en technologie</style></title><secondary-title><style face="normal" font="default" size="100%"> Review of science, mathematics and ICT éducation</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">Imprimer cet article - Review of Science, Mathematics and ICT Education</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><pages><style face="normal" font="default" size="100%">23-38</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valérie Baranés</style></author><author><style face="normal" font="default" size="100%">J. Castéra</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">F. Said</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Le décloisonnement des disciplines scientifiques et technologique au collège: quels effets sur les élèves?</style></title><secondary-title><style face="normal" font="default" size="100%">Educational Journal of the University of Patras UNESCO Chair</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://resmicte.lis.upatras.gr/index.php/ejupUNESCOchair/article/view/2209/2296</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">148-159</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">1</style></issue><label><style face="normal" font="default" size="100%">ACLN</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Pascale Brandt‐Pomares</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">L’organisation des curricula d’éducation technologique dans différents pays européens : approche comparative et impact du point de vue du genre</style></title><secondary-title><style face="normal" font="default" size="100%">Review of science, mathematics and ICT education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">Éducation technologique</style></keyword><keyword><style  face="normal" font="default" size="100%">genre</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">septembre</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">4</style></volume><pages><style face="normal" font="default" size="100%">63-84</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Les filles s&amp;rsquo;orientent bien moins que les garçons vers les filières et les carrières technologiques. Cette contribution tente de faire la synthèse des apports fournis sur la question du rapport entre genre-curriculum et genre-pratiques de classe dans le cadre du projet Européen UPADTE (Understanding and Providing a Developmental Approach to Technology Education). Elle porte sur deux aspects : une description de l&amp;rsquo;organisation et des contenus prescrits aux différents niveaux dans différents pays (Autriche, Estonie, Finlande, France, Allemagne, Roumanie, Slovaquie, Écosse, Espagne) et une description de ce qui ressort des éléments les plus significatifs contenus dans des études de cas proposées pour favoriser le développement d&amp;rsquo;une éducation technologique qui encourage les filles.&lt;/p&gt;</style></abstract><label><style face="normal" font="default" size="100%">ACLN</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Interactions langagières en cours de technologie: le repérage des microdécisions comme approche de l'activité réciproque de l'enseignant et des élèves</style></title><secondary-title><style face="normal" font="default" size="100%">Recherches en didactique des sciences et technologiesRecherches en didactique des sciences et technologies</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Mencacci, Nicole</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Compétences et difficultés des élèves dyslexiques en situation d’étude de systèmes techniques</style></title><secondary-title><style face="normal" font="default" size="100%">Review of science, mathematics and ICT education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><volume><style face="normal" font="default" size="100%">8</style></volume><pages><style face="normal" font="default" size="100%">67-82</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">2</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Plurality and Complementarity of Approaches in Design and Technology Education</style></title><secondary-title><style face="normal" font="default" size="100%">Plurality and Complementarity of Approaches in Design and Technology Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Design and Technology Education</style></keyword><keyword><style  face="normal" font="default" size="100%">Enseignement du design et de la technologie</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2015-04-01</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Marseille, France</style></pub-location><volume><style face="normal" font="default" size="100%">29</style></volume><isbn><style face="normal" font="default" size="100%">978-2-85399-994-6</style></isbn><language><style face="normal" font="default" size="100%">English</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The overarching theme of this book is &amp;ldquo;Plurality and complementarity of approaches in design &amp;amp; technology education&amp;rdquo;. Research topics presented in this book include aspects of learning, teaching and assessing; Science, technology, engineering &amp;amp; mathematic (STEM); linked with languages. Together all these research areas are representatives of plurality and complementarity of relevant approach for design &amp;amp; technology education, but they also relate to a variety of key areas in school technology education.&lt;/p&gt;</style></abstract><call-num><style face="normal" font="default" size="100%">hal-01161553</style></call-num><notes><style face="normal" font="default" size="100%">Humanities and Social Sciences/EducationDirections of work or proceedings</style></notes><auth-address><style face="normal" font="default" size="100%">Apprentissage, Didactique, Evaluation, Formation (ADEF)</style></auth-address><remote-database-name><style face="normal" font="default" size="100%">Tice&lt;br/&gt;Inrp&lt;br/&gt;Shs&lt;br/&gt;Univ-amu</style></remote-database-name></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Perrine Martin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Investigation in sciences and technology with pupils of 3-5 years in France: Analysis of the design artifact for a sustainable education</style></title><secondary-title><style face="normal" font="default" size="100%">27th PATT</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><pub-location><style face="normal" font="default" size="100%">Christchurch - New Zealand</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">INV</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pascale Brandt‐Pomares</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author><author><style face="normal" font="default" size="100%">Roustan, Christiane</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Jean-Marie Boilevin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Groupe de Formation Professionnelle Interdisciplinaire et Transversale : Exemple de dispositif de formation professionnelle des enseignants</style></title><secondary-title><style face="normal" font="default" size="100%">Regards des didactiques des disciplines sur les pratiques et la formation des enseignants</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Analyses de pratiques</style></keyword><keyword><style  face="normal" font="default" size="100%">Apports des IUFM sur les pratiques de formation</style></keyword><keyword><style  face="normal" font="default" size="100%">Construction des compétences professionnelles</style></keyword><keyword><style  face="normal" font="default" size="100%">Didactiques</style></keyword><keyword><style  face="normal" font="default" size="100%">Enseignants débutants</style></keyword><keyword><style  face="normal" font="default" size="100%">Formation des enseignants</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">20-22 octobre</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">IUFM Midi-Pyrénées; Université Toulouse 2, le Mirail</style></publisher><pub-location><style face="normal" font="default" size="100%">Toulouse</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Cette contribution porte sur la perception qu’ont les acteurs d’un module de formation initiale d’enseignants du second degré. Ce dispositif mis en œuvre pour la première fois par 28 formateurs auprès de 435 professeurs stagiaires articule les dimensions disciplinaires, didactiques et interdisciplinaires et transversales, il interroge les relations entre didactique de la discipline enseignée et didactique professionnelle dans la construction des compétences professionnelles des enseignants.</style></abstract><label><style face="normal" font="default" size="100%">ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Pascale Brandt‐Pomares</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Cheneval-Armand, Hélène</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Eclairage sur les freins à l’orientation dans des parcours technologiques</style></title><secondary-title><style face="normal" font="default" size="100%">Colloque efficacité et équité en éducation. Symposium UPDATE</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">19-21 novembre</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">CD IUFM</style></publisher><pub-location><style face="normal" font="default" size="100%">Rennes</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Delserieys Pedregosa, A.</style></author><author><style face="normal" font="default" size="100%">Perrine Martin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Early Year's activity in sciences and technology education in France: Analysis of the design of artifact</style></title><secondary-title><style face="normal" font="default" size="100%">PATT 27th</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%"> December 2-6</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Christchurch new Zeeland</style></pub-location><pages><style face="normal" font="default" size="100%">90-99</style></pages><isbn><style face="normal" font="default" size="100%">978-0-9922497-2-4</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Cheneval-Armand, Hélène</style></author><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">CD IUFM</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Analysing potential obstacles in technological study courses</style></title><secondary-title><style face="normal" font="default" size="100%">Colloque efficacité et équité en éducation. Symposium UPDATE</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">19-21 novembre</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">CD IUFM</style></publisher><pub-location><style face="normal" font="default" size="100%">Rennes</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACTI</style></label></record><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%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Benson, Clare</style></author><author><style face="normal" font="default" size="100%">Lunt, Julie</style></author></secondary-authors><tertiary-authors><author><style face="normal" font="default" size="100%">De Vries, Marc</style></author></tertiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Primary school and technological education for everybody in France: a study of the role of technology in the educational system and changing teacher training school theses last twenty years</style></title><secondary-title><style face="normal" font="default" size="100%">International handbook of primary technology education. Reviewing the past twenty years</style></secondary-title><tertiary-title><style face="normal" font="default" size="100%">International Technology Education Studies</style></tertiary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><publisher><style face="normal" font="default" size="100%">Sense Publishers</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><pages><style face="normal" font="default" size="100%">13-28</style></pages><isbn><style face="normal" font="default" size="100%">978-94-6091-544-4</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><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><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%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Wade, Ibrahima</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author><author><style face="normal" font="default" size="100%">Diagne, Alioune</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">L'égalité filles-garçons envers la technologie: ce que nous en disent les curriculums européens</style></title><secondary-title><style face="normal" font="default" size="100%">Education technologique, Formation professionnelle et égalité des chances</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><edition><style face="normal" font="default" size="100%">ENESTP (Université Dakar) RAIFFET, UNESCO</style></edition><publisher><style face="normal" font="default" size="100%">IUFM Aix-Marseille</style></publisher><pub-location><style face="normal" font="default" size="100%">Dakar (Sénégal)</style></pub-location><pages><style face="normal" font="default" size="100%">47-58</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">OS</style></label></record><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%">Mencacci, Nicole</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Ben Kilani, Chiraz</style></author><author><style face="normal" font="default" size="100%">Jean-Marie Boilevin</style></author><author><style face="normal" font="default" size="100%">Konstantin Ravanis</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Former les enseignants à des compétences tacites? Le cas de situations en éducation technologiques. 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