<?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>10</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%">Ministère de l'éducation nationale, de l'enseignement supérieur, de la recherche et de l'innovation</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Structurer la recherche en éducation, quelques éléments organisateurs et quelques problématiques</style></title><secondary-title><style face="normal" font="default" size="100%">Etats généraux de l'éducation et de la formation</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">11 mars</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Ministère de l'éducation nationale, de l'enseignement supérieur, de la recherche et de l'innovation</style></publisher><pub-location><style face="normal" font="default" size="100%">Libreville (Gabon)</style></pub-location><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%">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%">Jacques Ginestié</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></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Structurer et développer la recherche en éducation scientifique et technologique</style></title><secondary-title><style face="normal" font="default" size="100%">Troisième colloque SIEST</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%">26-28 avril</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">IUFM Aix-Marseille</style></publisher><pub-location><style face="normal" font="default" size="100%">Carthage</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><custom1><style face="normal" font="default" size="100%">Marseille</style></custom1><custom2><style face="normal" font="default" size="100%">2012</style></custom2><custom3><style face="normal" font="default" size="100%">Skholê, Volume 17</style></custom3><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%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Ben Kilani, Chiraz</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Situations didactiques, comment fonder les distinctions dans l'enseignement des sciences et des technologies</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">ISEFC - Université Tunis 1 %8 18-20 février %! Situations didactiques, comment fonder les distinctions dans l'enseignement des sciences et des technologies</style></publisher><pub-location><style face="normal" font="default" size="100%">Tunis</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><notes><style face="normal" font="default" size="100%">Congrès de la recherche en didactique des disciplines scientifiques et techniques</style></notes><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%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Education, Bindura University of Science</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Sciences &amp; Technology Education and Teacher Training: an International Network</style></title><secondary-title><style face="normal" font="default" size="100%">1st International Science &amp; Mathematics Education Conference</style></secondary-title><short-title><style face="normal" font="default" size="100%">Sciences &amp; Technology Education and Teacher Training: an International Network</style></short-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">7-9 August</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Bindura University of Science Education</style></publisher><pub-location><style face="normal" font="default" size="100%">Bindura (Zimbabwe)</style></pub-location><volume><style face="normal" font="default" size="100%">Electronic publication</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><custom1><style face="normal" font="default" size="100%">Bindura</style></custom1><custom2><style face="normal" font="default" size="100%">2013</style></custom2><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>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Système éducatif et formation des professeurs au-delà des apparences, quelles différences ? Une étude internationale sur la formation des enseignants en éducation technologique</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">Edicion los Salesianos</style></publisher><pub-location><style face="normal" font="default" size="100%">Santiago (Chili)</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">DO %Z Jacques Ginestié (coordinateur). 25 cm.</style></label></record></records></xml>