<?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%">Delserieys Pedregosa, A.</style></author><author><style face="normal" font="default" size="100%">Jean-Marie Boilevin</style></author><author><style face="normal" font="default" size="100%">Pascale Brandt‐Pomares</style></author><author><style face="normal" font="default" size="100%">Damien Givry</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%">Enseignement intégré de science et technologie, quels enjeux ?</style></title><secondary-title><style face="normal" font="default" size="100%">Review of Science, Mathematics and ICT EducationReview of science, mathematics and ICT education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Science, technology, curriculum, interdisciplinarity, integrated teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year></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%">9-28</style></pages><isbn><style face="normal" font="default" size="100%">1791-261X</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Many countries are engaged in renovating science and technology teaching in secondary schools. In order to give more coherence to the content taught, the place and definition of the school subjects involved tend to be reexamined. In France, an integrated science and technology teaching program is being tested since 2006. A first analysis of the program and the way participating teachers view it has been done from the definition of several strategies to bring disciplines together. Four dimensions of school disciplinary integration have been identified to structure our reflexion. The analysis of posters produced by the teachers reveals an incomplete vision of integration and a dominant place given to notional knowledge.</style></abstract><section><style face="normal" font="default" size="100%">9</style></section><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>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></records></xml>