<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author><author><style face="normal" font="default" size="100%">Cheneval-Armand, Hélène</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Fadjukoff, Païvi</style></author><author><style face="normal" font="default" size="100%">Pascale Brandt‐Pomares</style></author><author><style face="normal" font="default" size="100%">Rasinen, Aki</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author><author><style face="normal" font="default" size="100%">Dakers, John</style></author></secondary-authors><tertiary-authors><author><style face="normal" font="default" size="100%">University of Jyvaskyla</style></author></tertiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Understanding and Providing a Developmental Approach to Technological Education. Thematic Priority : structuring the ERA/FP6-2005 Science and Society. French Report</style></title><secondary-title><style face="normal" font="default" size="100%">Motivating factors and barriers</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2008</style></year></dates><publisher><style face="normal" font="default" size="100%">Université de Provence, IUFM Aix-Marseille</style></publisher><pub-location><style face="normal" font="default" size="100%">Marseille</style></pub-location><pages><style face="normal" font="default" size="100%">61</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">AP</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%">Damien Givry</style></author><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Un schéma vaut-il mieux qu'un long discours ? Effets de l'utilisation de deux types de registres sémiotiques sur la mobilisation des idées des élèves de Seconde lors d'une évaluation sur les propriétés des gaz</style></title><secondary-title><style face="normal" font="default" size="100%">Education &amp; DidactiqueEducation &amp; Didactique</style></secondary-title></titles><dates><pub-dates><date><style  face="normal" font="default" size="100%">à paraître</style></date></pub-dates></dates><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%">Damien Givry</style></author><author><style face="normal" font="default" size="100%">Colette Andreucci</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Un schéma vaut-il mieux qu'un long discours ? </style></title><secondary-title><style face="normal" font="default" size="100%">Éducation et didactique</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%">&lt;hal-01201751&gt;</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">119-141</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">11</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><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%">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%">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%">Impedovo, Maria-Antonietta</style></author><author><style face="normal" font="default" size="100%">Andreucci, Colette</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Co-élaboration de connaissances nouvelles : du modèle théorique à ses outils technologiques</style></title><secondary-title><style face="normal" font="default" size="100%">STICEF - Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation</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%">http://sticef.org</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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></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%">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. 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