Biblio

Ginestié, J. (2010).  From art and craft education to design and technology education: a thirty year story. (Rasinen, A., & Rissanen T., Ed.).In the spirit of Uno Cygnaeus, pedagogical questions of today and tomorow. 169-182.

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Ginestié, J. (2012).  From education to training, a long way for TVET. International high-level Symposium on educational challenges in sciences, technology and ICT. New millenium learners and innovative learning environments.

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Ginestié, J. (2008).  From task to activity, a re-distribution of the roles between the teacher and the pupils. (Ginestié, J., Ed.).The cultural transmission of artefacts, skills and knowledge: Eleven studies in technology education. 225-256.

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Olympio, N.., Méhaut P.., & Dumas A.. (2013).  From upper secondary to further education: European models of post-compulsory learning. . In J. G. Janmaat, M. Duru-Bellat, P. Méhaut, & A. Green (Eds.), Dynamics and Social Consequences.. (ed., P., Ed.). 46-69.

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Scola, C., Holvoet C., Arciszewski T.., & Picard D. (2015).  Further evidence for infants’ preference for prosocial over antisocial behaviors. Infancy. 20, 684-692.

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Castéra, J.., & Clément P.. (2009).  A gender effect related to teachers’ conceptions on biological gender differences. A survey in 14 countries. (Hammann, M.., Waarlo A.. J., & K. Boersma T., Ed.).The Nature of Research in Biological Education: Old and New Perspectives on Theoretical and Methodological. 343-360.

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Félix, M-C. (2013).  Genèse d'un collectif de travail ou l'histoire de son activité productive et créatrice dans la formation à l'enseignement. Colloque international CRIFPE . Symposium 4,

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Castéra, J.., & Clément P.. (2009).  The genetic determinism of human performances. A comparison between teachers’ conceptions in Finland and France. (, & Cakmakci G.., Ed.).Contemporary Science Education Research: International Perspectives. 459-466.

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Ginestié, J. (2008).  Gestepro, a research laboratory in science, technology and vocational education. (Ginestié, J., Ed.).The cultural transmission of artefacts, skills and knowledge: Eleven studies in technology education. 3-6.

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Ginestié, J. (2013).  Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education. (William, J., & Gedera D., Ed.).Technology education for the future: a play on sustainability. 173-179.

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Ginestié, J. (2013).  Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education. (William, J., Ed.).27th PATT Conference.

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Torterat, F. (2014).  Grammaire française de l'étudiant.

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Terrien, P.. (0).  The group Jeune France. Sumidagawa, genetic approach of composition. Keele University, Royaume Uni, Music, School of Humanities and Research Institute of the Humanities..

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Brandt‐Pomares, P., Ginestié J., Roustan C., Chatoney M., & Boilevin J-M. (2010).  Groupe de Formation Professionnelle Interdisciplinaire et Transversale : Exemple de dispositif de formation professionnelle des enseignants. Regards des didactiques des disciplines sur les pratiques et la formation des enseignants.

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Calmet, M., Franchini E., & Assude T. (2014).  Handicaps simulés et outils numériques : un exemple d’utilisation en judo. La Nouvelle Revue de l'Adaptation et de la Scolarisation. 66, 253-268.

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Assude, T., & Calmet M. (2014).  «Handicaps simulés»: un outil de formation. Les Sciences de l'éducation-Pour l'Ère nouvelle. 47, 11-36.

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Mazella, A., Albaret J-M., & Picard D. (2016).  Haptic-2D: A new haptic test battery assessing the tactual abilities of sighted and visually impaired children and adolescents with two-dimensional raised materials. Research in Developmental Disabilities. 48, 103-123.

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Coiffard, C.. (2011).   On the Hausdorff dimension of exceptional random sets generated by multivariate spacings", Metrika. 7373. 359--371.

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Hérold, J-F., & Ginestié J. (2011).  Help with solving technological problems in project activities. International Journal of Technology and Design Education. 21, 55-71.

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Hérold, J-F., & Ginestié J. (2011).  Help with solving technological problems in project activities. International Journal of Technology and Design EducationInternational Journal of Technology and Design Education. 21, 55-70.

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Hérold, J-F., & Ginestié J. (2009).  Help with solving technological problems in project activities. International Journal of Technology and Design EducationInternational Journal of Technology and Design Education. On line first, 1-16 %& 1 %7 12/12/2009 %! Help with solving technological problems in project activities.

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Hérold, J-F., & Ginestié J. (2011).  Help with solving technological problems in project activities. International Journal of Technology and Design EducationInternational Journal of Technology and Design Education. 21, 55-70.

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Hérold, J-F., & Ginestié J. (2012).  Helping pupils to learn more effectively with a cognitive analysis of their activity. European Journal of Psychology EducationEuropean Journal of Psychology Education. à paraitre, à paraître.

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Leutenegger, F., & Quilio S. (2013).  Hétérogéneité et attentes différentielles: une approche de didactique comparée. Revue Suisse des Sciences de l'EducationRevue Suisse des Sciences de l'Education.

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Buisson-Fenet, H., & Verdier E. (2013).  Hiérarchie des savoirs et concurrences institutionnelles : la régulation des cartes régionales des formations professionnelles initiales. Revue française de pédagogieRevue française de pédagogie. 182(1), 19-30.

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