Zobrazeno 1 - 10
of 29
pro vyhledávání: '"Marjolaine, Chatoney"'
Publikováno v:
Review of Science, Mathematics and ICT Education, Vol 10, Iss 1, Pp 23-38 (2016)
The study of technical systems is central to technological education. It allows us to understand the complexity of the systems in their pluri-technical dimension. In education, it generally leans toward approaches of analysis functions, structure or
Externí odkaz:
https://doaj.org/article/db59ca5772f24073890ed56c46e5f22e
Autor:
MARJOLAINE CHATONEY, NICOLE MENCACCI
Publikováno v:
Review of Science, Mathematics and ICT Education, Vol 8, Iss 2, Pp 67-82 (2014)
For the law voted in 2005 about disabled people in France, we have known that disciplines such as languages, mathematics, drawing or sports activities are schooling spaces of adaptation for pupils whose disability is not psychiatric origin. Experimen
Externí odkaz:
https://doaj.org/article/0ee5a9808a1e4a76956556babd997078
Publikováno v:
Review of Science, Mathematics and ICT Education, Vol 4, Iss 2, Pp 63-84 (2010)
Girls are moving to technology education and careers less than boys. This paper attempts to summarize the inputs provided on the question of the relationship between gender and cur-riculum and gender-class practices within the European project UPADTE
Externí odkaz:
https://doaj.org/article/87ae5f17a2ac43db810217a029784b8a
Autor:
Marjolaine Chatoney, Fabrice Gunther
Publikováno v:
Contemporary Issues in Technology Education ISBN: 9789811677182
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c662eda09f1aea52ff8bd7be6aa6900a
https://doi.org/10.1007/978-981-16-7719-9_10
https://doi.org/10.1007/978-981-16-7719-9_10
Publikováno v:
Research in Science and Technological Education
Research in Science and Technological Education, Taylor & Francis (Routledge), 2020, ⟨10.1080/02635143.2020.1779050⟩
Research in Science and Technological Education, Taylor & Francis (Routledge), 2020, ⟨10.1080/02635143.2020.1779050⟩
International audience; BackgroundMany researchers have investigated student reasoning in Newtonian mechanics. In 1979 Viennot revealed that most students associate the concept of force with the velocity or acceleration of a motion. Forty years later
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::542f80f2c8b83b0eccace2f214f13b82
https://hal-amu.archives-ouvertes.fr/hal-02473587
https://hal-amu.archives-ouvertes.fr/hal-02473587
Autor:
Colette, Andreucci1 colette.andreucci@ens-lyon.fr, Marjolaine, Chatoney2 marjolaine.chatoney@univ-amu.fr
Publikováno v:
International Journal of Technology & Design Education. Mar2017, Vol. 27 Issue 1, p1-18. 18p.