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International Journal of Technology and Design Education

Erschienen in:

11.09.2015

Perception by French students of the gendered nature of material artifacts studied in technology education

verfasst von: Andreucci Colette, Chatoney Marjolaine

Erschienen in: International Journal of Technology and Design Education | Ausgabe 1/2017

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Abstract

Many studies have shown the importance of the socio-cultural factors that lead girls to desert scientific and technological courses. Over a long period, the contents of the French technology education (TE) college curricula may well have contributed to strengthening the feeling among girls that this discipline was better suited to boys. The choice of technical artifacts that embody the knowledge taught could be partially responsible for this. Our investigation was conducted in two stages. Firstly, we made an inventory of artifacts presented in four TE schoolbooks for the 6th grade. Secondly, we submitted this list to a population of 98 girls and boys (12–14 years). Our results indicate that most of these artifacts were categorized as mixed. However, those that are classed as masculine are more numerous than feminine one’s. They are also more prevalent among girls and their number increases with age. The grouping of these artifacts by families also shows gender differences.

Nächster Artikel Mediation of artefacts, tools and technical objects: an international and french perspective

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Titel: Perception by French students of the gendered nature of material artifacts studied in technology education
verfasst von: Andreucci Colette
Chatoney Marjolaine
Publikationsdatum: 11.09.2015
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 1/2017
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-015-9329-9

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