In the past twenty years, the development of technology education in France was complemented by a development of educational research in technological education. Investigations dealt with the knowledge that is to be taught in class, the way to teach that knowledge, and the way pupils learn. The work that was done by the research team 'Gestepro', in Marseille, succeeded in improving our understanding of the school situations, in particular from the point of view of the processes of teaching and learning. Based on the theories on activity, on the one hand, and, on the other hand, on an anthropological approach of technological knowledge, these investigations bring together philosophy of technology and psychology of learning. The studies presented here cover a wide domain ranging from technology education in elementary school to the training of technicians and architects. This publication is of interest for educational researchers, teachers and students who work in the domains of technology education and vocational training. As this book is fairly unique in presenting work done in France in the English language, it opens new opportunities for people in the Anglo-Saxon community to learn about French technology education research. The examples that have been chosen, the research subjects, the selected methodologies and the included bibliographies are particularly rich for those who want to widen their perspective on international technology education.
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