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A questionnaire administered to 57 students in French classes examines three dimensions: detecting technical characteristics, forming relationships between objects, and using technical objects in relation to personal interest in science and technology. Findings highlight the complexity of students’ relationships with technical artefacts and the need for educational mediated intervention in design and technology education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technical-objects-between-categorisation-and-learning-an-exploratory-case-study-in-french-middle-school/600701/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technical-objects-between-categorisation-and-learning-an-exploratory-case-study-in-french-middle-school/600701.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about students and technical objects?","Question",{"text":112,"@type":113},"The study investigates how 12–14-year-old students relate to technical objects that are part of everyday life and mediated reality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the student survey structured in the research?",{"text":117,"@type":113},"The questionnaire contained three parts: detecting technical characteristics, creating relationships between objects, and using technical objects connected to personal interest in sciences and technology.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about teaching technical objects?",{"text":121,"@type":113},"Results show the relationship with technical objects is complex, indicating the need for an educational mediated intervention in design and technology education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600701,1792756291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Technical Objects Between Categorisation and Learning:  \nAn exploratory case study in French middle school Impedovo, M.A; Andreucci, C. ; Delserieys-Pedregosa A. ; Coiffard, C. ; Ginestié, J. Aix-Marseille Université, ENS Lyon, ADEF EA4671  \n13248, Marseille, France  \nRESEARCH  \n32  \nAbstract  \nIn this article we present exploratory research carried out in order to understand how students (from 12 to 14 years old) relate to technical objects. It uses technical objects that are part of everyday life and mediated reality. A questionnaire was administered to 57 students in French classes. The questionnaire was composed of three parts:  \n1) the detection of technical characteristics of objects; 2) the ability to create relationships between objects; and 3) the direct use of technical objects and personal interest in sciences and technology. The results show the complexity of the relationship with technical objects and the need for an educational mediated intervention of design and technology education.  \nKey words  \nartefact, technical object, categorisation, learning, technological education.  \nThe Mediation of Technical artefacts  \nOral and written language, texts, musical and scientific instruments are all example of artefacts. This concept, infact, encompasses several kinds of objects. They are produced by human beings and serve as mediation between the subject and the environment (Vygotsky, 1978) . Several authors have stressed the social and cultural dimension of artefacts, particularly developed in the framework of the activity theory (Engeström, Miettinen & Punamaki, 1999; Leontiev, 1975) .  \nFrench research has particularly focused on the concept of a technical object (Andreucci & Ginestié, 2002; Cazenobe, 1987; Mauss, 1936; Sigault, 1990) . We can find different definitions that help to understand the specificity of this concept. An object is characterised as “technical” from the moment it brings a technique. In other words, a technical object brings an action that is traditionally effective and with considerable (physical) effect (Haudricourt, 1988; Mauss, 1936; Séris, 1994; Sigault, 1990) . Specifically, Rabardel defines technical objects as \"anything that has undergone a transformation of human origin ( ...), which is ready to be used, developed in order to be part of finalised activities1” (1995: 59) . In fact, according to Ginestié (2011), the material nature of the object integrates a human intention of manufacture: it explicitly  \ncarries the goal for which it was designed. In other words, the technical object becomes a necessary mediator in the relationship with reality (Akrich, 1987) . Understanding the characteristics of technical objects becomes necessary fora more conscious relationship with the world around us. The wide range of applications, such as biotechnology, medical implants, and genetics innovations highlights the increasingly complex and hybrid development of hightechnology. Such a context brings out the importance of establishing processes of sense-making and problem solving based on technical knowledge to allow people to take more informed choices about energy, climate issues, use of resources, etc.  \nIn this paper we will focus specifically on technical artefacts and technological literacy. Indeed, as suggested by Ineke and de Vries (2012), understanding the nature of technical artefacts is a relevant part of technological literacy. The specificity of technical artefacts has long suffered from a lack of attention and reflection. In particular, the research has shown a limited interest in technical objects and on the cognitive implications derived by their social use (Andreucci, 1990, 2003, 2007; Andreucci & Roux, 1992) . Considering this perspective, the purpose of this article is to understand the relationship experienced by students in the middle of technological literacy education at school. This relationship is influenced both by a cognitive dimension and by the learning process. To understan","cbCais385CFJR1Cf","https://ap.wps.com/l/cbCais385CFJR1Cf","pdf",167921,14,"English","# Abstract\n# The Mediation of Technical Artefacts\n## Technical object definitions and theories\n# Categorisation of Technical Objects\n## Knowledge organization and categorisation processes","[{\"question\":\"What question does the study investigate about students and technical objects?\",\"answer\":\"The study investigates how 12–14-year-old students relate to technical objects that are part of everyday life and mediated reality.\"},{\"question\":\"How was the student survey structured in the research?\",\"answer\":\"The questionnaire contained three parts: detecting technical characteristics, creating relationships between objects, and using technical objects connected to personal interest in sciences and technology.\"},{\"question\":\"What do the results indicate about teaching technical objects?\",\"answer\":\"Results show the relationship with technical objects is complex, indicating the need for an educational mediated intervention in design and technology education.\"}]","Technical Objects Between Categorisation and Learning - An exploratory case study in French middle school | PDF",1792091211,35]