Читать книгу Objects to Learn about and Objects for Learning 1 - Группа авторов - Страница 28

By extension, we should characterize objects or artifacts in the curricular form distinguished by the two dimensions indicated by Forquin (2008): systemic and sequential. In other words, it is about investigating the synchronic and diachronic developments of teaching–learning and the functions of the objects and artifacts which are associated (Lebeaume 2019b). In technological education, technical objects or systems thus have a constitutive function for the content taught. Historically, however, in this area of teaching, these objects are sometimes viewed as having a contributory function, that is to say that they are vehicle(s) for another intention, in particular the modeling or the demonstration of a principle.