The technical object, part and role in physics programmes and teaching in high school
LUC, Claude, 1998
Our research problem is the teaching of technology in a general teaching subject (physics in high school) and its relationship with the scientific teaching of this subject, a very neglected field of the relations between science and technique. 
We have analysed this investigation object through definite curricula (physics programmes in high school 7th form from 1865 to 1995) and through two real curricula parts : nine tutorials sequences of 5th form about the study of a "new" technical object (to) from physics programmes (the loudspeaker) and three tutorials sequences of scientific 7th form about the study of a more "traditional" technical object (the microscope). In the definite curricula evaluation, we have defined the to part by inventoring their number in the programmes and analysed its evolution through the time. 
We have brought out form ways of considering the tos : the "tool" approach, the "functional" approach (or external study), the "structural" approach and the "principle" approach (or internal study). we have also brought out the to curriculum ratio (construction and/or application of knowledge). In the analysis of the real curricula technological orientation we have noted the effective place of the tos in sequences. we have defined and showed (tharks to a modelling diagram) the different steps of the sequences development. We have brought out the different ways of interpreting the tos working. We have analysed the link between the different approaches to the study. In the analysis of real curricula scientifical orientation, we have noted the more or less universal and balanced feature between the activities of the levels of the set up scientifical contents modelisation and the kind of scientifical practices which have been used.