This research article, published on Desklib, investigates secondary students' alternative conceptions about engineering design technology. The study, conducted in Québec, explores students' understanding of foundational technology concepts through assessment items developed by science and technology teachers. The paper presents students' responses, highlighting their alternative and scientific explanations, and discusses approaches to facilitate a deeper understanding of scientific models and mechanistic reasoning. It provides an overview of the Science and Technology program in Québec, reviews relevant literature on students' intuitive conceptions, and describes the study methods, findings, and pedagogical implications. The research emphasizes the importance of recognizing students' pre-existing ideas and incorporating them into science instruction to promote conceptual change and a more robust understanding of scientific models within the context of engineering design technology and STEM education. The study highlights the integration of technology education and the development of competencies in science, technology, engineering, and mathematics.
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