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Table of Contents
1 Cover
4 Foreword
6 PART 1: Didactics and Devolution: Specificities of Disciplines and Audiences 1 Potential of Peer-to-Peer Research and Proof Situations in Mathematics Classes and Devolutions 1.1. Introduction 1.2. Characteristics of PRP situations 1.3. Potential of PRP situations and management of devolution processes 1.4. Two examples of analysis of problems with potentials 1.5. Conclusion 1.6. Appendix: solution to the rectangle problem 1.7. References 2 Some Comparative Analysis of Mathematics and Experimental Science 2.1. Introduction 2.2. Didactics of mathematics, didactics of science: contrasting epistemological choices 2.3. Devolution versus appropriation 2.4. Investigative approach, a devolution process? 2.5. Specificity of scientific learning 2.6. Conclusion: what is the outcome of the redeployment of the subject? 2.7. References 3 Double Devolution of Action in Physical Education 3.1. Introduction 3.2. The current state of the notion of devolution in didactic writings in PE 3.3. The “veiled” presence of a double devolution of action in PE didactics 3.4. An “adaptive” backdrop in the didactic concepts of PE 3.5. An adoptive and organological perspective for the double devolution of action in physical education 3.6. From adaptation to adoption “by the double”; a few examples 3.7. Conclusion 3.8. References 4 Information and Communication Technology (ICT) in Education: An Issue that is Still Relevant Today 4.1. Introduction 4.2. Theoretical framework, devolution and digital in schools 4.3. Research field and methodology 4.4. Analysis of results 4.5. Conclusion 4.6. References 5 Reflection on the Devolution of Knowledge in French Kindergarten Teaching: Worksheets 5.1. Introduction 5.2. Contextualization and issues 5.3. Theoretical framework of the devolution of knowledge in kindergarten and the use of worksheets 5.4. Theoretical framework of devolution in French teaching 5.5. Analysis and discussion 5.6. Conclusion 5.7. References 6 Between a Willingness to Adapt and Real Devolution, what Material Works for which Form of Learning? A Case Study in a Localized Unit for Inclusive Education (Ulis) 6.1. Introduction 6.2. Theoretical frameworks 6.3. Methodology 6.4. Case study: Mathieu, teacher specializing in Ulis 6.5. Analysis and discussion 6.6. References
7 PART 2: Devolution Beyond Disciplinary Didactics 7 Before “Devolution” 7.1. Introduction 7.2. Preliminary remarks 7.3. Michel de Montaigne 7.4. Alain 7.5. Conclusion 7.6. References 8 Devolution and Problematization Among Trainee School Teachers: What Kind of Appropriation is There? 8.1. Introduction 8.2. Theoretical framework 8.3. Some results from the appropriation of this approach and these devolutions among new school teachers 8.4. Conclusion and discussion 8.5. References 9 Professional Writing as a Complex Space in Devolution 9.1. Introduction 9.2. Devolving a storytelling space–time 9.3.
