Оглавление
Группа авторов. Devolution and Autonomy in Education
Table of Contents
List of Illustrations
List of Tables
Guide
Pages
Devolution and Autonomy in Education
Foreword. The Devolution Process within the Framework of the Theory of Didactical Situations
Some observations on the didactics of mathematics and theory of didactical situations
The concept of devolution
Institutional knowledge and situational knowledge: a fundamental distinction
Devolution process
The teacher’s role in the devolution process
The student’s role in the devolution process
Open conclusion on the processes of devolution and institutionalization
References
Introduction. Subjects, Objects and Devolution: Didactic Variations on the Institution of Autonomy. 1.1. Initiation: a major process for thinking about education today, yesterday and tomorrow
1.2. Problematization; subjects and objects of devolution: educating and disciplining. 1.2.1. Objects of devolution and disciplines
1.2.2. The work of the teacher and the activity of the devolving subject
1.2.3. Objects and subjects to devolve
1.3. Structure of the work. Contemporary variations on devolution
1.4. References
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. 2.2.1. Institutional context and intellectual landscape
2.2.2. Two different scientific projects
2.3. Devolution versus appropriation. 2.3.1. On devolution
2.3.2. Origin of appropriation: unifying the approaches to “scientific and technological awakening” in elementary school2
2.4. Investigative approach, a devolution process?
2.4.1. Example of Camaret tides4
2.4.2. Generalization
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
4.2.1. Some points of reference on devolution
4.2.2. Digital technology and learning
4.2.2.1. Digital technology at school: what are its impacts on learning?
4.2.2.2. Digital technology and mediatization
4.2.2.3. Digital technology and mediation
4.2.3. Problematization, digital technology and devolution
4.3. Research field and methodology
4.3.1. The situation: the D’Col device
4.3.2. Survey methodology
4.4. Analysis of results. 4.4.1. Mediatization and devolution within the D’Col LMS
4.4.2. Mediation and devolution within the D’Col system
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. 6.2.1. Adaptation and learning supports
6.2.2. Devolution and learning supports
6.2.3. Devolution practices understood on the basis of the learning supports and the adaptations that they have
6.3. Methodology
6.4. Case study: Mathieu, teacher specializing in Ulis. 6.4.1. The teacher and the pupils enrolled in the Ulis
6.4.2. The session presented by the teacher. 6.4.2.1. Place of the session in the sequence
6.4.2.2. Synopsis of the session
6.4.3. Focusing on one of the learning supports of the session
6.5. Analysis and discussion
6.6. References
7. Before “Devolution” 7.1. Introduction
7.2. Preliminary remarks
7.3. Michel de Montaigne
7.3.1. Alternation and school forms 1 and 2
7.3.2. The work of examples
7.3.3. Curiosity and creativity
7.4. Alain
7.4.1. Modeling learning
7.4.2. Devolving devices
7.4.2.1. Limited time
7.4.2.2. Small difference and large effects
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. 8.2.1. Making the experience of learners the object of the first overall devolution in the learning process
8.2.2. Professional problems and problematization of professional practices/activities
8.2.3. A teaching approach likely to take care of these problems in order to overcome the obstacles
8.2.4. Problematization and devolution
8.2.5. Limits of a linear presentation for reporting the problematization process
8.3. Some results from the appropriation of this approach and these devolutions among new school teachers
8.3.1. Appropriation of the approach: attempts on the big loop
8.3.2. Concerning small loops (SLs)
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
9.2.1. Developing the narrative
9.2.2. From oral narrative to the devolution of writing
9.3. Developing fiction writing. 9.3.1. Becoming a character in the text
9.3.2. A fairy tale character to move beyond reporting
9.4. Devolving the text as a space for mutual understanding
9.5. Storytelling as the devolution of a professional teaching space
9.6. Conclusion
9.7. References
10. The Subject Area: Devolving One’s Own Trials
10.1. Devolving oneself
10.2. Trials as a subject area
10.3. Devolving your own trials: the passionate subject and the good teacher
10.4. Teaching about trials, maintaining the passion
10.5. References
11. A Game to Play and a Game Played: A Devolution “Under Influences” 11.1. Introduction
11.2. Thèque: a game to be played in extracurricular activity periods. 11.2.1. TAP1: a little formalized institutional context
11.2.2. The game to be devolved: thèque
11.3. A theoretical framework for thinking about the devolution of a game and the associated methodological approach. 11.3.1. A game
11.3.2. A subject
11.3.3. Methodological proposals
11.4. Jules’ influence on devolved games. 11.4.1. From the game to be devolved to the devolved game: gaps identified
11.4.2. Jules’ influence on devolution
11.5. Conclusion: towards a theory of game devolution
11.6. References
List of Authors
Index
WILEY END USER LICENSE AGREEMENT
