Devolution process and appropriation of the problem by students in experimental sciences

What is it about?

The method recommended by the French institutions to teach science and technology in lower secondary is the « investigative approach ». Institutional texts relating to this approach insist without ever explain on the importance of ownership of the problem by the students. This article presents a study to illuminate the concept of ownership as mentioned in official documents through the concept of devolution. The analysis is performed in the light of the theory of joint action in didactics. The methodology is based primarily on study films, made during the life science class session and earth and physical and chemical sciences. Analysis of the results shows that ownership of the problem seems to be different from the devolution concept. However, these appear to be linked. Indeed, the devolution of the problem is part ownership of the problem. Furthermore, the devolution process seems to be more the fact that the teacher of the student. This process is collectively address all the students in the class. Conversely ownership of the problem seems particularly affect the student and singular way. Thus, in our study the phenomenon of appropriation of the problem is manifested by the student during a cognitive conflict between misunderstood prior knowledge and new knowledge. The concepts of devolution and ownership could be two sides of the same the process of devolution-ownership.

Featured Image