Didactics of applied arts in vocational high schools: The development of didactic environments designed for devolution
During a design activity prescribed by a teacher, the student must define an artifact with functions, and devolution represents an alternative to teaching by mimicry. This research presents the types of didactic contract breaks or renegotiations. The aim is to identify these breaks to characterize them, and to propose ways to anticipate them and promote devolution. The results show that because of the thoughtless didactic contract, the prescribed task is sometimes not interpreted correctly and that the initial environment sometimes does not have all the prerequisites for devolution.