From delegation to appropriation: characterizing effective AI interaction methods for STEM students

Team name: PEAR

External feedback & contributions : Bruno Bachimont, researcher-teacher at UTC, provided essential guidance in structuring our theoretical approach and defining the pedagogical stakes of the project.

Initial contribution: From delegation to appropriation: characterizing effective AI interaction methods for STEM students

Final contribution:

Our project evolved significantly during this second phase, moving from an initial theoretical study of interaction modes and a proposed evaluation protocol to the creation of a comprehensive "Atelier des Usages" (Workshop of Practices). This intellectual journey was shaped by two major realizations:

1. Moving from recommended methods to graded competencies

Initially, our contribution focused on defining ideal interaction methods. However, feedback from experts led to a strategic pivot: for students to truly adopt active modes (Socratic, Ignorant Schoolmaster, Adversarial), the institution must make the cognitive effort indispensable. We therefore integrated the redesign of assessments (orals based on interaction logs, portfolios) as the central lever to transform the delegatory mode into a mandatory, graded competency based on genuine appropriation.

2. AI as a support for Hermeneutics

This was our most significant conceptual leap, fueled by the concept of "calculated writing." We realized that the challenge is not just to verify if the AI is correct, but to empower the student to "answer for the use" they make of it. Our platform, https://pear.ebjrstl.com/ became the materialization of this vision: a space where students learn to inhabit this calculated writing rather than merely submitting to it.

This process strengthened our proposal by giving it systemic depth. Our solution is no longer limited to an abstract protocol; it now articulates a human infrastructure (teacher training), a tangible practice environment (the website), and a political vision (the European observatory). We are now proposing a complete pedagogical scaffold for cognitive sovereignty.

For further information, our complete report can be found at this link: https://drive.google.com/file/d/1QQ3DA6Iv5o9TdxwJ4flTwYFLja_OVd_K/view, and our website is available at: https://pear.ebjrstl.com

Video pitch

https://drive.google.com/file/d/1K5hH7SFe2-T9axvBm4VrELqiGa6bhVPx/view