Analyse de l’agentivité transformatrice dans une activité de robotique pédagogique impliquant la résolution collaborative de problèmes
DOI:
https://doi.org/10.53967/cje-rce.5143Keywords:
transformative agency, collaborative problem solving, educational robotics, competency-based education, assessmentAbstract
Collaborative problem solving is a very important skill for pre-service teachers. Indeed, they will be called upon to solve problems daily basis and to collaborate with other members of the school team or with their students. However, the collaborative problem-solving skill remains very little documented in the research. To contribute to the understanding of this skill, we will analyze it from a new angle, that of transformative agency, and in a context of educational robotics. We mobilize activity theory as a theoretical framework and analyze a pedagogical robotics activity involving a team of four pre-service primary teachers in collaborative problem solving. The results of our analyses highlight the presence of five of the six types of transformative agency expressions. They also highlight that the collaborative problem solving in this educational robotics activity was strongly marked by conflictual situations at the individual and collective levels.
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Author Biographies
Raoul Kamga, Université du Québec à Montréal
Raoul Kamga est professeur au département de didactique de l’Université du Québec à Montréal. Il s’intéresse au développement de la compétence numérique du personnel enseignant et des élèves dans le cadre des activités de programmation informatique et de robotique pédagogique. Ses recherches abordent aussi la résolution collaborative de problèmes.
Sylvie Barma, Université Laval
Sylvie Barma est professeur titulaire à la faculté des sciences de l’éducation de l’Université Laval. Ses travaux de recherche sont en lien avec la didactique des sciences et technologie au secondaire et la compétence numérique sous l’angle de la théorie de l’activité. Ainsi, elle pose un regard socioculturel sur la formation du personnel enseignant de sciences au secondaire.
Margarida Romero, Université Côte d’Azur
Margarida Romero est professeure titulaire à l'Université Côte d'Azur (Laboratoire d'Innovation et Numérique pour l'Education, France) et professeure associée à l'Université Laval (Canada). Ses recherches sont orientées vers les usages inclusifs, humanistes et créatifs des technologies (co-design, game design et robotique pédagogique) pour le développement de la créativité, de la résolution de problèmes, de la collaboration et de la pensée computationnelle.
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