Abstracts
Résumé
La capacité à résoudre des problèmes de manière collaborative constitue une compétence fondamentale pour les élèves du primaire. Les travaux de recherche se sont majoritairement focalisés sur l’analyse et l’évaluation de cette compétence chez les élèves du primaire. Cependant, peu d’attention a été portée au processus de conception des tâches visant à favoriser le développement de la résolution collaborative de problèmes chez ces élèves. Pourtant, la résolution collaborative de problèmes ne peut émerger de manière pertinente que si les tâches sont conçues de manière à encourager les élèves à collaborer. Cette recherche se concentre spécifiquement sur le processus de conception des tâches liées à la robotique pédagogique et utilise, comme cadre théorique, la théorie de l’activité d’Engeström. Les participants, composés d’enseignants du primaire et de conseillers pédagogiques, ont répondu à un questionnaire portant sur leur démarche de conception de tâches et ont participé à deux entrevues de groupes. Les résultats soulignent que la conception des tâches de robotique pédagogique, qui vise à développer la résolution collaborative de problèmes chez les élèves, est tributaire des habiletés technologiques et de conception de tâches en robotique pédagogique de la personne conceptrice. Les règles régissant la conception des tâches de robotique pédagogique incluent le temps nécessaire à leur mise en place et le travail d’équipe.
Mots-clés :
- conception des tâches,
- formation des enseignants,
- résolution collaborative de problèmes,
- robotique pédagogique,
- théorie de l’activité
Abstract
A fundamental skill for primary school students is the ability to solve problems collaboratively. Most research has focused on the analysis and assessment of this skill in primary school students. However, little attention has been paid to the process of designing tasks to foster the development of collaborative problem-solving in these students. Furthermore, collaborative problem-solving can only emerge in a meaningful way if the tasks are designed in such a way as to encourage students to collaborate. This research focuses specifically on the process of designing tasks related to educational robotics, using the theoretical framework of Engeström’s activity theory. Participants, made up of primary school teachers and educational consultants, completed a questionnaire about their task design process and took part in two group interviews. The results highlight that the design of educational robotics tasks, aimed at developing collaborative problem-solving in students, is dependent on the technological and educational robotics task design skills of the designer. The rules governing the design of educational robotics tasks include the time needed to set them up and teamwork.
Keywords:
- activity theory,
- collaborative problem-solving,
- educational robotics,
- task design,
- teacher education
Appendices
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