Résumés
Résumé
Le mouvement bricoleur (maker) connaît une popularité croissante dans les écoles du monde entier, mais la recherche, en particulier en français, est encore à un stade émergent. Cet article propose une revue de la portée des projets bricoleur dans les salles de classe de la 4e à la 8e année (secondaire 2) à l’échelle internationale, qui vise à analyser leurs descriptions, le déroulement, les outils utilisés et les retombées sur les élèves et le personnel enseignant. Sur 1 900 études initialement recensées et 68 articles scientifiques retenus aux fins d’analyse, l’étude définit trois phases principales des projets bricoleur : 1) l’inspiration et la préparation, 2) la mise en œuvre et la réalisation, et 3) la présentation et la recontextualisation, et elle souligne l’équilibre entre les outils numériques et physiques dans les études du corpus. Elle examine aussi les retombées sur les élèves à travers les dimensions affectives, sociales, disciplinaires et métacognitives, ainsi que sur le personnel en ce qui a trait aux dimensions pédagogiques, affectives et sociales. Des exemples de projets bricoleur disciplinaires, interdisciplinaires et transdisciplinaires sont présentés, illustrant l’ampleur et le potentiel du mouvement bricoleur. Ces résultats sont essentiels pour renforcer la formation enseignante, en s’appuyant sur les recommandations issues de recherches récentes, afin de favoriser la conception et l’intégration de projets bricoleur dans les salles de classe.
Mots-clés :
- bricoleur,
- formation enseignante,
- maker,
- revue de la portée,
- technologies éducatives
Abstract
The rise in popularity of the maker movement in schools is evident around the globe, yet research, particularly in French, is still in early stages. This article provides a scoping review of maker projects in grades four through eight classrooms in elementary schools from around the globe, aiming to uncover their implementation, materials used, and outcomes on students and teachers. From 1900 initial studies, 68 scientific articles were analyzed. This article outlines the three stages of maker projects: 1) inspiration and preparation, 2) implementation and realization, and 3) presentation and recontextualization, while highlighting an equal mix of digital and physical tools within the selected papers. It also discusses the impact on students across affective, social, disciplinary, and metacognitive dimensions, as well as on teachers, including pedagogical, affective, and social outcomes. Examples of disciplinary, interdisciplinary, and transdisciplinary maker projects are highlighted, showcasing the broad scope and potential of maker education. These findings are essential for strengthening teacher education with research-informed best practices for designing and integrating maker projects in classrooms.
Keywords:
- digital technologies,
- maker,
- maker education,
- scoping review,
- teacher education
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Parties annexes
Notes biographiques
Megan Cotnam-Kappel, Ph.D., est professeure agrégée en technologies éducatives à la Faculté d’éducation de l’Université d’Ottawa, Canada. Titulaire de la Chaire de recherche sur l’épanouissement numérique des communautés franco-ontariennes, ses recherches touchent les littératies et la citoyenneté numériques, la formation enseignante et les pédagogies orientées vers l’équité et le bricolage. Courriel : mcotnam@uottawa.ca
Allison Cattani-Nardelli est diplômée de l’Université d’Ottawa, Canada, a étudié la littérature et l’entrepreneuriat avant d’effectuer une maîtrise en éducation. Elle s’intéresse au mouvement bricoleur (maker), aux pédagogies alternatives, coopératives et ludiques, mais son travail concerne plus précisément les populations marginalisées, vivant en contexte minoritaire ou défavorisé. Courriel : acatt087@uottawa.ca
Patrick R. Labelle est bibliothécaire de recherche à l’Université d’Ottawa, Canada. Il travaille sur des projets de synthèse des connaissances principalement en sciences sociales et en éducation, en collaboration avec des chercheurs et des étudiants diplômés. Il est également spécialiste de l’information au sein de la Campbell Collaboration et co-instructeur à l’Evidence Synthesis Institute Canada. Courriel : plabelle@uottawa.ca
Sima Neisary, Ph.D., est titulaire d’un doctorat de la Faculté d’éducation de l’Université d’Ottawa, Canada. Ses recherches portent sur les littératies numériques et les inégalités numériques, avec un intérêt particulier pour les apprenants de la langue anglaise et les immigrants/nouveaux arrivants. Elle cherche à amplifier les voix des apprenants de la langue anglaise et des nouveaux arrivants, en plaidant pour des opportunités éducatives inclusives et équitables afin de réduire les inégalités numériques pour ceux qui risquent d’être laissés pour compte. Courriel : sneis076@uottawa.ca
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