Analyse du processus de construction de connaissances dans des activités de programmation à l’école

Abstract

The introduction of programming activities in the classroom has given rise to a variety of teaching methods. Some methods focus on learning to code while others take a creative programming approach (Resnick & Rusk, 2020). This study looks at creative programming as an opportunity for students to develop their reasoning skills. Drawing from both mathematics teaching and creative programming practices, we identify the elements of informatics thinking and use them to analyze the behaviour of students during a programming task in educational robotics. We also apply certain conceptual tools from both the field of mathematics teaching and the framework of informatics thinking in the course of our study. Creative programming practices provide six factors for analyzing how the students approached situational problems, framed the problems, learned the code, and developed the programs. From a didactics perspective, we use the components of DeBlois’ model (2001, 2003) for interpreting cognitive activities to analyze elements in the knowledge-building process. Our article ends with a comparison of the benefits of each analytical framework, which could have implications for teacher training on programming in the classroom.