{"id":624,"date":"2019-09-19T11:29:01","date_gmt":"2019-09-19T09:29:01","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=624"},"modified":"2020-02-11T08:55:51","modified_gmt":"2020-02-11T07:55:51","slug":"la-mode-des-classes-flexibles-entre-militantisme-et-evidences-scientifiques","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/la-mode-des-classes-flexibles-entre-militantisme-et-evidences-scientifiques\/","title":{"rendered":"La mode des classes flexibles. Entre militantisme et \u00e9vidences scientifiques"},"content":{"rendered":"
Tout d\u2019abord, le concept de \u201cflexible classroom\u201d ne semble pas nouveau. On trouve d\u00e9j\u00e0 ce terme en 1974 (https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/j.1944-9720.1974.tb02597.x<\/a>) et l’on pourrait citer de nombreux auteurs qui pr\u00f4naient la flexibilisation de l’environnement d’apprentissage d\u00e9j\u00e0 au d\u00e9but du si\u00e8cle pass\u00e9. Ensuite, ce changement semble avoir \u00e9merg\u00e9 dans les universit\u00e9s, l\u00e0 o\u00f9 les enseignements sont plus g\u00e9n\u00e9ralement prest\u00e9s en cours magistraux. La classe flexible a ensuite \u00e9t\u00e9 absorb\u00e9e par les classes de tous les degr\u00e9s, comme pour mettre un nom sur une pratique qui, pour les petits degr\u00e9s en tous les cas, existait d\u00e9j\u00e0.<\/div>\n
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The Active Learning Space – room 333 – in Ellis Hall. Psych 397 with Cella Olmstead<\/figcaption><\/figure>\n<\/div>\n
<\/div>\n
Mais alors, qu’est-ce que “classe flexible” signifie ? \u00c0 lire les ambitions affich\u00e9es, on peut imaginer que la classe flexible permettrait un meilleur engagement des \u00e9l\u00e8ves<\/a>, une r\u00e9duction des probl\u00e8mes induits par des postures assises prolong\u00e9es<\/a>, une meilleure ad\u00e9quation de l’environnement aux besoins\/envies des apprenants<\/a>, ou encore une modification des activit\u00e9s d’apprentissage propos\u00e9es par l’enseignant\u00b7e pour \u00eatre plus en ad\u00e9quation avec les comp\u00e9tences du 21e si\u00e8cle<\/a>. Une chose semble \u00e9vidente, la classe flexible est un concept qui se nourrit grandement des injonctions d’individualisation des parcours scolaires, des leitmotivs de singularit\u00e9 de chaque enfant, et des opportunit\u00e9s commerciales all\u00e9chantes.<\/div>\n
<\/div>\n
Une d\u00e9finition que l’on peut trouver dans la litt\u00e9rature est celle de Johnson, A. W., Blackburn, M. W., Su, M. P., & Finelli, C. J. (2019). How a Flexible Classroom Affords Active Learning in Electrical Engineering. IEEE Transactions on Education, 62<\/em>(2), 91-98.<\/span> La salle de classe flexible a “des tables et des chaises d\u00e9pla\u00e7ables, qui peuvent facilement \u00eatre r\u00e9arrang\u00e9es en diff\u00e9rentes configurations” (p. 91, traduction libre). Elle est tout \u00e0 fait pragmatique et montre l’absence de projet p\u00e9dagogique au sein m\u00eame du concept.<\/div>\n
<\/div>\n
Ensuite, voyons les \u00e9tudes qui d\u00e9passent le sondage d\u2019opinion et les concepts th\u00e9oriques prometteurs :<\/div>\n
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    \n
  • Johnson, A. W., Blackburn, M. W., Su, M. P., & Finelli, C. J. (2019). How a Flexible Classroom Affords Active Learning in Electrical Engineering. IEEE Transactions on Education, 62<\/em>(2), 91-98.<\/span> Une \u00e9tude de cas (Uni du Midwest, cours d\u2019\u00e9lectronique) qui documente une part plus grande laiss\u00e9e \u00e0 l\u2019activit\u00e9 des \u00e9tudiants lorsque l\u2019on passe de l\u2019auditoire \u00e0 la salle avec les tables en \u00eelots.<\/li>\n
  • Beery, T. A., Shell, D., Gillespie, G., & Werdman, E. (2013). The impact of learning space on teaching behaviors. Nurse Education in Practice, 13<\/em>, 382-387.<\/span> Une \u00e9tude avec m\u00e9thode mixte men\u00e9e \u00e0 l’U-Cincinnati dans la formation en sciences de l’infirmerie, qui montre l\u2019absence de diff\u00e9rence dans les gestes d\u2019enseignement, entre la classe traditionnelle et la classe collaborative.<\/li>\n
  • French, M. (2018). The Effects of Traditional Seating versus Flexible Seating on Academic Performance in a Selected Kindergarten Classroom<\/em>. Master thesis submitted to Milligan College. Retrieved from https:\/\/mcstor.library.milligan.edu\/handle\/11558\/4313.<\/span> Une \u00e9tude quantitative et syst\u00e9matique, mais uniquement sur une classe d’enfantine du Tennessee, qui montre l’absence de diff\u00e9rence dans les performances acad\u00e9miques et dans le temps de compl\u00e9tion des t\u00e2ches.<\/li>\n<\/ul>\n
    <\/div>\n
    Ainsi, si le concept est s\u00e9duisant, l\u2019\u00e9tat des connaissances scientifiques sur les classes flexibles ne permet pas de les promouvoir (ni de les rejeter d’ailleurs). Il y a peut-\u00eatre d\u2019autres int\u00e9r\u00eats non document\u00e9s actuellement par la recherche que l’on pourrait ais\u00e9ment th\u00e9oriser (p. ex., comp\u00e9tences transversales). Dit simplement, on n’a pas prouv\u00e9 le bien-fond\u00e9 des classes flexibles pour pouvoir activement les promouvoir, mais on n’a pas non plus montr\u00e9 des m\u00e9faits \u00e9ventuels pour les proscrire. Il semble donc raisonnable de dire que des recherches sont encore n\u00e9cessaires pour comprendre les relations que ces choix d’environnement peuvent avoir avec diff\u00e9rentes variables p\u00e9dagogiques\/didactiques.<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Tout d\u2019abord, le concept de \u201cflexible classroom\u201d ne semble pas nouveau. On trouve d\u00e9j\u00e0 ce terme en 1974 (https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/j.1944-9720.1974.tb02597.x) et l’on pourrait citer de nombreux auteurs qui pr\u00f4naient la flexibilisation de l’environnement d’apprentissage d\u00e9j\u00e0 au d\u00e9but du si\u00e8cle pass\u00e9. Ensuite, ce changement semble avoir \u00e9merg\u00e9 dans les universit\u00e9s, l\u00e0 o\u00f9 les enseignements sont plus g\u00e9n\u00e9ralement […]<\/p>\n","protected":false},"author":6,"featured_media":626,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-624","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"\nLa mode des classes flexibles. Entre militantisme et \u00e9vidences scientifiques | CRE\/ATE<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.unifr.ch\/create\/la-mode-des-classes-flexibles-entre-militantisme-et-evidences-scientifiques\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La mode des classes flexibles. Entre militantisme et \u00e9vidences scientifiques | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"Tout d\u2019abord, le concept de \u201cflexible classroom\u201d ne semble pas nouveau. 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