By Margarida Romero
Full professor, Université Côte d’Azur, Nice, France
Associate professor, Université Laval, Québec, Canada

Abstract

Maker education (makerEd) engages participants in the  construction  of  digital and tangible artefacts  using  technology  (Maloy  &  Edwards,  2018).  MakerEd  activities  are  developed through design-based approaches aiming to create an artefact to provide a creative solution to a problem. Through MakerEd activities participants can be engaged on developing an idea and then designing and creating an external representation of that idea (Paavola & Miettinen, 2019; Sheridan et al., 2014). We consider co-creativity as an activity developed by a subject engaged  in  an  ill-defined  educational  robotic  task  presenting  a  conflictual  situation  that constitutes the first stimulus. This stimulus is a necessary  element  to  trigger transformative agency in response to a cognitive conflict (Engeström, & Sannino, 2013, p. 4). In this study, we evaluate co-creativity development in the context of a situated MakerEd activity through a contextual  and  emergent  approach  of  creativity  (Hämäläinen  &  Vähäsantanen,  2011)  in project-based learning in sciences education (Makkonen et al. 2021).