{"id":1683,"date":"2023-10-17T17:16:00","date_gmt":"2023-10-17T17:16:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1683"},"modified":"2024-02-13T14:39:42","modified_gmt":"2024-02-13T14:39:42","slug":"developing-online-research-skills-in-a-lower-secondary-school-the-viewpoint-of-students","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/developing-online-research-skills-in-a-lower-secondary-school-the-viewpoint-of-students\/","title":{"rendered":"D\u00e9velopper les comp\u00e9tences de recherche en ligne dans une \u00e9cole secondaire inf\u00e9rieure : Le point de vue des \u00e9l\u00e8ves"},"content":{"rendered":"<p>Dans ma th\u00e8se (Alamett\u00e4l\u00e4, 2022), j'ai \u00e9tudi\u00e9 la mani\u00e8re dont les enseignants du secondaire inf\u00e9rieur (n=3) ont d\u00e9velopp\u00e9 leurs pratiques d'enseignement des comp\u00e9tences de recherche en ligne apr\u00e8s avoir \u00e9t\u00e9 initi\u00e9s \u00e0 un cadre p\u00e9dagogique, le Guided Inquiry Design (Kuhlthau, Manioites &amp; Caspari, 2015), et j'ai examin\u00e9 les effets \u00e0 court et \u00e0 long terme de l'intervention sur les \u00e9l\u00e8ves (n=58). Il s'agissait d'une \u00e9tude longitudinale : J'ai suivi les m\u00eames \u00e9l\u00e8ves de la 7e \u00e0 la 8e ann\u00e9e. Au cours de ces deux ann\u00e9es, les \u00e9l\u00e8ves ont particip\u00e9 \u00e0 trois cours d'intervention p\u00e9dagogique ax\u00e9s sur diff\u00e9rentes t\u00e2ches secondaires de la recherche en ligne : la recherche d'informations, l'\u00e9valuation et l'utilisation. Le groupe de contr\u00f4le a re\u00e7u un enseignement standard bas\u00e9 sur le programme scolaire. Les r\u00e9sultats ont montr\u00e9 que l'intervention avait un effet positif imm\u00e9diatement apr\u00e8s l'intervention, mais que cet effet ne durait pas jusqu'\u00e0 l'ann\u00e9e suivante (Alamett\u00e4l\u00e4, 2022). Il est donc important d'\u00e9tudier comment les \u00e9tudiants eux-m\u00eames ont v\u00e9cu l'intervention et comment ils ont r\u00e9fl\u00e9chi \u00e0 leur propre travail et \u00e0 leur apprentissage apr\u00e8s les cours d'intervention.<\/p>\n\n\n\n<p>Il n'existe que quelques \u00e9tudes d'intervention relatives \u00e0 l'enseignement des comp\u00e9tences de recherche en ligne ou des comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information dans les \u00e9tablissements d'enseignement secondaire inf\u00e9rieur, et encore moins d'\u00e9tudes portant sur les exp\u00e9riences des \u00e9l\u00e8ves. Mon \u00e9tude a fourni le point de vue des \u00e9l\u00e8ves sur le sujet. Dans cet article, je me suis concentr\u00e9e sur la fa\u00e7on dont les \u00e9l\u00e8ves eux-m\u00eames ont v\u00e9cu l'intervention et sur leurs propres actions pendant les cours d'intervention.<\/p>\n\n\n\n<p>Les questions de recherche sont les suivantes :<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Quel type de nouvelles comp\u00e9tences les \u00e9l\u00e8ves ont-ils eu l'impression d'acqu\u00e9rir au cours de l'intervention ?<\/li>\n\n\n\n<li>Comment les \u00e9l\u00e8ves ont-ils indiqu\u00e9 qu'ils avaient travaill\u00e9 pendant l'intervention ?<\/li>\n\n\n\n<li>Quels types de difficult\u00e9s les \u00e9l\u00e8ves ont-ils signal\u00e9 avoir rencontr\u00e9es au cours de l'intervention ?<\/li>\n\n\n\n<li>Quelle est la corr\u00e9lation entre les exp\u00e9riences d'apprentissage, le travail en classe et les d\u00e9fis des \u00e9l\u00e8ves ?<\/li>\n<\/ol>\n\n\n\n<p>J'ai collect\u00e9 les donn\u00e9es entre 2015 et 2017. Gr\u00e2ce au questionnaire, j'ai enqu\u00eat\u00e9 sur les exp\u00e9riences d'apprentissage, le travail en classe et les difficult\u00e9s rencontr\u00e9es par les \u00e9tudiants pendant les cours d'intervention. J'ai analys\u00e9 les donn\u00e9es \u00e0 l'aide de m\u00e9thodes quantitatives.<\/p>\n\n\n\n<p>Les r\u00e9sultats ont montr\u00e9 qu'en ce qui concerne les comp\u00e9tences de recherche en ligne, les \u00e9tudiants ont d\u00e9clar\u00e9 avoir appris le plus de choses pendant le premier cours d'intervention. Cependant, les \u00e9tudiants ont d\u00e9clar\u00e9 avoir appris plus que des comp\u00e9tences de recherche en ligne, en ce sens qu'ils ont \u00e9galement appris le contenu de la mati\u00e8re et les pratiques de travail. Selon les \u00e9tudiants, leur travail en classe \u00e9tait assez exemplaire ; ils avaient le sentiment d'avoir suivi les instructions de l'enseignant. Les \u00e9tudiants n'ont pas signal\u00e9 de probl\u00e8mes majeurs. Le plus difficile pour eux a \u00e9t\u00e9 de planifier le travail et d'utiliser le journal d'enqu\u00eate.<\/p>\n\n\n\n<p>L'analyse des corr\u00e9lations montre qu'un bon travail en classe est li\u00e9 \u00e0 des exp\u00e9riences d'apprentissage positives. Une corr\u00e9lation n\u00e9gative a \u00e9t\u00e9 constat\u00e9e entre le travail en classe et les d\u00e9fis per\u00e7us : plus le travail en classe est de qualit\u00e9, moins il y a de d\u00e9fis \u00e0 relever. Il n'y avait pas de corr\u00e9lation significative entre les exp\u00e9riences d'apprentissage et les d\u00e9fis, dans un sens ou dans l'autre. Les m\u00eames r\u00e9sultats ont \u00e9t\u00e9 observ\u00e9s apr\u00e8s chaque cours d'intervention.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Alamett\u00e4l\u00e4, T. (2022). Development of online research skills among lower secondary school students: The roles of formal instruction and personal factors. [Doctoral dissertation]. Tampere University. Retrieved from https:\/\/urn.fi\/URN:ISBN:978-952-03-2248-9<\/li>\n\n\n\n<li>Kuhlthau, C. C., Maniotes, L. K., &amp; Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century. Santa Barbara, CA: Libraries Unlimited.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Tuulikki Alamett\u00e4l\u00e4<\/strong><br><em>Universit\u00e9 d'Oulu, Finlande ;<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>In my dissertation (Alamett\u00e4l\u00e4, 2022), I investigated how lower secondary school teachers (n=3) developed their instruction practices of online research skills after having been introduced to a pedagogical framework, Guided Inquiry Design (Kuhlthau, Manioites &amp; Caspari, 2015), and examined the short- and long-term effects of the intervention on students (n=58). It was a longitudinal study: [&hellip;]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[35],"tags":[54,53],"class_list":["post-1683","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"trp-custom-language-flag":false},"uagb_author_info":{"display_name":"InLitAs","author_link":"https:\/\/inlitas.org\/fr\/author\/admin\/"},"uagb_comment_info":0,"uagb_excerpt":"In my dissertation (Alamett\u00e4l\u00e4, 2022), I investigated how lower secondary school teachers (n=3) developed their instruction practices of online research skills after having been introduced to a pedagogical framework, Guided Inquiry Design (Kuhlthau, Manioites &amp; Caspari, 2015), and examined the short- and long-term effects of the intervention on students (n=58). It was a longitudinal study:\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1683","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/comments?post=1683"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1683\/revisions"}],"predecessor-version":[{"id":1684,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1683\/revisions\/1684"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1683"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1683"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1683"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}