Aprovechando los principios del aprendizaje autorregulado para mejorar la enseñanza y el aprendizaje de los métodos de investigación
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INTRODUCTION: La recherche en éducation nécessite de la maîtrise de compétences complexes, telles que la réalisation de revues de littérature, le choix de méthodologies de recherche pour répondre aux questions de recherche, ainsi que la collecte et l’analyse de données. Cependant, les enseignants en méthodes de recherche ont souvent du mal à aider les étudiants à maîtriser et à appliquer ces compétences et concepts. Fondé sur la théorie de l’apprentissage autorégulé (AAR), cet article présente une approche permettant d’intégrer les principes de l’AAR à l’enseignement des méthodes de recherche afin d’améliorer les pratiques pédagogiques et l’apprentissage des étudiants. METHODES: L’utilisation de l’approche d’analyse de contenu, nous a permis d’examiner les stratégies pédagogiques utilisées qui sont conformes aux principes de l’AAR afin d’améliorer l’enseignement des méthodes de recherche. Parmi les dispositifs pédagogiques spécifiques (Kitsantas, et al., 2025) conçus pour stimuler et promouvoir les compétences en AAR, on compte des objectifs d’apprentissage, des pistes de réflexion, des messages à retenir, des scénarios authentiques contextualisant les pratiques de recherche et des activités pédagogiques séquencées, telles que « Regardons-le ! », « Faisons- le ! » et « Fais-le ! », qui guident les étudiants depuis les démonstrations guidées jusqu’à l’application autonome. L’intégration des technologies d’apprentissage aux systèmes de gestion de l’apprentissage a également été étudiée comme un outil favorisant l’autonomie et l’apprentissage autodirigé des étudiants. RESULTATS: L’analyse a montré que l’intégration de stratégies d’AAR dans l’enseignement des méthodes de recherche offre un potentiel considérable pour favoriser l’engagement des étudiants, approfondir leur compréhension conceptuelle et renforcer leur confiance dans la conduite de recherches en éducation. Les approches guidées par l’AAR peuvent également doter les étudiants de compétences d’autorégulation transférables dans différents contextes d’enseignement. DISCUSSION: L’application des principes de l’AAR à l’enseignement des méthodes de recherche pourrait transformer la conception des programmes et des pratiques pédagogiques. L’intégration d’activités et de pratiques pédagogiques favorisant l’AAR peut améliorer la capacité des étudiants à appliquer des stratégies efficaces à leur apprentissage, ainsi que leur développement en tant qu’utilisateurs critiques de la recherche et leur développement professionnel à long terme. Les connaissances acquises mettent en évidence des implications importantes pour l’élaboration des programmes et soulignent la nécessité de futures recherches examinant l’impact des modèles pédagogiques basés sur l’AAR sur l’apprentissage des étudiants et leurs compétences en recherche, mettant en évidence le rôle transformateur que l’AAR peut jouer dans l’avancement de l’enseignement des méthodes de recherche.
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