Le rôle des stratégies métacognitives dans le développement des compétences numériques des élèves de l’enseignement secondaire obligatoire : éducation aux médias et traitement de l’information
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INTRODUCTION. L’éducation aux médias et la maîtrise de l’information sont des éléments fondamentaux de la compétence numérique des élèves. Les enseignants ont la responsabilité de développer les compétences numériques des élèves et donc d’améliorer leur utilisation d’Internet pour l’apprentissage. Cette étude vise à répondre à la question de savoir dans quelle mesure les stratégies métacognitives des enseignants peuvent prédire l’utilisation de la part les élèves de ces compétences Internet pour l’apprentissage. MÉTHODE. À cette fin, un modèle structurel a été réalisé au moyen d’une analyse factorielle confirmatoire. Les données du questionnaire PISA 2018 auprès de 20 205 enseignants de langues ont été utilisées. Premièrement, trois dimensions d’un modèle théorique ont été validées : le soutien à l’apprentissage, l’utilisation métacognitive pour l’apprentissage et l’utilisation métacognitive dans la compréhension de la lecture. Deuxièmement, les effets causaux ont été étudiés avec une analyse de
régression et des corrélations entre les facteurs métacognitifs. RÉSULTATS. Les résultats montrent que le modèle est bien ajusté et que l’utilisation de stratégies métacognitives peut expliquer 41,5% de l’enseignement de l’utilisation appropriée d’Internet. Les résultats montrent que les enseignants qui utilisent des stratégies métacognitives lors de leur enseignement sont beaucoup plus à même d’apprendre à leurs élèves à utiliser Internet de manière appropriée. DISCUSSION. Ces résultats prédisent que la formation des enseignants devrait inclure le développement de stratégies métacognitives, telles que le partage d’expériences et la formation à des stratégies concrètes, afin qu’ils puissent améliorer leur enseignement et atteindre l’éducation aux médias chez les élèves de sorte qu’ils puissent tirer parti de l’utilisation d’Internet pour l’apprentissage.
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