Résumés
Résumé
La recherche d’information sur Internet est une activité qui pose de nombreux défis aux élèves ingénieurs et ingénieures dans le cadre de travaux universitaires. Le problème principal réside dans la capacité à rechercher efficacement l’information, tout en évaluant sa fiabilité. L’objectif de notre étude est de tester les liens entre l’engagement cognitif et affectif des élèves (N = 116) au sein d’une tâche de lecture-évaluation de documents. L’analyse des corrélations entre plusieurs variables fait ressortir un lien positif entre l’intérêt pour le sujet traité et le temps de lecture des documents, qui à son tour prédit les performances d’évaluation de la fiabilité de l’information.
Mots-clés :
- Évaluation de l’information,
- fiabilité,
- élèves ingénieurs et ingénieures,
- motivation,
- cognition
Abstract
Searching for information on the Internet is an activity that poses many challenges for engineering students in the context of academic work. The main problem lies in being able to search for information efficiently, while assessing its reliability. The aim of our study is to investigate the links between the cognitive and affective engagement of students (N = 116) during a document reading-evaluation task. An analysis of correlations among several variables revealed a positive link between interest in the topic and document reading time, which in turn predicted performance in assessing the reliability of the information.
Keywords:
- Information evaluation,
- reliability,
- engineering students,
- motivation,
- cognition
Parties annexes
Références
- Anmarkrud, Ø., Bråten, I., Florit, E. et Mason, L. (2022). The role of individual differences in sourcing: A systematic review. Educational Psychology Review, 34, 749‑792. https://doi.org/grn6hj
- Armstrong, M. (2021, 6 août). How many websites are there? Statista. https://statista.com/...
- Boubée, N. et Tricot, A. (2010). Qu’est-ce que rechercher de l’information? Presses de l’ENSSIB.
- Bråten, I., Brante, E. W. et Strømsø, H. I. (2019). Teaching sourcing in upper secondary school: A comprehensive sourcing intervention with follow‐up data. Reading Research Quarterly, 54(4), 481‑505. https://doi.org/10.1002/rrq.253
- Britt, M. A. et Aglinskas, C. (2002). Improving students’ ability to identify and use source information. Cognition and Instruction, 20(4), 485‑522. https://doi.org/dqpjx6
- Britt, M. A., Perfetti, C. A., Sandak, R. et Rouet, J.‑F. (1999). Content integration and source separation in learning from multiple texts. Dans S. R. Goldman, A. C. Graesser et P. van den Broek (dir.), Narrative, comprehension, causality, and coherence: Essays in honor of Tom Trabasso (p. 209‑233). Routledge. https://doi.org/n5zj
- Britt, M. A., Rouet, J. ‑F. et Durik, A. (2018). Literacy beyond text comprehension: A theory of purposeful reading. Routledge. https://doi.org/n5zn
- Clark, M. (2017). Imposed-inquiry information-seeking self-efficacy and performance of college students: A review of the literature. The Journal of Academic Librarianship, 43(5), 417‑422. https://doi.org/10.1016/j.acalib.2017.05.001
- Deci, E. L. et Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. https://doi.org/thx
- Dinet, J. et Tricot, A. (2008). Recherche d’information dans les documents électroniques. Dans A. Chevalier et A. Tricot (dir.), Ergonomie des documents électroniques (p. 35‑69). Presses universitaires de France. https://doi.org/10.3917/puf.cheva.2008.02.0035
- Gross, M. (1999). Imposed versus self-generated questions: Implications for reference practice. Reference & User Services Quarterly, 39(1), 53‑61. http://jstor.org/stable/20863675
- Gross, M. (2001). Imposed information seeking in public libraries and school library media centers: A common behaviour? Information Research, 6(2). https://informationr.net/ir/6-2/paper100a.html
- Guthrie, J. T., Wigfield, A., Metsala, J. L. et Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231‑256. https://doi.org/dqv4qv
- Karsenti, T. et Dumouchel, G. (2010). Former à la compétence informationnelle : une nécessité pour les enseignants actuels et futurs. Dans D. Boisvert (dir.), Le développement de l’intelligence informationnelle : les acteurs, les défis et la quête de sens (p. 189‑213). ASTED.
- List, A. (2021). Investigating the cognitive affective engagement model of learning from multiple texts: A structural equation modeling approach. Reading Research Quarterly, 56(4), 781‑817. https://doi.org/10.1002/rrq.361
- List, A. et Alexander, P. A. (2017). Cognitive affective engagement model of multiple source use. Educational Psychologist, 52(3), 182‑199. https://doi.org/gjk2qz
- Macedo-Rouet, M. (2022). Savoir chercher. Pour une éducation à l’évaluation de l’information. C&F éditions.
- Macedo-Rouet, M., Braasch, J. L., Britt, M. A. et Rouet, J.-F. (2013). Teaching fourth and fifth graders to evaluate information sources during text comprehension. Cognition and Instruction, 31(2), 204‑226. https://doi.org/gqpbvn
- Macedo-Rouet, M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M. et Rouet, J.-F. (2020). Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities. Journal for the Study of Education and Development, 43(1), 101‑138. https://doi.org/gpbrsc
- Macedo-Rouet, M., Saux, G., Potocki, A., Dujardin, E., Dyoniziak, Y., Pylouster, J., & Rouet, J. F. (2024). Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course. Instructional Science, 52, 1021–1054 (2024). https://doi.org/10.1007/s11251-024-09676-6
- McGrew, S. (2020). Learning to evaluate: An intervention in civic online reasoning. Computers & Education, 145, article 103711. https://doi.org/10.1016/j.compedu.2019.103711
- McGrew, S., Breakstone, J., Ortega, T., Smith, M. et Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2), 165‑193. https://doi.org/gg33q8
- McNamara, D. S. et Magliano, J. (2009). Toward a comprehensive model of comprehension. Psychology of Learning and Motivation, 51, 297‑384. https://doi.org/btnwcr
- Michelot, F. (2020). « Esprit (critique), es-tu là? » Enseigner aux compétences numériques et informationnelles, un enjeu sociétal. Revue internationale des technologies en pédagogie universitaire, 17(1), 97‑104. https://doi.org/10.18162/ritpu-2020-v17n1-17
- Parent, S. (2014). De la motivation à l’engagement : un processus multidimensionnel lié à la réussite de vos étudiants. Pédagogie collégiale, 27(3), 13‑16. https://eduq.info/xmlui/handle/11515/34326
- Pérez, A., Potocki, A., Stadtler, M., Macedo-Rouet, M., Paul, J., Salmerón, L. et Rouet, J. ‑F. (2018). Fostering teenagers’ assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions. Learning and Instruction, 58, 53‑64. https://doi.org/10.1016/j.learninstruc.2018.04.006
- Perfetti, C. A., Rouet, J.-F. et Britt, M. A. (1999). Toward a theory of documents representation. Dans H. van Oostendorp et S. R. Goldman (dir.), The construction of mental representations during reading (p. 99‑122). Lawrence Erlbaum. https://doi.org/n5zs
- Perfetti, C. A. et Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(1), 24‑33. https://doi.org/dj44sh
- Piette, J., Pons, C. M. et Giroux, L. (2007). Les jeunes et Internet : 2006 (Appropriation des nouvelles technologies). Rapport final de l’enquête menée au Québec. Ministère de la Culture et des Communications du Québec. https://numerique.banq.qc.ca/...
- Rondier, M. (2004). A. Bandura. Auto-efficacité. Le sentiment d’efficacité personnelle. L’orientation scolaire et professionnelle, 33(3), 475‑476. https://doi.org/10.4000/osp.741
- Rouet, J.-F. et Britt, M. A. (2011). Relevance processes in multiple document comprehension. Dans M. T. McCrudden, J. P. Magliano et G. Schraw (dir.), Text relevance and learning from text (p. 19‑52). Information Age Publishing.
- Rouet, J.-F., Favart, M., Britt, M. A. et Perfetti, C. A. (1997). Studying and using multiple documents in history: Effects of discipline expertise. Cognition and Instruction, 15(1), 85‑106. https://doi.org/fbh97n
- Serres, A. (2020). Dans le labyrinthe : évaluer l’information sur internet. C&F éditions.
- Stadtler, M. et Bromme, R. (2014). The content-source integration model: A taxonomic description of how readers comprehend conficting scientific information. Dans D. N. Rapp et J. L. G. Braasch (dir.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (p. 379‑402). MIT Press. https://doi.org/10.7551/mitpress/9737.003.0023
- Strømsø, H. I. et Bråten, I. (2014). Students’ sourcing while reading and writing from multiple web documents. Nordic Journal of Digital Literacy, 9(2), 92‑111. https://doi.org/gs3sps
- Strømsø, H. I., Bråten, I., Britt, M. A. et Ferguson, L. E. (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction, 31(2), 176‑203. https://doi.org/ggnzds
- Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273‑1296. https://doi.org/gfjz26
- The jamovi project. (s.d.). jamovi (version 2.3.21) [logiciel de statistique]. https://jamovi.org
- Tricot, A., Sahut, G. et Lemarié, J. (2016). Le document : communication et mémoire. De Boeck Supérieur.
- Vallerand, R. J., Blais, M. R., Brière, N. M. et Pelletier, L. G. (1989). Construction et validation de l'échelle de motivation en éducation (EME). Revue canadienne des sciences du comportement, 21(3), 323-349. https://doi.org/10.1037/h0079855
- Walraven, A., Brand-Gruwel, S. et Boshuizen, H. P. (2009). How students evaluate information and sources when searching the World Wide Web for information. Computers & Education, 52(1), 234‑246. https://doi.org/10.1016/j.compedu.2008.08.003
- Zwaan, R. A., Langston, M. C. et Graesser, A. C. (1995). The construction of situation models in narrative comprehension: An event-indexing model. Psychological Science, 6(5), 292‑297. https://doi.org/cx75bb