{"id":11348,"date":"2022-03-17T11:00:01","date_gmt":"2022-03-17T10:00:01","guid":{"rendered":"http:\/\/sydologie.com\/?p=11348"},"modified":"2024-11-21T16:16:26","modified_gmt":"2024-11-21T15:16:26","slug":"entre-pedagogie-et-andragogie-le-principe-du-need-to-know","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2022\/03\/entre-pedagogie-et-andragogie-le-principe-du-need-to-know\/","title":{"rendered":"Entre P\u00e9dagogie et Andragogie : Le principe du \u00ab\u00a0Need to know\u00a0\u00bb"},"content":{"rendered":"

Un des principes de l\u2019anthropogogie telle que d\u00e9velopp\u00e9e par Knowles (1973) est le principe du Need to know, en fran\u00e7ais, le besoin de savoir.<\/strong> \u00ab Les adultes doivent savoir pourquoi ils doivent apprendre quelque chose avant d’entreprendre de l’apprendre \u00bb (Traduction tir\u00e9e de Knowles et al., 2005, p.64).
\n 
\nEn d\u2019autres termes, les adultes ont besoin de connaitre l\u2019utilit\u00e9 et la valeur du mat\u00e9riel d\u2019apprentissage avant de s\u2019en saisir.<\/strong> Tough en 1979 (oui \u00e7a date un peu) a montr\u00e9 que les adultes investissaient une \u00e9nergie consid\u00e9rable afin d\u2019\u00e9valuer les avantages et les b\u00e9n\u00e9fices qu\u2019ils retireraient d\u2019apprendre un contenu. Ils consacrent \u00e9galement de l\u2019\u00e9nergie \u00e0 \u00e9valuer les inconv\u00e9nients de ne pas apprendre un sujet donn\u00e9. L’adulte a besoin qu’on lui dise ou, mieux encore, d\u2019\u00eatre amen\u00e9 \u00e0 d\u00e9couvrir pourquoi certaines connaissances valent la peine d’\u00eatre acquises.
\n 
\n\u00c0 cet \u00e9gard, le r\u00f4le du formateur, non pas en tant qu\u2019enseignant, mais en tant que facilitateur d\u2019apprentissage, est d\u2019expliquer le but de la t\u00e2che et le r\u00e9sultat d’apprentissage attendu avant de d\u00e9buter la formation<\/strong>. Les formateurs peuvent alors choisir d’expliquer ou de fournir un aper\u00e7u des attentes d’apprentissage avant le d\u00e9but de formation et \u00e9galement un r\u00e9sum\u00e9 des comp\u00e9tences et connaissances acquises \u00e0 l\u2019issue de la formation.
\n <\/p>\n

Qu\u2019en dit la science ? <\/h2>\n

 
\nJe souhaite d\u2019abord insister sur le manque de donn\u00e9es empiriques de cette th\u00e9orie.<\/strong> Certes l\u2019on peut comme je chercherai \u00e0 le faire, rattacher les principes de l\u2019andragogie \u00e0 des th\u00e9ories de psychologie existantes. Mais sur l\u2019\u00e9tude exp\u00e9rimentale de ces principes, tr\u00e8s peu de donn\u00e9es sont fournies (Clardy, A. 2005). Je reviendrai en conclusion de cette s\u00e9rie sur une critique de l\u2019anthropogogie en appuyant notamment sur ce point.
\n 
\nPour \u00e9voquer ce premier principe, le Need to know comme source de motivation, quoi de mieux qu\u2019une th\u00e9orie sur la motivation ? Alors parlons auto-d\u00e9termination<\/strong>, une th\u00e9orie d\u00e9j\u00e0 \u00e9voqu\u00e9e sur Sydologie.
\n 
\nPour rappel, d\u2019apr\u00e8s cette th\u00e9orie, il existe trois types d\u2019\u00e9tats motivationnels<\/strong> : la motivation intrins\u00e8que, la motivation extrins\u00e8que et l\u2019amotivation.
\n 
\n– La motivation intrins\u00e8que<\/strong> correspond \u00e0 la motivation la plus pertinente, et d\u00e9crit le fait de r\u00e9aliser une activit\u00e9 pour le plaisir qui en r\u00e9sulte.
\n 
\n– La motivation extrins\u00e8que<\/strong> correspond au fait de r\u00e9aliser une activit\u00e9 du fait de contraintes et incitations externes \u00e0 l\u2019activit\u00e9 en elle-m\u00eame.
\n 
\n– Et l\u2019amotivation<\/strong> est utilis\u00e9e pour parler d\u2019un individu agissant soit sans intention (c’est-\u00e0-dire par accident), soit avec \u00e0 peine assez d’intention pour accomplir une t\u00e2che. Cette amotivation, d\u00e9crite par Deci et Ryan (1985) peut \u00eatre surmont\u00e9e via deux m\u00e9thodes. Premi\u00e8rement, en d\u00e9crivant \u00e0 l\u2019individu le lien qui existe entre l\u2019action \u00e0 r\u00e9aliser et les r\u00e9sultats souhait\u00e9s. Et, deuxi\u00e8mement, en clarifiant la capacit\u00e9 du sujet \u00e0 effectivement accomplir la t\u00e2che.
\n 
\nDans l\u2019apprentissage, donc, un apprenant motiv\u00e9 est un apprenant \u00e0 qui on a explicit\u00e9 le lien entre objectifs, r\u00e9sultats escompt\u00e9s et capacit\u00e9 \u00e0 r\u00e9aliser<\/strong> l\u2019apprentissage.
\n 
\nPour conclure, ne pas savoir pourquoi apprendre quelque chose est important est associ\u00e9e \u00e0 un \u00e9tat de motivation faible ou inexistant. D\u2019apr\u00e8s ce principe : la premi\u00e8re t\u00e2che du formateur est donc d\u2019aider l\u2019apprenant \u00e0 prendre conscience de la n\u00e9cessit\u00e9 de savoir. <\/strong>
\n 
\nEt les enfants ? Ils s\u2019en fichent ? Certes, la valeur d\u2019un contenu, c\u2019est-\u00e0-dire son utilit\u00e9, n\u2019est potentiellement pas la m\u00eame entre un adulte et un enfant, mais d\u2019apr\u00e8s certaines th\u00e9ories, l\u2019enfant a \u00e9galement besoin d\u2019avoir cern\u00e9 l\u2019utilit\u00e9 de l\u2019apprentissage<\/strong>.
\n 
\nViau (1994), un chercheur travaillant sur la motivation dans le cadre scolaire, a notamment construit un mod\u00e8le d\u2019approche socio-cognitive permettant d\u2019expliquer la motivation de l\u2019\u00e9l\u00e8ve dans une activit\u00e9 d\u2019apprentissage. Il d\u00e9finit la motivation comme \u00ab un ph\u00e9nom\u00e8ne dynamique qui a ses origines dans les perceptions qu’un \u00e9l\u00e8ve a de lui-m\u00eame et de son environnement et qui l’incite \u00e0 choisir une activit\u00e9, \u00e0 s’y engager et \u00e0 pers\u00e9v\u00e9rer \u00bb<\/strong>. Cette motivation d\u00e9pend de trois facteurs :
\n 
\n–\tLa perception de la valeur<\/strong> que l\u2019\u00e9l\u00e8ve accorde \u00e0 l\u2019activit\u00e9
\n–\tLa perception de sa comp\u00e9tence<\/strong>, sa capacit\u00e9 \u00e0 effectivement accomplir cette activit\u00e9
\n–\tSa perception du degr\u00e9 de contr\u00f4le que l\u2019\u00e9l\u00e8ve a<\/strong> sur le processus d\u2019apprentissage et sur les r\u00e9sultats.
\n 
\nSelon ce mod\u00e8le, un \u00e9l\u00e8ve qui ne voit aucun int\u00e9r\u00eat ou aucune utilit\u00e9 aux activit\u00e9s qu’il doit accomplir est g\u00e9n\u00e9ralement d\u00e9motiv\u00e9. <\/strong>Ainsi, si un \u00e9l\u00e8ve ne voit pas l’int\u00e9r\u00eat ou l’utilit\u00e9 de lire, d’\u00e9crire ou de s’exprimer oralement, il y a de fortes chances qu’il ne s’engage pas dans ces activit\u00e9s sous pr\u00e9texte qu’elles ne lui apportent rien. D\u2019apr\u00e8s cette th\u00e9orie donc, le besoin de savoir n\u2019est pas un point singulier de l\u2019adulte mais est \u00e9galement crucial pour la motivation de l\u2019enfant.
\n 
\nBref, nous l\u2019avons vu, le besoin de savoir, de percevoir l\u2019utilit\u00e9 d\u2019un mat\u00e9riel avant de l\u2019acqu\u00e9rir semble \u00eatre soutenu par les diff\u00e9rentes th\u00e9ories motivationnelles. L\u2019adulte a besoin de connaitre l\u2019utilit\u00e9 du mat\u00e9riel. Mais c\u2019est aussi valable pour l\u2019enfant !<\/strong> Le r\u00f4le du formateur comme de l\u2019enseignant, est donc de r\u00e9ussir \u00e0 \u00ab vendre \u00bb le contenu \u00e0 l\u2019apprenant afin qu\u2019il s\u2019engage effectivement dans la r\u00e9alisation de la t\u00e2che. Une nouvelle casquette du formateur : le commercial ?
\n 
\n 
\n 
\nPour lire les autres articles de la s\u00e9rie :
\n– Article 1 : Entre P\u00e9dagogie et Andragogie : quelles diff\u00e9rences ?<\/a><\/strong><\/strong>
\n– Article 3 : Entre p\u00e9dagogie et andragogie : Les adultes sont-ils des apprenant autonomes ?<\/a><\/strong>
\n– Article 4 : Entre p\u00e9dagogie et andragogie : l’exp\u00e9rience de l’apprenant comme moteur de la formation<\/a><\/strong>
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Un des principes de l\u2019anthropogogie telle que d\u00e9velopp\u00e9e par Knowles (1973) est le principe du Need to know, en fran\u00e7ais, le besoin de savoir. \u00ab Les adultes doivent savoir pourquoi ils doivent apprendre quelque chose avant d’entreprendre de l’apprendre \u00bb (Traduction tir\u00e9e de Knowles et al., 2005, p.64).   En d\u2019autres termes, les adultes ont… Voir l’article<\/a>","protected":false},"author":6,"featured_media":11225,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[37,71,796,882],"class_list":["post-11348","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-andragogie","tag-apprentissage","tag-motivation","tag-pedagogie"],"yoast_head":"\nEntre P\u00e9dagogie et Andragogie : Le principe du "Need to know" - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2022\/03\/entre-pedagogie-et-andragogie-le-principe-du-need-to-know\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Entre P\u00e9dagogie et Andragogie : Le principe du "Need to know" - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Un des principes de l\u2019anthropogogie telle que d\u00e9velopp\u00e9e par Knowles (1973) est le principe du Need to know, en fran\u00e7ais, le besoin de savoir. \u00ab Les adultes doivent savoir pourquoi ils doivent apprendre quelque chose avant d’entreprendre de l’apprendre \u00bb (Traduction tir\u00e9e de Knowles et al., 2005, p.64).   En d\u2019autres termes, les adultes ont... 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