Abstract
A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that facilitate the acquisition of productive knowledge and competent learning and thinking skills. Next, two intervention studies are described that embody major components of this framework, one focussing on mathematical problem solving in primary school, and a second one relating to self-regulatory skills in university freshmen. Both studies were carried out in parallel with the development of the framework, and were instrumental in identifying and specifying the different components of the model. They yielded both promising initial support for the model by showing that CLIA-based learning environments are indeed powerful in facilitating in students the acquisition of high-literacy learning results, especially the acquisition and transfer of self-regulation skills for learning and problem solving.
Résumé
Un défì important pour l’éducation et la recherche pédagogique est de développer en partant de notre compréhension actuelle de l’apprentissage des environnements éducationnels susceptibles de promouvoir chez les étudiants des habiletés d’apprentissage autorégulatrices et collaboratives, des connaissances transférables, et une disposition orientée vers le raisonnement et la résolution de problèmes compétents. Tenant compte des résultats de la recherche sur l’apprentissage et l’enseignement, cet article présente le modèle “CLIA (Competence, Learning, Intervention, Assessment)” comme cadre de référence pour concevoir des environnements d’apprentissage visés à stimuler chez les étudiants des processus d’apprentissage qui facilitent l’acquisition de connaissances productives et des habiletés compétentes d’apprentissage et de raisonnement. Ensuite, deux recherches d’intervention sont présentées qui représentent les composantes majeures du modèle CLIA: une expérience porte sur la résolution de problèmes mathématiques dans l’enseignement primaire, et la seconde a pour objet les habiletés autorégulatrices chez des étudiants en première année de l’université. Ces recherches ont été réalisées en parallèle avec le développement du modèle, et ont été instrumentales pour l’identification et la spécification des différentes composantes du modèle. Les deux investigations ont apporté du support initial pour le modéle en montrant que des environnements d’apprentissage basés sur le cadre de référence CLIA sont en effet stimulants pour faciliter chez les étudiants l’acquisition de résultats d’apprentissage d’ordre supérieur, spécialement l’acquisition et le transfert d’habiletés d’autorégulation de l’apprentissage et de la résolution de problèmes.
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De Corte, E., Verschaffel, L. & Masui, C. The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving. Eur J Psychol Educ 19, 365–384 (2004). https://doi.org/10.1007/BF03173216
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DOI: https://doi.org/10.1007/BF03173216