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Master Thesis

La métacognition et le tutorat au service des apprentissages

Abstract : Metacognition is defined as knowing one's intellectual functioning. Strategies related to metacognition are not innate to students. They require to be co-constructed with the teacher, particularly through the use of explicit pedagogy. Tutoring is a teaching aid provided by students to some of their classmates in difficulty in a given context. The goal of this tool is that the student helped, called tutored can once the support provided, perform the same type of task alone. The notion of transfer of skills is very important because it allows to evaluate the effectiveness of this device. In addition, tutoring seems to be a tool in the service of metacognition since students are expected to refer to a known methodology that includes detailed resolution steps. Thanks to observations made in CM1-CM2 classes, I tried to see how tutoring makes it possible to focus on metacognition for both the tutored and the tutor ? My analysis and interpretations of data show that it is difficult to assess the link between these two notions because the use of metacognitive strategies is implicitly done by students most of the time. In addition, they are not taught how to verbalize their path of thought which does not promote awareness of its intellectual functioning. I postulate that with a more explicit training regarding the methods to be used in tutoring situations and by making the link with multiple intelligences, we will be able to observe a real added value of tutoring because it will promote the development of metacognition in our students .
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Master Thesis
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Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Thursday, November 7, 2019 - 4:34:43 PM
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Alice Pilorge. La métacognition et le tutorat au service des apprentissages. Education. 2018. ⟨dumas-02354331⟩



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