Facteurs influençant l’identité scientifique d’étudiants de niveau collégial engagés dans une recherche scientifique authentique
DOI :
https://doi.org/10.53967/cje-rce.7357Mots-clés :
identité scientifique, étudiants collégiaux, recherche scientifique authentique, recherche qualitativeRésumé
Nous présentons les résultats d’une étude qualitative portant sur trois étudiants de cégep qui ont participé à une recherche scientifique authentique axée sur les liens entre la pollution lumineuse et le cancer. Dans le cadre de ce projet, les collégiens ont utilisé des instruments scientifiques, analysé des données de recherche, interagi avec des mentors universitaires, encadré des élèves du secondaire et présenté leurs résultats dans divers forums scientifiques. Nous les avons interrogés à trois reprises au cours d’une année scolaire afin de suivre le développement de leur identité scientifique selon quatre sous-composantes (performance, compétence, intérêt et reconnaissance) décrites par le modèle de l’identité scientifique de Chen et Wei (2022). L’objectif de cette analyse thématique était de déterminer quels éléments de leur participation à une activité de recherche scientifique authentique ont eu la plus grande influence sur leur identité scientifique. Nos résultats montrent que, parmi les activités décrites ci-dessus, le travail avec des mentors, l’utilisation d’instruments scientifiques, la lecture d’articles scientifiques et la communication scientifique ont tous eu un impact positif sur l’identité scientifique des étudiants collégiaux. D’autres activités qui semblaient moins bien adaptées à leur niveau de compétence, comme des activités informatiques de programmation, ont eu, au contraire, un effet plutôt démotivant. Nous en concluons que des activités scientifiques authentiques menées avec des visées pédagogiques devraient respecter le niveau de compétence des participants et être plus étroitement supervisées que les activités scientifiques menées uniquement à des fins de production de nouvelles connaissances. Mais plonger les étudiants dans un contexte de recherche aussi authentique que possible a un effet positif sur le développement de leur identité scientifique et sur leur compréhension de ce que signifie être une « personne scientifique ».
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© Pierre Chastenay, Claude-Émilie Marec, Estelle Desjarlais, Yannick Skelling-Desmeules, Martin Aubé, Johanne Roby, Martin Riopel 2026
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