L’évaluation des styles d’apprentissage : construction et validation d’un questionnaire contextualisé

Abstract

The study of learning styles - preferred modes of functionning that are directly observable in natural situations -has not yet been well organised in a conceptual framework. A main problem bears upon the generality level of learning styles, which are considered sometimes as cognitive styles affecting all situations, sometimes as styles specific to learning or sometimes as styles relating to particular educational methods. In order to determine whether individuals adopted the same preferential styles regardless of the situation, the material of Kolb and of Sternberg was adapted to construct a contextualised instrument to test the variability of seven learning styles, according to three specific situations. Results show that although styles are indeed based on internal dispositions, they are nevertheless linked to the type of situation. Further results presented in this article show the internal and external validity of the questionnaire we have built.