De l’intuition de l’IA à la littératie de l’IA : un cadre dual pour l’éducation primaire et secondaire
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L’éducation à l’intelligence artificielle s’est imposée comme un cadre central pour guider l’intégration de l’IA dans l’éducation primaire et secondaire, en mettant l’accent sur la compréhension conceptuelle, l’application pratique, l’évaluation critique et le jugement éthique. Ces compétences sont essentielles pour soutenir un usage éclairé et responsable des systèmes d’IA. Cependant, les pratiques en classe suggèrent que les élèves apprennent souvent à interagir avec l’IA générative par des interactions exploratoires et expérientielles : ils testent des requêtes, observent le comportement des systèmes, ajustent leurs stratégies et réfléchissent aux résultats, avant de pouvoir formuler explicitement des concepts ou des règles formelles. Pour rendre compte de cette dimension expérientielle de l’apprentissage, cet article introduit la notion d’intuition de l’IA en tant que construction éducative complémentaire. L’intuition de l’IA est définie comme une forme de compréhension expérientielle et inductive, qui se développe par interaction itérative avec les systèmes d’IA et soutient un jugement contextuel en situation d’incertitude. Nous proposons un cadre dual dans lequel la littératie de l’IA fournit des connaissances explicites, des critères critiques et des repères éthiques, tandis que l’intuition de l’IA se développe par l’expérience itérative et la réflexion. Ces deux dimensions interagissent de manière dynamique et se renforcent mutuellement. Nous discutons des implications pédagogiques pour l’éducation primaire et secondaire et esquissons des pistes pour de futures recherches sur l’apprentissage expérientiel avec l’IA.
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