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ERIC Number: ED598474
Record Type: Non-Journal
Publication Date: 2018
Pages: 56
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Available Date: N/A
Translating the ICAP Theory of Cognitive Engagement into Practice
Chi, Michelene T. H.; Adams, Joshua; Bogusch, Emily B.; Bruchok, Christiana; Kang, Seokmin; Lancaster, Matthew; Levy, Roy; Li, Na; McEldoon, Katherine L.; Stump, Glenda S.; Wylie, Ruth; Xu, Dongchen; Yaghmourian, David L.
Grantee Submission, Cognitive Science v42 p1777-1832 2018
ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that "Interactive" engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to "Constructive" engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of "Active" or "Passive" engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers' understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers' classroom implementation, (d) modes of students' enacted behaviors, and (e) students' learning outcomes. Although teachers had minimal success in designing "Constructive" and "Interactive" activities, students nevertheless learned significantly more in the context of "Constructive" than "Active" activities. We discuss reasons for teachers' overall difficulty in designing and eliciting "Interactive" engagement. [This article was published in "Cognitive Science" (EJ1188436).]
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110090; R305A150432
Author Affiliations: N/A