Translating the ICAP Theory of Cognitive Engagement Into Practice

Michelene T. H. Chi; Joshua Adams; Emily B. Bogusch; Christiana Bruchok; Seokmin Kang; Matthew Lancaster; Roy Levy; Na Li; Katherine L. McEldoon; Glenda S. Stump; Ruth Wylie; Dongchen Xu; David L. Yaghmourian

doi:10.1111/cogs.12626

journal article Jun 28, 2018

Translating the ICAP Theory of Cognitive Engagement Into Practice

Michelene T. H. Chi Joshua Adams Emily B. Bogusch Christiana Bruchok Seokmin Kang Matthew Lancaster Roy Levy Na Li

Katherine L. McEldoon Glenda S. Stump Ruth Wylie Dongchen Xu David L. Yaghmourian

Cognitive Science Vol. 42 No. 6 pp. 1777-1832 · Wiley

View at Publisher Save 10.1111/cogs.12626

Abstract

AbstractICAP 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.

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Metrics

290

Citations

85

References

Details

Published: Jun 28, 2018
Vol/Issue: 42(6)
Pages: 1777-1832
License: View

Authors

M

Michelene T. H. Chi

Mary Lou Fulton Teachers College Arizona State University

J

Joshua Adams

Mary Lou Fulton Teachers College Arizona State University

E

Emily B. Bogusch

Phoenix Union School District

C

Christiana Bruchok

Mary Lou Fulton Teachers College Arizona State University

S

Seokmin Kang

School of Informatics and Decision Systems Engineering Arizona State University

M

Matthew Lancaster

Department of Psychology Lourdes University

R

Roy Levy

Denny Sanford School of Social and Family Dynamics Arizona State University

N

Na Li

Center for Human Applied Reasoning and IOT University of Southern California

K

Katherine L. McEldoon

Tennessee State Board of Education

G

Glenda S. Stump

Strategic Initiatives Group Office of Digital Learning Massachusetts Institute of Technology

R

Ruth Wylie

Center for Science and the Imagination Arizona State University

World Wildlife Fund

Institute for the Science of Teaching & Learning Arizona State University

Funding

U.S. Department of Education Award: R305A110090

Cite This Article

Michelene T. H. Chi, Joshua Adams, Emily B. Bogusch, et al. (2018). Translating the ICAP Theory of Cognitive Engagement Into Practice. Cognitive Science, 42(6), 1777-1832. https://doi.org/10.1111/cogs.12626

Translating the ICAP Theory of Cognitive Engagement Into Practice

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