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Translating the ICAP Theory of Cognitive Engagement Into Practice
Author(s) -
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.
Publication year - 2018
Publication title -
cognitive science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.498
H-Index - 114
eISSN - 1551-6709
pISSN - 0364-0213
DOI - 10.1111/cogs.12626
Subject(s) - constructive , student engagement , psychology , fidelity , generative grammar , mathematics education , context (archaeology) , pedagogy , cognition , computer science , process (computing) , artificial intelligence , neuroscience , telecommunications , paleontology , biology , operating system
ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive 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.