Document Type
Conference Proceeding
Publication Date
1-1-2020
Journal / Book Title
Computer Supported Collaborative Learning Conference CSCL
Abstract
Interactive-constructive-active-passive (ICAP) is a theory of learning that differentiates students' engagement primarily on behavior. ICAP postulates that interactive engagement is superior for learning than constructive engagement. This paper discusses misconceptions of teachers during a 5-year project that attempted to translate ICAP into instruction. Teachers successfully implemented active mode but struggled to design appropriate constructive or interactive lessons.
DOI
10.22318/icls2020.2407
MSU Digital Commons Citation
Ha, Jesse; Su, Man; Chi, Michelene; and Cullicott, Catherine, "Misunderstandings of teachers applying ICAP theory into practice" (2020). Department of Teaching and Learning Scholarship and Creative Works. 208.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/208
Rights
© 2020 International Society of the Learning Sciences. This article is being shared under license by the publisher.
Published Citation
Ha, J., Su, M., Chi, M., & Cullicott, C. (2020). Misunderstandings of Teachers Applying ICAP Theory into Practice. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2407-2408). Nashville, Tennessee: International Society of the Learning Sciences.