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|Title:||“Compel Them to Engage with the Content:” Upgrading an Undergraduate Geology Course Using ICAP|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Cullicott, C., Semken, S., Chi, M., & Boucher, N. (2020). “Compel Them to Engage with the Content:” Upgrading an Undergraduate Geology Course Using ICAP. 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. 2361-2362). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||The purpose of this case study is to explore an experienced geology professor’s use of the ICAP framework to increase the amount and level of active learning in his undergraduate geology class. Preliminary results indicate that the course has become more active and constructive compared with previous years through the professor’s use of two strategies: scaffolding student notetaking and deliberate use of ICAP verbs to elicit higher ICAP level engagement from his students.|
|Appears in Collections:||ICLS 2020|
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