Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6584
Title: Misunderstandings of Teachers Applying ICAP Theory into Practice
Authors: Ha, Jesse
Su, Man
Chi, Michelene
Cullicott, Catherine
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
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.
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. Both exceed the benefits of active or passive engagement. This paper discusses misconceptions of teachers during a 5-year project that attempted to translate ICAP into instruction. Teachers displayed mixed success in implementing the ICAP framework. Teachers successfully implemented active mode but struggled to design appropriate constructive or interactive lessons.
URI: https://doi.dx.org/10.22318/icls2020.2407
https://repository.isls.org//handle/1/6584
Appears in Collections:ICLS 2020

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