 | Michelene T.H Chi
Arizona State University
Homepage URL
Talk: ICAP: How to Promote Deeper Learning by Engaging Students Cognitively |
| Michelene T. H. Chi is the director of the Learning Sciences Institute and a foundation professor in the Mary Lou Fulton Teachers College Arizona State University. She is a cognitive science researcher interested in issues of how students learn. She discovered an important phenomenon that self-explaining increases learning more than receiving explanations, and pioneered a method of analyzing verbal explanations that is both quantitative and qualitative. She has done seminal studies on many other learning methods, include learning from being tutored, from collaborating, and from observing and overhearing tutorial dialogues. Another area of her research focuses on the origin of scientific misconceptions and she has explored approaches to teaching emergent, robustly misconceived processes. Recently she introduced a framework (ICAP) that defines active learning by differentiating students’ learning activities as passive, active, constructive or interactive, and compares their relative effectiveness. She has over 100 publications and 25 of them have over 200 citations each. Two have been ranked the first and seventh most highly cited articles published in the journal Cognitive Science. |
| Talk Abstract |
| ICAP is a theory of active learning that differentiates students’ cognitive engagement based on their behaviors and products within the learning environment. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning than 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 talk will also discuss (1) ways that college instructors can improve students’ learning from lectures, (2) how college instructors can evaluate the effectiveness of classroom technologies for learning from an ICAP perspective, and (3) a five-year project that attempted to translate ICAP into a theory of instruction for primary and secondary school teachers. The five-year project found that teachers did not have great success at designing lesson plans using the higher ICAP modes, nor did they succeed in implementing their lesson plans according to the intended ICAP modes. Even with modest changes in teachers’ lesson plans, students’ learning was significantly better in classes intended to be in the Constructive mode than in the Active mode. |
| PPT: |
 Wuhan ICAP v5 Final sent.pdf |
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