The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes
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DOI：
10.1080/00461520.2014.965823
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发表时间：
2014-10-02
影响因子：
8.8
通讯作者：
Wylie, Ruth
中科院分区：
文献类型：
--
作者：
Chi, Michelene T. H.;Wylie, Ruth
本文描述了 ICAP 框架，该框架根据学生的外在行为定义了认知参与活动，并提出参与行为可以分类和区分为四种模式之一：互动、建设性、主动和被动。 ICAP 假说预测，随着学生更多地参与学习材料，从被动到主动到建设性到互动，他们的学习将会增加。我们提出了可能的知识变革过程，以支持 ICAP 假设并解决该假设的局限性和警告。此外，通过检查实验室和课堂研究来验证该假设，这些研究重点关注三种具体的参与活动：记笔记、概念图和自我解释。我们还考虑如何使用 ICAP 作为解释差异结果的工具，指示控制条件的正确选择，并评估学生的输出。最后，我们简要比较 ICAP 与现有的学习理论。
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students' overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students' outputs. Finally, we briefly compare ICAP to existing theories of learning.