A Model for Teaching for Conceptual Change? Six Challenges Regarding the ICAP Framework
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Date
2024-08
Publication Type
Other Conference Item
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yes
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Abstract
The ICAP (Interactive, Constructive, Active, Passive) framework is based on constructive ideas of student learning and widely used by practitioners and researchers. The ICAP frame work links students’ overt behaviors to covert cognitive processes and learning outcomes and proposes that “higher” modes of engagement (I > C > A > P) are likely to increase learning. We theoretically discuss these assumptions of the ICAP framework in light of its po tential applicability to learning situations aimed at supporting conceptual change. We arrive at six challenges that question the framework’s applicability to conceptual change-focused instruction and further educational environments: 1) the equation of overt student behavior with covert cognitive processes, 2) the favorism of constructive and interactive modes, 3) the potential pitfall of having activities in the classroom that do not equate cognitive activation, 4) the weak and overstated empirical evidence in favor of the ICAP hierarchy, 5) the unclear guidance about when to attend to students’ products, and 6) the complex directive for prac titioners who would like to implement the ICAP framework. We aim to stimulate discourse on the multifaceted nature of learning processes and restate the importance of formative as sessment to unveil students’ learning at the covert cognitive level.
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published
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Book title
Conceptual Change in the Era of Digital Transformation: 13th International Conference on Conceptual Change - Programm & Abstracts
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Volume
Pages / Article No.
27 - 27
Publisher
Technical University of Munich
Event
13th International Conference on Conceptual Change (SIG03 EARLI 2024)
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Software
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Date created
Subject
ICAP; cognitive activation; constructivist learning; Formative assessment
Organisational unit
03753 - Stern, Elsbeth (ehemalig) / Stern, Elsbeth (former)
Notes
Conference lecture held on August 27, 2024.