Constructive behaviors are defined by generating outputs containing new ideas that go beyond the information given¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? To meet the criteria for constructive, outputs of generative behaviors must contain new ideas beyond what was provided in the learning materials; otherwise they are merely active. → Michelene T. H. Chi & Ruth Wylie 2014

Evidence¶

Michelene T. H. Chi & Ruth Wylie 2014¶

Michelene T. H. Chi & Ruth Wylie. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219-243. https://doi.org/10.1080/00461520.2014.965823

q2 · i? · theoretical · r3

The article's operational definition of the constructive mode. The authors illustrate that if a student's self-explanation is verbatim to what was read, the student is only self-explaining actively rather than constructively because no new information is provided.

"To meet the criteria for constructive, the outputs of generative behaviors should contain new ideas that go beyond the information given; otherwise such behaviors are merely active/manipulative."

Discussion¶

Related Claims¶

- Constructive learning beats active and passive learning — the general claim this finding bears on, with the studies behind it¶

• The teacher-conference problem met the sweet spot of complexity: 10th graders generated solution ideas containing the targeted errors without solving the problem canonically — related
• Group A's discourse contained the idea units needed for knowledge construction but only rare rise-above moves, indicating a threshold rather than well-developed knowledge-creation discourse — related
• While discussing a problem, learners actively construct situation-specific explanatory models from prior knowledge rather than merely reproducing what they know — a narrower finding that bears on this claim
• Adequate definitions of abstract and familiar terms rarely appear before the eleventh year — related