In the 5-year translation project, students learned significantly more in Constructive than Active activities¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Despite teachers' limited design success, students' learning outcomes were significantly higher under Constructive activities than under Active activities in the classroom implementation. → Chi 2018

Evidence¶

Chi 2018¶

Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, N., McEldoon, K. L., Stump, G. S., Wylie, R., Xu, D., & Yaghmourian, D. L. (2018). Translating the ICAP Theory of Cognitive Engagement Into Practice. Cognitive Science, 42. https://doi.org/10.1111/cogs.12626

q3 · i? · design · r3

In the 5-year translation project, teachers designed and implemented lesson plans at different ICAP modes and students' learning was measured by pre- and post-tests; the article reports that "students nevertheless learned significantly more in the context of Constructive than Active activities."

"Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities"

Discussion¶

Related Claims¶

• Constructive learning beats active and passive learning — a broader claim this one bears on
• Teachers had minimal success designing Constructive and Interactive activities after ICAP professional development — related
• The largest learning gain in the ICAP hierarchy occurs when moving from the Active to the Constructive mode — related
• Included AI literacy activities spanned all four ICAP modes, with passive modes in nine studies, active in five, constructive in seven, and interactive in eight — related
• The ICAP hypothesis predicts that learning increases as engagement moves from passive to active to constructive to interactive (I>C>A>P) — a broader claim this one bears on