Utilization of the Interactive, Constructive, Active, and Passive Framework to Analyze Student Learning

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-2 - Poster Session 4: Cognitive and Motivational Processes

Abstract

The ICAP Framework links students’ overt engagement behaviors to cognitive processes of knowledge change that facilitate learning. These processes are hypothesized to be hierarchical, leading to differential effects on student learning. The purpose of this paper is to discuss how the ICAP Framework can be utilized to facilitate understanding of student learning following instruction by analyzing the products that students generate during activities. This type of analysis can provide information about the level of engagement enacted by students and can help us understand why student learning outcomes are better in some classrooms than in others when seemingly similar types of instruction are employed. We present an analysis of student products from a math lesson on factoring as an illustration.

Authors

• Glenda Simonton Stump, Massachusetts Institute of Technology

• Na Li, Arizona State University - Tempe

• Michelene T.H. Chi, Arizona State University