ICAP Theory in Professional Development: Helping Teachers Conceptualize Active Learning

• In Event: AERA Poster Session 11
  In Poster Session: Learning Environments Poster Session

Abstract

We investigated the efficacy of professional development in changing science teachers’ questioning to include more questions that require deeper student responses. The PD was based on ICAP theory which proposes a framework for identifying cognitive engagement based on student behaviors. Teachers were provided with guidelines for designing questions that fostered greater levels of cognitive engagement. In particular, teachers were asked to decrease the number of questions requiring the recitation of presented facts. Compared to a previous cohort of students receiving the same content, students of teachers who received the PD showed stronger learning gains. A mixed model accounting for the nested nature of the data, suggests a positive relationship between constructive questions and student learning.

Authors

• Joshua Morris, University of Wisconsin - Oshkosh

• Michelene T.H. Chi, Arizona State University