@inproceedings{f82a20fbd61b4a10b792e6b9acdc431e,
title = "Misunderstandings of teachers applying ICAP theory into practice",
abstract = "Interactive-constructive-active-passive (ICAP) is a theory of learning that differentiates students' engagement primarily on behavior. ICAP postulates that interactive engagement is superior for learning than constructive engagement. This paper discusses misconceptions of teachers during a 5-year project that attempted to translate ICAP into instruction. Teachers successfully implemented active mode but struggled to design appropriate constructive or interactive lessons.",
keywords = "Active learning, Cognitive engagement, Constructive learning, ICAP",
author = "Jesse Ha and Man Su and Michelene Chi and Catherine Cullicott",
note = "Funding Information: This research was funded by the Institute of Education Sciences (R305A150432). Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "2407--2408",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}