Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities

By Michelene T. H. Chi. Topics in Cognitive Science, 2009

1,581 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/62b06ab4b472734901559278d3ce455dc893aaf6

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Citations in the corpus

Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “Au: Leeper (1935) does not have a matching reference. Provide complete reference or remove citation. Q3. Au: Ball (1999): Provide reference or remove citation. Q4. Au: Chi (2005): Provide complete reference or remove citation.”
A psychological perspective on augmented reality in the mathematics classroom (2013, background): “This allows for deeper learning as students consider different perspectives and direct each other to study different aspects of the educational content (Chi, 2009).”
Does Discovery-Based Instruction Enhance Learning?. (2011, background): “In light of the previous discussion of Mayer (2004) and Chi (2009) , we should return to the possibility that it might serve educators and students alike to spend time learning the procedures of discovery (Ausubel, 1964; Bielaczyc, Pirolli, & Brown, 1995; Bruer, 1993; Dewey, 1910; Karpov & Haywood,…”
Handbook of Research on Learning and Instruction (2011, background): “Table 8.1 Features and Cues for Throwing (adopted from Knudson & Morrison, 1996)”
Seeing Deep Structure From the Interactions of Surface Features (2012, positive): “…by a problem, self-explaining a worked-out solution, identifying the deep principle that justifies every step, or comparing and contrasting two problems, as such comparisons and contrasts produce similarities and differences that were not explicitly stated in the two source problems (Chi, 2009).”
Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013, methodology): “self-explaining (Chi, 2000) and explaining-to-others (Roscoe & Chi, 2007) can improve learning (Chi, 2009).”
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students (2013, background): “Children in Year 7 are commonly 11–12 years old and in Year 10, 15–16 years old. We use the term here ‘‘authentic’; in the sense used by Sartre (1969) in that it is not a property of the context but an outcome of a judgment by each individual about the setting and the actions they observe.”
Explanation and Abductive Inference (2012, background): “Explanations can also be more effective when they occur in the context of an interactive cognitive activity (Chi, 2009), in part because the recipient is able to request additional information and receive feedback.”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Likewise, Chi (2009), in another meta-analysis shows that interactive methods that require the use of deliberative discussion produce significantly better learning outcomes than other approaches.”
How Reading Books Fosters Language Development around the World (2012, background): “Children benefit when they and their parent establish a positive pattern of relating while reading, as revealed by a study in which 18- to 22-month-old children were observed while engaged in book reading [46].”
Putting Education in “Educational” Apps (2015, background): “A close inspection of Klahr’s direct-instruction condition, however, renders it somewhat like the guided-play conditions discussed above (Chi, 2009).”
Eight Ways to Promote Generative Learning (2016, methodology): “The SOI model of generative learning is also closely related to Chi’s interactiveconstructive-active-passive (ICAP) framework (Chi 2009; Chi and Wylie 2014).”
The Emergence of Scientific Reasoning (2012, background): “Self-generation of information from memory, rather than passive attention, is associated with more effective encoding because it recruits greater attentional resources than passive encoding (Chi, 2009).”
Variables Associated With Achievement in Higher Education: A Systematic Review of Meta-Analyses (2017, background): “Part of what makes social interaction so effective is that it requires active engagement, explicit verbalization of a person’s own knowledge, perspective taking, and the comparison of arguments and counterarguments (Chi, 2009).”
Learning Through Case Comparisons: A Meta-Analytic Review (2013, background): “It also shows that there is not any additional benefit for generating all of the relevant features across the cases, which is in contrast to what might be expected from research on generative versus passive instruction (Chi, 2009).”
Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning (2013, methodology): “The conditions of failure-induced re-configuration of internal collaboration scripts have not yet been investigated systematically, but one promising hypothesis is that failures have positive effects especially when they hinder individuals in reaching a personally relevant goal (Schank, 1999). The t”