Education Research
Michelene T. H. Chi and Ruth Wylie (2014)
Educational Psychologist, 49:4, 219-243,
http://dx.doi.org/10.1080/00461520.2014.965823
Abstract
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing theories of learning.
Richard Hake (January 1998 )
American Journal of Physics 66(1)
Abstract
A survey of pre/post-test data using the Halloun–Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students N6542. A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if a rough measure of the average effectiveness of a course in promoting conceptual understanding is taken to be the average normalized gain g. The latter is defined as the ratio of the actual average gain (%post%pre) to the maximum possible average gain (100 %pre). Fourteen ''traditional'' (T) courses (N2084) which made little or no use of interactive-engagement IE methods achieved an average gain g T-ave 0.230.04 std dev. In sharp contrast, 48 courses (N4458) which made substantial use of IE methods achieved an average gain g IE-ave 0.480.14 std dev, almost two standard deviations of g IE-ave above that of the traditional courses. Results for 30 (N3259) of the above 62 courses on the problem-solving Mechanics Baseline test of Hestenes–Wells imply that IE strategies enhance problem-solving ability. The conceptual and problem-solving test results strongly suggest that the classroom use of IE methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice. © 1998 American Association of Physics Teachers.
Tlhoaele, M., Hofman, A., Winnips, K., & Beetsma, Y. (2014).
Higher Education Research & Development, 33, 1020 - 1034.
Randomized Control Trial
26 citations
https://doi.org/10.1080/07294360.2014.890571.
Abstract
Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n = 158), randomly divided into three groups (self-assessment, collaborative learning, and control) provided the study data on questionnaires as well as with their test scores. Analyses of covariance reveal significant differences across groups, along with significant interaction effects. These findings have notable implications for improving students' academic achievement.
Kiernan, D., & Lotter, C. (2019).
The American Biology Teacher, 81, 479 - 484.
https://doi.org/10.1525/abt.2019.81.7.479.
Abstract
Science departments in higher education have been adjusting their curricula to include more inquiry-based instruction, and research on inquiry-based teaching at the collegiate level has been increasing. However, more data are needed regarding the effectiveness of inquiry-based pedagogy in improving students' conceptual understanding and attitudes toward science. The investigation described here was focused on nontraditional students taking non-science-major science courses. The goal was to compare students' attitudes toward science before and after taking an inquiry-based or a traditional science course. The hypothesis that the inquiry-based course would significantly generate a more positive attitude toward science was supported. Nontraditional students' perceptions of an effective science curriculum were also explored. Students' perceptions were very positive regarding inquiry-based learning; however, those who had not been previously taught through inquiry-based methods had reserved perceptions of this teaching approach. Regardless of the course they were enrolled in, students agreed overall that an effective science curriculum includes three common themes: connection, interaction, and application.
Franklin, B., Xiang, L., Collett, J., Rhoads, M., & Osborn, J. (2015).
The FASEB Journal, 29. https://doi.org/10.1096/fasebj.29.1_supplement.541.22.
Abstract
Inquiry-based teaching (IBT) pedagogy has been theorized to be a more effective method of conveying deeper understanding of scientific concepts compared to traditional lecture-style instruction. This study compared 2 levels of IBT (guided-problem based inquiry, GPBL; and open ended-problem based learning, OPBL) with traditional lecture style instruction (LI) in an upper level, undergraduate animal physiology (AP) course. Students enrolled in AP were randomly assigned to one of three experimental groups: LI, GPBL or OPBL. Student grade point averages were not different between groups at the onset of instruction (p>0.05). Student assessments included multiple choice (MC) and short answer (SA) questions at 3 time points across the semester. Students in the OPBL group scored higher on both MC (56.48±6.92pts) and SA (55.38±8.78pts) compared to the LI group (MC: 53.52±8.64pts; SA: 50.95±12.7pts; p<0.05). Conversely, the GPBL group showed no difference in either MC scores (53.54±7.27pts) or SA scores (50.28±11.75pts). These results indicate that students with OPBL instruction, who have been challenged to think about conceptual problems and work with their peers to find a solution, gain a better understanding of concepts compared to LI students. Future studies will assess the writing sample performances of each test group in the same experimental design.
Steinert, Y., & Snell, L. (1999)
Medical Teacher, 21, 37-42.
https://doi.org/10.1080/01421599980011
Abstract
Interactive lecturing involves an increased interchange between teachers, students and the lecture content.The use of interactive lectures can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, and increase satisfaction for both.This article describes a number of interactive techniques that can be used in large group presentations as well as general strategies that can promote interactivity during lectures.