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- Vol 2 RE: Chapters 1, 2, 5, 7, 8, App A, App C, App D
- Vol 3 RE: Chapters 4, 5, 6, 7, App A
- Vol 4 RE: Chapters 1, 2, 3, 9, 20, 22, App B, App C
- Vol 4 TE: App C
- Vol 5 RE: App B
- Vol 7 PE: App D
- Vol 7 RE: Chapters 1, 2, 3, 4, 5, 8, 10, 11, App A, App B, App D
icap frameworkpassive engagementactive engagementconstructive engagementinteractive engagementknowledge-change processesco-construction of understandingJournal article Evidence summaryAt a glance
Chi and Wylie extend the earlier active-constructive-interactive taxonomy into the ICAP framework, adding passive engagement and specifying four observable modes.
Key ideas
Passive learners receive information; active learners manipulate it; constructive learners generate new inferences or representations; interactive learners co-construct understanding through dialogue that incorporates partners' ideas. The ICAP hypothesis predicts learning in the order interactive, constructive, active, and passive, subject to important constraints about task quality, partner contribution, prior knowledge, and implementation. The authors link each mode to possible knowledge-change processes and review laboratory and classroom evidence involving note-taking, concept mapping, and self-explanation. ICAP is a description of learner behaviour, not a label for a teaching method.
Why it matters
For educators, it provides a practical lens for redesigning tasks, checking what students actually do, prompting explanation or joint reasoning, and selecting valid comparison conditions when judging active-learning effects.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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