TY - JOUR
T1 - Translating a Theory of Active Learning
T2 - An Attempt to Close the Research-Practice Gap in Education
AU - Chi, Michelene T.H.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grants R305A110090 and R305A150432 to Arizona State University. The opinions expressed are those of the author and do not represent the views of the Institute or the U.S. Department of Education. The author is grateful for comments provided by Erin Higgins, Program Officer, Institute of Education Sciences, as well as two anonymous reviewers and the editor Wayne Gray.
Publisher Copyright:
© 2021 Cognitive Science Society LLC
PY - 2021/7
Y1 - 2021/7
N2 - Despite decades of research related to teaching and learning, the findings have made little impact on classroom teaching and learning. This paper briefly describes the four existing methods to close this gap, with more extensive analyses of the limitations of one of the four methods, which is to consolidate and distill robust laboratory findings reported over the past decades and attempt to translate them for classroom practice. An alternative method is proposed, which is to translate a theory of how students learn, called Interactive, Constructive, Active, Passive (ICAP), so that teachers and practitioners can translate their understanding of such a theory into practice themselves, thereby giving teachers autonomy, flexibility, generalizability, and ownership of their own designed interventions based on ICAP. The paper proposes that in order to close the research-practice gap, a multi-step empirical translation research framework is needed.
AB - Despite decades of research related to teaching and learning, the findings have made little impact on classroom teaching and learning. This paper briefly describes the four existing methods to close this gap, with more extensive analyses of the limitations of one of the four methods, which is to consolidate and distill robust laboratory findings reported over the past decades and attempt to translate them for classroom practice. An alternative method is proposed, which is to translate a theory of how students learn, called Interactive, Constructive, Active, Passive (ICAP), so that teachers and practitioners can translate their understanding of such a theory into practice themselves, thereby giving teachers autonomy, flexibility, generalizability, and ownership of their own designed interventions based on ICAP. The paper proposes that in order to close the research-practice gap, a multi-step empirical translation research framework is needed.
KW - Active learning
KW - How students learn
KW - ICAP
KW - Research-practice gap
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U2 - 10.1111/tops.12539
DO - 10.1111/tops.12539
M3 - Article
C2 - 33998152
AN - SCOPUS:85105776352
SN - 1756-8757
VL - 13
SP - 441
EP - 463
JO - Topics in Cognitive Science
JF - Topics in Cognitive Science
IS - 3
ER -