Practical Validation of the ICAP Theory in China: Holistic Module Learning in the Shandong 271 Education Group
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Published
Oct 31, 2023
Abstract
ICAP is one of the most impactful theories in the international community of cognitive and learning science. ICAP research focuses on active learning and student engagement with high applicability and guiding value. In the context of the reform of curricula and instruction in China, this article seeks to pinpoint the commonalities between the ICAP theory and the rationale underlying the holistic module learning model prevalent in schools at Shandong 217 Education Group to verify the practicality of applying the theory to Chinese education.
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Keywords
ICAP Framework, Holistic Module Learning, 271 Education Group, China
References
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Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182. DOI: https://doi.org/10.1016/0364-0213(89)90002-5
Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3):439-477.
Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns that promote learning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing Intelligence through Academic Talk and Dialogue (Chi. 21, pp. 263-274). Washington, DC: AERA. Available at: https://www.torrossa.com/en/resources/an/5327590#page=274
Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4):219-243. DOI: https://doi.org/10.1080/00461520.2014.965823
Gao, J. (2018). Physical education design in 271 Education Group aimed at developing student key competences. Sports, 2018(19):119-120. Available at: https://kns.cnki.net/kcms2/article/abstract?v=JhhVyKSVrEiQA3V05fsqL3IQQaViPPR5ORWIpNlLDT3HJV5yx2zwpY1MhxLdQ3cXIF_HGJmZiYkQZvwL5_AFTqpS6Vri0T-2YMkqS05FuIEGEMRUnwoBeZQ9oH3oZC5ukDVWD2_IolQ=&uniplatform=NZKPT&language=CHS
Gu, M. (2017). The modernization of education requires the building of both teaching and research forces. Beijing Mingyuan Education Academy. Available at: https://www.sohu.com/a/124775270_507403
Hua, M. (2022). Pathways to successful transformation of basic education amid educational crises: A case study of the experiments in educational reform by 271 Education Group. Science Insights Education Frontiers, 13(2):1899-1909. DOI: https://doi.org/10.15354/sief.22.or076
Liang, D. (2023). Winners of the Yidan Prize in 2023. China Education News Web. Available at: https://baijiahao.baidu.com/s?id=1778295878687268334&wfr=spider&for=pc
Liu, S. (2022). A Case Study of 271 Education Group’s Learning Protocols: Reconstruction of Course Contents Based on Holistic Module Learning. Science Insights Education Frontiers,13(1):1837-1844. DOI: https://doi.org/10.15354/sief.22.or068
Menekse, M., Stump, G., Krause, S., & Chi, M. (2013). Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms. Journal of Engineering Education, 102:346-374. DOI: https://doi.org/10.1002/jee.20021
Sheng, Q. & Ding, X. (2018). Evidence based research on the ICAP taxonomy of learning activities. Journal of Wuhan University of Science and Technology (Social Sciences Edition), 2018(02):218-223. Available at: https://kns.cnki.net/kcms2/article/abstract?v=PhqKDHt8vRA85v76LB1BfxxPTbRwgCEPAjvPWwjBjLSGhWuTK14dtopYMeKMHuFr2I9A-YJWDj__K62sYDA36CHE96LXh0kTH4W45MnIM3DeoFLUb8zELZH5vEHkHS8r_LApwip4_Tg=&uniplatform=NZKPT&language=CHS
Sheng, Q., Ding, X., & Teng, M. (2017). Engagement is capacity: An overview of research on the ICAP taxonomy of learning engagement behaviors and value analysis. Open Education Research, 2017(02):46-54. DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2017.02.005
Tao, J. (2023). A brief introduction of the history of Shandong 271 Education Group and its president Fengping Zhao. The New Campus, 2023(2):4-8. Available at: https://kns.cnki.net/kcms2/article/abstract?v=18Spvz_s8rEG6y1J95otxU2XcyrmpqH_hfoxg9Tiur1ONfSHtaHGq4zqsOX5ksYs9LBC8airgM0TM2Dav-4nRLdUmNzy2nEWDDkQSQ1CkPzxQuBM6HQsqIxhFpQj1CbKud5RXcikLDY=&uniplatform=NZKPT&language=CHS
Wang, J. (2022). Let students engage in real learning: An evaluation of protocol-guided learning. Science Insights Education Frontiers, 12(1):1691-1696. DOI: https://doi.org/10.15354/sief.22.re063
Zhang, G. (2023). A practical exploration of the holistic module learning model. Science Insights Education Frontiers, 17(1):2677-2686. DOI: https://doi.org/10.15354/sief.23.re241
Zhang, H. & Wang, Q. (2022). Delving deeper into in-class instruction: Exploration of holistic module learning in Chinese language teaching. Life Education, 2022(23):80-83.
Zhao, F. (2019). How to innovate and implement an education system for student comprehensive development: Implications of Shandong 271 Education Group’s instructional reform. People’s Education, 2019(Z3):82-85. Available at: https://kns.cnki.net/kcms2/article/abstract?v=tYqgYjzYKsC6i0YxMT_LncdGPs0j2tZtvs9p3SbNHHc3y3xkoTMEgipbTalFF54wZ2CCEdMKJRPMmYnMp24KpXLE1b_bZm-R5U_WnLaZzxwa7oYYx0O5VB4vNomtlfmOe-mRbZ60wVg=&uniplatform=NZKPT&language=CHS
Zhao, F. (2022a). Holistic module learning: An experiment in teaching reform of basic education in China. Science Insights Education Frontiers, 11(1):1475-1483. DOI: https://doi.org/10.15354/sief.22.or003
Zhao, F. (2022b). A Revolution of Classroom Learning: Successful Practice of Holistic Module Learning. Qingdao: China University of Petroleum Press.
Zhou, L. (2022). Holistic module learning: A revolution in classroom teaching. Science Insights Education Frontiers, 11(1):1471-1474. DOI: https://doi.org/10.15354/sief.22.co002
Chi, M. T. (2009). Active‐constructive‐interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1),73-105. DOI: https://doi.org/10.1111/j.1756-8765.2008.01005.x
Chi, M. T., Adams, J., Bogusch, E. B., Bruchok, C., Kang,S., Lancaster, M.,...& Yaghmourian, D. L. (2018).Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 42(6):1777-1832. DOI: https://doi.org/10.1111/cogs.12626
Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182. DOI: https://doi.org/10.1016/0364-0213(89)90002-5
Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3):439-477.
Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns that promote learning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing Intelligence through Academic Talk and Dialogue (Chi. 21, pp. 263-274). Washington, DC: AERA. Available at: https://www.torrossa.com/en/resources/an/5327590#page=274
Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4):219-243. DOI: https://doi.org/10.1080/00461520.2014.965823
Gao, J. (2018). Physical education design in 271 Education Group aimed at developing student key competences. Sports, 2018(19):119-120. Available at: https://kns.cnki.net/kcms2/article/abstract?v=JhhVyKSVrEiQA3V05fsqL3IQQaViPPR5ORWIpNlLDT3HJV5yx2zwpY1MhxLdQ3cXIF_HGJmZiYkQZvwL5_AFTqpS6Vri0T-2YMkqS05FuIEGEMRUnwoBeZQ9oH3oZC5ukDVWD2_IolQ=&uniplatform=NZKPT&language=CHS
Gu, M. (2017). The modernization of education requires the building of both teaching and research forces. Beijing Mingyuan Education Academy. Available at: https://www.sohu.com/a/124775270_507403
Hua, M. (2022). Pathways to successful transformation of basic education amid educational crises: A case study of the experiments in educational reform by 271 Education Group. Science Insights Education Frontiers, 13(2):1899-1909. DOI: https://doi.org/10.15354/sief.22.or076
Liang, D. (2023). Winners of the Yidan Prize in 2023. China Education News Web. Available at: https://baijiahao.baidu.com/s?id=1778295878687268334&wfr=spider&for=pc
Liu, S. (2022). A Case Study of 271 Education Group’s Learning Protocols: Reconstruction of Course Contents Based on Holistic Module Learning. Science Insights Education Frontiers,13(1):1837-1844. DOI: https://doi.org/10.15354/sief.22.or068
Menekse, M., Stump, G., Krause, S., & Chi, M. (2013). Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms. Journal of Engineering Education, 102:346-374. DOI: https://doi.org/10.1002/jee.20021
Sheng, Q. & Ding, X. (2018). Evidence based research on the ICAP taxonomy of learning activities. Journal of Wuhan University of Science and Technology (Social Sciences Edition), 2018(02):218-223. Available at: https://kns.cnki.net/kcms2/article/abstract?v=PhqKDHt8vRA85v76LB1BfxxPTbRwgCEPAjvPWwjBjLSGhWuTK14dtopYMeKMHuFr2I9A-YJWDj__K62sYDA36CHE96LXh0kTH4W45MnIM3DeoFLUb8zELZH5vEHkHS8r_LApwip4_Tg=&uniplatform=NZKPT&language=CHS
Sheng, Q., Ding, X., & Teng, M. (2017). Engagement is capacity: An overview of research on the ICAP taxonomy of learning engagement behaviors and value analysis. Open Education Research, 2017(02):46-54. DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2017.02.005
Tao, J. (2023). A brief introduction of the history of Shandong 271 Education Group and its president Fengping Zhao. The New Campus, 2023(2):4-8. Available at: https://kns.cnki.net/kcms2/article/abstract?v=18Spvz_s8rEG6y1J95otxU2XcyrmpqH_hfoxg9Tiur1ONfSHtaHGq4zqsOX5ksYs9LBC8airgM0TM2Dav-4nRLdUmNzy2nEWDDkQSQ1CkPzxQuBM6HQsqIxhFpQj1CbKud5RXcikLDY=&uniplatform=NZKPT&language=CHS
Wang, J. (2022). Let students engage in real learning: An evaluation of protocol-guided learning. Science Insights Education Frontiers, 12(1):1691-1696. DOI: https://doi.org/10.15354/sief.22.re063
Zhang, G. (2023). A practical exploration of the holistic module learning model. Science Insights Education Frontiers, 17(1):2677-2686. DOI: https://doi.org/10.15354/sief.23.re241
Zhang, H. & Wang, Q. (2022). Delving deeper into in-class instruction: Exploration of holistic module learning in Chinese language teaching. Life Education, 2022(23):80-83.
Zhao, F. (2019). How to innovate and implement an education system for student comprehensive development: Implications of Shandong 271 Education Group’s instructional reform. People’s Education, 2019(Z3):82-85. Available at: https://kns.cnki.net/kcms2/article/abstract?v=tYqgYjzYKsC6i0YxMT_LncdGPs0j2tZtvs9p3SbNHHc3y3xkoTMEgipbTalFF54wZ2CCEdMKJRPMmYnMp24KpXLE1b_bZm-R5U_WnLaZzxwa7oYYx0O5VB4vNomtlfmOe-mRbZ60wVg=&uniplatform=NZKPT&language=CHS
Zhao, F. (2022a). Holistic module learning: An experiment in teaching reform of basic education in China. Science Insights Education Frontiers, 11(1):1475-1483. DOI: https://doi.org/10.15354/sief.22.or003
Zhao, F. (2022b). A Revolution of Classroom Learning: Successful Practice of Holistic Module Learning. Qingdao: China University of Petroleum Press.
Zhou, L. (2022). Holistic module learning: A revolution in classroom teaching. Science Insights Education Frontiers, 11(1):1471-1474. DOI: https://doi.org/10.15354/sief.22.co002
How to Cite
Meng, W., Zhao, F., & Zhou, L. (2023). Practical Validation of the ICAP Theory in China: Holistic Module Learning in the Shandong 271 Education Group . Science Insights Education Frontiers, 18(2), 2945–2958. https://doi.org/10.15354/sief.23.re293
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