##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Oct 31, 2023

Xiaoqiao Cheng  

Abstract

Historically, there have been a number of impactful education theories that used the taxonomy as a classification device, such as the Bloom taxonomy of educational objectives and Gagne taxonomy of learning outcomes. The Bloom taxonomy of educational objectives was developed in the 1950s by the U.S. Committee of College and University Examiners under the leadership of Dr. Benjamin Bloom, which categorizes educational objectives into three domains: cognitive, affective, and psychomotor. Among them, the cognitive domain (the main concern of their research) contains six major classes: knowledge, comprehension, application, analysis, synthesis, evaluation. They are arranged in a hierarchical order with the objectives in one class built on the behaviors found in the preceding classes. Its primary purpose is to provide classification of goals of the educational system for all teachers, administrators, professional specialists, and research workers who deal with curricular and evaluation problems (Committee of College and University Examiners, 1956). Gagne’s theory approaches learning from the viewpoint of the instruction. Under his taxonomy, the five categories of learning outcomes are verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes, each of which requires necessary conditions to achieve and corresponds to specific principles of instructional events (Gagne, 1984).

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

ICAP

References
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., & 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

Committee of College and University Examiners. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals (Handbook 1). Available at: https://eclass.uoa.gr/modules/document/file.php/PPP242/Benjamin%20S.%20Bloom%20-%20Taxonomy%20of%20Educational%20Objectives%2C%20Handbook%201_%20Cognitive%20Domain-Addison%20Wesley%20Publishing%20Company%20%281956%29.pdf

Gagne, R. M. (1984). Learning outcomes and their effects: Useful categories of human performance. American Psychologist, 39(4):377. DOI: https://doi.org/10.1037/0003-066X.39.4.377

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. DOI: https://doi.org/10.15354/sief.23.re293

Yang, K. (2023). The Application of ICAP Framework in the Teaching of Whole Book Reading of The Dream of the Red Mansions (master’s thesis). Jilin Foreign Studies University. Available at: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFDTEMP&filename=1023065856.nh
How to Cite
Cheng, X. (2023). ICAP Taxonomy of Modes of Cognitive Engagement: A Learner-Centered Theory Focusing on Observable Engagement Behaviors. Science Insights Education Frontiers, 18(2), 2877–2879. https://doi.org/10.15354/sief.23.co211
Section
Commentary

Most read articles by the same author(s)

1 2 > >>