Aligning Place-Based Geoscience Teaching with the ICAP Framework of Cognitive Engagement for Enhanced Active Learning

Abstract:

We present a case study in which the ICAP (Interactive-Constructive-Active-Passive) theoretical framework was used to enhance an established upper-division place-based geoscience and sustainability course situated in Arizona and the American Southwest. ICAP models student active learning as cognitive engagement, with Interactive engagement > Constructive engagement > Active engagement > Passive engagement for increasing student learning outcomes. Active learning in the ICAP framework encompasses the Interactive (co-constructing new knowledge), Constructive (generating new knowledge), and Active (manipulating given content) modes. Students in Passive mode are paying attention but otherwise not doing anything overt with the instructional materials.

The goal of this proof-of-concept study was to increase the level and frequency of student active learning without making drastic changes to curriculum or instruction or rendering the course less place-based. The two strategies employed by the instructor were (1) scaffolding student note-taking and inquiry with designed handouts, and (2) deliberate use of ICAP verbs during lecture and in-class activities, to elicit student engagement in a higher ICAP mode. The researcher was consulted on the course modifications and attended classes throughout the semester to make observations. Results indicate that the course became more Active and Constructive in comparison to previous years, students in general responded positively to the changes, and the ICAP framework is fully compatible with place-based geoscience teaching.