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Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities
Author(s):
Michelene T. H. Chi
Publication date
Created:
January 2009
Publication date
(Print):
January 2009
Journal:
Topics in Cognitive Science
Publisher:
Wiley
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PubMed
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Abstract
Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. Copyright © 2009 Cognitive Science Society, Inc.
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Active Travel Studies
Author and article information
Journal
Journal ID (publisher-id):
TOPS
Title:
Topics in Cognitive Science
Publisher:
Wiley
ISSN (Print):
17568757
ISSN (Electronic):
17568765
Publication date Created:
January 2009
Publication date (Print):
January 2009
Volume
: 1
Issue
: 1
Pages
: 73-105
Article
DOI:
10.1111/j.1756-8765.2008.01005.x
PubMed ID:
25164801
SO-VID:
373aafb2-0289-41f0-8cfa-97551f3a9391
Copyright ©
© 2009
License:
http://doi.wiley.com/10.1002/tdm_license_1.1
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