1. Michelene T. H. Chi, Rod D. Roscoe, James D. Slotta, Marguerite Roy & Catherine C. Chase (2012). Misconceived Causal Explanations for Emergent Processes. Cognitive Science 36 (1):1-61.
    Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...)
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  2. Marcia C. Linn, Douglas Clark & James D. Slotta (2003). WISE Design for Knowledge Integration. Science Education 87 (4):517-538.
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  3. James D. Slotta & M. T. H. Chi (1996). Understanding Constraint-Based Processes: A Precursor to Conceptual Change in Physics. In Garrison W. Cottrell (ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum.
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