15 found
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  1.  30
    Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems.Michelene T. H. Chi, Miriam Bassok, Matthew W. Lewis, Peter Reimann & Robert Glaser - 1989 - Cognitive Science 13 (2):145-182.
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  2.  94
    Eliciting Self‐Explanations Improves Understanding.Michelene T. H. Chi, Nicholas Leeuw, Mei‐Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
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  3. Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities.Michelene T. H. Chi - 2009 - Topics in Cognitive Science 1 (1):73-105.
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  4.  12
    Eliciting Self-Explanations Improves Understanding.Michelene T. H. Chi, Nicholas De Leeuw, Mei-Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
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  5.  1
    Learning Problem Solving Skills From Studying Examples.Michelene T. H. Chi, Miriam Bassok, Matthew W. Lewis, Peter Reimann & Robert Glaser - 1989 - Cognitive Science 13 (2):145-182.
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  6. Misconceived Causal Explanations for Emergent Processes.Michelene T. H. Chi, Rod D. Roscoe, James D. Slotta, Marguerite Roy & Catherine C. Chase - 2012 - 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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  7.  37
    Translating the ICAP Theory of Cognitive Engagement Into Practice.Michelene T. H. Chi, Joshua Adams, Emily B. Bogusch, Christiana Bruchok, Seokmin Kang, Matthew Lancaster, Roy Levy, Na Li, Katherine L. McEldoon, Glenda S. Stump, Ruth Wylie, Dongchen Xu & David L. Yaghmourian - 2018 - Cognitive Science 42 (6):1777-1832.
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  8.  40
    Learning From Human Tutoring.Michelene T. H. Chi, Stephanie A. Siler, Heisawn Jeong, Takashi Yamauchi & Robert G. Hausmann - 2001 - Cognitive Science 25 (4):471-533.
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  9.  36
    The Ontological Coherence of Intuitive Physics.Michelene Chi & James Slotta - 1993 - Ethics and Behavior 10 (2):249-260.
  10.  26
    Observing Tutorial Dialogues Collaboratively: Insights About Human Tutoring Effectiveness From Vicarious Learning.Michelene T. H. Chi, Marguerite Roy & Robert G. M. Hausmann - 2008 - Cognitive Science 32 (2):301-341.
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  11.  17
    Complex Declarative Learning.Michelene Th Chi & Stellan Ohlsson - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press.
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  12.  16
    Assimilating Evidence: The Key to Revision?Michelene T. H. Chi - 1989 - Behavioral and Brain Sciences 12 (3):470-471.
  13.  7
    Effects of Modality and Similarity on Context Recall.Michelene T. Chi & William G. Chase - 1972 - Journal of Experimental Psychology 96 (1):219.
  14. Translating a Theory of Active Learning: An Attempt to Close the Research-Practice Gap in Education.Michelene T. H. Chi - 2021 - Topics in Cognitive Science 13 (3):441-463.
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  15. What is Self-Explanation?Michelene Th Chi - 2003 - In Gale M. Sinatra & Paul R. Pintrich (eds.), Intentional Conceptual Change. L. Erlbaum.