Search results for author:"Michelene T H Chi"
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Journal of the Learning Sciences Vol. 14, No. 2 (2005) pp. 161–199
This article offers a plausible domain-general explanation for why some concepts of processes are resistant to instructional remediation although other, apparently similar concepts are more easily understood. The explanation assumes that processes...
Cognition and Instruction Vol. 24, No. 2 (2006) pp. 261–289
Chi (2005) proposed that students experience difficulty in learning about physics concepts such as light, heat, or electric current because they attribute to these concepts an inappropriate ontological status of material substances rather than the...
Journal of Educational Computing Research Vol. 35, No. 3 (2006) pp. 289–313
This study investigated potential differences in learning between two instructional activities: reading from a text and using a computer simulation. Participants were undergraduate students with limited knowledge of the domain topic (project...
Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 4 (July 2007) pp. 287–315
This paper operationalized the notion of knowledge convergence and assessed quantitatively how much knowledge convergence occurred during collaborative learning. Knowledge convergence was defined as an increase in common knowledge where common...
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 4 (July 2008) pp. 321–350
Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and...
Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving
Journal of Educational Psychology Vol. 101, No. 4 (November 2009) pp. 779–789
Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to...