• Publications
  • Influence
Quantifying Qualitative Analyses of Verbal Data: A Practical Guide
This article provides one example of a method of analyzing qualitative data in an objective and quantifiable way. Although the application of the method is illustrated in the context of verbal data
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities
  • M. Chi
  • Psychology
    Top. Cogn. Sci.
  • 2009
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 and generates a testable hypothesis for learning.
Categorization and Representation of Physics Problems by Experts and Novices
Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, and completion of the representations depends on the knowledge associated with the categories.
Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust
A domain-general explanation of why some concepts of processes are resistant to instructional remediation although other, apparently similar concepts are more easily understood suggests that teaching students the causal structure underlyingEmergent processes may enable them to recognize and understand a variety of emergent processes for which they have robust misconceptions.
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and
Two Approaches
This chapter differentiates two approaches to the study of expertise, which I call the “absolute approach” and the “relative approach,” and what each approach implies for how expertise is assessed.
Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems
The present paper analyzes the self-generated explanations that “Good” and “Poor” students produce while studying worked-out exomples of mechanics problems, and their subsequent reliance on examples during problem solving and the adequacy of current Al models of explanation-based learning is discussed.
Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift
Learning of complex material, such as concepts encountered in science classrooms, can occur under at least three different conditions of prior knowledge. First, a student may have no prior knowledge