Gadgil, S., Nokes, T. J., & Chi, M. T. H. (2011). Effectiveness of holistic mental model confrontation in driving conceptual change, Learning and Instruction, 22, 47-61.
Chi, M. T. H. (2011). Theoretical perspectives, methodological approaches, and trends in the study of expertise. In Y. Li. (Ed.), Expertise in mathematics instruction: An international perspective (2nd ed., pp. 17-39). New York, NY: Springer.
Fonseca, B., & Chi, M. T. H. (2011). Instruction based on self-explanation. In R. E. Mayer, & P. A. Alexander (Eds.), Educational psychology handbook: Handbook of research on learning and instruction (pp. 296-321). London, UK: Routledge Press.
Chi, M.T.H., Kristensen, A. K., & Roscoe, R. (2012). Misunderstanding emergent causal mechanism in natural selection. In K. S. Rosengren, S. K. Brem, E. M. Evans, & G. M. Sinatra (Eds) Evolution Challenges: Integrating Research and Practice in Teaching and Learing about Evolution (pp.145-173). New York, NY: Oxford University Press.
Chi, M.T.H., Kristensen, A. K., & Roscoe, R. (2012). Misunderstanding emergent causal mechanism in natural selection. In K. Rosengren, S. Brem, M. Evans, & G. Sinatra (Eds.), Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution (pp. 145-173). New York, NY: Oxford University Press.
Chi, M. T. H., Roscoe, R., Slotta, J., Roy, M., & Chase, M. (2012). Misconceived causal explanations for "emergent" processes. Cognitive Science, 36, 1-61.
Menekse, M., Stump, G. S., Krause, S., & Chi, M. T. (2013). Differentiated overt learning activities for effective instruction in engineering classrooms. Journal of Engineering Education, 102(3), 346-374.
Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 49-70). New York, NY: Routledge Press.
Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 49-70). New York, NY: Routledge Press.