| Mary Lou Fulton College for Teaching and Learning Innovation

Read more about Bedard, J., & Chi, M. T. H. (1993). Expertise in auditing. Auditing: A Journal of Practice and Theory (Supplement 1993), 12, 21-45.

Bedard, J., & Chi, M. T. H. (1993). Expertise in auditing. Auditing: A Journal of Practice and Theory (Supplement 1993), 12, 21-45.

Read more about Chi, M.T.H. (1993). Barriers to conceptual change in learning science concepts: A theoretical conjecture. In W. Kintsch (Ed), Proceedings of the Fifteenth Annual cognitive Science Society Conference (pp. 31-317). Hillsdale, NJ: Erlbaum.

Chi, M.T.H. (1993). Barriers to conceptual change in learning science concepts: A theoretical conjecture. In W. Kintsch (Ed), Proceedings of the Fifteenth Annual cognitive Science Society Conference (pp. 31-317). Hillsdale, NJ: Erlbaum.

Read more about Larreamendy-Joerns, J., & Chi, M. T. H. (1994). Commentary: Conceptual change as ontological shift. Human Development, 37, 246-256.

Larreamendy-Joerns, J., & Chi, M. T. H. (1994). Commentary: Conceptual change as ontological shift. Human Development, 37, 246-256.

Read more about Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.

Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.

Read more about Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.

Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.

Read more about Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.

Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.

Read more about Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373-400.

Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373-400.

Read more about Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373-400.

Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373-400.

Read more about Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 33-49.

Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 33-49.

Read more about Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315.

Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315.

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