| Mary Lou Fulton College for Teaching and Learning Innovation

Read more about Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199.

Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199.

Read more about Roy, M., & Chi, M. T. H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 271-286). New York, NY: Cambridge University Press.

Roy, M., & Chi, M. T. H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 271-286). New York, NY: Cambridge University Press.

Read more about Chi, M.T.H. (2006). Laboratory methods for assessing experts' and novices' knowledge. In K. A. Ericsson, N. Charness, P. Feltovich, & R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 167-184). New York, NY: Cambridge Univ

Chi, M.T.H. (2006). Laboratory methods for assessing experts' and novices' knowledge. In K. A. Ericsson, N. Charness, P. Feltovich, & R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 167-184). New York, NY: Cambridge University Press.

Read more about Taylor, R. S., & Chi, M. T. H. (2006). Simulation versus text: Acquisition of implicit and explicit information. Journal of Educational Computing Research, 35, 289-313.

Taylor, R. S., & Chi, M. T. H. (2006). Simulation versus text: Acquisition of implicit and explicit information. Journal of Educational Computing Research, 35, 289-313.

Read more about Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24, 261-289.

Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24, 261-289.

Read more about Roscoe, R. D., & Chi, M. T. H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions.Review of Educational Research, 77, 534-574.

Roscoe, R. D., & Chi, M. T. H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions.Review of Educational Research, 77, 534-574.

Read more about Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287-315.

Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287-315.

Read more about Roscoe, R. D., & Chi, M. T. H. (2008). Tutor learning: the role of explaining and responding to questions. Instructional Science, 36, 321-350.

Roscoe, R. D., & Chi, M. T. H. (2008). Tutor learning: the role of explaining and responding to questions. Instructional Science, 36, 321-350.

Read more about Chi, M. T. H., Roy, M., & Hausmann, R. G. M. (2008). Observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. Cognitive Science, 32, 301-341.

Chi, M. T. H., Roy, M., & Hausmann, R. G. M. (2008). Observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. Cognitive Science, 32, 301-341.

Read more about Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

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