| Mary Lou Fulton College for Teaching and Learning Innovation

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.

Read more about Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63.

Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63.

Read more about Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.

Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.

Read more about Craig, S., Chi, M. T. H., & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 101, 779-789.

Craig, S., Chi, M. T. H., & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 101, 779-789.

Read more about Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63.

Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63.

Read more about Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.

Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.

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