Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns that promote learning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (Ch. 21, pp. 263-274). Washington, DC: AERA.
Henderson, J. B., Langneheim, E., & Chi, M.T.H. (2017). Addressing robust misconceptions through the ontological distinction between sequential and emergent processes. In B. Sherin, T. Amin, & O. Levrini (Eds), Converging and Complementary Perspectives on Conceptual Change (pp 26-33). London: Routledge Taylor & Francis.
Chi, M. T. H., Kang, S., & Yaghmourian, D. L. (2017). Why students learn more from dialogue- than monologue-videos: Analyses of peer interactions. Journal of the Learning Sciences, 26, 10-50.
Cooper, K. M., Ding, L., Stephense, M. D., Chi, M. T. H., & Brownell, S. E. (2018). A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student. CBE-Life Sciences Education, 17(2), 1-15.
Stump, G., Li, N., Kang, S., Yaghmourian, D., Xu, D., Adams, J., McEldoon, K.L., Lancaster, M., & Chi, M.T.H. (2018). Coding dosage of teachers' implementation of using ICAP: A video analysis. In E. Manalo, Y. Uesaka, & C.A. Chinn (Eds), Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer (pp. 211-225) New York, NY: Routledge.
Chi, M.T.H., Adams, J., Bogusch, E.B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., McEldoon, K., Stump, G.S., Wylie, R., Xu, D., & Yaghmourian, D.L. (2018). Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 1-56. (Extended lead article)
Sodervik, I., Mikkila-Erdmann, M., Chi, M.T.H. (2019). Conceptual change challenges in medicine during professional development. International Journal of Educational Research, 98, 159-170.
Menekse, M., & Chi, M.T.H. (2019). The role of collaborative interactions versus individual construction on students' learning of engineering concepts. European Journal of Engineering Education, 44(5), 702-725.
Morris, J., & Chi, M. T. H. (2020). Improving teacher questioning in science using ICAP theory. The Journal of Educational Research, 113(1), 1-12. DOI: 10.1080/00220671.2019.1709401
Chi, M. T. H. (2021). Translating a theory of active learning: An attempt to close the research-practice gap in education. Topics in Cognitive Science, 1-23. http://doi.org/10.1111/tops.12539