Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust

By Michelene T. H. Chi. 2005

932 citations recorded by the source corpus.

Subfields: Education, History and Philosophy of Science, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/185e084deb1b25b75e0212170a29b171f37c2d0e

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Citations in the corpus

Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, neutral): “…of intricate multilevel systems of relations and feedback loops that exist at the physiological, cellular, organ, and system level (Azevedo & Cromley, 2004; Chi, 2000; Chi, 2005; Chi, de Leeuw, Chiu, & LaVancher, 1994; Chi, Siler, & Jeong, 2004; Chi, Siler, Jeong, Yamauchi, & Hausmann, 2001).”
Effectiveness of holistic mental model confrontation in driving conceptual change (2012, positive): “For the “diffusion” example, the instruction should help students determine that diffusion does not belong in the category of a direct or causal process, but is instead an emergent phenomenon (Chi, 2005).”
Science Is Awe-Some: The Emotional Antecedents of Science Learning (2017, neutral): “Indeed, science content is inherently expectation-violating (Chi, 2005; Nersessian, 1989; Shtulman, 2015; Vosniadou, 1994).”
Reasoning across Ontologically Distinct Levels: Students' Understandings of Molecular Genetics. (2007, result): “…of the implications of our work we wish to discuss how our work intersects with prior research on conceptual change across ontological categories (Chi, 2005; Chi, Slotta, & de Leeuw, 1994; Ferrari & Chi, 1998; Slotta & Chi, 1996; Slotta, Chi, & Joram, 1995) on the conceptual changes involved in…”
An Overview of Conceptual Change Theories. (2007, background): “Is a student’s knowledge most accurately represented as a coherent unified framework of theory-like character (e.g., Carey, 1999; Chi, 2005; Ioannides & Vosniadou, 2002; Wellman & Gelman, 1992)?”
Emotions about Teaching about Human-Induced Climate Change (2013, background): “Misconceptions are notoriously robust to change and can act as a barrier to learning scientifically accurate ideas (Chi, 2005). To reconstruct knowledge structures into scientifically correct conceptions, Dole and Sinatra (1998) have theorized a”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Such misconceptions have been found to be highly robust and resistant to change (Chi, 2005).”
The influences of text and reader characteristics on learning from refutations in science texts. (2013, background): “tations as new information is encountered, the theories differ in their views of the initial properties of prior knowledge, as discussed above, which in turn can be seen to affect the nature and scope of the revision process (Özdemir & Clark, 2007). In particular, the coherence of knowledge structur”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “For the most part, people do not spontaneously acquire such similar intuitions about natural phenomena, and when they do they are frequently wrong (Chi, 2005; Chinn & Brewer, 1993).”
Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring (2006, background): “These ideas predominantly involve the substance-based conceptions discussed in Chi’s work (Chi, 1992, 2005; Chi & Roscoe, 2002) analyzing students’ misapplication of ontological categories.”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Unfortunately, despite the need for systems thinking, research is beginning to highlight how difficult it is for students to appreciate emergent systems, even with specific directed instruction (Chi, 2005; Slotta & Chi, 2006; Sweeney & Sterman, 2007).”
Misconceived Causal Explanations for Emergent Processes (2012, background): “We cited some indirect evidence in support of this difference in Chi (2005), comparing the greater ease of learning about blood flow (in the human circulatory system) versus the greater difficulty of learning about diffusion flow by eighth-grade students.”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “…have similar epistemological origins, in that both kinematic phenomena (e.g., change of speed over time in an acceleration field) and system-level behaviors in an ecosystem (e.g., population dynamics) involve understanding aggregation of interactions over time (Reiner et al. 2000; Chi 2005).”
Plausibility reappraisals and shifts in middle school students' climate change conceptions (2013, background): “Several conceptual change models consider plausibility to be a key construct contributing to whether or not individuals change their knowledge (Chinn & Brewer, 1993; Dole & Sinatra, 1998). However, few studies have examined plausibility’s role in conceptual change empirically. The present study is u”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, methodology): “In addition to plausible mechanisms, conceptions can be characterized via attributes that plausibly bind them within an ontological category (Chi, 2005; Chi & Roscoe, 2002).”