Misconceived Causal Explanations for Emergent Processes
By Michelene T. H. Chi, Rod D. Roscoe, J. Slotta, Marguerite Roy, Catherine C. Chase. Cognitive Sciences, 2012
298 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/72bb83c1c4c5cb5f36088f0bc7c108372cd04808
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “…students learn only the basic detailed information about the microle-vel behavior of the molecules and not the interlevel causal relationships of how behaviors of the molecules at the microlevel collectively explain the behavior at the macrolevel pattern (Chi, Roscoe, Slotta, Roy & Chase, 2012).”
- Introduction to “New Conceptualizations of Transfer of Learning” (2012, methodology): “We can provide another example to point out that the na- 910 ture of second-order cues are familiar everyday relationships such as simultaneous, independent, all, and so on (Chi et al., 2012).”
- Seeing Deep Structure From the Interactions of Surface Features (2012, unknown): “We can provide another example to point out that the nature of second-order cues are familiar everyday relationships such as simultaneous, independent, all, and so on (Chi et al., 2012).”