Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift

By Michelene T. H. Chi. 2009

653 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cc889eb6736cb061a4fd816eaf689366ca5d5b20

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, methodology): “This notion of synthetic models is used by a number of conceptual change theorists (Chi, 2008; Wiser & Smith, 2008) to describe the development of misconceptions as mental models which arise from the inability of students to coordinate naïve and scientific ideas.”
REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH (2010, background): “An emphasis on how learners view the nature of scientific concepts is evident in the conceptual change theory proposed by Chi, Slotta, and de Leeuw (1994), in which the nature of ontological categories, science concepts, and naïve conceptions are assumed to influence learning.”
Generative Learning: Which Strategies for What Age? (2020, background): “Note that this distinction is highly similar to the one between active and constructive learning activities proposed by Chi (2009).”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, background): “were found to be strong predictors of effort and subsequently achievement in a variety of academic contexts. An intrinsic value (defined as finding a task interesting) was not as powerful of a predictor of effort. For achievement related tasks that stress students’ performance, an attainment value m”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “Indeed, conceptual change researchers argue that change is more likely to occur when an individual notices the discrepancy between his or her prior knowledge and the scientific explanation (Chi, 2008; Limón, 2001).”
Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students' Misconceptions (2012, methodology): “Classification of the misconceptions It is useful to examine the results of this study in the context of Chi’s model for conceptual change (Chi, 2008), which was discussed at the beginning of the background section.”
The influences of text and reader characteristics on learning from refutations in science texts. (2013, background): “…that readers will experience cognitive conflict (Chan, Burtis, & Bereiter, 1997; Hewson & Hewson, 1984) and engage in more active resolution processes focused on resolving the discrepancies between inaccurate and accurate conceptions (Ariasi & Mason, 2011; Chi, 2000, 2008; McCrudden, 2012).”
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016, background): “Many scholars have long contended that strongly held beliefs and worldviews are resistant to conceptual revision (Chi, 2008; Dole & Sinatra, 1998; Sinatra & Pintrich, 2003; Sinatra & Seyranian, 2016).”
Representing, Running, and Revising Mental Models: A Computational Model (2018, background): “Psychological theories have been proposed to explain conceptual change (e.g., Carey, 1985, 2009; Chi, 2008; diSessa, 1993; Ohlsson, 2009; Posner et al., 1982; Vosniadou, 1994), but each has gaps, for example, not specifying how knowledge is represented or how competing theories coexist or how…”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “An example is the false belief that all blood vessels have valves (Chi, 2008).”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, result): “The likelihood of change in attitudes and conceptions may have increased as students compared and contrasted the differences between their prior knowledge and the information in the text (Chinn & Brewer, 1993; Chi, 2008; Dole & Sinatra, 1998).”
Misconceived Causal Explanations for Emergent Processes (2012, background): “They should instead be using a complex causality or ‘‘emergent schema’’ to interpret and learn these non-sequential emergent processes in both formal and informal contexts (Chi, 2005, 2008; Jacobson & Wilensky, 2006; Perkins & Grotzer, 2005; Wilensky & Resnick, 1999).”
Singapore students' misconceptions of climate change (2016, background): “While indisputably functional, mental models could impair learning if built with incorrect or incomplete materials, or when ideas within the structure are connected through anomalous linkages (Chi, 2008).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “This may echo a fundamental distinction between learning as gap filling of incomplete knowledge, or as restructuring existing misconceived knowledge structures, that is, conceptual change (Chi, 2008).”