THE PROCESSES AND CHALLENGES OF CONCEPTUAL CHANGE

By Michelene T. H. Chi, Rod D. Roscoe. 2002

424 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e27bab2c3d9ff532674569c77536c0481c99501f

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Citations in the corpus

Can Tutors Monitor Students' Understanding Accurately? (2004, methodology): “FIGURE 2 Number of correct beliefs per single loop model (data taken from Jeong, 1998, and reported in Chi & Roscoe, 2002 ).”
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.”
Singapore students' misconceptions of climate change (2016, background): “Such miscomprehensions reflect what Chi and Roscoe (2002) denote as na€ıve knowledge.”
Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature (2013, background): “That is, the ideas or concepts being related appear incompatible as when theoretical models or conceptual categories are determined to be ontologically distinct (Chi and Roscoe 2002; Opfer and Gelman 2011; Slotta and Chi 2006).”
The Oxford handbook of thinking and reasoning (2012, background): “This results in other members of the group adding new information to the person's representation of knowledge, often adding new inductions and deductions that both challenge and transform the reasoner's old representations of knowledge (Chi & Roscoe, 2002; Dunbar 1998).”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “In addition to plausible mechanisms, conceptions can be characterized via attributes that plausibly bind them within an ontological category (Chi, 2005; Chi & Roscoe, 2002).”
Scientific Thinking and Reasoning (2012, background): “…root of this conceptual shift view have been difficult to determine, although a number of studies in human development (Carey, 1985 ; Chi, 1992 ; Chi & Roscoe 2002), in the history of science (Nersessian, 1998; Thagard, 1992), and in physics education (Clement, 1982 ; Mestre, 1991 ) give…”
The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory (2007, result): “Our findings seem to echo those presented in Chi and Roscoe (2002), in that reorganizations of knowledge (i.e., changes at the explanatory schema level) are not necessarily accompanied by equal increases in the number of correct propositions individuals produce.”
Do Naïve Theories Ever Go Away? Using Brain and Behavior to Understand Changes in Concepts (2007, background): “…major conceptual change view have been difficult to determine, though there have been a number of studies developmentally (Carey, 1985; Chi, 1992; Chi & Roscoe, 2002), in the history of science (Nersessian, 1998; Thagard, 1992), and in physics education (Clement, 1982; Mestre, 1991) that give…”
Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift (2009, background): “Five students held 10–15 correct beliefs, and 4 students held 25– 35 correct beliefs, all embedded within the flawed " single-loop " model (see Figure 2 in Chi & Roscoe, 2002).”
Complex Declarative Learning. (2005, background): “One reason is that the transformation from a single-loop type of model to a double-loop crosses no ontological categories (Chi & Roscoe, 2002).”
Misconceptions about Psychological Science: A Review (2013, background): “Alternatively, Chi and Roscoe (2002) view misconceptions as the ontological mis-categorisation of concepts and conceptual change as the repair (or reassignment) of incorrect concepts to their correct categories.”
Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005, background): “These various reasons have been discussed in Chi (1992; 1997a), Chi & Slotta (1993), and more recently in Chi and Roscoe (2002) .”