From things to processes: A theory of conceptual change for learning science concepts

By Michelene T. H. Chi, J. Slotta, N. D. Leeuw. 1994

Subfields: Cognitive Science & Psychology

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Citations in the corpus

A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, background): “This characterization is useful in moving us away from a casting of the problem in terms of category change within large scale and stable mental structures (Chi et al., 1994) to a representational issue that in principle suggests a mechanism for supporting change through the introduction, refinement”
Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? (2007, background): “Different explanations for why conceptual change is often difficult to achieve have been proposed ( Chi, Slotta, & de Leeuw, 1994 ; Vosniadou, 1994 ), however, they all indicate the importance of the cognitive structures underlying individuals' conceptions.”
System thinking and feeding relations: learning with a live ecosystem model (2012, background): “their frequent confusion with energy may hinder students’ comprehension of matter-energy relationships in biological or ecological phenomena, involving energy loss or transformation ( Chi et al. 1994; Hogan and Fisherkeller 1996).”
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 naive conceptions are assumed to influence learning.”
Learners' knowledge in optics: interpretation, structure and analysis (2000, background): “This confusion in ontological status may present a serious barrier in learning (Chi et al. 1994).”
Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: A study of air pressure and buoyancy (2002, background): “Major restructuring that required changing the ontological category of a conception has been found to be much more difficult to bring about than simple change within an ontological category (Chi et al. 1994).”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “Researchers have shown that K-12 students find these phenomena quite challenging to understand (Chi et al. 1994).”
Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study (2014, background): “Process language describes an acausal interaction between two parts of the system (Chi et al., 1994; Slotta, Chi, & Joram, 1995).”