Dynamic Processes of Conceptual Change: Analysis of Constructing Mental Models of Chemical Equilibrium

By Mei-Hung Chiu, C. Chou, Chia-Ju Liu. 2002

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Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “In the studies by Murphy and Messer (2000), Pratt and Savoy-Levine (1998), Chiu et al. (2002), and Chi et al. (2001), the teachers or tutors were all instructed to apply certain scaffolding techniques or ideas.”
The Case for Dynamic Models of Learners' Ontologies in Physics (2008, background): “In chemistry education, Chiu et al. (2002) adopted “Chi’s ontological categories of scientific concepts to investigate how students perceive the nature of chemical equilibrium” (p. 689).”
Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations. (2008, result): “These findings are consistent with respect to the research literature on conceptual change in various topics (e.g. Başer, 2006; Case & Fraser, 1999; Chiu et al, 2002; Niaz, 2002; Çalık et al, 2007; Dilber & Düzgün, 2007).”
Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogies (2005, background): “Duit and Treagust (2003) pinpoint the limits of the classical conceptual change approaches consistent with Chiu, Chou, and Liu (2002) ’s argument in their study.”