Michelene T H

Biographic Data

ID9464349
NAMEMichelene T H
GIVEN NAMESMichelene
FAMILY NAMET H
SIGNATUREH M T
AFFILIATIONSUniversity of Pittsburgh
VERIFIEDNo
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1989
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Applying the Pair-C Framework to foster deep understanding and address misconceptions in science education

    Open AccessMan Su, Michelene T H Chi et al.ARTICLEJournal of the Learning Sciences2026

    Background Understanding complex scientific phenomena, such as natural selection, requires engaging with emergent patterns and causal mechanisms, which are often misunderstood due to persistent misconceptions. Traditional instruction may not adequately support conceptual change in this domain.Methods This study explores the integration of the PAIR-C (Pattern, Agents, Interactions, Relations, and Causality) Framework with agent-based models (ABMs)…

  • Contents, Vol. 37, 1994

    Open AccessGiyoo Hatano, Isao Murayama et al.ARTICLEHuman Development2010

  • Commentary

    Open AccessJorge Larreamendy-Joerns, Michelene T H Chi et al.ARTICLEHuman Development2010

  • Changing Conception of Sources of Memory Development

    Open AccessMichelene T H Chi, Michelene T HARTICLEHuman Development2009

    Explanations for memory development have tended to focus on acquisition of general strategies and metaknowledge. Recently, emphasis has been given to the knowledge base as a whole, including general world-knowledge and domain-specific knowledge and procedures. Evidence is presented from the memory development literature showing why strategies and metaknowledge, although undoubtedly important in development, are not sufficient factors to account f…

  • Learning from human tutoring

    Open AccessMichelene T H Chi, Michelene T H et al.ARTICLECognitive Science2001

    Human one‐to‐one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor‐centered one, a student‐centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The int…

  • Quantifying Qualitative Analyses of Verbal Data

    Michelene T H Chi, Michelene T HARTICLEJournal of the Learning Sciences1997

    This article provides one example of a method of analyzing qualitative data in an objective and quantifiable way. Although the application of the method is illustrated in the context of verbal data such as explanations, interviews, problem-solving protocols, and retrospective reports, in principle, the mechanics of the method can be adapted for coding other types of qualitative data, such as gestures and videotapes. The mechanics of the method ar…

  • Eliciting Self‐Explanations Improves Understanding

    Open AccessMichelene T H Chi, Michelene T H et al.ARTICLECognitive Science1994

    Learning involves the integration of new information into existing knowledge. Generating explanations to oneself (self‐explaining) facilitates that integration process. Previously, self‐explanation has been shown to improve the acquisition of problem‐solving skills when studying worked‐out examples. This study extends that finding, showing that self‐explanation can also be facilitative when it is explicitly promoted, in the context of learning de…

  • Self‐Explanations

    Open AccessMichelene T H Chi, Michelene T H et al.ARTICLECognitive Science1989

    The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions t…