Michelene T.H. Chi is a cognitive and learning science researcher interested in active learning, defined as ways in which students engage with the learning materials. She has developed a framework for active learning called ICAP that differentiates students' overt engagement activities into four kinds: collaborative/Interactive, generative/Constructive, manipulative/Active, and attentive/Passive, and predicts that I>C>A>P. Professor Chi is also interested in instructional videos for online learning and proposes that videos of tutorial dialogues are more effective for student learning than didactic monologue videos. Her research centers on students' learning of concepts in STEM domains focusing on "emergent" concepts for which students hold robust misconceptions.
Professor Chi is the director of the Learning and Cognition Lab at ASU. One of her research projects involves devising and implementing a professional development module for teachers to create lesson activities that promote greater and deeper learning and facilitate certain modes of engagement behaviors in students. The framework that her team provides is based on previous empirical work that demonstrates the success of designing activities that foster types of engagement that they identify. The goal is to implement these modules remotely so that teachers design activities within their lesson plans tailored to specific disciplines such as courses in science.
Professor Chi is a member of the American Academy of Arts and Sciences and the National Academy of Education.
Ph.D. Carnegie-Mellon University
Guiding Research Questions:
Current Research Projects:
One of Chi's research projects involves the devising and implementing of a professional development module for teachers to create lesson activities that facilitate certain modes of engagement behaviors in students that promote greater and deeper learning. The framework that her team provides is based on previous empirical work that demonstrates the success of designing activities that foster the types of engagement we identify. The end goal is that teachers can use the modules remotely to design activities within their lesson plans and tailor them to specific disciplines, such as courses in science.
A second project is centered on addressing the misconceptions that arise out of teaching certain processes in science by following a sequential order as opposed to an emergent one. The theoretical framework contends that presenting particular processes under the lens of emergence helps students effectively understand causal explanations of emergent phenomena found in the natural world as well as in their science classes. The final goal is to create a stand-alone module that teaches the properties and causal explanations of emergence underlying science processes taught in the classrooms.
A third project in Chi's lab examines the benefit of incorporating tutorial dialogues in online videos, compared to didactic lecture-type monologues. Chi and colleagues prior studies found an advantage in students’ learning when they watched dialogue-videos over monologue-videos, and they are attempting to replicate this result in a biology class at ASU.
Chi, M. T. H., Kang, S., & Yaghmourian, D. L. (2016). Why students learn more from dialogue- than monologue-videos: Analyses of peer interactions. Journal of the Learning Sciences. Advance online publication. doi: 10.1080/10508406.2016.120456
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49, 219-243 (lead article).
Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it and the learning outcomes. International Handbook of Research on Conceptual Change (2nd edition). (pp. 49-70). New York, NY: Routledge Press.
Spring 2022 | |
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Course Number | Course Title |
DCI 799 | Dissertation |
Fall 2021 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Spring 2021 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Fall 2020 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Spring 2020 | |
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Course Number | Course Title |
DCI 691 | Seminar |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Fall 2019 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Spring 2019 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Fall 2018 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Spring 2018 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 792 | Research |
DCI 799 | Dissertation |
Fall 2017 | |
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Course Number | Course Title |
DCI 790 | Reading and Conference |
DCI 791 | Seminar |
DCI 792 | Research |
DCI 799 | Dissertation |