The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes von Chi, Michelene T. H., Wylie, Ruth

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Translating the ICAP Theory of Cognitive Engagement Into Practice von Chi, Michelene T. H., Adams, Joshua, Bogusch, Emily B., Bruchok, Christiana, Kang, Seokmin, Lancaster, Matthew, Levy, Roy, Li, Na, McEldoon, Katherine L., Stump, Glenda S., Wylie, Ruth, Xu, Dongchen, Yaghmourian, David L.

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Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities von Chi, Michelene T. H.

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Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors' Explanations and Questions von Roscoe, Rod D, Chi, Michelene T. H

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Seeing Deep Structure From the Interactions of Surface Features von Chi, Michelene T. H., VanLehn, Kurt A.

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Improving teacher questioning in science using ICAP theory von Morris, Joshua, Chi, Michelene T. H.

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Misconceived Causal Explanations for Emergent Processes von Chi, Michelene T. H., Roscoe, Rod D., Slotta, James D., Roy, Marguerite, Chase, Catherine C.

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Tutor learning: the role of explaining and responding to questions von Roscoe, Rod D., Chi, Michelene T. H.

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Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms von Menekse, Muhsin, Stump, Glenda S., Krause, Stephen, Chi, Michelene T. H.

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Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust von Chi, Michelene T. H.

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Why Students Learn More From Dialogue- Than Monologue-Videos: Analyses of Peer Interactions von Chi, Michelene T. H., Kang, Seokmin, Yaghmourian, David L.

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Translating a Theory of Active Learning: An Attempt to Close the Research‐Practice Gap in Education von Chi, Michelene T. H.

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Comparing Learning From Observing and From Human Tutoring von Muldner, Kasia, Lam, Rachel, Chi, Michelene T. H.

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Observing Tutorial Dialogues Collaboratively: Insights About Human Tutoring Effectiveness From Vicarious Learning von Chi, Michelene T. H., Roy, Marguerite, Hausmann, Robert G. M.

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Effectiveness of holistic mental model confrontation in driving conceptual change von Gadgil, Soniya, Nokes-Malach, Timothy J., Chi, Michelene T.H.

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Learning from Error Episodes in Dialogue-Videos: The Influence of Prior Knowledge von Ding, Lu, Cooper, Katelyn M, Stephens, Michelle D, Chi, Michelene T. H, Brownell, Sara E

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Knowledge convergence and collaborative learning von JEONG, HEISAWN, CHI, MICHELENE T. H.

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Helping Students Understand Challenging Topics in Science Through Ontology Training von Slotta, James D., Chi, Michelene T. H.

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Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos While Problem Solving von Craig, Scotty D, Chi, Michelene T. H, VanLehn, Kurt

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Individualistic and collective causal knowledge structures for understanding sequential and emergent processes von Chi, Michelene T. H.

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