Michelene Chi

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Michelene "Micki" TH Chi (* 1950 ) is an American cognitive and educational scientist.

Michelene Chi studied at Carnegie-Mellon University with a bachelor's degree in 1970 and received her doctorate there in 1975.

She is a Professor at Arizona State University ( Foundation Professor and Dorothy Bray Endowed Professor of Science and Teaching and Dorothy Bray Professor of Science and Teaching at Mary Lou Fulton Teachers College) and Director of the University's Learning and Cognition Lab .

It looks at how school and university students learn best, especially in STEM subjects with an emphasis on active learning. There she developed the ICAP concept for levels of active learning (the letters stand for the hierarchy collaborative / interactive, generative / constructive, manipulative / active, attentive / passive ). Together with her colleagues, she developed a learning module for teachers with the aim of promoting active learning among students in preparation for lessons. She researched how concepts develop (emergence) in areas in which massive misunderstandings were previously prevalent and sees learning videos as superior, in which an interactive student-teacher dialogue takes place instead of a didactic monologue.

For 2019 she received the Rumelhart Prize . She is a member of the American Academy of Arts and Sciences (2016) and the National Academy of Education (2010).

She is one of the most highly cited scientists.

Fonts (selection)

  • Knowledge structures and memory development, in: Children's Thinking: What Develops, Volume 1, 1978, pp. 75-96
  • with PJ Feltovich, R. Glaser: Categorization and representation of physics problems by experts and novices, Cognitive Science, Volume 5, 1981, pp. 121–152
  • with Robert Glaser, Ernest Rees: Expertise in problem solving, Pittsburgh University Learning Research and Development Center, 1981
  • with M. Bassok, MW Lewis, P. Reimann, R. Glaser: Self-explanations: How students study and use examples in learning to solve problems, Cognitive Science, Volume 13, 1989, pp. 145-182
  • with JD Slotta, N. De Leeuw: From things to processes: A theory of conceptual change for learning science concepts, Learning and Instruction, Volume 4, 1994, pp. 27-43
  • with N. De Leeuw, MH Chiur, C. LaVancher: Eliciting self-explanations improves understanding, Cognitive science, Volume 18, 1994, pp. 439-477
  • Quantifying qualitative analyzes of verbal data: A practical guide, Journal of the Learning Sciences, Volume 6, 1997, pp. 271-315
  • with SA Siler, H. Jeong, T. Yamauchi, RG Hausmann: Learning from human tutoring, Cognitive Science, Volume 25, 2001, pp. 471-533
  • Commonsense conceptions of emergent processes: Why some misconceptions are robust, Journal of the Learning Sciences, Volume 14, 2005, pp. 161-199
  • Active-constructive-interactive: A conceptual framework for differentiating learning activities, Topics in Cognitive Science, Volume 1, 2009, pp. 73-105
  • with Ruth Wylie: The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes, Educational Psychologist, Volume 49, 2014, pp. 219–243
  • with R. Glaser, MJ Farr: The nature of expertise, Psychology Press 2014

Web links

Individual evidence

  1. ↑ Biographical information at the ASU
  2. ↑ Book of Members 1780 – present, Chapter C. (PDF; 1.3 MB) In: American Academy of Arts and Sciences (amacad.org). Retrieved July 28, 2018 .
personal data
SURNAME Chi, Michelene
ALTERNATIVE NAMES Chi, Michelene TH; Chi, Micki TH (nickname)
BRIEF DESCRIPTION American educationalist and cognitive scientist
DATE OF BIRTH 1950