Catherine Chase
Catherine Chase
Columbia University
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Cited by
Cited by
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
DL Schwartz, CC Chase, MA Oppezzo, DB Chin
Journal of educational psychology 103 (4), 759, 2011
Teachable agents and the protégé effect: Increasing the effort towards learning
CC Chase, DB Chin, MA Oppezzo, DL Schwartz
Journal of science education and technology 18, 334-352, 2009
Misconceived causal explanations for emergent processes
MTH Chi, RD Roscoe, JD Slotta, M Roy, CC Chase
Cognitive science 36 (1), 1-61, 2012
Resisting overzealous transfer: Coordinating previously successful routines with needs for new learning
DL Schwartz, CC Chase, JD Bransford
Educational Psychologist 47 (3), 204-214, 2012
Preparing students for future learning with teachable agents
DB Chin, IM Dohmen, BH Cheng, MA Oppezzo, CC Chase, DL Schwartz
Educational Technology Research and Development 58, 649-669, 2010
Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer
M Lamnina, CC Chase
Contemporary Educational Psychology 59, 101785, 2019
Seeking the general explanation: A test of inductive activities for learning and transfer
JT Shemwell, CC Chase, DL Schwartz
Journal of Research in Science Teaching 52 (1), 58-83, 2015
Interactive metacognition: Monitoring and regulating a teachable agent
DL Schwartz, C Chase, DB Chin, M Oppezzo, H Kwong, S Okita, ...
Handbook of metacognition in education, 340-358, 2009
Invention versus direct instruction: For some content, it’sa tie
CC Chase, D Klahr
Journal of Science Education and Technology 26, 582-596, 2017
Learning to notice science concepts in engineering activities and transfer situations
CC Chase, L Malkiewich, A S Kumar
Science Education 103 (2), 440-471, 2019
Explaining across contrasting cases for deep understanding in science: An example using interactive simulations
CC Chase, JT Shemwell, DL Schwartz
Proceedings of the 9th International Conference of the Learning Sciences …, 2010
Impact of a prototyping intervention on middle school students' iterative practices and reactions to failure
J Marks, CC Chase
Journal of Engineering Education 108 (4), 547-573, 2019
How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer
CC Chase, J Marks, LJ Malkiewich, H Connolly
International Journal of STEM Education 6, 1-22, 2019
RumbleBlocks: Teaching science concepts to young children through a Unity game
MG Christel, SM Stevens, BS Maher, S Brice, M Champer, L Jayapalan, ...
2012 17th International Conference on Computer Games (CGAMES), 162-166, 2012
Uncertain instruction: effects on curiosity, learning, and transfer
M Lamnina, CC Chase
Instructional Science 49 (5), 661-685, 2021
Problematizing helps! A classroom study of computer-based guidance for invention activities
CC Chase, H Connolly, M Lamnina, V Aleven
International Journal of Artificial Intelligence in Education 29, 283-316, 2019
Seeing the forest from the trees: A comparison of two instructional models using contrasting cases
M Chi, I Dohmen, JT Shemwell, DB Chin, CC Chase, DL Schwartz
annual meeting of the American Educational Research Association, Vancouver …, 2012
Motivating persistence in the face of failure: The impact of an ego-protective buffer on learning choices and outcomes in a computer-based educational game
CC Chase
Stanford University, 2011
Can typical game features have unintended consequences? A study of players’ learning and reactions to challenge and failure in an educational programming game
CC Chase, LJ Malkiewich, A Lee, S Slater, A Choi, C Xing
British Journal of Educational Technology 52 (1), 57-74, 2021
What’s your goal? The importance of shaping the goals of engineering tasks to focus learners on the underlying science
LJ Malkiewich, CC Chase
Instructional Science 47 (5), 551-588, 2019
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