JOURNALS AND BOOK CHAPTERS
Chase, C.C., Chin, D.B., Oppezzo, M.A., & Schwartz, D.L. (2009). Teachable Agents and the Protégé Effect: Increasing the effort towards learning. Journal of Science Education and Technology, 18(4), 334-352.
Schwartz D.L., Chase C.C., Chin D.B., Oppezzo M.A., Kwong H., Okita S., Biswas G., Roscoe R.D., Jeong H., & Wagster J.D. (2009). Interactive metacognition: Monitoring and regulating a teachable agent. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of metacognition in education (pp. 340-358). New York: Taylor and Francis.
Chase, C.C., Shemwell, J.T., & Schwartz, D.L. (2010). Explaining across contrasting cases for deep understanding in science: An example using interactive simulations. Proceedings of the 2010 International Conference of the Learning Sciences.
Chin, D.B., Dohmen, I.M., Cheng, B.H., Oppezzo, M.A., Chase, C.C., & Schwartz, D.L. (2010). Preparing students for future learning with Teachable Agents. Educational Technology Research and Development, 58(6), 649-669.
Schwartz, D.L., Chase, C.C., Oppezzo, M.A., & Chin, D.B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4), 759-775.
Chi, M.T.H., Roscoe, R., Slotta, J., Roy, M. & Chase, C.C. (2012). Misconceived causal explanations for emergent processes. Cognitive Science, 36(1), 1-61.
Schwartz, D.L., Chase, C.C., & Bransford, J.D. (2012). Resisting overzealous transfer: Coordinating previous successful routines with needs for new learning. Educational Psychologist, 47(3), 204-214.
Chase, C.C. (2012). The interplay of chance and skill: Exploiting a common game mechanic to enhance learning and persistence. Proceedings of the 2012 International Conference of the Learning Sciences. [Won best paper award].
Chase, C.C. (2013). Motivating expertise: Equipping novices with the motivational tools to move beyond failure. To appear in J.J. Staszewski (Ed.), Expertise and skill acquisition: The impact of William G. Chase. New York: Psychology Press.
Shemwell, J., Chase, C.C., & Schwartz, D.L. (under review). Seeking the general explanation: Revisiting the wisdom of Francis Bacon.
CONFERENCE PRESENTATIONS AND POSTERS
Chase, C.C. & Schwartz, D. L. (2008, February). Teaching to learn: The impact of Teachable Agents on achievement goals and motivation. Poster presented at the annual Inter-Science of Learning Center (ISLC) student and post-doc conference, Pittsburgh, PA.
Chase, C.C., Chin, D.B., Cheng, B., Oppezzo, M.A., & Schwartz, D. L. (2008, March). Learning with Teachable Agents: A look at production feedback. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, NY.
Oppezzo, M.A., Chase, C.C., Chin, D.B., & Schwartz, D. L. (2008, March). Homework – work = future learning: Using informal learning structures to enhance formal education. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, NY.
Chin, D.B., Chase, C.C., Oppezzo, M.A., Kwong, H.Y., & Schwartz, D.L. (2008, June). Sociable Learning Technologies: Teachable Agents to enhance feedback, assessment, and future learning. Poster presented at the annual Institute of Education Sciences (IES) research conference, Washington, DC.
Chase, C.C. Positioning novices as relative experts: Motivating expert behaviors. (2009, June). Paper presented at the 36th Carnegie Symposium on Cognition, Pittsburgh, PA.
Chase, C.C., Chin, D.B., Oppezzo, M.A., & Schwartz, D.L. (2009, June). Teachable Agents and the Protégé Effect: Increasing the effort towards learning. Poster presented at the annual Institute of Education Sciences (IES) research conference, Washington, DC.
Chase, C.C., Chin, D.B., Oppezzo, M.A., & Schwartz, D.L. (2009, August). Teachable Agents and the Protégé Effect: Increasing the effort towards learning. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, Netherlands.
Chase, C.C., Chin, D.B., Oppezzo, M.A., Dohmen, I., & Schwartz, D.L. (2009, November). The Protégé Effect: Increasing the effort towards learning with Teachable Agents. Poster presented at the National Science Foundation’s annual Science of Learning Centers awardees meeting, Washington, D.C.
Chase, C.C., Chin, D.B., Gresalfi, M., & Schwartz, D.L. (2010, May). Why instruction supports or hinders transfer in physics. Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver, CO.
Chase, C.C. & Schwartz, D.L. (2010, July). Inventing with contrasting cases: An instructional method that improves students’ uptake of big ideas. Poster presented at the Physics Education Research Conference (PERC), Portland, OR.
Chase, C.C., Chin, D.B., Oppezzo, M.A., & Schwartz, D.L. (2011, September). Learning for the sake of a digital protégé: An analysis of students’ think-alouds as they engage with a Teachable Agent. Poster presented at the Socializing Intelligence Through Talk and Dialogue Conference, Pittsburgh, PA.
Chase, C.C. (2012, May). Exploiting game mechanics to promote persistence and risk-taking in the face of failure. Paper presented at the annual meeting of the National Council of Teachers in Mathematics (NCTM), Philadelphia, PA.
Chase, C.C., Shemwell, J.T., & Schwartz, D.L. (2012, May). Critical ingredients of contrasting case instruction. Paper presented at the annual meeting of the American Education Research Association (AERA), Vancouver, Canada.
Christel, M.G., Stevens, S. M., Maher, B.S., Brice, S., Champer, M., Jayapalan, L., Chen, Q., Jin, J., Hausmann, D., Bastida, N., Zhang, X., Aleven, V., Koedinger, K., Chase, C., Harpstead, E., & Lomas, D. (2012, July). RumbleBlocks: Teaching science concepts to young children through a Unity game. 17th International Conference on Computer Games (CGAMES).
