Indirect process - Revision history

Kaye at 19:20, 25 July 2007

2007-07-25T19:20:19Z

← Older revision		Revision as of 19:20, 25 July 2007
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	An indirect process is one which has no causal agent and no identifiable sequence of stages. The outcome of an indirect process results from the simultaneous, collective interaction of all agents of the process. While each agent performs the same behavior, the behaviors are independent of one another.		An indirect process is one which has no causal agent and no identifiable sequence of stages. The outcome of an indirect process results from the simultaneous, collective interaction of all agents of the process. While each agent performs the same behavior, the agent behaviors are independent of one another.

	The process of students forming a bottleneck as they hurry through a narrow doorway when the school bell rings is an indirect process. The outcome of the bottleneck is not caused by a single student nor is it sequential; rather it results from the simultaneous, collective action of all of the students.		The process of students forming a bottleneck as they hurry through a narrow doorway when the school bell rings is an indirect process. The outcome of the bottleneck is not caused by a single student nor is it sequential; rather it results from the simultaneous, collective action of all of the students.

Small at 19:17, 25 July 2007

2007-07-25T19:17:57Z

← Older revision		Revision as of 19:17, 25 July 2007
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	An indirect process is one which has no causal agent and no identifiable sequence of stages. The outcome of an indirect process results from the collective interaction of all agents of the process.		An indirect process is one which has no causal agent and no identifiable sequence of stages. The outcome of an indirect process results from the simultaneous, collective interaction of all agents of the process. While each agent performs the same behavior, the behaviors are independent of one another.

	The process of students forming a bottleneck as they hurry through a narrow doorway when the school bell rings is an indirect process. The outcome of the bottleneck is not caused by a single student nor is it sequential; rather it results from the simultaneous, collective action of all of the students.		The process of students forming a bottleneck as they hurry through a narrow doorway when the school bell rings is an indirect process. The outcome of the bottleneck is not caused by a single student nor is it sequential; rather it results from the simultaneous, collective action of all of the students.

Kaye at 14:02, 23 July 2007

2007-07-23T14:02:23Z

← Older revision		Revision as of 14:02, 23 July 2007
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	For more information, see:		For more information, see:
	~~Slotta, J. D. & Chi, M.T.H. (In press). The impact of ontology training on conceptual change: Helping students understand the challenging topics in science. ''Cognition and Instruction.''~~
	~~<br>~~
	or
	<br>		<br>
	Chi, M. T. H. (In press). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.		Chi, M. T. H. (In press). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.

Kaye at 14:01, 23 July 2007

2007-07-23T14:01:53Z

New page

An indirect process is one which has no causal agent and no identifiable sequence of stages. The outcome of an indirect process results from the collective interaction of all agents of the process.

The process of students forming a bottleneck as they hurry through a narrow doorway when the school bell rings is an indirect process. The outcome of the bottleneck is not caused by a single student nor is it sequential; rather it results from the simultaneous, collective action of all of the students.

For more information, see:
Slotta, J. D. & Chi, M.T.H. (In press). The impact of ontology training on conceptual change: Helping students understand the challenging topics in science. ''Cognition and Instruction.''
<br>
or
<br>
Chi, M. T. H. (In press). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.