Catherine C. Chase

1.8k total citations
23 papers, 1.2k citations indexed

About

Catherine C. Chase is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Catherine C. Chase has authored 23 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Developmental and Educational Psychology, 15 papers in Experimental and Cognitive Psychology and 11 papers in Education. Recurrent topics in Catherine C. Chase's work include Innovative Teaching and Learning Methods (11 papers), Visual and Cognitive Learning Processes (10 papers) and Science Education and Pedagogy (9 papers). Catherine C. Chase is often cited by papers focused on Innovative Teaching and Learning Methods (11 papers), Visual and Cognitive Learning Processes (10 papers) and Science Education and Pedagogy (9 papers). Catherine C. Chase collaborates with scholars based in United States, Switzerland and Canada. Catherine C. Chase's co-authors include Daniel L. Schwartz, Marily Oppezzo, Doris B. Chin, Rod D. Roscoe, T. H. Michelene, Marguerite Roy, James D. Slotta, John D. Bransford, Jonathan T. Shemwell and David Klahr and has published in prestigious journals such as Journal of Educational Psychology, Educational Psychologist and Journal of Research in Science Teaching.

In The Last Decade

Catherine C. Chase

23 papers receiving 1.2k citations

Peers

Catherine C. Chase

DEP

EDUCA

ECP

CSA

Jörg Wittwer Germany

Silke Schworm Germany

Rolf Ploetzner Germany

Aubteen Darabi United States

Sascha Wüstenberg Luxembourg

Susanne Narciss Germany

Louis Alfieri United States

Timothy J. Nokes‐Malach United States

Amy M. Shapiro United States

Hiller A. Spires United States

Jörg Wittwer Germany

Catherine C. Chase

605 ×1.0

DEP

539 ×0.9

EDUCA

392 ×1.2

ECP

258 ×1.0

98 ×0.6

CSA

Citations per year, relative to Catherine C. Chase Catherine C. Chase (= 1×) peers Jörg Wittwer

Countries citing papers authored by Catherine C. Chase

Since Specialization

Citations

This map shows the geographic impact of Catherine C. Chase's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Catherine C. Chase with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Catherine C. Chase more than expected).

Fields of papers citing papers by Catherine C. Chase

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Catherine C. Chase. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Catherine C. Chase. The network helps show where Catherine C. Chase may publish in the future.

Co-authorship network of co-authors of Catherine C. Chase

This figure shows the co-authorship network connecting the top 25 collaborators of Catherine C. Chase. A scholar is included among the top collaborators of Catherine C. Chase based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Catherine C. Chase. Catherine C. Chase is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

García, Trinidad, et al.. (2023). PROTOCOL: Problem solving before instruction (PS‐I) to promote learning and motivation in child and adult students. Campbell Systematic Reviews. 19(3). e1337–e1337. 2 indexed citations

Chase, Catherine C., et al.. (2021). Uncertain instruction: effects on curiosity, learning, and transfer. Instructional Science. 49(5). 661–685. 17 indexed citations

Chase, Catherine C., et al.. (2020). Can typical game features have unintended consequences? A study of players’ learning and reactions to challenge and failure in an educational programming game. British Journal of Educational Technology. 52(1). 57–74. 3 indexed citations

Chase, Catherine C., et al.. (2019). Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities. International Journal of Artificial Intelligence in Education. 29(2). 283–316. 9 indexed citations

Chase, Catherine C., et al.. (2019). Learning to notice science concepts in engineering activities and transfer situations. Science Education. 103(2). 440–471. 33 indexed citations

Chase, Catherine C., et al.. (2019). Impact of a prototyping intervention on middle school students' iterative practices and reactions to failure. Journal of Engineering Education. 108(4). 547–573. 31 indexed citations

Chase, Catherine C., et al.. (2019). Focusing processes: potential pathways for transfer of science concepts from an engineering task. International Journal of Science Education. 41(11). 1475–1495. 9 indexed citations

Chase, Catherine C., et al.. (2019). How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer. International Journal of STEM Education. 6(1). 23 indexed citations

Chase, Catherine C., et al.. (2018). Contrasting Cases Enhance Transfer of Physics Knowledge from an Engineering Design Task.. Cognitive Science. 2 indexed citations

10.

Chase, Catherine C. & David Klahr. (2017). Invention Versus Direct Instruction: For Some Content, It’s a Tie. Journal of Science Education and Technology. 26(6). 582–596. 40 indexed citations

11.

Chase, Catherine C., et al.. (2016). The Invention Coach: Integrating Data and Theory in the Design of an Exploratory Learning Environment. Indiana Magazine of History (Indiana University). 7(2). 3 indexed citations

12.

Chase, Catherine C., et al.. (2015). The design of an exploratory learning environment to support Invention. 2 indexed citations

13.

Shemwell, Jonathan T., Catherine C. Chase, & Daniel L. Schwartz. (2014). Seeking the general explanation: A test of inductive activities for learning and transfer. Journal of Research in Science Teaching. 52(1). 58–83. 60 indexed citations

14.

Christel, Michael G., Scott Stevens, Jing Jin, et al.. (2012). RumbleBlocks: Teaching science concepts to young children through a Unity game. 162–166. 17 indexed citations

15.

Schwartz, Daniel L., Catherine C. Chase, Marily Oppezzo, & Doris B. Chin. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.. Journal of Educational Psychology. 103(4). 759–775. 328 indexed citations

16.

Michelene, T. H., Rod D. Roscoe, James D. Slotta, Marguerite Roy, & Catherine C. Chase. (2011). Misconceived Causal Explanations for Emergent Processes. Cognitive Science. 36(1). 1–61. 194 indexed citations

17.

Chase, Catherine C., Jonathan T. Shemwell, & Daniel L. Schwartz. (2010). Explaining across contrasting cases for deep understanding in science: an example using interactive simulations. International Conference of Learning Sciences. 153–160. 15 indexed citations

18.

Chin, Doris B., et al.. (2010). Preparing students for future learning with Teachable Agents. Educational Technology Research and Development. 58(6). 649–669. 73 indexed citations

19.

Schwartz, Daniel L., Catherine C. Chase, Doris B. Chin, et al.. (2009). Interactive Metacognition: Monitoring and Regulating a Teachable Agent JEONG, AND JOHN WAGSTER. 352–370. 1 indexed citations

20.

Chase, Catherine C., Doris B. Chin, Marily Oppezzo, & Daniel L. Schwartz. (2009). Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning. Journal of Science Education and Technology. 18(4). 334–352. 197 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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