Christian D. Schunn - Publications

University of Pittsburgh, Pittsburgh, PA, United States 

124 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 Wu Y, Schunn CD. The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students American Educational Research Journal. 283122094526. DOI: 10.3102/0002831220945266  0.431
2020 Vincent-Ruz P, Meyer T, Roe SG, Schunn CD. Short-Term and Long-Term Effects of POGIL in a Large-Enrollment General Chemistry Course Journal of Chemical Education. 97: 1228-1238. DOI: 10.1021/Acs.Jchemed.9B01052  0.335
2020 Wu Y, Schunn CD. When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback Contemporary Educational Psychology. 62: 101897. DOI: 10.1016/J.Cedpsych.2020.101897  0.364
2020 Wu Y, Schunn CD. From feedback to revisions: Effects of feedback features and perceptions Contemporary Educational Psychology. 60: 101826. DOI: 10.1016/J.Cedpsych.2019.101826  0.408
2019 Elizondo-Garcia J, Schunn C, Gallardo K. Quality of Peer Feedback in Relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs. International Journal of Instruction. 12: 1025-1040. DOI: 10.29333/Iji.2019.12166A  0.314
2019 Quintana R, Schunn C. Who Benefits From a Foundational Logic Course? Effects on Undergraduate Course Performance Journal of Research On Educational Effectiveness. 12: 191-214. DOI: 10.1080/19345747.2018.1543372  0.428
2019 Tekkumru-Kisa M, Schunn C. Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool. Technology, Pedagogy and Education. 28: 133-155. DOI: 10.1080/1475939X.2019.1595707  0.318
2019 Betancur L, Rottman BM, Votruba-Drzal E, Schunn C. Analytical assessment of course sequencing: The case of methodological courses in psychology. Journal of Educational Psychology. 111: 91-103. DOI: 10.1037/Edu0000269  0.386
2019 Cannady MA, Vincent-Ruz P, Chung JM, Schunn CD. Scientific sensemaking supports science content learning across disciplines and instructional contexts Contemporary Educational Psychology. 59: 101802. DOI: 10.1016/J.Cedpsych.2019.101802  0.42
2019 Vincent-Ruz P, Schunn CD. Identity Complexes and Science Identity in Early Secondary: Mono-topical or in Combination with Other Topical Identities Research in Science Education. 1-22. DOI: 10.1007/S11165-019-09882-0  0.357
2019 Wang Y, Huang X, Schunn CD, Zou Y, Ai W. Redesigning flipped classrooms: a learning model and its effects on student perceptions Higher Education. 78: 711-728. DOI: 10.1007/S10734-019-00366-8  0.412
2018 Marshman E, Kalender ZY, Schunn C, Nokes-Malach T, Singh C. A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences Canadian Journal of Physics. 96: 391-405. DOI: 10.1139/Cjp-2017-0185  0.39
2018 Guerra J, Schunn CD, Bull S, Barria-Pineda J, Brusilovsky P. Navigation support in complex open learner models: assessing visual design alternatives New Review of Hypermedia and Multimedia. 24: 160-192. DOI: 10.1080/13614568.2018.1482375  0.313
2018 Pareja Roblin N, Schunn C, Bernstein D, McKenney S. Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences Studies in Science Education. 54: 1-39. DOI: 10.1080/03057267.2018.1441842  0.303
2018 Vincent-Ruz P, Binning K, Schunn CD, Grabowski J. The effect of math SAT on women's chemistry competency beliefs Chemistry Education Research and Practice. 19: 342-351. DOI: 10.1039/C7Rp00137A  0.345
2018 Liu AS, Schunn CD. The effects of school-related and home-related optional science experiences on science attitudes and knowledge Journal of Educational Psychology. 110: 798-810. DOI: 10.1037/Edu0000251  0.387
2018 Cho K, Schunn CD. Finding an optimal balance between agreement and performance in an online reciprocal peer evaluation system Studies in Educational Evaluation. 56: 94-101. DOI: 10.1016/J.Stueduc.2017.12.001  0.549
2018 Ben-Eliyahu A, Moore D, Dorph R, Schunn CD. Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts Contemporary Educational Psychology. 53: 87-105. DOI: 10.1016/J.Cedpsych.2018.01.002  0.331
2018 Roblin NP, Schunn C, McKenney S. What are critical features of science curriculum materials that impact student and teacher outcomes Science Education. 102: 260-282. DOI: 10.1002/Sce.21328  0.386
2018 McKenney S, Schunn CD. How Can Educational Research Support Practice at Scale? Attending to Educational Designer Needs. British Educational Research Journal. 44: 1084-1100. DOI: 10.1002/Berj.3480  0.311
2018 Schunn CD, Newcombe NS, Alfieri L, Cromley JG, Massey C, Merlino JF. Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology. 32: 225-240. DOI: 10.1002/Acp.3398  0.377
2017 Cannady MA, Moore D, Votruba-Drzal E, Greenwald E, Stites R, Schunn CD. How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers. International Journal of Stem Education. 4: 22. PMID 30631678 DOI: 10.1186/S40594-017-0079-Y  0.313
2017 Liu AS, Schunn CD. Applying math onto mechanisms: mechanistic knowledge is associated with the use of formal mathematical strategies. Cognitive Research: Principles and Implications. 2: 6. PMID 28203634 DOI: 10.1186/s41235-016-0044-1  0.315
2017 Witherspoon EB, Higashi RM, Schunn CD, Baehr EC, Shoop R. Developing Computational Thinking through a Virtual Robotics Programming Curriculum Acm Transactions On Computing Education. 18: 1-20. DOI: 10.1145/3104982  0.333
2017 Bathgate M, Schunn C. The psychological characteristics of experiences that influence science motivation and content knowledge International Journal of Science Education. 39: 2402-2432. DOI: 10.1080/09500693.2017.1386807  0.4
2017 Patchan MM, Schunn CD, Clark RJ. Accountability in peer assessment: examining the effects of reviewing grades on peer ratings and peer feedback Studies in Higher Education. 43: 2263-2278. DOI: 10.1080/03075079.2017.1320374  0.792
2017 Zou Y, Schunn CD, Wang Y, Zhang F. Student attitudes that predict participation in peer assessment Assessment & Evaluation in Higher Education. 43: 800-811. DOI: 10.1080/02602938.2017.1409872  0.365
2017 Paletz SB, Chan J, Schunn CD. The dynamics of micro-conflicts and uncertainty in successful and unsuccessful design teams Design Studies. 50: 39-69. DOI: 10.1016/J.DESTUD.2017.02.002  0.328
2017 Bathgate M, Schunn C. Factors that deepen or attenuate decline of science utility value during the middle school years Contemporary Educational Psychology. 49: 215-225. DOI: 10.1016/J.Cedpsych.2017.02.005  0.341
2017 Higashi RM, Schunn CD, Flot JB. Different underlying motivations and abilities predict student versus teacher persistence in an online course Educational Technology Research and Development. 65: 1471-1493. DOI: 10.1007/S11423-017-9528-Z  0.4
2017 Zhang F, Schunn CD, Baikadi A. Charting the routes to revision: An interplay of writing goals, peer comments, and self-reflections from peer reviews Instructional Science. 45: 679-707. DOI: 10.1007/S11251-017-9420-6  0.422
2017 Barstow B, Fazio L, Schunn C, Ashley K. Experimental evidence for diagramming benefits in science writing Instructional Science. 45: 537-556. DOI: 10.1007/S11251-017-9415-3  0.408
2017 Tekkumru-Kisa M, Schunn C, Stein MK, Reynolds B. Change in Thinking Demands for Students Across the Phases of a Science Task: An Exploratory Study Research in Science Education. 49: 859-883. DOI: 10.1007/S11165-017-9645-Z  0.417
2017 Malone KL, Schunn CD, Schuchardt AM. Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling Journal of Science Education and Technology. 27: 30-44. DOI: 10.1007/S10956-017-9706-0  0.416
2017 Vincent-Ruz P, Schunn CD. The increasingly important role of science competency beliefs for science learning in girls Journal of Research in Science Teaching. 54: 790-822. DOI: 10.1002/Tea.21387  0.401
2017 Schuchardt AM, Tekkumru-Kisa M, Schunn CD, Stein MK, Reynolds B. How much professional development is needed with educative curriculum materials? It depends upon the intended student learning outcomes Science Education. 101: 1015-1033. DOI: 10.1002/SCE.21302  0.356
2017 Menekse M, Higashi R, Schunn CD, Baehr E. The Role of Robotics Teams’ Collaboration Quality on Team Performance in a Robotics Tournament Journal of Engineering Education. 106: 564-584. DOI: 10.1002/JEE.20178  0.313
2016 Patchan MM, Schunn CD. Understanding the benefits of receiving peer feedback: A case of matching ability in peer-review The Journal of Writing Research. 8: 227-265. DOI: 10.17239/Jowr-2016.08.02.03  0.768
2016 Wong AY, Moss J, Schunn CD. Tracking reading strategy utilisation through pupillometry Australasian Journal of Educational Technology. 32. DOI: 10.14742/Ajet.3096  0.546
2016 Lin P, Schunn CD. The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science International Journal of Science Education. 38: 2551-2572. DOI: 10.1080/09500693.2016.1251631  0.387
2016 Patchan MM, Schunn CD, Correnti RJ. The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions. Journal of Educational Psychology. 108: 1098-1120. DOI: 10.1037/Edu0000103  0.778
2016 Bathgate M, Schunn C. Disentangling intensity from breadth of science interest: What predicts learning behaviors? Instructional Science. 44: 423-440. DOI: 10.1007/S11251-016-9382-0  0.352
2016 Schunn CD. Building from In Vivo Research to the Future of Research on Relational Thinking and Learning Educational Psychology Review. 29: 97-104. DOI: 10.1007/S10648-016-9384-0  0.35
2016 Sha L, Schunn C, Bathgate M, Ben-Eliyahu A. Families support their children's success in science learning by influencing interest and self-efficacy Journal of Research in Science Teaching. 53: 450-472. DOI: 10.1002/Tea.21251  0.3
2016 CROMLEY JG, WEISBERG SM, DAI T, NEWCOMBE NS, SCHUNN CD, MASSEY C, MERLINO FJ. Improving Middle School Science Learning Using Diagrammatic Reasoning Science Education. 100: 1184-1213. DOI: 10.1002/Sce.21241  0.385
2016 Schunn C, Godley A, DeMartino S. The Reliability and Validity of Peer Review of Writing in High School AP English Classes. Journal of Adolescent & Adult Literacy. 60: 13-23. DOI: 10.1002/Jaal.525  0.408
2016 Paletz SBF, Chan J, Schunn CD. Uncovering Uncertainty through Disagreement Applied Cognitive Psychology. 30: 387-400. DOI: 10.1002/Acp.3213  0.544
2015 Moss J, Schunn CD. Comprehension through explanation as the interaction of the brain's coherence and cognitive control networks. Frontiers in Human Neuroscience. 9: 562. PMID 26557066 DOI: 10.3389/Fnhum.2015.00562  0.507
2015 Chan J, Schunn CD. The importance of iteration in creative conceptual combination. Cognition. 145: 104-115. PMID 26331214 DOI: 10.1016/J.Cognition.2015.08.008  0.566
2015 Peffer ME, Beckler ML, Schunn C, Renken M, Revak A. Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning. Plos One. 10: e0120638. PMID 25786245 DOI: 10.1371/journal.pone.0120638  0.307
2015 Chan J, Schunn C. The impact of analogies on creative concept generation: Lessons from an in vivo study in engineering design Cognitive Science. 39: 126-155. PMID 24835377 DOI: 10.1111/Cogs.12127  0.582
2015 Peffer ME, Beckler ML, Schunn C, Renken M, Revak A. Science Classroom Inquiry (SCI) simulations: A novel method to scaffold science learning Plos One. 10. DOI: 10.1371/Journal.Pone.0120638  0.42
2015 Alfieri L, Higashi R, Shoop R, Schunn CD. Case studies of a robot-based game to shape interests and hone proportional reasoning skills International Journal of Stem Education. 2. DOI: 10.1186/S40594-015-0017-9  0.382
2015 Patchan MM, Schunn CD, Sieg W, McLaughlin D. The effect of blended instruction on accelerated learning Technology, Pedagogy and Education. DOI: 10.1080/1475939X.2015.1013977  0.795
2015 Bathgate M, Crowell A, Schunn C, Cannady M, Dorph R. The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation International Journal of Science Education. 37: 1590-1612. DOI: 10.1080/09500693.2015.1045958  0.384
2015 Chan J, Dow SP, Schunn CD. Do the best design ideas (really) come from conceptually distant sources of inspiration? Design Studies. 36: 31-58. DOI: 10.1016/J.Destud.2014.08.001  0.57
2015 Patchan MM, Schunn CD. Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality Instructional Science. 43: 591-614. DOI: 10.1007/S11251-015-9353-X  0.802
2015 Kessler AM, Stein MK, Schunn CD. Cognitive Demand of Model Tracing Tutor Tasks: Conceptualizing and Predicting How Deeply Students Engage Technology, Knowledge and Learning. DOI: 10.1007/s10758-015-9248-6  0.439
2015 Egan P, Cagan J, Schunn C, LeDuc P. Synergistic human-agent methods for deriving effective search strategies: the case of nanoscale design Research in Engineering Design. 26: 145-169. DOI: 10.1007/S00163-015-0190-3  0.321
2015 Sha L, Schunn C, Bathgate M. Measuring choice to participate in optional science learning experiences during early adolescence Journal of Research in Science Teaching. 52: 686-709. DOI: 10.1002/tea.21210  0.365
2015 Tekkumru-Kisa M, Stein MK, Schunn C. A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science Journal of Research in Science Teaching. 52: 659-685. DOI: 10.1002/tea.21208  0.382
2015 SCHUCHARDT AM, SCHUNN CD. Modeling Scientific Processes With Mathematics Equations Enhances Student Qualitative Conceptual Understanding and Quantitative Problem Solving Science Education. 100: 290-320. DOI: 10.1002/SCE.21198  0.412
2014 Jang J, Schunn CD. A framework for unpacking cognitive benefits of distributed complex visual displays. Journal of Experimental Psychology. Applied. 20: 260-9. PMID 24933429 DOI: 10.1037/Xap0000022  0.529
2014 Kirschenbaum SS, Trafton JG, Schunn CD, Trickett SB. Visualizing uncertainty: the impact on performance. Human Factors. 56: 509-20. PMID 24930172 DOI: 10.1177/0018720813498093  0.327
2014 Crowell A, Schunn C. Scientifically literate action: Key barriers and facilitators across context and content Public Understanding of Science. 23: 718-733. PMID 23825276 DOI: 10.1177/0963662512469780  0.315
2014 Abramovich S, Schunn CD, Correnti RJ. Erratum to: The role of evaluative metadata in an online teacher resource exchange Educational Technology Research and Development. 62: 123-123. DOI: 10.1007/S11423-013-9328-Z  0.311
2014 Bathgate ME, Schunn CD, Correnti R. Children's motivation toward science across contexts, manner of interaction, and topic Science Education. 98: 189-215. DOI: 10.1002/Sce.21095  0.34
2013 Moss J, Schunn CD, Schneider W, McNamara DS. The nature of mind wandering during reading varies with the cognitive control demands of the reading strategy. Brain Research. 1539: 48-60. PMID 24096208 DOI: 10.1016/J.Brainres.2013.09.047  0.532
2013 Fu K, Chan J, Schunn C, Cagan J, Kotovsky K. Testing the basis for an automated design-by-analogy tool through comparison to expert thinking Proceedings of the Asme Design Engineering Technical Conference. 5. DOI: 10.1115/DETC2013-12128  0.63
2013 Egan PF, Cagan J, Schunn C, LeDuc PR. Design of complex biologically based nanoscale systems using multi-agent simulations and structure-behavior-function representations Journal of Mechanical Design, Transactions of the Asme. 135. DOI: 10.1115/1.4024227  0.308
2013 Fu K, Chan J, Cagan J, Kotovsky K, Schunn C, Wood K. The meaning of near and far: The impact of structuring design databases and the effect of distance of analogy on design output Journal of Mechanical Design, Transactions of the Asme. 135. DOI: 10.1115/1.4023158  0.723
2013 Liu AS, Schunn CD, Flot J, Shoop R. The role of physicality in rich programming environments Computer Science Education. 23: 315-331. DOI: 10.1080/08993408.2013.847165  0.35
2013 Alfieri L, Nokes-Malach TJ, Schunn CD. Learning Through Case Comparisons: A Meta-Analytic Review Educational Psychologist. 48: 87-113. DOI: 10.1080/00461520.2013.775712  0.313
2013 Fu K, Chan J, Schunn C, Cagan J, Kotovsky K. Expert representation of design repository space: A comparison to and validation of algorithmic output Design Studies. 34: 729-762. DOI: 10.1016/J.Destud.2013.06.002  0.726
2013 Abramovich S, Schunn CD, Correnti RJ. The role of evaluative metadata in an online teacher resource exchange Educational Technology Research and Development. 61: 863-883. DOI: 10.1007/s11423-013-9317-2  0.314
2013 Abramovich S, Schunn C, Higashi RM. Are badges useful in education?: It depends upon the type of badge and expertise of learner Educational Technology Research and Development. 61: 217-232. DOI: 10.1007/s11423-013-9289-2  0.364
2013 Apedoe XS, Schunn CD. Strategies for success: Uncovering what makes students successful in design and learning Instructional Science. 41: 773-791. DOI: 10.1007/s11251-012-9251-4  0.442
2013 Patchan MM, Hawk B, Stevens CA, Schunn CD. The effects of skill diversity on commenting and revisions Instructional Science. 41: 381-405. DOI: 10.1007/S11251-012-9236-3  0.806
2013 Paletz SBF, Kim KH, Schunn CD, Tollinger I, Vera A. Reuse and recycle: The development of adaptive expertise, routine expertise, and novelty in a large research team Applied Cognitive Psychology. 27: 415-428. DOI: 10.1002/acp.2928  0.329
2012 Chan J, Paletz SB, Schunn CD. Analogy as a strategy for supporting complex problem solving under uncertainty. Memory & Cognition. 40: 1352-65. PMID 22815065 DOI: 10.3758/S13421-012-0227-Z  0.534
2012 Xiong W, Litmaan D, Schunn C. Natural language processing techniques for researching and improving peer feedback Journal of Writing Research. 4: 155-176. DOI: 10.17239/Jowr-2012.04.02.3  0.407
2012 Goldin IM, Ashley KD, Schunn CD. Redesigning educational peer review interactions using computer tools: An introduction Journal of Writing Research. 4: 111-119. DOI: 10.17239/Jowr-2012.04.02.1  0.307
2012 Jang J, Schunn CD. Physical design tools support and hinder innovative engineering design Journal of Mechanical Design, Transactions of the Asme. 134. DOI: 10.1115/1.4005651  0.573
2012 Jang J, Bell Trickett S, Schunn CD, Gregory Trafton J. Unpacking the temporal advantage of distributing complex visual displays International Journal of Human Computer Studies. 70: 812-827. DOI: 10.1016/J.Ijhcs.2012.07.003  0.548
2012 Abramovich S, Schunn C. Studying teacher selection of resources in an ultra-large scale interactive system: Does metadata guide the way? Computers and Education. 58: 551-559. DOI: 10.1016/j.compedu.2011.09.001  0.313
2012 Apedoe XS, Ellefson MR, Schunn CD. Learning Together While Designing: Does Group Size Make a Difference? Journal of Science Education and Technology. 21: 83-94. DOI: 10.1007/s10956-011-9284-5  0.768
2012 Bathgate M, Sims-Knight J, Schunn C. Thoughts on Thinking: Engaging Novice Music Students in Metacognition Applied Cognitive Psychology. 26: 403-409. DOI: 10.1002/acp.1842  0.421
2012 Jang J, Schunn CD. Performance Benefits of Spatially Distributed Versus Stacked Information on Integration Tasks Applied Cognitive Psychology. 26: 207-214. DOI: 10.1002/Acp.1811  0.534
2011 Moss J, Schunn CD, Schneider W, McNamara DS, Vanlehn K. The neural correlates of strategic reading comprehension: cognitive control and discourse comprehension. Neuroimage. 58: 675-86. PMID 21741484 DOI: 10.1016/J.Neuroimage.2011.06.034  0.557
2011 Patchan MM, Schunn CD, Clark RJ. Writing in natural sciences: Understanding the effects of different types of reviewers on the writing Journal of Writing Research. 2: 365-393. DOI: 10.17239/Jowr-2011.02.03.4  0.802
2011 Jang J, Schunn CD. Physical Design Tools Support and Hinder Innovative Engineering Design Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 55: 1279-1283. DOI: 10.1177/1071181311551266  0.488
2011 Chan J, Fu K, Schunn C, Cagan J, Wood K, Kotovsky K. On the benefits and pitfalls of analogies for innovative design: Ideation performance based on analogical distance, commonness, and modality of examples Journal of Mechanical Design, Transactions of the Asme. 133. DOI: 10.1115/1.4004396  0.75
2011 Lee CJ, Schunn CD. Social biases and solutions for procedural objectivity Hypatia. 26: 352-373. DOI: 10.1111/J.1527-2001.2011.01178.X  0.307
2011 Jang J, Schunn CD, Nokes TJ. Spatially Distributed Instructions Improve Learning Outcomes and Efficiency Journal of Educational Psychology. 103: 60-72. DOI: 10.1037/A0021994  0.562
2011 Kaufman JH, Schunn CD. Students' perceptions about peer assessment for writing: Their origin and impact on revision work Instructional Science. 39: 387-406. DOI: 10.1007/s11251-010-9133-6  0.406
2011 Silk EM, Higashi R, Schunn CD. Resources for robot competition success: Assessing math use in grade-school-level engineering design Asee Annual Conference and Exposition, Conference Proceedings 0.764
2011 Chan J, Fu K, Schunn C, Cagan J, Wood K, Kotovsky K. On the effective use of design-by-analogy: The influences of analogical distance and commonness of analogous designs on ideation performance Iced 11 - 18th International Conference On Engineering Design - Impacting Society Through Engineering Design. 7: 85-96.  0.636
2010 Kong X, Schunn CD, Wallstrom GL. High regularities in eye-movement patterns reveal the dynamics of the visual working memory allocation mechanism. Cognitive Science. 34: 322-37. PMID 21564215 DOI: 10.1111/J.1551-6709.2009.01075.X  0.519
2010 Linsey JS, Tseng I, Fu K, Cagan J, Wood KL, Schunn C. A study of design fixation, its mitigation and perception in engineering design faculty Journal of Mechanical Design, Transactions of the Asme. 132: 0410031-04100312. DOI: 10.1115/1.4001110  0.352
2010 Schunn CD. From Uncertainly Exact to Certainly Vague: Epistemic Uncertainty and Approximation in Science and Engineering Problem Solving Psychology of Learning and Motivation. 53: 227-252. DOI: 10.1016/S0079-7421(10)53006-8  0.311
2009 Steinberg D, Patchan M, Schunn C, Landis A. Determining adequate information for green building occupant training materials Journal of Green Building. 4: 142-150. DOI: 10.3992/Jgb.4.3.143  0.768
2009 Steinberg D, Patchan M, Schunn C, Landis A. Developing a focus for green building occupant training materials Journal of Green Building. 4: 175-184. DOI: 10.3992/Jgb.4.2.175  0.761
2009 Patchan MM, Charney D, Schunn CD. A validation study of students’ end comments: Comparing comments by students, a writing instructor, and a content instructor Journal of Writing Research. 1: 124-152. DOI: 10.17239/Jowr-2009.01.02.2  0.802
2009 Doppelt Y, Schunn CD, Silk EM, Mehalik MM, Reynolds B, Ward E. Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement Research in Science & Technological Education. 27: 339-354. DOI: 10.1080/02635140903166026  0.774
2009 Nelson MM, Schunn CD. The nature of feedback: How different types of peer feedback affect writing performance Instructional Science. 37: 375-401. DOI: 10.1007/s11251-008-9053-x  0.348
2009 Silk EM, Schunn CD, Strand Cary M. The impact of an engineering design curriculum on science reasoning in an Urban setting Journal of Science Education and Technology. 18: 209-223. DOI: 10.1007/S10956-009-9144-8  0.804
2008 Ellefson MR, Brinker RA, Vernacchio VJ, Schunn CD. Design-based learning for biology: Genetic engineering experience improves understanding of gene expression. Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology. 36: 292-8. PMID 21591207 DOI: 10.1002/bmb.20203  0.773
2008 Cho K, Chung TR, King WR, Schunn C. Peer-based computer-supported knowledge refinement: An empirical investigation Communications of the Acm. 51: 83-88. DOI: 10.1145/1325555.1325571  0.498
2008 Doppelt Y, Schunn CD. Identifying students' perceptions of the important classroom features affecting learning aspects of a design-based learning environment Learning Environments Research. 11: 195-209. DOI: 10.1007/s10984-008-9047-2  0.371
2008 Apedoe XS, Reynolds B, Ellefson MR, Schunn CD. Bringing engineering design into high school science classrooms: The heating/cooling unit Journal of Science Education and Technology. 17: 454-465. DOI: 10.1007/s10956-008-9114-6  0.76
2007 Christensen BT, Schunn CD. The relationship of analogical distance to analogical function and preinventive structure: the case of engineering design. Memory & Cognition. 35: 29-38. PMID 17533877 DOI: 10.3758/Bf03195939  0.301
2007 Cho K, Schunn CD. Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system Computers and Education. 48: 409-426. DOI: 10.1016/J.Compedu.2005.02.004  0.551
2007 Kong X, Schunn CD. Global vs. local information processing in visual/spatial problem solving: The case of traveling salesman problem Cognitive Systems Research. 8: 192-207. DOI: 10.1016/J.Cogsys.2007.06.002  0.533
2006 Trafton G, Trickett SB, Stitzlein CA, Saner L, Schunn CD, Kirschenbaum SS. The relationship between spatial transformations and iconic gestures Spatial Cognition and Computation. 6: 1-29. DOI: 10.1207/S15427633Scc0601_1  0.747
2006 Cho K, Schunn CD, Charney D. Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts Written Communication. 23: 260-294. DOI: 10.1177/0741088306289261  0.591
2006 Cho K, Schunn CD, Wilson RW. Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives Journal of Educational Psychology. 98: 891-901. DOI: 10.1037/0022-0663.98.4.891  0.581
2005 Schunn CD, McGregor MU, Saner LD. Expertise in ill-defined problem-solving domains as effective strategy use. Memory & Cognition. 33: 1377-87. PMID 16615385 DOI: 10.3758/Bf03193370  0.764
2005 Schunn CD, Munro P, Lebiere C, Lovett MC. Introduction to the best of ICCM2004 Cognitive Systems Research. 6: 1-3. DOI: 10.1016/J.Cogsys.2004.09.001  0.653
2005 Moin LJ, Dorfield JK, Schunn CD. Where can we find future K-12 science and math teachers? A search by academic year, discipline, and academic performance level Science Education. 89: 980-1006. DOI: 10.1002/sce.20088  0.324
2001 Schunn CD, Lovett MC, Reder LM. Awareness and working memory in strategy adaptivity. Memory & Cognition. 29: 254-66. PMID 11352208 DOI: 10.3758/Bf03194919  0.491
2000 Lovett MC, Schunn CD. The importance of frameworks for directing empirical questions: reply to Goodie and Fantino (2000). Journal of Experimental Psychology. General. 129: 453-6. PMID 11142860 DOI: 10.1037//0096-3445.129.4.453  0.534
1999 Schunn CD, Anderson JR. The generality/specificity of expertise in scientific reasoning Cognitive Science. 23: 337-370. DOI: 10.1207/S15516709Cog2303_3  0.371
1999 Lovett MC, Schunn CD. Task representations, strategy variability, and base-rate neglect Journal of Experimental Psychology: General. 128: 107-130. DOI: 10.1037/0096-3445.128.2.107  0.543
1996 Schunn CD, Dunbar K. Priming, analogy, and awareness in complex reasoning. Memory & Cognition. 24: 271-84. PMID 8718762 DOI: 10.3758/BF03213292  0.756
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