BiographyInstitution of Highest Degree:
Carnegie Mellon University
Research InterestsScientific Reasoning and Discovery Learning
Computational Modeling of Strategy Choice
Categorization and Causal Reasoning
All PublicationsView in D-Scholarship
Paletz, S., Chan, J., & Schunn, C. D. (in press). Uncovering uncertainty through disagreement. Applied Cognitive Psychology.
Cox, C., Apedoe, X., Silk, E., & Schunn, C. D. (in press). Analyzing materials in order to find design opportunities for the classroom. In Z. Kabayadondo & S. Goldman (Eds.), Design Thinking.
Paletz, S. B. F., Chan, J., & Schunn, C. D. (2017). The dynamics of micro-conflicts and uncertainty in successful and unsuccessful design teams. Design Studies, 50, 39-69.
Vincent-Ruz, P. & Schunn, C. D. (2017). The increasingly important role of science competency beliefs for science learning in girls. Journal of Research in Science Teaching.
Crowley, K., Dorph, R., & Schunn, C. (2017). Crumpled molecules and edible plastic: Science learning activation in out-of-school time. Afterschool Matters, 25, 22-28.
Marshman, E., Kalender, Z. Y., Schunn, C., Nokes-Malach, T., & Singh, C. (2017). A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences. Canadian Journal of Physics.
Akiva, T., Kehoe, S., Schunn, C. D. (2017). Are we ready for citywide learning? Examining the nature of within- and between-program pathways in a community-wide learning initiative. Journal of Community Psychology.
Liu, A. S. & Schunn, C. D. (2017). Applying math onto mechanisms: mechanistic knowledge is associated with the use of formal mathematical strategies. Cognitive Research: Principles and Implications, 2(6).
Bathgate, M., Schunn, C. (2017). Factors that deepen or attenuate decline of science utility value during the middle school years. Contemporary Educational Psychology.
Barstow, B., Fazio, L., Schunn, C., & Ashley, K. et al. (2017). Experimental evidence for diagramming benefits in science writing. Instructional Science, 45 (3), 1-20.
Schunn, C.D., Godley, A.J. & DeMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent and Adult Literacy, 60(1), 13-23.
Crowell, A. J., & Schunn, C. D. (2016). Unpacking the relationship between science education and applied scientific literacy. Research in Science Education, 46(1), 129-140.
Dorph, R., Cannady, M. A., Schunn, C. (2016). How science learning activation enables success for youth in science learning. Electronic Journal of Science Education, 20(8), 49-85.
Witherspoon, E. B., Schunn, C. D., Higashi, R. M., Baehr, E. C. (2016). Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of STEM Education, 3(18).
Patchan, M., Schunn, C., and Correnti, R. (2016). The nature of feedback revisited: How feedback features affect students’ willingness and ability to revise. Journal of Educational Psychology.
Fu, K., & Schunn, C. D. (2016). Open innovation through strategic design-by-analogy. To be published in A. Markman & H. Naquin (Eds.), Open innovation: The journey from ideation to innovation. Oxford University Press.
Cox, C., Reynolds, B., Schuchardt, A., & Schunn, C. D. (2016). Using mathematics and engineering to solve problems in secondary level biology. Journal of STEM Education: Innovations and Research, 17(1), 22-30.
Iriti, J., Bickel, W., Schunn, C., & Stein, M. K. (2016). Maximizing research and development resources: Identifying and testing “load-bearing conditions” for educational technology innovations. Educational Technology Research & Development, 64, 245-262.
Schuchardt, A., & Schunn, C. D. (2016). Modeling scientific processes with mathematics equations enhances student qualitative conceptual understanding and quantitative problem solving. Science Education, 100(2), 290–320.
Patchan, M. M., Schunn, C. D. (2016). Understanding the effects of receiving peer feedback for text revision: Relations between author and reviewer ability. Journal of Writing Research, 8(2), 227-265.
Liu, A. S., Schunn, C. D. (2016).The central questions of spatial cognition. The Oxford Handbook of Cognitive Science, 1, 1-42.
Bathgate, M., Schunn, C. D. (2016). Disentangling intensity from breadth of science interest: What predicts learning behaviors? Instructional Science, 44(5), 423-440.
Barstow, B., Fazio, L., Lippman, J., Falakmasir, M., Schunn, C. D., Ashley, K. D. (2016). The impacts of domain-general vs. domain-specific diagramming tools on writing. International Journal of Artificial Intelligence in Education, 1-23.
Wong, A., Moss, J., Schunn, C. (2016). Tracking reading strategy utilisation through pupillometry. Australasian Journal of Educational Technology, 32(6).