Christian Schunn

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Timothy Nokes-MalachAssociate Professor of Psychology, University of PittsburghVerifisert e-postadresse på pitt.edu
Chandralekha SinghUniversity of Pittsburgh (ORCID: 0000-0002-1234-5458)Verifisert e-postadresse på pitt.edu
Joel ChanUniversity of MarylandVerifisert e-postadresse på umd.edu
Z. Yasemin KalenderAssistant Prof./Lecturer at the University of LiverpoolVerifisert e-postadresse på liverpool.ac.uk
lynne rederProfessor of Psychology, Carnegie Mellon UniversityVerifisert e-postadresse på cmu.edu
Kristin WoodProfessor, University of Colorado DenverVerifisert e-postadresse på ucdenver.edu
Emily MarshmanCommunity College of Allegheny CountyVerifisert e-postadresse på ccac.edu
Melissa PatchanWest Virginia UniversityVerifisert e-postadresse på mail.wvu.edu
Susannah PaletzUniversity of MarylandVerifisert e-postadresse på umd.edu
J. Gregory Trafton, Greg TraftonNaval Research Laboratory, George Mason University, Princeton UniversityVerifisert e-postadresse på nrl.navy.mil
Katherine FuJay and Cynthia Ihlenfeld Associate Professor of Mechanical Engineering, University of WisconsinVerifisert e-postadresse på wisc.edu
Samuel AbramovichAssociate Professor, University at BuffaloVerifisert e-postadresse på buffalo.edu
Yaron DoppeltNational Superintendent of Mechanical Engineering EducationVerifisert e-postadresse på education.gov.il
Kenneth KotovskyProfessor of Psychology, Carnegie Mellon UniversityVerifisert e-postadresse på cmu.edu
Meghan BathgateUniversity of PittsburghVerifisert e-postadresse på pitt.edu
Paulette Vincent-RuzNew Mexico State UniversityVerifisert e-postadresse på nmsu.edu
Eben WitherspoonAmerican Institutes for ResearchVerifisert e-postadresse på air.org
Xornam S ApedoeAssociate Professor, Learning & Instruction, University of San FranciscoVerifisert e-postadresse på usfca.edu
Paul EganTexas Tech University | Carnegie Mellon/ETH Zurich AlumnusVerifisert e-postadresse på ttu.edu
kevin crowleyUniversity of PittsburghVerifisert e-postadresse på pitt.edu

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Christian Schunn

Professor of Psychology, University of Pittsburgh

Verifisert e-postadresse på pitt.edu - Startside

STEM Learning Engagement Peer Feedback


Tittel Sorter etter sitater Sorter etter år Sorter etter tittel	Sitert av Sitert av	År
The nature of feedback: How different types of peer feedback affect writing performance MM Nelson, CD Schunn Instructional science 37, 375-401, 2009	844	2009
Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system K Cho, CD Schunn Computers & Education 48 (3), 409-426, 2007	774	2007
Are badges useful in education?: It depends upon the type of badge and expertise of learner S Abramovich, C Schunn, RM Higashi Educational Technology Research and Development 61, 217-232, 2013	772	2013
The relationship of analogical distance to analogical function and preinventive structure: The case of engineering design BT Christensen, CD Schunn Memory & cognition 35, 29-38, 2007	674	2007
Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction MM Mehalik, Y Doppelt, CD Schuun JOURNAL OF ENGINEERING EDUCATION-WASHINGTON- 97 (1), 71, 2008	611	2008
Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. K Cho, CD Schunn, RW Wilson Journal of Educational Psychology 98 (4), 891, 2006	564	2006
A study of design fixation, its mitigation and perception in engineering design faculty JS Linsey, I Tseng, K Fu, J Cagan, KL Wood, C Schunn	518	2010
Bringing engineering design into high school science classrooms: The heating/cooling unit XS Apedoe, B Reynolds, MR Ellefson, CD Schunn Journal of science education and technology 17, 454-465, 2008	492	2008
Students’ perceptions about peer assessment for writing: Their origin and impact on revision work JH Kaufman, CD Schunn Instructional science 39, 387-406, 2011	485	2011
Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory LM Reder, CD Schunn Implicit memory and metacognition, 45-77, 2014	442	2014
A mechanistic account of the mirror effect for word frequency: A computational model of remember–know judgments in a continuous recognition paradigm. LM Reder, A Nhouyvanisvong, CD Schunn, MS Ayers, P Angstadt, ... Journal of Experimental Psychology: Learning, Memory, and Cognition 26 (2), 294, 2000	433	2000
Implications of the ACT-R learning theory: No magic bullets JR Anderson, CD Schunn Advances in instructional Psychology, Volume 5, 1-33, 2013	416	2013
Learning through case comparisons: A meta-analytic review L Alfieri, TJ Nokes-Malach, CD Schunn Educational Psychologist 48 (2), 87-113, 2013	415	2013
Engagement and achievements: A case study of design-based learning in a science context. Y Doppelt, MM Mehalik, CD Schunn, E Silk, D Krysinski Journal of technology education 19 (2), 22-39, 2008	408	2008
Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts K Cho, CD Schunn, D Charney Written communication 23 (3), 260-294, 2006	384	2006
On the benefits and pitfalls of analogies for innovative design: Ideation performance based on analogical distance, commonness, and modality of examples J Chan, K Fu, C Schunn, J Cagan, K Wood, K Kotovsky	376	2011
Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts A Ben-Eliyahu, D Moore, R Dorph, CD Schunn Contemporary Educational Psychology 53, 87-105, 2018	364	2018
The meaning of “near” and “far”: the impact of structuring design databases and the effect of distance of analogy on design output K Fu, J Chan, J Cagan, K Kotovsky, C Schunn, K Wood Journal of Mechanical Design 135 (2), 021007, 2013	341	2013
The nature of science identity and its role as the driver of student choices P Vincent-Ruz, CD Schunn International journal of STEM education 5, 1-12, 2018	319	2018
The generality/specificity of expertise in scientific reasoning CD Schunn, JR Anderson Cognitive science 23 (3), 337-370, 1999	292	1999

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