Christian D. Schunn
University of Pittsburgh
374 Papers
1K Citations
Christian D. Schunn is an academic researcher from University of Pittsburgh. The author has contributed to research in topics: Science education & Peer feedback. The author has an hindex of 50, co-authored 345 publications. Previous affiliations of Christian D. Schunn include Carnegie Mellon University & George Mason University.
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Papers
Improving Middle School Science Learning Using Diagrammatic Reasoning
Jennifer G. Cromley,Steven M. Weisberg,Ting Dai,Nora S. Newcombe,Christian D. Schunn,Christine Massey,F. Joseph Merlino +6 more
TL;DR: It is suggested that making sense of visualizations (diagrams) is not effortless and self-evident, but that students who receive supports for comprehending can improve their comprehension, and the learning can transfer to new domains.
Peer-reviewed presentation exchange in an undergraduate classroom
Kirill Kiselyov,Christian D. Schunn +1 more
- 08 Jan 2024
TL;DR: This work formulated an approach called Peer-Reviewed Presentation Exchange (PRPE), which focuses on collaborative analysis, presentation, and review of research literature that includes voice-narrated research presentations by students, and checklists generated by the instructor to establish expectations for an informative presentation or review.
Learning Theories For Engineering and Technology Education
Christian D. Schunn,Eli M. Silk +1 more
- 01 Jan 2011
TL;DR: This work reviews learning theories particularly appropriate for supporting learning of complex concepts in rich contexts, drawing heavily on information processing, distributed cognition and cognitive apprenticeship.
Problem solving and human expertise
Timothy J. Nokes,Christian D. Schunn,Michelene T. H. Chi +2 more
- 01 Jan 2010
TL;DR: An integrative review of the psychological research on expert problem solving is provided, describing in detail what it is, how it is acquired, and the implications for education and instruction.
Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way
Z. Yasemin Kalender,Emily Marshman,Christian D. Schunn,Timothy J. Nokes-Malach,Chandralekha Singh +4 more
- 04 Dec 2019
TL;DR: This article found that female students in calculus-based introductory physics are less likely to report feeling recognized as a physics person than male students, while their perception about whether others see them as a physicist plays an important role in their physics identity.