Representative Publications

Matthew Cannady, M. A., Chung, J. M., Schunn, C. D., & Vincent-Ruz, P. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59, 101802. 10.1016/j.cedpsych.2019.101802

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. 10.1002/sce.21198

Chan, J., Dow, S. P., & Schunn, C. D. (2015). Do the best design ideas (really) come from conceptually distant sources of inspiration? Design Studies, 36, 31-58. 10.1016/j.destud.2014.08.001 

Zong, Z., Schunn, C. D., & Wang, Y. (2021). What aspects of online peer feedback robustly predict growth in students’ task performance? Computers in Human Behavior, 124, 106924. 10.1016/j.chb.2021.106924

Wu, Y. & Schunn, C. D. (2021). The effects of providing and receiving peer feedback on writing performance and learning of secondary school students. American Educational Research Journal, 58(3), 492-526. 10.3102/0002831220945266

Witherspoon, E., & Schunn, C. D. (2020). Locating and understanding the largest gender differences in pathways to science degrees. Science Education, 104(2), 144-163. 10.1002/sce.21557

Whitcomb, K. M., Kalender, Z. Y., Nokes-Malach, T. J., Schunn, C. D., & Singh, C. (2020). Comparison of self-efficacy and performance of engineering undergraduate women and men. International Journal of Engineering Education, 36(6), 1996–2014.

Witherspoon, E., Vincent-Ruz, P., & Schunn, C. D. (2019). When making the grade isn't enough: The gendered nature of pre-med science course attrition. Educational Researcher, 48(4), 193-204. 10.3102/0013189X19840331

Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology, 110(6), 798-810. 10.1037/edu0000251