The nature of feedback: How different types of peer feedback affect writing performance MM Nelson, CD Schunn Instructional science 37, 375-401, 2009 | 708 | 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 | 680 | 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 | 668 | 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 | 642 | 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 | 551 | 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 | 505 | 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 | 467 | 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 | 433 | 2008 |
Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory LM Reder, CD Schunn Implicit memory and metacognition, 57-90, 2014 | 415 | 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 | 414 | 2000 |
Students’ perceptions about peer assessment for writing: Their origin and impact on revision work JH Kaufman, CD Schunn Instructional Science 39, 387-406, 2011 | 387 | 2011 |
Implications of the ACT-R learning theory: No magic bullets JR Anderson, CD Schunn Advances in instructional psychology, 1-33, 2013 | 368 | 2013 |
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 | 350 | 2006 |
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 | 349 | 2008 |
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 | 342 | 2011 |
Learning through case comparisons: A meta-analytic review L Alfieri, TJ Nokes-Malach, CD Schunn Educational Psychologist 48 (2), 87-113, 2013 | 313 | 2013 |
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), 2013 | 288 | 2013 |
The generality/specificity of expertise in scientific reasoning CD Schunn, JR Anderson Cognitive science 23 (3), 337-370, 1999 | 281 | 1999 |
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 | 217 | 2018 |
The impact of an engineering design curriculum on science reasoning in an urban setting EM Silk, CD Schunn, M Strand Cary Journal of Science Education and Technology 18, 209-223, 2009 | 216 | 2009 |