Christian Schunn and Yong Wu's research on "Using Peer Feedback in High-School Writing Classes" featured in May 24 Mashall Memo, a weekly roundup of important ideas and research in K-12 education
May 24, 2021
Christian Schunn
Professor, University of Pittsburgh Department of Psychology
Senior Scientist, Learning Research & Development Center
Lab
Education and Training
PhD, Carnegie Mellon University
Research Interests
- STEM learning
- Peer interaction and instruction
- Engagement and learning
- Improvement science for education reform
Related Research Areas
Recent Publications
Zong, Z., Schunn, C.D. & Wang, Y. (2022). Do experiences of interactional inequality predict lower depth of future student participation in peer review? Computers in Human Behavior.
Malespina, A., Schunn, C.D. & Singh, C. (2022) Whose ability and growth matter? Gender, mindset and performance in physics. IJ STEM Ed.
Xiong, Y. & Schunn, C.D. (2021). Reviewer, essay, and review process characteristics that predict errors in web-based peer review. Computers & Education.
Apedoe, X.S., Ellefson, M.R., & Schunn, C.D. (2021). "Chapter 4 Supporting Conceptual Change in Chemistry through Design-Based Learning." In I. Henze & M.J. de Vries (Eds.). Design-Based Concept Learning in Science and Technology Education,(vol. 17, pp. 49-74). Brill | Sense.
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.
News and Awards
Christian Schunn spoke about "Scientific Literacy" as a guest speaker on the first episode of the student led The Pitt Pulse Podcast.
October 12, 2020
Christian Schunn and Paulette Vincent-Ruz, along with their co-authors, were mentioned in The Hechinger Report's article, "A Study on Teaching Critical Thinking in Science," based on their study, "Scientific Sensemaking Supports Science Context Learning Across Disciplines and Instructional Contexts."
January 13, 2020
Paulette Vincent Ruz, Eben Witherspoon, and Chris Schunn's paper, "When Making the Grade Isn’t Enough: The Gendered Nature of Pre-med Science Course Attrition" is mentioned in the May 2 Chronicle of Higher Ed online article, " How a Math Class Sparked Students’ Engagement in Their Community" under the heading "Why Women Leave Pre-med."
May 2, 2019
The Institute for Learning (IFL) and the Center for Urban Education (CUE) in Pitt’s School of Education have received a 5-year grant from the Bill & Melinda Gates Foundation. Award has received press coverage in multiple news outlets, including Education Week (IFL mentioned bullet point 7), and the Dallas News (IFL mentioned paragraph 6).
September 5, 2018
![[Person photo]](/people/images/schunn_c.jpg)
Contact
424B MURDC
(412) 624-8807