个人简介 Christian Dieter Schunn，主修专业心理学、辅修专业数学与计算机，1995年在卡内基梅隆大学获得博士学位，1998年博士后出站。现任匹兹堡大学 心理学院教授，学习与发展研究中心(LRDC)高级科学家、实验室主任（https://www.lrdc.pitt.edu/schunn/）。任多个科学学会（AAAS, APA, APS）会士，也是国际教育设计与发展学会会士和执行委员会委员。曾任职于美国两个国家工程院委员会（K-12工程教育和K-12工程教育标准委员会）。2019年起，受聘为东北师范大学中国赴日本国留学生预备学校（教育部出国留学人员培训部）客座教授。 主要研究领域为心理学、学习科学与政策、智能系统。累计获得8千多万美元的联邦基金，负责众多科学、数学、工程、技术和写作教育方面的研究项目。获得众多学科奖项，研究成果丰硕。其研发的基于技术支持的Peerceptiv写作同伴互评系统已经得到世界范围教育领域的广泛推广和应用。 目前的研究兴趣包括：STEM推理（特别聚焦实践科学家和工程师）和STEM学习（开发和研究科学与工程或科学与数学的整合）、复杂学习的神经科学研究（科学和数学）、写作同伴互动教学及学习投入、科学教育改革、大学教育与学习、基于学科的教育研究、教育改革与成就、科学干预动机提升研究等。 主持基金项目 （共52项） 正在进行的项目五项： 1. Effective, Coherent, and Equitable Implementation of Go Math! In El Pason Region 19. Bill & Melinda Gates Foundation. CoPI with J. Dostilio, R. Correnti, B. Strawhun, L. Speranzo. $3,470,700. 2. Developing a Context-Integrated Mindset/Belonging Intervention to Eliminate Demographic-based Underperformance in Challenging Large Lecture Undergraduate Courses. Institute of Education Sciences. CoPI with K. Binning, L. DeAngelo, E. McGreevy, R. Toutkoushian, $1,999,657. 3. Course-based Adaptations of an Ecological Belonging Intervention to Transform Engineering Representation at Scale. National Science Foundation. DUE-2111114. CoPI with K. Binning, L. DeAngelo, E. McGreevy, A. Godwin, $2,202,844. 4. University of Pittsburgh/Institute for Learning Network for School Improvement (9th Grade On Track). Bill & Melinda Gates Foundation. CoPI with T. Petrosky, J. Russell, D Thompson-Dorsey, R. Apodaca, & S. DeMartino. $8,224,070. 5. Teacher Learning to Enact Productive Discussions in Mathematics and Literacy. James S. McDonnell Foundation. Co-PI with M. K. Stein, J. Russell, R. Correnti, & L. Matsumura. $2,499,651 期刊论文 （覆盖基于网络的同伴互动、投入与学习、STEM学习、STEM推理四个领域） l 基于网络的同伴互动 Zhang, Y., & Schunn, C. D. (In press). Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments. Contemporary Educational Psychology. Zong, Z., & Schunn, C. D. (In press). Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review? International Journal of Computer-Supported Collaborative Learning. Zong, Z., Schunn, C. D., & Wang, Y. (In press). When do students provide more peer feedback? The roles of performance and prior feedback experiences. Instructional Science. Dong, Z., Gao, Y., & Schunn, C. D. (2023). Assessing students’ peer feedback literacy in writing: Scale development and validation. Assessment and Evaluation in Higher Education. 10.1080/02602938.2023.2175781 Yu, Q. & Schunn, C. D. (2023). Understanding the what and when of peer feedback benefits for performance and transfer. Computers in Human Behavior, 147, 107857. 10.1016/j.chb.2023.107857 Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64, 101255. 10.1016/j.jeap.2023.101255 Gao, Y., An, Q. & Schunn, C. D. (2023). The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency. Studies in Educational Evaluation, 77, 101252. 10.1016/j.stueduc.2023.101252 Wu, Y. & Schunn, C. D. (2023). Passive, active, and constructive engagement with peer feedback A revised model of learning from peer feedback. Contemporary Educational Psychology, 73, 102160. 10.1016/j.cedpsych.2023.102160 Wu, Y. & Schunn, C. D. (2023). Assessor writing performance on peer feedback: Exploring the relation between assessor writing performance, problem identification accuracy, and helpfulness of peer feedback. Journal of Educational Psychology, 115(1), 118–142. 10.1037/edu0000768 Tong, Y., Schunn, C. D., Wang, H. (2023). Why increasing the number of raters only helps sometimes: Reliability and validity of peer assessment across tasks of different complexity. Studies in Educational Evaluation, 76, 101233. 10.1016/j.stueduc.2022.101233 Cui, Y., Schunn, C. D., & Gai, X. (2022). Peer feedback and teacher feedback: A comparative study of revision effectiveness in writing instruction for EFL learners. Higher Education Research & Development, 41(6), 1838- 1854. 10.1080/07294360.2021.1969541 Zong, Z., Schunn, C. D., & Wang, Y. (2022). What makes students contribute more peer feedback? The role of withincourse experience with peer feedback. Assessment and Evaluation in Higher Education, 47(6), 972-983. 10.1080/02602938.2021.1968792 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, 127, 107056. 10.1016/j.chb.2021.107056 Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of trained peer vs. teacher feedback on EFL students’ writing performance, self-efficacy, and internalization of motivation. Frontiers in Psychology, 12, 6659 10.3389/fpsyg.2021.788474 Zong, Z., Schunn, C. D., & Wang, Y. (2021). Learning to improve the quality peer feedback through experience with peer feedback. Assessment and Evaluation in Higher Education, 46(6), 973-992. 10.1080/02602938.2020.1833179 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 Zong, Z., Wang, Y. & Schunn, C. D. (2021). Why students want to provide feedback to their peers: Drivers of feedback quantity and variation by type of course. Journal of Psychology in Africa, 31(4), 336-343. 10.1080/14330237.2021.1952726 Wu, Y. & Schunn, C. D. (2021). From plans to actual implementation: A process model for why feedback features influence feedback implementation. Instructional Science, 49(3), 365–394. 10.1007/s11251-021-09546-5 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 Xiong, Y. & Schunn, C. D. (2021). Reviewer, Essay, and Reviewing Process Characteristics that Predict Errors in Webbased Peer Review. Computers & Education, 166, 104146. 10.1016/j.compedu.2021.104146 Zhang, F., Schunn, C. D., Li, W., & Long, M. (2020). Changes in the reliability and validity of peer assessment across the college years. Assessment and Evaluation in Higher Education, 45(8), 1073-1087. 10.1080/02602938.2020.1724260 Wu, Y. & Schunn, C. D. (2020). When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback. Contemporary Educational Psychology, 62, 101897. 10.1016/j.cedpsych.2020.101897 Wu, Y. & Schunn, C. D. (2020). From feedback to revisions: Effects of feedback features and perceptions. Contemporary Educational Psychology, 60, 101826. 10.1016/j.cedpsych.2019.101826 Schunn, C. D., & Wu, Y. (2019). The learning science of multi-peer feedback for EFL students. Technology Enhanced Foreign Language Education, 189, 13-21. Gao, Y., Wang, Y. & Schunn, C. D. (2019). Implementation of peer feedback and its potential mediators in English writing. Technology Enhanced Foreign Language Education, 186(2), 17-24. Elizondo-Garcia, J., Schunn, C., & Gallardo, K. (2019). Quality of peer feedback in relation to instructional design: A comparative study in energy and sustainability MOOCs. International Journal of Instruction, 12(1), 1308-1470. 1694-609X Gao, Y., Schunn. C.D., & Yu, Q. (2018). The alignment of written peer feedback with draft problems and its impact on revision in peer assessment. Assessment and Evaluation in Higher Education, 44(2), 294-308. 10.1080/02602938.2018.1499075 Patchan, M. M., Schunn, C.D., & Clark, R. J. (2018). Accountability in peer assessment: examining the effects of reviewing grades on peer ratings and peer feedback. Studies in Higher Education, 43(12), 2263-2278. 10.1080/03075079.2017.1320374 Gao, Y., Zhang, F., Zhang, S., & Schunn. C.D. (2018). Effects of receiving peer feedback in English writing: A study based on Peerceptiv. Technology Enhanced Foreign Language Education, 180(2), 3-9,67. Zou, M., Schunn, C., Wang, Y., & Zhang, F. (2018). Student attitudes that predict participation in peer assessment. Assessment and Evaluation in Higher Education, 43(5), 800-811. 10.1080/02602938.2017.1409872 Mandala, M., Schunn, C. D., Dow, S., Goldberg, M., Perlman, J., Clark, W., & Mena, I. (2018). Collaborative team peer review generation improves feedback quality and reviewer engagement. International Journal of Engineering Education, 34(4), 1299-1313. Cho, K., & Schunn, C. D. (2018). Finding an optimal balance between agreement and performance in an online reciprocal peer evaluation system. Studies in Educational Evaluation, 56, 94–101. 10.1016/j.stueduc.2017.12.001 Zhang, F., Schunn, C. D., & Baikadi, A. (2017). Charting the routes to revision: An interplay of writing goals, peer comments, and self-reflections from peer review. Instructional Science, 45(5), 679-707. 10.1007/s11251-017-9420- 6 Patchan, M. M., Schunn, C. D., & Correnti, R. (2016). The nature of feedback: how feedback features affect students' implementation rate and quality of revisions. Journal of Educational Psychology, 108(8), 1098-1120. 10.1037/edu0000103 Patchan, M. M., & Schunn, C. D. (2016). Understanding the effects of receiving peer feedback for text revision: relations between author and reviewer ability. Journal of Writing Research, 8(2), 227-265. 10.17239/jowr2016.08.02.03 Schunn, C. D., Godley, A. J., & DeMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent & Adult Literacy, 60(1), 13–23. 10.1002/jaal.525 Schunn, C. D. (2016). Writing to learn and learning to write through SWoRD. In S.A. Crossley & D.S. McNamara (Eds.), Adaptive Educational Technologies for Literacy Instruction. NY: Taylor & Francis, Routledge. Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers' texts of varying quality. Instructional Science, 43(5), 591-614. 10.1007/s11251-015-9353-x Abramovich, S., Schunn, C. D., Correnti, R. J. (2013). The role of evaluative metadata in an online teacher resource exchange. Educational Technology Research & Development, 61, 863-883. 10.1007/s11423-013-9317-2 Patchan, M. M., Hawk, B. H., Stevens, C. A., & Schunn, C. D. (2013). The effects of skill diversity on commenting and revisions. Instructional Science, 41(2), 381-405. 10.1007/s11251-012-9236-3 Xiong, W., Litman, D., & Schunn, C. D. (2012). Improving research on and instructional quality of peer feedback through natural language processing. Journal of Writing Research, 4(2), 155-176. 10.17239/jowr-2012.04.02.3 Goldin, I. M., Ashley, K. D., & Schunn, C. D. (2012). Redesigning educational peer review interactions using computer tools: An introduction. Journal of Writing Research, 4(2), 111-119. 10.17239/jowr-2012.04.02.1 Abramovich, S., & Schunn, C. D. (2012). Studying teacher selection of resources in an ultra-large scale interactive system: Does metadata guide the way? Computers & Education, 58(1), 551-559. 10.1016/j.compedu.2011.09.001 Kaufman, J. H., & Schunn, C. D. (2011). Students’ perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387-406. 10.1007/s11251-010-9133-6 Lee, C. J., & C. D. Schunn (2011). Social Biases and Solutions for Procedural Objectivity. Hypatia, 26(2), 352-373. 10.1111/j.1527-2001.2011.01178.x 17-Jul-23 9 Patchan, M. M., Schunn, C.D., & Clark, R. J. (2011). Writing in natural sciences: Understanding the effects of different types of reviewers on the writing process. Journal of Writing Research, 2(3), 365-393. 10.17239/jowr-2011.02.03.4 Lee, C. J., & C. D. Schunn (2010). Philosophy Journal Practices and Opportunities for Bias. American Philosophical Association Newsletter on Feminism and Philosophy, 10(1), 5-10. Cho, K., & Schunn, C. D. (2010). Developing writing skills through students giving instructional explanations. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines: Talk, Texts and Technology, p. 207-221. New York: Springer. Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 27(4), 375-401. 10.1007/s11251-008-9053-x Patchan, M. M., Charney, D., & Schunn, C. D. (2009). A validation study of students’ end comments: Comparing comments by students, a writing instructor, and a content instructor. Journal of Writing Research, 1(2), 124-152. 10.17239/jowr-2008.01.01.1 Cho, K., Chung, T. R., King, W. R., & Schunn, C. D. (2008). Peer-based computer-supported knowledge refinement: An empirical investigation. Communications of the ACM, 51(3), 83-88. 10.1145/1325555.1325571 Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers and Education, 48(3), 409-426. 10.1016/j.compedu.2005.02.004 Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294. 10.1177/0741088306289261 Cho, K., Schunn, C. D., & Wilson, R. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891-901. 10.1037/0022- 0663.98.4.891 l 投入与学习 （科学S、技术T、艺术A、工程E、数学M） S Dorph, R., Cannady, M., & Schunn, C. D. (2022). What drives visitor engagement in exhibits? The interaction between visitor activation profiles and exhibit features. Curator, 65(2), 399-416. 10.1111/cura.12324 S Malespina, A., Schunn, C., & Singh, C. (2022). Whose ability and growth matter: Gender, mindset and performance in physics. International Journal of STEM Education, 9, 28. 10.1186/s40594-022-00342-2 S Kalender, Z. Y., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2022). Framework for unpacking gendered mindsets in physics by students’ gender. Physical Review Physics Education Research, 18, 010116. S Witherspoon, E., & Schunn, C. D. (2022). Sources of gender differences in competency beliefs and retention in an introductory pre-medical science course. Journal of Research Science in Teaching, 59(5), 695-719.10.1002/tea.21741 S Vincent-Ruz, P., & Schunn, C. D. (2021). Identity complexes and science identity in early secondary: Mono-topical or in combination with other topical identities. Research in Science Education, 51, 369-390. 10.1007/s11165-019-09882-0 S Blatt, L.R., Schunn, C. D., Votruba-Drzal, E., & Rottman, B. M. (2020). Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses. International Journal of STEM Education, 7, 58. 10.1186/s40594-020-00253-0 E 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. T Higashi, R. M., & Schunn, C. D. (2020). Perceived relevance of digital badges predicts longitudinal change in program engagement. Journal of Educational Psychology, 12(5), 1020–1041. 10.1037/edu0000401 S Kalender, Z. Y., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2020). Damage caused by women’s lower self-efficacy on physics learning. Physical Review Physics Education Research, 16(1), 010118. 10.1103/PhysRevPhysEducRes.16.010118 S Bodnar, K., Hofkens, T. L., Wang, M.-T., & Schunn, C. D. (2020). Science identity predicts science career aspiration across gender and race, but especially for boys. Journal of Gender, Science and Technology, 12(1), 32-45. S 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 S Kalender, Z. Y., Marshman, E., Nokes-Malach, T., Schunn, C. D., & Singh, C. (2020). Beliefs about competence: The story of self-efficacy, gender, and physics. In A. Murrell (Ed.), Diversity across disciplines: Research on people, policy, process and paradigm. Charlotte, NC: Information Age Publishing. S Kalender, Z. Y., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019). Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way. Physical Review Physics Education Research, 15(2), 020148. 10.1103/PhysRevPhysEducRes.15.020148 S Kalender, Z. Y., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019). Gendered patterns in the construction of physics identity from motivational factors? Physical Review Physics Education Research, 15(2), 020119. 10.1103/PhysRevPhysEducRes.15.020119 S Bonnette, R., Schunn, C. D., & Crowley, K. (2019). Falling in love and staying in love with science: Ongoing informal science experiences support fascination for all children. International Journal of Science Education, 41(12), 1626-1643. 10.1080/09500693.2019.1623431 S 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 S Marshman, E., Kalender, Z. Y., Nokes-Malach, T., Schunn, C., & Singh, C. (2018). Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm? Physical Review Physics Education Research, 14, 020123. 10.1103/PhysRevPhysEducRes.14.020123 S Vincent-Ruz, P., & Schunn, C. D. (2018). The nature of science identity and its role as driver of student choices. International Journal of STEM Education, 5, 48. 10.1186/s40594-018-0140-5 S 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 S Dorph, R., Bathgate, M.E., Schunn, C. D., & Cannady, M. (2018). When I grow up: The relationship of science learning activation to STEM career preference. International Journal of Science Education, 40(9), 1034-1057. 10.1080/09500693.2017.1360532 S Vincent Ruz, P., Grabowski, J., & Schunn, C. (2018). The impact of early participation in undergraduate research experiences on multiple measures of pre-med path success. SPUR: Scholarship and Practice of Undergraduate Research, 1(3), 13-18. 10.18833/spur/1/3/12 S Vincent Ruz, P., Binning, K., Schunn, C. D., & Grabowski, J. (2018). The effect of math SAT on women’s chemistry competency beliefs. Chemistry Education Research and Practice, 1, 342-351. 10.1039/C7RP00137A17-Jul-23 11 S Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement in science across multiple days, activities, and contexts. Contemporary Educational Psychology, 53, 87-105. 10.1016/j.cedpsych.2018.01.002 S Marshman, E., Kalender, Z. Y., Schunn, C. D., Nokes-Malach, T., & Singh, C. (2018). A longitudinal analysis of underrepresented students’ motivational characteristics in introductory physics courses. Canadian Journal of Physics, 96(4), 391-405. 10.1139/cjp-2017-0185 -- Dorph, R. & Schunn, C.D. (2018). Activating Jewish learners: Positioning youth for persistent success in Jewish learning and living. In J. Levisohn and J. Kress (Eds.), Advancing the Learning Agenda in Jewish Education. Brighton, MA. Academic Studies Press. T Higashi, R. M., Schunn, C. D., & Flot, J. B. (2017). Different underlying motivations and abilities predict students’ versus teachers’ persistence in an online course. Educational Technology Research and Development, 65(6), 1471-1493. 10.1007/s11423-017-9528-z S Bathgate, M. E., & Schunn, C. D. (2017). The psychological characteristics of experiences that influence science motivation and content knowledge. International Journal of Science Education, 17, 2402-2432. 10.1080/09500693.2017.1386807 SA Akiva, T., Schunn, C., & Louw, M. (2017). What drives attendance at informal learning activities?: A study of two art programs. Curator: The Museum Journal, 60(3), 351-364. 10.1111/cura.12206 S Vincent Ruz, P., & Schunn, C. D. (2017). The increasingly important role of science competency beliefs for science learning in girls. Journal of Research in Science Teaching, 54(6), 790–822. 10.1002/tea.21387 S Bathgate, M. E., & Schunn, C. D. (2017). Factors that deepen or attenuate decline of science utility value during the middle school years. Contemporary Educational Psychology, 49, 215–225. 10.1016/j.cedpsych.2017.02.005 S Dorph, R., Schunn, C. D., & Crowley, K. (2017). Crumpled molecules and edible plastic: science learning activation in out of school time. Afterschool Matters, 25, 18-28. All Akiva, T., Kehoe, S., & Schunn, C. D. (2017). Are we ready for citywide learning? Examining the nature of within- and between-program pathways in a community-wide learning initiative. Journal of Community Psychology, 45(3), 413-425. 10.1002/jcop.21856 S Lin, P.-Y., & Schunn, C. D. (2016). The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science. International Journal of Science Education, 38(17), 2551-2572. 10.1080/09500693.2016.1251631 S Bathgate, M. E., & Schunn, C. D. (2016). Disentangling intensity from breadth of science interest: What predicts learning behaviors? Instructional Science, 44(5), 423-440. 10.1007/s11251-016-9382-0 S Dorph, R., Cannady, M., & Schunn, C. D. (2016). How science learning activation enables success for youth in science learning. Electronic Journal of Science Education, 20(8). S Sha, L., Schunn, C. D., Bathgate, M., & Ben-Eliyahu, A. (2016). Families support their children’s success in science learning by influencing interest and self-efficacy. Journal of Research in Science Teaching, 53(3), 450–472. 10.1002/tea.21251 S Sha, L., Schunn, C. D. & Bathgate, M. (2015). Measuring choice to participate in optional science learning experiences during early adolescence. Journal of Research in Science Teaching, 52(5), 686-709. 10.1002/tea.21210 S Bathgate, M., Schunn, C. D., Correnti, R. J. (2014). Children’s motivation towards science across contexts, manner-ofinteraction, and topic. Science Education, 98(2), 189–215. 10.1002/sce.21095 M Abramovich, S., Schunn, C. D., & Higashi, R. M. (2013). Are badges useful in education?: It depends upon the type of badge and learner expertise. Educational Technology Research & Development, 61(2), 217-232. 10.1007/s11423-013-9289-2 A Bathgate, M., Schunn, C. D. (2013). Exploring and encouraging metacognitive awareness in novice music students. In M. Stakelum (Ed.), Developing the Musician, SEMPRE Studies in the Psychology of Music series. Ashgate. A Bathgate, M., Sims-Knight, J., & Schunn, C. D. (2012). Thoughts on thinking: Engaging novice music students in metacognition. Applied Cognitive Psychology, 26(3), 403-409. 10.1002/acp.1842 l STEM学习 T Huang, Y., Brusilovsky, P., Guerra, J., Koedinger, K., & Schunn, C. D. (2023). Supporting skill integration in an intelligent tutoring system for code tracing. Journal of Computer Assisted Learning, 39(2), 477-500. 10.1111/jcal.12757 M Walsh, M. E., Witherspoon, E., Schunn, C. D., & Matsumura, L. C., (2023). Mental simulations to facilitate teacher learning of ambitious mathematics instruction in coaching interactions. International Journal of STEM Education, 10(9). 10.1186/s40594-023-00401-2 S Fischer, C., Witherspoon, E., Nguyen, H., Feng, Y., Fiorini, S., Vincent-Ruz, P., Mead, C., Bork, W. Matz, R., & Schunn, C. (2023). Advanced Placement course credit and undergraduate student success in gateway science courses. Journal of Research in Science Teaching, 60(2), 304-329. 10.1002/tea.21799 S Kiselyov, K., & Schunn C. D. (2022). Storytelling as a tool to enhance conceptual understanding in cell biology. 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