galaxies

  What would students see in this image? What would our theories from cognitive science predict?
  


Overview

Can we improve science education through cognitive science principles of learning? Cognitive science has now been around for 40 yrs as a strong discipline. Have we progressed far enough to make a difference in real world applications? We are testing the strength of cognitive science theories by putting them to the test of systematically modifying science curricula according to core cognitive science principles.
   
         
 
Recent Results
  • stay tuned.
    
   

 

 

    
 
The Team
    
       
 
Schunn Lab: Sue Feucht, Birdy Reynolds
    
 
Collaborators: Jennifer Cromley, Joe Merlino, Nora Newcombe, Tim Nokes, Andy Porter
    
           

 

FOSS

 

The kind of hands-on science kits that we will try to improve through cognitive science principle-based modifications
 

  
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Current Projects

The 21st Century Research and Development Center on Cognition and Science Education. ln this center-level effort, we team across Pitt, Penn, and Temple to systematically modify and test our cognitive-science based modifications to popular instances of hands-on and textbook based middle school science curricula and then conduct large scale efficacy trials of the resulting materials.

 
   
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Publications
    
 
  • Schunn, C. D. & Nelson, M. M. (2009). Expert-novice studies: An educational perspective. To appear in Eric Anderman (Ed.), Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan Reference.
  • Moin, L., Dorfield, J., & Schunn, C. D. (2005). Where can we find future K-12 science & math teachers? A search by academic year, discipline, and achievement level. Science Education, 89(6), 980-1006. pdf
  • Crowley, K., Schunn, C.D., & Okada, T. (Eds.) (2001). Designing for Science: Implications from Professional, Instructional, and Everyday Science. Mahwah, NJ: Erlbaum.
  • Schunn, C. D., & Anderson, J. R. (2001). Science education in universities: Explorations of what, when, and how. In K. Crowley, C.D. Schunn, & T. Okada (Eds.), Designing for Science: Implications from Professional, Instructional, and Everyday Science. Mahwah, NJ: Erlbaum.
  • Schunn, C. D., & Anderson, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23(3), 337-370. pdf