Bio: Professor Schauble is a cognitive developmental psychologist with research interests in the relations between everyday reasoning and more formal, culturally-supported, and schooled forms of thinking, such as scientific and mathematical reasoning. Her research concerns topics such as belief change in contexts of scientific experimentation, strategy change, and causal inference. In 1991, she received a National Academy of Education Spencer Fellowship to investigate developmental changes in how children and adults understand the goals and strategies of scientific experimentation.
A second important theme in Schauble's research is the design and study of instruction. Shortly after completing her undergraduate degree, she joined the staff developing Sesame Street at the Children's Television Workshop. Her subsequent fifteen years at CTW provided practical experience in research and the design of education. In 1987, after completing a Ph.D. in Developmental and Educational Psychology at Columbia University, she joined the staff of the Learning Research and Development Center at the University of Pittsburgh as a postdoctoral fellow, where she continued as a Research Scientist until 1992. At the University of Wisconsin and subsequently at Vanderbilt University, she has continued studies of learning in both informal and formal educational settings. For example, with The Children's Museum of Indianapolis, the world's largest children's museum, Schauble assisted on an NSF-funded project to design and construct an 11,000-foot science gallery that reflects research findings about the science knowledge and learning of six- to ten-year-old children.
Her current research focus, in collaboration with Professor Richard Lehrer, is on the origins and development of model-based reasoning in school mathematics and science.