204 Paige Hall, Tufts University, Medford MA 02155 email@example.com; 617-627-2396.
My research is on learning and teaching in STEM fields (mostly physics) across ages from young children through adults. Much of my focus has been on intuitive "epistemologies," how instructors interpret and respond to student thinking, and resource-based models of knowledge and reasoning.
This is a list of my publications, with links to some files. If you’re interested and not sure where to start, one good place might be Case Studies of Children’s Inquiries, and another might be Student Resources for Learning Introductory Physics.
Students Doing Science is a current project, research on the dynamics of learners' engagement and persistence. And see Novel Engineering, for ideas and strategies on integrating engineering and literacy.
Some recent papers:
Phillips, A.M., Watkins, J., & Hammer, D. (2017). Problematizing as a scientific endeavor. Physical Review Physics Education Research. Link to article.
Sikorski, T.R. & Hammer, D. (2017). Looking for coherence in science curriculum. Science Education. Link to article.
Dini, V. & Hammer, D. (2017). Case study of a successful learner’s epistemological framings of quantum mechanics. Physical Review Physics Education Research. Link to article.