204 Paige Hall, Tufts University, Medford MA 02155 firstname.lastname@example.org; 617-627-2396.
I study the learning and teaching of science, mainly physics, and recently engineering, 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, from the Proceedings of the Enrico Fermi Summer School, Course CLVI. Another is Student Resources for Learning Introductory Physics, from the American Journal of Physics..
For a current project, see Students Doing Science. And here are 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.