204 Paige Hall, Tufts University, Medford MA 02155 david.hammer@tufts.edu; 617-627-2396. I’m a professor at Tufts, in the departments of Education and Physics & Astronomy, and co-director of the Institute for Research on Learning and Instruction.  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, try Case Studies of Children’s Inquiries or Student Resources for Learning Introductory Physics. For classroom videos, check out Students Doing Science or the earlier Responsive Teaching in Science. And this is a "virtual classroom visit" to Physics 11 from about 10 years ago.

Some recent papers:

Button, J, Pamuk Turner, D., & Hammer, D. (2023). How chemists handle not-knowing in reasoning about a novel problem. Chemistry Education Research and Practice, 2023, DOI: 10.1039/D3RP00018D. Link to accepted manuscript.

Suárez, E., Quan, G., Atkins Elliott, L., & Hammer, D. (2023). Learning in interaction: Interacting lines of research. In M. F. Tasar & P. R. L. Heron (Eds) International Handbook of Physics Education Research: Learning Physics. Melville, NY: American Institute of Physics. Link to the chapter.

Hammer, D. (2023). The necessarily, wonderfully unsettled state of methodology in PER: A reflection. In M. F. Tasar & P. R. L. Heron (Eds.) International Handbook of Physics Education Research: Special Topics. (pp. 22.1-22.12). Melville, NY: American Institute of Physics. Link to the chapter.

Holmes, N., Phillips, A., & Hammer, D. (2022). Science Education in the Post-Truth Era. In J. Guisasola & E. McLoughlin (Eds.) Connecting Research in Physics Education with Teacher Education 3. International Commission of Physics Education. Link to the chapter.

Jaber, L, Dini, V., & Hammer, D. (2022). “Well that’s how the kids feel!” Epistemic empathy as a driver of responsive teaching. Journal of Research in Science Teaching, 59., 223-251. Link to article.

Appleby, L., Dini, V., Withington, L., LaMotte, E., & Hammer, D. (2021) Disciplinary significance of social caring in postsecondary science, technology, engineering, and mathematics. Physical Review Physics Education Research, 17, 023106. Link to article.