204 Paige Hall, Tufts University, Medford MA 02155 email@example.com; 617-627-2396.
I’m a professor at Tufts, in the departments of Education and Physics & Astronomy and the 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.
Some recent papers:
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.
Jaber, L, Dini, V., & Hammer, D. (2021). “Well that’s how the kids feel!” Epistemic empathy as a driver of responsive teaching. Journal of Research in Science Teaching. Link to article.
Tang, X., Elby, A., & Hammer, D. (2020). The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom. Science Education. Link to article.