His primary areas of study are Mathematics education, Science education, Teaching method, Pedagogy and Argument. His studies in Mathematics education integrate themes in fields like Class and Perception. His Science education research includes themes of Naïve realism, Social constructionism, Argumentation theory and Sociology of scientific knowledge.
His research in Teaching method intersects with topics in Concept learning and Curriculum development, Curriculum. His Pedagogy research includes elements of Variety and Framing. His work deals with themes such as Science teaching, Conceptualization and Formative assessment, which intersect with Argument.
Mathematics education, Science education, Pedagogy, Teaching method and Science instruction are his primary areas of study. His study explores the link between Mathematics education and topics such as Curriculum that cross with problems in Class. David Hammer has included themes like Knowledge level, Instructional design and Argumentation theory in his Science education study.
He has researched Pedagogy in several fields, including Variety and Framing. His research integrates issues of Worksheet and Gesture in his study of Framing. His biological study spans a wide range of topics, including Cognitive development and Curriculum development.
His primary areas of investigation include Mathematics education, Science education, Science instruction, Professional development and Ecology. Mathematics education and Agency are commonly linked in his work. David Hammer combines subjects such as Computer-Assisted Instruction, Knowledge level and Learning sciences with his study of Science education.
His Science instruction study is concerned with the larger field of Teaching method. Teaching method is the subject of his research, which falls under Pedagogy. The study incorporates disciplines such as Scientific reasoning, Teaching assistant, Student teaching and Logical reasoning in addition to Professional development.
His scientific interests lie mostly in Curriculum, Comprehension, Engineering ethics, Scientific literacy and Graduate students. His research integrates issues of Mathematics education and Science curriculum in his study of Curriculum. His Comprehension research is multidisciplinary, relying on both Knowledge level, Science education, Memorization and Agency.
His Graduate students study combines topics in areas such as Quantum mechanics and Meaning.
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Epistemological Beliefs in Introductory Physics
Cognition and Instruction (1994)
Student resources for learning introductory physics
American Journal of Physics (2000)
Tapping Epistemological Resources for Learning Physics
David Hammer;Andrew Elby.
The Journal of the Learning Sciences (2003)
More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research
American Journal of Physics (1996)
On the Substance of a Sophisticated Epistemology.
Andrew Elby;David Hammer.
Science Education (2001)
Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions
The Journal of the Learning Sciences (1996)
Epistemological Resources: Applying a New Epistemological Framework to Science Instruction
Loucas Louca;Andrew Elby;David Hammer;Trisha Kagey.
Educational Psychologist (2004)
Framing for scientific argumentation
Leema K. Berland;David Hammer.
Journal of Research in Science Teaching (2012)
Novice Teachers' Attention to Student Thinking
Daniel M. Levin;David Hammer;Janet E. Coffey.
Journal of Teacher Education (2009)
Discovery Learning and Discovery Teaching
Cognition and Instruction (1997)
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