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Social Sciences and Humanities

D-Index
46
Citations
12623
World Ranking
3527
National Ranking
1697

Overview

David Hammer is affiliated with Tufts University in the United States. Their research primarily focuses on areas within the social sciences and psychology, with a particular emphasis on education and developmental and educational psychology. The main topics of their work include science education and pedagogy, educational strategies and epistemologies, education and critical thinking development, innovative teaching and learning methods, evaluation of teaching practices, topic modeling, and natural language processing techniques.

The scientist has published frequently in several venues. These include:

  • Proceedings.
  • Physical Review Physics Education Research
  • arXiv (Cornell University)
  • Science Education
  • Chemistry Education Research and Practice

David Hammer's recent papers span various areas of science education and pedagogy. Some notable works include:

  • "Well that's how the kids feel!"-Epistemic empathy as a driver of responsive teaching (2021), Journal of Research in Science Teaching
  • The tension between pattern-seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom (2020), Science Education
  • Disciplinary significance of social caring in postsecondary science, technology, engineering, and mathematics (2021), Physical Review Physics Education Research
  • "I think of it that way and it helps me understand": Anthropomorphism in elementary students' mechanistic stories (2024), Science Education
  • How chemists handle not-knowing in reasoning about a novel problem (2023), Chemistry Education Research and Practice

The scientist collaborates regularly with a group of frequent co-authors, including Lara Appleby, Julia Gouvea, Rachel E. Scherr, N. G. Holmes, and R. G. Tobin. These partnerships contribute to the multidisciplinary and collaborative nature of their research in education and science pedagogy.

Best Publications

  • Epistemological Beliefs in Introductory Physics

    David Hammer

  • Student resources for learning introductory physics

    David Hammer

  • Tapping Epistemological Resources for Learning Physics

    David Hammer;Andrew Elby

  • More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research

    David Hammer

  • Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions

    David Hammer

  • Framing for scientific argumentation

    Leema K. Berland;David Hammer

  • On the Substance of a Sophisticated Epistemology.

    Andrew Elby;David Hammer

  • Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science

    Rosemary S. Russ;Rachel E. Scherr;David Hammer;Jamie Mikeska

  • Novice Teachers' Attention to Student Thinking

    Daniel M. Levin;David Hammer;Janet E. Coffey

  • Epistemological Resources: Applying a New Epistemological Framework to Science Instruction

    Loucas Louca;Andrew Elby;David Hammer;Trisha Kagey

  • Discovery Learning and Discovery Teaching

    David Hammer

  • The missing disciplinary substance of formative assessment

    Janet E. Coffey;David Hammer;Daniel M. Levin;Terrance Grant

  • Student behavior and epistemological framing: examples from collaborative active-learning activities in physics

    Rachel E. Scherr;David Hammer

  • Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies

    Andrew Elby;David Hammer

  • Responsive Teaching in Science and Mathematics

    Amy D. Robertson;Rachel Scherr;David Hammer

  • Attending to student epistemological framing in a science classroom

    Paul Hutchison;David Hammer

  • Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle

    Seth Rosenberg;David Hammer;Jessica Phelan

  • Learning to Feel Like a Scientist.

    Lama Z. Jaber;David Hammer

  • Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning

    David Hammer;Leema K. Berland

  • Conceptual Change in Physics

    David E. Brown;David Hammer

  • Reinventing college physics for biologists: Explicating an epistemological curriculum

    Edward F. Redish;David Hammer

Frequent Co-Authors

Andrea A. diSessa
Andrea A. diSessa University of California, Berkeley

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