David M. Hammer
Education · 2000–2017
A researcher in the Science corpus: 19 papers; trusts 68 researchers and is trusted by 55 researchers here, as inferred from the citation graph.
Subfields
- Education — 175 citations into it; #336 of 11,309 by trust here, #238 by citations
- Developmental and Educational Psychology — 142 citations into it; #287 of 8,223 by trust here, #285 by citations
- Social Psychology — 34 citations into it
- Experimental and Cognitive Psychology — 30 citations into it
- Sociology and Political Science — 11 citations into it; #14,399 of 22,756 by trust here, #7,774 by citations
- Cognitive Neuroscience — 10 citations into it
- History and Philosophy of Science — 10 citations into it
- Cognitive Science & Psychology — 9 citations into it
Whom David M. Hammer trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Andreas Krapp
- Edward F. Redish
- Leema K. Berland
- Andrew Elby
- B. Hofer
- William A. Sandoval
- P. Pintrich
- L. Lising
- Michelene T. H. Chi
- Suzanne Hidi
Who trusts David M. Hammer overall
- Edward F. Redish
- Julie Gainsburg
- Andrew Elby
- S. Jones
- Jennifer Docktor
- Leema K. Berland
- Christina Krist
- Ayush Gupta
- Sarit Barzilai
- Rosemary S. Russ
Papers from David M. Hammer's perspective
Ordered by how strongly the researchers David M. Hammer trusts endorse each paper. Same corpus, a different order for every researcher.
- Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry
- BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms
- Dimensionality and Disciplinary Differences in Personal Epistemology. (Contemporary Educational Psychology)
- Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint)
- Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching
- "Doing the Lesson" or "Doing Science": Argument in High School Genetics
- Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust
- The Structure of Scientific Revolutions
- The Four-Phase Model of Interest Development
- Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective.
Their papers
- Novice Teachers' Attention to Student Thinking (2009) — 363 citations
- Looking for coherence in science curriculum (2017) — 90 citations
- Learning to Feel Like a Scientist. (2016) — 193 citations
- Engaging in Science: A Feeling for the Discipline (2016) — 117 citations
- Implications of Complexity for Research on Learning Progressions (2015) — 71 citations
- Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning (2014) — 219 citations
- Framing for scientific argumentation (2012) — 376 citations
- Responsive teaching and the beginnings of energy in a third grade classroom (2012) — 143 citations
- The missing disciplinary substance of formative assessment (2011) — 270 citations
- Attending to student epistemological framing in a science classroom (2010) — 215 citations
- Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies (2010) — 185 citations
- Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking (2009) — 148 citations
- Reinventing college physics for biologists: Explicating an epistemological curriculum (2008) — 167 citations
- Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science (2008) — 385 citations
- The Case for Dynamic Models of Learners' Ontologies in Physics (2008) — 200 citations
- Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle (2006) — 194 citations
- Tapping Epistemological Resources for Learning Physics (2003) — 457 citations
- On the Substance of a Sophisticated Epistemology. (2001) — 381 citations
- Student resources for learning introductory physics (2000) — 644 citations