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Member Profile

David Hammer



  • Higher Ed: Science, Higher Ed: Education, Researcher 


David Hammer's research has concerned the learning and teaching of science (mainly physics) from elementary school through university, with particular emphases on students' intuitive epistemologies, how instructors interpret and respond to student thinking, and resource-based models of knowledge and reasoning. From 1998-2010, he held a joint position in Physics and Curriculum and Instruction at the University of Maryland, College Park; he is now Professor of Education and Physics, and Co-Director of the Center for Engineering Education and Outreach, at Tufts University. 


research on learning and teaching in physics, K-16 


Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching.

Hammer, D., Gupta, A., & Redish, E. F. (2011). On static and dynamic intuitive ontologies. Journal of the Learning Sciences, 20 (1), 163-168.

Gupta, A., Hammer, D., & Redish, E. F. (2010). The case for dynamic models of learners' ontologies in physics. Journal of the Learning Sciences, 19 (3), 285-321.

Elby, A., & Hammer, D. (2010). Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students' epistemologies. In L. D. Bendixon & F. C. Feucht (Eds.), Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice (pp. 409-434). Cambridge: Cambridge University Press.

Hutchison, P., & Hammer, D. (2010). Attending to Student Epistemological Framing in a Science Classroom. Science Education, 94(3), 506-524.

Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2), 142-154.

Scherr, R. E., & Hammer, D. (2009). Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics. Cognition and Instruction, 27(2), 147-174.

Redish, E. F., & Hammer, D. (2009). Reinventing college physics for biologists: Explicating an epistemological curriculum. American Journal of Physics, 77(7), 629-642.

Russ, R. S., Coffey, J. E., Hammer, D., & Hutchison, P. (2009). Making Classroom Assessment More Accountable to Scientific Reasoning: A Case for Attending to Mechanistic Thinking. Science Education, 93(5), 875-891.