Scholarly articles

Hammer, D. and Radoff, J. (2014). Children doing science: Essential idiosyncrasy and the challenges of assessment. Commissioned by the Committee on Successful Out-of-School STEM Learning. National Research Council, Board on Science Education.

Jaber, L. Z., & Hammer, D. (2016). Engaging in science: a feeling for the discipline. Journal of the Learning Sciences, 25(2), 156-202.

Jaber, L. Z., & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2) 189-220.

Jaber, L. Z. (2015). Attending to students’ epistemic affect. In A. D. Robertson, R. E. Scherr & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 162-188). Routledge, New York: N.Y.

Phillips, A.M., Watkins, J., & Hammer, D. (2017). Problematizing as a scientific endeavor. Physical Review Physics Education Research.

Radoff, J., & Hammer, D. (2015). Attention to student framing in responsive teaching. In A. D. Robertson, R. E. Scherr & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 189-202). Routledge, New York: N.Y.

Radoff, J., Jaber, L.Z., & Hammer, D. (2016). Meta-affective learning in an introductory physics course. In D. L. Jones, L. Ding, & A.L. Traxler (Eds.), Physics Education Research Conference 2016 Proceedings.

Watkins, J., Phillips, A. M., Radoff, J., Jaber, L. & Hammer, D. (2018). Positioning as not-understanding: The value of showing uncertainty for engaging in science. Journal of Research in Science Teaching, 55, 573-599.

Phillips, A.M., Watkins, J., & Hammer, D. (2018). Beyond “Asking questions:” Problematizing as a disciplinary activity. Journal of Research in Science Teaching.

Hammer, D. (2018). The interacting dynamics of epistemology and conceptual understanding. In T. Amin & O. Levrini (Eds.), Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences. (pp.245-252). New York: Routledge.