David Hammer

Biographic Data

ID3827933
NAMEDavid Hammer
GIVEN NAMESDavid
FAMILY NAMEHammer
SIGNATUREHAMMER D
AFFILIATIONSTufts University
ORCID0000-0003-1249-6472
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS38
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1979
LATEST PUBLICATION YEAR2024
H-INDEX2

  • “I think of it that way and it helps me understand”

    Open AccessXiaowei Tang, David HammerARTICLEScience Education2024

    How anthropomorphic reasoning functions in scientific thinking has been a controversial topic. There is evidence it is problematic as well as evidence it can play productive roles, for scientists and for students. In science education, however, the prevailing view remains that it is an impediment. For this study, we have chosen examples of what we claim are productive instances in elementary students' reasoning, and we analyze them to understand …

  • “Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching

    Open AccessLama Z Jaber, Vesal Dini et al.ARTICLEJournal of Research in Science…2022

    While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices. We draw on data from a year‐long blended‐onlin…

  • The tension between pattern‐seeking and mechanistic reasoning in explanation construction

    Open AccessXiaowei Tang, Andrew Elby et al.ARTICLEScience Education2020

    Through analysis of a classroom lesson led by a decorated teacher, we illustrate how instructional practices favor students seeking empirical patterns at the expense of using mechanistic reasoning. In the lesson, when students spontaneously come up with hypothetical mechanisms to explain why a light bulb in an electric circuit does or does not light, the teacher, following the guidance of standardized curricula, redirects them toward pattern‐seek…

  • Learning to Feel Like a Scientist

    Open AccessLama Z Jaber, David HammerARTICLEScience Education2016

    There is increased attention in the science education community on the importance of engaging students in the practices of science. However, there is much to be learned about how students enter into and sustain their engagement in these practices. In this paper, we argue that epistemic affect —feelings and emotions experienced within science, such as the excitement of having a new idea or irritation at an inconsistency—is part of what instigates …

  • Engaging in Science

    Lama Z Jaber, David HammerARTICLEJournal of the Learning Sciences2016

    Most accounts of affect and motivation in the science education literature have discussed them as relevant to, but distinct from, disciplinary pursuits. These include Pintrich’s seminal work on affective and motivational factors in learning science (P. R. Pintrich, 1999, 2003; P. R. Pintrich & E. De Groot, 1990; P. R. Pintrich, R. W. Marx, & R. A. Boyle, 1993). Our purpose here is to build on those ideas, drawing as well on accounts of scientists…

  • Framing for scientific argumentation

    Open AccessLeema K Berland, David HammerARTICLEJournal of Research in Science…2012

    In recent years, research on students' scientific argumentation has progressed to a recognition of nascent resources: Students can and do argue when they experience the need and possibility of persuading others who may hold competing views. Our purpose in this article is to contribute to this progress by applying the perspective of framing to the question of when and how a class forms and maintains a sense of their activity as argumentative. In p…

  • Novice Teachers' Attention to Student Thinking

    Open AccessDaniel M Levin, Dan Levin et al.ARTICLEJournal of Teacher Education2009Cited by: 22References: 32

    Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done, with evidence of novices attending to students' thinking early in their teaching and offer framing as a…

  • Children's perception of media-portrayed sex roles

    Open AccessRonald S Drabman, Stephen J Robertson et al.ARTICLESex Roles1981Cited by: 15References: 3

  • Birth order???sex interactions in child behavior problems

    Benjamin B Lahey, David Hammer et al.ARTICLEDevelopmental Psychology1980

  • Birth order × sex interactions in child behavior problems

    Benjamin B Lahey, David Hammer et al.ARTICLEDevelopmental Psychology1980Cited by: 1References: 2

  • An Empirical Test of Three Alternative Explanations for Covert Reinforcement Effects

    Open AccessSteve H Sanders, David HammerARTICLEPsychological Reports1979

    The empirical validity of the explanations, instrumental-conditioning, counterconditioning, and exposure for covert reinforcement were tested. 45 female students, aged 19 to 35 yr., were subjects. Each was screened for level of fear toward snakes and ability to form clear images. They were randomly assigned to one of five treatment conditions and one of three categories of expectancy. Conditions were covert positive reinforcement, reversed covert…