Doug Lombardi
Dados Biográficos
| ID | 3983311 |
|---|---|
| NOME | Doug Lombardi |
| PRENOMES | Doug |
| SOBRENOME | Lombardi |
| ASSINATURA | LOMBARDI D |
| AFILIAÇÕES | University of Maryland, College Park |
| ORCID | 0000-0002-4172-318X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 80 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Profiles of scientific thinking
Cognitive flexibility moderates shifts in plausibility judgments of claims about climate change
Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation
The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis‐ and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis‐ and d…
Facilitating student argumentation around socioscientific issues through productive discourse and negotiation toward consensus
Biological evolution learning and computational thinking
The purpose of this study was to quantitatively assess the integration of computational thinking with learning about biological evolution. Specifically, we investigated the effectiveness of a framework from a recently developed learning progression that emphasises the complex nature of teaching both computational thinking and biological evolution. Computational thinking is a concept introduced by relatively recent science education reform efforts…
Beyond growth mindset
John Henryism, psychological labor, and control-value theory
This study explored the integration of John Henryism—defined as effortful, active coping in response to environmental stress—into control-value theory. Specifically, we were interested in how this process differed among identity groups. We used measures of John Henryism (JHAC-12), control-value theory, and momentary engagement (Record of Experience) on a school-based task. Results demonstrated the following: identifying as a first-generation coll…
Discourse and Agency during Scaffolded Middle School Science Instruction
Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We …
Negotiations in scientific argumentation
Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence‐based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific argumentation. The present study seeks to fill this …
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments
When individuals have questions about scientific issues, they often search the Internet. Evaluating sources of information and claims they find has become more difficult in the post-truth era. Students are often taught source evaluation techniques, but the proliferation of “fake news” has resulted in a misinformation arms race. As searchers get more sophisticated identifying misleading information, so do purveyors of information who intend to mis…
Understanding Biological Evolution Through Computational Thinking
The Challenges of Defining and Measuring Student Engagement in Science
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to en…
Source Effects and Plausibility Judgments When Reading About Climate Change
Gaps between what scientists and laypeople find plausible may act as a barrier to learning complex and/or controversial socioscientific concepts. For example, individuals may consider scientific explanations that human activities are causing current climate change as implausible. This plausibility judgment may be due—in part—to individuals' perceptions about the information source and the certainty associated with the message claim. In this study…
The Challenges of Defining and Measuring Student Engagement in Science
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to en…
Source Effects and Plausibility Judgments When Reading About Climate Change
Gaps between what scientists and laypeople find plausible may act as a barrier to learning complex and/or controversial socioscientific concepts. For example, individuals may consider scientific explanations that human activities are causing current climate change as implausible. This plausibility judgment may be due—in part—to individuals' perceptions about the information source and the certainty associated with the message claim. In this study…
Discourse and Agency during Scaffolded Middle School Science Instruction
Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We …
Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation
The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis‐ and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis‐ and d…
Beyond growth mindset
Source Effects and Plausibility Judgments When Reading About Climate Change
Gaps between what scientists and laypeople find plausible may act as a barrier to learning complex and/or controversial socioscientific concepts. For example, individuals may consider scientific explanations that human activities are causing current climate change as implausible. This plausibility judgment may be due—in part—to individuals' perceptions about the information source and the certainty associated with the message claim. In this study…
The Challenges of Defining and Measuring Student Engagement in Science
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to en…
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments
When individuals have questions about scientific issues, they often search the Internet. Evaluating sources of information and claims they find has become more difficult in the post-truth era. Students are often taught source evaluation techniques, but the proliferation of “fake news” has resulted in a misinformation arms race. As searchers get more sophisticated identifying misleading information, so do purveyors of information who intend to mis…
Understanding Biological Evolution Through Computational Thinking
Negotiations in scientific argumentation
Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence‐based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific argumentation. The present study seeks to fill this …
John Henryism, psychological labor, and control-value theory
This study explored the integration of John Henryism—defined as effortful, active coping in response to environmental stress—into control-value theory. Specifically, we were interested in how this process differed among identity groups. We used measures of John Henryism (JHAC-12), control-value theory, and momentary engagement (Record of Experience) on a school-based task. Results demonstrated the following: identifying as a first-generation coll…
Discourse and Agency during Scaffolded Middle School Science Instruction
Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We …
Biological evolution learning and computational thinking
The purpose of this study was to quantitatively assess the integration of computational thinking with learning about biological evolution. Specifically, we investigated the effectiveness of a framework from a recently developed learning progression that emphasises the complex nature of teaching both computational thinking and biological evolution. Computational thinking is a concept introduced by relatively recent science education reform efforts…
Beyond growth mindset
Cognitive flexibility moderates shifts in plausibility judgments of claims about climate change
Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation
The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis‐ and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis‐ and d…
Facilitating student argumentation around socioscientific issues through productive discourse and negotiation toward consensus
Profiles of scientific thinking
Psychology (11 obras) · Sociology (7 obras) · Epistemology (6 obras) · Mathematics education (5 obras) · Political science (5 obras) · Science education (5 obras) · Science Education and Pedagogy (5 obras) · Educational Strategies and Epistemologies (4 obras) · Pedagogy (4 obras) · Social Psychology (4 obras)