معرفی
David Hammer is a Professor in the Department of Education and holds joint appointments in the Department of Physics & Astronomy and the Tisch College of Civic Life at Tufts University. He specializes in STEM education research, focusing on learning and teaching dynamics across K-16 levels. His work examines student epistemologies, instructional responsiveness, and resource-based models of knowledge. He teaches courses in both Education and Physics departments, including introductory physics labs and seminars on STEM education.
Education:
- PhD in Science and Mathematics Education, UC Berkeley (1991)
- MA in Physics, UC Berkeley (1987)
- BA in Physics, Princeton University (1982)
Research Interests: Dr. Hammer investigates how students construct knowledge in STEM fields, particularly in physics. He studies instructors' interpretation of student thinking, the role of epistemological framing in learning, and the integration of engineering and literacy in education. His recent work emphasizes responsiveness in teaching and the disciplinary significance of social caring.
Grants: He has led or collaborated on grants from the National Science Foundation, including projects on lab instruction dynamics and urban STEM teacher development. Notable grants include "Understanding the Dynamics of Student Framing in Undergraduate Labs" (NSF, 2020-2023) and "The Dynamics of Learners' Engagement in Science" (Gordon and Betty Moore Foundation, 2013-2017).
Teaching & Engagement: Dr. Hammer teaches courses such as General Physics with Lab and advanced seminars in STEM education. He actively promotes responsive teaching practices and has contributed to initiatives like the Responsive Teaching in Science project. His work extends to professional development for faculty and K-12 educators.
Labs/Teams: He collaborates with the Institute for Research on Learning and Instruction at Tufts, focusing on interdisciplinary educational research. His team explores topics like epistemic agency in labs and the design of nontraditional physics curricula.
