Facilitating scientific thinking, reasoning, and evaluations in classroom contexts. Promoting understanding and conceptual change of socio-scientific topics through cognitive, emotional, socio-behavioral, and agentic engagement.

Doug Lombardi is an Associate Professor, Department of Human Development and Quantitative Methodology, University of Maryland. As the head of the Science Learning Research Group (http://sciencelearning.net), he conducts research examining reasoning and critical thinking about knowledge claims. Much of this research is situated within the context of formal classroom settings and focuses on effective teaching tools and strategies to support deep learning, particularly about scientific topics that pose local, regional, and global challenges (e.g., causes of current climate change, availability of freshwater resources). Doug has recently received early career research awards from the American Educational Research Association’s Division C (Learning and Instruction), American Psychological Association’s Division 15 (Educational Psychology), The Society for Text and Discourse, and NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. His research and theoretical positions have been published in journals such as Psychological Science in the Public Interest, Educational Psychologist, Journal of Research in Science Teaching, Contemporary Educational Psychology, Learning & Instruction, and Research in Science Education.

Research Awards

Tom Trabasso Young Investigator Award, Society for Text & Discourse, 2020.

Honoree, Maryland Research Excellence Celebration, University of Maryland, College Park, 2020.

Richard E. Snow Award for Early Contributions, American Psychological Association, Division 15 (Educational Psychology), 2019.

Outstanding Early Career Scholar Award, Division C (Learning & Instruction), American Educational Research Association, 2018.

Early Career Research Award, NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, 2018.

Certificate for Highly Cited Research, Learning and Instruction, for the article “Plausibility reappraisals and shifts in middle school students' climate change conceptions,” awarded December 2016.

Routledge Behavioral Science Journals #3 most highly cited article in 2015 for the paper “The challenges of defining and measuring student engagement in science.”

The International Journal of Climate Change: Impacts and Responses International Award for Excellence for the article “Leveraging higher-education instructors in the climate literacy effort: Factors related to university faculty’s propensity to teach climate change,” 2013.

Teaching Award

Temple University College of Education Undergraduate Teaching Award for Tenure-Track Faculty, 2014-2015.

Service Awards

Reviewer of Excellence, International Journal of Science Education, Routledge, Taylor & Francis Group, 2020.

Thomas B. Ervin Distinguished Service Award, National Earth Science Teachers Association, 2020.

Outstanding Reviewer, Review of Educational Research, American Educational Research Association, 2018.

Certificate of Appreciation, Office of the Governor, State of Nevada, and “Keys to the City” & status of Honorary Citizen of Carson City, NV, proclamation by Robert L. Cromwell, Mayor, for service rendered in writing Nevada’s Race to the Top grant application, 2011.

The following are selected publications. For a full list, please download my CV.

Lombardi, D. (2023). On the horizon: The promise and power of higher order, critical, and critical analytical thinking, Educational Psychology Review, 35, 1-10. https://doi.org/10.1007/s10648-023-09763-z

 

Lombardi, D., Matewos, M. M., Jaffe, J., Zohery, V., Mohan, S., Bock, K., & Jamani, S. (2022).  Discourse and agency during scaffolded middle school science instruction. Advance online publication. Discourse Processes. https://doi.org/10.1080/0163853X.2022.2068317

Lombardi, D. (2022). Climate crisis mitigation and adaptation: Educational and developmental psychology’s responsibility in helping face this threat. Educational and Developmental Psychologist, 39(1), 1-4. https://doi.org/10.1080/20590776.2021.2012834

Lombardi, D., Shipley, T. F., Astronomy Team (Bailey, J. M, Bretones, P. S., Prather, E. E.), Biology Team (Ballen, C. J., Knight, J. K., Smith, M. K.), Chemistry Team (Stowe, R. L., Cooper, M. M.), Engineering Team (Prince, M.), Geography Team (Atit, K., Uttal, D. H.), Geoscience Team (LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J.), & Physics Team (Docktor, J. L.) (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8-43. https://doi.org/10.1177/1529100620973974

Governor, D., Lombardi, D., & Duffield, C. (2021).  Negotiations in scientific argumentation: An interpersonal analysis. Journal of Research in Science Teaching, 58(9), 1389-1424. https://doi.org/10.1002/TEA.21713

Ceyhan, G., Lombardi, D., & Saribaş, D. (2021). Probing into pre-service science teachers’ practices of critical evaluation and decision-making on the topic of climate change. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2021.1894762

Lewandowsky, S., Cook, J., Ecker, U. K. H., Albarracín, D., Amazeen, M. A., Kendeou, P., Lombardi, D., Newman, E. J., Pennycook, G., Porter, E. Rand, D. G., Rapp, D. N., Reifler, J., Roozenbeek, J., Schmid, P., Seifert, C. M., Sinatra, G. M., Swire-Thompson, B., van der Linden, S., Vraga, E. K., Wood, T. J., Zaragoza, M. S. (2020). The Debunking Handbook 2020. Available at https://sks.to/db2020. http://doi.org/10.17910/b7.1182

Lombardi, D., Uslu, B., & Bailey, J. M. (2020). Extreme weather events and the climate crisis: What is the connection? The Earth Scientist, 36(3), 22-26. Available at https://cpb-us-e1.wpmucdn.com/blog.umd.edu/dist/2/664/files/2020/10/TES_MEL2issue_Fall2020_final.pdf

Christensen, D. M., & Lombardi, D. (2020). Understanding biological evolution through computational thinking: A K-12 learning progression. Science & Education. https://doi.org/10.1007/s11191-020-00141-7

Medrano, J., Jaffe, J., Lombardi, D., Holzer, M. A., & Roemmele, C. (2020). Students’ scientific evaluations of water resources. Water, 12(7), 2048. https://doi.org/10.3390/w12072048

Duchi, L., Lombardi, D., Paas, F., & Loyens, S. M. (2020). How a growth mindset can change the climate: The power of implicit beliefs in influencing people’s view and action. Journal of Environmental Psychology. https://doi.org/10.1016/j.jenvp.2020.101461

Sinatra, G. M., & Lombardi, D. (2020). Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments. Educational Psychologist, 55(3). https://doi.org/10.1080/00461520.2020.1730181

Van Meter, P., List, A., Lombardi, D., & Kendeou, P. (Eds.) (2020). Handbook of learning from multiple representations and perspectives. New York, NY: Routledge. https://doi.org/10.4324/9780429443961

Lombardi, D. Heddy, B. C., & *Matewos, A. M. (2020). Values, attitudes, and beliefs: Cognitive filters shaping integration of multiple representations and multiple perspectives. In Van Meter, P., List, A., Lombardi, D., & Kendeou, P. (Eds.), Handbook of learning from multiple representations and perspectives (pp. 1-14). New York, NY: Routledge. https://doi.org/10.4324/9780429443961

List, A., Van Meter, P., Lombardi, D., & Kendeou, P. (2020). Loggers and conservationists: Navigating the multiple resource forest through the trees. In Van Meter, P., List, A., Lombardi, D., & Kendeou, P. (Eds.), Handbook of learning from multiple representations and perspectives (pp. 1-14). New York, NY: Routledge. https://doi.org/10.4324/9780429443961-1

Van Meter, P., List, A., Kendeou, P., & Lombardi, D. (2020). The multiple resources learning framework: Learning from multiple representations and multiple perspectives. In Van Meter, P., List, A., Lombardi, D., & Kendeou, P. (Eds.), Handbook of learning from multiple representations and perspectives (pp. 557-588). New York, NY: Routledge. https://doi.org/10.4324/9780429443961-31

Lombardi, D. & Bailey, J. M. (2020). Science strategy interventions. In Dinsmore, D. L., Fryer, L. K., & Parkinson, M. M. (Eds.), Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis (pp. 177-194). New York, NY: Routledge. https://doi.org/10.4324/9780429423635-11

Lombardi, D. (2019). Thinking scientifically in a changing world. Science Brief: Psychological Science Agenda, 33(1). Retrieved from https://www.apa.org/science/about/psa/2019/01/changing-world.aspx

Lombardi, D., Bailey, J. M., Bickel, E. S., & Burrell, S. (2018). Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction. Contemporary Educational Psychology, 54, 184-198. https://doi.org/10.1016/j.cedpsych.2018.06.008

Lombardi, D., Bickel, E. S., Bailey, J. M., & Burrell, S. (2018). High school students' evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science. Science Education, 102(1), 153-177. https://doi.org/10.1002/sce.21315

Lombardi, D., & Sinatra, G. M. (2018). Don’t believe everything you think: Reappraising judgments about conceptions. In T. G. Amin, & O. Levrini (Eds.), Converging perspectives on conceptual change: Mapping a new paradigm in the learning sciences (pp. 237-244). New York, NY: Routledge. https://doi.org/10.4324/9781315467139-28

Lombardi, D. (2016). Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth science. The Earth Scientist, 32(2), 5-10. Available at https://sciencelearning.umd.edu/files/2018/09/tes_summer_2016.v3.pdf

Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2016). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist, 51(1), 35-56. https://doi.org/10.1080/00461520.2015.1113134

Lombardi, D., Danielson, R. W., & Young, N. (2016). A plausible connection: Models examining the relations between evaluation, plausibility, and the refutation text effect. Learning and Instruction, 44, 74-86. https://doi.org/10.1016/j.learninstruc.2016.03.003

Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational Psychologist, 50(1), 70-83. https://doi.org/10.1080/00461520.2014.1001891

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13. https://doi.org/10.1080/00461520.2014.1002924

Lombardi, D., Seyranian, V., & Sinatra, G. M. (2014). Source effects and plausibility judgments when reading about climate change. Discourse Processes, 51(1/2), 75-92. https://doi.org/10.1080/0163853X.2013.855049

Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility reappraisals and shifts in middle school students’ climate change conceptions. Learning and Instruction, 27, 50-62. https://doi.org/10.1016/j.learninstruc.2013.03.001

Collaborative Research: Scaffolding Middle and High School Students’ Scientific Evaluations of Sources and Alternative Claims in Earth and Environmental Sciences, D. Lombardi (PI), S. McGrew (Co-PI). J. M. Bailey (Co-PI), D. Governor (Co-PI), C. McAuliffe (Co-PI), S. A. Buxner (Co-PI), G. M Sinatra (Co-PI), funded by the National Science Foundation, Discovery Research in K-12 Program, $2,851,490 total ($1,414,091 to the University of Maryland), September 1, 2022 to August 31, 2026.

Engaging Students in Scientific Practices: Evaluating Evidence and Explanation in Secondary Earth and Space Science, D. Lombardi (PI), J. M. Bailey (Co-PI), D. Governor (Co-PI), C. McAuliffe (Co-PI), S. A. Buxner (Co-PI), funded by the National Science Foundation, Discovery Research in K-12 Program, $2,362,662 total, funded September 1, 2017 to August 31, 2020. Project website at https://serc.carleton.edu/mel/index.html

Towards an Urban Geoscience Pedagogy that Promotes Student Interest, Critical Thinking, Academic Achievement, and Value Of Science Content—supplemental funding for a graduate student (S. Burrell) research project to the larger project titled, Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth Science, D. Lombardi (PI), J. M. Bailey (Co-PI), funded by the National Science Foundation, Discovery Research in K-12 Program, $34,999 supplemental, funded September 1, 2017 to June 30, 2018.

Understanding and Promoting Spatial Learning Processes in the Geosciences, T. Shipley (PI), A. Devatzes, (Co-PI), D. Lombardi (Co-PI), N. LaDue (Co-PI), $749,711 total, National Science Foundation, Science of Learning: Collaborative Networks (SL-CN) Program, funded September 1, 2016 to August 31, 2019. Project website at http://serc.carleton.edu/getspatial/index.html.

Temple Teacher Residency Program, W. Brooks, (PI), J. Boyle (Co-PI), D. Lombardi (Co-PI), K. Newton (Co-PI), funded by the Teacher Quality Partnership Grant Program, U.S. Department of Education, Office of Innovation and Improvement, $2,241,597 total, funded October 1, 2014 to September 30, 2019. Project website at https://sites.temple.edu/templeteacherresidency/teachphiladelphiastem/team/.

Developing Critical Evaluation as a Scientific Habit of Mind: Instructional Scaffolds for Secondary Earth Science, D. Lombardi (PI), J. M. Bailey (Co-PI), funded by the National Science Foundation, Discovery Research in K-12 Program, $449,567 total, funded September 1, 2013 to June 30, 2017. Project website at http://sites.temple.edu/meldiagrams/.

The Nevada Mathematics and Science Leadership Cadre, J. M. Bailey (PI), E. C. Keppelmann (Co-I), C. Hardy (Co-I), D. Lombardi (Co-I), D. Hepworth (Co-I), & J. Hopkins (Co-I), Nevada Mathematics & Science Partnership Program, $461,929 total, funded March 1, 2008 to May 31, 2011.

Science Learning Research Group