Here you can find links to recent invited talks and conference presentations given by members of our team.
2024
National Science Teachers Association Conference, April 13-16
Governor, D., Ramirez-Villarin, L. & Holzer, M. A. (2024). Promoting argument-driven explanation in Earth & environmental science. Workshop presented at the 2024 National Science Teachers Association Conference, Denver, CO.
2023
National Consortium for Instruction and Cognition Annual Meeting, April 13-16
Wright, A., Puig, J., Robertson, R. R., & Lombardi, D. (2023). Moon conspiracy: Relations between the students’ written response length and the scientific quality of their responses. Paper presented at the 2023 National Consortium for Instruction and Cognition Annual Meeting, Chicago, IL.
2022
American Psychological Association, August 4-6
Gans, N., Ahmed, A. H., & Lombardi, D. (2022). Scaffolding students’ scientific reasoning: Comparing virtual vs. paper-pencil formats. Poster accepted for presentation at the 130th Annual American Psychological Association Convention, Minneapolis, MN.
[Poster also presented at the University of Maryland’s College of Education Graduate Student Research Symposium, College Park, MD]
Ahmed, A., Gans, N., & Lombardi, D. (2022). Promoting scientific reasoning via virtual instruction: Autonomy-supportive differences. Poster accepted for presentation at the 130th Annual American Psychological Association Convention, Minneapolis.
Society for Text and Discourse, July 19-21
Zohery, V., Gans, N., & Lombardi, D. (2022). Scientific reflection in writing tools. Poster presented at the 32nd Annual Meeting of the Society for Text & Discourse, Virtual.
National Consortium for Instruction and Cognition Annual Meeting, April 23-24
Jaffe, J. B., Lombardi, D., Mohan, S., & Matewos, M. M. (2022). Students’ engagement in scientific practices and agency during science learning: A social network analysis. Paper presented at the 2022 National Consortium for Instruction and Cognition Annual Meeting, San Diego, CA.
[This paper received the 2022 Richard C. Anderson Outstanding Graduate Student Research Award]
Klavon, T. G., Gans, N., Lombardi, D., & Bailey, J. M. (2022). The predictive characteristic of students’ evaluations of scientific plausibility judgments. Paper presented at the 2022 National Consortium for Instruction and Cognition Annual Meeting, San Diego, CA.
Annual Meeting of the American Educational Research Association, April 21-26
Schoute, E. C. & Lombardi, D. (2022). Differential effects of autonomy-supportive scaffolding on secondary students’ scientific evaluation and knowledge construction. Paper presented as part of the symposium, “Focusing the analytic lens on evidence-based reasoning: Where we are and where we need to go” at the Annual Meeting of the American Educational Research Association, San Diego, CA.
NARST Annual International Conference, March 27-30
Zohery, V., Matewos, M. M., Cabrera, L., & Lombardi, D. (2022). Examining science engagement: epistemic operations and agentic practices during argumentation. Paper presented virtually at the 2022 NARST Annual International Conference, Vancouver, BC.
2021
31st Annual Meeting of the Society for Text & Discourse
Lombardi, D. (2021). Scaffolding scientific reasoning and discourse. Tom Trabasso Young Investigator Award Keynote, paper presented virtually at the 31st Annual Meeting of the Society for Text & Discourse.
Virtual Summer Meeting of the American Association of Physics Teachers
Bailey, J. M., Klavon, T. G., Dobaria, A., & Lombardi, D. (2021, August). Comparing two scaffolds for evaluating scientific explanations. Poster presented at the 2021 Virtual Summer Meeting of the American Association of Physics Teachers.
Poster presented virtually at the 31st Annual Meeting of the Society for Text & Discourse
Stogianos, T., Lombardi, D., Mohan, S., Jaffe, J., & Governor, D. (2021). Instructional scaffolds to facilitate scientific and critical comparisons of geological phenomena.
(Slides can be found here.)
EARLI 2021, August 25, Virtual
Dobaria, A., Bailey J., Mohan, S., Klavon, T., Medrano, J., Jaffe, J., & Lombardi, D. (2021). Students’ scientific evaluation of astronomy concepts.
Temple University, Philadelphia, PA, Virtual
Bailey, J.M. (2021, April). Teaching critical evaluation in science. Invited “firehose”-style presentation as part of the Celebration of Research and Innovation—Spotlight on Connected Research on Learning with Comments from President Englert, Temple University, Philadelphia, PA.
Video [presentation begins at approximately 26:45]
NCIC 2021, April 23, Virtual
Mohan, S., & Lombardi, D. (2021). Educational neuroscience perspectives on reading in language arts.
AERA 2021, April 8-12, Virtual
Matewos, A., Lombardi, D., & Gates, A. (2021). Affective engagement during science argumentation.
Mohan, S., Medrano, J., Jaffe, J., & Lombardi, D. (2021). Students’ evaluations, plausibility perceptions, and knowledge shifts about climate change and water resources .
NARST 2021, April 7-10, Virtual
Bailey, J. M., Matewos, A., & Buxner, S. (2021). Teaching controversial socioscientific issues: Challenges and affordances.
AAPT 2021, January 9-12, Virtual
Klavon, T. G., Bailey, J. M., Dobaria, A. S., & Lombardi, D. (2021). The Origins build-a-MEL: A scaffold to explore the Universe’s origins.
2020
NSTA Engage 2020, November 13-15, Virtual
Bailey, J. M., Lombardi, D., & Klavon, T. G. (2020). NESTA Session: MEL2—Thinking scientifically in a changing world.
128th Annual American Psychological Association Convention, August 6-8, Virtual
Jaffe, J., Medrano, J., & Lombardi, D. (2020). Promoting scientific plausibility and knowledge shifts through modeled evaluation activities.
Recorded Presentation
Lombardi, D. (2020). Scaffolding scientific thinking. Paper invited for presentation at the 128th Annual American Psychological Association Convention; this paper was presented virtually due to the COVID-19 outbreak.
Recorded Address
Matewos, A., & Lombardi, D. (2020). Examining engagement of a small group discourse network during collaborative argumentation.
Society for Text and Discourse 2020, July 21-22, Virtual
Medrano, J., Jaffe, J., & Lombardi, D. (2020). Does the evidence support the model? Examining the effectiveness of two instructional scaffolds in science classrooms.
Recorded Presentation
American Association of Physics Teachers 2020, July 19-22, Virtual
Bailey, J. M., Lombardi, D., Klavon, T. G., & Dobaria, A. (2020). Scaffolds to support student learning: Judging astronomical explanations.
American Educational Research Association 2020, April 17-21, Cancelled due to COVID-19
Lombardi, D., & Bailey, J. M. (2020). “Science strategy interventions.” In D. Dinsmore & L. Fyer (Chairs), Investigating strategies and strategy use: Where do we go from here? Symposium.
Matewos, A. M., Lombardi, D., Bailey, J. M., & Herrick, I. (2020). From science student to conceptual agent: Examining the individual shifts in engagement during scaffolded instruction. or http://tinyurl.com/wd2o5ax
NARST 2020, March 15-18, Cancelled due to COVID-19
Klavon, T. (2020). Relationships Between Students’ Scaffolded Small-Group Discussions and their Written Scientific Explanations.
Klavon, T. G., Lombardi, D., Bailey, J. M., & Dobaria, A. S. (2020). Students’ plausibility shifts and knowledge gains when evaluating competing explanatory models about freshwater resource availability.
American Astronomical Society (AAS) 2020, January 4-8, Honolulu, HI
Bailey, J. M., Dobaria, A., & Klavon, T. G. (2020). Judging astronomical explanations: Scaffolds to support student learning. iPoster available here.
2019
European Association for Research on Learning and Instruction (EARLI) 2019, August 12-16, Aachen, Germany
Lombardi, D., Klavon, T. G., Holzer, M. A., & Kendall, R. (2019). Instructional scaffolds to shift students’ epistemic evaluations toward the scientific. Paper presented as part of the symposium, “Identifying literacies protective against misinformation and science skepticism.”
American Educational Research Association 2019, April 5-9, Toronto, ON, Canada
Lombardi, D. (2019). Think again: Shifting epistemic judgments toward the scientific.
Lombardi, D., Klavon, T. G., Holzer, M. A., & Kendall, R. (2019). Evaluating explanations about water resources: Scaffolds to shift students’ epistemic judgments and agency toward the scientific. Paper presented as part of the symposium, “Investigating epistemic cognition in relation to food, water, and energy (FEW) issues.”
National Consortium for Instruction and Cognition 2019, April 5-9, Toronto, ON, Canada
Klavon, T. G., Bailey, J. M., Kendall, R., Holzer, M. A., & Lombardi, D. (2019). The impact of evidence choices on students’ plausibility shifts toward scientific explanations.
2018
Geological Society of America (GSA) 2018, November 4-7, Indianapolis, IN
Lombardi, D. (2018). Developing scaffolds to promote geoscience thinking: The rigor and promise of systemic classroom-based research.
Lombardi, D. (2018). Cultivating climate change literacy through scaffolded critique and evaluation.
West Chester University, PA, September 2018
Lombardi, D. (2018). Scaffolding scientific thinking to facilitate students’ knowledge construction about Earth and space science topics.
11th International Conference on Conceptual Change, 2018, August 29-September 1, Klagenfurt, Austria
Lombardi, D. (2018). Think you know it? Well, think again: Reappraising plausibility judgments to facilitate knowledge reconstruction in science. Paper presented as part of the invited symposium, “Changing how we think about knowledge: Exploring the relationships between epistemic cognition and conceptual change”.
APA 2019, August 9-12, San Francisco, CA
Sinatra, G. M., & Lombardi, D. (2018). Learning and teaching about climate change: An educational psychology perspective. Invited discussant presentation as part of the collaborative program symposium, “Psychology’s role in addressing climate change—state of knowledge and a call for action”.
National Consortium for Instruction and Cognition (NCIC) 2018, April 13-17, New York, NY
Kendall, R., Lombardi, D., Burrell, S., Klavon, T. G., Uslu, B., & Bailey, J. M. (2018). Crafting knowledge instruments to measure effectiveness of science instruction.
University of Maryland Undergraduate Research Day 2018, College Park, MD
Hansen, J. Ramazon, N. Zohery, V., & Riggins, T. (2018, April). Associations between Hippocampal Subregions and Episodic Memory in Early Childhood.
NARST 2018, March 10-13, Atlanta, GA
Burrell, S., Lombardi, D., Bickel, E. S., & Bailey, J. M. (2018, March). Development of a model describing scientific thinking in Earth science students.
2017
AERA 2017, April 27-May 1, San Antonio, TX
Halpern, M., Lombardi, D., & Bailey, J. M. (2017, April). Students’ informal reasoning, evaluations, and plausibility perceptions about climate change.
NARST 2017, April 22-25, San Antonio, TX
Bailey, J.M., Lombardi, D., Bickell, E., & Burrell, S. (2017). Deepening high school students’ knowledge about earth science topics through scientific evaluation & plausibility reappraisal.