Klavon, T. G., Mohan, S., Jaffe, J. B., Stogianos, T., Governor, D., & Lombardi, D. (2023). Scientific Evaluations and Plausibility Judgements in Middle School Students’ Learning about Geoscience Topics, Journal of Geoscience Education, 1-15. https://doi.org/10.1080/10899995.2023.2200877
Gans, N., Zohery, V., Jaffe, J. B., Ahmed, A., Kim, L., & Lombardi, D. (2023). Fossil fuels and climate change: comparing in-person and virtual science learning during the COVID-19 pandemic, Journal of Science Education and Technology, 1-12. https://doi.org/10.1007/s10956-023-10046-z
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
Chen, L., Biernat, K., Governor, D., Anglin, H., Pyle, E., (2023). What does “Primary Source” mean in science education? In Waring, S. M. (Ed.), The educator’s handbook for teaching with primary sources. Teachers College Press.
Herrick, I. R., Sinatra, G. M., & Lombardi D. (2023). Is that plausible? How to evaluate scientific evidence and claims in a post-truth world, The Science Teacher, 90(3), 55-59.
Dobaria, A., Bailey, J. M., Klavon, T. G., & Lombardi, D. (2022). Students’ scientific evaluation of astronomical origins, Astronomy Education Journal, 02(1), 1-16. https://doi.org/10.32374/AEJ.2022.2.1.032ra
Childers, G., Governor, D., Osmond, D., & Britton, S. (2022). Science cafés: Exploring adults’ motivation to learn science in a community space. Research in Science Education, 52(4), 1055-1073. https://doi.org/10.1007/s11165-020-09982-2
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. Discourse Processes, 59(5/6), 379-400. 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
Heddy, B. C., Lombardi, D., & Danielson, R. W. (2022). The moral side of the climate crisis: Exploring how moral convictions influence learning about climate change. The Educational and Developmental Psychologist. https://doi.org/10.1080/20590776.2021.2011203
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. Discourse Processes. https://doi.org/10.1080/0163853X.2022.2068317
Bailey, J. M., & Lombardi, D. (2022). Astronomy activities for promoting scientific evaluation [AstroNotes column]. The Physics Teacher, 60(3), 87–88. https://doi.org/10.1119/10.0009695
McLaughlin, J. A., & Bailey, J. M. (2022). Students need more practice with spatial thinking in geoscience education: A systematic review of the literature. Studies in Science Education, Advance online publication. https://doi.org/10.1080/03057267.2022.2029305 [open access at this link]
Bailey, J. M., Jamani, S., Klavon, T. G., Jaffe, J. B., & Mohan, S. (2021). Climate crisis learning through scaffolded instructional tools. Educational and Developmental Psychologist, Special Issue: Climate Crisis. Advance online publication. https://doi.org/10.1080/
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.
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., Carter, A. (2021) How hot is it? Reading thermometers to investigate weather. Science & Children. NSTA Press. (V58, n.5). p. 48-54. https://www.nsta.org/science-and-children/science-and-children-mayjune-2021/how-hot-it
Childers, G., Governor, D., Osmond, D. (2021). Science Cafés: Exploring Adults’ Motivation to Learn Science in a Community Space. Research in Science Education, https://doi.org/10.1007/s11165-020-09982-2
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. http://doi.org/10.17910/b7.
Duchi, L., Lombardi, D., Paas, F., & Loyens, S.M.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, 70, 1-14.
Medrano, J., Jaffe, J., Lomdardi, D., Holzer, M.A., & Roemmele, C. (2020). Students’ scientific evaluations of water resources. Water, 12(7), 1-22.
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, 1-12.
Lombardi, D. (2019). Thinking scientifically in a changing world. Science Brief: Psychological Science Agenda, 33(1).
McLaughlin, J. A., Lombardi, D., Holzer, M. A., Hopkins, J. D., Davatzes, A., Jaeger, A. J., & Shipley, T. F. (2018). What’s hidden beneath? Using spatial sketching and feedback to help deepen students’ understanding of Earth’s subsurface. The Science Teacher, 54(3), 54-60.
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. doi: 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.
Lombardi, D., Bickel, E. S., Brandt, C. B., & Burg, C. (2017). Categorising students’ evaluations of evidence and explanations about climate change. International Journal of Global Warming, 12(3/4), 313-330.
Lombardi, D., Brandt, C. B., Bickel, E. S., & Burg, C. (2016). Students’ evaluations about climate change. International Journal of Science Education, 38(8), 1392–1414.
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.
Lombardi, D., Sibley, B., & Carroll, K. (2013). What’s the alternative: Using model-evidence link diagrams to weigh alternative models in argumentation. The Science Teacher, 80(5), 36–41.
Also The Earth Scientist MEL Special Issue (2020), which includes:
Bailey, J. M., Klavon, T. G., & Dobaria, A. (2020). The Origins build-a-MEL: Introducing a scaffold to explore the origins of the Universe. The Earth Scientist, 36(3), 7–12.
Colfax, E., Matewos, A., & Bailey, J. M. (2020). Teaching Earth and environmental science using Model-Evidence Link Diagrams. The Earth Scientist, 36(3), 31–35.
Governor, D., Strickland, K., & Bailey, J. M. (2020). Climate changes of the past: Engaging in evidence-based argumentation. The Earth Scientist, 36(3), 13–17.
Holzer, M., Roemmele, C., & Bailey, J. M. (2020). Freshwater resources: The challenges of quantity and quality. The Earth Scientist, 36(3), 18–21.
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.
Roemmele, C., Holzer, M., & Bailey, J. M. (2020). Assessing and applying students’ understanding of the scientific practices and crosscutting concepts. The Earth Scientist, 36(3), 27–30.
And also The Earth Scientist MEL Special Issue (2016), which includes:
Lombardi, D. (2016). Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth science. The Earth Scientist, 32(2), 5-10.
Bailey, J. M., Girtain, C. M., & Lombardi, D. (2016). Understanding the formation of Earth’s Moon. The Earth Scientist, 32(2), 11-16.
Holzer, M. A., Lombardi, D., & Bailey, J. M. (2016). Wetlands: Good or bad? Evaluating competing models. The Earth Scientist, 32(2), 17-21.
Hopkins, J. D., Crones, P., Burrell, S. Bailey, J. M., & Lombardi, D. (2016). Evaluating the connections between fracking and earthquakes. The Earth Scientist, 32(2), 23-30.
Bickel, E. S., & Lombardi, D. (2016). Assessing students’ evaluations on the model-evidence link diagram. The Earth Scientist, 32(2), 31-36.