This exploratory project develops and tests graphical scaffolds which facilitate high school students' coordination of connecting evidence with alternative explanations of particular phenomena, as well as their collaborative argumentation about these phenomena. At the same time, the project examines how high school students use these tools to construct scientifically accurate conceptions about major topics in Earth and space sciences and deepens their abilities to be critically evaluative in the process of scientific inquiry.
- 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. doi: 10.1002/sce.21315.*
- Lombardi, D. (2016). Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth science. The Earth Scientist, 32(2), 5-10.*
- 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. doi: 10.1080/09500693.2016.1193912.*
- 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. [re-posted on Psych Learning Curve, March 11, 2019, http://psychlearningcurve.org/thinking-scientifically-in-a-changing-worl...