Doug Lombardi


Professional Title: 
Associate Professor
About Me (Bio): 
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 (, 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), 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 Educational Psychologist, Science Education, Contemporary Educational Psychology, and Learning & Instruction.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • 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 [re-posted on Psych Learning Curve, March 11, 2019,
Temple University

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.

University of Maryland, College Park (UMCP)

This project will develop, implement, test, and revise instructional approaches and materials for high school students that focus on the links between scientific evidence and alternative explanations of phenomena relating to Earth and space education. Students will learn to construct diagrams showing the links between explanatory models of natural phenomena and lines of evidence, and then evaluate the plausibility of various alternative explanations for events.