Doug Lombardi conducts research that focuses on effective teaching tools and strategies that facilitate students’ reasoning and critical thinking about socio-scientific topics. Particularly, he thinks about ways to teach and learn about scientific topics that pose local, regional, and global challenges, such as causes of climate change and 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.

Research Interests

  • Conceptual Change
  • Critical Thinking
  • Science Education

Courses Taught




EDUC 8504

Problem Solving and Reasoning in STEM Education


Selected Publications

  • Torsney, B.M., Lombardi, D., & Ponnock, A. (2019). The role of values in pre-service teachers’ intentions for professional engagement. Educational Psychology, 39(1), pp. 19-37. doi: 10.1080/01443410.2018.1504892

  • Saribas, D., Ceyhan, G.D., & Lombardi, D. (2019). Zooming in on scientific practices and evidence-based explanations during teaching NOS: A study in pre-service teacher education program. Elementary Education Online, 18(01). Ilkögretim-Online. Retrieved from

  • Lombardi, D. (2019). Thinking scientifically in a changing world. Psychological Science Agenda, 33(01). Science Directorate. Retrieved from

  • 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, pp. 184-198. doi: 10.1016/j.cedpsych.2018.06.008

  • Ponnock, A.R., Torsney, B.M., & Lombardi, D. (2018). Motivational differences throughout teachers' preparation and career. New Waves : Educational Research & Development, 21(2), pp. 26-45. Chinese American Educational Research and Development Association. Retrieved from

  • 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), pp. 54-60.

  • 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), pp. 153-177. doi: 10.1002/sce.21315

  • Bailey, J.M., Lombardi, D., Cordova, J.R., & Sinatra, G.M. (2017). Meeting students halfway: Increasing self-efficacy and promoting knowledge change in astronomy. Physical Review Physics Education Research, 13(2). doi: 10.1103/PhysRevPhysEducRes.13.020140

  • Torsney, B.M., Ponnock, A.R., & Lombardi, D. (2017). The Role of Values in Preservice Teachers' Decision to Teach. Teacher Educator, 52(1), pp. 39-56. doi: 10.1080/08878730.2016.1196986

  • Lombardi, D. & Sinatra, G.M. (2017). Don’t believe everything you think: Reappraising judgments about conceptions. In Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences (pp. 237-244). doi: 10.4324/9781315467139

  • 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), pp. 313-330. doi: 10.1504/IJGW.2017.084782

  • 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, pp. 74-86. doi: 10.1016/j.learninstruc.2016.03.003

  • Lombardi, D., Brandt, C.B., Bickel, E.S., & Burg, C. (2016). Students’ evaluations about climate change. International Journal of Science Education, 38(8), pp. 1392-1414. doi: 10.1080/09500693.2016.1193912

  • Lombardi, D., Nussbaum, E.M., & Sinatra, G.M. (2016). Plausibility Judgments in Conceptual Change and Epistemic Cognition. Educational Psychologist, 51(1), pp. 35-56. doi: 10.1080/00461520.2015.1113134

  • Holzer, M.A. & Lombardi, D. (2016). Wetlands: Good or Bad? Evaluating Competing Models. The Earth Scientist, 32(2), pp. 17-21. National Earth Science Teachers Association. Retrieved from

  • Lombardi, D. (2016). Beyond the Controversy: Instructional Scaffolds to Promote Critical Evaluation and Understanding of Earth Science. The Earth Scientist, 32(2), pp. 5-10. National Earth Science Teachers Association. Retrieved from

  • Bailey, J.M., Girtain, C.M., & Lombardi, D. (2016). Understanding the Formation of Earth’s Moon. The Earth Scientist, 32(2), pp. 11-16. National Earth Science Teachers Association. Retrieved from

  • 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), pp. 23-30. National Earth Science Teachers Association. Retrieved from

  • Bickel, E.S. & Lombardi, D. (2016). Assessing Students’ Evaluations on the Model-Evidence Link Diagram. The Earth Scientist, 32(2), pp. 31-36. National Earth Science Teachers Association.

  • Danielson, R. & Lombardi, D. (2015). More Money, Less Acceptance: The Relationship between GDP, Science Literacy, and Acceptance of Human-induced Climate Change. The International Journal of Climate Change: Impacts and Responses, 7(4), pp. 13-23. Common Ground Research Networks. doi: 10.18848/1835-7156/cgp/v07i04/37252

  • Sinatra, G.M., Heddy, B.C., & Lombardi, D. (2015). The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, 50(1). doi: 10.1080/00461520.2014.1002924

  • Ryu, S. & Lombardi, D. (2015). Coding Classroom Interactions for Collective and Individual Engagement. Educational Psychologist, 50(1), pp. 70-83. doi: 10.1080/00461520.2014.1001891

  • Sinatra, G.M., Broughton, S.H., & Lombardi, D. (2014). Emotions in science education. In International Handbook of Emotions in Education (pp. 415-436). doi: 10.4324/9780203148211

  • Cordova, J.R., Sinatra, G.M., Jones, S.H., Taasoobshirazi, G., & Lombardi, D. (2014). Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change. Contemporary Educational Psychology, 39(2), pp. 164-174. doi: 10.1016/j.cedpsych.2014.03.006

  • Lombardi, D., Seyranian, V., & Sinatra, G.M. (2014). Source Effects and Plausibility Judgments When Reading About Climate Change. Discourse Processes, 51(1-2), pp. 75-92. doi: 10.1080/0163853X.2013.855049