Doug Lombardi
Comment: Seems like a great academic, however, nothing here passes WP:NPROF Sulfurboy (talk) 19:47, 24 August 2026 (UTC)
Doug Lombardi is an American educational psychologist and science education researcher. He is a Professor in the Department of Human Development and Quantitative Methodology at the University of Maryland, College Park, where he also serves as Associate Dean for Faculty affairs and Graduate studies in the College of Education. His research examines scientific thinking and learning, particularly how students evaluate information sources, scientific evidence, and competing knowledge claims.
Academic career
Lombardi is a Professor at the University of Maryland, College Park, and leads the Science Learning Research Group, an interdisciplinary research group that studies scientific thinking, knowledge construction, and classroom learning.
As Associate Dean for Faculty affairs and Graduate studies in the University of Maryland College of Education, Lombardi's work includes faculty recruitment and advancement, graduate education, and institutional initiatives related to mentoring and professional development.
Before joining the University of Maryland, Lombardi was an associate professor in the Department of Teaching and Learning at Temple University.
Earlier in his career, Lombardi worked in several science and science education positions. He was a project facilitator, program evaluator, and regional science education trainer with the Southern Nevada Regional Professional Development Program. He also served as education and public outreach manager for the NASA Phoenix Mars Mission at the University of Arizona and taught high school science in Tennessee and Arizona. His earlier professional experience also included work as a research engineer, at Oak Ridge National Laboratory, and as a meteorologist in the United States Air Force.
Research
Lombardi's research is situated at the intersection of educational psychology, science education, and the learning sciences. A central focus of his work is how learners construct scientific knowledge through the evaluation of evidence, information sources, and competing explanations.[1]. His research distinguishes judgments about the credibility of information sources from plausibility judgments about the truthfulness of knowledge claims and explanations[2].
Much of Lombardi's empirical research takes place in elementary, middle, high school, and undergraduate classrooms. His research group develops and studies instructional scaffolds intended to support students' evaluation of evidence and competing explanations, scientific argumentation and discourse, and knowledge construction[3][4]. This work has included the development and study of Model-Evidence Link instructional scaffolds[5][6] and related approaches that make scientific evaluation more explicit during classroom learning[7]
Lombardi has also contributed to theoretical work on conceptual change[8], science engagement[9], active learning[10], and the development of scientific thinking[11]. With colleagues, he has proposed that scientific thinking involves dynamic cognitive and social processes through which individuals engage with scientific concepts and practices, evaluate evidence and claims, and construct scientific knowledge.
His research frequently examines scientific topics of social relevance, including climate change and sustainability[12][13][14]. More recent work has extended these interests to civic reasoning[15] and the educational use of artificial intelligence[16]. In the LR-MEL Project, he has collaborated with K–12 teachers and other educators in developing and studying classroom approaches intended to support scientific and civically minded thinking.
Lombardi's research has received support from the National Science Foundation and the United States Department of Education.
Editorial work
Lombardi served as an associate editor of the Journal of Educational Psychology, Journal of Research in Science Teaching, and Contemporary Educational Psychology.
He has also served on the editorial boards of journals including Educational Psychologist, Educational Psychology for Policy and Practice, and the International Journal of Science Education.
His research has appeared in journals including Psychological Science in the Public Interest, Educational Psychology Review, the Journal of Research in Science Teaching, Contemporary Educational Psychology, Educational Psychologist, Learning and Instruction, and Research in Science Education.
Awards and recognition
Lombardi has received early career research awards from the American Educational Research Association, the American Psychological Association, the Society for Text and Discourse, and NARST: A Global Organization for Improving Science Education Through Research.
Selected publications
- Lombardi, D., Sinatra, G. M., Bailey, J. M., & Butler, L. P. (2024). "Seeking a comprehensive theory about the development of scientific thinking." Educational Psychology Review, 36.
- Lombardi, D., & Bailey, J. M. (2024). "Science learning and teaching." In Handbook of Educational Psychology.
- Lombardi, D., Matewos, A. M., Jaffe, J., Zohery, V., Mohan, S., Bock, K., & Jamani, S. (2022). "Discourse and agency during scaffolded middle school science instruction." Discourse Processes, 59, 379–400.
- Lombardi, D. (2022). "Climate crisis mitigation and adaptation: Educational and developmental psychology's responsibility in helping face this threat." Educational and Developmental Psychologist, 39, 1–4.
- Robertson, J. R., Logan, M. W., Rosenberg, J. M., & Lombardi, D. (2026). "Profiles of scientific thinking." Journal of Educational Psychology, 118, 829–851.
External links
- Science Learning Research Group
- University of Maryland College of Education faculty profile
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- ↑ Robertson, John R.; Logan, Margaret W.; Rosenberg, Joshua M.; Lombardi, Doug (2026-07). "Profiles of scientific thinking". Journal of Educational Psychology. 118 (5): 829–851. doi:10.1037/edu0001011. ISSN 1939-2176. Check date values in:
|date=(help) - ↑ Sinatra, Gale M.; Lombardi, Doug (2020-07-02). "Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments". Educational Psychologist. 55 (3): 120–131. doi:10.1080/00461520.2020.1730181. ISSN 0046-1520.
- ↑ Governor, Donna; Lombardi, Doug; Duffield, Catie (2021). "Negotiations in scientific argumentation: An interpersonal analysis". Journal of Research in Science Teaching. 58 (9): 1389–1424. doi:10.1002/tea.21713. ISSN 1098-2736.
- ↑ Lombardi, Doug; Matewos, Ananya M.; Jaffe, Joshua; Zohery, Vivian; Mohan, Svetha; Bock, Kellyann; Jamani, Sonia (2022-07-03). "Discourse and Agency during Scaffolded Middle School Science Instruction". Discourse Processes. 59 (5–6): 379–400. doi:10.1080/0163853X.2022.2068317. ISSN 0163-853X.
- ↑ Lombardi, Doug; Bailey, Janelle M.; Bickel, Elliot S.; Burrell, Shondricka (2018-07-01). "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. ISSN 0361-476X.
- ↑ Lombardi, Doug; Bickel, Elliot S.; Bailey, Janelle M.; Burrell, Shondricka (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. ISSN 1098-237X.
- ↑ Herrick, Imogen R.; Sinatra, Gale M.; Lombardi, Doug (2023-01-01). "Is That Plausible?". The Science Teacher. 90 (3): 55–59. doi:10.1080/00368555.2023.12294208. ISSN 0036-8555.
- ↑ Lombardi, Doug; Danielson, Robert W., O’Donnell, Angela M.; Barnes, Nicole C.; Reeve, Johnmarshall; O'Donnell, Angela, eds., "On Learning and Teaching for Conceptual Change", The Oxford Handbook of Educational Psychology, Oxford University Press, p. 0, doi:10.1093/oxfordhb/9780199841332.013.20, ISBN 978-0-19-984133-2, retrieved 2026-08-24
- ↑ Sinatra, Gale M.; Heddy, Benjamin C.; Lombardi, Doug (2015-01-02). "The Challenges of Defining and Measuring Student Engagement in Science". Educational Psychologist. 50 (1): 1–13. doi:10.1080/00461520.2014.1002924. ISSN 0046-1520.
- ↑ Lombardi, Doug; Sinatra, Gale M.; Bailey, Janelle M.; Butler, Lucas P. (2024-09). "Seeking a Comprehensive Theory About the Development of Scientific Thinking". Educational Psychology Review. 36 (3): 72. doi:10.1007/s10648-024-09911-z. ISSN 1040-726X. Check date values in:
|date=(help) - ↑ Lombardi, Doug; Sinatra, Gale M.; Bailey, Janelle M.; Butler, Lucas P. (2024-09). "Seeking a Comprehensive Theory About the Development of Scientific Thinking". Educational Psychology Review. 36 (3): 72. doi:10.1007/s10648-024-09911-z. ISSN 1040-726X. Check date values in:
|date=(help) - ↑ Busch, K. C.; Lombardi, Doug (2025). "Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation". Journal of Research in Science Teaching. 62 (6): 1417–1424. doi:10.1002/tea.70003. ISSN 1098-2736.
- ↑ Lombardi, Doug; Busch, K. C. (2022). "Call for papers: Special issue: Learning and teaching in times of science denial and disinformation". Journal of Research in Science Teaching. 59 (8): 1493–1496. doi:10.1002/tea.21813. ISSN 1098-2736.
- ↑ Lombardi, Doug (2022-01-02). "Climate crisis mitigation and adaptation: educational and developmental psychology's responsibility in helping face this threat". Educational and Developmental Psychologist. 39 (1): 1–4. doi:10.1080/20590776.2021.2012834. ISSN 2059-0776.
- ↑ "OSF". osf.io. Retrieved 2026-08-24.
- ↑ "AIM Seed Grants Support 22 AI Research Projects | College of Computer, Mathematical, and Natural Sciences | University of Maryland". cmns.umd.edu. Retrieved 2026-08-24.
