Doug Lombardi is an Associate Professor in the Department of Human Development and Quantitative Methodology, University of Maryland. As the head of the Science Learning Research Group (http://sciencelearning.net), 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 received recognition from the American Educational Research Association’s Division C, Learning and Instruction (Outstanding Early Career Scholar Award), American Psychological Association’s Division 15, Educational Psychology (Richard E. Snow Award for Early Contributions), the Society for Text and Discourse (Tom Trabasso Young Investigator Award), and NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research (Early Career Research Award). His research and theoretical positions have been published in journals such as Educational Psychologist, Science Education, Contemporary Educational Psychology, and Learning & Instruction.

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关于作者

道格·伦巴第（Doug Lombardi）是马里兰大学人类发展与定量方法学系的副教授。作为科学学习研究小组（http://sciencelearning.net）的负责人，他进行了有关知识主张的推理和批判性思维研究。这项研究的大部分内容都位于正式教室的背景下，并且侧重于有效的教学工具和策略来支持深度学习，尤其是那些对当地，区域和全球挑战构成挑战的科学主题（例如，当前气候变化的原因，气候变化的可用性）。淡水资源）。道格已获得美国教育研究协会C部学习和指导（杰出早期职业学者奖），美国心理学会15部的认可。教育心理学（Richard E. Snow早期贡献奖），文本与话语协会（Tom Trabasso青年研究者奖）和NARST：通过研究改善科学教学的全球组织（早期职业研究奖）。他的研究和理论立场已发表在诸如教育心理学，科学教育，当代教育心理学，学习与教学。