Doug Lombardi, Ph.D.
Doug Lombardi, Ph.D.
Assistant Professor, Science Education
Teaching & Learning

Ritter Hall, Room 450
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
phone: (215) 204-6132

  • Ph.D., University of Nevada, Las Vegas, Educational Psychology
  • M.S., University of Tennessee, Knoxville, Education
  • M.S., University of Tennessee, Environmental Engineering
  • B.S., University of Colorado, Boulder, Mechanical Engineering
Areas of Professional Interest
  • Cognitive judgments and reasoning
  • Conceptual change
  • Epistemic cognition
  • Climate change education
Recent Scholarship
Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2016). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist, 51(1), 35-56. doi: 10.1080/00461520.2015.1113134
Lombardi, D., Danielson, R. W., and Young, N. (2016). A plausible connection: Models examining the relations between evaluation, plausibility, and the refutation text effect. Learning and Instruction, 44, 74-86. doi: 10.1016/j.learninstruc.2016.03.003
Bailey, J. M., & Lombardi, D. (2015). Blazing the trail for astronomy education research. Journal of Astronomy and Earth Science Education, 2(2), 77-87. doi: 10.19030/jaese.v2i2.9512
Danielson, R. W., & 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), 13-23. 

Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational Psychologist50(1), 70-83. doi: 10.1080/00461520.2014.1001891.

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist50(1), 1-13. doi: 10.1080/00461520.2014.1002924.

Sinatra, G. M., Broughton, S. H., & Lombardi, D. (2014). Emotions in science education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 415-436). New York, NY: Taylor & Francis.      

Cordova, J. R., Sinatra, G. M., Broughton, S. H., Taasoobshirazi, G., and Lombardi, D. (2014). Self-efficacy, interest, prior knowledge, and confidence in prior knowledge: Influences on conceptual change. Contemporary Educational Psychology, 39, 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), 75-92. doi: 10.1080/0163853X.2013.855049.

Beck, A., Sinatra, G. M., & Lombardi, D. (2013). Leveraging higher-education instructors in the climate literacy effort: Factors related to university faculty’s propensity to teach climate change. The International Journal of Climate Change: Impacts and Responses, 4(4), 1-17.

Lombardi, D., Sibley, B., & Carroll, K. (2013). What’s the alternative? Using model-evidence link diagrams to weigh alternative models in argumentation. The Science Teacher, 80(5), 36-41.

Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility reappraisals and shifts in middle school students' climate change conceptions. Learning and Instruction, 27, 50-62. doi: 10.1016/j.learninstruc.2013.03.001.

Lombardi, D., & Sinatra, G. M. (2013). Emotions about teaching about human-induced climate change. International Journal of Science Education, 35, 167-191. doi: 10.1080/09500693.2012.738372.

Lombardi, D. & Sinatra, G.M. (2012). College students’ perceptions about the plausibility of human-induced climate change. Research in Science Education,42, 201-217.

Lombardi, D. (2012). Decoding starlight: From pixels to images. The Earth Scientist, 28, 7-11.

Lombardi, D. (2012). Investigating supernova remnants. The Earth Scientist, 28, 27-31.

Lombardi, D. (2012). Constructing deep time knowledge. Rates, dates and geologic time: Teaching about the temporal aspects of geoscience, available online at

Sinatra, G. M., Kardash, C. M., Taasoobshirazi, G., & Lombardi, D. (2012). Promoting attitude change and expressed willingness to take action toward climate change in college students. Instructional Science, 40, 1-17.