Russ, R. S., Scherr, R. E., Hammer, D., & Mikeska, J. (2008). Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science.  Science Education.  Link to journal

Brown, D. E., & Hammer, D. (2008). Conceptual change in physics. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change. New York:  Routledge.  (pp. 127-154)

Hammer, D., Russ, R., Mikeska, J., & Scherr, R. (2008). Identifying inquiry and conceptualizing students’ abilities.  In R. Duschl & R. Grandy (Eds).  Establishing a Consensus Agenda for K-12 Science Inquiry. Rotterdam, NL:  Sense Publishers. Preprint.

Hammer, D. & van Zee, E. H. (2006).  Seeing the science in children's thinking:  Case studies of student inquiry in physical science.  (Book and DVD) Portsmouth, NH:  Heinemann.

May, D.B., Hammer, D., & Roy, P.  (2006).  Children's analogical reasoning in a 3rd-grade science discussion.  Science Education 90 (2), 316-330.  Link to journal

Rosenberg, S.A., Hammer, D., & Phelan (2006) Multiple epistemological coherences in an eighth-grade discussion of the rock cycle. Journal of the Learning Sciences 15(2), 261-292.  Link to journal

Hammer, D., Elby, A., Scherr, R. E., & Redish, E. F. (2005). Resources, framing, and transfer. In J. Mestre (Ed.), Transfer of Learning from a Modern Multidisciplinary Perspective (pp. 89-120). Greenwich, CT: Information Age Publishing.  Preprint.

van Zee, E. H., Hammer, D., Bell, M., Roy, P., & Peter, J. (2005). Learning and teaching science as inquiry:  A case study of elementary school teachers’ investigations of light.  Science Education 89(6), 1007-1042.  Link to journal

Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources:  Applying a new epistemological framework to science instruction. Educational Psychologist, 39 (1), 57-68.  Link to journal

Hammer, D. & Elby, A. (2003). Tapping students' epistemological resources. Journal of the Learning Sciences, 12 (1), 53-91. Preprint.

diSessa, A., Elby, A, & Hammer, D. (2002). J's epistemological stance and strategies. In G. M. Sinatra and P. R. Pintrich (Eds.), Intentional Conceptual Change (pp. 237-290). Mahwah, NJ: Lawrence Erlbaum.

Hammer, D. & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer, & P. R. Pintrich (Eds.), Personal Epistemolgy:  The Psychology of Beliefs about Knowledge and Knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum.  Preprint.

Hammer, D. and Schifter, D. (2001).  Practices of inquiry in teaching and research. Cognition and Instruction., 19 (4), 441-478. Abstract, Link to journal

Elby, A. & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85 (5), 554-567. Abstract, Full text

Hammer, D. (2001). Powerful technology and powerful instruction. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL 2:Carrying Forward the Conversation (pp. 339-403), Mahwah, NJ: Erlbaum.

Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, Physics Education Research Supplement, 68 (S1), S52-S59.  Abstract. Full text.

Hammer, D. (2000). Teacher inquiry.  In J. Minstrell, & E. van Zee (Eds.), Inquiring into Inquiry Learning and Teaching in Science. Washington DC: American Association for the Advancement of Science, pp. 184-215. (Also 1999, In the Paper Series of the Center for the Development of Teaching at EDC, in Newton, MA.) Full text.

Hammer, D. (1999). Physics for first-graders? Science Education 83 (6), 797-799. Full text.

Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15 (4), 485-529. Abstract.  Preprint.

Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64 (10), 1316-1325. Abstract, Full text

Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? Journal of the Learning Sciences, 5 (2), 97-127. (Also 1995, in the Paper Series of the Center for the Development of Teaching at EDC, in Newton, MA.) Abstract , Link to journal

Hammer, D. and DiMauro, V. (1996). Student teachers on LabNet: Linking preservice teachers with a professional community. Electronic Journal of Science Education, 1 (2). Link to article

Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 79 (4), 393-413. (Also in the Paper Series of the Center for the Development of Teaching at EDC, in Newton, MA.) Abstract

Hammer, D. (1995). Student inquiry in a physics class discussion. Cognition and Instruction, 13 (3), 401-430. Abstract, Link to journal

Hammer, D. (1994). Students' beliefs about conceptual knowledge in introductory physics. International Journal of Science Education, 16(4), 385-403. Abstract

Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12 (2), 151-183. Abstract, Link to journal

Sherin, B., diSessa, A., and Hammer, D. (1993) Dynaturtle revisited: Learning physics through collaborative design of a computer model. Interactive Learning Environments, 3 (2), p. 91-118. Abstract

Metz, K., and Hammer, D. (1993). Learning physics in a computer microworld: In what sense a world? Interactive Learning Environments, 3(1), 55-76. Abstract

diSessa, A., Hammer, D., Sherin, B., and Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10, p. 117-160.

Hammer, D. (1989). Two approaches to learning physics. The Physics Teacher, 27, p. 664-671.