@article{jones_taylor_broadwell_2009, title={Concepts of Scale Held by Students With Visual Impairment}, volume={46}, ISSN={["1098-2736"]}, DOI={10.1002/tea.20277}, abstractNote={AbstractThis study investigated students' with visual impairment concepts about linear size and scale. Specifically the study examined the accuracy of students' concepts over many orders of magnitude as well as experiences students have had in and out‐of‐school learning about size and scale. The results of assessments of 17 students with visual impairment were compared to those of students with normal sight. The study showed that students with visual impairment were most accurate for measurements in the human scale and were least accurate with very large and very small scales that cannot be directly experienced. However, when compared to students with normal sight, students with visual impairment were more accurate at large and small scales than their normally sighted peers. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 506–519, 2009}, number={5}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Jones, M. Gail and Taylor, Amy R. and Broadwell, Bethany}, year={2009}, month={May}, pages={506–519} }
 @article{taylor_jones_broadwell_oppewal_2008, title={Creativity, Inquiry, or Accountability? Scientists' and Teachers' Perceptions of Science Education}, volume={92}, ISSN={["1098-237X"]}, DOI={10.1002/sce.20272}, abstractNote={AbstractAlthough there have been numerous studies that indicate the benefits of teachers and students working with scientists, there is little research that documents scientists' views of science education, science teacher preparation, and the goals of science education. Furthermore, little is known about how scientists' views of science education may differ from those held by science teachers. Through the use of semistructured interviews, the perceptions of 37 scientists from diverse science domains and 21 middle and high school science teachers were explored. Participating scientists expressed concerns about the variability in quality of teaching, programs, and resources available for science instruction. Scientists expressed a desire for teachers to have more experience conducting science research and developing their own critical thinking skills. When asked what goals are most important for science education, 40% of the scientists emphasized that teachers should make science fun and exciting for their students. Science teachers' perceptions of science education were compared with the scientists' perceptions. Thirty percent of the teachers agreed with the scientists that too much variability in program or instructional quality exists in science education. Seventy‐six percent of the science teachers also thought there is a need to teach critical thinking skills, but more importantly there is a need to inspire creativity and a desire to learn science in students. Both teachers and scientists expressed concerns about how high‐stakes accountability inhibits efforts to improve science education. © 2008 Wiley Periodicals, Inc. Sci Ed 92:1058–1075, 2008}, number={6}, journal={SCIENCE EDUCATION}, author={Taylor, Amy R. and Jones, M. Gail and Broadwell, Bethany and Oppewal, Tom}, year={2008}, month={Nov}, pages={1058–1075} }
 @article{jones_taylor_broadwell_2009, title={Estimating Linear Size and Scale: Body rulers}, volume={31}, ISSN={["1464-5289"]}, DOI={10.1080/09500690802101976}, abstractNote={The National Science Education Standards emphasise the use of concepts and skills that cut across the science domains. One of these cross‐cutting areas is measurement. Students should know measurement systems, units of measurement, tools and error in measurement as well as the importance of measurement to scientific endeavours. Even though measurement is an essential skill, little is known about how students estimate and use measurement in different contexts. This study examines the impact of teaching students to use their bodies as rough measurement tools (body rulers) on their ability to estimate linear measurements. Nineteen middle school students participated in metric intervention tasks and completed a pre‐instruction and a post‐instruction Linear Measurement Assessment. Results showed that teaching students to use rough body measures as tools (a body ruler) for estimation had a significant influence on their estimation accuracy. After instruction, students were better able to estimate the sizes of objects, use their body in making estimations of size, and estimate while touching an object or pacing a distance. Furthermore, proportional reasoning was significantly correlated with students’ post‐instruction scores on the Linear Measurement Assessment.}, number={11}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, Gail and Taylor, Amy and Broadwell, Bethany}, year={2009}, pages={1495–1509} }