@article{jones_gardner_taylor_wiebe_forrester_2011, title={Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking}, volume={41}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-010-9169-2}, DOI={10.1007/s11165-010-9169-2}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Gardner, Grant and Taylor, Amy R. and Wiebe, Eric and Forrester, Jennifer}, year={2011}, month={May}, pages={357–368} }
 @article{gardner_jones_taylor_forrester_robertson_2010, title={Students' Risk Perceptions of Nanotechnology Applications: Implications for science education}, volume={32}, ISSN={["0950-0693"]}, DOI={10.1080/09500690903331035}, abstractNote={Scientific literacy as a goal of a science education reform remains an important discourse in the research literature and is a key component of students’ understanding and acceptance of emergent technologies like nanotechnology. This manuscript focuses on undergraduate engineering students’ perceptions of the risks and benefits posed by nanotechnology as an important component of scientific literacy. Specifically, this study examined the perceived risk of nanotechnology of a group of American students (N = 102) in three material science engineering courses focusing on nanotechnology. Students completed a survey of risk perception and a sub‐sample were interviewed (n = 21). It was found that perceptions of risks and benefits of nanotechnology tended to be closely tied to specific groups of applications including common consumer products, health‐related products, and advanced technological applications. The intersection of scientific application and perception is discussed in the context of science education curriculum considerations.}, number={14}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Gardner, Grant and Jones, Gail and Taylor, Amy and Forrester, Jennifer and Robertson, Laura}, year={2010}, pages={1951–1969} }
 @article{jones_taylor_2009, title={Developing a Sense of Scale: Looking Backward}, volume={46}, ISSN={["1098-2736"]}, DOI={10.1002/tea.20288}, abstractNote={Abstract}, number={4}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Jones, M. Gail and Taylor, Amy R.}, year={2009}, month={Apr}, pages={460–475} }
 @article{taylor_jones_2009, title={Proportional Reasoning Ability and Concepts of Scale: Surface area to volume relationships in science}, volume={31}, ISSN={["1464-5289"]}, DOI={10.1080/09500690802017545}, abstractNote={The National Science Education Standards emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there is a correlation between proportional reasoning ability and a student's ability to understand surface area to volume relationships. Students' knowledge of surface area to volume relationships was assessed pre and post to a one‐week instructional intervention involving investigations about surface area to volume as a limiting factor in biological and physical systems. Results showed that proportional reasoning scores of middle school students were correlated to pre‐test and post‐test assessment scores, and a paired‐sample t‐test found significant differences from pre‐test to post‐test for the surface area to volume assessment. Relationships between proportional reasoning, visualisation abilities and success in solving surface to volume problems are discussed. The implications of the results of this study for learning concepts such as magnitudes of things, limits to size, and properties of systems that change depending on volume and surface are explored.}, number={9}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Taylor, Amy and Jones, Gail}, year={2009}, month={Jun}, pages={1231–1247} }
 @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={Abstract}, 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_tretter_taylor_oppewal_2008, title={Experienced and novice teachers' concepts of spatial scale}, volume={30}, ISSN={["0950-0693"]}, DOI={10.1080/09500690701416624}, abstractNote={Scale is one of the thematic threads that runs through nearly all of the sciences and is considered one of the major prevailing ideas of science. This study explored novice and experienced teachers’ concepts of spatial scale with a focus on linear sizes from very small (nanoscale) to very large (cosmic scale). Novice teachers included undergraduates in science teacher education and students enrolled in a Masters of Arts in Science Teaching Program. Experienced teachers included students enrolled in a Master of Science Program. Participants’ knowledge of conceptual categories of size, scale accuracy, and experiences learning scale were assessed. Results showed both experienced and novice teachers were most accurate in their knowledge of human scale (1 m or body length) and both groups were more accurate with large scale than small scale. Experienced teachers held more accurate concepts of small‐scale measurements such as the nanometre than novice teachers. There was evidence that being able to directly experience objects and distances influenced concepts of size and scale. The role of in‐school and out‐of‐school experiences in developing concepts of scale is discussed.}, number={3}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, M. Gail and Tretter, Thomas and Taylor, Amy and Oppewal, Tom}, year={2008}, pages={409–429} }