@article{ideus_jones_nieuwsma_refvem_bordewieck_2024, title={Designing Lesson Plans with New Content Knowledge: The Intersection of Content Knowledge and Pedagogical Content Knowledge}, volume={5}, ISSN={["1573-1847"]}, DOI={10.1080/1046560X.2024.2348262}, abstractNote={Although teachers' instruction has been extensively studied, there is a dearth of research investigating how teachers design lessons and integrate new information into their existing lessons. This study utilized a case study approach to examine how teachers engaged in a nanoscale science professional development experience integrated new science content into their lesson plans. Five experienced science teachers were tracked as they conducted science research and developed new lessons that integrated their research into their science instruction. The findings showed that these teachers had to cross borders between science and education to design lessons, and three priorities framed their lesson planning processes: understandability, engaging students, and relevant real-world applications. For teachers whose students were assessed with end-of-grade high-takes testing, fitting the new information into the tested material was essential. The study provides insight into this border-crossing process and has implications for the design of programs that implement research experiences for teachers.}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, author={Ideus, Kimberly L. and Jones, M. Gail and Nieuwsma, Julianna and Refvem, Emma and Bordewieck, Kathleen}, year={2024}, month={May} }
 @article{refvem_jones_2024, title={Science Instructional Coaches: Characteristics, Contexts, Beliefs, and Community}, volume={7}, ISSN={["1573-1847"]}, DOI={10.1080/1046560X.2024.2370702}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, author={Refvem, Emma and Jones, M. Gail}, year={2024}, month={Jul} }
 @article{rende_jones_refvem_carrier_ennes_2022, title={Accelerating high school students' science career trajectories through non-formal science volunteer programs}, volume={7}, ISSN={["2154-8463"]}, url={https://doi.org/10.1080/21548455.2022.2100942}, DOI={10.1080/21548455.2022.2100942}, abstractNote={ABSTRACT
 Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Rende, K. and Jones, M. Gail and Refvem, Emma and Carrier, Sarah J. and Ennes, Megan}, year={2022}, month={Jul} }
 @article{jones_nieuwsma_rende_carrier_refvem_delgado_grifenhagen_huff_2022, title={Leveraging the epistemic emotion of awe as a pedagogical tool to teach science}, volume={10}, ISSN={["1464-5289"]}, url={https://doi.org/10.1080/09500693.2022.2133557}, DOI={10.1080/09500693.2022.2133557}, abstractNote={ABSTRACT Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teachers completed a survey of awe perceptions and experiences and participated in a semi-structured interview. Results showed that science teachers report using awe-invoking classroom experiences in a variety of science disciplines with the intention of leveraging the emotional response in ways that facilitate learning outcomes and inspire long-term science interest. Teachers also reported numerous dispositional factors they perceived as being influential in governing awe experiences in science instruction including age, prior experiences, interest, curiosity, and the presence of co-occurring emotions. This study adds to the developing body of work around awe and science instruction, supports the findings from other fields related to the epistemic and self-transcendent nature of awe, and suggests that awe can be used to enhance science teaching and learning.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, M. Gail and Nieuwsma, Julianna and Rende, K. and Carrier, Sarah and Refvem, Emma and Delgado, Cesar and Grifenhagen, Jill and Huff, Pamela}, year={2022}, month={Oct} }
 @article{refvem_jones_rende_carrier_ennes_2021, title={The Next Generation of Science Educators: Museum Volunteers}, volume={6}, ISSN={["1573-1847"]}, url={https://doi.org/10.1080/1046560X.2021.1929713}, DOI={10.1080/1046560X.2021.1929713}, abstractNote={ABSTRACT There is a growing need for science educators and communicators who can support public understanding of complex science issues. Furthermore, little is known about how to nurture career aspirations for teaching science. This study examined the influence of youth volunteer experiences on career aspirations through a lens of science identity. Twenty-one participants were interviewed about high school volunteer experiences at a science museum. Data were coded for factors related to science identity (recognition, competence, and performance) and career aspirations. Results showed that the museum program contributed to the development of youth volunteers’ science identities through experiences that bolstered individuals’ science recognition, science competence, and science performance. Further analyses revealed the program’s impact on the development of individuals’ career interests in the areas of science communication and teaching. The results showed that after participating in the volunteer program, individuals indicated increased interests in communicating science to the public, teaching in informal science settings, and teaching in K-12 settings. These findings suggest that museum volunteer programs with an explicit focus on communicating science to the public may be optimal places to cultivate the next generation of science educators and communicators.}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, publisher={Informa UK Limited}, author={Refvem, Emma and Jones, M. Gail and Rende, Kathryn and Carrier, Sarah and Ennes, Megan}, year={2021}, month={Jun} }