@article{marion_gardner_parks_2012, title={Multiweek cell culture project for use in upper-level biology laboratories}, volume={36}, ISSN={["1043-4046"]}, DOI={10.1152/advan.00080.2011}, abstractNote={This article describes a laboratory protocol for a multiweek project piloted in a new upper-level biology laboratory (BIO 426) using cell culture techniques. Human embryonic kidney-293 cells were used, and several culture media and supplements were identified for students to design their own experiments. Treatments included amino acids, EGF, caffeine, epinephrine, heavy metals, and FBS. Students researched primary literature to determine their experimental variables, made their own solutions, and treated their cells over a period of 2 wk. Before this, a sterile technique laboratory was developed to teach students how to work with the cells and minimize contamination. Students designed their experiments, mixed their solutions, seeded their cells, and treated them with their control and experimental media. Students had the choice of manipulating a number of variables, including incubation times, exposure to treatment media, and temperature. At the end of the experiment, students observed the effects of their treatment, harvested and dyed their cells, counted relative cell numbers in control and treatment flasks, and determined the ratio of living to dead cells using a hemocytometer. At the conclusion of the experiment, students presented their findings in a poster presentation. This laboratory can be expanded or adapted to include additional cell lines and treatments. The ability to design and implement their own experiments has been shown to increase student engagement in the biology-related laboratory activities as well as develop the critical thinking skills needed for independent research.}, number={2}, journal={ADVANCES IN PHYSIOLOGY EDUCATION}, author={Marion, Rebecca E. and Gardner, Grant E. and Parks, Lisa D.}, year={2012}, month={Jun}, pages={154–157} }
 @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_2011, title={Perceptions and Practices: Biology graduate teaching assistants' framing of a controversial socioscientific issue}, volume={33}, ISSN={["1464-5289"]}, DOI={10.1080/09500691003743244}, abstractNote={Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in‐depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice.}, number={8}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Gardner, Grant and Jones, Gail}, year={2011}, pages={1031–1054} }
 @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 educatio...}, 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{gardner_jones_2009, title={Bacteria buster: Testing antibiotic properties of silver nanoparticles}, volume={71}, DOI={10.2307/27669416}, abstractNote={Research Article| April 01 2009 Bacteria Buster: Testing Antibiotic Properties of Silver Nanoparticles Grant E. Gardner, Grant E. Gardner Search for other works by this author on: This Site PubMed Google Scholar M. Gail Jones M. Gail Jones Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2009) 71 (4): 231–234. https://doi.org/10.2307/27669416 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Grant E. Gardner, M. Gail Jones; Bacteria Buster: Testing Antibiotic Properties of Silver Nanoparticles. The American Biology Teacher 1 April 2009; 71 (4): 231–234. doi: https://doi.org/10.2307/27669416 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.}, number={4}, journal={American Biology Teacher}, author={Gardner, G. E. and Jones, M. G.}, year={2009}, pages={231–234} }
 @article{gardner_jones_ferzli_2009, title={Popular media in the biology classroom: viewing popular science skeptically}, volume={71}, DOI={10.2307/20565328}, abstractNote={Research Article| August 01 2009 Popular Media in the Biology Classroom: Viewing Popular Science Skeptically Grant E. Gardner, Grant E. Gardner Search for other works by this author on: This Site PubMed Google Scholar M. Gail Jones, M. Gail Jones Search for other works by this author on: This Site PubMed Google Scholar Miriam Ferzli Miriam Ferzli Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2009) 71 (6): 332–335. https://doi.org/10.2307/20565328 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Grant E. Gardner, M. Gail Jones, Miriam Ferzli; Popular Media in the Biology Classroom: Viewing Popular Science Skeptically. The American Biology Teacher 1 August 2009; 71 (6): 332–335. doi: https://doi.org/10.2307/20565328 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.}, number={6}, journal={American Biology Teacher}, author={Gardner, G. E. and Jones, M. G. and Ferzli, M.}, year={2009}, pages={332–335} }