@article{jones_childers_corin_chesnutt_andre_2018, title={Free choice science learning and STEM career choice}, volume={9}, ISSN={2154-8455 2154-8463}, url={http://dx.doi.org/10.1080/21548455.2018.1534024}, DOI={10.1080/21548455.2018.1534024}, abstractNote={ABSTRACT This study investigated the relationship between engaging in free choice STEM activities (hobbies) and career selection with the goal of understanding the factors that influence the development of science interests and science identity for those who chose a STEM career and those that did not. The 2864 participants in the study were adult hobbyists that included birders, astronomers, gardeners, model builders, insect collectors, rock/fossil collectors, home brewers, beekeepers, inventors, and environmental monitors. Participants completed a survey about their educational background, levels of hobby participation, motivation to participate in the hobby, perceived benefits of participating in the hobby, influences to continue to continue to engage in the hobby, reported influences on career choice influences, and perceived science identity. Results showed hobbyists with STEM careers were significantly more likely than those without STEM careers to rate elementary, middle, and high school experiences as well as college, museums and science centers, and clubs as influential on the development of the hobby. Those hobbyists with STEM careers were significantly more likely than those without a STEM career to report more ability in science, mathematics, and technology and to report that their choice of a career was influenced by factors such as enjoyment, encouragement from family, and hobby involvement. Conclusions suggest that engagement in a science hobby can provide support for youth to continue on to a STEM career as an adult.}, number={1}, journal={International Journal of Science Education, Part B}, publisher={Informa UK Limited}, author={Jones, M. Gail and Childers, Gina and Corin, Elysa and Chesnutt, Katherine and Andre, Thomas}, year={2018}, month={Oct}, pages={29–39} }
 @article{corin_jones_andre_childers_stevens_2017, title={Science hobbyists: active users of the science-learning ecosystem}, volume={7}, ISSN={["2154-8463"]}, DOI={10.1080/21548455.2015.1118664}, abstractNote={ABSTRACT Science hobbyists engage in self-directed, free-choice science learning and many have considerable expertise in their hobby area. This study focused on astronomy and birding hobbyists and examined how they used organizations to support their hobby engagement. Interviews were conducted with 58 amateur astronomers and 49 birders from the midwestern and southeastern United States. A learning ecology framework was used to map the community contexts with which the hobbyists acted. Results indicated seven contexts that supported the participants’ hobby involvement over time: home, K-12 schools, universities, informal learning institutions, hobby clubs, conferences, and community organizations. Three themes emerged that described how hobbyists interacted with organizations in their communities: (1) organizations provided multiple points of entrance into the science-learning ecosystem, (2) organizations acted as catalysts to facilitate a hobbyist’s development in their hobby, and (3) the relationship between hobbyists and organizations they used for learning eventually became bidirectional. Results showed that both astronomy and birding hobbyists used science-learning organizations to meet their hobby-related learning goals. Most hobbyists in the sample (90% astronomers, 78% birders) also engaged in outreach and shared their hobby with members of their community. Patterns of interaction of the astronomy and birding hobbyists within the seven contexts are discussed.}, number={2}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Corin, Elysa N. and Jones, M. Gail and Andre, Thomas and Childers, Gina M. and Stevens, Vanessa}, year={2017}, month={Jun}, pages={161–180} }
 @article{jones_childers_emig_chevrier_tan_stevens_list_2014, title={The efficacy of haptic simulations to teach students with visual impairments about temperature and pressure}, volume={108}, DOI={10.1177/0145482x1410800106}, abstractNote={Traditional science instruction is typically reliant on visual modes of learning, such as textbooks and graphs. Furthermore, since science instruction is often heavily dependent upon visual cues, students with visual impairment often do not have access to the same educational opportunities in most science classes (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006). However, advancements in tactile technology (haptics) are allowing individuals with visual impairments to discover science concepts in revolutionary ways. Haptic feedback devices allow users to experience computer simulations through tactile sensations. Students with visual impairments in science classrooms can now use haptic devices to "feel" objects and processes in science, such as exploring an animal cell's organelles (Jones et al., 2004). Researchers in STEM (science, technology, engineering, and mathematics) education have argued that the widespread use of haptic technology in education could provide a hands-on learning experience that is conducive for learning about difficult science concepts (Young et al., 2011) for students who have typical vision as well as those with visual impairments. Jones, Bokinsky, Tretter, & Negishi (2005) reported equal benefits for students with and without visual impairments in using haptic devices similar to the Falcon to explore unknown shapes. Furthermore, the amount of time it took to complete the investigation of shapes was the same for both groups. Other studies have suggested that haptic devices and computer simulations may "lead to a deeper level of processing" (Jones et al., 2004, p. 55). Unfortunately, haptic devices have not been prominent in science classes because of the cost of the technology and the time needed to train teachers on how to effectively use the technology in the classroom. However, the cost of haptic devices has fallen considerably in recent years (they are now the same price as an inexpensive microscope), and preliminary data suggests that there is potential value in the use of haptic tools to teach abstract science concepts. The study presented here explored the efficacy of a haptic device and a computer simulation to teach students with visual impairments about heat and pressure concepts associated with particle movement. The concept of particle movement is crucial for individuals to understand various interdisciplinary science concepts, such as heat; the formation of viral capsids, proteins, and structures; and processes such as osmosis. The haptic instructional program has been used in a series of studies that allow students to feel particle movement in a closed system (Jones et al., 2013). Students are able to feel how particle movement varies with different temperature and pressure settings without depending on a visual aid for learning. METHODS Instructional program and technology The participants in the present study used the Novint Falcon haptic device from Novint Technologies (see Figure 1). The Novint Falcon is a USB-enabled haptic device that is designed to replace a mouse while a participant is utilizing the computer for simulations or gaming. Participants are able to control the Novint Falcon by holding on to the grip bubble (see Figure 2), which moves in three dimensions: up and down, forwards and backwards, and right to left. While the participant is moving the grip bubble, the Novint Falcon's sensors are able to communicate with the computer, detailing the participant's movement within a computer program. In addition, the grip bubble connected to a computer allows participants to manipulate objects in a computer simulation while providing tactile feedback to the participant. [FIGURE 1 OMITTED] [FIGURE 2 OMITTED] The instructional program ("Pollen Grain") allowed participants to maneuver and control an object (a pollen grain) that was constantly subjected to the random motion of surrounding particles in a closed system (see Figure 3). …}, number={1}, journal={Journal of Visual Impairment & Blindness}, author={Jones, M. G. and Childers, G. and Emig, B. and Chevrier, J. and Tan, H. and Stevens, V. and List, J.}, year={2014}, pages={55–61} }