@article{leprevost_cofie_nieuwsma_harwell_rivera_acevedo_lee_2024, title={Community health worker outreach to farmworkers in rural North Carolina: Learning from adaptations to the SARS-CoV-2 pandemic}, volume={27}, ISSN={["1369-7625"]}, url={https://doi.org/10.1111/hex.14047}, DOI={10.1111/hex.14047}, abstractNote={AbstractBackgroundCommunity health workers represent a critical part of the health outreach and services for migrant and seasonal farmworkers (‘farmworkers’) in rural areas of the United States.PurposeWe sought to identify adaptations to farmworker patient engagement and health outreach made by community health workers during the first 18 months of the COVID‐19 pandemic.MethodsIn this qualitative study, we used semi‐structured interviews with community health workers from August 2020 to February 2022 (n = 21). Two coders used thematic analysis to identify three themes related to the experiences of community health workers in conducting health education and outreach to farmworkers prior to and following the onset of the pandemic.FindingsWe found themes related to pre‐pandemic outreach efforts to provide health education resource sharing with farmworkers and pandemic‐related outreach efforts that included adoption of porch drops and distanced delivery of health education, adaptation of modes of health education and communication through technology and the internet, and taking on new roles related to COVID‐19. Finally, we identified changes that reverted after the pandemic or will continue as adaptations.ConclusionsCommunity health workers created practice‐based innovations in outreach in response to the COVID‐19 pandemic. These innovations included new COVID‐19 related roles and new modes of health education and outreach, including the use of digital resources. The changes developed for emergency use in COVID‐19, particularly related to internet and technology, have likely altered how community health workers conduct outreach in North Carolina going forward. Funders, community health worker training programs, and researchers should take note of these innovations.Patient or Public ContributionCommunity health workers who typically come from patient populations and provide critical navigation and connection with the health care system advised on the design and creation of this research project, including serving on an advisory board. Two authors have experience working as community health workers.}, number={2}, journal={HEALTH EXPECTATIONS}, author={LePrevost, Catherine E. and Cofie, Leslie E. and Nieuwsma, Julianna and Harwell, Emery L. and Rivera, Natalie D. and Acevedo, Paula A. and Lee, Joseph G. L.}, year={2024}, month={Apr} }
 @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{ward_jones_nieuwsma_bordewieck_ideus_2023, title={Scientists' choice of visual displays in climate change outreach: an exploratory study}, volume={9}, ISSN={["2154-8463"]}, DOI={10.1080/21548455.2023.2261156}, abstractNote={ABSTRACTVisual displays are important components of scientists' public outreach about climate change, yet little is known about how and why scientists choose visual displays. This descriptive, exploratory study sought insight to understand the factors that drive scientists' decisions about their choice of visual displays for public outreach and education. Interviews were conducted with eleven scientists who have given talks on climate change. During the interviews, the scientists were prompted, from a predefined list of 25 visual displays, to choose the five they would be most likely to use in a climate change talk and to explain their choices. Findings revealed that while scientists' visual display choices differed, they had similar reasons that converged on bringing climate change psychologically closer to their audiences. Over half of the visual displays selected depicted geographically proximal information, and over half of participants selected a visual display because it communicated climate change certainty. Participants' descriptions of how they would use selected visual displays included references to direct impacts their audiences already had or would experience. This study provides insights into the current context of climate change outreach among practicing scientists and their perceptions about the role that visual displays play in this public educational process.KEYWORDS: Climate changevisualspublic outreach AcknowledgmentsWe would like to acknowledge the participants of this study and the creators of the visual displays used in this study, without whom this research would not be possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThis study was approved by North Carolina State University's Institutional Review Board (eIRB #24693).}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Ward, Rebecca V. and Jones, M. Gail and Nieuwsma, Julianna and Bordewieck, Kathleen and Ideus, Kimberly L.}, year={2023}, month={Sep} }
 @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} }