@article{hite_jones_childers_ennes_chesnutt_pereyra_cayton_2022, title={The utility of 3D, haptic-enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart}, volume={1}, ISSN={["1365-2729"]}, DOI={10.1111/jcal.12638}, abstractNote={Abstract}, journal={JOURNAL OF COMPUTER ASSISTED LEARNING}, author={Hite, Rebecca L. and Jones, Melissa Gail and Childers, Gina M. and Ennes, Megan E. and Chesnutt, Katherine M. and Pereyra, Mariana and Cayton, Emily M.}, year={2022}, month={Jan} }
 @article{jones_ennes_weedfall_chesnutt_cayton_2021, title={The Development and Validation of a Measure of Science Capital, Habitus, and Future Science Interests (Jan, 10.1007/s11165-020-09916-y, 2021)}, volume={10}, ISSN={["1573-1898"]}, DOI={10.1007/s11165-021-10016-8}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Jones, M. Gail and Ennes, Megan and Weedfall, Drew and Chesnutt, Katherine and Cayton, Emily}, year={2021}, month={Oct} }
 @article{jones_chesnutt_ennes_mulvey_cayton_2021, title={Understanding science career aspirations: Factors predicting future science task value}, volume={58}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21687}, abstractNote={Abstract}, number={7}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Jones, M. Gail and Chesnutt, Katherine and Ennes, Megan and Mulvey, Kelly Lynn and Cayton, Emily}, year={2021}, month={Sep}, pages={937–955} }
 @article{chesnutt_jones_corin_hite_childers_perez_cayton_ennes_2019, title={Crosscutting concepts and achievement: Is a sense of size and scale related to achievement in science and mathematics?}, volume={56}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21511}, abstractNote={Abstract}, number={3}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Chesnutt, Katherine and Jones, M. Gail and Corin, Elysa N. and Hite, Rebecca and Childers, Gina and Perez, Mariana P. and Cayton, Emily and Ennes, Megan}, year={2019}, month={Mar}, pages={302–321} }
 @article{jones_lee_chesnutt_carrier_ennes_cayton_madden_huff_2019, title={Enclothed cognition: putting lab coats to the test}, volume={41}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2019.1649504}, DOI={10.1080/09500693.2019.1649504}, abstractNote={ABSTRACT Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students’ interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students’ interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students’ perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science.}, number={14}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Jones, M. Gail and Lee, Tammy and Chesnutt, Katherine and Carrier, Sarah and Ennes, Megan and Cayton, Emily and Madden, Lauren and Huff, Pamela}, year={2019}, month={Aug}, pages={1962–1976} }
 @article{hite_jones_childers_ennes_chesnutt_pereyra_cayton_2019, title={Investigating Potential Relationships Between Adolescents’ Cognitive Development and Perceptions of Presence in 3-D, Haptic-Enabled, Virtual Reality Science Instruction}, volume={28}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/S10956-018-9764-Y}, DOI={10.1007/s10956-018-9764-y}, number={3}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Hite, R. L. and Jones, M. G. and Childers, G. M. and Ennes, M. and Chesnutt, K. and Pereyra, M. and Cayton, E.}, year={2019}, month={Jan}, pages={265–284} }
 @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{delgado_jones_you_robertson_chesnutt_halberda_2017, title={Scale and the evolutionarily based approximate number system: an exploratory study}, volume={39}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2017.1312626}, abstractNote={ABSTRACT Crosscutting concepts such as scale, proportion, and quantity are recognised by U.S. science standards as a potential vehicle for students to integrate their scientific and mathematical knowledge; yet, U.S. students and adults trail their international peers in scale and measurement estimation. Culturally based knowledge of scale such as measurement units may be built on evolutionarily-based systems of number such as the approximate number system (ANS), which processes approximate representations of numerical magnitude. ANS is related to mathematical achievement in pre-school and early elementary students, but there is little research on ANS among older students or in science-related areas such as scale. Here, we investigate the relationship between ANS precision in public school U.S. seventh graders and their accuracy estimating the length of standard units of measurement in SI and U.S. customary units. We also explored the relationship between ANS and science and mathematics achievement. Accuracy estimating the metre was positively and significantly related to ANS precision. Mathematics achievement, science achievement, and accuracy estimating other units were not significantly related to ANS. We thus suggest that ANS precision may be related to mathematics understanding beyond arithmetic, beyond the early school years, and to the crosscutting concepts of scale, proportion, and quantity.}, number={8}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Delgado, Cesar and Jones, M. Gail and You, Hye Sun and Robertson, Laura and Chesnutt, Katherine and Halberda, Justin}, year={2017}, pages={1008–1024} }