@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={AbstractBackgroundKnowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K‐12 learners and medical students alike.ObjectiveTextbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic‐enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies.MethodsAn exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11–12 years old; n = 75) and ninth grade (14–15 years old; n = 76) completed a pre‐ and post‐assessment on cardiac knowledge, anatomy, and physiology punctuated by technology‐delivered instruction on the human heart.Results and ConclusionsSignificant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation.TakeawaysResults suggest that 3D HE VR technologies provide learners robust representations of and student‐driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology‐assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students.}, 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={AbstractThis study examined factors that have been shown to predict middle school students' (grades 6–8) task values (utility value related to engaging with science in the future). Using structural equation modeling students' (N = 1015) responses to a career aspiration survey were analyzed to determine relationships among the factors. The model of best fit showed that factors related to science capital (Exposure to STEM Practitioners, STEM Experiences, and Tool Access) are key in shaping both students' Science Achievement Value and their Perceptions of Family Task Achievement Value. Further, both Science Achievement Value and Perceptions of Family Science Achievement Value have a direct positive effect on youth Future Science Task Value. These findings document important ways in which youth access and exposure to science experiences, tools, and to scientists lay the groundwork for science motivation and ultimately to valuing future science tasks.}, 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{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{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={AbstractThis study examined the relationship between students' (N = 229) concepts of size and scale and students' achievement in science and mathematics over a 3‐year period. Size and scale are considered one of the big ideas in science that permeates disparate science and mathematics content areas, yet little is known about the relationship between students' conceptualization of size and scale and students' achievement in science and mathematics. The study used a modified panel longitudinal design to follow the same class of students over a 3‐year period. The goal was to explore whether understandings of size and scale are related to achievement in mathematics and science. Results indicated a strong positive significant relationship existed between students' understanding of size and scale and students' science achievement in grades 5 and 8. There was a positive significant relationship between students' concepts of size and scale and students' mathematics achievement in grades 5, 6, 7, and 8. An examination of the relationships is included as well as a discussion of the integration of crosscutting concepts into science and mathematics instruction as a way to support deep learning.}, 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_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} }