@article{ennes_jones_chesnutt_cayton_childers_2023, title={Family Science Experiences' Influence on Youths' Achievement Value, Perceived Family Value, and Future Value of Science}, volume={6}, ISSN={["1573-1898"]}, DOI={10.1007/s11165-023-10116-7}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Ennes, Megan and Jones, M. Gail and Chesnutt, Katherine and Cayton, Emily and Childers, Gina M.}, year={2023}, month={Jun} }
 @article{rende_jones_refvem_carrier_ennes_2022, title={Accelerating high school students' science career trajectories through non-formal science volunteer programs}, volume={7}, ISSN={["2154-8463"]}, url={https://doi.org/10.1080/21548455.2022.2100942}, DOI={10.1080/21548455.2022.2100942}, abstractNote={ABSTRACT
 Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Rende, K. and Jones, M. Gail and Refvem, Emma and Carrier, Sarah J. and Ennes, Megan}, year={2022}, month={Jul} }
 @article{ennes_lawson_stevenson_peterson_jones_2021, title={It’s about time: perceived barriers to in-service teacher climate change professional development}, volume={27}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2021.1909708}, DOI={10.1080/13504622.2021.1909708}, abstractNote={Abstract The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers to climate change professional development (CCPD) for teachers may help increase confidence in teaching about climate change. To understand the perceived barriers to participating in CCPD, a survey was conducted with 54 middle school science teachers who did not respond to a previous invitation to participate in a CCPD program. The most significant barrier was time to participate. The participants were also asked to rate their confidence about whether climate change is happening. The results were compared between teachers who were confident climate change was happening and those who were not to examine whether these beliefs influenced teachers’ perceptions of barriers. Those who were confident climate change was happening were less likely to perceive administrative support, interest in the workshop, and knowledge of climate change content as barriers. However, both groups of teachers reported that time was the primary barrier rather than the topic. This suggests that, rather than developing unique strategies, existing best practices in teacher professional development can be used to support CCPD opportunities. Additional recommendations include thinking creatively about how to create time for teachers to attend and making the professional development directly relevant to teacher’s local contexts.}, number={5}, journal={Environmental Education Research}, publisher={Informa UK Limited}, author={Ennes, M. and Lawson, D. and Stevenson, K. and Peterson, N. and Jones, M.G.}, year={2021}, pages={762–778} }
 @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{refvem_jones_rende_carrier_ennes_2021, title={The Next Generation of Science Educators: Museum Volunteers}, volume={6}, ISSN={["1573-1847"]}, url={https://doi.org/10.1080/1046560X.2021.1929713}, DOI={10.1080/1046560X.2021.1929713}, abstractNote={ABSTRACT There is a growing need for science educators and communicators who can support public understanding of complex science issues. Furthermore, little is known about how to nurture career aspirations for teaching science. This study examined the influence of youth volunteer experiences on career aspirations through a lens of science identity. Twenty-one participants were interviewed about high school volunteer experiences at a science museum. Data were coded for factors related to science identity (recognition, competence, and performance) and career aspirations. Results showed that the museum program contributed to the development of youth volunteers’ science identities through experiences that bolstered individuals’ science recognition, science competence, and science performance. Further analyses revealed the program’s impact on the development of individuals’ career interests in the areas of science communication and teaching. The results showed that after participating in the volunteer program, individuals indicated increased interests in communicating science to the public, teaching in informal science settings, and teaching in K-12 settings. These findings suggest that museum volunteer programs with an explicit focus on communicating science to the public may be optimal places to cultivate the next generation of science educators and communicators.}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, publisher={Informa UK Limited}, author={Refvem, Emma and Jones, M. Gail and Rende, Kathryn and Carrier, Sarah and Ennes, Megan}, year={2021}, month={Jun} }
 @article{rende_fromson_jones_ennes_2021, title={The Privilege of Low Pay: Informal Educators' Perspectives on Workforce Equity and Diversity}, volume={46}, ISSN={["2051-6169"]}, DOI={10.1080/10598650.2021.1975484}, abstractNote={ABSTRACT Despite attempts to diversify the informal science education workforce, institutions like museums, zoos, and aquariums continue to be places of privilege where few can afford to make education a life-long career. This exploratory study examined informal science educators’ perspectives on workforce equity, diversity, and professionalization. Through a nationwide survey and selective interviews, educators (n = 132) were asked about their career motivations and personal and professional challenges faced before and during the COVID-19 pandemic. Results show that 59% of informal science educators surveyed were considering academic or career changes, citing workplace practices and cultures that perpetuate overwork and underpay and that have contributed to the marginalization of educators who have been historically excluded from working in the field. Our goal is to amplify educators’ voices and encourage reflection on how museums and other institutions have upheld oppressive structures that prevent goals of equity, diversity, and inclusion from being holistically achieved.}, number={4}, journal={JOURNAL OF MUSEUM EDUCATION}, author={Rende, Kathryn and Fromson, K. and Jones, M. G. and Ennes, M.}, year={2021}, month={Oct}, pages={430–440} }
 @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} }