@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{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{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{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} }
 @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} }
 @inbook{delgado_jones_parker_2021, place={Arlington, VA}, title={Crosscutting concept: Scale proportion and quantity}, ISBN={9781681407289}, booktitle={Crosscutting Concepts: Strengthening Science and Engineering Learning}, publisher={National Science Teachers Association Press}, author={Delgado, C. and Jones, M.G. and Parker, D.}, editor={Nordine, J. and Lee, O.Editors}, year={2021} }
 @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{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} }
 @inbook{jones_blonder_kähkönen_2020, place={New York, NY}, title={Challenges in nanoscience education}, volume={10}, ISBN={9780429351631 9780815357094}, booktitle={21st Century Nanoscience - A Handbook: Public policy, education, and global trends}, publisher={Taylor and Francis}, author={Jones, M.G. and Blonder, R. and Kähkönen, A.}, year={2020} }
 @inbook{ennes_jones_2020, place={British Columbia, Canada}, title={Connecting underrepresented families to their local environment}, booktitle={Building Community: Twelve Principles for a Healthy Future}, publisher={New Society Publishers}, author={Ennes, M. and Jones, M.G.}, editor={Gruber, JamesEditor}, year={2020}, pages={249–251} }
 @book{hite_childers_ennes_jones_2020, place={Arlington, VA}, title={Discovery Engineering in Biology: Case studies for grades 6-12}, publisher={National Science Teachers Association Press}, author={Hite, R. and Childers, G. and Ennes, M. and Jones, M.G.}, year={2020} }
 @article{ennes_jones_chesnutt_2020, title={Evaluation of Educator Self-Efficacy in Informal Science Centers}, volume={45}, DOI={10.1080/10598650.2020.1771993}, abstractNote={ABSTRACT There is increasing recognition that significant amounts of science learning take place over the course of one’s lifetime and much of this learning takes place outside of the formal educational settings. This learning is often facilitated by educators in these informal science settings. While much is known about educators in formal classroom settings, the research on informal science educators is nascent. This study aims to add to the literature through a survey of informal science educators’ levels of self-efficacy related to their work. The participants in this study (n = 400) completed a 35-item survey the survey which included 32 Likert scale questions on perceived levels of self-efficacy in different aspects of teaching in an informal science setting. When examining the results, the areas where the respondents felt less than skillful fell in areas related to facilitation and teaching about physical sciences concepts. Identifying areas where informal science educators feel less than skillful can help improve professional development opportunities by tailoring them to cover specific skills.}, number={3}, journal={Journal of Museum Education}, author={Ennes, M. and Jones, M.G. and Chesnutt, K.}, year={2020}, pages={327–339} }
 @article{carrier_jones_ennes_lee_madden_cayton_chesnutt_huff_phillips_bellino_2020, title={Stereotypes of scientists: Seeds of progress and recommendations for elementary teachers}, volume={27}, number={2}, journal={Science Educator}, author={Carrier, S. and Jones, M.G. and Ennes, M. and Lee, T. and Madden, L. and Cayton, E. and Chesnutt, K. and Huff, P. and Phillips, L. and Bellino, M.}, year={2020}, pages={114–120} }
 @article{jones_ennes_weedfall_chesnutt_cayton_2020, title={The Development and Validation of a Measure of Science Capital, Habitus, and Future Science Interests}, volume={1}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-020-09916-y}, DOI={10.1007/s11165-020-09916-y}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Ennes, Megan and Weedfall, Drew and Chesnutt, Katherine and Cayton, Emily}, year={2020}, month={Jan} }
 @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} }
 @book{jones_corin_ennes_cayton_childers_2019, place={Arlington, VA}, title={Discovery engineering in physical science: Case studies for grades 6–12}, publisher={National Science Teachers Association Press}, author={Jones, M.G. and Corin, E. and Ennes, M. and Cayton, E. and Childers, G.}, year={2019} }
 @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_andre_childers_corin_2019, title={Female and minority experiences in an astronomy-based science hobby}, volume={14}, ISSN={1871-1502 1871-1510}, url={http://dx.doi.org/10.1007/S11422-018-9884-Y}, DOI={10.1007/s11422-018-9884-y}, number={4}, journal={Cultural Studies of Science Education}, publisher={Springer Science and Business Media LLC}, author={Hite, Rebecca and Jones, M. Gail and Andre, Tom and Childers, Gina and Corin, Elysa}, year={2019}, month={Feb}, pages={937–962} }
 @book{ertl_luttenberger_lazarides_jones_paechter_2019, place={Switerland}, title={Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span}, volume={10}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2019.02758}, abstractNote={1 Institute of Education, Universität der Bundeswehr München, Neubiberg, Germany, 2 Institute for Early Childhood and Primary Teacher Education, University College of Teacher Education Styria, Graz, Austria, Department of Education, University of Potsdam, Potsdam, Germany, Department of STEM Education, North Carolina State University, Raleigh, NC, United States, Department of Psychology, University of Graz, Graz, Austria}, journal={FRONTIERS IN PSYCHOLOGY}, publisher={Frontiers in Psychology}, author={Ertl, Bernhard and Luttenberger, Silke and Lazarides, Rebecca and Jones, M. Gail and Paechter, Manuela}, editor={Ertl, B. and Luttenberger, S. and Lazarides, Rebecca and Jones, M.G. and Paechter, M.Editors}, year={2019} }
 @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{hite_jones_childers_chesnutt_corin_pereyra_2019, title={Pre-Service and In-Service Science Teachers’ Technological Acceptance of 3D, Haptic-Enabled Virtual Reality Instructional Technology}, volume={23}, url={https://ejse.southwestern.edu/article/view/18732}, number={1}, journal={Electronic Journal of Science Education}, author={Hite, R. and Jones, M.G. and Childers, G. and Chesnutt, K. and Corin, E.N. and Pereyra, M.}, year={2019} }
 @inbook{hite_childers_jones_2019, place={Heidelberg, Germany}, edition={2nd}, title={Review of Virtual Reality Hardware Employed in K-20 Science Education}, url={https://doi.org/10.1007/978-3-642-41981-2_123-1}, DOI={10.1007/978-3-642-41981-2_123-1}, booktitle={Handbook of Mobile Teaching and Learning}, publisher={Springer Nature}, author={Hite, R. and Childers, G. and Jones, M.G.}, editor={Zhang, A. and Cristol, D.Editors}, year={2019}, pages={1–12} }
 @article{corin_jones_andre_childers_2018, title={Characteristics of lifelong science learners: an investigation of STEM hobbyists}, volume={8}, ISSN={["2154-8463"]}, DOI={10.1080/21548455.2017.1387313}, abstractNote={ABSTRACT STEM hobbies are free-choice activities through which participating individuals may develop sophisticated STEM knowledge and expertise. To date, research into STEM hobbies and hobbyists has examined hobby groups by subject area. Missing from this body of work is research that examines the development and participation in different types of hobbies by age, ethnicity, and gender of participants. This research, part of a larger series of investigations of American adult STEM hobbyists, aims to fill that gap. Surveys were completed by 2,838 respondents from ten different STEM hobbies (astronomy, beekeeping, birding, electronics/robotics, environmental monitoring, falconry, gardening/horticulture, home brewing, model building, rock/fossil collecting). Results showed that there is great variation between STEM hobby groups across multiple variables and divergent descriptive profiles emerged for each group. Results also showed that, in several groups, more than half of the adult hobbyists reported first participating in their hobby during their youth. This study illustrates how crucial childhood experiences are to encouraging lifelong explorations in STEM and provides information about the types of experiences hobbyists reported as being influential to their hobby-related learning and development. This information may be used by educators and organizations to design programs to support current and future hobbyists.}, number={1}, 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.}, year={2018}, pages={53–75} }
 @article{jones_childers_andre_corin_hite_2018, title={Citizen scientists and non-citizen scientist hobbyists: motivation, benefits, and influences}, volume={8}, ISSN={["2154-8463"]}, DOI={10.1080/21548455.2018.1475780}, abstractNote={ABSTRACT Creating citizens interested in science and able to participate in science discourse and decisions is one of the goals of science education. Science hobbyists embody this goal through their life-long leisure interests and engagement in science. This study compared the motivations, perceived hobby benefits, and factors that influenced their hobby development for citizen-scientists and non-citizen scientists. A deeper understanding of factors that relate to involvement in both citizen science and science hobbies may inform efforts to encourage such participation. Data were collected through open-ended interviews with 107 amateur astronomer and birder hobbyists (67 citizen scientists and 40 non-citizen science participants) and an online survey. The results of the interviews informed the development of the online survey that was distributed nationally; participants included 2119 non-citizen scientists and 745 citizen scientists. Citizen scientists reported different hobby-related motivations, interests, and experiences than non-citizen science hobbyists. Male citizen scientists were more likely than male non-citizen scientists to report sharing information with others and educating youth as important motives to their hobby participation. As compared to non citizen-scientists, citizen scientists reported being more influenced in their hobby by formal and informal educational institutions, were more likely than non-citizen scientist hobbyists to report publishing articles for the public and using electronic media to communicate with other hobbyists. Citizen scientists reported improved science process skills and a better understanding of the nature of science. The implications of the results for a deeper understanding of what encourages individuals to participate in citizen science and science hobbies are discussed.}, number={4}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Jones, M. Gail and Childers, Gina and Andre, Thomas and Corin, Elysa N. and Hite, Rebecca}, year={2018}, pages={287–306} }
 @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} }
 @misc{jones_ennes_2018, title={High-stakes Testing}, url={http://dx.doi.org/10.1093/obo/9780199756810-0200}, DOI={10.1093/obo/9780199756810-0200}, journal={Oxford Bibliographies Online Datasets}, publisher={Oxford University Press (OUP)}, author={Jones, M. Gail and Ennes, Megan}, year={2018}, month={Feb} }
 @article{lee_jones_2018, title={Instructional Representations as Tools to Teach Systems Thinking}, volume={11}, ISBN={["978-3-319-89943-5"]}, ISSN={["1871-2983"]}, DOI={10.1007/978-3-319-89945-9_7}, abstractNote={Emphasis on learning about systems in science education has long been part of national and state curricula, but the focus on implementing a “systems thinking” approach in science classrooms has grown in importance. Systems thinking involves helping students understand the complexity of systems by recognizing the interactions and interrelationships between system components and processes. Evidence from research has shown that effective systems thinking instruction requires teachers to explicitly use models and representations. The selection, interpretation, explanation and use of effective representations are dependent on classroom teachers for developing systems thinking and representational competence. This chapter examines representational competence in the context of lessons that teach systems thinking. Drawing on prior research, theoretical perspectives about systems thinking and the use of representations as instructional tools are discussed. A developed rubric is presented for examining teachers’ pedagogical perspectives when selecting representations for teaching about a complex system.}, journal={TOWARDS A FRAMEWORK FOR REPRESENTATIONAL COMPETENCE IN SCIENCE EDUCATION}, author={Lee, Tammy and Jones, Gail}, year={2018}, pages={133–153} }
 @article{ennes_jones_2018, title={Lab coats help students see themselves as future scientists}, url={https://theconversation.com/lab-coats-help-students-see-themselves-as-future-scientists-96333}, journal={The Conversation}, author={Ennes, M. and Jones, M.G.}, year={2018} }
 @article{chesnutt_jones_hite_cayton_ennes_corin_childers_2018, title={Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale}, volume={55}, ISSN={0022-4308}, url={http://dx.doi.org/10.1002/TEA.21443}, DOI={10.1002/TEA.21443}, abstractNote={Abstract}, number={6}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Chesnutt, Katherine and Jones, Melissa Gail and Hite, Rebecca and Cayton, Emily and Ennes, Megan and Corin, Elysa N. and Childers, Gina}, year={2018}, month={Feb}, pages={876–900} }
 @article{lee_gail jones_2017, title={Elementary Teachers’ Selection and Use of Visual Models}, volume={27}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-017-9705-1}, DOI={10.1007/s10956-017-9705-1}, number={1}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Lee, Tammy D. and Gail Jones, M.}, year={2017}, month={Jul}, pages={1–29} }
 @article{magana_sanchez_shaikh_jones_tan_guyaquil_benes_2017, title={Exploring multimedia principles for supporting conceptual learning of electricity and magnetism with visuohaptic simulations}, volume={8}, number={2}, journal={Computers in Education}, author={Magana, A. and Sanchez, K. and Shaikh, U. and Jones, M.G. and Tan, H. and Guyaquil, A. and Benes, B.}, year={2017}, pages={8–23} }
 @article{gardner_jones_albe_blonder_laherto_macher_paechter_2017, title={Factors Influencing Postsecondary STEM Students' Views of the Public Communication of an Emergent Technology: a Cross-National Study from Five Universities}, volume={47}, ISSN={["1573-1898"]}, DOI={10.1007/s11165-016-9537-7}, abstractNote={Recent efforts in the science education community have highlighted the need to integrate research and theory from science communication research into more general science education scholarship. These synthesized research perspectives are relatively novel but serve an important need to better understand the impacts that the advent of rapidly emerging technologies will have on a new generation of scientists and engineers including their formal communication with engaged citizenry. This cross-national study examined postsecondary science and engineering students’ (n = 254 from five countries: Austria, Finland, France, Israel, and USA) perspectives on the role of science communication in their own formal science and engineering education. More broadly, we examined participants’ understanding of their perceived responsibilities of communicating science and engineering to the general public when an issue contains complex social and ethical implications (SEI). The study is contextualized in the emergent technology of nanotechnology for which SEI are of particular concern and for which the general public often perceives conflicting risks and benefits. Findings indicate that student participants’ hold similar views on the need for their own training in communication as future scientists and engineers. When asked about the role that ethics and risk perception plays in research, development, and public communication of nanotechnology, participants demonstrate similar trajectories of perspectives that are, however, often anchored in very different levels of beginning concern. Results are discussed in the context of considerations for science communication training within formal science education curricula globally.}, number={5}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Gardner, Grant E. and Jones, M. Gail and Albe, Virginie and Blonder, Ron and Laherto, Antti and Macher, Daniel and Paechter, Manuela}, year={2017}, month={Oct}, pages={1011–1029} }
 @article{ennes_kubasko_jones_2017, title={Inquiry Into Action: Ecosystems and Animals}, volume={041}, ISSN={0887-2376}, url={http://dx.doi.org/10.2505/4/ss17_041_03_28}, DOI={10.2505/4/ss17_041_03_28}, number={03}, journal={Science Scope}, publisher={National Science Teachers Association (NSTA)}, author={Ennes, Megan and Kubasko, Dennis and Jones, M. Gail}, year={2017} }
 @article{childers_jones_2017, title={Learning from a distance: high school students’ perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation}, volume={39}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2016.1278483}, DOI={10.1080/09500693.2016.1278483}, abstractNote={ABSTRACT Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students’ perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. Exploratory factor analysis identified 3 factors accounting for 63% of the variance, which suggests that Science Learning Drive (students’ perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students’ perception of control of the remote technology, sensory, and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students’ perceptions of how real is the remote programme and being recognised as a science-oriented individual) were factors that contribute to a student’s experience during a remote investigation. Motivation, science identity, and virtual presence in remote investigations are explored.}, number={3}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Childers, Gina and Jones, M. Gail}, year={2017}, month={Feb}, pages={257–273} }
 @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} }
 @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{madden_jones_childers_2017, title={Teacher Education: Modes of Communication within Asynchronous and Synchronous
Communication Platforms}, volume={52}, number={2}, journal={Journal of Classroom Interactions}, author={Madden, L. and Jones, M.G. and Childers, G.}, year={2017}, pages={16–30} }
 @article{lee_gail jones_chesnutt_2017, title={Teaching Systems Thinking in the Context of the Water Cycle}, volume={49}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-017-9613-7}, DOI={10.1007/s11165-017-9613-7}, number={1}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Lee, Tammy D. and Gail Jones, M. and Chesnutt, Katherine}, year={2017}, month={Jun}, pages={137–172} }
 @inproceedings{jones_childers_andre_corin_hite_2016, place={Helsinki, Finland}, title={Citizen scientists and science hobbyists: Educating the life-long learner}, ISBN={978-951-51-1541-6}, booktitle={Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 8}, publisher={University of Helsinki}, author={Jones, M.G. and Childers, G. and Andre, T. and Corin, E. and Hite, R.}, editor={Lavonen, J. and Juuti, K. and Lampiselkä, J. and Uitto, A. and Hahl, K. and Bungum, Berit and Nilsson, PernillaEditors}, year={2016}, pages={150–159} }
 @article{hite_jones_jur_2016, title={Engineering imagination with ideation}, volume={1}, DOI={10.46767/kfp.2016-0002}, abstractNote={This paper explores the components and efficacy of an engineering-based Research Experience for Teachers (RET) program with a focus on ideation.  Leveraging the imaginative and iterative elements of the ideation process, participants engaged in inquiry exploring energy harvesting and novel sensor technology.  In modeling the ideation methodology, participants were more engaged in authentic research, which subsequently fostered the creation of novel lesson plans extending beyond the classroom.  The importance of research-based, STEM-based RET experiences are a critical feature of bolstering teacher content and pedagogical skills while embedding features of student-centered elements such as creativity and imagination.  During the following school year, participating teachers created an inter-district competition designing Ebolavirus sensors using the One Health framework introduced in the summer research experience program.  An example of a student product is provided.  A discussion of alignment to science curriculum standards as well as the need of these programs are also discussed.}, number={1}, journal={Journal of Interdisciplinary Teacher Leadership}, author={Hite, R. and Jones, M.G. and Jur, J.S.}, year={2016} }
 @article{jones_corin_andre_childers_stevens_2016, title={Factors contributing to lifelong science learning: Amateur astronomers and birders}, volume={54}, ISSN={0022-4308}, url={http://dx.doi.org/10.1002/tea.21371}, DOI={10.1002/tea.21371}, abstractNote={Abstract}, number={3}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Corin, Elysa Nicole and Andre, Thomas and Childers, Gina M. and Stevens, Vanessa}, year={2016}, month={Dec}, pages={412–433} }
 @article{jones_hite_childers_corin_pereyra_chesnutt_2016, title={Perceptions of presence in 3-D, haptic-enabled virtual reality instruction}, volume={10}, journal={International Journal of Education and Information Technologies}, author={Jones, M.G. and Hite, R. and Childers, G. and Corin, E. and Pereyra, M. and Chesnutt, K.}, year={2016}, pages={73–81} }
 @inbook{jones_childers_emig_chevrier_stevens_tan_2016, title={The Efficacy of Visuohaptic Simulations in Teaching Concepts of Thermal Energy, Pressure, and Random Motion}, ISBN={9783319200736 9783319200743}, ISSN={2213-3623 2213-3631}, url={http://dx.doi.org/10.1007/978-3-319-20074-3_6}, DOI={10.1007/978-3-319-20074-3_6}, abstractNote={This study investigated the efficacy of a real-time, interactive visuohaptic simulation to teach students particulate motion and the concepts of thermal energy, pressure, and random motion. Students were able to experience forces through their own somatosensory system in real time. Participants included 78 middle school students who completed a pre-, post-, and delayed post-assessment of knowledge and a post-assessment of attitudes and investigated particle motion using either the visuohaptic or a control visual simulation. The results showed that there were significant gains in the knowledge of thermal energy, pressure, and random motion for both groups of students from pre- to post-assessment. There were no significant differences in post scores between those students that used visuohaptic technology compared to those in the control group who used only a visual simulation. However, students in the visuohaptic group reported that the investigation was highly interesting and enabled them to better understand particle motion as well as visualize movement. The role of haptic instructional technologies as tools to teach micro- and human-scale phenomena is discussed.}, booktitle={Insights from Research in Science Teaching and Learning}, publisher={Springer International Publishing}, author={Jones, M. Gail and Childers, Gina and Emig, Brandon and Chevrier, Joel and Stevens, Vanessa and Tan, Hong}, year={2016}, pages={73–86} }
 @misc{haptic technologies to support learning_2015, ISBN={9781452258225 9781483346397}, url={http://dx.doi.org/10.4135/9781483346397.n145}, DOI={10.4135/9781483346397.n145}, journal={The SAGE Encyclopedia of Educational Technology}, publisher={SAGE Publications, Inc.}, year={2015}, month={May} }
 @article{jones_gardner_falvo_taylor_2015, title={Precollege nanotechnology education: a different kind of thinking}, volume={4}, ISSN={["2191-9097"]}, DOI={10.1515/ntrev-2014-0014}, abstractNote={Abstract}, number={1}, journal={NANOTECHNOLOGY REVIEWS}, author={Jones, M. Gail and Gardner, Grant E. and Falvo, Michael and Taylor, Amy}, year={2015}, month={Feb}, pages={117–127} }
 @inbook{jones_2015, title={Science Kits}, ISBN={9789400721494 9789400721500}, url={http://dx.doi.org/10.1007/978-94-007-2150-0_331}, DOI={10.1007/978-94-007-2150-0_331}, booktitle={Encyclopedia of Science Education}, publisher={Springer Netherlands}, author={Jones, Gail}, year={2015}, pages={908–909} }
 @article{lancaster_jones_2015, title={Science Meets Engineering: Applying the Design Process to Monitor Leatherback Turtle Hatchlings}, volume={038}, ISSN={0887-2376}, url={http://dx.doi.org/10.2505/4/ss15_038_09_53}, DOI={10.2505/4/ss15_038_09_53}, number={9}, journal={Science Scope}, publisher={National Science Teachers Association (NSTA)}, author={Lancaster, Megan and Jones, M. Gail}, year={2015} }
 @article{childers_jones_2015, title={Students as Virtual Scientists: An exploration of students' and teachers' perceived realness of a remote electron microscopy investigation}, volume={37}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2015.1082043}, abstractNote={Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Very little is known about student perceptions of how real remote investigations are and how immersed the students are in the experience. This study, conducted with high school students and their teachers, explored the impact of students' perception of ownership and virtual presence during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students in the experimental group who had choice and ownership of their insect reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was very real; however, the teachers of these students were less likely to describe the investigation as being real. The results of this study have practical implications for designing remote learning environments.}, number={15}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Childers, Gina and Jones, M. Gail}, year={2015}, month={Oct}, pages={2433–2452} }
 @inproceedings{jones_hite_childers_corin_pereyra_chesnutt_goodale_2015, title={Teachers’ and Students’ Perceptions of Presence in Virtual Reality Instruction}, booktitle={Proceedings of the 11th International Conference on Engineering Education}, publisher={World Scientific and Engineering Academy and Society}, author={Jones, M.G. and Hite, R. and Childers, G. and Corin, E. and Pereyra, M. and Chesnutt, K. and Goodale, T.}, year={2015} }
 @article{forrester_jones_2015, title={The tears and trophies of science competitions}, volume={38}, number={8}, journal={Science Scope}, author={Forrester, J. and Jones, M.G.}, year={2015}, pages={6,8–9} }
 @article{childers_watson_jones_williamson_hoette_2015, title={Touching the Stars: Making Astronomy Accessible for Students With Visual Impairments}, volume={038}, ISSN={0887-2376}, url={http://dx.doi.org/10.2505/4/ss15_038_09_20}, DOI={10.2505/4/ss15_038_09_20}, number={9}, journal={Science Scope}, publisher={National Science Teachers Association (NSTA)}, author={Childers, Gina and Watson, Katherine and Jones, M. Gail and Williamson, Kathryn and Hoette, Vivian}, year={2015} }
 @article{gardner_jones_2014, title={Exploring Pre-Service Teachers' Perceptions of the Risks of Emergent Technologies: Implications for Teaching and Learning}, volume={6}, ISSN={1936-7449}, url={http://dx.doi.org/10.1166/jne.2014.1041}, DOI={10.1166/jne.2014.1041}, number={1}, journal={Journal of Nano Education}, publisher={American Scientific Publishers}, author={Gardner, Grant E. and Jones, M. Gail}, year={2014}, month={Jun}, pages={39–49} }
 @inbook{childers_jones_2014, place={Badajoz, Spain}, title={Students as virtual scientists: A review of remote microscopy use in education}, booktitle={Microscopy: advances in scientific research and education (1195-1198)}, publisher={Formatex Research Center}, author={Childers, G. and Jones, G.}, editor={Mendez-Vilas, A.Editor}, year={2014} }
 @inbook{jones_legon_2014, place={New York}, title={Teacher attitudes and beliefs: Reforming practice}, volume={II}, booktitle={Handbook of Research on Science Teaching}, publisher={Routledge}, author={Jones, M.G. and Legon, M.}, editor={Lederman, N. and Abell, S.Editors}, year={2014}, pages={830–847} }
 @inbook{blonder_benny_jones_2014, title={Teaching Self-Efficacy of Science Teachers}, ISBN={9789462095571}, url={http://dx.doi.org/10.1007/978-94-6209-557-1_1}, DOI={10.1007/978-94-6209-557-1_1}, abstractNote={Whether one examines teachers’ effectiveness from the perspective of a legislator, parent, principal, or student, the main goal is to prepare teachers who have a strong knowledge base related to science, knowledge of effective teaching strategies, the ability to teach, and a desire to make a difference in the lives of their students. The underlying construct that influences each of these factors is teachers’ self-efficacy.}, booktitle={The Role of Science Teachers’ Beliefs in International Classrooms}, publisher={SensePublishers}, author={Blonder, Ron and Benny, Naama and Jones, M. Gail}, year={2014}, pages={3–15} }
 @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} }
 @article{jones_andre_childers_corin_hite_2014, title={Where are the Women and Minority Fossil Collectors? A Study of the Development and Characteristics of Science Hobbyists}, volume={13}, ISSN={2475-2622 2475-2681}, url={http://dx.doi.org/10.1017/s2475262200012284}, DOI={10.1017/s2475262200012284}, abstractNote={An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.}, journal={The Paleontological Society Special Publications}, publisher={Cambridge University Press (CUP)}, author={Jones, M. Gail and Andre, Thomas and Childers, Gina and Corin, Elysa and Hite, Rebecca}, year={2014}, pages={106–107} }
 @article{robertson_jones_2013, title={Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices}, volume={35}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2013.792439}, DOI={10.1080/09500693.2013.792439}, abstractNote={This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.}, number={9}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Robertson, Laura and Jones, M. Gail}, year={2013}, month={Jun}, pages={1454–1489} }
 @inbook{jones_2013, place={Laramie, Wyoming}, title={Conceptualizing size and scale}, number={3}, booktitle={Quantitative reasoning in mathematics and science education: papers from an international STEM research symposium WISDOM emonograph}, publisher={University of Wyoming}, author={Jones, M.G.}, editor={Mayes, R. and Hatfield, L. and Mackritis, M/V/Editors}, year={2013}, pages={147–154} }
 @inproceedings{sanchez_magana_sederberg_richards_jones_tan_2013, place={Atlanta, GA}, title={Investigating the impact of visuohaptic simulations for conceptual understanding in electricity and magnetism}, ISBN={9780878232437}, booktitle={2013 ASEE annual conference program : final conference program & proceedings : June 23-26, 2013, Georgia World Congress Center, Atlanta, GA}, publisher={American Society for Engineering Education}, author={Sanchez, K. and Magana, A.J. and Sederberg, D. and Richards, G. and Jones, M.G. and Tan, H.}, year={2013} }
 @article{tretter_jones_falvo_2013, title={Nanoscience for All: Strategies for Teaching Nanoscience to Undergraduate Freshmen Science and Non-Science Majors}, volume={5}, ISSN={1936-7449}, url={http://dx.doi.org/10.1166/jne.2013.1031}, DOI={10.1166/jne.2013.1031}, number={1}, journal={Journal of Nano Education}, publisher={American Scientific Publishers}, author={Tretter, Thomas R. and Jones, M. Gail and Falvo, Michael R.}, year={2013}, month={Jun}, pages={70–78} }
 @article{jones_blonder_gardner_albe_falvo_chevrier_2013, title={Nanotechnology and Nanoscale Science: Educational challenges}, volume={35}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2013.771828}, DOI={10.1080/09500693.2013.771828}, abstractNote={Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.}, number={9}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Jones, M. Gail and Blonder, Ron and Gardner, Grant E. and Albe, Virginie and Falvo, Michael and Chevrier, Joel}, year={2013}, month={Jun}, pages={1490–1512} }
 @article{jones_gardner_robertson_robert_2013, title={Science Professional Learning Communities: Beyond a singular view of teacher professional development}, volume={35}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2013.791957}, DOI={10.1080/09500693.2013.791957}, abstractNote={Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.}, number={10}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Jones, M. Gail and Gardner, Grant E. and Robertson, Laura and Robert, Sarah}, year={2013}, month={Jul}, pages={1756–1774} }
 @article{madden_jones_blanchard_2013, title={Shared photonarratives in an online master’s course: Reflection, context and community}, volume={13}, number={1}, journal={Contemporary Issues in Technology and Teacher Education}, author={Madden, L. and Jones, M.G. and Blanchard, M.}, year={2013}, pages={41–60} }
 @article{taylor_jones_2013, title={Students’ and teachers’ application of surface area to volume relationships}, volume={41}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/S11165-011-9277-7}, DOI={10.1007/s11165-011-9277-7}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Taylor, A. and Jones, M.G.}, year={2013}, pages={395–411} }
 @article{jones_paechter_yen_gardner_taylor_tretter_2013, title={Teachers' Concepts of Spatial Scale: An international comparison}, volume={35}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2011.610382}, abstractNote={Metric scale is an important concept taught as part of science curricula across different countries. This study explored metric and relative (body-length) scale concepts of inservice (N = 92) and preservice (N = 134) teachers from Austria, and Taiwan, and their concepts were compared with those of teachers from the USA. Participants completed three assessments: the Scale Anchoring Objects (SAO), Scale of Objects Questionnaire (SOQ), and a subsample of participants were interviewed with the Learning Scale Interview. A Rasch analysis was conducted with the SAO and SOQ and results showed that the Rasch model held for these assessments, indicating that there is an underlying common dimension to understanding scale. Further analyses showed that accuracy of knowledge of scale measured by the SAO and SOQ was not related to professional experience. There were significant differences in teachers’ accuracy of scale concepts by nationality. This was true for both metric and body-length SAO assessments. Post hoc comparisons showed that the Austrian and Taiwanese participants were significantly more accurate than the US sample on the SAO and SOQ. The Austrian participants scored significantly higher than the US and the Taiwanese participants. The results of the interviews showed that the Taiwanese experienced teacher participants were more likely to report learning size and scale through in-school experiences than the Austrian or the US participants. US teachers reported learning size and scale most often through participating in hobbies and sports, Taiwanese teachers reported learning scale through sports and reading, and Austrian teachers most often noted that they learned about scale through travel.}, number={14}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, M. Gail and Paechter, Manuela and Yen, Chiung-Fen and Gardner, Grant and Taylor, Amy and Tretter, Thomas}, year={2013}, month={Sep}, pages={2462–2482} }
 @article{zhu_tracy_dong_jiang_jones_childers_2013, title={Teaching a Multidisciplinary Nanotechnology Laboratory Course to Undergraduate Students}, volume={5}, ISSN={1936-7449}, url={http://dx.doi.org/10.1166/jne.2013.1032}, DOI={10.1166/jne.2013.1032}, abstractNote={Here we report our efforts to teach the first multidisciplinary undergraduate nanotechnology laboratory course in the College of Engineering at North Carolina State University (NCSU). The course was designed to provide undergraduate students with hands-on experience in nanoscience and nanotechnology. The theme of this laboratory course is the integration of nanotechnology with microsystem technology, i.e., bottom-up synthesis meeting top-down fabrication. This course consists of seven carefully designed lab modules that bridge the major “pillars” of nanotechnology– nanomaterials, nanofabrication, nanoscale characterization, and nanodevices. Final projects provide students opportunities to conduct nanotechnology research through problem-based learning and to improve their communication and presentation skills for educating the public about nanotechnology. A pedagogical approach that features problem-based learning, group learning, visual/tactile assistance and interdisciplinary interaction was employed during the offering of this course.}, number={1}, journal={Journal of Nano Education}, publisher={American Scientific Publishers}, author={Zhu, Yong and Tracy, Joseph B. and Dong, Jingyan and Jiang, Xiaoning and Jones, M. Gail and Childers, Gina}, year={2013}, month={Jun}, pages={17–26} }
 @article{jones_gardner_lee_poland_robert_2013, title={The Impact of Microbiology Instruction on Students’ Perceptions of Risks Related to Microbial Illness}, volume={3}, ISSN={2154-8455 2154-8463}, url={http://dx.doi.org/10.1080/21548455.2012.684434}, DOI={10.1080/21548455.2012.684434}, abstractNote={This study examined students’ perceptions of the risks associated with microbial transmission before and after taking a microbiology class. Participants included undergraduate students (n = 132) enrolled in a microbiology course at two universities and one community college. Students completed a survey at the beginning and end of the course and a sub-sample of students also participated in pre- and post-course interviews. The survey results showed that there were changes in students’ knowledge of microbes and microbial transmission as well as changes in reported behaviors related to microbial transmission. The behavior changes primarily involved perceptions of microbial transmission via touch such as using a public telephone, touching a faucet in a public bathroom, handling money, borrowing soap from a friend while camping, working in the dirt without gloves, and taking out the trash. There were no differences in behaviors related to oral transmission (eating, drinking, and kissing) or for preventative behavior (use of sanitizing items or frequency of hand washing). Exploratory factor analysis showed a subtle shift in the conceptualization of transmission risks from pre- to post-course. Pre- and post-interviews revealed that although students gained a more sophisticated concept of the positive role of microbes in the ecosystem, they were not more likely to report changing their behaviors related to vaccines to avoid getting sick from pathogenic microbes.}, number={3}, journal={International Journal of Science Education, Part B}, publisher={Informa UK Limited}, author={Jones, Gail and Gardner, Grant E. and Lee, Tammy and Poland, Kayla and Robert, Sarah}, year={2013}, month={Nov}, pages={199–213} }
 @article{jones_forrester_robertson_gardner_taylor_2012, title={Accuracy of Estimations of Measurements by Students with Visual Impairments}, volume={106}, ISSN={["1559-1476"]}, DOI={10.1177/0145482x1210600604}, abstractNote={There is a dearth of information about how students with visual impairments learn science-process skills. The study presented here investigated students' concepts and skills in one science area: the estimation of measurements. The estimation of measurements is one of the fundamental concepts that connects all science disciplines that provide the necessary skills to understand the natural world (National Research Council, 1996; Roth & Roychoudhury, 1993) and is an instructional goal at every grade level of the Mathematics Standards (National Council of Teachers of Mathematics, 2000). Estimating is as important in the science laboratory as it is in real-world environments. In the laboratory, students are asked to make measurements using tools, such as rulers, balances, and beakers, all of which typically rely on visual perception. Although adaptive technologies are available to a small sample of students, these tools are not universally available for those who need them in mainstream classes (Jones, Taylor, & Broadwell, 2009a). The purpose of this study was to document the reported experiences of students with visual impairments with estimating measurements, as well as the students' conceptualizations of linear distances and accurate estimations. METHODS Participants The participants were 15 middle school students who were legally blind (9 from birth) (Hollins, 1989). One student had no vision, and the others had low vision (all were braille readers). The participants attended public schools and had been mainstreamed into regular education programs. Of the 15, 3 were girls and 12 were boys (7 were European Americans, 4 were African Americans, and 3 were Hispanics) with an average age of 12.4 (SD = 1.6). The study was approved by the North Carolina State University Institutional Review Board, and consent to participate was given by the students and their parents. Procedures While the participants attended a program on emerging technologies that are designed for students with visual impairments at a large southeastern university, they were invited to volunteer to participate in a research study that was separate from the activities of the technology program. The students were asked a brief series of questions to determine their previous experiences with measurement and estimation: * Have you ever been taught how to measure the length of an object? Please describe your experiences. * Have you ever used a meter stick to measure the length of an object? Please describe your experiences. * Have you ever used measurement tools outside the classroom? Please describe your experiences. * Have you ever been taught how to estimate the length of an object without using a measuring tool? Please describe your experiences. During the interviews, the students' oral responses were recorded. The participants were asked to perform a series of measurement tasks. Test items were pilot-tested with youths with visual impairments to determine their appropriateness for this study. Each of the estimation sizes is typical of those that students would make in middle and high school classrooms. The first task required the students to demonstrate with their hands on a piece of paper a variety of lengths (millimeter, centimeter, meter, and foot). The students' estimates were recorded by the researchers on the paper. The second set of tasks involved the students estimating the length of selected objects using various units. The students first estimated the length of vertical and horizontal dowel rods (91 centimeters, or about 36 inches, long) in both centimeters and inches. The students were given the opportunity to feel the rods that were fixed to the wall to allow them to examine the spatial orientation. Next, they were asked to estimate the length in centimeters of two lines of three-dimensional "puffy" paint. One line was painted on typical white paper, while the other was painted on paper that contained raised dots (providing tactile distracters). …}, number={6}, journal={The Journal of Visual Impairment and Blindness}, author={Jones, M.G. and Forrester, J.H. and Robertson, L.E. and Gardner, G.E. and Taylor, A.R.}, year={2012}, pages={351–355} }
 @article{jones_childers_stevens_whitley_2012, title={Citizen scientists: Investigating science in the community}, volume={79}, number={9}, journal={The Science Teacher}, author={Jones, M.G. and Childers, G. and Stevens, V. and Whitley, B.}, year={2012}, pages={36–39} }
 @article{jones_robertson_gardner_dotger_blanchard_2012, title={Differential Use of Elementary Science Kits}, volume={34}, ISSN={["0950-0693"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84870262450&partnerID=MN8TOARS}, DOI={10.1080/09500693.2011.602755}, abstractNote={The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed.}, number={15}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, Gail and Robertson, Laura and Gardner, Grant E. and Dotger, Sharon and Blanchard, Margaret R.}, year={2012}, pages={2371–2391} }
 @article{jones_gardner_taylor_forrester_andre_2012, title={Students' Accuracy of Measurement Estimation: Context, Units, and Logical Thinking}, volume={112}, ISSN={0036-6803}, url={http://dx.doi.org/10.1111/j.1949-8594.2011.00130.x}, DOI={10.1111/j.1949-8594.2011.00130.x}, abstractNote={This study examined students' accuracy of measurement estimation for linear distances, different units of measure, task context, and the relationship between accuracy estimation and logical thinking. Middle school students completed a series of tasks that included estimating the length of various objects in different contexts and completed a test of logical thinking ability. Results found that the students were not able to give accurate estimations for the lengths of familiar objects. Students were also less accurate in estimating in metric units as compared to English or novel units. Estimation accuracy was dependent on the task context. There were significant differences in estimation accuracy for two‐ versus three‐dimensional estimation tasks. There were no significant differences for estimating objects with different orientations or embedded objects. For the tasks requiring the students to estimate in English units, the embedded task and the three‐dimensional tasks were correlated with logical thinking. For estimation tasks with novel units, three‐dimensional and two‐dimensional estimation tasks were significantly correlated with the logical thinking.}, number={3}, journal={School Science and Mathematics}, publisher={Wiley}, author={Jones, M. Gail and Gardner, Grant E. and Taylor, Amy R. and Forrester, Jennifer H. and Andre, Thomas}, year={2012}, month={Mar}, pages={171–178} }
 @article{jones_gardner_taylor_wiebe_forrester_2011, title={Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking}, volume={41}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-010-9169-2}, DOI={10.1007/s11165-010-9169-2}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Gardner, Grant and Taylor, Amy R. and Wiebe, Eric and Forrester, Jennifer}, year={2011}, month={May}, pages={357–368} }
 @article{jones_taylor_forrester_2011, title={Developing a Scientist: A retrospective look}, volume={33}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2010.523484}, abstractNote={Although one of the goals of science education is to educate and nurture the next generation of scientists and engineers, there is limited research that investigates the pathway from childhood to becoming a scientist. This study examined the reflections of 37 scientists and engineers about their in‐ and out‐of‐school experiences as well as their memories of significant people who may have influenced their careers. In‐depth, semi‐structured interviews were conducted and the interview transcripts were analyzed for potential influences on career decisions. Analysis showed several commonalities in participants’ reported experiences that influenced career decisions in science and engineering. Informal advising and mentoring by teachers and family members were noted as important. Across participants, tinkering, building models, and exploring science independently in and out of school were viewed as factors that influenced interests in science and engineering. Implications of these results for formal and informal educational programs are discussed.}, number={12}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, Gail and Taylor, Amy and Forrester, Jennifer H.}, year={2011}, pages={1653–1673} }
 @article{gardner_jones_2011, title={Pedagogical preparation of the science graduate teaching assistant: Challenges and implications}, volume={20}, number={2}, journal={Science Educator}, author={Gardner, G. and Jones, M.G.}, year={2011}, pages={31–41} }
 @article{gardner_jones_2011, title={Perceptions and Practices: Biology graduate teaching assistants' framing of a controversial socioscientific issue}, volume={33}, ISSN={["1464-5289"]}, DOI={10.1080/09500691003743244}, abstractNote={Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in‐depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice.}, number={8}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Gardner, Grant and Jones, Gail}, year={2011}, pages={1031–1054} }
 @article{gardner_jones_2011, title={Science Instructors' Perceptions of the Risks of Biotechnology: Implications for Science Education}, volume={41}, ISSN={["1573-1898"]}, DOI={10.1007/s11165-010-9187-0}, number={5}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Gardner, Grant Ean and Jones, M. Gail}, year={2011}, month={Nov}, pages={711–738} }
 @article{jones_krebs_banks_2011, title={We Scream for Nano Ice Cream}, volume={48}, ISSN={0036-8121 1940-1302}, url={http://dx.doi.org/10.1080/00368121.2010.535223}, DOI={10.1080/00368121.2010.535223}, abstractNote={ABSTRACT There is a wide range of new products emerging from nanotechnology, and “nano ice cream” is an easy one that you can use to teach topics from surface area to volume applications. In this activity, students learn how ice cream can be made smoother and creamier tasting through nanoscience. By using liquid nitrogen to cool the cream mixture, students can sample nano ice cream and investigate how decreasing the size of the ice crystal affects the taste and texture of the ice cream.}, number={4}, journal={Science Activities: Classroom Projects and Curriculum Ideas}, publisher={Informa UK Limited}, author={Jones, M. Gail and Krebs, Denise L. and Banks, Alton J.}, year={2011}, month={Sep}, pages={107–110} }
 @inproceedings{taylor_jones_2010, place={Philadelphia, PA}, title={Applying science concepts: Factors that influence students’ understandings of surface area to volume}, booktitle={Proceedings for the National Association of Research in Science Teaching}, author={Taylor, A. and Jones, M.G.}, year={2010}, month={Mar} }
 @article{tretter_jones_falvo_2010, title={Impact of Introductory Nanoscience Course on College Freshmen's Conceptions of Spatial Scale}, volume={2}, ISSN={1936-7449}, url={http://dx.doi.org/10.1166/jne.2010.1003}, DOI={10.1166/jne.2010.1003}, number={1}, journal={Journal of Nano Education}, publisher={American Scientific Publishers}, author={Tretter, Thomas R. and Jones, M. Gail and Falvo, Mike}, year={2010}, month={Jun}, pages={53–66} }
 @article{jones_taylor_falvo_2010, title={Peak into NSTA press: What is scale}, volume={21}, number={7}, journal={NSTA Reports}, author={Jones, M.G. and Taylor, A. and Falvo, M.}, year={2010}, pages={28–29} }
 @article{gardner_jones_taylor_forrester_robertson_2010, title={Students' Risk Perceptions of Nanotechnology Applications: Implications for science education}, volume={32}, ISSN={["0950-0693"]}, DOI={10.1080/09500690903331035}, abstractNote={Scientific literacy as a goal of a science education reform remains an important discourse in the research literature and is a key component of students’ understanding and acceptance of emergent technologies like nanotechnology. This manuscript focuses on undergraduate engineering students’ perceptions of the risks and benefits posed by nanotechnology as an important component of scientific literacy. Specifically, this study examined the perceived risk of nanotechnology of a group of American students (N = 102) in three material science engineering courses focusing on nanotechnology. Students completed a survey of risk perception and a sub‐sample were interviewed (n = 21). It was found that perceptions of risks and benefits of nanotechnology tended to be closely tied to specific groups of applications including common consumer products, health‐related products, and advanced technological applications. The intersection of scientific application and perception is discussed in the context of science education curriculum considerations.}, number={14}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Gardner, Grant and Jones, Gail and Taylor, Amy and Forrester, Jennifer and Robertson, Laura}, year={2010}, pages={1951–1969} }
 @article{gardner_jones_2009, title={Bacteria buster: Testing antibiotic properties of silver nanoparticles}, volume={71}, DOI={10.2307/27669416}, abstractNote={[ILLUSTRATION OMITTED] Nanoscale science and engineering are disciplines that examine the unique behaviors and properties of materials that emerge at the size range of 1 to 100 nanometers (a billionth of a meter). Nanobiotechnology is a sub-discipline of nanoscience that has arisen more recently. It refers to harnessing unique behaviors and properties at the nanoscale to manipulate materials for applications in biology (NNI, 2001). Already nanobiotechnology is impacting the fields of healthcare and biomedical engineering, and promises to be critical in advances in other related fields. Even though it spans multiple science disciplines, the abstract nature of nanoscience in general can challenge instructors to find practical ways to teach about this concept in the classroom (for additional ideas see, Nanoscale Science: Activities for Grades 6-12). This article describes a quick and simple laboratory investigation utilizing nanotechnology in a biological context. It is most appropriate for high school or undergraduate students. It addresses biology content standards in both personal and community health as well as the future challenges of science and technology to society. This activity requires a limited amount of materials and yields visible results. The investigation has two basic objectives: 1) make students aware of nanotechnology and its potential biological interface, and 2) have students examine and explore the accuracy of claims made about emerging technologies. The activity itself is something that we believe many instructors will recognize, but we hope that our proposed approach will offer a new perspective on an old activity. * Bacteria & Silver Nanoparticles The misuse and overuse of antibiotics in today's society have lead to the evolution of dangerous new strains of antibiotic-resistant bacteria. For example, methicillin-resistant Staphylococcus aureus (MRSA) outbreaks have become a concern in many hospitals due to the microbes' resistance to all but the most potent antibiotics (Gupta & Silver, 1998). Outbreaks of antibiotic-resistance bacteria fuel incentives to develop new effective bacteriacidal agents (Morones et al., 2005). Silver is toxic to a wide range of microorganisms including many that cause human disease (Liau et al., 1997). Silver nanoparticles are especially potent when reduced to the size range of 5-to-50 nanometer clusters. Studies with silver nanoparticles in this size range have been shown to kill common bacteria such as E. coli, V. cholera, and S. typhus (Morones et al., 2005). The effectiveness of silver as an antibiotic has already led to its widespread use in wound dressings and catheters (Margaret et al., 2006; Samuel & Guggenbichler, 2004). Despite the effectiveness of silver as an antimicrobial agent, questions remain as to whether microbes like bacteria will develop resistance to silver (similar to that seen with modern antibiotics). Whether bacteria could develop resistance to silver nanoparticles will depend on the mechanism by which silver works to kill bacteria. Numerous models have been suggested including deactivation of certain bacterial enzymes, disruption of gene replication, and limitation of cellular membrane function (summarized in Morones et al., 2005). However, the true mechanism for silver's antibacterial action remains uncertain. Nanoparticle silver is already being used in numerous antibiotic applications, just a few of which are listed below (Gupta Silver, 1998): * Hospital surfaces and sterile instrumentation * Agricultural sites (such as chicken farms) to reduce infectious agents in the environment * Sterilize recycled water aboard the MIR space station * Medical wrappings to treat burns and various infections * Silver-threaded socks and underwear to reduce odor caused by bacteria. As with all new technology, the potential benefits might be associated with risks. …}, number={4}, journal={American Biology Teacher}, author={Gardner, G. E. and Jones, M. G.}, year={2009}, pages={231–234} }
 @article{robertson_jones_2009, title={Biological clocks and circadian rhythms}, volume={32}, number={6}, journal={Science Scope}, author={Robertson, L. and Jones, M.G.}, year={2009}, pages={41–47} }
 @article{jones_taylor_broadwell_2009, title={Concepts of Scale Held by Students With Visual Impairment}, volume={46}, ISSN={["1098-2736"]}, DOI={10.1002/tea.20277}, abstractNote={Abstract}, number={5}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Jones, M. Gail and Taylor, Amy R. and Broadwell, Bethany}, year={2009}, month={May}, pages={506–519} }
 @article{jones_taylor_2009, title={Developing a Sense of Scale: Looking Backward}, volume={46}, ISSN={["1098-2736"]}, DOI={10.1002/tea.20288}, abstractNote={Abstract}, number={4}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Jones, M. Gail and Taylor, Amy R.}, year={2009}, month={Apr}, pages={460–475} }
 @article{jones_taylor_broadwell_2009, title={Estimating Linear Size and Scale: Body rulers}, volume={31}, ISSN={["1464-5289"]}, DOI={10.1080/09500690802101976}, abstractNote={The National Science Education Standards emphasise the use of concepts and skills that cut across the science domains. One of these cross‐cutting areas is measurement. Students should know measurement systems, units of measurement, tools and error in measurement as well as the importance of measurement to scientific endeavours. Even though measurement is an essential skill, little is known about how students estimate and use measurement in different contexts. This study examines the impact of teaching students to use their bodies as rough measurement tools (body rulers) on their ability to estimate linear measurements. Nineteen middle school students participated in metric intervention tasks and completed a pre‐instruction and a post‐instruction Linear Measurement Assessment. Results showed that teaching students to use rough body measures as tools (a body ruler) for estimation had a significant influence on their estimation accuracy. After instruction, students were better able to estimate the sizes of objects, use their body in making estimations of size, and estimate while touching an object or pacing a distance. Furthermore, proportional reasoning was significantly correlated with students’ post‐instruction scores on the Linear Measurement Assessment.}, number={11}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, Gail and Taylor, Amy and Broadwell, Bethany}, year={2009}, pages={1495–1509} }
 @book{jones_taylor_falvo_2009, place={Arlington, VA}, title={Extreme science : from nano to galactic : investigations for grades 6-12}, ISBN={9781933531304}, publisher={National Science Teachers Association Press}, author={Jones, M.G. and Taylor, A. and Falvo, M.}, year={2009} }
 @article{wiebe_minogue_jones_cowley_krebs_2009, title={Haptic feedback and students' learning about levers: unraveling the effect of simulated touch}, volume={53}, DOI={10.1016/j.compedu.2009.04.004}, abstractNote={While there has been extensive experimental research on haptics, less has been conducted on cross-modal interactions between visual and haptic perception and even less still on cross-modal applications in instructional settings. This study looks at a simulation on the principles of levers using both visual and haptic feedback: one group received visual and haptic feedback while the other just visual feedback. Using the triangulation of learning scores, eye tracking data, and video analysis of interaction with the levers, the efficacy of haptic feedback to improve learning was explored. The results indicate that while the total fixation time on the levers and numeric readout was greater for the visual and haptic group, very similar patterns of visual attention were seen between groups. Perhaps surprisingly, the visual only group scored higher on an embedded assessment. Explanations for these results are synthesized from theories of cross-modal perception and cognitive architecture.}, number={2}, journal={Computers & Education}, author={Wiebe, Eric and Minogue, J. and Jones, M. G. and Cowley, J. and Krebs, D.}, year={2009}, pages={667–676} }
 @article{minogue_jones_2009, title={Measuring the Impact of Haptic Feedback Using the SOLO Taxonomy}, volume={31}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500690801992862}, DOI={10.1080/09500690801992862}, abstractNote={The application of Biggs’ and Collis’ Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer‐based learning environment is described in this study. Pre‐test–post‐test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students: one that received visual and haptic feedback, and one that relied on visual feedback only as they completed their virtual investigations. The results of the Mann–Whitney U‐test indicated that the group mean difference scores were significantly different statistically (p = .043). Practically speaking, this study provides some early evidence suggesting that the haptic augmentation of computer‐based science instruction may lead to a deeper level of processing. The strengths and weaknesses of this current diagnostic approach and a novel approach based on a non‐verbal model of cognition are discussed in light of their potential contributions to the teaching and learning of science.}, number={10}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Minogue, James and Jones, Gail}, year={2009}, month={Jun}, pages={1359–1378} }
 @article{gardner_jones_falvo_2009, title={New Science” and societal issues: Considering the ethics of nanosensors}, volume={76}, number={7}, journal={The Science Teacher}, author={Gardner, G. and Jones, M.G. and Falvo, M.}, year={2009}, pages={49–53} }
 @article{jones_taylor_falvo_2009, title={Oops I did it again}, volume={21}, number={2}, journal={NSTA Reports}, author={Jones, M.G. and Taylor, A. and Falvo, M.}, year={2009}, pages={24} }
 @article{gardner_jones_ferzli_2009, title={Popular media in the biology classroom: viewing popular science skeptically}, volume={71}, DOI={10.2307/20565328}, abstractNote={Biology is not an opinion subject. ... It's a facts-based subject. If this had been a philosophy class, I wouldn't have said anything. (Spies, 2008) The above statement was made by a senior in a university embryology course in response to her teacher's suggestion that fetuses should be aborted if amniocentesis showed the presence of trisomy-21. The student, who happened to have a sibling with Down syndrome, was appalled at the comment, and reported the instructor to the Dean of the college because she felt that instructor opinions had no place in the science classroom. In response, the professor (with 35 years of teaching experience) later admitted that he offers this opinion as a means for stimulating class discussion, and if faced with the same situation would not likely find the decision as clear-cut as he might imply in his lecture. Accusations and justifications aside, it is the student's explanation of why this statement was offensive in this particular classroom setting that begs consideration. Where did the aforementioned lesson go wrong? Why was there a disconnect between the instructor's intent and the student's interpretation? The authors of this article argue that this example elucidates a disturbing trend in students' views of the nature of science (in this case, in the context of biology) as a body of facts. Recent science education research and reform documents strongly disagree with this perspective and stress the need for teaching students to appreciate the nature of the scientific enterprise and its social ramifications. It can be argued that the responsibilities of biology educators to their students extend far beyond the delivery of science content. Educators are also charged with ensuring that students do not temporarily memorize the information, but actively integrate it into their daily lives. Personal integration of science content should prepare students to evaluate the reliability and merit of this information outside of the classroom (Laugksch, 2000). At the K-12 level, the National Science Education Standards support this educational goal as one component of scientific literacy by stating that, "everyone needs to be able to engage intelligently in public discourse and debate about important issues that involve science and technology" (NRC, 1996, p. 1). In addition, the former Executive Director of the National Science Teachers Association (NSTA), Gerry Wheeler, was quoted as saying, "We have in this country a major crisis of people listening to people they feel comfortable with [rather than] listening to a variety of groups and critically thinking through their messages" (MacDonald, 2008). For the general public, information regarding science topics is often obtained from media sources such as the Internet, television, or newspapers (NSF, 2006). In recognition of this, it would be beneficial for curriculum designers to integrate the critical use of media sources as a tool to promote scientific literacy in the biology classroom (Jarman & McClune, 2007; MacKenzie, 2007). This is admittedly not a new concept to the community of educators, many of whom already address the intersection of science and society by integrating popular media into their lesson plans (Guill, 2006). In his discussion of the primary goals of scientific literacy, DeBoer (2000) argues that the ability to understand and negotiate science issues presented by the media is a critical skill for students' successful matriculation into society. Teaching through the use of popular media can be difficult for many teachers because science issues presented may often carry implicit or subtle cultural, moral, and/or religious undertones. When asked about their methods regarding teaching such controversial science topics, many teachers indicate a preference for focusing on facts, rationality, balanced views, and teacher neutrality (Oulton et al., 2004). This only reinforces student perceptions that science should be all about "facts. …}, number={6}, journal={American Biology Teacher}, author={Gardner, G. E. and Jones, M. G. and Ferzli, M.}, year={2009}, pages={332–335} }
 @article{taylor_jones_2009, title={Proportional Reasoning Ability and Concepts of Scale: Surface area to volume relationships in science}, volume={31}, ISSN={["1464-5289"]}, DOI={10.1080/09500690802017545}, abstractNote={The National Science Education Standards emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there is a correlation between proportional reasoning ability and a student's ability to understand surface area to volume relationships. Students' knowledge of surface area to volume relationships was assessed pre and post to a one‐week instructional intervention involving investigations about surface area to volume as a limiting factor in biological and physical systems. Results showed that proportional reasoning scores of middle school students were correlated to pre‐test and post‐test assessment scores, and a paired‐sample t‐test found significant differences from pre‐test to post‐test for the surface area to volume assessment. Relationships between proportional reasoning, visualisation abilities and success in solving surface to volume problems are discussed. The implications of the results of this study for learning concepts such as magnitudes of things, limits to size, and properties of systems that change depending on volume and surface are explored.}, number={9}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Taylor, Amy and Jones, Gail}, year={2009}, month={Jun}, pages={1231–1247} }
 @article{taylor_jones_pearl_2008, title={Bumpy, sticky, and shaky: Nanoscale science and the curriculum}, volume={31}, number={7}, journal={Science Scope}, author={Taylor, A. and Jones, M.G. and Pearl, T.}, year={2008}, month={Mar}, pages={28–35} }
 @article{jones_rua_2008, title={Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals}, volume={108}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2008.tb17836.x}, DOI={10.1111/j.1949-8594.2008.tb17836.x}, abstractNote={This study describes 5 th, 8th, and 11th‐grade students', teachers', and medical professionals' conceptions of flu and microbial illness. Participants constructed a concept map on “flu” and participated in a semi‐structured interview. The results showed that these groups of students, teachers and medical professionals held and structured their conceptions about microbes differently. A progression toward more accurate and complete knowledge existed across the groups but this trajectory was not always a predictable, linear developmental path from novice to expert. Across the groups, participants were most knowledgeable about symptoms of microbial illness, treatments of symptoms, and routes of transmission for respiratory illnesses. This knowledge was tightly linked to participants' prior experiences with colds and flu. There were typically large gaps in participants' (children and teachers) understandings of vaccines, immune system responses, treatments (including the mechanisms of pain medications and the functions of antibiotics), and transmission of non‐respiratory microbial illness. A common misconception held by students was the belief that antibiotics can cure viral infections.}, number={6}, journal={School Science and Mathematics}, publisher={Wiley}, author={Jones, M. Gail and Rua, Melissa J.}, year={2008}, month={Oct}, pages={263–278} }
 @article{taylor_jones_broadwell_oppewal_2008, title={Creativity, Inquiry, or Accountability? Scientists' and Teachers' Perceptions of Science Education}, volume={92}, ISSN={["1098-237X"]}, DOI={10.1002/sce.20272}, abstractNote={Abstract}, number={6}, journal={SCIENCE EDUCATION}, author={Taylor, Amy R. and Jones, M. Gail and Broadwell, Bethany and Oppewal, Tom}, year={2008}, month={Nov}, pages={1058–1075} }
 @article{jones_tretter_taylor_oppewal_2008, title={Experienced and novice teachers' concepts of spatial scale}, volume={30}, ISSN={["0950-0693"]}, DOI={10.1080/09500690701416624}, abstractNote={Scale is one of the thematic threads that runs through nearly all of the sciences and is considered one of the major prevailing ideas of science. This study explored novice and experienced teachers’ concepts of spatial scale with a focus on linear sizes from very small (nanoscale) to very large (cosmic scale). Novice teachers included undergraduates in science teacher education and students enrolled in a Masters of Arts in Science Teaching Program. Experienced teachers included students enrolled in a Master of Science Program. Participants’ knowledge of conceptual categories of size, scale accuracy, and experiences learning scale were assessed. Results showed both experienced and novice teachers were most accurate in their knowledge of human scale (1 m or body length) and both groups were more accurate with large scale than small scale. Experienced teachers held more accurate concepts of small‐scale measurements such as the nanometre than novice teachers. There was evidence that being able to directly experience objects and distances influenced concepts of size and scale. The role of in‐school and out‐of‐school experiences in developing concepts of scale is discussed.}, number={3}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Jones, M. Gail and Tretter, Thomas and Taylor, Amy and Oppewal, Tom}, year={2008}, pages={409–429} }
 @inbook{jones_2008, place={Stevenson Ranch, CA}, series={Nanotechnology book series}, title={Exploring nanoscale science with middle and high school students}, ISBN={9781588830852}, booktitle={Nanoscale science and engineering education}, publisher={American Scientific Publishers}, author={Jones, M.G.}, editor={Sweeney, A. and Seal, S.Editors}, year={2008}, collection={Nanotechnology book series} }
 @article{kubasko_jones_tretter_andre_2008, title={Is it live or is it memorex? Students' synchronous and asynchronous communication with scientists}, volume={30}, ISSN={["0950-0693"]}, DOI={10.1080/09500690701217220}, abstractNote={This study compared students' investigations with an atomic force microscope and viruses in real‐time synchronous and asynchronous learning environments. Student interactions with scientists (live videoconference versus email) were examined to see whether communication patterns were different for the different modes of instruction. Students' knowledge of viruses, microscopy, and nanoscale science was compared for asynchronous (n = 44) and synchronous treatments (n = 41). Eight teams of four students were video‐recorded and student discourse was analyzed. Data sources included students' questions, pre‐instruction and post‐instruction knowledge assessments, and written descriptions of the investigations. Results showed that students in the asynchronous group asked significantly more inquiry and interpretation questions of scientists and fewer questions about the scientists than students in the synchronous group. Both groups showed significant gains in knowledge of virus types and morphology. Students in the asynchronous group made significantly more written notations about what they learned from the investigations than students in the synchronous group.}, number={4}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Kubasko, Dennis and Jones, M. Gail and Tretter, Thomas and Andre, Thomas}, year={2008}, pages={495–514} }
 @article{jones_2008, place={Washington, DC}, title={Nanoscale science and the science curriculum}, journal={ASTC Dimensions}, publisher={ASTC}, author={Jones, M.G.}, year={2008}, month={Jan}, pages={10} }
 @inbook{jones_broadwell_2008, place={Dordrecht, The Netherlands}, series={Models and Modeling in Science Education}, title={Visualization Without Vision: Students with Visual}, ISBN={9781402052675 9781402052668}, DOI={10.1007/978-1-4020-5267-5_12}, booktitle={Visualization: Theory and practice in science education}, publisher={Springer}, author={Jones, M.G. and Broadwell, B.}, editor={Gilbert, J. and Reiner, M. and Nakhleh, M.Editors}, year={2008}, pages={283–294}, collection={Models and Modeling in Science Education} }
 @article{jones_falvo_taylor_broadwell_2007, title={Build a virus}, volume={36}, number={2}, journal={The Science Reflector}, author={Jones, M.G. and Falvo, M. and Taylor, A. and Broadwell, B.}, year={2007} }
 @inproceedings{taylor_jones_broadwell_oppewal_2007, place={New Orleans, LA}, title={Coordinating Science Learning: Navigating Tensions between scientists and science educators. The Efficacy of 'Powers of Ten': Concepts of Size and Scale}, booktitle={Proceedings of the National Association of Research in Science Teaching Annual Conference}, author={Taylor, A. and Jones, M. and Broadwell, B. and Oppewal, T.}, year={2007} }
 @article{jones_tretter_paechter_kubasko_bokinsky_andre_negishi_2007, title={Differences in African-American and European-American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact?}, volume={44}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20168}, DOI={10.1002/tea.20168}, abstractNote={Abstract}, number={6}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Tretter, Thomas and Paechter, Manuela and Kubasko, Dennis and Bokinsky, Alexandra and Andre, Thomas and Negishi, Atsuko}, year={2007}, pages={787–799} }
 @book{jones_al._2007, title={Nanoscale science: Activities for grades 6-12}, ISBN={1933531053}, publisher={Arlington, VA: NSTA Press}, author={Jones, M. G. and al.}, year={2007} }
 @book{jones_taylor_broadwell_falvo_2007, place={Arlington, VA}, title={Nanoscale science: activities for grades 6-12}, ISBN={9781933531755 9781933531052}, publisher={National Science Teachers Association Press}, author={Jones, M.G. and Taylor, A. and Broadwell, B. and Falvo, M.}, year={2007} }
 @inproceedings{jones_taylor_minogue_broadwell_wiebe_carter_2007, place={New Orleans, LA}, title={The Efficacy of 'Powers of Ten': Concepts of Size and Scale}, booktitle={Proceedings of the National Association of Research in Science Teaching Annual Conference}, author={Jones, M.G. and Taylor, A. and Minogue, J. and Broadwell, B. and Wiebe, E. and Carter, G.}, year={2007} }
 @article{jones_taylor_minogue_broadwell_wiebe_carter_2007, title={Understanding Scale: Powers of Ten}, volume={16}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-006-9034-2}, DOI={10.1007/s10956-006-9034-2}, number={2}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Taylor, Amy and Minogue, James and Broadwell, Bethany and Wiebe, Eric and Carter, Glenda}, year={2007}, month={May}, pages={191–202} }
 @article{tretter_jones_minogue_2006, title={Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude}, volume={43}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20155}, DOI={10.1002/tea.20155}, abstractNote={The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh grade, ninth grade, twelfth grade, and doctoral students in science. Conceptions spanning sizes from one nanometer to one billion meters were investigated through use of written assessments and individual interviews. Results showed that accuracy of conceptions at small scale were not symmetrical with respect to conceptions at large scale. Large scale accuracy tended to decline in a smooth, uniform fashion as the scale increased, whereas small scale accuracy displayed a discontinuity at the microscopic level. To conceptually interact with scales far removed from human scale, experts used strategies of mentally jumping to a new scale-world. Experts tended not to transition smoothly between the differently scaled worlds but rather to make a discontinuous leap, maintaining abstract linkages between the worlds via mathematics. Implications of these findings for curriculum development and classroom instruction are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1061–1085, 2006}, number={10}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Tretter, Thomas R. and Jones, M. Gail and Minogue, James}, year={2006}, pages={1061–1085} }
 @article{jones_rua_2006, title={Conceptions of germs: Expert to novice understandings of microorganisms}, volume={10}, url={https://ejrsme.icrsme.com/article/view/7741}, number={3}, journal={Electronic Journal of Science Education}, author={Jones, M.G. and Rua, M.J.}, year={2006}, month={Mar} }
 @article{tretter_jones_andre_negishi_minogue_2006, title={Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena}, volume={43}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20123}, DOI={10.1002/tea.20123}, abstractNote={To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions—from visual to kinesthetic in one dimension, and wholistic to sequential in the other—were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed. 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 282-319, 2006}, number={3}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Tretter, Thomas R. and Jones, M. Gail and Andre, Thomas and Negishi, Atsuko and Minogue, James}, year={2006}, pages={282–319} }
 @article{minogue_jones_broadwell_oppewal_2006, title={Exploring cells from inside out: New tools for the classroom}, volume={29}, number={6}, journal={Science Scope}, author={Minogue, J. and Jones, M.G. and Broadwell, J. and Oppewal, T.}, year={2006}, month={Mar}, pages={28–32} }
 @inbook{paechter_jones_tretter_bokinsky_kubasko_negishi_andre_2006, place={Graz}, title={Hands-on in science education: Multimedia instruction that is appealing to female and male students}, booktitle={Multimedia Applications in Education}, publisher={FH Joanneum}, author={Paechter, M. and Jones, M.G. and Tretter, T. and Bokinsky, A. and Kubasko, D. and Negishi, A. and Andre, T.}, editor={Grabe, D. and Zimmermann, L.Editors}, year={2006}, pages={78–85} }
 @article{minogue_jones_2006, title={Haptics in education: Exploring an untapped sensory modality}, volume={76}, ISSN={["1935-1046"]}, DOI={10.3102/00346543076003317}, abstractNote={ As human beings, we can interact with our environment through the sense of touch, which helps us to build an understanding of objects and events. The implications of touch for cognition are recognized by many educators who advocate the use of “hands-on” instruction. But is it possible to know something more completely by touching it? Does touch promote the construction of more connected and meaningful understandings? Current technology makes the addition of touch to computer-generated environments possible, but the educational implications of this innovation are still largely unknown. This article is a baseline review that examines the role of touch in cognition and learning and explores the research investigating the efficacy of the haptic augmentation of instruction. }, number={3}, journal={REVIEW OF EDUCATIONAL RESEARCH}, author={Minogue, James and Jones, M. Gail}, year={2006}, pages={317–348} }
 @inbook{jones_edmunds_2006, place={Mahwah, New Jersey}, title={Models of elementary science instruction: Roles of science specialist teachers}, ISBN={9781135464172 9781410613226 9780805842913 9780805842920 9781315045443 9781135464103}, booktitle={Elementary science teacher education : international perspectives on contemporary issues and practice}, publisher={Lawrence Erlbaum in association with AETS}, author={Jones, M.G. and Edmunds, J.}, editor={Appleton, K.Editor}, year={2006} }
 @inproceedings{tretter_jones_minogue_2006, title={Navigating across spatial scales in science: Different worlds, unifying concept}, booktitle={Proceedings of the National Association of Research In Science Teaching Annual Meeting}, author={Tretter, T. and Jones, M.G. and Minogue, J.}, year={2006} }
 @article{painter_jones_tretter_kubasko_2006, title={Pulling Back the Curtain: Uncovering and Changing Students' Perceptions of Scientists}, volume={106}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2006.tb18074.x}, DOI={10.1111/j.1949-8594.2006.tb18074.x}, abstractNote={Although there have been numerous scientists‐in‐the‐classroom initiatives in recent years, there is little research that documents whether or not these initiatives make an impact on students. This study examined 27 seventh‐grade and 27 tenth‐grade students' perceptions of scientists before and after a weeklong educational experience on nanotechnology, where students interacted with scientists. The data from this project included student interviews (pre and post intervention), field notes, student stories, and follow‐up interviews conducted 1 year after the project. Results showed that fewer than 10% of participants reported ever interacting with scientists in school settings prior to this project, despite attending schools in areas surrounded by a high density of scientists. Students' perceptions of scientists changed as a result of the project. The implications for science instruction are discussed.}, number={4}, journal={School Science and Mathematics}, publisher={Wiley}, author={Painter, Jason and Jones, M. Gail and Tretter, Thomas R. and Kubasko, Dennis}, year={2006}, month={Apr}, pages={181–190} }
 @inbook{jones_carter_2006, place={Hillsdale, NJ}, title={Science teacher attitudes and beliefs}, booktitle={Handbook of Research on Science Teaching}, publisher={Lawrence Erlbaum Associates}, author={Jones, M.G. and Carter, G.}, editor={Abel, S. and Lederman, N.Editors}, year={2006} }
 @article{jones_falvo_broadwell_dotger_2006, title={Self-Assembly: How nature builds}, volume={73}, number={9}, journal={Science Teacher}, author={Jones, M.G. and Falvo, M.R. and Broadwell, B. and Dotger, S.}, year={2006}, month={Dec}, pages={54–57} }
 @inproceedings{minogue_jones_oppewal_broadwell_2006, title={The Impact of haptic feedback on students' understandings of the animal cell}, booktitle={Proceedings of the National Association of Research In Science Teaching Annual Meeting}, author={Minogue, J. and Jones, M.G. and Oppewal, T. and Broadwell, B.}, year={2006} }
 @article{minogue_gail jones_broadwell_oppewall_2006, title={The impact of haptic augmentation on middle school students’ conceptions of the animal cell}, volume={10}, ISSN={1359-4338 1434-9957}, url={http://dx.doi.org/10.1007/S10055-006-0052-4}, DOI={10.1007/S10055-006-0052-4}, number={3-4}, journal={Virtual Reality}, publisher={Springer Science and Business Media LLC}, author={Minogue, James and Gail Jones, M. and Broadwell, Bethany and Oppewall, Tom}, year={2006}, month={Sep}, pages={293–305} }
 @article{jones_minogue_oppewal_cook_broadwell_2006, title={Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch}, volume={15}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-006-9022-6}, DOI={10.1007/s10956-006-9022-6}, number={5-6}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Minogue, James and Oppewal, Tom and Cook, Michelle P. and Broadwell, Bethany}, year={2006}, month={Nov}, pages={345–351} }
 @inproceedings{jones_minogue_oppewal_cook_broadwell_2006, title={Visualizing without vision at the microscale: Students with visual impairment explore cells with touch}, booktitle={Proceedings of the National Association of Research In Science Teaching Annual Meeting}, author={Jones, M.G. and Minogue, J. and Oppewal, T. and Cook, M. and Broadwell, B.}, year={2006} }
 @article{jones_bokinsky_tretter_negishi_2005, title={A comparison of learning with haptic and visual modalities}, volume={3}, url={http://hdl.handle.net/1773/34891}, number={6}, journal={Haptics-e The Electronic Journal of Haptics Research}, author={Jones, M. and Bokinsky, A. and Tretter, T. and Negishi, A.}, year={2005}, month={May} }
 @article{jones_minogue_tretter_negishi_taylor_2005, title={Haptic augmentation of science instruction: Does touch matter?}, volume={90}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.20086}, DOI={10.1002/sce.20086}, abstractNote={This study investigated the impact of haptic augmentation of a science inquiry program on students' learning about viruses and nanoscale science. The study assessed how the addition of different types of haptic feedback (active touch and kinesthetic feedback) combined with computer visualizations influenced middle and high school students' experiences. The influences of a PHANToM (a sophisticated haptic desktop device), a Sidewinder (a haptic gaming joystick), and a mouse (no haptic feedback) interface were compared. The levels of engagement in the instruction and students' attitudes about the instructional program were assessed using a combination of constructed response and Likert scale items. Potential cognitive differences were examined through an analysis of spontaneously generated analogies that appeared during student discourse. Results showed that the addition of haptic feedback from the haptic-gaming joystick and the PHANToM provided a more immersive learning environment that not only made the instruction more engaging but may also influence the way in which the students construct their understandings about abstract science concepts. © 2005 Wiley Periodicals, Inc. Sci Ed90:111–123, 2006}, number={1}, journal={Science Education}, publisher={Wiley}, author={Jones, M. Gail and Minogue, James and Tretter, Thomas R. and Negishi, Atsuko and Taylor, Russell}, year={2005}, pages={111–123} }
 @article{jones_broadwell_falvo_minogue_oppewal_2005, title={It’s a small world after all: Exploring nanotechnology in our clothes}, volume={43}, number={2}, journal={Science and Children}, author={Jones, M.G. and Broadwell, B. and Falvo, M. and Minogue, J. and Oppewal, T.}, year={2005}, pages={44–46} }
 @article{hardin_jones_figueras_2005, title={More Than Clocks and Calendars: The Construction of Timekeepers by Eleven Kindergarten Children in Mexico and the United States}, volume={19}, ISSN={0256-8543 2150-2641}, url={http://dx.doi.org/10.1080/02568540509595067}, DOI={10.1080/02568540509595067}, abstractNote={Abstract The purpose of this qualitative study was to investigate timekeeping constructs of 4- and 5-year-old children in Campeche, Mexico, and North Carolina, United States, as well as the sociocultural conditions that shaped changes in their ideas about timekeeping (methods to mark and measure time) before, during, and after their kindergarten year. Eleven children constituted the case studies. The children entered public school kindergarten during the fall of the research period and had no prior long-term institutional experience, such as preschool or child care. Data were collected in three phases over the course of one year through: 1) semi-structured interviews with children, parents, teachers, and education administrators; 2) semi-structured activities with children, including drawings of time-related objects and concepts, verbal descriptions of time-related photographic images from the home and classroom, and problem-solving constructions; 3) observational field notes of the homes, communities, schools, and physical surroundings with a special emphasis on time indicators; 4) classroom observations; 5) the completion of a classroom environmental rating scale focused on time; and 6) a review of national, state, and local education policies affecting time in public schools. Data were analyzed within and across cases, sites, and phases to look for commonalities and differences in the children's timekeeping constructs. Three methods for marking and measuring time emerged from the data: biological, environmental, and conventional timekeepers. Each of these timekeeping methods proved to be relative to individual children, as well as replete with common features across cultural, geographical, and biological boundaries. Environmental cues and activities not ordinarily considered timekeepers proved to be more temporally significant than anticipated, and formal school instruction was sometimes out of step with home and community practices. The results of this research suggest that many critical ideas about timekeeping change during a child's first year of formal schooling as children learn to adhere to external schedules, which may constrain or enhance their ability to fully engage in school activities.}, number={3}, journal={Journal of Research in Childhood Education}, publisher={Informa UK Limited}, author={Hardin, Belinda J. and Jones, M. Gail and Figueras, Olimpia}, year={2005}, month={Mar}, pages={223–241} }
 @inbook{taylor_borland_brooks_falvo_jeffay_jones_marshburn_papadakis_qin_seeger_et al._2005, place={Burlington, MA}, title={Visualization and Natural Control Systems for Microscopy}, ISBN={9780123875822}, url={http://dx.doi.org/10.1016/b978-012387582-2/50048-4}, DOI={10.1016/b978-012387582-2/50048-4}, abstractNote={This chapter presents these microscope systems, along with brief descriptions of the science experiments driving the development of each system. Beginning with a discussion of the philosophy that has driven the Nanoscale Science Research Group (NSRG) and the methods used, the chapter describes the lessons learned during system development, including both useful directions and blind alleys. The first lesson is to begin software development at least as soon as hardware development. The second lesson is to partner with experts in required technologies. The NSRG attempts to use the best available computer technology to develop effective systems for use by the physical science team, which then become cost-effective and can be deployed on widely available hardware as technology marches on. The chapter also describes techniques to enable telemicroscopy in the context of remote experiments and outreach.}, booktitle={Visualization Handbook}, publisher={Elsevier}, author={Taylor, Russell M. and Borland, David and Brooks, Frederick P. and Falvo, Mike and Jeffay, Kevin and Jones, Gail and Marshburn, David and Papadakis, Stergios J. and Qin, Lu Chang and Seeger, Adam and et al.}, editor={Hansen, Charles D. and Johnson, Chris R.Editors}, year={2005}, pages={893–918} }
 @article{moyer_jones_2004, title={Controlling Choice: Teachers, Students, and Manipulatives in Mathematics Classrooms}, volume={104}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2004.tb17978.x}, DOI={10.1111/j.1949-8594.2004.tb17978.x}, abstractNote={This research study examines the instructional practices of 10 middle grades teachers related to their use of manipulatives in teaching mathematics and their control of mathematics tools during instruction. Through 40 observations of teaching, 30 interviews, and an examination of 67 written documents (including teachers' plans and records), profiles were developed that describe how teachers used and controlled manipulatives during instruction. Results showed that teachers used a variety of manipulatives and other mathematics tools over the course of the year‐long study. Teachers reported using a mathematics tool (manipulative, calculator, or measuring device) in 70% of their lessons, and this self‐report was verified by observations in which teachers used mathematics tools in 68% of their lessons. During a 3‐ to 4‐month period of “free access,” in which students had some measure of control in their selection and use of the mathematics tools, the students used manipulatives spontaneously and selectively. During free access, teachers exhibited various behaviors, including posting lists of items on containers, assigning group leaders to manage tools, and negotiating the control of the mathematics tools during instruction.}, number={1}, journal={School Science and Mathematics}, publisher={Wiley}, author={Moyer, Patricia S. and Jones, M. Gail}, year={2004}, month={Jan}, pages={16–31} }
 @article{jones_andre_kubasko_bokinsky_tretter_negishi_taylor_superfine_2004, title={Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students}, volume={88}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.10112}, DOI={10.1002/sce.10112}, abstractNote={Abstract}, number={1}, journal={Science Education}, publisher={Wiley}, author={Jones, M. G. and Andre, T. and Kubasko, D. and Bokinsky, A. and Tretter, T. and Negishi, A. and Taylor, R. and Superfine, R.}, year={2004}, month={Jan}, pages={55–71} }
 @article{tretter_jones_2003, title={A sense of scale: : Studying how scale affects systems and organisms}, volume={70}, number={1}, journal={Science Teacher}, author={Tretter, T. and Jones, M.G.}, year={2003}, pages={22–25} }
 @inbook{jones_bokinsky_tretter_negishi_kubasko_superfine_taylor_2003, place={Madrid, Spain}, title={Atomic force microscopy with touch: Educational applications}, volume={II}, ISBN={9788460766995}, booktitle={Science, technology and education of microscopy: An overview}, publisher={Formatex}, author={Jones, M.G. and Bokinsky, A. and Tretter, T. and Negishi, A. and Kubasko, D. and Superfine, R. and Taylor, R.}, editor={Mendez-Vilas, A.Editor}, year={2003}, pages={776–786} }
 @article{carter_jones_rua_2003, title={Effects of partner's ability on the achievement and conceptual organization of high-achieving fifth-grade students}, volume={87}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.10031}, DOI={10.1002/sce.10031}, abstractNote={Abstract}, number={1}, journal={Science Education}, publisher={Wiley}, author={Carter, Glenda and Jones, M. Gail and Rua, Melissa}, year={2003}, month={Jan}, pages={94–111} }
 @article{jones_andre_superfine_taylor_2003, title={Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses, scale, and microscopy}, volume={40}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.10078}, DOI={10.1002/tea.10078}, abstractNote={Abstract}, number={3}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Andre, Thomas and Superfine, Richard and Taylor, Russell}, year={2003}, month={Feb}, pages={303–322} }
 @article{tretter_jones_2003, title={Relationships Between Inquiry-Based Teaching and Physical Science Standardized Test Scores}, volume={103}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2003.tb18211.x}, DOI={10.1111/j.1949-8594.2003.tb18211.x}, abstractNote={This exploratory case study investigates relationships between use of an inquiry‐based instructional style and student scores on standardized multiple‐choice tests. The study takes the form of a case study of physical science classes taught by one of the authors over a span of four school years. The first 2 years were taught using traditional instruction with low levels of inquiry (non‐inquiry group), and the last 2 years of classes were taught by inquiry methods. Students' physical science test scores, achievement data, and attendance data were examined and compared across both instructional styles. Results suggest that for this teacher the use of an inquiry‐based teaching style did not dramatically alter students' overall achievement, as measured by North Carolina's standardized test in physical science. However, inquiry‐based instruction had other positive effects, such as a dramatic improvement in student participation and higher classroom grades earned by students. In additional inquiry‐based instruction resulted in more uniform achievement than did traditional instruction, both in classroom measures and in more objective standardized test measures.}, number={7}, journal={School Science and Mathematics}, publisher={Wiley}, author={Tretter, Thomas R. and Jones, M. Gail}, year={2003}, month={Nov}, pages={345–350} }
 @article{jones_hargrove_jones_2003, title={The failed metaphors of teaching}, volume={60}, number={11}, journal={The School Administrator}, author={Jones, M.G. and Hargrove, T. and Jones, B.}, year={2003}, pages={26–28} }
 @book{jones_jones_hargrove_2003, place={Boulder, Co}, title={The unintended consequences of high stakes testing}, publisher={Rowman and Littlefield}, author={Jones, M.G. and Jones, B. and Hargrove, T.}, year={2003} }
 @inbook{malloy_jones_2002, place={Reston, VA}, title={An investigation of African-American students' mathematical problem solving}, ISBN={9780873535267}, booktitle={Lessons learned from research}, publisher={National Council of Teachers of Mathematics}, author={Malloy, C.E. and Jones, M.G.}, editor={Sowder, J.T. and Schappelle, B.P.Editors}, year={2002}, pages={91–195} }
 @inproceedings{jones_bokinsky_andre_kubasko_negishi_taylor_superfine_2002, place={New York}, title={Nanomanipulator applications in education: the impact of haptic experiences on students' attitudes and concepts}, ISBN={0769514898}, url={http://dx.doi.org/10.1109/haptic.2002.998971}, DOI={10.1109/haptic.2002.998971}, abstractNote={This research investigated educational uses of the nanoManipulator (nM) that when connected to an atomic force microscope allows students to get tactile feedback and manipulate objects such as viruses that are nanometer-sized. Our research focused on documenting how haptic feedback impacted students' attitudes as well as their understandings of viruses. The study involved 209 middle and high schools students. Half of the students received haptic feedback during investigations and half had the same investigations with the haptic feedback blocked by the computer. The results showed that students' with haptic feedback had better attitudes towards the investigations and were more likely to develop 3-dimensional concepts of adenoviruses that were more morphologically accurate.}, booktitle={Proceedings 10th Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems. HAPTICS 2002}, publisher={IEEE Comput. Soc}, author={Jones, M.G. and Bokinsky, A. and Andre, T. and Kubasko, D. and Negishi, A. and Taylor, R. and Superfine, R.}, year={2002}, month={Aug}, pages={295–298} }
 @article{jones_brader-araje_2002, title={The impact of constructivism on education: Language, discourse, and meaning}, volume={5}, number={3}, journal={American Communication Studies}, author={Jones, M.G. and Brader-Araje, L.}, year={2002}, pages={1–10} }
 @article{andre_jones_superfine_taylor_2001, title={Helping teachers and students use advanced technology in teaching high school science: A preliminary feasibility study of the use of a WWW-controlled atomic force microscope in high school science}, volume={3}, journal={Technology and Teacher Education Annual}, author={Andre, T. and Jones, M.G. and Superfine, R. and Taylor, R.}, year={2001}, pages={2510–2515} }
 @article{jones_carter_rua_2000, title={Exploring the Development of Conceptual Ecologies: Communities of Concepts Related to Convection and Heat}, volume={37}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/(sici)1098-2736(200002)37:2<139::aid-tea4>3.0.co;2-1}, DOI={10.1002/(sici)1098-2736(200002)37:2<139::aid-tea4>3.0.co;2-1}, abstractNote={In this study of fifth-grade students, we examined the relationships and development of communities of concepts related to heat and convection. The study involved five classes of fifth-grade students who worked with a partner for a series of heat and convection laboratory investigations. Students' knowledge was assessed before and after instruction through the use of a written test, concept maps, card sort tasks, and interviews. During instruction each dyad was audiorecorded and observed by a field researcher. The patterns and connections among students' conceptual ecologies related to heat and convection as well as the types of schemas that were accessed preceding and subsequent to instruction are described. The types of knowledge elicited by each type of assessment are identified. Findings include the influence of familial and cultural experiences (such as airplanes, weather patterns, and religious beliefs) on conceptual development, as well as the extent to which competing phenomena (evaporation and dissolving) have on the development of new conceptual understandings. The study also found that each assessment measure elicited different types of knowledge. Concept maps were effective in describing students' existing schemas related to heat prior to instruction. Multidimensional scaling and the card sorting task provided information on students' conceptual organization for clusters of concepts. The interviews and dyad discourse transcripts were most effective in revealing the processes and prior knowledge that students used as they interpreted new observations in light of preexisting experiences. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 139–159, 2000}, number={2}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Carter, Glenda and Rua, Melissa J.}, year={2000}, month={Feb}, pages={139–159} }
 @article{jones_howe_rua_2000, title={Gender differences in students' experiences, interests, and attitudes toward science and scientists}, volume={84}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/(sici)1098-237x(200003)84:2<180::aid-sce3>3.0.co;2-x}, DOI={10.1002/(sici)1098-237x(200003)84:2<180::aid-sce3>3.0.co;2-x}, abstractNote={The purpose of this study was to examine sixth grade students' attitudes and experiences related to science. The study involved 437 students who completed a survey designed to elicit students' perceptions of science and scientists, out-of-school science experiences, science topics of interest, and characteristics of future jobs. Results showed that for this sample there continue to be significant gender differences in science experiences, attitudes, and perceptions of science courses and careers. Males reported more extracurricular experiences with a variety of tools such as batteries, electric toys, fuses, microscopes, and pulleys. Females reported more experiences with bread-making, knitting, sewing, and planting seeds. More male than female students indicated they were interested in atomic bombs, atoms, cars, computers, x-rays, and technology, whereas more females reported interest in animal communication, rainbows, healthy eating, weather, and AIDS. In addition, when asked about future jobs, male and female students' responses differed by gender. Males saw variables such as controlling other people, becoming famous, earn- ing lots of money, and having a simple and easy job as important. Females, more than males, wanted to "help otherpeople." Students' per ceptions of science showed that sig- nificantly more females than males reported that science was difficult to understand, whereas more males reported that science was destructive and dangerous, as well as more "suitable" forboys. 2000 John Wiley & Sons, Inc. Sci Ed 84:180- 192, 2000.}, number={2}, journal={Science Education}, publisher={Wiley}, author={Jones, M. Gail and Howe, Ann and Rua, Melissa J.}, year={2000}, month={Mar}, pages={180–192} }
 @inbook{jones_carter_2000, place={Lisbon, Portugal}, title={Grupos pequenos e construoes partilhadas}, booktitle={Ensinando ciencia para a compreensao: Uma visao construtivista}, publisher={Platano Edicoes Tecnicas}, author={Jones, M.G. and Carter, G.}, editor={Mintzes, J.J. and Wandersee, J.H. and Novak, J.D.Editors}, year={2000}, pages={232–247} }
 @article{jones_brader-araje_carboni_carter_rua_banilower_hatch_2000, title={Tool time: Gender and students' use of tools, control, and authority}, volume={37}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/1098-2736(200010)37:8<760::aid-tea2>3.0.co;2-v}, DOI={10.1002/1098-2736(200010)37:8<760::aid-tea2>3.0.co;2-v}, abstractNote={In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender-related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000}, number={8}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Brader-Araje, Laura and Carboni, Lisa Wilson and Carter, Glenda and Rua, Melissa J. and Banilower, Eric and Hatch, Holly}, year={2000}, pages={760–783} }
 @inproceedings{superfine_falvo_steele_matthews_guthold_erie_helser_jones_taylor_washburn_2000, place={Bristol}, series={Institute of Physics conference series}, title={Touching on the nanometer scale: Slip, roll and tear}, booktitle={Microbeam analysis 2000 : proceedings of the Second Conference of the International Union of Microbeam Analysis Societies held in Kailua-Kona, Hawaii, 9-14 July 2000}, publisher={Institute of Physics Publishing}, author={Superfine, R. and Falvo, M. and Steele, J. and Matthews, G. and Guthold, M. and Erie, D. and Helser, A. and Jones, M.G. and Taylor, R. and Washburn, S.}, editor={Williams, D.B. and Shimizu, R.Editors}, year={2000}, pages={369–370}, collection={Institute of Physics conference series} }
 @inproceedings{superfine_jones_taylor_2000, place={Raleigh, NC}, title={Touching viruses in a networked microscopy outreach project}, booktitle={Proceedings of the conference on K-12 Outreach from University Science Departments}, publisher={North Carolina State University}, author={Superfine, R. and Jones, M.G. and Taylor, R.}, year={2000}, pages={151–153} }
 @article{hargrove_jones_jones_hardin_chapman_davis_2000, title={Unintended consequences of high-stakes testing in North Carolina: Teacher Perceptions}, volume={18}, number={4}, journal={ERS Spectrum}, author={Hargrove, T. and Jones, M.G. and Jones, B. and Hardin, B. and Chapman, L. and Davis, M.}, year={2000}, pages={21–25} }
 @inbook{jones_1999, place={New York, NY}, title={Adolescent profiles: Characteristics of early adolescence}, booktitle={Practicing what we preach: Preparing middle level educators}, publisher={Falmer}, author={Jones, M.G.}, editor={Totten, S.Editor}, year={1999}, pages={249–252} }
 @article{jones_carter_rua_1999, title={Children's concepts: Tools for transforming science teachers' knowledge}, volume={83}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/(sici)1098-237x(199909)83:5<545::aid-sce3>3.0.co;2-u}, DOI={10.1002/(sici)1098-237x(199909)83:5<545::aid-sce3>3.0.co;2-u}, abstractNote={This study examined the roles that students' science concepts play in promoting teachers' professional growth. Two cohorts of teachers (N = 26 and 30) participated in the study as part of a constructivist-based graduate course on elementary and middle school science methods. A modified learning cycle was used during course instruction as a framework for teachers to explore sound, light, and electricity. Data on teachers' pedagogical and conceptual growth was obtained from pre- and postconcept maps, journal reflections, and portfolios. Results of the concept map analysis showed that teachers' maps became more integrated and cohesive as seen in the increase of crosslinks, hierarchies, and relationships drawn for each science topic. The journals and portfolios showed that students' science knowledge served as discrepant events that evoked teachers' dissatisfaction with their own content knowledge and motivated them to reconsider their pedagogical practices. Students' concepts also served as change agents, resulting in changes in teachers' views of their roles and instructional behaviors. © 1999 John Wiley & Sons, Inc. Sci Ed83:545–557, 1999.}, number={5}, journal={Science Education}, publisher={Wiley}, author={Jones, M. Gail and Carter, Glenda and Rua, Melissa J.}, year={1999}, month={Sep}, pages={545–557} }
 @inbook{jones_1999, place={New York, NY}, title={Cooperative logic: Which school is a "true" middle school?}, booktitle={Practicing what we preach: Preparing middle level educators}, publisher={Falmer}, author={Jones, M.G.}, editor={Totten, S.Editor}, year={1999}, pages={16–20} }
 @inbook{jones_1999, place={New York, NY}, title={Cultural queries: Exploring gender and multicultural issues}, booktitle={Practicing what we preach: Preparing middle level educators}, publisher={Falmer}, author={Jones, M.G.}, editor={Totten, S.Editor}, year={1999}, pages={245–248} }
 @article{galassi_brader-araje_brooks_dennison_jones_mebane_parrish_richer_white_vesilind_1999, title={Emerging Results From a Middle School Professional Development School: The McDougle-University of North Carolina Collaborative Inquiry Partnership Groups}, volume={74}, ISSN={0161-956X}, url={http://dx.doi.org/10.1207/s15327930pje7403&4_17}, DOI={10.1207/s15327930pje7403&4_17}, number={3-4}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Galassi, John and Brader-Araje, Laura and Brooks, Linda and Dennison, Priscilla and Jones, M. Gail and Mebane, Dorothy and Parrish, Jean and Richer, Melissa and White, Kinnard and Vesilind, Elizabeth}, year={1999}, month={Jul}, pages={236–253} }
 @article{jones_brader-araje_1999, title={Middle Schools are Communities of Many Voices}, volume={31}, ISSN={0094-0771 2327-6223}, url={http://dx.doi.org/10.1080/00940771.1999.11494617}, DOI={10.1080/00940771.1999.11494617}, abstractNote={Pulling into the parking lot of the Carolina Friends Middle School is a different expe rience for most people, particularly so for two public school teachers. The middle school is down a long country road nest ed in a forest near a small lake. The drive consists of rough gravel and students are scattered about talking, working, and exploring the creek. Other students are milling about within the large main class room building preparing for the beginning of the school day. Within moments the lights flicker—signaling the collection of the school community. Everyone, students, teachers, and visitors alike, sit down in a circle and share quiet time for 10 minutes. Oddly enough, the students sit with little fidgeting or breaking of the silence. To an outsider, the silence is appealing, comforting, and pow erful. Often referred to as "settling in," this period of silence allows the community to segue into the active day ahead.}, number={2}, journal={Middle School Journal}, publisher={Informa UK Limited}, author={Jones, M. Gail and Brader-Araje, Laura}, year={1999}, month={Nov}, pages={42–48} }
 @inproceedings{jones_brader-araje_carboni_carter_rua_1999, place={Boston, Mass}, title={Paradoxes of progress: The intersection of science tools, exploration, and competition}, booktitle={Proceedings of the Gender and Science Education (GASE) Colloquium}, publisher={The University of Melbourne}, author={Jones, M.G. and Brader-Araje, L. and Carboni, L. and Carter, G. and Rua, M.}, editor={Hildebrand, G.H.Editor}, year={1999}, pages={36–49} }
 @article{jones_jones_hardin_chapman_yarbrough_davis_1999, title={The impact of high stakes testing on teachers and students in North Carolina}, volume={81}, number={3}, journal={Phi Delta Kappan}, author={Jones, M.G. and Jones, D. and Hardin, B. and Chapman, L. and Yarbrough, T. and Davis, M.}, year={1999}, month={Nov}, pages={199–203} }
 @article{jones_superfine_taylor_1999, title={Virtual viruses}, volume={66}, number={70}, journal={Science Teacher}, author={Jones, M.G. and Superfine, R. and Taylor, R.}, year={1999}, pages={48–50} }
 @article{malloy_jones_1998, title={An Investigation of African American Students' Mathematical Problem Solving}, volume={29}, ISSN={0021-8251}, url={http://dx.doi.org/10.2307/749896}, DOI={10.2307/749896}, number={2}, journal={Journal for Research in Mathematics Education}, publisher={JSTOR}, author={Malloy, Carol E. and Jones, M. Gail}, year={1998}, month={Mar}, pages={143} }
 @article{vesilind_jones_1998, title={Gardens or graveyards: Science education reform and school culture}, volume={35}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/(sici)1098-2736(199809)35:7<757::aid-tea6>3.0.co;2-k}, DOI={10.1002/(sici)1098-2736(199809)35:7<757::aid-tea6>3.0.co;2-k}, abstractNote={This case study describes what happened when two lead teachers in a statewide reform project tried to change science teaching in their schools. Instead of using traditional criteria for leadership, we view their work in the context of their schools' cultures and use Rosenholtz's (1991) concepts of egalitarianism and isolation to analyze how those cultures contributed to and obstructed reform. Five themes illustrate this model of teacher leadership and the first stirrings of school change: reform as a “science look,” change through parental involvement, competing reforms, change through a “sideways door,” and change through public events. The study shows the importance of patience in reform implementation and the need for sensitive study of early change within school contexts. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 757–775, 1998.}, number={7}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Vesilind, Elizabeth M. and Jones, M. Gail}, year={1998}, month={Sep}, pages={757–775} }
 @article{jones_rua_carter_1998, title={Science teachers' conceptual growth within Vygotsky's zone of proximal development}, volume={35}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.0.co;2-r}, DOI={10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.0.co;2-r}, abstractNote={Within a sociocultural context, this study examined how science teachers' knowledge of science and science pedagogy changed as a result of participating in a constructivist-based graduate science methods course. Fourteen elementary and middle school science teachers worked with an assigned partner for the duration of the course. Teachers with more than 5 years' experience were paired with teachers who had 5 or fewer years' experience. Results from pre- and postinstruction concept maps, journals, portfolios, and transcripts of discourse revealed that within the zone of proximal development, peers, teachers' students, instructors, readings, and tools mediated the development of content and pedagogical knowledge. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 967–985, 1998}, number={9}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Rua, Melissa J. and Carter, Glenda}, year={1998}, month={Nov}, pages={967–985} }
 @inbook{jones_carter_1998, place={San Diego, CA}, series={Educational Psychology Series}, title={Small groups and shared constructions}, ISBN={9780080518510 9780585492254}, DOI={10.1016/B978-012498360-1/50011-8}, abstractNote={This chapter explores the use of instructional groups within a constructivist framework and considers critical questions regarding the nature of knowledge, the roles of teachers and learners, and the organization of classroom experiences. The cooperative learning movement provided educators with new models that emphasized achievement of objectives while also including the diversity of perspectives and learning strategies that group work provides. The greatest advantage of group work is the role that another individual plays in creating a cognitive conflict or dissonance. The first step in any construction process is contingent upon the blueprint or building plans for construction. In order to participate in the building of a viable structure, the builder must understand the building plan as provided by the architect and have some fundamental idea of how the building task is accomplished. On the most basic level, in order to construct meaning, students must share some common understandings of the words and symbols that are used in the context of the science classroom.}, booktitle={Teaching science for understanding: A human constructivist view}, publisher={Academic Press}, author={Jones, M.G. and Carter, G.}, editor={Mintzes, J. and Wandersee, J. and Novak, J.Editors}, year={1998}, pages={261–278}, collection={Educational Psychology Series} }
 @inproceedings{brader-araje_jones_1998, place={Durham, NC}, title={Tools of gender: Conversation space and control during dyad interaction}, booktitle={Proceedings of the Women's Studies Graduate Research Conference}, publisher={Duke University}, author={Brader-Araje, L. and Jones, M.G.}, year={1998} }
 @book{jeffay_smith_taylor_bishop_anderson_superfine_jones_1997, title={Design principles for distributed, interactive, virtual environments}, author={Jeffay, K. and Smith, F. and Taylor, R. and Bishop, G. and Anderson, J. and Superfine, R. and Jones, M.G.}, year={1997} }
 @article{jones_1996, title={Family science: A celebration of diversity}, volume={34}, number={2}, journal={Science and Children}, author={Jones, M.G.}, year={1996}, pages={26–30} }
 @article{meece_jones_1996, title={Gender differences in motivation and strategy use in science: Are girls rote learners?}, volume={33}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/(sici)1098-2736(199604)33:4<393::aid-tea3>3.0.co;2-n}, DOI={10.1002/(sici)1098-2736(199604)33:4<393::aid-tea3>3.0.co;2-n}, abstractNote={This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc.}, number={4}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Meece, Judith L. and Jones, M. Gail}, year={1996}, month={Apr}, pages={393–406} }
 @article{vesilind_jones_1996, title={Hands-On: Science Education Reform}, volume={47}, ISSN={0022-4871 1552-7816}, url={http://dx.doi.org/10.1177/0022487196047005007}, DOI={10.1177/0022487196047005007}, abstractNote={Dans la majorite des ecoles primaires, les sciences sont enseignees sans enthousiasme, sans reelle preparation de la part des enseignants. Cet article decrit une tentative de reforme de l'enseignement des sciences menee dans deux ecoles primaires en Caroline du Nord. Chaque enseignant apprehende l'enseignement des sciences de facon differente: les sciences comme un jeu, les sciences comme un probleme a resoudre, les sciences comme moyen d'apprendre du vocabulaire, de decouvrir la nature}, number={5}, journal={Journal of Teacher Education}, publisher={SAGE Publications}, author={Vesilind, Elizabeth M. and Jones, M. Gail}, year={1996}, month={Nov}, pages={375–385} }
 @article{jones_1996, title={North Carolina's estuaries: Rich sources for interdisciplinary studies}, volume={17}, journal={The League Journal}, author={Jones, M.G.}, year={1996}, pages={2–6} }
 @article{jones_1996, title={North Carolina's wild ponies}, volume={4}, number={1}, journal={The Journal}, author={Jones, M.G.}, year={1996}, pages={36–40} }
 @article{jones_vesilind_1996, title={Putting Practice Into Theory: Changes in the Organization of Preservice                Teachers’ Pedagogical Knowledge}, volume={33}, ISSN={0002-8312 1935-1011}, url={http://dx.doi.org/10.3102/00028312033001091}, DOI={10.3102/00028312033001091}, abstractNote={ This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and participated in structured interviews four times during the senior year. The findings indicated that student teachers reconstructed their knowledge related to teaching during the middle of student teaching and attributed these changes in knowledge organization primarily to student teaching experiences. Using a constructivist perspective, the authors discuss how anomalies experienced by student teachers interacted with prior knowledge. Two concepts—flexibility and planning—emerged as key concepts that changed rapidly. Flexibility was initially associated with preparation for class; then toward the end of student teaching, this concept was related to differentiating instruction for students’ needs and taking advantage of the teachable moment. Planning was initially described as a concept related to planning lessons and obtaining materials; then by the middle of student teaching, it became associated with the unpredictability of classroom events. By the end of student teaching, planning became a complex concept that connected lesson planning, maintaining class management, and meeting students’ needs. }, number={1}, journal={American Educational Research Journal}, publisher={American Educational Research Association (AERA)}, author={Jones, M. Gail and Vesilind, Elizabeth M.}, year={1996}, month={Mar}, pages={91–117} }
 @inbook{jones_1996, place={Arlington, VA}, title={The constructivist leader}, booktitle={Issues in science education}, publisher={National Science Teachers Association}, author={Jones, M.G.}, editor={Rhoton, J. and Bowers, P.Editors}, year={1996}, pages={140–148} }
 @inbook{jones_1995, place={Austin, TX}, title={Gender equity for the twenty-first century}, booktitle={Education for the twenty-first century: Key issues: leadership, legislation, and learning}, publisher={The Delta Kappa Gamma Society International}, author={Jones, M.G.}, editor={Day, B.Editor}, year={1995}, pages={425–440} }
 @article{meece_jones_1995, title={Girls in mathematics and science: Constructivism as a feminist perspective}, volume={79}, number={3}, journal={The High School Journal}, author={Meece, J. and Jones, M.G.}, year={1995}, pages={242–248} }
 @article{jones_vesilind_1995, title={Preservice teachers' cognitive frameworks for class management}, volume={11}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/0742-051x(94)00036-6}, DOI={10.1016/0742-051x(94)00036-6}, abstractNote={This study examines changes in middle school student teachers' knowledge structures and beliefs related to class management during the final semester of their teacher education program. Twenty-three preservice teachers drew concept maps and participated in semi-structured interviews prior, during, and following 16 weeks of student teaching. Results of the study showed that initially student teachers are concerned with establishing and enforcing rules. They expressed discomfort with their authoritarian roles. During the middle of student teaching preservice teachers began to make connections among the variables that contribute to class management. By the end of student teaching preservice teachers experienced a conflict between their beliefs in rules, their desire to be flexible and fair, and their desire to develop positive student relationships as a mechanism to promote student learning. A framework of change for class management concepts is presented and the reported influences on the changes in student teachers' knowledge organization and beliefs are discussed.}, number={4}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Jones, M. Gail and Vesilind, Elizabeth}, year={1995}, month={Jul}, pages={313–330} }
 @article{jones_carter_1995, title={Weather folklore: Fact or fiction}, volume={33}, number={1}, journal={Science and Children}, author={Jones, M.G. and Carter, G.}, year={1995}, pages={18–20} }
 @article{jones_gerig_1994, title={Ability grouping and classroom interactions}, volume={29}, number={2}, journal={The Journal of Classroom Interaction}, author={Jones, M.G. and Gerig, T.}, year={1994}, pages={27–34} }
 @article{jones_1994, title={Assessment potpourri}, volume={32}, number={2}, journal={Science and Children}, author={Jones, M.G.}, year={1994}, pages={14–17} }
 @book{jones_1994, place={Portland, OR}, title={Assessment takes wing}, institution={Laboratory Program on Science and Mathematics Assessment, Northwest Regional Educational Laboratory}, author={Jones, M.G.}, year={1994} }
 @article{jones_vesilind_1994, title={Changes in student teachers' interactions with pupils}, volume={29}, number={1}, journal={The Journal of Classroom Interaction}, author={Jones, M.G. and Vesilind, E.}, year={1994}, pages={25–29} }
 @article{jones_1994, title={Constructing knowledge of science concepts}, volume={III}, journal={The Journal}, author={Jones, M.G.}, year={1994}, pages={13–16} }
 @article{jones_1994, title={Fragile areas along the sea: National estuarine research reserve system}, volume={6}, journal={Wetland Journal}, author={Jones, M.G.}, year={1994}, pages={4–5} }
 @article{jones_1994, title={Performance-Based Assessment in Middle School Science}, volume={25}, ISSN={0094-0771 2327-6223}, url={http://dx.doi.org/10.1080/00940771.1994.11496108}, DOI={10.1080/00940771.1994.11496108}, abstractNote={Assessing student learning: A vignette Ms. Gomez, a middle school sci ence teacher, recently completed a study of coastal ecology as part of her team's interdis ciplinary unit on the coast. The team used a variety of methods to integrate the unit across subject areas. The culminating activity for the unit was a team field trip to the coast. Ms. Gomez focused the science compo nent of the unit on coastal ecology with particular emphasis given to using science process skills to compare and contrast the different communities. During the field trip, the team collected data on the characteristics of the beach, dunes, maritime forest, and salt marsh communities. The students were di}, number={4}, journal={Middle School Journal}, publisher={Informa UK Limited}, author={Jones, M. Gail}, year={1994}, month={Mar}, pages={35–38} }
 @article{carter_jones_1994, title={Relationship between ability-paired interactions and the development of fifth graders' concepts of balance}, volume={31}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.3660310807}, DOI={10.1002/tea.3660310807}, abstractNote={Abstract}, number={8}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Carter, Glenda and Jones, M. Gail}, year={1994}, month={Oct}, pages={847–856} }
 @article{jones_gerig_1994, title={Silent Sixth-Grade Students: Characteristics, Achievement, and Teacher Expectations}, volume={95}, ISSN={0013-5984 1554-8279}, url={http://dx.doi.org/10.1086/461797}, DOI={10.1086/461797}, abstractNote={This exploratory study examined student-teacher interactions in a team of 4 sixth-grade teachers and their 101 students in 1 middle school. Student-teacher interactions were recorded, and teachers' rankings of students' predicted achievement, as well as students' achievement test scores, were obtained. 32 "silent" students were identified and interviewed. Results indicated that silent students were not significantly different from other students with respect to gender, race, or achievement. Although teachers tended to distribute their questions equitably across all students, silent students attempted to avoid classroom interactions whenever possible. Silent students appeared to use their silence as a means to control the classroom environment and avoid taking risks.}, number={2}, journal={The Elementary School Journal}, publisher={University of Chicago Press}, author={Jones, M. Gail and Gerig, Thomas M.}, year={1994}, month={Nov}, pages={169–182} }
 @article{carter_jones_1994, title={The Case of the Disappearing “Peanuts”}, volume={30}, ISSN={0036-8121 1940-1302}, url={http://dx.doi.org/10.1080/00368121.1994.10113109}, DOI={10.1080/00368121.1994.10113109}, abstractNote={(1994). The Case of the Disappearing “Peanuts”. Science Activities: Vol. 30, No. 4, pp. 8-10.}, number={4}, journal={Science Activities: Classroom Projects and Curriculum Ideas}, publisher={Informa UK Limited}, author={Carter, Glenda and Jones, M. Gail}, year={1994}, month={Jan}, pages={8–10} }
 @article{markham_mintzes_jones_1994, title={The concept map as a research and evaluation tool: Further evidence of validity}, volume={31}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.3660310109}, DOI={10.1002/tea.3660310109}, abstractNote={Abstract}, number={1}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Markham, Kimberly M. and Mintzes, Joel J. and Jones, M. Gail}, year={1994}, month={Jan}, pages={91–101} }
 @inbook{jones_1994, title={Tides of time}, booktitle={Project WET Curriculum and Activity Guide}, publisher={Project WET Foundation}, author={Jones, M.G.}, year={1994} }
 @article{jones_carter_1994, title={Verbal and nonverbal behavior of ability-grouped dyads}, volume={31}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.3660310604}, DOI={10.1002/tea.3660310604}, abstractNote={Abstract}, number={6}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Carter, Glenda}, year={1994}, month={Aug}, pages={603–619} }
 @article{jones_1993, title={Bioluminescence: Activities that will receive glowing reviews}, volume={60}, number={1}, journal={The Science Teacher}, author={Jones, M.G.}, year={1993}, month={Jan}, pages={19–21} }
 @inproceedings{jones_vesilind_1993, place={Ithaca, New York}, title={Changes in the structure of pedagogical knowledge in preservice teachers}, booktitle={Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics}, publisher={Cornell College}, author={Jones, M.G. and Vesilind, E.}, year={1993} }
 @article{jones_carter_1993, title={Families+ math + science = Formula for success}, volume={14}, journal={The Journal of the North Carolina League of Middle Level Schools}, author={Jones, M.G. and Carter, G.}, year={1993}, pages={11–13} }
 @article{jones_delucia_davis_1993, title={From Junior High to Middle School: How Science Instruction Is Affected}, volume={77}, ISSN={0192-6365 1930-1405}, url={http://dx.doi.org/10.1177/019263659307755612}, DOI={10.1177/019263659307755612}, abstractNote={ What happens to content area specialists such as science teachers when the shift is made from the junior high to the middle level school? These writers conducted an in-depth study of teachers in one school district that undertook such a change. Their findings are reported here. }, number={556}, journal={NASSP Bulletin}, publisher={SAGE Publications}, author={Jones, Gail and DeLucia, Shirley and Davis, Janice}, year={1993}, month={Nov}, pages={89–96} }
 @book{jones_1993, place={Raleigh, N.C}, title={Sound ideas}, publisher={North Carolina Estuarine Research Reserve Program}, author={Jones, M.G.}, year={1993} }
 @article{jones_moore_1993, title={Teacher education through partnership: A Clinical-collaborative program}, volume={VI}, number={1}, journal={North Carolina Journal of Teacher Education}, author={Jones, M.G. and Moore, E.}, year={1993}, pages={42–53} }
 @book{vesilind_jones_1993, place={Chapel Hill, NC}, title={Through a sideways door: A resource model of teacher change}, publisher={UNC Mathematics and Science Education Network}, author={Vesilind, E. and Jones, M.G.}, year={1993} }
 @article{jones_1992, title={Assessment takes wing}, volume={15}, number={6}, journal={Science Scope}, author={Jones, M.G.}, year={1992}, pages={19–20} }
 @article{jones_1991, title={Biological clocks}, volume={58}, number={3}, journal={Science Teacher}, author={Jones, M.G.}, year={1991}, pages={16–20} }
 @inproceedings{jones_1991, place={Victoria, Australia}, title={Competitive science: Gender differences in the physical and biological sciences}, booktitle={Proceedings of the Sixth International GASAT Conference}, publisher={Key Centre}, author={Jones, M.G.}, editor={Rennie, L. and Parker, L. and Hildebrand, G.Editors}, year={1991}, pages={261–269} }
 @inbook{jones_1991, title={Create an invertebrate}, volume={3}, booktitle={Sea Things Objectively : A marine education activities booklet}, publisher={South Carolina Sea Grant Publication}, author={Jones, M.G.}, editor={Keener, P. and Camp, C.Editors}, year={1991}, pages={24–26} }
 @article{jones_1991, title={Creating a cooperative middle school through cooperative learning}, volume={12}, number={1}, journal={The League Journal}, author={Jones, M.G.}, year={1991}, pages={21–23} }
 @inbook{jones_1991, title={Endangered, threatened, rare, or extinct?}, booktitle={Sea Things Objectively : A marine education activities booklet}, publisher={South Carolina Sea Grant Publication}, author={Jones, M.G.}, editor={Keener, P. and Camp, C.Editors}, year={1991}, pages={44–48} }
 @article{jones_1991, title={Gender differences in science competitions}, volume={75}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.3730750202}, DOI={10.1002/sce.3730750202}, abstractNote={Science EducationVolume 75, Issue 2 p. 159-167 Article Gender differences in science competitions Gail Jones, Gail Jones University of North Carolina, Chapel Hill, North Carolina 27599-3500Search for more papers by this author Gail Jones, Gail Jones University of North Carolina, Chapel Hill, North Carolina 27599-3500Search for more papers by this author First published: April 1991 https://doi.org/10.1002/sce.3730750202Citations: 28AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume75, Issue2April 1991Pages 159-167 RelatedInformation}, number={2}, journal={Science Education}, publisher={Wiley}, author={Jones, Gail}, year={1991}, month={Apr}, pages={159–167} }
 @article{jones_1991, title={Gender issues in teacher education}, volume={91/92}, journal={Annual Editions: Education}, author={Jones, M.G.}, editor={Schultz, F.Editor}, year={1991}, pages={141–146} }
 @book{jones_1991, place={Chapel Hill, N.C}, title={Oceans alive}, institution={Environmental Media Corporation}, author={Jones, M.G.}, year={1991} }
 @book{jones_1991, place={Chapel Hill, N.C}, title={Seahouse}, institution={Environmental Media Corporation}, author={Jones, M.G.}, year={1991} }
 @inbook{jones_1991, place={St. Michaels, Maryland}, title={The tides of time}, booktitle={Sea Things Objectively : A marine education activities booklet}, publisher={South Carolina Sea Grant Publication}, author={Jones, M.G.}, editor={Keener, P. and Camp, C.Editors}, year={1991}, pages={27–35} }
 @article{jones_1990, title={Action zone theory, target students and science classroom interactions}, volume={27}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.3660270705}, DOI={10.1002/tea.3660270705}, abstractNote={Abstract}, number={7}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail}, year={1990}, month={Oct}, pages={651–660} }
 @article{jones_1990, title={Cooperative Learning: Developmentally Appropriate for Middle Level Students}, volume={22}, ISSN={0094-0771 2327-6223}, url={http://dx.doi.org/10.1080/00940771.1990.11495111}, DOI={10.1080/00940771.1990.11495111}, abstractNote={What is cooperative learning? Cooperative learning has also been called student team learning or small group instruction. However, there are certain distinct elements that separate cooperative learning strategies from traditional group work. Cooperative learning groups are structured for positive interdependence to ensure that every student has a role or task and is held accountable for completion of the task (Johnson & Johnson, 1987). In traditional learning groups there is often a single group captain or leader. In cooperative group work, all students are held responsible for encouraging and helping each other learn. Many teachers actively teach cooperative social skills to encourage the groups to process their effectiveness and set collaborative goals. In addition, there is often a group reward or recognition for team success. There are three commonly used types of cooperative learning: student teams achievement divisions (STAD), teams-games-tournament (TGT) and jigsaw (Slavin, 1986). In student teams achievement divisions the teacher provides traditional instruction; then teams of four or five students study together and each person takes an individual quiz. Each student's score is compared to his or her own previously determined average and points are given for improvement. The team that achieves the most improvement points receives recognition through a newsletter, bulletin board or other reward.}, number={1}, journal={Middle School Journal}, publisher={Informa UK Limited}, author={Jones, M. Gail}, year={1990}, month={Sep}, pages={12–16} }
 @article{jones_1990, title={Estuaries in your biology program}, volume={10}, number={1}, journal={Current: The Journal of Marine Education}, author={Jones, M.G.}, year={1990}, pages={35–37} }
 @article{jones_1990, title={Fish forms}, volume={10}, number={2}, journal={Masthead, Mid-Atlantic Marine Education Association Newsletter}, author={Jones, M.G.}, year={1990}, pages={9–10} }
 @article{jones_wheatley_1990, title={Gender differences in teacher-student interactions in science classrooms}, volume={27}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.3660270906}, DOI={10.1002/tea.3660270906}, abstractNote={Abstract}, number={9}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Wheatley, Jack}, year={1990}, month={Dec}, pages={861–874} }
 @book{hill_shaw_carter_jones_1990, place={Durham}, title={Integrated science: Book 1}, publisher={Carolina Academic Press}, author={Hill, S. and Shaw, R. and Carter, G. and Jones, M.G.}, year={1990} }
 @book{jones_carter_shaw_hill_1990, place={Durham}, title={Integrated science: Book 2}, publisher={Carolina Academic Press}, author={Jones, M.G. and Carter, G. and Shaw, R. and Hill, S.}, year={1990} }
 @article{jones_1990, title={North Carolina estuarine research reserves}, volume={10}, number={1}, journal={Current: The Journal of Marine Education}, author={Jones, M.G.}, year={1990}, pages={7–10} }
 @article{spence_armstrong_jones_1990, title={Top priorities in estuarine education concepts}, volume={10}, number={1}, journal={Current: The Journal of Marine Education}, author={Spence, L. and Armstrong, N. and Jones, M.G.}, year={1990}, pages={28–30} }
 @article{jones_1989, title={Biological Literacy}, volume={51}, ISSN={0002-7685 1938-4211}, url={http://dx.doi.org/10.2307/4448993}, DOI={10.2307/4448993}, abstractNote={Research Article| November 01 1989 Biological Literacy Gail Jones Gail Jones Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1989) 51 (8): 480–481. https://doi.org/10.2307/4448993 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Gail Jones; Biological Literacy. The American Biology Teacher 1 November 1989; 51 (8): 480–481. doi: https://doi.org/10.2307/4448993 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1989 National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.}, number={8}, journal={The American Biology Teacher}, publisher={University of California Press}, author={Jones, M.G.}, year={1989}, month={Nov}, pages={480–481} }
 @article{jones_1989, title={Gender Issues in Teacher Education}, volume={40}, ISSN={0022-4871 1552-7816}, url={http://dx.doi.org/10.1177/002248718904000108}, DOI={10.1177/002248718904000108}, abstractNote={ Jones examines the influence of gender bias on classroom interactions. Sixty teachers were observed using the Brophy-Good Teacher-Child Dyadic In teraction System to code classroom in teractions. Teacher experience was then analyzed in relation to gender differ ences in classroom interactions. Teach ers of all levels of experience were found to interact more with male students than with females. The nature of and differ ences in interactional patterns are examined. Reform in teacher prepara tion with regard to educational equity is discussed. }, number={1}, journal={Journal of Teacher Education}, publisher={SAGE Publications}, author={Jones, M. Gail}, year={1989}, month={Jan}, pages={33–38} }
 @article{jones_1989, title={Gender bias in classroom interactions}, volume={60}, number={4}, journal={Contemporary Education}, author={Jones, M.G.}, year={1989}, pages={218–222} }
 @article{jones_wheatley_1989, title={Gender influences in classroom displays and student-teacher behaviors}, volume={73}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.3730730503}, DOI={10.1002/sce.3730730503}, abstractNote={Science EducationVolume 73, Issue 5 p. 535-545 Article Gender influences in classroom displays and student-teacher behaviors M. Gail Jones, M. Gail Jones University of North Carolina-Chapel Hill, Chapel Hill, N.C.Search for more papers by this authorJack Wheatley, Jack Wheatley North Carolina State University, Raleigh, N.C.Search for more papers by this author M. Gail Jones, M. Gail Jones University of North Carolina-Chapel Hill, Chapel Hill, N.C.Search for more papers by this authorJack Wheatley, Jack Wheatley North Carolina State University, Raleigh, N.C.Search for more papers by this author First published: September 1989 https://doi.org/10.1002/sce.3730730503Citations: 30AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume73, Issue5September 1989Pages 535-545 RelatedInformation}, number={5}, journal={Science Education}, publisher={Wiley}, author={Jones, M. Gail and Wheatley, Jack}, year={1989}, month={Sep}, pages={535–545} }
 @book{jones_1989, place={Raleigh, N.C}, title={Project estuary}, publisher={North Carolina Estuarine Research Reserve Program}, author={Jones, M.G.}, year={1989} }
 @article{jones_wheatley_1988, title={Factors influencing the entry of women into science and related fields}, volume={72}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.3730720203}, DOI={10.1002/sce.3730720203}, abstractNote={Science EducationVolume 72, Issue 2 p. 127-142 Article Factors influencing the entry of women into science and related fields M. Gail Jones, M. Gail Jones Science Education, North Carolina State University, Raleigh, North CarolinaSearch for more papers by this authorJack Wheatley, Jack Wheatley Science Education, North Carolina State University, Raleigh, North CarolinaSearch for more papers by this author M. Gail Jones, M. Gail Jones Science Education, North Carolina State University, Raleigh, North CarolinaSearch for more papers by this authorJack Wheatley, Jack Wheatley Science Education, North Carolina State University, Raleigh, North CarolinaSearch for more papers by this author First published: April 1988 https://doi.org/10.1002/sce.3730720203Citations: 21AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume72, Issue2April 1988Pages 127-142 RelatedInformation}, number={2}, journal={Science Education}, publisher={Wiley}, author={Jones, M. Gail and Wheatley, Jack}, year={1988}, month={Apr}, pages={127–142} }
 @article{jones_1988, title={The art of the science fair}, volume={12}, number={2}, journal={Science Scope}, author={Jones, M.G.}, year={1988}, pages={10–11} }
 @book{miller_jones_walters_1987, place={Winston-Salem, N.C}, title={Laboratory manual in general zoology}, publisher={Hunter Publishing Company}, author={Miller, G.C. and Jones, M.G. and Walters, J.}, year={1987} }
 @article{wheatley_spence_jones_1985, title={Studies I: Characteristics of successful student/teacher interaction in marine science projects}, volume={6}, number={2}, journal={Current: The Journal of Marine Education}, author={Wheatley, J. and Spence, L. and Jones, G.}, year={1985}, pages={20–21} }
 @article{wheatley_spence_jones_1985, title={Studies II: Some Characteristics of world of water student winners}, volume={6}, number={2}, journal={Current: The Journal of Marine Education}, author={Wheatley, J. and Spence, L. and Jones, G.}, year={1985}, pages={21} }
 @book{miller_jones_1983, place={Winston-Salem, N.C}, title={Laboratory manual in general zoology}, publisher={Hunter Publishing Company}, author={Miller, G.C. and Jones, M.G.}, year={1983} }
 @book{miller_jones_garner_1980, place={Winston-Salem, N.C}, title={Laboratory manual in general zoology}, publisher={Hunter Publishing Company}, author={Miller, G.C. and Jones, M.G. and Garner, F.M.}, year={1980} }