Gail Jones

Ennes, M., Jones, M. G., Chesnutt, K., Cayton, E., & Childers, G. M. (2023, June 8). Family Science Experiences' Influence on Youths' Achievement Value, Perceived Family Value, and Future Value of Science. RESEARCH IN SCIENCE EDUCATION, Vol. 6. https://doi.org/10.1007/s11165-023-10116-7

Ward, R. V., Jones, M. G., Nieuwsma, J., Bordewieck, K., & Ideus, K. L. (2023, September 23). Scientists' choice of visual displays in climate change outreach: an exploratory study. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT, Vol. 9. https://doi.org/10.1080/21548455.2023.2261156

Rende, K., Jones, M. G., Refvem, E., Carrier, S. J., & Ennes, M. (2022, July 16). Accelerating high school students' science career trajectories through non-formal science volunteer programs. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT, Vol. 7. https://doi.org/10.1080/21548455.2022.2100942

Jones, M. G., Nieuwsma, J., Rende, K., Carrier, S., Refvem, E., Delgado, C., … Huff, P. (2022, October 15). Leveraging the epistemic emotion of awe as a pedagogical tool to teach science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1080/09500693.2022.2133557

Hite, R. L., Jones, M. G., Childers, G. M., Ennes, M. E., Chesnutt, K. M., Pereyra, M., & Cayton, E. M. (2022, January 13). The utility of 3D, haptic-enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart. JOURNAL OF COMPUTER ASSISTED LEARNING, Vol. 1. https://doi.org/10.1111/jcal.12638

Delgado, C., Jones, M. G., & Parker, D. (2021). Crosscutting concept: Scale proportion and quantity. In J. Nordine & O. Lee (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning. Arlington, VA: National Science Teachers Association Press.

Ennes, M., Lawson, D., Stevenson, K., Peterson, N., & Jones, M. G. (2021). It’s about time: perceived barriers to in-service teacher climate change professional development. Environmental Education Research, 27(5), 762–778. https://doi.org/10.1080/13504622.2021.1909708

Jones, M. G., Ennes, M., Weedfall, D., Chesnutt, K., & Cayton, E. (2021, October 21). The Development and Validation of a Measure of Science Capital, Habitus, and Future Science Interests (Jan, 10.1007/s11165-020-09916-y, 2021). RESEARCH IN SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1007/s11165-021-10016-8

Refvem, E., Jones, M. G., Rende, K., Carrier, S., & Ennes, M. (2021, June 13). The Next Generation of Science Educators: Museum Volunteers. JOURNAL OF SCIENCE TEACHER EDUCATION, Vol. 6. https://doi.org/10.1080/1046560X.2021.1929713

Jones, M. G., Chesnutt, K., Ennes, M., Mulvey, K. L., & Cayton, E. (2021). Understanding science career aspirations: Factors predicting future science task value. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 58(7), 937–955. https://doi.org/10.1002/tea.21687

Jones, M. G., Blonder, R., & Kähkönen, A. (2020). Challenges in nanoscience education. In 21st Century Nanoscience - A Handbook: Public policy, education, and global trends (Vol. 10). New York, NY: Taylor and Francis.

Ennes, M., & Jones, M. G. (2020). Connecting underrepresented families to their local environment. In J. Gruber (Ed.), Building Community: Twelve Principles for a Healthy Future (pp. 249–251). British Columbia, Canada: New Society Publishers.

Hite, R., Childers, G., Ennes, M., & Jones, M. G. (2020). Discovery Engineering in Biology: Case studies for grades 6-12. Arlington, VA: National Science Teachers Association Press.

Ennes, M., Jones, M. G., & Chesnutt, K. (2020). Evaluation of Educator Self-Efficacy in Informal Science Centers. Journal of Museum Education, 45(3), 327–339. https://doi.org/10.1080/10598650.2020.1771993

Carrier, S., Jones, M. G., Ennes, M., Lee, T., Madden, L., Cayton, E., … Bellino, M. (2020). Stereotypes of scientists: Seeds of progress and recommendations for elementary teachers. Science Educator, 27(2), 114–120.

Jones, M. G., Ennes, M., Weedfall, D., Chesnutt, K., & Cayton, E. (2020). The Development and Validation of a Measure of Science Capital, Habitus, and Future Science Interests. Research in Science Education, 1. https://doi.org/10.1007/s11165-020-09916-y

Chesnutt, K., Jones, M. G., Corin, E. N., Hite, R., Childers, G., Perez, M. P., … Ennes, M. (2019). Crosscutting concepts and achievement: Is a sense of size and scale related to achievement in science and mathematics? JOURNAL OF RESEARCH IN SCIENCE TEACHING, 56(3), 302–321. https://doi.org/10.1002/tea.21511

Jones, M. G., Corin, E., Ennes, M., Cayton, E., & Childers, G. (2019). Discovery engineering in physical science: Case studies for grades 6–12. Arlington, VA: National Science Teachers Association Press.

Jones, M. G., Lee, T., Chesnutt, K., Carrier, S., Ennes, M., Cayton, E., … Huff, P. (2019). Enclothed cognition: putting lab coats to the test. International Journal of Science Education, 41(14), 1962–1976. https://doi.org/10.1080/09500693.2019.1649504

Hite, R., Jones, M. G., Andre, T., Childers, G., & Corin, E. (2019). Female and minority experiences in an astronomy-based science hobby. Cultural Studies of Science Education, 14(4), 937–962. https://doi.org/10.1007/s11422-018-9884-y

Ertl, B., Luttenberger, S., Lazarides, R., Jones, M. G., & Paechter, M. (2019). Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span. In B. Ertl, S. Luttenberger, R. Lazarides, M. G. Jones, & M. Paechter (Eds.), FRONTIERS IN PSYCHOLOGY (Vol. 10). https://doi.org/10.3389/fpsyg.2019.02758

Hite, R. L., Jones, M. G., Childers, G. M., Ennes, M., Chesnutt, K., Pereyra, M., & Cayton, E. (2019). Investigating Potential Relationships Between Adolescents’ Cognitive Development and Perceptions of Presence in 3-D, Haptic-Enabled, Virtual Reality Science Instruction. Journal of Science Education and Technology, 28(3), 265–284. https://doi.org/10.1007/S10956-018-9764-Y

Hite, R., Jones, M. G., Childers, G., Chesnutt, K., Corin, E. N., & Pereyra, M. (2019). Pre-Service and In-Service Science Teachers’ Technological Acceptance of 3D, Haptic-Enabled Virtual Reality Instructional Technology. Electronic Journal of Science Education, 23(1). Retrieved from https://ejse.southwestern.edu/article/view/18732

Hite, R., Childers, G., & Jones, M. G. (2019). Review of Virtual Reality Hardware Employed in K-20 Science Education. In A. Zhang & D. Cristol (Eds.), Handbook of Mobile Teaching and Learning (2nd ed., pp. 1–12). https://doi.org/10.1007/978-3-642-41981-2_123-1

Corin, E. N., Jones, M. G., Andre, T., & Childers, G. M. (2018). Characteristics of lifelong science learners: an investigation of STEM hobbyists. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT, 8(1), 53–75. https://doi.org/10.1080/21548455.2017.1387313

Jones, M. G., Childers, G., Andre, T., Corin, E. N., & Hite, R. (2018). Citizen scientists and non-citizen scientist hobbyists: motivation, benefits, and influences. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT, 8(4), 287–306. https://doi.org/10.1080/21548455.2018.1475780

Jones, M. G., Childers, G., Corin, E., Chesnutt, K., & Andre, T. (2018). Free choice science learning and STEM career choice. International Journal of Science Education, Part B, 9(1), 29–39. https://doi.org/10.1080/21548455.2018.1534024

Jones, M. G., & Ennes, M. (2018). High-stakes Testing. Oxford Bibliographies Online Datasets. https://doi.org/10.1093/obo/9780199756810-0200

Lee, T., & Jones, G. (2018). Instructional Representations as Tools to Teach Systems Thinking. TOWARDS A FRAMEWORK FOR REPRESENTATIONAL COMPETENCE IN SCIENCE EDUCATION, Vol. 11, pp. 133–153. https://doi.org/10.1007/978-3-319-89945-9_7

Ennes, M., & Jones, M. G. (2018). Lab coats help students see themselves as future scientists. The Conversation. Retrieved from https://theconversation.com/lab-coats-help-students-see-themselves-as-future-scientists-96333

Chesnutt, K., Jones, M. G., Hite, R., Cayton, E., Ennes, M., Corin, E. N., & Childers, G. (2018). Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale. Journal of Research in Science Teaching, 55(6), 876–900. https://doi.org/10.1002/TEA.21443

Lee, T. D., & Gail Jones, M. (2017). Elementary Teachers’ Selection and Use of Visual Models. Journal of Science Education and Technology, 27(1), 1–29. https://doi.org/10.1007/s10956-017-9705-1

Magana, A., Sanchez, K., Shaikh, U., Jones, M. G., Tan, H., Guyaquil, A., & Benes, B. (2017). Exploring multimedia principles for supporting conceptual learning of electricity and magnetism with visuohaptic simulations. Computers in Education, 8(2), 8–23.

Gardner, G. E., Jones, M. G., Albe, V., Blonder, R., Laherto, A., Macher, D., & Paechter, M. (2017). Factors Influencing Postsecondary STEM Students' Views of the Public Communication of an Emergent Technology: a Cross-National Study from Five Universities. RESEARCH IN SCIENCE EDUCATION, 47(5), 1011–1029. https://doi.org/10.1007/s11165-016-9537-7

Ennes, M., Kubasko, D., & Jones, M. G. (2017). Inquiry Into Action: Ecosystems and Animals. Science Scope, 041(03). https://doi.org/10.2505/4/ss17_041_03_28

Childers, G., & Jones, M. G. (2017). Learning from a distance: high school students’ perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation. International Journal of Science Education, 39(3), 257–273. https://doi.org/10.1080/09500693.2016.1278483

Delgado, C., Jones, M. G., You, H. S., Robertson, L., Chesnutt, K., & Halberda, J. (2017). Scale and the evolutionarily based approximate number system: an exploratory study. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 39(8), 1008–1024. https://doi.org/10.1080/09500693.2017.1312626

Corin, E. N., Jones, M. G., Andre, T., Childers, G. M., & Stevens, V. (2017). Science hobbyists: active users of the science-learning ecosystem. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT, 7(2), 161–180. https://doi.org/10.1080/21548455.2015.1118664

Madden, L., Jones, M. G., & Childers, G. (2017). Teacher Education: Modes of Communication within Asynchronous and Synchronous
Communication Platforms. Journal of Classroom Interactions, 52(2), 16–30.

Lee, T. D., Gail Jones, M., & Chesnutt, K. (2017). Teaching Systems Thinking in the Context of the Water Cycle. Research in Science Education, 49(1), 137–172. https://doi.org/10.1007/s11165-017-9613-7

Jones, M. G., Childers, G., Andre, T., Corin, E., & Hite, R. (2016). Citizen scientists and science hobbyists: Educating the life-long learner. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto, K. Hahl, B. Bungum, & P. Nilsson (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 8 (pp. 150–159). Helsinki, Finland: University of Helsinki.

Hite, R., Jones, M. G., & Jur, J. S. (2016). Engineering imagination with ideation. Journal of Interdisciplinary Teacher Leadership, 1(1). https://doi.org/10.46767/kfp.2016-0002

Jones, M. G., Corin, E. N., Andre, T., Childers, G. M., & Stevens, V. (2016). Factors contributing to lifelong science learning: Amateur astronomers and birders. Journal of Research in Science Teaching, 54(3), 412–433. https://doi.org/10.1002/tea.21371

Jones, M. G., Hite, R., Childers, G., Corin, E., Pereyra, M., & Chesnutt, K. (2016). Perceptions of presence in 3-D, haptic-enabled virtual reality instruction. International Journal of Education and Information Technologies, 10, 73–81.

Jones, M. G., Childers, G., Emig, B., Chevrier, J., Stevens, V., & Tan, H. (2016). The Efficacy of Visuohaptic Simulations in Teaching Concepts of Thermal Energy, Pressure, and Random Motion. In Insights from Research in Science Teaching and Learning (pp. 73–86). https://doi.org/10.1007/978-3-319-20074-3_6

Haptic Technologies to Support Learning. (2015). https://doi.org/10.4135/9781483346397.n145

Jones, M. G., Gardner, G. E., Falvo, M., & Taylor, A. (2015). Precollege nanotechnology education: a different kind of thinking. NANOTECHNOLOGY REVIEWS, 4(1), 117–127. https://doi.org/10.1515/ntrev-2014-0014

Jones, G. (2015). Science Kits. In Encyclopedia of Science Education (pp. 908–909). https://doi.org/10.1007/978-94-007-2150-0_331

Lancaster, M., & Jones, M. G. (2015). Science Meets Engineering: Applying the Design Process to Monitor Leatherback Turtle Hatchlings. Science Scope, 038(9). https://doi.org/10.2505/4/ss15_038_09_53

Childers, G., & Jones, M. G. (2015). Students as Virtual Scientists: An exploration of students' and teachers' perceived realness of a remote electron microscopy investigation. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 37(15), 2433–2452. https://doi.org/10.1080/09500693.2015.1082043

Jones, M. G., Hite, R., Childers, G., Corin, E., Pereyra, M., Chesnutt, K., & Goodale, T. (2015). Teachers’ and Students’ Perceptions of Presence in Virtual Reality Instruction. Proceedings of the 11th International Conference on Engineering Education. Presented at the 11th International Conference on Engineering Education, Salerno, Italy.

Forrester, J., & Jones, M. G. (2015). The tears and trophies of science competitions. Science Scope, 38(8), 6,8–9.

Childers, G., Watson, K., Jones, M. G., Williamson, K., & Hoette, V. (2015). Touching the Stars: Making Astronomy Accessible for Students With Visual Impairments. Science Scope, 038(9). https://doi.org/10.2505/4/ss15_038_09_20

Gardner, G. E., & Jones, M. G. (2014). Exploring Pre-Service Teachers' Perceptions of the Risks of Emergent Technologies: Implications for Teaching and Learning. Journal of Nano Education, 6(1), 39–49. https://doi.org/10.1166/jne.2014.1041

Childers, G., & Jones, G. (2014). Students as virtual scientists: A review of remote microscopy use in education. In A. Mendez-Vilas (Ed.), Microscopy: advances in scientific research and education (1195-1198). Badajoz, Spain: Formatex Research Center.

Jones, M. G., & Legon, M. (2014). Teacher attitudes and beliefs: Reforming practice. In N. Lederman & S. Abell (Eds.), Handbook of Research on Science Teaching: Vol. II (pp. 830–847). New York: Routledge.

Blonder, R., Benny, N., & Jones, M. G. (2014). Teaching Self-Efficacy of Science Teachers. In The Role of Science Teachers’ Beliefs in International Classrooms (pp. 3–15). https://doi.org/10.1007/978-94-6209-557-1_1

Jones, M. G., Childers, G., Emig, B., Chevrier, J., Tan, H., Stevens, V., & List, J. (2014). The efficacy of haptic simulations to teach students with visual impairments about temperature and pressure. Journal of Visual Impairment & Blindness, 108(1), 55–61. https://doi.org/10.1177/0145482x1410800106

Jones, M. G., Andre, T., Childers, G., Corin, E., & Hite, R. (2014). Where are the Women and Minority Fossil Collectors? A Study of the Development and Characteristics of Science Hobbyists. The Paleontological Society Special Publications, 13, 106–107. https://doi.org/10.1017/s2475262200012284

Robertson, L., & Jones, M. G. (2013). Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices. International Journal of Science Education, 35(9), 1454–1489. https://doi.org/10.1080/09500693.2013.792439

Jones, M. G. (2013). Conceptualizing size and scale [Monograph]. In R. Mayes, L. Hatfield, & M. V. Mackritis (Eds.), Quantitative reasoning in mathematics and science education: papers from an international STEM research symposium WISDOM emonograph (pp. 147–154). Laramie, Wyoming: University of Wyoming.

Sanchez, K., Magana, A. J., Sederberg, D., Richards, G., Jones, M. G., & Tan, H. (2013). Investigating the impact of visuohaptic simulations for conceptual understanding in electricity and magnetism. 2013 ASEE annual conference program : final conference program & proceedings : June 23-26, 2013, Georgia World Congress Center, Atlanta, GA. Presented at the 2013 ASEE annual conference, Atlanta, GA.

Tretter, T. R., Jones, M. G., & Falvo, M. R. (2013). Nanoscience for All: Strategies for Teaching Nanoscience to Undergraduate Freshmen Science and Non-Science Majors. Journal of Nano Education, 5(1), 70–78. https://doi.org/10.1166/jne.2013.1031

Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and Nanoscale Science: Educational challenges. International Journal of Science Education, 35(9), 1490–1512. https://doi.org/10.1080/09500693.2013.771828

Jones, M. G., Gardner, G. E., Robertson, L., & Robert, S. (2013). Science Professional Learning Communities: Beyond a singular view of teacher professional development. International Journal of Science Education, 35(10), 1756–1774. https://doi.org/10.1080/09500693.2013.791957

Madden, L., Jones, M. G., & Blanchard, M. (2013). Shared photonarratives in an online master’s course: Reflection, context and community. Contemporary Issues in Technology and Teacher Education, 13(1), 41–60.

Taylor, A., & Jones, M. G. (2013). Students’ and teachers’ application of surface area to volume relationships. Research in Science Education, 41(3), 395–411. https://doi.org/10.1007/s11165-011-9277-7

Jones, M. G., Paechter, M., Yen, C.-F., Gardner, G., Taylor, A., & Tretter, T. (2013). Teachers' Concepts of Spatial Scale: An international comparison. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 35(14), 2462–2482. https://doi.org/10.1080/09500693.2011.610382

Zhu, Y., Tracy, J. B., Dong, J., Jiang, X., Jones, M. G., & Childers, G. (2013). Teaching a Multidisciplinary Nanotechnology Laboratory Course to Undergraduate Students. Journal of Nano Education, 5(1), 17–26. https://doi.org/10.1166/jne.2013.1032

Jones, G., Gardner, G. E., Lee, T., Poland, K., & Robert, S. (2013). The Impact of Microbiology Instruction on Students’ Perceptions of Risks Related to Microbial Illness. International Journal of Science Education, Part B, 3(3), 199–213. https://doi.org/10.1080/21548455.2012.684434

Jones, M. G., Forrester, J. H., Robertson, L. E., Gardner, G. E., & Taylor, A. R. (2012). Accuracy of Estimations of Measurements by Students with Visual Impairments. The Journal of Visual Impairment and Blindness, 106(6), 351–355. https://doi.org/10.1177/0145482x1210600604

Jones, M. G., Childers, G., Stevens, V., & Whitley, B. (2012). Citizen scientists: Investigating science in the community. The Science Teacher, 79(9), 36–39.

Jones, G., Robertson, L., Gardner, G. E., Dotger, S., & Blanchard, M. R. (2012). Differential Use of Elementary Science Kits. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 34(15), 2371–2391. https://doi.org/10.1080/09500693.2011.602755

Jones, M. G., Gardner, G. E., Taylor, A. R., Forrester, J. H., & Andre, T. (2012). Students' Accuracy of Measurement Estimation: Context, Units, and Logical Thinking. School Science and Mathematics, 112(3), 171–178. https://doi.org/10.1111/j.1949-8594.2011.00130.x

Jones, M. G., Gardner, G., Taylor, A. R., Wiebe, E., & Forrester, J. (2011). Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking. Research in Science Education, 41(3), 357–368. https://doi.org/10.1007/s11165-010-9169-2

Jones, G., Taylor, A., & Forrester, J. H. (2011). Developing a Scientist: A retrospective look. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 33(12), 1653–1673. https://doi.org/10.1080/09500693.2010.523484

Gardner, G., & Jones, M. G. (2011). Pedagogical preparation of the science graduate teaching assistant: Challenges and implications. Science Educator, 20(2), 31–41.

Gardner, G., & Jones, G. (2011). Perceptions and Practices: Biology graduate teaching assistants' framing of a controversial socioscientific issue. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 33(8), 1031–1054. https://doi.org/10.1080/09500691003743244

Gardner, G. E., & Jones, M. G. (2011). Science Instructors' Perceptions of the Risks of Biotechnology: Implications for Science Education. RESEARCH IN SCIENCE EDUCATION, 41(5), 711–738. https://doi.org/10.1007/s11165-010-9187-0

Jones, M. G., Krebs, D. L., & Banks, A. J. (2011). We Scream for Nano Ice Cream. Science Activities: Classroom Projects and Curriculum Ideas, 48(4), 107–110. https://doi.org/10.1080/00368121.2010.535223

Taylor, A., & Jones, M. G. (2010). Applying science concepts: Factors that influence students’ understandings of surface area to volume. Proceedings for the National Association of Research in Science Teaching. Philadelphia, PA.

Tretter, T. R., Jones, M. G., & Falvo, M. (2010). Impact of Introductory Nanoscience Course on College Freshmen's Conceptions of Spatial Scale. Journal of Nano Education, 2(1), 53–66. https://doi.org/10.1166/jne.2010.1003

Jones, M. G., Taylor, A., & Falvo, M. (2010). Peak into NSTA press: What is scale. NSTA Reports, 21(7), 28–29.

Gardner, G., Jones, G., Taylor, A., Forrester, J., & Robertson, L. (2010). Students' Risk Perceptions of Nanotechnology Applications: Implications for science education. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 32(14), 1951–1969. https://doi.org/10.1080/09500690903331035

Gardner, G. E., & Jones, M. G. (2009). Bacteria buster: Testing antibiotic properties of silver nanoparticles. American Biology Teacher, 71(4), 231–234. https://doi.org/10.2307/27669416

Robertson, L., & Jones, M. G. (2009). Biological clocks and circadian rhythms. Science Scope, 32(6), 41–47.

Jones, M. G., Taylor, A. R., & Broadwell, B. (2009). Concepts of Scale Held by Students With Visual Impairment. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 46(5), 506–519. https://doi.org/10.1002/tea.20277

Jones, M. G., & Taylor, A. R. (2009). Developing a Sense of Scale: Looking Backward. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 46(4), 460–475. https://doi.org/10.1002/tea.20288

Jones, G., Taylor, A., & Broadwell, B. (2009). Estimating Linear Size and Scale: Body rulers. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 31(11), 1495–1509. https://doi.org/10.1080/09500690802101976

Jones, M. G., Taylor, A., & Falvo, M. (2009). Extreme science : from nano to galactic : investigations for grades 6-12. Arlington, VA: National Science Teachers Association Press.

Wiebe, E., Minogue, J., Jones, M. G., Cowley, J., & Krebs, D. (2009). Haptic feedback and students' learning about levers: unraveling the effect of simulated touch. Computers & Education, 53(2), 667–676. https://doi.org/10.1016/j.compedu.2009.04.004

Minogue, J., & Jones, G. (2009). Measuring the Impact of Haptic Feedback Using the SOLO Taxonomy. International Journal of Science Education, 31(10), 1359–1378. https://doi.org/10.1080/09500690801992862

Gardner, G., Jones, M. G., & Falvo, M. (2009). New Science” and societal issues: Considering the ethics of nanosensors. The Science Teacher, 76(7), 49–53.

Jones, M. G., Taylor, A., & Falvo, M. (2009). Oops I did it again. NSTA Reports, 21(2), 24.

Gardner, G. E., Jones, M. G., & Ferzli, M. (2009). Popular media in the biology classroom: viewing popular science skeptically. American Biology Teacher, 71(6), 332–335. https://doi.org/10.2307/20565328

Taylor, A., & Jones, G. (2009). Proportional Reasoning Ability and Concepts of Scale: Surface area to volume relationships in science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 31(9), 1231–1247. https://doi.org/10.1080/09500690802017545

Taylor, A., Jones, M. G., & Pearl, T. (2008). Bumpy, sticky, and shaky: Nanoscale science and the curriculum. Science Scope, 31(7), 28–35.

Jones, M. G., & Rua, M. J. (2008). Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals. School Science and Mathematics, 108(6), 263–278. https://doi.org/10.1111/j.1949-8594.2008.tb17836.x

Taylor, A. R., Jones, M. G., Broadwell, B., & Oppewal, T. (2008). Creativity, Inquiry, or Accountability? Scientists' and Teachers' Perceptions of Science Education. SCIENCE EDUCATION, 92(6), 1058–1075. https://doi.org/10.1002/sce.20272

Jones, M. G., Tretter, T., Taylor, A., & Oppewal, T. (2008). Experienced and novice teachers' concepts of spatial scale. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 30(3), 409–429. https://doi.org/10.1080/09500690701416624

Jones, M. G. (2008). Exploring nanoscale science with middle and high school students. In A. Sweeney & S. Seal (Eds.), Nanoscale science and engineering education. Stevenson Ranch, CA: American Scientific Publishers.

Kubasko, D., Jones, M. G., Tretter, T., & Andre, T. (2008). Is it live or is it memorex? Students' synchronous and asynchronous communication with scientists. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 30(4), 495–514. https://doi.org/10.1080/09500690701217220

Jones, M. G. (2008). Nanoscale science and the science curriculum. ASTC Dimensions, 10.

Jones, M. G., & Broadwell, B. (2008). Visualization Without Vision: Students with Visual. In J. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 283–294). https://doi.org/10.1007/978-1-4020-5267-5_12

Jones, M. G., Falvo, M., Taylor, A., & Broadwell, B. (2007). Build a virus. The Science Reflector, 36(2).

Taylor, A., Jones, M., Broadwell, B., & Oppewal, T. (2007). Coordinating Science Learning: Navigating Tensions between scientists and science educators. The Efficacy of 'Powers of Ten': Concepts of Size and Scale. Proceedings of the National Association of Research in Science Teaching Annual Conference. Presented at the National Association of Research in Science Teaching Annual Conference, New Orleans, LA.

Jones, M. G., Tretter, T., Paechter, M., Kubasko, D., Bokinsky, A., Andre, T., & Negishi, A. (2007). Differences in African-American and European-American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact? Journal of Research in Science Teaching, 44(6), 787–799. https://doi.org/10.1002/tea.20168

Jones, M. G., & al. (2007). Nanoscale science: Activities for grades 6-12. Arlington, VA: NSTA Press.

Jones, M. G., Taylor, A., Broadwell, B., & Falvo, M. (2007). Nanoscale science: activities for grades 6-12. Arlington, VA: National Science Teachers Association Press.

Jones, M. G., Taylor, A., Minogue, J., Broadwell, B., Wiebe, E., & Carter, G. (2007). The Efficacy of 'Powers of Ten': Concepts of Size and Scale. Proceedings of the National Association of Research in Science Teaching Annual Conference. Presented at the National Association of Research in Science Teaching Annual Conference, New Orleans, LA.

Jones, M. G., Taylor, A., Minogue, J., Broadwell, B., Wiebe, E., & Carter, G. (2007). Understanding Scale: Powers of Ten. Journal of Science Education and Technology, 16(2), 191–202. https://doi.org/10.1007/s10956-006-9034-2

Tretter, T. R., Jones, M. G., & Minogue, J. (2006). Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude. Journal of Research in Science Teaching, 43(10), 1061–1085. https://doi.org/10.1002/tea.20155

Jones, M. G., & Rua, M. J. (2006). Conceptions of germs: Expert to novice understandings of microorganisms. Electronic Journal of Science Education, 10(3). Retrieved from https://ejrsme.icrsme.com/article/view/7741

Tretter, T. R., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (2006). Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena. Journal of Research in Science Teaching, 43(3), 282–319. https://doi.org/10.1002/tea.20123

Minogue, J., Jones, M. G., Broadwell, J., & Oppewal, T. (2006). Exploring cells from inside out: New tools for the classroom. Science Scope, 29(6), 28–32.

Paechter, M., Jones, M. G., Tretter, T., Bokinsky, A., Kubasko, D., Negishi, A., & Andre, T. (2006). Hands-on in science education: Multimedia instruction that is appealing to female and male students. In D. Grabe & L. Zimmermann (Eds.), Multimedia Applications in Education (pp. 78–85). Graz: FH Joanneum.

Minogue, J., & Jones, M. G. (2006). Haptics in education: Exploring an untapped sensory modality. REVIEW OF EDUCATIONAL RESEARCH, 76(3), 317–348. https://doi.org/10.3102/00346543076003317

Jones, M. G., & Edmunds, J. (2006). Models of elementary science instruction: Roles of science specialist teachers. In K. Appleton (Ed.), Elementary science teacher education : international perspectives on contemporary issues and practice. Mahwah, New Jersey: Lawrence Erlbaum in association with AETS.

Tretter, T., Jones, M. G., & Minogue, J. (2006). Navigating across spatial scales in science: Different worlds, unifying concept. Proceedings of the National Association of Research In Science Teaching Annual Meeting. Presented at the National Association of Research In Science Teaching Annual Meeting, San Francisco, CA.

Painter, J., Jones, M. G., Tretter, T. R., & Kubasko, D. (2006). Pulling Back the Curtain: Uncovering and Changing Students' Perceptions of Scientists. School Science and Mathematics, 106(4), 181–190. https://doi.org/10.1111/j.1949-8594.2006.tb18074.x

Jones, M. G., & Carter, G. (2006). Science teacher attitudes and beliefs. In S. Abel & N. Lederman (Eds.), Handbook of Research on Science Teaching. Hillsdale, NJ: Lawrence Erlbaum Associates.

Jones, M. G., Falvo, M. R., Broadwell, B., & Dotger, S. (2006). Self-Assembly: How nature builds. Science Teacher, 73(9), 54–57.

Minogue, J., Jones, M. G., Oppewal, T., & Broadwell, B. (2006). The Impact of haptic feedback on students' understandings of the animal cell. Proceedings of the National Association of Research In Science Teaching Annual Meeting. Presented at the National Association of Research In Science Teaching Annual Meeting, San Francisco, CA.

Minogue, J., Gail Jones, M., Broadwell, B., & Oppewall, T. (2006). The impact of haptic augmentation on middle school students’ conceptions of the animal cell. Virtual Reality, 10(3-4), 293–305. https://doi.org/10.1007/S10055-006-0052-4

Jones, M. G., Minogue, J., Oppewal, T., Cook, M. P., & Broadwell, B. (2006). Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch. Journal of Science Education and Technology, 15(5-6), 345–351. https://doi.org/10.1007/s10956-006-9022-6

Jones, M. G., Minogue, J., Oppewal, T., Cook, M., & Broadwell, B. (2006). Visualizing without vision at the microscale: Students with visual impairment explore cells with touch. Proceedings of the National Association of Research In Science Teaching Annual Meeting. Presented at the National Association of Research In Science Teaching Annual Meeting, San Francisco, CA.

Jones, M., Bokinsky, A., Tretter, T., & Negishi, A. (2005). A comparison of learning with haptic and visual modalities. Haptics-e The Electronic Journal of Haptics Research, 3(6). Retrieved from http://hdl.handle.net/1773/34891

Jones, M. G., Minogue, J., Tretter, T. R., Negishi, A., & Taylor, R. (2005). Haptic augmentation of science instruction: Does touch matter? Science Education, 90(1), 111–123. https://doi.org/10.1002/sce.20086

Jones, M. G., Broadwell, B., Falvo, M., Minogue, J., & Oppewal, T. (2005). It’s a small world after all: Exploring nanotechnology in our clothes. Science and Children, 43(2), 44–46.

Hardin, B. J., Jones, M. G., & Figueras, O. (2005). More Than Clocks and Calendars: The Construction of Timekeepers by Eleven Kindergarten Children in Mexico and the United States. Journal of Research in Childhood Education, 19(3), 223–241. https://doi.org/10.1080/02568540509595067

Taylor, R. M., Borland, D., Brooks, F. P., Falvo, M., Jeffay, K., Jones, G., … Robinett, W. (2005). Visualization and Natural Control Systems for Microscopy. In C. D. Hansen & C. R. Johnson (Eds.), Visualization Handbook (pp. 893–918). https://doi.org/10.1016/b978-012387582-2/50048-4

Moyer, P. S., & Jones, M. G. (2004). Controlling Choice: Teachers, Students, and Manipulatives in Mathematics Classrooms. School Science and Mathematics, 104(1), 16–31. https://doi.org/10.1111/j.1949-8594.2004.tb17978.x

Jones, M. G., Andre, T., Kubasko, D., Bokinsky, A., Tretter, T., Negishi, A., … Superfine, R. (2004). Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students. Science Education, 88(1), 55–71. https://doi.org/10.1002/sce.10112

Tretter, T., & Jones, M. G. (2003). A sense of scale: : Studying how scale affects systems and organisms. Science Teacher, 70(1), 22–25.

Jones, M. G., Bokinsky, A., Tretter, T., Negishi, A., Kubasko, D., Superfine, R., & Taylor, R. (2003). Atomic force microscopy with touch: Educational applications. In A. Mendez-Vilas (Ed.), Science, technology and education of microscopy: An overview: Vol. II (pp. 776–786). Madrid, Spain: Formatex.

Carter, G., Jones, M. G., & Rua, M. (2003). Effects of partner's ability on the achievement and conceptual organization of high-achieving fifth-grade students. Science Education, 87(1), 94–111. https://doi.org/10.1002/sce.10031

Jones, M. G., Andre, T., Superfine, R., & Taylor, R. (2003). Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses, scale, and microscopy. Journal of Research in Science Teaching, 40(3), 303–322. https://doi.org/10.1002/tea.10078

Tretter, T. R., & Jones, M. G. (2003). Relationships Between Inquiry-Based Teaching and Physical Science Standardized Test Scores. School Science and Mathematics, 103(7), 345–350. https://doi.org/10.1111/j.1949-8594.2003.tb18211.x

Jones, M. G., Hargrove, T., & Jones, B. (2003). The failed metaphors of teaching. The School Administrator, 60(11), 26–28.

Jones, M. G., Jones, B., & Hargrove, T. (2003). The unintended consequences of high stakes testing. Boulder, Co: Rowman and Littlefield.

Malloy, C. E., & Jones, M. G. (2002). An investigation of African-American students' mathematical problem solving. In J. T. Sowder & B. P. Schappelle (Eds.), Lessons learned from research (pp. 91–195). Reston, VA: National Council of Teachers of Mathematics.

Jones, M. G., Bokinsky, A., Andre, T., Kubasko, D., Negishi, A., Taylor, R., & Superfine, R. (2002). Nanomanipulator applications in education: the impact of haptic experiences on students' attitudes and concepts. Proceedings 10th Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems. HAPTICS 2002, 295–298. https://doi.org/10.1109/haptic.2002.998971

Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Studies, 5(3), 1–10.

Andre, T., Jones, M. G., Superfine, R., & Taylor, R. (2001). 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. Technology and Teacher Education Annual, 3, 2510–2515.

Jones, M. G., Carter, G., & Rua, M. J. (2000). Exploring the Development of Conceptual Ecologies: Communities of Concepts Related to Convection and Heat. Journal of Research in Science Teaching, 37(2), 139–159. https://doi.org/10.1002/(sici)1098-2736(200002)37:2<139::aid-tea4>3.0.co;2-1

Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192. https://doi.org/10.1002/(sici)1098-237x(200003)84:2<180::aid-sce3>3.0.co;2-x

Jones, M. G., & Carter, G. (2000). Grupos pequenos e construoes partilhadas. In J. J. Mintzes, J. H. Wandersee, & J. D. Novak (Eds.), Ensinando ciencia para a compreensao: Uma visao construtivista (pp. 232–247). Lisbon, Portugal: Platano Edicoes Tecnicas.

Jones, M. G., Brader-Araje, L., Carboni, L. W., Carter, G., Rua, M. J., Banilower, E., & Hatch, H. (2000). Tool time: Gender and students' use of tools, control, and authority. Journal of Research in Science Teaching, 37(8), 760–783. https://doi.org/10.1002/1098-2736(200010)37:8<760::aid-tea2>3.0.co;2-v

Superfine, R., Falvo, M., Steele, J., Matthews, G., Guthold, M., Erie, D., … Washburn, S. (2000). Touching on the nanometer scale: Slip, roll and tear. In D. B. Williams & R. Shimizu (Eds.), 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 (pp. 369–370). Bristol: Institute of Physics Publishing.

Superfine, R., Jones, M. G., & Taylor, R. (2000). Touching viruses in a networked microscopy outreach project. Proceedings of the conference on K-12 Outreach from University Science Departments, 151–153. Raleigh, NC: North Carolina State University.

Hargrove, T., Jones, M. G., Jones, B., Hardin, B., Chapman, L., & Davis, M. (2000). Unintended consequences of high-stakes testing in North Carolina: Teacher Perceptions. ERS Spectrum, 18(4), 21–25.

Jones, M. G. (1999). Adolescent profiles: Characteristics of early adolescence. In S. Totten (Ed.), Practicing what we preach: Preparing middle level educators (pp. 249–252). New York, NY: Falmer.

Jones, M. G., Carter, G., & Rua, M. J. (1999). Children's concepts: Tools for transforming science teachers' knowledge. Science Education, 83(5), 545–557. https://doi.org/10.1002/(sici)1098-237x(199909)83:5<545::aid-sce3>3.0.co;2-u

Jones, M. G. (1999). Cooperative logic: Which school is a "true" middle school? In S. Totten (Ed.), Practicing what we preach: Preparing middle level educators (pp. 16–20). New York, NY: Falmer.

Jones, M. G. (1999). Cultural queries: Exploring gender and multicultural issues. In S. Totten (Ed.), Practicing what we preach: Preparing middle level educators (pp. 245–248). New York, NY: Falmer.

Galassi, J., Brader-Araje, L., Brooks, L., Dennison, P., Jones, M. G., Mebane, D., … Vesilind, E. (1999). Emerging Results From a Middle School Professional Development School: The McDougle-University of North Carolina Collaborative Inquiry Partnership Groups. Peabody Journal of Education, 74(3-4), 236–253. https://doi.org/10.1207/s15327930pje7403&4_17

Jones, M. G., & Brader-Araje, L. (1999). Middle Schools are Communities of Many Voices. Middle School Journal, 31(2), 42–48. https://doi.org/10.1080/00940771.1999.11494617

Jones, M. G., Brader-Araje, L., Carboni, L., Carter, G., & Rua, M. (1999). Paradoxes of progress: The intersection of science tools, exploration, and competition. In G. H. Hildebrand (Ed.), Proceedings of the Gender and Science Education (GASE) Colloquium (pp. 36–49). Boston, Mass: The University of Melbourne.

Jones, M. G., Jones, D., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impact of high stakes testing on teachers and students in North Carolina. Phi Delta Kappan, 81(3), 199–203.

Jones, M. G., Superfine, R., & Taylor, R. (1999). Virtual viruses. Science Teacher, 66(70), 48–50.

Malloy, C. E., & Jones, M. G. (1998). An Investigation of African American Students' Mathematical Problem Solving. Journal for Research in Mathematics Education, 29(2), 143. https://doi.org/10.2307/749896

Vesilind, E. M., & Jones, M. G. (1998). Gardens or graveyards: Science education reform and school culture. Journal of Research in Science Teaching, 35(7), 757–775. https://doi.org/10.1002/(sici)1098-2736(199809)35:7<757::aid-tea6>3.0.co;2-k

Jones, M. G., Rua, M. J., & Carter, G. (1998). Science teachers' conceptual growth within Vygotsky's zone of proximal development. Journal of Research in Science Teaching, 35(9), 967–985. https://doi.org/10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.0.co;2-r

Jones, M. G., & Carter, G. (1998). Small groups and shared constructions. In J. Mintzes, J. Wandersee, & J. Novak (Eds.), Teaching science for understanding: A human constructivist view (pp. 261–278). https://doi.org/10.1016/B978-012498360-1/50011-8

Brader-Araje, L., & Jones, M. G. (1998). Tools of gender: Conversation space and control during dyad interaction. Proceedings of the Women's Studies Graduate Research Conference. Presented at the Women's Studies Graduate Research Conference, Duke University, Durham, NC.

Jeffay, K., Smith, F., Taylor, R., Bishop, G., Anderson, J., Superfine, R., & Jones, M. G. (1997). Design principles for distributed, interactive, virtual environments.

Jones, M. G. (1996). Family science: A celebration of diversity. Science and Children, 34(2), 26–30.

Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393–406. https://doi.org/10.1002/(sici)1098-2736(199604)33:4<393::aid-tea3>3.0.co;2-n

Vesilind, E. M., & Jones, M. G. (1996). Hands-On: Science Education Reform. Journal of Teacher Education, 47(5), 375–385. https://doi.org/10.1177/0022487196047005007

Jones, M. G. (1996). North Carolina's estuaries: Rich sources for interdisciplinary studies. The League Journal, 17, 2–6.

Jones, M. G. (1996). North Carolina's wild ponies. The Journal, 4(1), 36–40.

Jones, M. G., & Vesilind, E. M. (1996). Putting Practice Into Theory: Changes in the Organization of Preservice                Teachers’ Pedagogical Knowledge. American Educational Research Journal, 33(1), 91–117. https://doi.org/10.3102/00028312033001091

Jones, M. G. (1996). The constructivist leader. In J. Rhoton & P. Bowers (Eds.), Issues in science education (pp. 140–148). Arlington, VA: National Science Teachers Association.

Jones, M. G. (1995). Gender equity for the twenty-first century. In B. Day (Ed.), Education for the twenty-first century: Key issues: leadership, legislation, and learning (pp. 425–440). Austin, TX: The Delta Kappa Gamma Society International.

Meece, J., & Jones, M. G. (1995). Girls in mathematics and science: Constructivism as a feminist perspective. The High School Journal, 79(3), 242–248.

Jones, M. G., & Vesilind, E. (1995). Preservice teachers' cognitive frameworks for class management. Teaching and Teacher Education, 11(4), 313–330. https://doi.org/10.1016/0742-051x(94)00036-6

Jones, M. G., & Carter, G. (1995). Weather folklore: Fact or fiction. Science and Children, 33(1), 18–20.

Jones, M. G., & Gerig, T. (1994). Ability grouping and classroom interactions. The Journal of Classroom Interaction, 29(2), 27–34.

Jones, M. G. (1994). Assessment potpourri. Science and Children, 32(2), 14–17.

Jones, M. G. (1994). Assessment takes wing [Toolkit]. Portland, OR: Laboratory Program on Science and Mathematics Assessment, Northwest Regional Educational Laboratory.

Jones, M. G., & Vesilind, E. (1994). Changes in student teachers' interactions with pupils. The Journal of Classroom Interaction, 29(1), 25–29.

Jones, M. G. (1994). Constructing knowledge of science concepts. The Journal, III, 13–16.

Jones, M. G. (1994). Fragile areas along the sea: National estuarine research reserve system. Wetland Journal, 6, 4–5.

Jones, M. G. (1994). Performance-Based Assessment in Middle School Science. Middle School Journal, 25(4), 35–38. https://doi.org/10.1080/00940771.1994.11496108

Carter, G., & Jones, M. G. (1994). Relationship between ability-paired interactions and the development of fifth graders' concepts of balance. Journal of Research in Science Teaching, 31(8), 847–856. https://doi.org/10.1002/tea.3660310807

Jones, M. G., & Gerig, T. M. (1994). Silent Sixth-Grade Students: Characteristics, Achievement, and Teacher Expectations. The Elementary School Journal, 95(2), 169–182. https://doi.org/10.1086/461797

Carter, G., & Jones, M. G. (1994). The Case of the Disappearing “Peanuts.” Science Activities: Classroom Projects and Curriculum Ideas, 30(4), 8–10. https://doi.org/10.1080/00368121.1994.10113109

Markham, K. M., Mintzes, J. J., & Jones, M. G. (1994). The concept map as a research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31(1), 91–101. https://doi.org/10.1002/tea.3660310109

Jones, M. G. (1994). Tides of time. In Project WET Curriculum and Activity Guide. Project WET Foundation.

Jones, M. G., & Carter, G. (1994). Verbal and nonverbal behavior of ability-grouped dyads. Journal of Research in Science Teaching, 31(6), 603–619. https://doi.org/10.1002/tea.3660310604

Jones, M. G. (1993). Bioluminescence: Activities that will receive glowing reviews. The Science Teacher, 60(1), 19–21.

Jones, M. G., & Vesilind, E. (1993). Changes in the structure of pedagogical knowledge in preservice teachers. Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Presented at the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, New York.

Jones, M. G., & Carter, G. (1993). Families+ math + science = Formula for success. The Journal of the North Carolina League of Middle Level Schools, 14, 11–13.

Jones, G., DeLucia, S., & Davis, J. (1993). From Junior High to Middle School: How Science Instruction Is Affected. NASSP Bulletin, 77(556), 89–96. https://doi.org/10.1177/019263659307755612

Jones, M. G. (1993). Sound ideas. Raleigh, N.C: North Carolina Estuarine Research Reserve Program.

Jones, M. G., & Moore, E. (1993). Teacher education through partnership: A Clinical-collaborative program. North Carolina Journal of Teacher Education, VI(1), 42–53.

Vesilind, E., & Jones, M. G. (1993). Through a sideways door: A resource model of teacher change. Chapel Hill, NC: UNC Mathematics and Science Education Network.

Jones, M. G. (1992). Assessment takes wing. Science Scope, 15(6), 19–20.

Jones, M. G. (1991). Biological clocks [Reprint]. Science Teacher, 58(3), 16–20.

Jones, M. G. (1991). Competitive science: Gender differences in the physical and biological sciences. In L. Rennie, L. Parker, & G. Hildebrand (Eds.), Proceedings of the Sixth International GASAT Conference (pp. 261–269). Victoria, Australia: Key Centre.

Jones, M. G. (1991). Create an invertebrate [Reprint]. In P. Keener & C. Camp (Eds.), Sea Things Objectively : A marine education activities booklet (Vol. 3, pp. 24–26). South Carolina Sea Grant Publication.

Jones, M. G. (1991). Creating a cooperative middle school through cooperative learning. The League Journal, 12(1), 21–23.

Jones, M. G. (1991). Endangered, threatened, rare, or extinct? [Reprint]. In P. Keener & C. Camp (Eds.), Sea Things Objectively : A marine education activities booklet (pp. 44–48). South Carolina Sea Grant Publication.

Jones, G. (1991). Gender differences in science competitions. Science Education, 75(2), 159–167. https://doi.org/10.1002/sce.3730750202

Jones, M. G. (1991). Gender issues in teacher education. Annual Editions: Education, 91/92, 141–146.

Jones, M. G. (1991). Oceans alive. Chapel Hill, N.C: Environmental Media Corporation.

Jones, M. G. (1991). Seahouse. Chapel Hill, N.C: Environmental Media Corporation.

Jones, M. G. (1991). The tides of time [Reprint]. In P. Keener & C. Camp (Eds.), Sea Things Objectively : A marine education activities booklet (pp. 27–35). St. Michaels, Maryland: South Carolina Sea Grant Publication.

Jones, M. G. (1990). Action zone theory, target students and science classroom interactions. Journal of Research in Science Teaching, 27(7), 651–660. https://doi.org/10.1002/tea.3660270705

Jones, M. G. (1990). Cooperative Learning: Developmentally Appropriate for Middle Level Students. Middle School Journal, 22(1), 12–16. https://doi.org/10.1080/00940771.1990.11495111

Jones, M. G. (1990). Estuaries in your biology program. Current: The Journal of Marine Education, 10(1), 35–37.

Jones, M. G. (1990). Fish forms. Masthead, Mid-Atlantic Marine Education Association Newsletter, 10(2), 9–10.

Jones, M. G., & Wheatley, J. (1990). Gender differences in teacher-student interactions in science classrooms. Journal of Research in Science Teaching, 27(9), 861–874. https://doi.org/10.1002/tea.3660270906

Hill, S., Shaw, R., Carter, G., & Jones, M. G. (1990). Integrated science: Book 1. Durham: Carolina Academic Press.

Jones, M. G., Carter, G., Shaw, R., & Hill, S. (1990). Integrated science: Book 2. Durham: Carolina Academic Press.

Jones, M. G. (1990). North Carolina estuarine research reserves. Current: The Journal of Marine Education, 10(1), 7–10.

Spence, L., Armstrong, N., & Jones, M. G. (1990). Top priorities in estuarine education concepts. Current: The Journal of Marine Education, 10(1), 28–30.

Jones, M. G. (1989). Biological Literacy. The American Biology Teacher, 51(8), 480–481. https://doi.org/10.2307/4448993

Jones, M. G. (1989). Gender Issues in Teacher Education. Journal of Teacher Education, 40(1), 33–38. https://doi.org/10.1177/002248718904000108

Jones, M. G. (1989). Gender bias in classroom interactions. Contemporary Education, 60(4), 218–222.

Jones, M. G., & Wheatley, J. (1989). Gender influences in classroom displays and student-teacher behaviors. Science Education, 73(5), 535–545. https://doi.org/10.1002/sce.3730730503

Jones, M. G. (1989). Project estuary. Raleigh, N.C: North Carolina Estuarine Research Reserve Program.

Jones, M. G., & Wheatley, J. (1988). Factors influencing the entry of women into science and related fields. Science Education, 72(2), 127–142. https://doi.org/10.1002/sce.3730720203

Jones, M. G. (1988). The art of the science fair. Science Scope, 12(2), 10–11.

Miller, G. C., Jones, M. G., & Walters, J. (1987). Laboratory manual in general zoology. Winston-Salem, N.C: Hunter Publishing Company.

Wheatley, J., Spence, L., & Jones, G. (1985). Studies I: Characteristics of successful student/teacher interaction in marine science projects. Current: The Journal of Marine Education, 6(2), 20–21.

Wheatley, J., Spence, L., & Jones, G. (1985). Studies II: Some Characteristics of world of water student winners. Current: The Journal of Marine Education, 6(2), 21.

Miller, G. C., & Jones, M. G. (1983). Laboratory manual in general zoology. Winston-Salem, N.C: Hunter Publishing Company.

Miller, G. C., Jones, M. G., & Garner, F. M. (1980). Laboratory manual in general zoology. Winston-Salem, N.C: Hunter Publishing Company.