@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{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} }