departments & programs academic departments mathematics, science & technology education faculty & staffFaculty & Staff
Gail Jones, ph.d.Professor |
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Education
Ph.D. in Science Education, North Carolina State University, Raleigh, NC
M.A. in Biology, Appalachian State University, Boone, NC
B.S. in Biology, Appalachian State University, Boone, NC
Research Areas
Current research interests include:
• Nanotechnology Education
• Teaching and Learning Scale and Scaling
• Haptics (touch) and Learning
• Gender and Science
• Innovations in Technology
• Teaching and Learning science
• Conceptual Change
Courses Taught
Currently teaches graduate and undergraduate courses in Science Education.
Current Projects
NSF Scale and Scaling Across the Science Domains
NSF Investigating Viruses with Nanotechnology
website: http://ced.ncsu.edu/nanoscale/
Recent Publications
Book Chapters
• Jones, M. G., Jones, B., & Hargrove, T. (2003). The unintended consequences of high stakes testing. Boulder, Co.: Rowman and Littlefield.
• Jones, M.G. (1993). Sound ideas. North Carolina Estuarine Research Reserve Program:Raleigh, N.C.
• Jones, M.G., Carter, G., Shaw, R., & Hill, S. (1990). Integrated science: Book 2. Durham: Carolina Academic Press.
• Hill, S., Shaw, R., Carter, G., & Jones, M.G. (1990). Integrated science: Book 1. Durham: Carolina Academic Press.
• Jones, M.G. (1989). Project estuary. North Carolina Estuarine Research Reserve Program:Raleigh, N.C.
• Miller, G.C., Jones, M.G., &Walters, J.(1987). Laboratory manual in general zoology. Winston-Salem, N.C.: Hunter Publishing Company.
• 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.
• Jones, M. G., & Carter, G. (in press).Science teacher attitudes and beliefs. Handbook of Research on Science Teaching. S. Abel (ed.).
• Jones, M.G., & Edmunds, J. (2005). Models of elementary science instruction: Roles of science resource teachers. In K. Appleton, (Ed.). Elementary science teacher education: Contemporary issues and practice. Mahwah, New Jersey: Lawrence Erlbaum in association with AETS.
• Jones,M. G., Bokinsky, A., Tretter, T., Negishi, A., Kubasko, D., Superfine, R., Taylor, R. (2003).Atomic force microscopy with touch:Educational applications. Science, technology and education of microscopy: An overview, vol. II, (pp. 776-686). A. Mendez-Vilas, (Ed.). Madrid, Spain:Formatex.
• Taylor, R., Borland, D., Brooks, F., Falvo, M., Guthold, M., Hudson, T., Jeffay, K., Jones, M. G., Marshburn, D., Papadakis, S., Qin, L., Seeger, A., Smith, F., Sonnenwald, D., Superfine, R., Washburn, S., Weigle, C., Whitton, M., Williams, P., Vicci, L., Robnette, W. (2004). Visualization and natural control systems for microscopy.In C. Johnson and C. Hansen (Eds.). Visualization handbook. BurlingtonMA:Academic Press, 875-900.
• Malloy, C., & Jones, M. G. (2001).An investigation of African-American students' mathematical problem solving.In J. Sowder & B. Schappelle (Eds.) Research, reflection, and practice, (pp. 91-195). Reston, VA: NCTM.
• 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. (Portuguese translation of English edition).
• Jones, M.G., & Carter, G. (1997).Small groups and shared constructions.In J. Mintzes, J. Wandersee, & J. Novak, (Eds.), Teaching science for understanding:A human constructivist view (pp. 261-278).Educational Psychology Series, San Diego, CA:Academic Press.
• 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.
Refereed Publications
• Tretter, T. R., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (in press). Conceptual Boundaries and Distances: Students' and Adults' Concepts of the Scale of Scientific Phenomena. Journal of Research in Science Teaching.
• 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.
• Rua, M., & Jones, M. G. (in press). Conceptions of Germs:Expert to Novice Understandings of Microbes. Electronic Journal of Science Education.
• Jones, M. G. & Rua, M. (in press). Multidimensional conceptual representations of flu and microbial illness held by students, teachers, and medical professionals.
• Tretter, T. R., Jones, M. G., & Minogue, J. (in press). Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude. Journal of Research in Science Teaching.
•Jones, M., Bokinsky, A., Tretter, T., & Negishi, A. (2005, May 3). A comparison of learning with haptic and visual modalities. Haptics-e The Electronic Journal of Haptics Research [Online], 4(0). Available: http://albion.ee.washington.edu/he/ojs/viewarticle.php?id=44
• Hardin, B., Jones, M. G., Figueras, O. (in press).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.
• Jones, M. G., Tretter, T., Paechter, M., Kubasko,D., & Bokinsky, A. (2005).Spectator or participant?African-American students' writing about science.Science Education (submitted for review).
• Jones, M. G., Minogue, J., Tretter, T., Negishi, A., & Taylor, T. (in press).Haptic augmentation of science instruction: Does touch matter? Science Education.
• Moyer, P. & Jones, M.G. (2003).Controlling choice:Teachers, Students, and Manipulatives in mathematics classrooms. School Science and Mathematics, 104, 16-31.
• Jones, M. G., Andre, T., Kubasko, D., Bokinsky, A., Tretter, T., Negishi, A., Taylor, R., Superfine, R. (2004). Remote atomic force micrscopy of microscopic organisms:Technological innovations for hands-on science with middle and high school students. Science Education, 88, 55-71.
• Painter, J., Jones, M. G., Kubasko, D., Tretter, T., Negishi, A., Andre, T. (in press).Pulling back the curtain:Scientists in the classroom. School Science and Mathematics.
• Tretter, T., & Jones, M. G. (2003).Relationships between inquiry-based teaching and physical science standardized test scores. School Science and Mathematics, 103(7), 345-350.
• Jones, M. G., Andre, T., Kubsko, D., Bokinsky, A., Tretter, T., Negishi, A., Taylor, R., & Superfine, R. (2004). Remote Atomic Force Microscopy of microscopic organisms: Technologicalinnovations for hands-on science with middle and high school students. Science Education, 88, 55-70.
• Jones, M. G., Hargrove, T., & Jones, B. (2003).The failed metaphors of teaching. The School Adminstrator, 60(11), 26-28.
• Carter, G., Jones, M.G., & Rua, M. (2003).The effects of partner's ability on the achievement and conceptual organization of high achieving fifth grade students. Science Education, 87(1), 94-111.
• Tretter, T., & Jones, M.G. (2003).A sense of scale. Science Teacher, 70(1), 22-25.
• 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.
• Jones, M. G., & Brader-Araje, L. (2002).The impact of constructivism on education:Language, discourse, and meaning. American Communication Studies, 5, 1-10.
• Jones, M. G., Brader-Araje, L., Carboni, L., Carter, G., Rua, M., 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.
• 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.), Gazing into the future: Proceedings of the gender and science education (GASE) colloquium, Boston, The University of Melbourne, Parkville, Vic., Chapter 11.
• Jones, M.G., Rua, M., Carter, G.(1999).Children's concepts:Tools for transforming science teachers' knowledge. Science Education, 83, 545-557.
• Jones, M. G., Carter, G., & Rua, M. (1999). Exploring the development of conceptual ecologies:Communities of concepts related to convection and heat, Journal of Research in Science Teaching, 37, 139-159.
• Jones, M.G., Howe, A., Rua, M. (2000).Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192.
• Jones, M.G. (1999).Cooperative logic:Which school is a "true" middle school? In S. Totten (Ed.), Preparing middle level educators:Practicing what we preach (pp. 16-20). NY:Falmer.
• Jones, M.G. (1999). Adolescent profiles:Characteristics of early adolescence. In S. Totten (Ed.), Preparing middle level educators:Practicing what we preach (pp. 249-252). NY: Falmer.
• Jones, M.G. (1999).Cultural queries:Exploring gender and multicultural issues.In S. Totten (Ed.), Preparing middle level educators:Practicing what we preach (pp. 245-248). NY: Falmer
• Jones, M.G., Superfine, R., Taylor, R. (1999).Virtual viruses. Science Teacher, 66(70), 48-50.
• Galassi, J., Brader-Araje, L., Brooks, L., Dennison, P., Jones, M.G., Mebane, D., Richer, M., White, K., Vesilind, L. (1999). Emerging Results from a middle school PDS:The McDougle - UNC collaborative inquiry partnership groups. Peabody Journal of Education, 74, 236-253.
• Jones, M. G. (1999).Middle schools:A community of many voices. Middle School Journal, 31(2), 42-48.
• Jones, M.G., Rua, M., & Carter, G. (1998).Science teachers' conceptual growth within Vygotsky's zone of proximal development. Journal of Research in Science Teaching, 35(9), 967-985.
• Vesilind, E. & Jones, M. G. (1998).Gardens or graveyards:Science reform and school culture. Journal of Research in Science Teaching, 35(7), 757-775.
• Malloy, C., & Jones, M. G. (1998).An investigation of African American students' mathematical problem solving. Journal of Research in Mathematics Education, 29(8), 143-163.
• Jones, M.G. (1996).Family science:A celebration of diversity. Science and Children, 34(2), 31-33.
• Vesilind, E. & Jones, M.G. (1996).Hands-on:Science education reform. Journal of Teacher Education, 47(5), 375-385.
• Jones, M.G. (1996).North Carolina's wild ponies. The Journal, 4(1), 36-40.
• Meece, J., & 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.
• Jones, M.G. (1996). North Carolina's estuaries: Rich sources for interdisciplinary studies. The League Journal, 17, 2-6.
• Jones, M. G., & Vesilind, E. (1996). Putting practice into theory:Changes in the organization of preservice teachers' pedagogical knowledge. American Educational Research Journal, 33(1), 91-117.
• Jones, M. G., & Vesilind, E. (1995). Preservice teachers' development of a cognitive framework for class management. Teaching and Teacher Education, 11(4), 313-330.
• Jones, M. G. & Carter, G. (1995).Weather folklore: Fact or fiction. Science and Children, 33(1), 19-20.
• Meece, J., & Jones, M.G. (1995). Girls in mathematics and science:Constructivism as a feminist perspective. The High School Journal, 79(6), 242-248.
• Jones, M.G. (1994).Constructing knowledge of science concepts. The Journal, III, 13-16.
• Carter, G., & Jones, M.G. (1994).The relationship between ability-paired interactions and the development of fifth graders' concepts of balance. Journal of Research in Science Teaching, 31, 847-856.
• Carter, G., & Jones, M.G. (1994). The case of the disappearing peanuts. Science Activities. 30(4), 8-10.
• Jones, M.G. (1994).Fragile areas along the sea:National estuarine research reserve system. Wetland Journal, 6, 4-5.
• Markham, K., Mintzes, 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.
• Jones, M. G., & Gerig, T.(1994). Silent students:Characteristics, achievement and teacher expectations. Elementary School Journal, 95, 169-182.
• Jones, M. G., & Carter, G.(1994). Verbal and non-verbal behavior of ability-grouped dyads. Journal of Research in Science Teaching, 31(6), 603-619.
• Jones, M.G., & Vesilind, E. (1994). Changes in student teachers' interactions with pupils. Journal of Classroom Interactions, 28(1), 24-28.
• Jones, M. G. (1994). Assessment potpourri. Science and Children, 32(2), 14-17.
• Jones, M. G. (1994). Assessment takes wing. Reprinted from Science Scope in Tool Kit, published by the Laboratory Program on Science and Mathematics Assessment. Northwest Regional Educational Laboratory.
• Jones, M. G. (1994). Performance-based assessment for middle school science programs. Middle School Journal, 25(4), 35-38.
• Jones, M. G. (1994). Tides of time. Reprinted in Project Wet Curriculum and Activity Guide.
• Jones, M.G., & Gerig, T. (1993). Ability grouping and classroom interactions. Journal of Classroom Interactions, 29, 27-34.
• Jones, M.G., De Lucia, S. & Davis, J. (1993). From junior high to middle school:How science instruction is affected. NASSP Bulletin, 77(556), 89-96.
• 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, CornellCollege, 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, M.G. (1993). Bioluminescence: A glow in the dark. Science Teacher, 60(1), 19-21.
• Jones, M.G. & Moore, E. (1993). Teacher education through partnership: A Clinical-collaborative program. North Carolina Journal of Teacher Education, VI (1), 42-53.
• Jones, M. G. (1992).Assessment takes wing. Science Scope, 15(6), 19-20.
• Jones, M.G. (1991). Biological clocks. Science Teacher, 58(3), 16-20.
• Jones, M. G. (1991). Biological clocks, Reprinted from Science Teacher in the Social Issues Resources Series.
• Jones, M. G. (1991). Gender issues in teacher education. Reprinted from Journal of Teacher Education in F. Schultz (Ed.) Annual Editions:Education 91/92, 141-146.
• Jones, M.G. (1991). Creating a cooperative middle school through cooperative learning. The League Journal, 12(1), 21-23.
• 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. (1990). Action zone theory and target students in science classrooms. Journal of Research in Science Teaching, 27(7), 651-660.
• Jones, M.G. (1990). Gender differences in science competitions. Science Education, 75(2), 159-167.
• 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.
• 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. (1990).Cooperative learning: Developmentally appropriate for middle level students. Middle School Journal, 22(1), 12-16.
• Jones, M. G. (1990).North Carolina estuarine research reserves. Current: The Journal of Marine Education, 10(1), 7-10.
• Jones, M.G.(1990). Estuaries in your biology program. Current: The Journal of Marine Education, 10(1), 35-37.
• Jones, M.G., & Wheatley, J. (1989). Gender influences in classroom displays and student-teacher behavior. Science Education, 73(5), 525-545.
• Jones, M. G. (1989). Gender issues in teacher education. Journal of Teacher Education, 40(1), 33-38.
• Jones, M.G. (1989). Gender bias in classroom interactions. Contemporary Education, 60(4), 218-222.
• Jones, M.G. (1989). Biological literacy. American Biology Teacher, 51(8), 480-481.
• Jones, M.G. (1988).The art of the science fair.Science Scope, 12,(2), 10-11.
• Jones, M.G., & Wheatley, J. (1987). Factors influencing the entry of women in science and related fields. Science Education, 72(2), 127-142.
Dissertation
• Jones, M.G. (1987). Gender differences in student-teacher interactions in physical science and chemistry classes. North Carolina State University: Raleigh.
Other Scholarly Publications
• Jones, M. G., Bokinsky, A., Andre, T., Kubasko, D., Negishi, A., Taylor, R., and Superfine, R. (2002).NanoManipulator applications in education: The impact of haptic experiences on students’ attitudes and concepts. Proceedings of the IEEE Computer Science Haptics 2002 Symposium, (pp. 295-298).Orlando, Florida: IEEE Computer Society.
• Hargrove, T., Jones, M. G., Jones, B., Hardin, B., Chapman, L., & Davis, M. (2000). Unintended consequences for high-stakes testing in North Carolina: Teacher Perceptions. ERS Spectrum, 18(4), 21-25.
• Jones, M.G., Brader-Araje, L., Carboni, L., Carter, G., & Rua, M. (1999).Paradoxes of progress: The intersection of science tools, exploration, and competition. Proceedings of the Gender and Science Education (GASE) Colloquium, (pp. 36-49). Boston, Mass.
• 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 (pp. 151-153).Raleigh, NC: North Carolina State University.
• Jones, M. G., Jones, D., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999, November). The impact of high stakes testing on teachers and students.Phi Delta Kappan, 81(3),199-203.
• 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, Durham, NC: Duke University.
• Vesilind, E., & Jones, M. G. (1993). Through a sideways door: A resource model of teacher change.(Monograph)Chapel Hill, NC, UNC Mathematics and Science Education Network.
• Jones, M. G. (1991).Create an invertebrate. Reprinted from Project Estuary in P. Keener & C. Camp, Sea Things... Objectively, A marine education activities booklet, Grade 3 (pp. 24-26).South CarolinaSea Grant Publication.
• Jones, M. G. (1991).Endangered, threatened, rare, or extinct?Reprinted from Project Estuary in P. Keener & C. Camp, Sea Things... Objectively, A marine education activities booklet, Grade 3. (pp.44-48). South Carolina Sea Grant Publication.
• Jones, M. G. (1991).The tides of time.Reprinted from Project Estuary in P. Keener & C. Camp, Sea Things... Objectively, A Marine education activities booklet, Grade 3. (pp 27-35).South CarolinaSea Grant Publication.
• Jones, M. G. (1991).The tides of time. Reprinted from Project Estuary in B. Slattery, WOW! The wonders of wetlands. Environmental Concern Incorporated:St. Michaels, Maryland.
• 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. (1990).Fish forms. Masthead, Mid-Atlantic Marine Education Association Newsletter, 10(2), 9-10.
• 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.
