TitleAlumni Distinguished Gradaute Professor
Fellow, Friday Institute for Educational Innovation
Campus Box 7801 Raleigh, NC 27695-7801
326-R Poe Hall
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
Educational Research Areas:
Teaching and Learning Scale and Scaling
Haptics (touch) and Learning
Gender and Science
Innovations in Technology
Teaching and Learning science
Current Research Projects:
NSF Scale and Scaling Across the Science Domains NSF Investigating Viruses with Nanotechnology http://ced.ncsu.edu/nanoscale/
Dr. Jones is Alumni Distinguished Graduate Professor of science education. Her teaching focuses on science teacher preparation and research in teaching and learning science. Dr. Jones' research focuses on learning science in a variety of sociocultural contexts. Her research examines how a number of subgroups learn, including: gender, minorities, and students with visual impairments. Recently Dr. Jones has conducted a series of studies that examine learning in informal contexts including science hobbyists and citizen scientists. She directs the Nanoscale Science Education Research Group that is investigating how people learn scale and scaling, the role of haptics (touch) in learning, and effective strategies for learning nanoscale science. Dr. Jones also investigates virtual reality interfaces for learning science.
Professional Presentations & Publications
Professional Presentations & Publications:
Jones, M.G., Paechter, M., Gardner, G., Yen, I., Taylor, A., & Tretter, T. (2013). Teachers‘ concepts of spatial scale. An international comparison between Austrian, Taiwanese, and the United States, International Journal of Science Education, 35(14), 2462-2482.
Jones, G., Childers, G., Emig, B., Chevier, 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 and Blindness, 108(1), 55-61.
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, 39-49.
Jones, M. G., Gardner, G., Robertson, L., & Robert, S. (2013). Science professional learning communities: Beyond a singular view of teacher development. International Journal of Science Education, 35(10), 1756-1774.
Jones, M. G., & Taylor, A. (2009). Developing a sense of scale: Looking backward. Journal of Research in Science Teaching, 46(4), 460-475.
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.