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Scale as a unifying theme in science: Researching conceptions of scale and scaling effects


How tiny is a nanometer? How far away is the sun? Just how small are atoms?  How do we know?  This research grant investigates these types of questions through a series of studies that are documenting how people learn scale and scaling.  Scale and scaling have been identified as comprising one of four major themes that cut across the science curriculum.

With support from this grant we are exploring how students visualize science at the largest and smallest of scales.  We are documenting how these concepts develop over time and what types of experiences can promote accurate and useful understandings. 

We know from our previous research that experiences like walking around a track can help students get a feel for how long a mile is or traveling in a car across North Carolina can help students understand linear distance.  We have found that working along side parents building things like a dog house or erecting a fence can help students develop understandings of measurements and scales of materials.  

In this set of studies we are examining how experts in a variety of fields conceptually move from one scale to another.  How does a sculptor move from a table model to create a huge sculpture?  How does an architect go from blueprint to skyscraper?  How do astronomers think about the huge expanse of space and move from one scale to another as they track bodies in space? Understanding how experts develop concepts of scale and apply scaling in their work can give us insight into how to better teach students these concepts and skills.  Then we can help future citizens make decisions about things like how many parts per billion of a pollutant is worrisome in our air or water?  Is it realistic to build a space elevator or to create tiny nanometer sensors for cancer in our bodies?

This project is funded by the National Science Foundation and is directed by Dr. Gail Jones (Science Education) and supports the role of the Friday Institute in working to improve teaching and learning in the 21st century.

 

PUBLICATIONS
Books

Jones, M. G., Taylor, A., and Falvo, M. (in press).  Extreme science. Arlington, VA: National Science Teachers Association Press.

Jones, M. G., Taylor, A., Broadwell, B., and Falvo, M. (2007).  Nanoscale science. Arlington, VA: National Science Teachers Association Press.

Book Chapters   

Jones, M. G., & Broadwell, B. (2008). Visualizing without vision.  In J. Gilbert, M. Nakhleh, and M. Reiner (Eds.) Visualization: Theory and practice in science education. Springer, 283-294.

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

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 (p. 78-85). Graz: FH Joanneum. (Best Paper Award, September, 6th 2006).

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. Burlington MA:  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.

Superfine, R., Falvo, M., Steele, J., Matthews, G., Guthold, M., Erie, D., Helser, A., Jones, M. G., Taylor, R., Washburn, S. (2000).  Touching on the nanometer scale: Slip, roll and tear. In Microbeam Analysis 2000, 165, (pp. 369-370).  Institute of Physics Conference Series.


Refereed Publications

Gardner, G., & Jones, M. G. (in press).  Bacteria buster: Testing antibiotic properties of silver nanoparticles,  The American Biology Teacher.

Krebs, D., Banks, A., & Jones, M. G. (2008).  We scream for Nano Ice Cream. Manuscript submitted for review.

Krebs. D., Jones, M. G., Forrester, J., Robertson, L., Gardner, G., & Taylor, A. (2008).  Social justice for students with visual impairments: Accuracy of measurement estimation. Manuscript submitted for review.

Jones, M. G., & Taylor, A. (in press). Developing a sense of scale: Looking backward.  Journal of Research in Science Teaching.

Taylor, A., & Jones, M. G. (2008). Students’ and teachers’ conceptions of surface area to
volume in science contexts: What factors influence the understanding of the concept of scale? Paper submitted for review.

Taylor, A., Jones, M.G., & Oppewal, T. (2008). Creativity, inquiry, or accountability?  Scientists' and
teachers' perceptions of science education. Science Education, 92(6), 2058-1075.

Jones, M. G., Taylor, A., & Broadwell, B. (in press). Concepts of scale held by students with visual impairment. Journal of Research in Science Teaching.

Taylor, A., & Jones, M. G. (2008).  Proportional reasoning ability and concepts of scale: Surface area to volume relationships in science.  International Journal of Science Education. Retrieved from
http://www.informaworld.com/smpp/content~content=a792112881?words=jones&hash=880435510

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.

Jones, M. G., Taylor, A., & Broadwell, B. (2008). Estimating linear size and scale: Body rulers. International Journal of Science Education.

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.

Taylor, A., Jones, M. G., & Pearl, T. (2008).  Shaky, Sticky, Bumpy:  Nanoscale science and the curriculum. Science Scope, 31, 28-35.

Jones, M. G., Tretter, T., Paechter, M., Kubasko, D., Andre, T., Negishi, A., Bokinsky, 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), 787-789.

Jones, M. G., Taylor, A., Minogue, J., Broadwell, B., Wiebe,E., and Carter, G. (2007). Understanding scale: Powers of ten.  Journal of Science Education and Technology Education, 16(2), 191-202.

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, Journal of Science Education and Technology, 15, 1573-1839.

Jones, M. G. & Rua, M. (2008). Conceptual representations of flu and microbial illness held by students, teachers, and medical professionals.  School Science and Mathematics, 108(6), 263-278.

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

Tretter, T. R., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (2006). Conceptual boundaries and distances: Students' and adults' concepts of the scale of scientific phenomena. Journal of Research in Science Teaching, 83, 282-319.

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.

Jones, G., & Rua, M. (2006).  Conceptions of germs: Expert to novice understandings of microorganisms. Electronic Journal of Science Education, 10(3) [Online].
Available: http://wolfweb.unr.edu/homepage/crowther/ejse/ejsev9n1.html [2006, March].

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.

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. (2006). Pulling back the curtain:  Scientists in the classroom.  School Science and Mathematics, 106(4), 181-190.

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:  Technological  innovations for hands-on science with middle and high school students.  Science Education,  88, 55-70.

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.


Other Scholarly Publications
Jones, M. G. (2007) Nanoscale education, ASTEC Dimensions.
 
Jones, M. G., Falvo, M., Taylor, A., & Broadwell, B. (2007). Build a virus. The Science Reflector, 36(2), http://www.ncsta.org/reflector/archives/summer07/activity.html.

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, San Francisco, CA.

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, San Francisco, CA.

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, San Francisco, CA.


Proceedings
M. Gail Jones, Amy Taylor, James Minogue, Bethany Broadwell, Eric Wiebe, Glenda Carter, (April 15-18, 2007). The Efficacy of 'Powers of Ten': Concepts of Size and Scale. Proceedings of the National Association of Research in Science Teaching Annual Conference, New Orleans, LA.  (P-125-201-200-237).

Amy Taylor, Melissa Jones, Bethany Broadwell, Tom Oppewal, (April 15-18, 2007), The Efficacy of 'Powers of Ten': Concepts of Size and Scale. Proceedings of the National Association of Research in Science Teaching Annual Conference, New Orleans, LA.  (P-154-504-503-540).

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