Here is a list of peer-reviewed publications past and present produced by us.

*Indicates graduate student co-authors at time of publication
**Indicated undergraduate student co-authors at time of publication

2017

Gardner, G. E., Jones, M. G., Able, V., Blonder, R., Laherto, A., & Paechter, M. (early online). Undergraduate students’ views of the public communication of an emergent technology: Perspectives from five countries. Research in Science Education. 10.1007/s11165-016-9537-7

2016

Reeves, T. D., Marbach-Ad, G., Miller, K., Ridgeway, J., Gardner, G. E., Schussler, E. E., & Wichusen, E. W. (2016). A conceptual framework for the evaluation of graduate teaching assistant professional development. CBE - Life Sciences Education. 15(2), essay 2. 10.1187/cbe.15-10-0225

Stefanski, K. M.*, Gardner, G. E., & Seipelt-Theimann, R. L. (2016). Development of a Lac Operon Concept Inventory (LOCI). CBE - Life Sciences Education.15(2), article 24. 10.1178/cbe.15-07-0162.

Gardner, G. E., Bonner, J.*, Landin, J., Ferzli, M., & Shea, D. (2016). Non-majors’ shifts in attitudes and perceptions of biology and biologists following an active learning course. The American Biology Teacher. 78(1), 43-48. 10.1525/abt.2016.78.1.43

2015
Gardner, G. E., Ferzli, M., Jeffrey, P., & Shea, D. (2015). Undergraduate research as an innovative learning experience: Student retrospectives on career choice impacts. In S. M. Latourelle (Ed.), Innovations in College Science Teaching 2015 (Chapter 2C, pp. 35-48). Society for College Science Teachers (SCST) Monograph series. http://www.scst.org/scstpubs/monographs.

Gardner, G. E., Karl, C., Ferzli, M., Shea, D., Haase, D., & Day, J. B. (2015). The Bennett’s Millpond environmental learning project: Place-based learning with student-teacher teams. In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating science teachers for sustainability (Chapter 14, pp. 255-274). Association for Science Teacher Education (ASTE) Environmental Education Forum monograph series. Dodrecht, The Netherlands: Springer.

Gardner, G. E., & Troelstrup, A.* (2015). Students’ attitudes towards gene technology: Deconstructing a construct. Journal of Science Education and Technology, 24(5), 519-531. 10.1007/s10956-014-9542-4

Jones, M. G., Gardner, G. E., Falvo, M. R., & Taylor, A. R. (2015). Precollege nanotechnology education: A different kind of thinking. Nanotechnology Reviews, 4(1), 117-127. 10.1515/ntrev-2014-0014

Gardner, G. E., Forrester, J. H., Shumaker-Jeffry, P., Ferzli, M., & Shea, D. (2015). Authentic science research opportunities: How do undergraduates begin integration into a science community of practice? Journal of College Science Teaching, 44(4), 61-65.

Addy, T. M., Simmons, P. E., Gardner, G. E., & Albert, J. L. (2015). A 'new' class of undergraduate professors: Examining teaching beliefs and practices of science faculty with education specialities. Journal of College Science Teaching, 44(3), 82-90.

2014
Gardner, G. E., & Walters, K. L.* (2014). Collaborative teams as a means of constructing knowledge in the life sciences: Theory and practice. In E. De Silva (Ed.), Cases on Research-Based Teaching Methods in Science Education (Chapter 9, pp. 223-244). Hershey, PA: IGI Global.

Albert, J.L., Blanchard, M.R., Kier, M.W., Carrier, S.J., & Gardner, G.E. (2014). Supporting teachers' technology integration: A descriptive analysis of social and teaching presence in technical support sessions. Journal of Technology and Teacher Education, 22(2), 137-165.

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. 10.1166/jne.2013.1041

2013
Jones, M.G., Gardner, G.E., Lee, T., Poland, K., & Robert, S. (2013). The impact of microbiology instruction on students' perceptions of risk related to microbial illness. International Journal of Science Education, Part B. 3(3), 199-213. 10.1080/09500693.2011.610382

Brewer, M.S.*, & Gardner, G.E. (2013). Teaching evolution through the Hardy-Weinberg principle: A real-time, active learning exercise using classroom response devices. The American Biology Teacher, 75(7), 476-479. 10.1525/abt.2013.75.7.6

Jones, M.G., Paechter, M., Yen, C.-F., Gardner, G.E., Taylor, A.R., & Tretter, T. (2013). Teachers' concepts of spatial scale: An international comparison. International Journal of Science Education, 35(14), 2462-2482. 10.1080/09500693.2011.610382

Jones, M.G., Gardner, G.E., 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. 10.1080/09500693.2013.791957

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

2012
Jones, M.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. 10.1080/09500693.2011.602755

Marion, R.E.**, Gardner, G.E., & Parks, L.D., Multiweek cell culture project for use in an upper level biology lab. Advances in Physiology Education, 36(2), 154-157. 10.1152/advan.00080.2011

Jones, M.G., Forrester, J.H., Robertson, L.E., Gardner, G.E., & Taylor, A.R. (2012). Accuracy of measurement estimation in students with visual impairments. The Journal of Visual Impairment and Blindness. 106(6), 339-350.

Gardner, G.E., (2012). Using biomimicry in a design-based learning activity. The American Biology Teacher, 74(3). 182-184. 10.1525/abt.2012.74.3.10

Jones, M.G., Gardner, G.E., Taylor, A.R., Forrester, J.H., & Andre, T. (2012). Students accuracy of measurement estimation: Contexts, units, and logical thinking. School Science and Mathematics. 112(3), 169-175. 10.1111/j.1949-8594.2011.00130.x

2011

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

Gardner, G.E., & Jones, M.G. (2011b). Science instructors' perceptions of the risks of biotechnology: Implications for science instruction. Research in Science Education, 41(5), 711-738. 10.1007/s11165-010-9187-0.

Gardner, G.E. & Jones, M.G. (2011a). Perspectives and practices: Biology graduate teaching assistants' framing of a controversial socioscientific issue. International Journal of Science Education. 33(8), 1031-1054. 10.1080/09500691003743244

Jones, M.G., Gardner, G.E., Taylor, A.R., Wiebe, E., & Forrester, J.H. (2011). Conceptualizing magnification and scale: The roles of spatial visualization and logical thinking. Research in Science Education. 41(3), 357-368. 10.1007/s11165-010-9169-2

Ricker, M.**, Gardner, G.E., & Aune, P. (2011). Quantifying the inhalation of tar from smoking. The American Biology Teacher, 73(1), 24-26. 10.1525/abt.2011.73.1.5

2010
Gardner, G.E., Jones, M.G., Taylor, A., Forrester, J.H., & Robertson, L. (2010). Students' risk perceptions of nanotechnology applications: Implications for science education. International Journal of Science Education, 32(14), 1951-1969. 10.1080/09500690903331035

Berube, D.M., Faber, B., Schuefele, D.A., Cummings, C., Gardner, G.E., Martin, K., & Temple, N. (2010). Communicating risk in the 21st century: The case of nanotechnology. White paper sponsored by the National Nanotechnology Coordinating Office (NNCO). http://www.nano.gov/node/626

2009
Gardner, G.E., Jones, M.G., & Falvo, M. (2009). New science and societal issues: Considering the ethics of nano sensors. The Science Teacher, 76(7), 49-53.

Gardner, G.E., Jones, M.G., & Ferzli, M. (2009). Popular media in the biology classroom: Viewing popular science skeptically. The American Biology Teacher, 71(6), 351-354. 10.1662/005.071.0604

Gardner, G.E. & Jones, M.G. (2009). Bacteria buster: Testing antibiotic properties of nanoparticles. The American Biology Teacher, 71(4), 207-210. 10.1662/005.071.0409