Her primary scientific interests are in Mathematics education, Science education, Concept learning, Pedagogy and Educational research. Her research in the fields of Standardized test overlaps with other disciplines such as Scale. Her Science education research focuses on Conceptualization and how it relates to Exploratory research, Perception and Medical education.
Her Concept learning research focuses on subjects like Concept map, which are linked to Teacher education, Teaching method and Student teaching. Her work on Science teaching, Professional development, Science learning and Constructivism as part of her general Pedagogy study is frequently connected to Civil discourse, thereby bridging the divide between different branches of science. Her Educational research research incorporates themes from Stimulus modality, Conceptual change and Cognitive science.
M. Gail Jones mainly focuses on Mathematics education, Science education, Pedagogy, Teaching method and Concept learning. Her study on Mathematics education is mostly dedicated to connecting different topics, such as Curriculum. Her Science education research integrates issues from Educational technology and Medical education.
She focuses mostly in the field of Pedagogy, narrowing it down to matters related to Perception and, in some cases, Likert scale. Her Teaching method study incorporates themes from Computer-Assisted Instruction, Multimedia and Physical science. Her Concept learning research is multidisciplinary, incorporating perspectives in Cooperative learning, Concept map and Dyad.
Her main research concerns Science education, Informal education, Mathematics education, Pedagogy and Self-efficacy. The study incorporates disciplines such as Knowledge level, Multimedia, Teaching method, Out-of-school learning and Virtual reality in addition to Science education. Her Informal education research is multidisciplinary, relying on both Lifelong learning, Science learning and Medical education.
Borrowing concepts from Scale, M. Gail Jones weaves in ideas under Mathematics education. Her work on Science identity as part of general Pedagogy study is frequently linked to Amateur, therefore connecting diverse disciplines of science. Her study in the field of Task value is also linked to topics like Clothing and Capital.
M. Gail Jones mainly investigates Science education, Pedagogy, Informal education, Knowledge level and Systems thinking. In the subject of general Pedagogy, her work in Teaching method and Active learning is often linked to Virtual presence, thereby combining diverse domains of study. Her studies in Informal education integrate themes in fields like Scientific literacy and Informal learning.
Her Knowledge level research integrates issues from Curriculum, Lifelong learning, Teacher education, Cognitively Guided Instruction and Complex system. Her Systems thinking research is multidisciplinary, relying on both Mathematics education, Multimethodology and Semi-structured interview. She specializes in Mathematics education, namely Educational technology.
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Gender differences in students' experiences, interests, and attitudes toward science and scientists
M. Gail Jones;Ann Howe;Melissa J. Rua.
Science Education (2000)
The Impact of Constructivism on Education: Language, Discourse, and Meaning
M. Gail Jones;Laura Brader-Araje.
The concept map as a research and evaluation tool: Further evidence of validity
Kimberly M. Markham;Joel J. Mintzes;M. Gail Jones.
Journal of Research in Science Teaching (1994)
The Impact of High-Stakes Testing on Teachers and Students in North Carolina.
M. Gail Jones;Brett D. Jones;Belinda Hardin;Lisa Chapman.
Phi Delta Kappan (1999)
The Unintended Consequences of High-Stakes Testing
M. Gail Jones;Brett D. Jones;Tracy Y. Hargrove.
Science Teacher Attitudes and Beliefs
M. Gail Jones;Glenda Carter.
Gender differences in teacher‐student interactions in science classrooms
M. Gail Jones;Jack Wheatley.
Journal of Research in Science Teaching (1990)
Haptics in Education: Exploring an Untapped Sensory Modality
James Minogue;M. Gail Jones.
Review of Educational Research (2006)
Gender Differences in Motivation and Strategy Use in Science: Are Girls Rote Learners?.
Judith L. Meece;M. Gail Jones.
Journal of Research in Science Teaching (1996)
Conceptual Boundaries and Distances: Students' and Experts' Concepts of the Scale of Scientific Phenomena
Thomas R. Tretter;M. Gail Jones;Thomas Andre;Atsuko Negishi.
Journal of Research in Science Teaching (2006)
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