Books

Jones, M. G., Corin, E., Ennes, M., Cayton, E. Childers, G., (2019). Discovery Engineering: Physical Science Case Studies. NSTA Press

Hite, R., Childers, G., Ennes, M., Jones, M. G. (2019). Discovery Engineering: Biology Case Studies. NSTA Press

Book Chapters

Ennes, M., Jones, M. G., Cian, H., Dou, R., Abramowitz, B.*, Bordewieck, K.*, Ideus, K.* (2023). Family Influence and STEM Career Aspirations. In R. Tierney, F. Rizvi and K. Ercikan (Eds). International Encyclopedia of Education 4e. Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.13022-2

Jones, M. G., Chesnutt, K., Ennes, M., Macher, D., Paechter, M. (2023). Science-Related Beliefs and Attitudes of Parents: Building Students’ Interests and Career Aspirations, In Thomson, M.M. & Wood, R. (Eds.). Children’s Engagement with Science and STEM in Formal and Informal Contexts. Irvine, CA: Brown Walker Press.

Jones, M. G., Ennes, M. (2023). Night skies and butterflies: Leisure science activities and STEM interests. In J. Diamond & S. Rosenfeld (Eds.) Amplifying Informal Science Learning. Routledge. https://doi.org/10.4324/9781003145387-20

Jones, M. G., Chesnutt, K., Ennes, M., Macher, D., Paechter, M., (2023). Science-Related Beliefs and Attitudes of Parents: Building Students’ Interests and Career Aspirations, In Thomson, M.M. & Wood, R. (Eds.). Children’s Engagement with Science and STEM in Formal and Informal Contexts. Irvive, CA: Brown Walker Press

Ennes. M., Jones. M. G. (2020). Connecting underrepresented families to their local environment. In J. S. Gruber (Ed.), How Communities Thrive: Twelve Principles for a Healthy Future (pp. 249-250). New Society Publishers.

Jones, M. G., Ennes, M. (2018) High-stakes Testing. In Oxford Bibliographies in Education. Ed. Anne Hynds. New York: Oxford University Press. https://doi.org/10.1093/OBO/9780199756810-0200

Scholarly Publications 

I am happy to share a copy of these articles with anyone who does not have access. Please don’t hesitate to email me. *indicates graduate student, ^indicates undergraduate student

Ennes, M, & Triana, N.^ (2024). A retrospective study of a climate change communication train-the-trainer program. Environmental Education Research. 1-18. https://doi.org/10.1080/13504622.2024.2309590

Rowell, M.,* Ennes, M., & Abramowitz, B.* (2024). Co-development of a museum-based scientist-teacher partnership. Connected Science Learning. 6(1). 8-16. https://doi.org/10.1080/24758779.2023.2296751

Abramowitz, B.*, Ennes, M., Kester, B.*, & Antonenko, P. (2024). Scientist-school STEM partnerships through outreach in the USA: A systematic review. International Journal of Science and Mathematics Education. 1-23. https://doi.org/10.1007/s10763-024-10445-7

Ennes, M., Jones, M. G., Chesnutt, K., Cayton, E., Childers, G. M. (2023). Family science experiences’ influence on youths’ achievement value, perceived family value, and future value of science. Research in Science Teaching, 1-16. https://doi.org/10.1007/s11165-023-10116-7

Rende, K.*, Jones, M.G., Refvem, E.*, Carrier, S.J., Ennes, M. (2023). Accelerating high school students’ science career trajectories through non-formal science volunteer programs. International Journal of Science Education, Part B. https://doi.org/10.1080/21548455.2022.2100942

Jones, M. G., Ennes, M. (2023, in press). Family Science Clubs: Building Capacity, Science Interests and Career Aspirations. Science and Children.

Rowell, M.,* Ennes, M., & Abramowitz, B.* (2023, accepted). Co-Development of a Museum-Based Scientist-Teacher Partnership. Connected Science Learning.

Ennes, M., Jones, M. G., Childers, G., Cayton, E., Chesnutt, K. (2022). Children and parents’ perceptions of access to science tools at home and their role in science self-efficacy. Research In Science Education. https://doi.org/10.1007/s11165-022-10077-3 

Salazar, G.*, Monroe, M., Ennes., M., Jones., J., Verissimo, D. (2022). Testing the influence of visual framing on engagement and pro-environmental action. Conservation Science and Practice. e12812.  http://doi.org/10.1111/csp2.12812 

Refvem, E.*, Jones, M. G., Rende, K.*, Carrier, S., Ennes, M. (2022). The next generation of science educators: Museum volunteers. Journal of Science Teacher Education. 33(3), 326-343. https://doi.org/10.1080/1046560X.2021.1929713

Hite, R., Jones, M. G., Childers, G., Ennes, M., Chesnutt, K., Pereyra Perez, M., Cayton, E. (2022). The utility of 3D, haptic-enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12638

Jones, M. G., Chesnutt, K., Ennes, M., Macher, D., Paechter, M. (2022). Measuring science capital, science attitudes, and science experiences in elementary and middle school students. Studies in Educational Evaluation. 74. https://doi.org/10.1016/j.stueduc.2022.101180 (open access)

Ennes, M., Wagner-Pelkey, A.*, McVey, M.^ (2021). Museum-based online learning one year after COVID-19 museum closures. Journal of Museum Education. 46(4). 467-480 https://doi.org/10.1080/10598650.2021.1982221

Rende, K.*, Fromson, K., Jones, M.G., Ennes, M. (2021). The privilege of low pay: Informal educators’ perspectives on workforce equity and diversity. Journal of Museum Education. 46(4). 430-440 https://doi.org/10.1080/10598650.2021.1975484

Abramowitz. B.,* Ennes, M., Killingsworth, S., Antonenko, P. D., MacFadden, B., Ivory, A. (2021). Science in School: Transforming K-12 outreach through scientist teacher partnerships. Journal of STEM Outreach. 4(1). 1-14. https://doi.org/10.15695/jstem/v4i1.14 (open access)

Ennes, M. (2021). Museum-based distance learning programs: Current practices and future research opportunities. International Review of Research in Open and Distributed Learning. 22(2). 242-260. https://doi.org/10.19173/irrodl.v22i2.5225 (open access)

Ennes, M. & Lee, I.* (2021). Distance learning in museums: A review of the literature. International Review of Research in Open and Distributed Learning. 22(3), 162-187. https://doi.org/10.19173/irrodl.v21i3.5387 (open access)

Ennes, M., Jones, M. G. (2021). Building a science community: Family science programs. Science Scope. 44(4). https://www.nsta.org/science-scope/science-scope-marchapril-2021/building-science-community

Jones, M. G., Chesnutt, K., Ennes, M., Cayton, E., Mulvey, K. L. (2021). Understanding science career aspirations: Factors predicting future science task value. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21687

Ennes, M., Lawson, D., Stevenson, K., Peterson, M. N., Jones, M. G. (2021). It’s about time: Perceived barriers to in-service teacher climate change professional development. Environmental Education Research. 27(5). 762-778. https://doi.org/10.1080/13504622.2021.1909708

Bonanno, A., Ennes, M., Hoey, J. A., Nelson, S. M., Moberg, E. A., Pletcher, N., Tanner, R. L. (2021). Empowering hope-based climate change communication techniques for the Gulf of Maine. Elementa. 9(1). 1-14. https://doi.org/10.1525/elementa.2020.00051 (open access)

Ennes, M., Jones, M. G., Chesnutt, K. (2020). Evaluation of educator self-efficacy in informal science centers. Journal of Museum Education. https://doi.org/10.1080/10598650.2020.1771993

Jones, M. G., Lee, T., Carrier, S., Madden, L., Cayton, E., Chesnutt, K., Ennes, M., Huff, P., Phillips, L. (2020) White lab coats and elementary students’ science self-concept and science self-efficacy. Science Educator, 28(1), 1-7.

Jones, M. G., Ennes, M., Weedfall, A., Chesnutt, K., Cayton, E. (2020). The development and validation of a measure of science capital, habitus and future science interests. Research in Science Teaching. doi: 10.1007/s11165-020-09916-y

Jones, M. G., Lee, T., Chesnutt, K., Carrier, S., Ennes, M., Cayton, E., Madden, L., Huff, P. (2019) Enclothed cognition: Putting lab coats to the test. International Journal of Science Education. https://doi.org/10.1080/09500693.2019.1649504

Carrier, S.J., Jones, M.G., Ennes, M., Lee, T., Madden, L., Cayton, E. (2020). Stereotypes of scientists and strategies for teachers. Science Educator, 27(2), 1-7.

Hite, R., Jones, M. G., Childers, G., Ennes, M., Chesnutt, K., Pereyra, M., Cayton, E. (2019). Investigating Potential Relationships Between Adolescents’ Cognitive Development and Perceptions of Presence in 3-D, Haptic-Enabled, Virtual Reality Science Instruction. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-018-9764-y

Chesnutt, K., Jones, M. G., Corin, E., Hite, R., Pereyra Perez, M., Cayton, E., Ennes, M. (2018). Crosscutting Concepts and Achievement: Is a Sense of Size and Scale Related to Achievement in Science and Mathematics?. Journal of Research in Science Teaching. doi: 10.1002/tea.21511

Chesnutt, K., Jones, M. G., Hite, R., Cayton, E., Ennes, M., Corin, E. (2018). Next Generation Crosscutting Themes: Factors that Contribute to Students’ Understandings of Size and Scale. Journal of Research in Science Teaching. doi: 10.1002/tea.21443

Ennes, M., Jones, M. G., Kubasko, D. (2017). Inquiry into Action: Ecosystems and Animals. Science Scope, 41(3), 28-40.