Grimes, Z., & Gardner, G. E. (2023). Conceptions of disciplinary anxiety across science, technology, engineering, and mathematics (STEM) contexts: A critical and theoretical synthesis. Journal of Research in Science, Math and Technology Education, 6(SI), 21-46. doi: 10.31756/jrsmte.212SI
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Miller, K. R., Ridgway, J. S., Marbach-Ad, G., Schussler, E. E., & Gardner, G. E. (2022). The BioTAP professional
development model: Expanding empirical research graduate student teaching professional development, CourseSource, 9, 9pp. doi: 10.24918/cs.2021.44
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Luft, J. A., Jeong, S., Idsardi, R., & Gardner, G. E. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: An introduction for new biology education researchers. CBE-Life Sciences Education, 21(3), rm1. doi: 10.1187/cbe.21-05-0134.
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Google, A. N., Gardner, G. E., & Grinath, A. S. (2022). Undergraduate students' approaches to learning biology: A systematic review of the literature, Studies in Science Education. doi: 10.1080/03057267.2021.2004005
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Gardner, G. E., Brown, E. Grimes, Z., & Bishara, G. (2021). Exploring barriers to the use of evidence-based instructional practices. Journal of College Science Teaching, 51(2), 56-66.
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Gardner, G. E., Ridgway, J., Schussler, E., Miller, K., & Marbach-Ad, G. (2021). Research coordination networks to promote cross-institutional change: A case study of graduate student teaching professional development. In White, K. et al. (Eds.). Transforming Institutions: Accelerating Systemic Change in Higher Education. (Chapter 10). Pressbooks.
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Parrish, J. C., Gardner, G. E., & Smith-Walters, C. (2020). Using Exemplars to Improve Nature of Science Understanding. In McComas, W. (Ed.). Nature of Science in Science Instruction: Rationales and Strategies. (Chapter 20, pp. 359-376). Dordrecht, The Netherlands: Spring.
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Google, A., Gardner, G. E., Reid, J., Majewski, D., Tabakova, V., Mulcahy, K., & Dutta, S. (2020). Considering Diverse Learners in STEM by Incorporation of Universal Design for Learning Principles with Clickers. In J. J. Mintzes & E. M. Walters (Eds.). Active Learning in College Science: The Case for Evidence Based Practices (Chapter 58, pp. 953-964). Berlin: Springer Nature.
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Reid, J. W., & Gardner, G. E. (2020). Navigating Tensions of Research and Teaching: Biology Graduate Students' Perceptions of the Research-Teaching Nexus Within Ecological Contexts. CBE-Life Sciences Education, 19(3), Article 25. doi: 10.1187/cbe.19-11-0218
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Quinn, C. M., Reid, J. W., & Gardner, G. E. (2020). S+T+M = E: A Convergent Model for the Nature of STEM. Science & Education, 29(4), 881-898. doi: 10.1007/s11191-020-00130-w
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Gardner, G. E., Lohr, M. E., Bartos, S. A., & Reid, J. (2019). Comparing Individual and Group-Negotiated Knowledge Structures in an Introductory Biology Course for Majors. Journal of Biological Education, 53(3), 274-287. doi: 10.1080/00219266.2018.1469537.
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Lo, S., Gardner, G. E., Reid, J., Napolean-Fanis, V., Carroll, P., Smith, E., & Sato, B. (2019). Prevailing Questions and Methodologies in Biology Education Research: A Longitudinal Analysis of Research in CBE-Life Sciences Education and at the Society for the Advancement of Biology Education Research. CBE-Life Sciences Education, 18(1), Article 9. doi: 10.1187/cbe.18-08-0164.
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Gardner, G. E. & Parrish, J. (2019). Biology Graduate Teaching Assistants as Novice Educators: Are There Similarities Between Teaching Ability and Practice Beliefs of Teaching Assistants and K-12 Teachers? Biochemistry & Molecular Biology Education, 47(1), 51-57. doi: 10.1002/bmb.21196
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Smith-Peavler, E., Otter, R., & Gardner, G. E. (2019). Powerpoint Use in the Undergraduate Biology Classroom: Perceptions and Impacts on Student Learning. Journal of College of Science Teaching, 48(3), 74-81.
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Gardner, G. E., Dutta, S., Mulcahy, K., Tabakova, V., Majewski, D., Reid, J., & Jia, Z. (2018). Comparative Analysis of the Use of Student Response Devices (Clickers) in University Learning Environments at a Large Southeastern University. Journal for STEM Education Research, 1(1), 85-102. doi: 10.1007/s41979-018-0004-4
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Lampley, S., Gardner, G. E., & Barlow, A. (2018). Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants Through Their Participation in Lesson Study. Teaching in Higher Education, 23(4), 468-487. doi: 10.1080/13562517.2017.1414786
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Gardner, G. E., Jones, M. G., Albe, V., Blonder, R., Laherto, A., & Paechter, M. (2017). Postsecondary STEM Students' Views of the Public Communication of an Emergent Technology: A Cross-National Study from Five Universities. Research in Science Education, 47(5), 1011-1029. doi: 10.1007/s11165-016-9537-7
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Reeves, T. D., Marbach-Ad, G., Miller, K., Ridgway, 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. doi: 10.1187/cbe.15-10-0225
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Stefanski, K. M., Gardner, G. E., & Seipelt-Thieman, R. L. (2016). Development of a Lac Operon Concept Inventory (LOCI). CBE-Life Sciences Education, 15(2), Article 24. doi: 10.1187/cbe.15-07-0162
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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. doi: 101525/abt.2016.78.1.43
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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 Teaching (SCST) Monograph series.
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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. Dordrecht, The Netherlands: Springer.
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Gardner, G. E. (2015). Preparing Faculty to Engage in Vision and Change. In Vision and Change in Undergraduate Biology Education: Chronicling Change, Inspiring the Future. American Association for the Advancement of Sciences, pg. 6.
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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
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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. doi: 10.1515/ntrev-2014-0014
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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 College Science Teaching, 44(4), 61-65.
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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.
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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). Advances in Educational Technologies and Instructional Design (AETID) Book series. Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-6375-6.ch009.
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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.
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Gardner, G. E. & Jones, M. G. (2014). Exploring Pre-Service Teachers' Perceptions of Risks of Emergent Technologies: Implications for Teaching and Learning. Journal of Nano Education, 6(1), 39-49. doi: 10.1166/jne.2013.1041
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Gardner, G. E. (2014). Book Review: The Story of the Human Body: Evolution, Health, and Disease. By Daniel E. Lieberman. 2013. Pantheon. The American Biology Teacher, 76(4), 280. doi.org/10.1525/abt.2014.76.4.11c
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Jones, M. G., Gardner, G. E., Lee, T., Poland, K., & Robert, S. (2013). The Impact of Microbiology Instruction on Students' Perceptions of Risks Related to Microbial Illness. International Journal of Science Education, Part B, 3(3), 199-213. doi: 10.1080/09500693.2011.610382.
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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. doi: 10.1525/abt.2013.75.7.6.
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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
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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. doi: 10.1080/095000693.2013.791957.
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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. doi: 10.1080/09500693.2013.771828
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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. doi: 10.1080/09500693.2011.602755
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Marion, R. E., Gardner, G. E., & Parks, L. D. (2012). A Multi-Week Cell Culture Project for Use in An Upper Level Biology Lab. Advances in Physiology Education, 36(2), 154-157. doi: 10.1152/advan.00080.2011
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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.
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Gardner, G. E. (2012). Using Biomimicry in a Design-Based Learning Activity. The American Biology Teacher, 74(3), 182-184. doi: 10.1525/abt.2012.74.2.10
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Jones, M. G., Gardner, G. E., Taylor, A. R., Forrester, J. & Andre, T. (2012). Students' Accuracy of Measurement Estimation: Contexts, Units, and Logical Thinking. School Science and Mathematics, 112(3), 169-175. doi: 10.1111/j.1949-8594.2011.00130.x
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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.
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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. doi: 10.1007/s11165-010-9187-0
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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. doi: 10.1080/09500691003743244
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Jones, M. G., Gardner, G. E., Taylor, A. R., Wiebe, E., & Forrester, J. (2011). Conceptualization Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking. Research in Science Education, 41(3), 357-368. doi: 10.1007/s11165-010-9169-2
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Ricker, M., Gardner, G. E., & Aune, P. (2011). Quantifying the Inhalation of Tar from Smoking. The American Biology Teacher, 73(1), 24-26. doi: 10.1525/abt.2011.73.1.5
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Gardner, G. E., Jones, M. G., Taylor, A., Forester, J. H., & Robertson, L. (2010). Students' Risk Perceptions of Nanotechnology Applications: Implications for Science Education. International Journal of Science Education 32(14), 1951-1969. doi: 10.1080/09500690903331035
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Berube, D. M., Faber, B., Schuefele, D. A., Cummings, C., Gardner, G. E., Martin, K., & Temple, N. (2010). Communicating risks in the 21st century: The case of nanotechnology. White Paper sponsored by the National Nanotechnology Coordination Office (NNCO).
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Gardner, G. E., Jones, M. G., & Falvo, M. (2009). "New Science" and Societal Issues: Considering the Ethics of Nanosensors. The Science Teacher, 76(7), 49-53.
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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. 10.2307/20565328.
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Gardner, G. E. & Jones, M. G. (2009). Bacteria Buster: Testing Antibiotic Properties of Silver Nanoparticles. The American Biology Teacher, 71.(4), 207-210. doi: 10.2307/27669416
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Gardner, G. E. (2009). Biotechnology risks and benefits: Science instructor perspectives and practices. (unpublished Ph.D. Dissertation). North Carolina State University, Raleigh, NC.
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Gardner, G. E. (2004). Morphological and histological aspects of the spermatheca as they relate to sperm organization in the grasshopper species Schistocerca americana and Dissosteira carolina (Orthoptera: Acrididae). (unpublished M.S Thesis). North Carolina State University, Raleigh, NC.
PUBLICATIONS
