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
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
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.
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
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.
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.
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.
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.
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
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
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.
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.
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
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.
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
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
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
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
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
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
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.
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.
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.
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. doi: 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 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.
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.
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 Risks of Emergent Technologies: Implications for Teaching and Learning. Journal of Nano Education, 6(1), 39-49. doi: 10.1166/jne.2013.1041
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
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.
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.
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. doi: 10.1080/095000693.2013.791957.
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. doi: 10.1080/09500693.2013.771828
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
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
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. doi: 10.1525/abt.2012.74.2.10
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
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. doi: 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. doi: 10.1080/09500691003743244
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
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
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
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).
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.
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.
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
Gardner, G. E. (2009). Biotechnology risks and benefits: Science instructor perspectives and practices. (unpublished Ph.D. Dissertation). North Carolina State University, Raleigh, NC.
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
