Gina Childers, Ph.D.

Education

• Doctorate (PhD) in Science Education, North Carolina State University
• Master's in Public Health, Armstrong Atlantic State University, Savannah, Georgia
• Master's in Curriculum and Instruction, Armstrong Atlantic State University, Savannah, Georgia
• Bachelor of Science in Biology, North Georgia College and State University, Dahlonega, Georgia

Areas of Expertise

• Technology use in Science Education
• Informal, Non-Formal, and Community Engagement Science Education
• Program Evaluation
• Cybersecurity Education

Selected Publications

Books

Jones, M.G., Corin, E., Ennis, M., Clayton, E., & Childers, G. (2019). Discovery engineering in physical science: Case studies for grades 6-12. Arlington, VA: NSTA Press.

Hite, R., Childers, G., Ennis, M., & Jones, M.G. (2019). Discovery engineering in biology: Case studies for grades 6-12. Arlington, VA: NSTA Press.

Refereed Research Publications

Childers, G., Governor, D., Greer, K., & James, V. (accepted). Science fiction fan conventions as places to communicate science. Research in Science Education.

Childers, G., Linsky, C.L., Payne, B., Byers, J., & Baker, D. (2023). K-12 educators' self-confidence in designing and implementing cybersecurity lessons. Computers & Education Open, 4, 1-19. https://doi.org/10.1016/j.caeo.2022.100119

Childers, G., Governor, D., Greer, K., & James, V. (2023). Oh, the places we learn! Exploring interest in science at science fiction conventions. Electronic Journal for Research in Science & Mathematics Education, 26(4), 40-61.

Playton, S., Childers, G. & Hite, R. (accepted). Measuring STEM career awareness and interest in middle childhood stem learners: Validation of the STEM futures survey. Research in Science Education.

Miller, J., Olson, M., Bryant, C., Hite, R., Childers, G. (2023). Beyond binary: K-12 student use of gender-inclusive language in a scientific context. School Science and Mathematics, 123(2), 68-81. https://onlinelibrary.wiley.com/doi/10.1111/ssm.12572  

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, 53(4), 671-687. https://doi.org/10.1007/s11165-022-10077-3

Ennes, M., Jones, M.G., Chesnutt, K., Cayton, E., & Childers, G. (2023). Family science experiences' influence on youths' achievement value, perceived family value, and future value of science. Research in Science Education, 1-16. https://link.springer.com/article/10.1007/s11165-023-10116-7   

Childers, G. & Elz, H. (2022). Unveiling the scientists and engineers in Southern Appalachia. Cultural Studies of Science Education, 17(4), 1141-1158. https://doi.org/10.1007/s11422-022-10133-4

Childers, G., Governor, D., Osmond, D., & Britton, S. (2022). Science cafes: Exploring adults' motivation to learn science in a community space. Research in Science Education, 52, (1055-1073). https://doi.org/10.1007/s11165-020-09982-2

Dyer, K., Childers, G., & Odell, M. (2022). Predictors of academic achievement in dual credit students. Journal of Advanced Academics, 33(2), 217-236.

Hite, R., Childers, G., Jones, M.G., Ennes, M., Chesnutt, K., Cayton, E., & Pereyra, M. (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, 38(3), 651-667. DOI: 10.1111/jcal.12638

Johnston, R., & Childers, G. (2022). Musical pantophagy: Is there an effect on changes in preference resulting from repeated exposure? Psychology of Music, 50(1), 141-158

Thompson, J. & Childers, G. (2021). The impact of learning to code on elementary students' writing skills. Computers & Education, 175, 1-12. https://doi.org/10.1016/j.compedu.2021.104336

Hite, R., Childers, G., Jones, M.G., Corin, E., & Pereyra, M. (2021). Describing the experiences of students with ADHD learning science content with emerging technologies. Journal of Science Education for Students with Disabilities, 24(1), 1-34, https://scholarworks.rit.edu/jsesd/vol24/iss1/12

Hite, R., Childers, G., Gottlieb, J., Velasco, R., Johnson, L., Williams, B., Griffith, K., & Dwyer, J. (2021). Shifts in Learning Assistants' Self-Determination Due to COVID-19 Disruptions in Calculus II Course Delivery. International Journal of STEM Education, 8(1), 1-19. https://doi.org/10.1186/s40594-021-00312-0

Jones, M.G., Childers, G., & Stanley, R. (2020). Science instruction in STEM and non-STEM high schools. Electronic Journal for Research in Science & Mathematics Education, 24(4), 69-90.

Hite, R., Jones, M.G., Childers, G., Ennes, M., Chesnutt, K., Pereyra, M., Cayton, E. (2019). Pre-service and in-service science teachers' technological acceptance of 3-D, haptic-enabled virtual reality instructional technology. The Electronic Journal of Science Education, 23(1), 1-34.

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, 28, 265-284. https://doi.org/10.1007/s10956-018-9764-y

Jones, M.G., Childers, G., Corin, E., Chesnutt, K., & Andre, T. (2019). Free choice science learning and STEM career choice. International Journal of Science Education, Part B, 9(1), 29-39.

Hite, R., Jones, M. G., Andre, T., Childers, G., & Corin, E.N. (2019). Female and minority experiences in an astronomy-based hobby. Cultural Studies of Science Education, 14(4), 937-962.

Pumo, M., Korreck, J., Hollis, G., Childers, G., & Zwadyk, B. (2019) Coaching, confidence, and retention: Instructional coaching and new teachers: A working research paper. CollectivED: Carnegie School of Education, Leeds Beckett University, 9, 40-47.

Chesnutt, K., Jones, M. G., Corin, E., Hite, R., Childers, G., 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, 56(3), 302-321. DOI: 10.1002/tea.21511.

Chesnutt, K., Jones, M. G., Hite, R., Cayton, E., Ennes, M., Corin, E., Childers, G. (2018). Next Generation Crosscutting Themes: Factors that contribute to students' understandings of size and scale. Journal of Research in Science Teaching, 55(6), 876-900.

Jones, M.G., Childers, G., Andre, T., Corin, E., & Hite, R. (2018). Citizen scientists and non-citizen scientist hobbyists: Motivation, benefits, and influences. International Journal of Science Education, Part B, 8(4), 287-306.

Corin, E., Jones, M.G., Andre, T., & Childers, G. (2018). Characteristics of lifelong science learners: An investigation of STEM hobbyists. International Journal of Science Education, Part B, 8(1), 53-75.

Childers, G., & Jones, M.G. (2017). Learning from a distance: High school students' perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation. International Journal of Science Education, 39(3), 257-273.

Jones, G., Corin, C., Andre, T., Childers, G., & Stevens, V. (2017). Factors contributing to lifelong science learning: Amateur astronomers and birders. Journal of Research in Science Teaching, 54(3), 412-433.

Madden, L. Jones, M.G., & Childers, G. (2017). Teacher education: Modes of communication within asynchronous and synchronous communication platforms. Journal of Classroom Interaction, 52(2), 16-30.

Jones, M.G., Hite, R., Childers, G., Corin, E., Pereyra, M., & Chesnutt, K. (2016). Perceptions of presence in 3-D, haptic-enabled virtual reality instruction. International Journal of Education and Information Technologies, 10, 73-81.

Corin, E., Jones, G., Andre, T., Childers, G., & Stevens, V. (2015). Science hobbyists: Active users of the science-learning ecosystem. International Journal of Science Education, Part B, 7(2), 161-180.

Childers, G. & Jones, G. (2015). Students as Virtual Scientists: An exploration of students' and teachers' perceived realness of a remote electron microscopy investigation, International Journal of Science Education, 37(15), 2433-2452.

Jones, G., Childers, G., Emig, B., Chevier, J., Tan, H., Stevens, V., & List, J. (2014). The efficacy of haptic simulations to teach students with visual impairments about temperature and pressure. Journal of Visual Impairment and Blindness, 108(1), 55-61.

Zhu, Y., Tracy, J., Dong, J., Jiang, X., Jones, G., & Childers, G. (2013). Teaching a multidisciplinary nanotechnology laboratory course to undergraduate students. Journal of Nano Education, 5(1), 17-26.

Refereed Book Chapters

Playton, S., Hite, R., Coward, F., & Childers, G. (2023). Supporting STEM Career Awareness and STEM Interest for Rural Grade Two Students Through a University-School Partnership. In J. Spott, L. Sobehrad, & R. Hite (Eds)., Developing and Sustaining STEM Programs across the K-12 Education Landscape. IGI Global. https://doi.org/10.4018/978-1-6684-7771-7.ch005

Hite, R., Childers, G., & Jones, M. G. (2023). Active learning at home: Using 3d virtual reality viewers to explore the human heart for high school students. In F. Allaire & J. E. Killham (Eds.), Teaching and learning online: science for secondary grade levels (pp. TBD-TBD). Information Age Publishing.

Childers, G., & Hite, R. (2022). The role of emerging technologies in science teacher preparation. In J. A. Luft & M. G. Jones (Eds.), Handbook of research on science teacher education (pp. 218-230). Taylor & Francis.

Hite, R., Childers, G., & Jones, M.G. (2019). Review of Virtual Reality Hardware Employed in K-20 Science Education. In Zhang, Y., and Cristol, D. (Eds.), Handbook of Mobile Teaching and Learning 2nd Edition (1-12). Springer International Publishing, Berlin, Heidelberg.

Jones, G., Childers, G., Emig, B., Chevrier, J., Stevens, V., & Tan, H. (2016). The efficacy of visuohaptic simulations in teaching concepts of heat, pressure, and random motion. In N. Papadouris, A. Hadjgeorgiou, and C. Constantinou (Eds.), Contributions from Science Education Research Volume 2 (73-86). Springer International Publishing.

Jones, M. G., Childers, G., Andre, T., Corin, E., & Hite, R. (2016). Citizen scientists and science hobbyists: Educating the life-long learner. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 8, (150-159). Helsinki, Finland: University of Helsinki. ISBN 978-951-51-1541-6

Jones, G., Hite, R., Childers, G., Corin, E., Pereyra, M., Chestnutt, K., & Goodale, T. (2015). Teachers' and students' perceptions of presence in virtual reality instruction. In K. Psarris and C. Guarnaccia (Eds.), Recent Research in Engineering Education (15-24). Salerno, Italy: University of Salerno. ISBN: 978-1-61804-312-2

Childers, G. & Jones, G. (2014). Students as virtual scientists: A review of remote microscopy use in education. In A. Mendez-Vilas (Ed.), Microscopy: advances in scientific research and education (1195-1198). Formatex Research Center: Spain.

Refereed Practitioner Publications

Hite, R., Greenhalgh-Spencer, H., & Childers, G. (2022, May/June). Differentiation in the Life Science Classroom Using Station Rotations. Science Scope, 45(5), 52-58.

Hite, R., Childers, G., Ennes, M., & Jones, M.G. (2020). Quit bugging me: Controlling mosquitoes to stem malaria infection. NSTA Reports, 31(7), 17. (Reprinted from Discovery Engineering in Biology).

Childers, G., Wolfe, K., Dupree, A., Young, S., Caver, J. Quintanilla, R., & Thornton, L. (2016). Sculpting the barnyard gene pool: Immersing students in the science and engineering of chicken genetics and hatcheries. The Science Teacher, 83(7), 49-54.

Childers, G., Watson, K., Jones, G., Williamson, K., & Hoette, V. (2015). Touching the stars: Making astronomy accessible for students with visual impairments. Science Scope, 38(9), 20-26.

Jones, M.G., Childers, G., Stevens, V., & Whitely, B. (2012). Citizen scientists: Investigating science in the community. The Science Teacher, 79(9), 36-39.