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Outputs (11)

Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2016)
Journal Article
Kind, P., & Osborne, J. (2017). Styles of Scientific Reasoning: A Cultural Rationale for Science Education?. Science Education, 101(1), 8-31. https://doi.org/10.1002/sce.21251

In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoni... Read More about Styles of Scientific Reasoning: A Cultural Rationale for Science Education?.

Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments (2013)
Journal Article
Kind, P. (2013). Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments. Science Education, 97(5), 671-694. https://doi.org/10.1002/sce.21070

The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress... Read More about Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments.

Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning (2013)
Journal Article
Kind, P. (2013). Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning. Journal of Research in Science Teaching, 50(5), 530-560. https://doi.org/10.1002/tea.21086

The article argues that science assessment should change from an item-driven to a construct-driven practice and pay more attention to disciplinary scientific reasoning. It investigates assessment scales developed from a novel theoretical rationale, d... Read More about Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning.

Beginning to teach chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas (2011)
Journal Article
Kind, V., & Kind, P. (2011). Beginning to teach chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas. International Journal of Science Education, 33(15), 2123-2158. https://doi.org/10.1080/09500693.2010.542498

Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas taught to 11–16-year-olds, such as particle theory, change of state, conservat... Read More about Beginning to teach chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas.

Peer Argumentation in the School Science Laboratory - Exploring effects of task features (2011)
Journal Article
Kind, P., Kind, V., Hofstein, A., & Wilson, J. (2011). Peer Argumentation in the School Science Laboratory - Exploring effects of task features. International Journal of Science Education, 33(18), 2527-2558. https://doi.org/10.1080/09500693.2010.550952

Argumentation is believed to be a significant component of scientific inquiry: introducing these skills into laboratory work may be regarded as a goal for developing practical work in school science. This study explored the impact on the quality of a... Read More about Peer Argumentation in the School Science Laboratory - Exploring effects of task features.

Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations (2008)
Journal Article
Angell, C., Kind, P. M., & Henriksen, E. K. (2008). Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations. NorDiNa, 4(2), 113-122. https://doi.org/10.5617/nordina.284

This paper reports on the implementation of an upper secondary physics curriculum with an empirical-mathematical modelling approach. In project PHYS 21, we used the notion of multiple representations of physical phenomena as a framework for developin... Read More about Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations.

Examining Changing Attitudes in Secondary School Science (2007)
Journal Article
Barmby, P., Kind, P., & Jones, K. (2008). Examining Changing Attitudes in Secondary School Science. International Journal of Science Education, 30(8), 1075-1093. https://doi.org/10.1080/09500690701344966

This study, carried out in England, examined the variation of attitudes towards science over the first three years of secondary schooling and with gender. The study in question was part of an evaluation of the "Lab in a Lorry" project, and involved 9... Read More about Examining Changing Attitudes in Secondary School Science.

Developing attitudes towards science measures (2007)
Journal Article
Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871-893. https://doi.org/10.1080/09500690600909091

In this study, we describe the development of measures used to examine pupils' attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science... Read More about Developing attitudes towards science measures.