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Outputs (6)

The development of chemical language usage by “non-traditional” students: the interlanguage analogy (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2018). The development of chemical language usage by “non-traditional” students: the interlanguage analogy. Research in Science Education, 51(2), 419-438. https://doi.org/10.1007/s11165-018-9801-0

Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students over the course of 1 to 4 years. The students participated in semi-structured interview... Read More about The development of chemical language usage by “non-traditional” students: the interlanguage analogy.

Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers (2018)
Journal Article
Luft, J., Whitworth, B., Berry, A., Navy, S., & Kind, V. (2019). Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers. Journal of Science Teacher Education, 30(1), 63-79. https://doi.org/10.1080/1046560x.2018.1535226

Science teacher professional development is complex. Phases in a teacher’s career necessitate different professional learning opportunities. Furthermore, knowledge bases, practices, and attributes need to be cultivated during these times. For science... Read More about Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers.

Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2019). Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education. Israel Journal of Chemistry, 59(6-7), 470-477. https://doi.org/10.1002/ijch.201800079

The specific yet varied challenges chemical language presents to students learning the subject are widely recognised. However, to effectively engage a student population becoming increasingly diverse in terms of culture, language and prior knowledge... Read More about Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education.

Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018)
Journal Article
Neumann, K., Kind, V., & Harms, U. (2019). Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 41(7), 847-861. https://doi.org/10.1080/09500693.2018.1497217

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary sc... Read More about Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge.

Can language focussed activities improve understanding of chemical language in non-traditional students? (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2018). Can language focussed activities improve understanding of chemical language in non-traditional students?. Chemistry education research and practice, 19(3), 755-766. https://doi.org/10.1039/c8rp00070k

Students commonly find the language of chemistry challenging and a barrier to developing understanding. This study investigated developments in chemical language understanding by a group of non-traditional students over the duration of a one year pre... Read More about Can language focussed activities improve understanding of chemical language in non-traditional students?.