Outputs (2)

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.