Professor Vanessa Kind's Outputs (7)

On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK (2015)
Book Chapter
Kind, V. (2015). On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (178-196). Routledge

This chapter critiques a range of models for pedagogical content knowledge (PCK) presented in extant literature, comparing these with those proposed by international researchers attending a “Summit” meeting on the topic held in October 2012. The anal... Read More about On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK.

Science teachers’ content knowledge. (2014)
Book Chapter
Kind, V. (2014). Science teachers’ content knowledge. In H. Venkat, M. Rollnick, J. Loughran, & M. Askew (Eds.), Exploring Mathematics and Science teachers’ Knowledge: Windows into teacher thinking (15-28). Routledge

Extent, rates and energetics of chemical change. (2012)
Book Chapter
Kind, V. (2012). Extent, rates and energetics of chemical change. In K. Taber (Ed.), Teaching Secondary Chemistry (137-182). (2nd ed). Hatfield: ASE

Organic chemistry and the chemistry of natural products. (2012)
Book Chapter
Kind, V. (2012). Organic chemistry and the chemistry of natural products. In K. Taber (Ed.), Teaching Secondary Chemistry (303-342). (2nd ed). Hatfield: ASE

Science teachers' knowledge of science. (2012)
Book Chapter
Kind, V. (2012). Science teachers' knowledge of science. In J. Oversby (Ed.), ASE Handbook of Science Education Research (58-68). ASE: Hatfield

United Kingdom (2010)
Book Chapter
Kind, V. (2010). United Kingdom. In B. Risch (Ed.), Teaching chemistry around the world (375-390). Waxmann

Context-based science: a 'gift horse' for the talented? (2007)
Book Chapter
Kind, V. (2007). Context-based science: a 'gift horse' for the talented?. In K. Taber (Ed.), Science Education for Gifted Learners (142-158). Routledge