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Professor Vanessa Kind's Outputs (20)

Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge (2021)
Journal Article
Leta, D. T., Ayele, M. A., & Kind, V. (2021). Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge. Eurasia journal of mathematics science and technology education, 17(1), https://doi.org/10.29333/ejmste/9613

This study aimed to explore Ethiopian middle school physics teachers’ content knowledge (CK) and their implementation of Dialogic teaching (DT). A qualitative method, case study design, and purposive and convenient sampling employed in the study. Dat... Read More about Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge.

The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development (2019)
Journal Article
Alemu, M., Kind, V., Tadesse, M., Michael, K., Kind, P., & Rajab, T. (2021). The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development. Compare: A Journal of Comparative and International Education, 51(1), 81-98. https://doi.org/10.1080/03057925.2019.1593107

This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for their knowled... Read More about The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development.

Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge (2019)
Journal Article
Kind, V., & Chan, K. (2019). Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education, 41(7), 964-978. https://doi.org/10.1080/09500693.2019.1584931

This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala a... Read More about Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge.

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?.

Using a Moot to Develop Students’ Understanding of Human Cloning and Statutory Interpretation (2017)
Journal Article
Pattinson, S. D., & Kind, V. (2017). Using a Moot to Develop Students’ Understanding of Human Cloning and Statutory Interpretation. Medical Law International, 17(3), 111-133. https://doi.org/10.1177/0968533217726350

This article reports and analyses the method and findings from a 3-year interdisciplinary project investigating how the medium of law can support understanding of socio-scientific issues. Law represents one of the most important means by which societ... Read More about Using a Moot to Develop Students’ Understanding of Human Cloning and Statutory Interpretation.

Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers' pedagogical content knowledge (2017)
Journal Article
Kind, V. (2017). Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers' pedagogical content knowledge. International Journal of Science Education, 41(7), 911-943. https://doi.org/10.1080/09500693.2017.1311049

This paper offers pedagogical content knowledge (PCK) rubrics, that is, guides providing criteria for grading that are potentially applicable to a range of science topics and levels of teacher experience. Grading criteria applied in the rubrics are b... Read More about Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers' pedagogical content knowledge.

Preservice Science Teachers' Science Teaching orientations and Beliefs about Science (2015)
Journal Article
Kind, V. (2016). Preservice Science Teachers' Science Teaching orientations and Beliefs about Science. Science Education, 100(1), 122-152. https://doi.org/10.1002/sce.21194

This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-speci... Read More about Preservice Science Teachers' Science Teaching orientations and Beliefs about Science.

A degree is not enough: a quantitative study of aspects of pre-service science teachers' chemistry content knowledge (2013)
Journal Article
Kind, V. (2014). A degree is not enough: a quantitative study of aspects of pre-service science teachers' chemistry content knowledge. International Journal of Science Education, 36(8), 1313-1345. https://doi.org/10.1080/09500693.2013.860497

Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, Particle theory and changes of state, Mass conservation (taught to 11–14-year-olds), an... Read More about A degree is not enough: a quantitative study of aspects of pre-service science teachers' chemistry content knowledge.

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.

Pedagogical Content Knowledge in science education: potential and perspectives for progress (2009)
Journal Article
Kind, V. (2009). Pedagogical Content Knowledge in science education: potential and perspectives for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285

Pedagogical content knowledge (PCK), since its inception as teacher-specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilise... Read More about Pedagogical Content Knowledge in science education: potential and perspectives for progress.

A conflict in your head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence (2009)
Journal Article
Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence. International Journal of Science Education, 31(11), 1529-1562. https://doi.org/10.1080/09500690802226062

Teachers' subject matter knowledge (SMK) is one factor contributing to teaching 'successfully', as this provides a basis from which pedagogical content knowledge develops. UK-based trainee science teachers teach all sciences to age 14 and often up to... Read More about A conflict in your head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence.

Demonstrating Chemistry Part 1: From element origins to chemical reactions. (2005)
Journal Article
Kind, V., & Hadi-Talab, R. (2005). Demonstrating Chemistry Part 1: From element origins to chemical reactions. School science review, 86(316), 61-68

The notion 'chemical reaction' distinguishes chemistry from other sciences and is an important preliminary to developing sound understanding of other subjects. The idea that 'a chemical reaction produces new products is also important. Many sound poi... Read More about Demonstrating Chemistry Part 1: From element origins to chemical reactions..

Demonstrating chemistry, Part 2: A chemist's 'toolkit' - measuring, controlling and making new products. (2005)
Journal Article
Kind, V., & Hadi-Talab, R. (2005). Demonstrating chemistry, Part 2: A chemist's 'toolkit' - measuring, controlling and making new products. School science review, 86(317), 95-106

This is the second of a pair of articles presenting a series of chemical demonstrations designed to help develop pupils' understanding of the notion 'chemical reaction', which distinguishes chemistry from other sciences. The previous article introduc... Read More about Demonstrating chemistry, Part 2: A chemist's 'toolkit' - measuring, controlling and making new products..