The Good, the Bad and the Ugly: Connections between Pre-service Science Teachers’ Content Knowledge and Pedagogical Content Knowledge.
(2015)
Presentation / Conference Contribution
Kind, V. (2015, April). The Good, the Bad and the Ugly: Connections between Pre-service Science Teachers’ Content Knowledge and Pedagogical Content Knowledge. Presented at NARST 2015 Annual International Conference, Chicago, IL
Professor Vanessa Kind's Outputs (10)
Towards an Evidence-Based Model of Pre-service Science Teachers’ Pedagogical Content Knowledge (2014)
Presentation / Conference Contribution
Kind, V. (2014, December). Towards an Evidence-Based Model of Pre-service Science Teachers’ Pedagogical Content Knowledge
Pre-service science teachers’ initial pedagogical content and subject matter knowledge for teaching aspects of science (2013)
Presentation / Conference Contribution
Kind, V. (2013, December). Pre-service science teachers’ initial pedagogical content and subject matter knowledge for teaching aspects of science. Presented at European Science Education Research Association, Nicosia, Cyprus
Pedagogical content knowledge as a tool for developing high quality science teachers: evidence from research (2013)
Presentation / Conference Contribution
Kind, V. (2013, December). Pedagogical content knowledge as a tool for developing high quality science teachers: evidence from research. Presented at Keynote address, East-Asian Association of Science Education and 2nd Global Conference on Science Education, Hong Kong and Guangzhou
Pre-service science teachers’ orientations toward teaching: Evidence for Constancy and Change across subject matter areas (2012)
Presentation / Conference Contribution
Kind, V. (2012, December). Pre-service science teachers’ orientations toward teaching: Evidence for Constancy and Change across subject matter areas. Presented at National Association for Research in Science Teaching, Indianapolis, USA
Perspectives from research on pedagogical content knowledge: consequences for changes in science teacher education? (2010)
Presentation / Conference Contribution
Kind, V. (2010, December). Perspectives from research on pedagogical content knowledge: consequences for changes in science teacher education?. Presented at 20th Symposium on Chemistry and Science Education., University of BremenPedagogical content knowledge (PCK) is a well-known and widely interpreted construct that informs teacher education and development. The concept is introduced and used with a review of extant research to answer: 1) What model of PCK best represents s... Read More about Perspectives from research on pedagogical content knowledge: consequences for changes in science teacher education?.
Peer argumentation in the school laboratory - exploring the effects of task features. (2010)
Presentation / Conference Contribution
Kind, P., Wilson, J., Kind, V., & Hofstein, A. (2010, April). Peer argumentation in the school laboratory - exploring the effects of task features. Presented at National Association for Research in Science Teaching., Philadellphia, USA
Qualified to teach? How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas. (2009)
Presentation / Conference Contribution
Kind, V., & Kind, P. (2009, August). Qualified to teach? How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas. Presented at European Science Education Research Association., Istanbul
Train, teach; taught? How the content of specific science subject matter knowledge sessions impacts on trainee teachers' classroom practice and children's learning. (2008)
Presentation / Conference Contribution
Kind, V., & Wallace, R. (2008, December). Train, teach; taught? How the content of specific science subject matter knowledge sessions impacts on trainee teachers' classroom practice and children's learning. Presented at The 9th Nordic Research Symposium on Science Education., Reykjavik, IcelandThe impact science sessions for trainee science teachers have on 11-14 year olds' learning of science was assessed using questionnaires and a "Video-interview (trainee) - Interview (pupils)" (V-1-1) technique devised for this study. V-1-1 involved: v... Read More about Train, teach; taught? How the content of specific science subject matter knowledge sessions impacts on trainee teachers' classroom practice and children's learning..
An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence. (2007)
Presentation / Conference Contribution
Kind, V. (2007, September). An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence. Presented at British Education Research Association., London, UK