Professor Vanessa Kind's Outputs (3)

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 Bremen

Pedagogical 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

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