Professor Vanessa Kind's Outputs (2)

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.