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Professor Vanessa Kind's Outputs (47)

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.

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

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.

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?.

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

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.

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, Iceland

The 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..

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..