Dr Vanessa Kind, BSc, MA, DPhil, PGCE, CChemFRSC, FHEA
Senior Lecturer, Director Science Learning Centre North East, MSc Science Education pathway leader in the School of Education
Vanessa Kind is Director, Science Learning Centre North East, one of nine regional science learning centres delivering continuing professional development for teachers and holds a Senior Lectureship in the School of Education.
Vanessa studied biochemistry at the University of London and worked in molecular biology research prior to training as a chemistry teacher at the Institute of Education, University of London. She taught chemistry in schools and colleges in London, becoming interested in students’ misconceptions of chemical concepts while completing her MA dissertation. This led to a doctorate study on longitudinal changes in a large cohort of post-16 students’ understandings of a wide range of chemical concepts undertaken at the University of York. Vanessa developed new ideas about chemistry teaching as a result, testing these in a teaching position at a sixth-form college in Hull. A lectureship in science education at the Institute of Education followed, where Vanessa developed expertise in science teacher education. After a period as Headteacher of an international school in Norway, Vanessa joined Durham in January 2005.
Extensive experience of teacher education contributed to Vanessa developing interests in pedagogical content knowledge, the knowledge that teachers acquire and use to help students learn, through observing variations in how pre-service teachers develop. She is exploring how differences in teachers’ science knowledge, their beliefs and viewpoints about science and personal factors such as self-confidence and attitudes impact on teaching and student learning. Continued interest in misconceptions among science graduates and their impact on teaching and learning led to a project developing a comprehensive diagnostic test for teachers of chemistry funded by the Royal Society of Chemistry.
Vanessa has developed professional development for science teachers directly from her research, delivering this currently through sessions held at the National Science Learning Centre in York.
As Director, Science Learning Centre North East, Vanessa leads a dedicated team delivering continuing professional development to teachers. The Centre runs an extensive programme of courses, as well as coaching, mentoring and other activities to support science teachers working in primary, secondary and post-16 environments.
Vanessa has contributed to international doctoral training schools in Italy, Oslo and Austria, supporting research students working in a variety of topics relating to her research interests. She is an Honorary Associate Professor at the Hong Kong Institute of Education. Vanessa is an Editorial Board member for Journal of Research in Science Teaching, International Journal of Science Education and School Science Review.
Vanessa chairs the Royal Society of Chemistry Chemical Education Research Group. She was appointed Fellow of the Royal Society of Chemistry in 2009 and elected to the Society’s Education Division Council in 2012.
- Chemical and scientific misconceptions
- Chemistry/ Science Education
- Impact of continuing professional development on teachers' practice
- Pedagogical Content Knowledge Development
- Science Teacher Education
Journal papers: academic
- Kind, V. & Kind, P.M. (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.
- Kind, P.M., 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.
- 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.
- Kind, V. (2009). Pedagogical Content Knowledge in science education: potential and perspectives for progress. Studies in Science Education 45(2): 169-204.
- 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.
- Kind, V. & Kind, P. (2008). Teaching Secondary How Science Works. London: Hodder Murray for ASE.
- Kind, V. & Taber, K. (2005). Science: Teaching School subjects 11-19. London: RoutledgeFalmer.
- Kind, V. (2004). Contemporary Chemistry for Schools and Colleges. London: Royal Society of Chemistry.
- Kind, V. (2012). Extent, rates and energetics of chemical change. In Teaching Secondary Chemistry. Taber, K. Hatfield: ASE. 137-182.
- Kind, V. (2012). Organic chemistry and the chemistry of natural products. In Teaching Secondary Chemistry. Taber, K. Hatfield: ASE. 303-342.
- Kind, V. (2012). Science teachers' knowledge of science. In ASE Handbook of Science Education Research. Oversby, J. ASE: Hatfield. 58-68.
- Kind, V. (2010). Perspectives from research on Pedagogical Content Knowledge: Consequences for changes in science teacher education. In Contemporary Science Education - Implications from Science Education Research about Orientations, Strategies and Assessment. Eilks, I. & Ralle, B. Germany: Shaker Verlag. 97-110.
- Kind, V. (2010). United Kingdom. In Teaching Chemistry around the World. Risch, B. (ed) Münster: Waxmann. 375-390.
- Kind, P.M., Wilson, J., Kind, V. & Hofstein, A. (2010), Peer argumentation in the school laboratory - exploring the effects of task features, National Association for Research in Science Teaching. Philadellphia, USA, Philadelphia, USA.
- Kind, V. & Kind, P.M. (2009), Qualified to teach? How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas, European Science Education Research Association. Istanbul, Istanbul.
- Kind, V. & Wallace, R. (2008), Train, teach; taught? How the content of specific science subject matter knowledge sessions impacts on trainee teachers' classroom practice and children's learning, in Bungum, B., Wallin, A. & Andersson, B. eds, NorDiNa 2: The 9th Nordic Research Symposium on Science Education. Reykjavik, Iceland, 151-167.
Edited works: conference proceedings
- Kind, V. (2010). Perspectives from research on pedagogical content knowledge: consequences for changes in science teacher education?. 20th Symposium on Chemistry and Science Education, University of Bremen, Kluwer Academic Press.
Available for media contact about:
- Education: I have expertise in secondary science education and teacher education.