Professor Vanessa Kind, BSc, MA, DPhil, PGCE, CChemFRSC, FHEA, FRSB, DipABRSM
Vanessa studied biochemistry and worked in molecular biology prior to becoming a chemistry teacher. Teaching led to interest in the impact of teacher knowledge on student learning and achievement. Vanessa’s doctorate study investigated longitudinal changes in understanding occurring in post-16 chemistry students, leading to development of novel teaching strategies for specific concepts. Vanessa tested these as head of chemistry (and physics) in a Hull sixth form college, leading to a lectureship in science education at the Institute of Education. After headship of an international school in Norway, she joined Durham in January 2005. Vanessa’s research explores how teachers’ science subject knowledge, beliefs, views about science, self-confidence and attitudes impact on teaching and student learning outcomes. She contributes to international debate surrounding the nature of teacher knowledge and connections between science teacher education policy and practice. Projects include an ESRC-DfiD funded project Transforming Pedagogy of STEM Subjects in Ethiopia; a UK-wide study of practical work in science funded by Gatsby Charitable Foundation; development of chemistry teacher knowledge in South Africa, supported by a British Academy Newton Mobility Grant; and a Wellcome Trust People Award held with Durham Law School on students’ understandings of stem cell research and human cloning via the medium of law. Previous work includes: development of a diagnostic test of chemistry teachers’ subject knowledge for the Royal Society of Chemistry; and interdisciplinary projects in medieval history and archaeology. Vanessa has contributed to international doctoral training schools in Italy, Oslo, Austria and South Africa. She has directed practitioner research for secondary and primary teachers’ small-scale projects linked to school improvement.
Vanessa chaired the Royal Society of Chemistry Chemical Education Research Group from 2008 - 2015. She was appointed Fellow of the Royal Society of Chemistry in 2008 and served on the Society’s Education Division Council from 2012 – 2015. She was an Honorary Associate Professor at the Hong Kong Institute of Education from 2009 – 2013. Vanessa is currently an Associate Editor of Research in Science Education and an Editorial Board member for International Journal of Science Education and School Science Review. Vanessa was appointed Fellow of the Royal Society of Arts in 2013.
Vanessa is currently Deputy Head of Faculty in Social Sciences and Health, holding the Postgraduate portfolio. She was Director, Science Learning Centre North East from 2011 – 2013 delivering continuing professional development for primary, secondary and post-16 science teachers and technicians.
Vanessa supervises PhD and EdD students in science, chemistry education, teacher knowledge and practice.
Information for prospective doctoral research student supervisions
Vanessa would be interested in supervising prospective doctoral students in Teacher education; Science education - secondary and post 16; Misconceptions; Conceptual change; Pedagogical content knowledge and Teacher development.
- Developing a Diagnostic Chemical Knowledge Test
- Human Cloning and Stem Cell Research through the Medium of Law
- Improving the breadth of science practical work undertaken in schools
- Monitoring Practical Science in Schools and Colleges
- Research Capacity Building and Development of Teacher Knowledge Bases in Science Education
- Transforming the pedagogy in STEM subjects
- Science teacher knowledge, beliefs, pedagogical strategies
- Science education including practical work and aspects of assessment and the nature of science
- Chemical education including misconceptions, pedagogical practices and conceptual change
- 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. (2004). Mas alla de las apariencias: Ideas previas de lost estudiantes sobre conceptos basicos de quimica. Mexico City: Santillana.
- Barker, V. (2002). Building Success in GCSE Science: Chemistry. Dunstable: Folens.
Chapter in book
- Kind, V. (2015). On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK. In Re-examining Pedagogical Content Knowledge in Science Education. Berry, A., Friedrichsen, P. & Loughran, J. New York, NY Abingdon, Oxon: Routledge. 178-196.
- Kind, V. (2014). Science teachers’ content knowledge. In Exploring Mathematics and Science teachers’ Knowledge: Windows into teacher thinking. Venkat, H., Rollnick, M., Loughran, J. & Askew, M. London New York: Routledge. 15-28.
- 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). United Kingdom. In Teaching Chemistry around the World. Risch, B. (ed) Münster: Waxmann. 375-390.
- Kind, V. (2007). Context-based science: a 'gift horse' for the talented? In Science Education for Gifted Learners. Taber, K.S. Routledge. 142-158.
- Barker, Vanessa (2000). Lifelong learning in science. In Issues in Science Teaching. Sears, J. & Sorensen, P. London and New York: Routledge/Falmer. 50-60.
- Kind, V. (2015), The Good, the Bad and the Ugly: Connections between Pre-service Science Teachers’ Content Knowledge and Pedagogical Content Knowledge, NARST 2015 Annual International Conference. Chicago, IL.
- Kind, V (2014), Towards an Evidence-Based Model of Pre-service Science Teachers’ Pedagogical Content Knowledge, University of Bogota, Columbia, University of Bogota.
- Kind, V (2013), Pedagogical content knowledge as a tool for developing high quality science teachers: evidence from research, Keynote address, East-Asian Association of Science Education and 2nd Global Conference on Science Education. Hong Kong and Guangzhou, Hong Kong and Guangzhou.
- Kind, V (2013), Pre-service science teachers’ initial pedagogical content and subject matter knowledge for teaching aspects of science, European Science Education Research Association. Nicosia, Cyprus Nicosia.
- Kind, V (2012), Pre-service science teachers’ orientations toward teaching: Evidence for Constancy and Change across subject matter areas, National Association for Research in Science Teaching. Indianapolis, USA, Indianapolis IN.
- 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 PA.
- Kind, V. (2010), Perspectives from research on pedagogical content knowledge: consequences for changes in science teacher education?, in Eilks, I. & Ralle, B. eds, 20th Symposium on Chemistry and Science Education. University of Bremen, Kluwer Academic Press, University of Bremen.
- 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, Reykjavik, 151-167.
- Kind, V. (2007), An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence, British Education Research Association. London, UK, London.
- Kind, V. (2007). 'How do you switch it on?' An exploration of the development of trainee science teachers' subject matter knowledge and its impact on teacher self-confidence. BERA/ASE SIG One day conference.
Edited Sources, Research Data Sets, and Databases
- Cramman, H., Kind, V., Kind, P., Lyth, A., Gray, H., Younger, K., Eerola, P. & Coe, R. (2019). Monitoring practical science in schools and colleges, higher education data 2016-2018. SN: 853459. UK Data Service.
- Cramman, H., Kind, V., Kind, P., Lyth, A., Gray, H., Younger, K., Eerola, P. & Coe, R. (2019). Monitoring practical science in schools and colleges, school data 2016-2017. SN: 853446. UK Data Service.
- Rees, S.W., Kind, V. & Newton, D. (2019). Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education. Israel Journal of Chemistry 58(6-7): 470-477.
- Neumann, K., Kind, V. & Harms, U. (2019). Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education 41(7): 847-861.
- Kind, V. & Chan, K.K.H. (2019). Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education 41(7): 964-978.
- Luft, J., Whitworth, B., Berry, A., Navy, S. & Kind, V. (2019). Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers. Journal of Science Teacher Education 30(1): 63-79.
- Alemu, M., Alemu, M., Kind, V., Tadesse, M., Michael, K. Kind, P. & Rajab, T. (2019). The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development. Compare: A Journal of Comparative and International Education
- Rees, S.W., Kind, V. & Newton, D. (2018). Can language focussed activities improve understanding of chemical language in non-traditional students?. Chemistry Education Research and Practice 19(3): 755-766.
- 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.
- Pattinson, Shaun D. & Kind, Vanessa (2017). Using a Moot to Develop Students’ Understanding of Human Cloning and Statutory Interpretation. Medical Law International 17(3): 111-133.
- Kind, V. (2016). Preservice Science Teachers' Science Teaching orientations and Beliefs about Science. Science Education 100(1): 122-152.
- 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.
- 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, P. & Kind, V. (2007). Creativity in science education: perspectives and challenges for developing school science. Studies in Science Education 43(1): 1-37.
- Kind, V. (2007). Pedagogical content knowledge: slaying the many headed hydra. Studies in Science Education
- Kind, V. (2006). Bringing Chemistry to Life: Using contexts in teaching chemistry in Ireland. Chemistry in Action
- Kind, V. & Hadi-Talab, R. (2005). Demonstrating Chemistry Part 1: From element origins to chemical reactions. School Science Review 86(316): 61-68.
- 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.
- Barker, V. & Millar, R. (2000). Students' reasoning about basic chemical thermodynamics and chemical bonding: what changes occur during a context-based post-16 chemistry course? International Journal of Science Education 22(11): 1171-1200.
- Cramman, Helen , Kind, Vanessa, Lyth, Andrew, Gray, Helen, Younger, Kirsty, Gemar, Adam, Eerola, Paivi, Coe, Rob & Kind, Per (2019). Monitoring practical science in schools and colleges. Durham, Durham University.
- Kind, V. (2018). Transforming teaching quality through active learning in Ethiopia. Economic & Social Research Council (ESRC).
Available for media contact about:
- Education: I have expertise in secondary science education and teacher education.
- 2015: Research Capacity Building and Development of Teacher Knowledge Bases in Science Education (£9972.00 from The British Academy)
- 2015: Transforming the Pedagogy of STEM Subjects (£382073.40 from ESRC)
- 2014: 2014-2017 Human Cloning and Stem Cell Research Through the Medium of Law (Wellcome Trust, £29,961). PI: Pattinson CIs: Douglas & Kind.
- 2014: Gatsby Monitoring Practical Science (£175998.00 from Gatsby Charitable Foundation)
- 2014: Gatsby Monitoring Practical Science (£44169.00 from Gatsby Charitable Foundation)
- 2011: Developing a Diagnostic Chemical Knowledge Test (£22000.00 from Royal Society of Chemistry)