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 (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. & 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. (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.
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 Education22(11): 1171-1200.