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Durham University

School of Education

Research Projects

Professor Vanessa Kind - all publications

Authored book

  • 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.

Conference Paper

  • 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.

Conference Proceeding

  • 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

Journal Article

Report