Vanessa Kind
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View article: Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge
Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge Open
This study aimed to explore Ethiopian middle school physics teachers’ content knowledge (CK) and their implementation of Dialogic teaching (DT). A qualitative method, case study design, and purposive and convenient sampling employed in the…
View article: The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development
The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development Open
This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for th…
View article: Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge
Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge Open
This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng…
View article: Monitoring practical science in schools and colleges.
Monitoring practical science in schools and colleges. Open
This report presents data relating to practical work in science provision in schools1 collected over three years in England and Scotland from 2015 - 2017. This study adopts the SCORE (2013) definition of practical work, namely:
\n“A learni…
View article: The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy
The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy Open
Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students over the course of 1 to 4 years. The students participated in semi-structure…
View article: Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers
Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers Open
Science teacher professional development is complex. Phases in a teacher’s career necessitate different professional learning opportunities. Furthermore, knowledge bases, practices, and attributes need to be cultivated during these times. …
View article: Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education
Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education Open
The specific yet varied challenges chemical language presents to students learning the subject are widely recognised. However, to effectively engage a student population becoming increasingly diverse in terms of culture, language and prior…
View article: Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge Open
This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced s…
View article: Can language focussed activities improve understanding of chemical language in non-traditional students?
Can language focussed activities improve understanding of chemical language in non-traditional students? Open
Students commonly find the language of chemistry challenging and a barrier to developing understanding. This study investigated developments in chemical language understanding by a group of non-traditional students over the duration of a o…
View article: Using a moot to develop students’ understanding of human cloning and statutory interpretation
Using a moot to develop students’ understanding of human cloning and statutory interpretation Open
This article reports and analyses the method and findings from a 3-year interdisciplinary project investigating how the medium of law can support understanding of socio-scientific issues. Law represents one of the most important means by w…
View article: Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge
Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge Open
This paper offers pedagogical content knowledge (PCK) rubrics, that is, guides providing criteria for grading that are potentially applicable to a range of science topics and levels of teacher experience. Grading criteria applied in the ru…
View article: Styles of Scientific Reasoning: A Cultural Rationale for Science Education?
Styles of Scientific Reasoning: A Cultural Rationale for Science Education? Open
In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scienti…
View article: Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science
Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science Open
This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via co…
View article: The tools of teacher evaluation : what should be used in teacher evaluation from the teachers’ perspective.
The tools of teacher evaluation : what should be used in teacher evaluation from the teachers’ perspective. Open
This paper presents a study that was conducted to investigate the tools of teacher evaluation. The focus is on what teachers state about such tools in terms of what should be used when they are evaluated. Teachers were asked by questionnai…