Broadening participation informal stem education
Archer L, King H, Nomikou E.
GSID: _Nx0M0EDg38J
H King, E Nomikou, L Archer… - … of Science Education, 2015 - Taylor & Francis
Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has...
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King, H., Nomikou, E., Archer, L., & Regan, E. (2015). Teachers’ understanding and operationalisation of ‘science capital’. International Journal of Science Education, 37(18), 2987-3014.
King, Heather, et al. "Teachers’ understanding and operationalisation of ‘science capital’." International Journal of Science Education 37.18 (2015): 2987-3014.
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Science teachers
Kind V.
GSID: 36hsktkESlQJ
V Kind - International Journal of Science Education, 2009 - Taylor & Francis
… which teacher education systems ensure that secondary science teachers are well prepared and appropriately trained for their work in science classrooms is a significant topic of international debate (Abell, 2000, 2007). One issue is how best to equip...
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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, Vanessa. "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 (2009): 1529-1562.
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Broadening participation informal stem education
King H, Rushton EAC.
GSID: Gqbgi8bjpa0J
H King, EAC Rushton - Non-formal and informal science learning in the …, 2020 - Springer
Opportunities for young people to participate in making activities—either within school-based learning or within the growing number of makerspaces being established outside of formal education—have increased dramatically in recent years. Whilst some have advocated young people's participation in makerspaces...
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King, H., & Rushton, E. A. (2020). Applying the Lens of Science Capital to Understand Learner Engagement in Informal Maker Spaces. In Non-formal and informal science learning in the ICT era (pp. 15-31). Springer, Singapore.
King, Heather, and Elizabeth AC Rushton. "Applying the Lens of Science Capital to Understand Learner Engagement in Informal Maker Spaces." Non-formal and informal science learning in the ICT era. Springer, Singapore, 2020. 15-31.
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Science teachers
Kind V.
GSID: LSYLMjzRkzQJ
V Kind - Science Education, 2016 - Wiley Online Library
… science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science … science teachers’ NOS beliefs about science may influence those of their students. PSTs studied...
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Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152.
Kind, Vanessa. "Preservice science teachers’ science teaching orientations and beliefs about science." Science Education 100.1 (2016): 122-152.
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Science teachers
Neumann K, Kind V, Harms U.
GSID: iSfdv5uCb4kJ
K Neumann, V Kind, U Harms - International Journal of Science …, 2019 - Taylor & Francis
… science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher … /or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented...
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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.
Neumann, Knut, Vanessa Kind, and Ute Harms. "Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge." International Journal of Science Education 41.7 (2019): 847-861.
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discipline specific instruction (e.g., engineering curriculum, social science teachers, geology pedagogy)
Kind V, Taber K.
GSID: 3UXKa1PPWVMJ
V Kind, K Taber - 2005 - library.oapen.org
… However, we note that current accounts of curriculum and pedagogy (eg Moore, 2000) tend to … others to teach science, our professional work has made us into social scientists. We think this … science teaching with degrees in...
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Kind, V., & Taber, K. (2005). Science. Taylor & Francis.
Kind, Vanessa, and Keith Taber. Science. Taylor & Francis, 2005.
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teaching innovation
King H.
GSID: MxEwoFIUXmIJ
H King - A guide to staff and educational development, 2003 - books.google.com
In order to disseminate something effectively in any context, and to evaluate the success of that dissemination, we must first be clear what we intend to achieve. Do we want simply to …
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King, H. (2003). Disseminating educational developments. In A guide to staff & educational development (pp. 89-104). Routledge.
King, Helen. "Disseminating educational developments." A guide to staff & educational development. Routledge, 2003. 89-104.
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Science teachers
Kind V.
GSID: 5npzwVEOWMkJ
V Kind, PM Kind - International Journal of Science Education, 2011 - Taylor & Francis
Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas …
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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, Vanessa, and Per Morten Kind. "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 (2011): 2123-2158.
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Science education
Kind V.
GSID: M0Mac3jPA9QJ
V Kind - Studies in science education, 2009 - Taylor & Francis
… science education, exploring ways in which PCK has been investigated in science education research and the potential the concept has for informing science … PCK has been interpreted within science education research, particularly related to science teacher development....
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Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in science education, 45(2), 169-204.
Kind, Vanessa. "Pedagogical content knowledge in science education: perspectives and potential for progress." Studies in science education 45.2 (2009): 169-204.
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STEM and gender
King H, Rushton EAC.
GSID: TK431Km-h9kJ
EAC Rushton, H King - … Journal of Science Education, Part B, 2020 - Taylor & Francis
… , (3) play can enable gender inclusive STEM spaces through promoting free-… STEM, particularly engineering. We suggest that play has an important pedagogical role in informal STEM …
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Rushton, E. A., & King, H. (2020). Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education. International Journal of Science Education, Part B, 10(4), 376-389.
Rushton, Elizabeth AC, and Heather King. "Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education." International Journal of Science Education, Part B 10.4 (2020): 376-389.
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informal learning
Kersh N, King H, Potter J.
GSID: 5PoNywiFR0MJ
H King, N Kersh, J Potter… - Learning Beyond the …, 2015 - eprints.whiterose.ac.uk
In this paper, the contributing authors seek to extend our thinking about the nature of learning across settings. All emphasise the role played by the individual in shaping learning …
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King, H., Kersh, N., Potter, J., & Pitts, S. E. (2015). Learner-led and boundary free: Learning across contexts. Learning Beyond the Classroom: British Journal of Educational Psychology Monograph Series II, (11), 39-49.
King, Heather, et al. "Learner-led and boundary free: Learning across contexts." Learning Beyond the Classroom: British Journal of Educational Psychology Monograph Series II 11 (2015): 39-49.
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diversity
Kind R, Oncken O, Sobolev SV, Yuan X.
GSID: vFC_53oKTGUJ
X Yuan, SV Sobolev, R Kind, O Oncken, G Bock… - Nature, 2000 - nature.com
Abstract The Central Andes are the Earth's highest mountain belt formed by ocean–continent collision 1, 2. Most of this uplift is thought to have occurred in the past 20 Myr …
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Yuan, X., Sobolev, S. V., Kind, R., Oncken, O., Bock, G., Asch, G., ... & Comte, D. (2000). Subduction and collision processes in the Central Andes constrained by converted seismic phases. Nature, 408(6815), 958-961.
Yuan, Xiaohui, et al. "Subduction and collision processes in the Central Andes constrained by converted seismic phases." Nature 408.6815 (2000): 958-961.
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