| Pedagogical content knowledge in science education: perspectives and potential for progress V Kind Studies in science education 45 (2), 169-204, 2009 | 1070 | 2009 |
| Beyond appearances: Students’ misconceptions about basic chemical ideas V Kind London: Royal Society of Chemistry, 2004 | 383 | 2004 |
| Creativity in science education: Perspectives and challenges for developing school science PM Kind, V Kind Studies in Science Education 43 (1), 1-37, 2007 | 372 | 2007 |
| A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence V Kind International Journal of Science Education 31 (11), 1529-1562, 2009 | 163 | 2009 |
| Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge K Neumann, V Kind, U Harms International Journal of Science Education 41 (7), 847-861, 2019 | 160 | 2019 |
| Peer Argumentation in the School Science Laboratory—Exploring effects of task features PM Kind, V Kind, A Hofstein, J Wilson International Journal of Science Education 33 (18), 2527-2558, 2011 | 158 | 2011 |
| Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge V Kind, KKH Chan International Journal of Science Education 41 (7), 964-978, 2019 | 115 | 2019 |
| Preservice science teachers’ science teaching orientations and beliefs about science V Kind Science Education 100 (1), 122-152, 2016 | 114 | 2016 |
| Science V Kind, K Taber Taylor & Francis, 2005 | 83 | 2005 |
| Más allá de las apariencias Ideas previas de los estudiantes sobre conceptos básicos de química V Kind México: Aula XXI. Santillana:, 2004 | 78 | 2004 |
| Más allá de las apariencias V Kind Ideas previas de los estudiantes sobre conceptos básicos de química, 25-33, 2004 | 64 | 2004 |
| On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK V Kind Re-examining pedagogical content knowledge in science education, 178-196, 2015 | 60 | 2015 |
| A degree is not enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge V Kind International Journal of Science Education 36 (8), 1313-1345, 2014 | 59 | 2014 |
| Science teachers' content knowledge V Kind Exploring Mathematics and Science Teachers' Knowledge, 15-27, 2014 | 46 | 2014 |
| Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge V Kind International Journal of Science Education 41 (7), 911-943, 2019 | 45 | 2019 |
| Beginning to teach chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas V Kind, PM Kind International Journal of Science Education 33 (15), 2123-2158, 2011 | 31 | 2011 |
| The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development M Alemu, V Kind, M Basheh, K Michael, M Atnafu, P Kind, T Rajab Compare: A Journal of Comparative and International Education, 2019 | 24 | 2019 |
| Meeting the challenge of chemical language barriers in university level chemistry education S Rees, V Kind, D Newton Israel Journal of Chemistry 59 (6-7), 470-477, 2019 | 23 | 2019 |
| Can language focussed activities improve understanding of chemical language in non-traditional students? SW Rees, V Kind, D Newton Chemistry Education Research and Practice 19 (3), 755-766, 2018 | 17 | 2018 |
| Science education trajectories: charting the course for teachers, educators, researchers, and policymakers JA Luft, BA Whitworth, A Berry, S Navy, V Kind Journal of Science Teacher Education 30 (1), 63-79, 2019 | 16 | 2019 |
