SUMMARY:
Total: 29
Refereed Journals: 5
Chapters: 4
Papers International/National: 20
Papers Published in Refereed Journals [TOP]

• Fraser, B.J., Tobin, K., Kahle, J.B. (1992). Factors which militate against learning science with understanding. Australian Science Teachers Journal, 38(3), 63-66.

• Tobin, K. & Dawson, G. (1992) Constraints to curriculum reform: Teachers and the myths of schooling. Educational Technology Research and Development, 40(1), 81-92.

• Fraser, B.J., Tobin, K. & Kahle, J.B. (1992). Learning science with understanding: In search of the Holy Grail? Research in Science and Technology Education, 10(1), 65-81.

• Lorsbach, A.W., Tobin, K., Briscoe, C., & Ulerick LaMaster, S. (1992). An interpretation of assessment methods in middle school science. International Journal of Science Education, 14(3), 305-317.

• Tobin, K. (1992). Ethical concerns and research in science classrooms: Resolved and unresolved dilemmas. Science Education, 76(1), 105-117
Chapters
 [TOP]

• Fraser, B.J. & Tobin, K. (1992). Combining qualitative and quantitative methods in the study of learning environments. In H.C. Waxman & C.D. Ellett (Eds). The study of learning environments. Volume 5. Houston, TX: University of Houston, pp. 21-33.

• Lorsbach, A. & Tobin, K. (1992). Constructivism as a referent for science teaching. In Lawrenz, F. Research matters ... to the science teacher. Monograph number 5. Kansas State University: National Association for Research in Science Teaching.

• Tobin, K. & Jakubowski, E. (1992). The cognitive requisites for improving the performance of elementary mathematics and science teaching. In Ross, E.W., Cornett, J.W., & McCutcheon, G. (eds.), Teacher personal theorizing: Connecting curriculum practice, theory and research. Columbia University: University Press pp 161-178.

• Tobin, K. & Ulerick, S. (1992). An interpretation of high school science teaching based on metaphors and beliefs for specific roles. In Ross, E.W., Cornett, J.W., & McCutcheon, G. (eds.), Teacher personal theorizing: Connecting curriculum practice, theory and research. Columbia University: University Press pp 115-136.
Papers Presented at National and International Meetings [TOP]

• Tobin, K. (September, 1992) The theory-practice dialectic. An invited address at the symposium on teaching and learning in science and mathematics, Wingspread Convention, Wisconsin.

• Tobin, K. & Imwold, D. (August, 1992). Reconceptualizing, deconstructing, and reconstructing routines for the teaching and learning of mathematics. Paper presented at the seventh International Conference on Mathematical Education, Quebec, Canada.

• Tobin, K. (July, 1992). Interpretive research in science education: A beacon of light in a forest of darkness. Paper presented at an International Conference of Teaching and Learning Science and Mathematics, National Changhua University of Education, Taiwan.

• Tobin, K. (July, 1992). The folly of top down reform. Paper presented at an International Conference of Teaching and Learning Science and Mathematics at the National Changhua University of Education, Changhua, Taiwan.

• Tobin, K. (May, 1992). HPS & ST and teacher education. Symposium presentation at the second international conference of the History and Philosophy of Science and Science Teaching.

• Tobin, K., Tippins, D. & Hook, K. (May, 1992). The long hard road from objectivism to constructivism. Paper presented at the second international conference of the History and Philosophy of Science and Science Teaching.

• Tippins, D., Tobin, K. & Hook, K. (May, 1992). Ethical decisions at the heart of science teaching: Reframing assessment dilemmas from a constructivist perspective. Paper presented at the second international conference of the History and Philosophy of Science and Science Teaching.

• Tobin, K. (April, 1992). Sustaining curricular reform. Paper presented in a symposium at the annual meeting of the American Educational Research Association, San Francisco.

• Tobin, K. (April, 1992). Educating teachers in a constructed, culture-mediated context. Paper presented in a symposium at the annual meeting of the American Educational Research Association, San Francisco.

• Tobin, K., Tippins, D. & Hook, K. (April, 1992). The construction and reconstruction of teacher knowledge. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

• Tippins, D., Tobin, K. & Hook, K. (April, 1992). Constructivist perspectives on the ethical dimensions of teaching. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

• Gallard. A., Tobin, K., Barrow, D. & Alfaro, G. (April, 1992). Teacher education and curricular reform: confronting the challenges of science learning for non-native speakers of English. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

• Hook, K., Tobin, K. & Tippins, D. (April, 1992). The teacher's role in maintaining a favorable learning environment. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

• Tobin, K. (March, 1992). Teacher beliefs and science teaching. Paper presented at the annual meeting of the National Science Teachers Association, Boston, MA.

• Tobin, K. (March, 1992). Making sense of science teaching in terms of images, metaphors and beliefs. Paper presented at the annual meeting of the National Science Teachers Association, Boston, MA.

• Tobin, K. (March, 1992). Confronting the challenge: Educating science teachers so that traditional practices make no sense at all. Paper presented as a part of a symposium at the annual meeting of the National Association for Research in Science Teaching, Boston. MA.

• Tobin, K., Tippins, D. & Hook, K. (March, 1992). Critical reform of the science curriculum: a journey from objectivism to constructivism. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston. MA.

• Tippins, D., Tobin, K. & Hook, K. (March, 1992). Ethical dilemmas in science teaching. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston. MA.

• Tobin, K. (Feb, 1992). Teacher learning and teacher change: Epistemological dimensions for reconceptualizing teacher education. A professional clinic presented at the 72nd annual meeting of the Association of Teacher Educators, Orlando, Florida.

• Tobin, K. (Jan, 1992). Constructivist perspectives on teaching and learning. An invited address at the annual Qualitative Interest Group meeting, Athens, GA.

The Graduate School and University Center of the City University of New York.