• Ritchie, S.M., Tobin, K., & Hook, K.S. (1995). Exploring the boundaries: A study of multiple classroom learning environments. Research in Science Education, 25(3), 307-322.

• Tobin, K., Roth, W. M., & Brush, S. (1995). Teaching physics to prospective elementary teachers: Bridging gaps or widening chasms? Research in Science Education, 25(3), 267-281.

• Tippins, D.J., Tobin, K. & Nichols, S.E. (1995). Constructivism as a referent for elementary science teaching and learning. Research in Science Education, 25(2), 135-149.

• . McRobbie, C.J., & Tobin, K. (1995). Restraints to reform: The congruence of teacher and student actions in a chemistry classroom. Journal of Research in Science Teaching, 32(4), 373-385.

• Lorsbach, A. & Tobin, K. (1995). Toward a critical approach to the study of learning environments in science classrooms. Research in Science Education, 25(1), 19-32.

• Tobin, K. & LaMaster, S. (1995). Relationships between metaphors, beliefs and actions in a context of science curriculum change. Journal of Research in Science Teaching 32(3), 225-242.

• Tobin, K. (1995). Teacher change and the assessment of teacher performance. In Fraser, B.J. & Walberg, H. Improving science education. Brussels: International Academy of Education. pp. 145-170.

• Tobin, K. & Roth W-M. (1995). Bridging the great divide: Teaching from the perspective of one who knows and learning from the perspective of one who does not know. Proceedings of the History and Philosophy of Science and Science Teaching. Minneapolis: University of Minnesota. pp. 1204-1216.

• Tobin K. (1995). Integrating science across the curriculum. In Chemistry: Connections to our changing world. Englewood Cliffs, NJ: Prentice Hall. pp. 48-49.

• Tobin, K. (1995). Learning from the stories of science teachers. In A. Haley Oliphant, Exploring the place of exemplary science teaching. Washington, DC: AAAS Press. pp. 161-180.

• Tobin, K. (1995) Critical perspectives on constructivism, power, and the mediation of science learning In A. Hofstein, B. Eylon,& G. J. Giddings (1995). Israel: Science Education: From Theory to Practice. The Weizmann Institute of Science. ISBN 965 281 0037. pp. 301-309

• Tobin, K. (1995). Impediments to the improvement of teaching and learning practices in science classrooms in developing countries. In A. Hofstein, B. Eylon,& G. J. Giddings (1995). Science Education: From Theory to Practice. Israel: The Weizmann Institute of Science. ISBN 965 281 0037. pp. 279-287

• Tobin, K., Tippins, D.J., & Hook, K.S. (1995). Students' beliefs about epistemology, science, and classroom learning: A question of fit. In S. Glynn & R. Duit (Eds.), Learning science in the schools: Research informing practice. New York: Erlbaum. pp. 85-108.

• Tobin, K. (1995). Gender equity and the enacted science curriculum. In Parker, L., Rennie, L. & Fraser, B.J. Gender Issues in Science Education. Amsterdam: Kluwer.

• Tobin, K. & Roth W-M. (1995). Bridging the great divide: Teaching from the perspective of one who knows and learning from the perspective of one who does not know. Proceedings of the History and Philosophy of Science and Science Teaching. Minneapolis: University of Minnesota.

• McRobbie, C., & Tobin, K. (1995, July). The school as a learning place for teachers. Paper presented at the annual meeting of the Australasian Science Education Research Association, Bendigo, Australia.

• Tobin, K. (1995, April). Issues of commensurability in the use of qualitative and quantitative measures. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

• Gilmer, P., Moscovici, H., Mattson, S., & Tobin, K. (1995, April). Bridging the gap between the beliefs and practices of college biology teachers and the science-related needs of prospective elementary teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

• McRobbie, C. & Tobin, K. (1995, April). School as a learning place for science teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

• Tobin, K. (1995, April). Culture, social class and ethnic diversity as challenges to science teaching and learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

• Taylor, P., White, L., Tobin, K., & Williams, M. (1995, April). Interpretive research in science, mathematics and computer classrooms. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

• Tobin, K. (1995, April). The construction of viable scientific knowledge from elementary science activities. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

• Tobin, K. (1995, April). Framing classroom learning environments to incorporate sociocultural diversity. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

• McRobbie, C., & Tobin, K. (1995, April). The school learning environment: Place for teacher learning or a busy workplace? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

• Tobin, K. (1995, January). Teaching physics to prospective elementary teachers: Bridging gaps or widening chasms? Paper presented at the annual meeting of the American Association of Physics Teachers, Orlando, FL.

• Tobin, K. (1995, January). The many faces of collaboration: Planning and teaching science courses for prospective elementary teachers. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Charleston, West Virginia.

• Tobin, K. (1995). Beliefs about teaching, learning and the nature of science: Relationships with the enacted curriculum of college physics. Paper presented at the annual meeting of the Southeastern Association for the Education of Teachers of Science, Pensacola, FL.

• Davis, N. & Tobin, K. (1995, March). Science teacher education in the Year 2000: Breaking free of the rules that bind us. Paper presented at the annual meeting of the Southeastern Association for the Education of Teachers of Science, Pensacola, FL.