• Tobin, K. & Tippins, D. (1996). Metaphors as seeds for learning and the improvement of science teaching. Science Education, 80, 711-730.

• Tobin, K. & McRobbie, C.J. (1996). Cultural myths as restraints to the enacted science curriculum. Science Education, 80, 223-241.

• Tobin, K. & McRobbie, C. (1996). Significance of limited English proficiency and cultural capital to the performance in science of Chinese-Australians. Journal of Research in Science Teaching, 33, 265-282.

• Roth, W.M., & Tobin, K. (1996). Aristotle and natural observation versus Galileo and (stacked) scientific experiment or physics lectures as rhetorical events. Journal of Research in Science Teaching, 33, 135-157.

• Tobin, K. (1996). Cultural perspectives on the teaching and learning of science. In Ogawa, M. (Ed). Traditional culture, science and technology and development - Toward a new literacy for science and technology. Tokyo, Japan: Research Project, Science-Technology and Society. pp. 75-99.

• Tobin, K. (1996). Teacher learning, teacher education and educational reform. In Treagust, D.F., Duit, R., and Fraser, B.J. Improving Teaching and learning in science and mathematics. New York: Teachers College Press. pp. 175-189.

• Fraser, B.J. & Tobin, K. (1996). Exemplary teaching of science: Its meaning in the post-compulsory years. In P. Fensham, (Ed.). Science and technology education in post-compulsory education. Melbourne, Australia: The Australian Council for Educational Research. pp. 98-118.

• Tobin, K. (September, 1996). Sociocultural perspectives on the practice of science education. Paper presented at the first workshop of the Research Project “Science Technology and Society”, University of Ibaraka, Mito City, Japan.

• Tobin, K. (September, 1996). Moving out: The exclusion of minorities from the community of science. Paper presented at the second workshop of the Research Project “Science Technology and Society”, Tokyo Institute of Technology, Tokyo, Japan.

• Tobin, K. (1996, April). Constraining the learning of science: Profiles of power, social forces, and discursive capital. Paper presented at the annual meeting of the National Association of Research in Science Teaching, St Louis, Missouri.

• Kahle, J.B. & Tobin, K. (1996, April). Research demanded by systemic reform: Multi-level analyses of interpretive data. Paper presented at the annual meeting of the National Association of Research in Science Teaching, St Louis, Missouri.

• Tobin, K. & McRobbie, C. (1996, April). Limited English proficiency and the teaching and learning of science. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

• Tobin, K., McRobbie, C., & Anderson, D. (1996, April). Teacher knowledge, the dispersion of power, and the enactment of the chemistry curriculum. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

• Tobin, K. & McRobbie, C. (1996, April). Dialectical constraints to teaching and learning within a high school physics community. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

• Tobin, K. (1996, March). Native language: Deficiency or capital? Limited English proficiency and the learning of science. Paper presented at the annual meeting of the American Association for Applied Linguistics, Chicago, IL.

• Tobin, K. (1996, Feb). Assessing progress: Describing the landscape of science and mathematics education in Florida. Paper presented at the annual meeting of the American Association for the Advancement of Science, Baltimore, MD.

• Tobin, K. (1996, Feb). Peaks and valleys in the reform of college science teaching. Paper presented at the sixth international consortium for research in science and mathematics education, Belize City, Belize.

• Tobin, K. (1996, November). Discourse genres, the WWW and the delivery of advanced degrees in science education. Paper presented at the Southeastern Association for the Education of Teachers of Science, Atlanta, GA.

• Tobin, K. (1996, November). Using NUD•IST as a tool for qualitative research. Pre-conference session presented at the Southeastern association for the Education of Teachers of Science, Atlanta, GA.

• Tobin, K. (1996, March). Improving the quality of interpretive research in science education. Paper presented at the annual meeting of the Southeast Association for the Education of Teachers in Science, Jackson’s Gap, AL.