Refereed Journals: 06
Chapters: 08

06. 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.

05. 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.

04. 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.

03. 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.

02. 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.

01. 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.

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

07. 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 (pp. 1204-1216). Minneapolis: University of Minnesota.

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

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

04. 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 (pp. 301-309). The Weizmann Institute of Science. ISBN 965 281 0037.

03. 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). Israel—Science education: From theory to practice (pp. 279-287). Israel: The Weizmann Institute of Science. ISBN 965 281 0037.

02. 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 (pp. 85-108). New York: Erlbaum.

01. Tobin, K. (1995). Gender equity and the enacted science curriculum. In Parker, L., Rennie, L. & Fraser, B.J. Gender Issues in Science Education (pp. 119-127). Dordrecht, NL: Kluwer.