Dr. Keith S. Taber (kst24@cam.ac.uk)
Publications
Publications in peer-reviewed
research journals
Books
and monographs
Chapters
in Books
Published conference
proceedings
Publications in peer-reviewed
practitioner periodicals: full length articles
Publications in peer-reviewed
practitioner periodicals: short articles
Miscellaneous publications
Other available writing
Publications in
peer-reviewed research journals
- Taber, K. S., & Tan, K. C. D. (Accepted for
publication). The insidious nature of ‘hard core’ alternative conceptions:
Implications for the constructivist research programme of patterns in high
school students’ and pre-service teachers’ thinking about ionisation energy.
International Journal of Science Education. [Abstract]
- Taber, K. S. (In press). Straw men and false dichotomies: Overcoming
philosophical confusion in chemical education. Journal of Chemical Education.
[Abstract]
- Taber, K. S., & García Franco, A. (2010). Learning
processes in chemistry: Drawing upon cognitive resources to learn about
the particulate structure of matter. Journal of the Learning Sciences,
19(1), 99-142. [Abstract]
- Taber, K. S. (2010). Celebrating a successful and practical contribution
to the theory of intelligence: An essay review. Education Review,
13(3), 1-40.
- Taber, K. S. (Accepted for publication). Paying lip-service to
research?: The adoption of a constructivist perspective to inform science
teaching in the English curriculum context. The Curriculum Journal.
[Abstract]
- Taber, K. S., & Bricheno, P. A. (2009). Coordinating Procedural
and Conceptual Knowledge to Make Sense of Word Equations: Understanding the
complexity of a 'simple' completion task at the learner's resolution. International
Journal of Science Education, 31(15), 2021-2055. [Abstract]
- Bektas, O., & Taber, K. S. (2009). Can science pedagogy
in English schools inform educational reform in Turkey? Exploring the extent
of constructivist teaching in a curriculum context informed by constructivist
principles. Turkish Journal of Science Education, 6(3), 66-80. [Abstract]
- Tan, K.-C. D., & Taber, K. S. (2009). Ionization Energy:
Implications of Pre-service Teachers’ Conceptions. Journal of Chemical
Education, 86(5), 623-629. [Abstract]
- García Franco, A.
& Taber, Keith S. (2009). Secondary Students’ Thinking about Familiar
Phenomena: Learners’ explanations from a curriculum context where 'particles'
is a key idea for organising teaching and learning. International
Journal of Science Education, 31(14), 1917-1952.
[Abstract]
- Winterbottom, M., Brindley, S., Taber, K. S.,
Fisher, L. G., Finney, J., & Riga, F. (2008). Conceptions of assessment:
trainee teachers' practice and values. Curriculum Journal, 19(3),
193-213. [Abstract]
- Taber, K. S. (2009) College students' conceptions
of chemical stability: The widespread adoption of a heuristic rule
out of context and beyond its range of application. International
Journal of Science Education, 31(10), 1333-1358.
(First published on-line 26 March 2008, DOI: 10.1080/09500690801975594.)
[Abstract]
- Taber, K. S. (2009). Constructivism and the Crisis in U.S. Science
Education: An Essay Review. Education Review, 12(12), 1-26.
- Taber, K. S. (2008) Exploring student learning from a constructivist
perspective in diverse educational contexts, Journal of Turkish
Science Education, 5 (1), 2-21. [Abstract]
- Winterbottom, M., Taber, K. S., Brindley,
S., Fisher, L., Finney, J., & Riga, F. (2008). Understanding
differences in trainee teachers’ values and practice in relation to
assessment. Teacher Development, 12 (1), pp.15
– 35 [Abstract]
- Adbo, K. & Taber, K. S. (2008) Learners'
mental models of the particle nature of matter: a study of 16 year-old
Swedish science students. International Journal of Science
Education. (Published on-line 03 January 2008, DOI: 10.1080/09500690701799383).
[Abstract]
- Taber, K. S. (2008) Exploring conceptual
integration in student thinking: evidence from a case study,
International Journal of Science Education, 30 (14),1915-1943.
(Published on-line, 9th October, 2007, DOI: 10.1080/09500690701589404.)
[Abstract]
- Taber, K. S. (2008) Conceptual
resources for learning science: issues of transience and grain-size
in cognition and cognitive structure, International Journal
of Science Education, 30 (8), pp.1027-1053. (Published on-line,
25th October, 2007, DOI: 10.1080/09500690701485082.) [Abstract]
- Tan, K. C. D., Taber, K. S.,
Liu, X., Coll, R. K., Lorenzo, M., Li, J., Goh, N.K. &
Chia, L.S. (2008). Students’ conceptions of ionisation energy: A cross-cultural
study, International Journal of Science Education,
30 (2), pp.263-283. (First published on-line, 3rd September 2007, DOI:
10.1080/09500690701385258.) [Abstract]
- Cokelez, A., Dumon, A, &
Taber, K. S. (2008) Upper secondary French students, chemical
transformations and the "register of models": a cross-sectional
study, International Journal of Science Education. 30
(6), pp.807-836. (First published on-line 01 August 2007, DOI: 10.1080/09500690701308458.)
[Abstract]
- Taber, K. S. & Tan, K. C.
D. (2007) Exploring learners’ conceptual resources: Singapore
A level students’ explanations in the topic of ionisation energy,
International Journal of Science and Mathematics Education,
5, pp.375-392 (First published on-line 2006, DOI: 10.1007/s10763-006-9044-9,
18 pages.) [Abstract]
- Taber, K. S. (2006) Towards
a curricular model of the nature of science, Science &
Education, (published on-line first, 10.1007/s11191-006-9056-4,
40 pages.) [Abstract]
- Taber, K. S. (2006) Constructivism’s
new clothes: the trivial, the contingent, and a progressive
research programme into the learning of science, Foundations
of Chemistry, 8 (2), pp. 189-219. (Published online first
: 31 May 2006 – 31 pages) [Abstract]
- Taber, K. S. (2006) Beyond
Constructivism: the Progressive Research Programme into
Learning Science, Studies in Science Education,
42, pp.125-184. [Abstract]
- Tan, K. C. D. & Taber,
K. S. (2005) What comes after stable octet? Stable sub-shell!,
Journal of Science and Mathematics Education in Southeast
Asia, 28 (1), pp.81-102.
- Taber, K. S. (2005) Developing
Teachers as Learning Doctors, Teacher Development,
9 (2), pp.219-235. [Abstract]
- Tan, K-C. D., Taber, K. S.,
Goh, N-K & Chia, L-S. (2005) The ionisation energy diagnostic
instrument: a two-tier multiple choice instrument to determine
high school students’ understanding of ionisation energy, Chemistry
Education Research & Practice, 6 (4), pp.180-197. [Abstract]
- Taber, K. S. (2004) Learning
quanta: barriers to stimulating transitions in student understanding
of orbital ideas, Science Education, 89 (1), pp.94-116.
[Abstract]
- Taber, K. S. (2003) Mediating
mental models of metals: acknowledging the priority of the
learner’s prior learning, Science Education, 87, pp.732-758.
[Abstract]
- Taber, K. S. & Student,
T. A. (2003) How was it for you?: the dialogue between researcher
and colearner, Westminster Studies in Education, 26
(1), pp.33-44. [Abstract]
- Taber, K. S. (2003) Facilitating
science learning in the inter-disciplinary matrix - some
perspectives on teaching chemistry and physics, Chemistry
Education: Research and Practice, 4 (2), pp.103-114. [Abstract]
- Taber, K. S. (2003) Understanding
ionisation energy: physical, chemical and alternative conceptions,
Chemistry Education: Research and Practice, 4 (2),
pp.149-169. [Abstract]
- Taber, K. S. (2003) Lost without
trace or not brought to mind? - a case study of remembering
and forgetting of college science, Chemistry Education:
Research and Practice, 4 (3), pp.249-277. [Abstract]
- Taber, K. S. (2003) The atom
in the chemistry curriculum: fundamental concept, teaching
model or epistemological obstacle?, Foundations of Chemistry,
5 (1), pp.43-84. [Abstract]
- Taber, K. S. (2002) “Intense,
but it’s all worth it in the end”: the colearner’s experience
of the research process, British Educational Research
Journal, 28 (3), pp.435-457. [Abstract]
- Taber, K. S. (2002) Conceptualizing
quanta - illuminating the ground state of student understanding
of atomic orbitals, Chemistry Education: Research and
Practice in Europe, 3 (2), pp.145-158. [Abstract]
- Taber, K. S. (2002) Compounding
quanta - probing the frontiers of student understanding of
molecular orbitals, Chemistry Education: Research and
Practice in Europe, 3 (2), pp.159-173. [Abstract]
- Taber, K. S. (2001) Building the
structural concepts of chemistry: some considerations from
educational research, Chemistry Education: Research and
Practice in Europe, 2 (2), pp.123-158. [Abstract]
- Taber, K. S. (2001) Constructing
chemical concepts in the classroom?: using research to inform
practice, Chemistry Education: Research and Practice in
Europe, 2 (1), pp.43-51. [Abstract]
- Taber, K. S. (2001) The mismatch
between assumed prior knowledge and the learner’s conceptions:
a typology of learning impediments, Educational Studies,
27 (2), 159-171. [Abstract]
- Taber, K. S. (2001) Shifting
sands: a case study of conceptual development as competition
between alternative conceptions, International Journal
of Science Education, 23 (7), 731-753. [Abstract]
- Taber, K. S. & Watts, M.
(2000) Learners’ explanations for chemical phenomena, Chemistry
Education: Research and Practice in Europe, 1 (3), pp.329-353.
[Abstract]
- Taber, K. S. (2000) Chemistry
lessons for universities?: a review of constructivist ideas,
University Chemistry Education, 4 (2), pp.26-35.
[Abstract]
- Taber, K. S. (2000) Case studies
and generalisability - grounded theory and research in science
education, International Journal of Science Education,
22 (5), pp.469-487. [Abstract]
- Taber, K. S. (2000) Multiple
frameworks?: Evidence of manifold conceptions in individual
cognitive structure, International Journal of Science
Education, 22 (4), pp.399-417. [Abstract]
- Taber, K. S. (1998) The sharing-out
of nuclear attraction: or I can’t think about Physics in Chemistry,
International Journal of Science Education, 20
(8), pp.1001-1014. [Abstract]
- Taber, K. S. (1998) An alternative
conceptual framework from chemistry education, International
Journal of Science Education, 20 (5), pp.597-608. [Abstract]
- Taber, K. S. and Watts, M.
(1997) Constructivism and concept learning in chemistry -
perspectives from a case study, Research in Education,
58, November 1997, pp.10-20.
- Watts, M. and Taber, K. S.
(1996) An explanatory gestalt of essence: students’ conceptions
of the ‘natural’ in physical phenomena, International
Journal of Science Education, 18 (8), pp.939-954. [Abstract]
- Taber, K. S. and Watts, M.
(1996) The secret life of the chemical bond: students’ anthropomorphic
and animistic references to bonding, International
Journal of Science Education, 18 (5), pp.557-568. [Abstract]
- Taber, K. S. (1995) Development
of Student Understanding: A Case Study of Stability and Lability
in Cognitive Structure, Research in Science & Technological
Education, 13 (1), pp.87-97. [Abstract]
- Taber, K. S. (1992) Science-relatedness
and gender-appropriateness of careers: some pupil perceptions,
Research in Science and Technological Education,
10 (1), pp.105-115.
- Taber, K. S. (1992) Girls’
interactions with teachers in mixed physics classes: results
of classroom observation, International Journal of
Science Education, 14 (2), pp.163-180.
- Taber, K. S. (1991) Gender
differences in science preferences on starting secondary
school, Research in Science and Technological Education,
9 (2), pp.245-251.
Books and monographs
- Taber, K. S. (2009). Progressing
Science Education: Constructing the scientific research programme into
the contingent nature of learning science. Dordrecht: Springer.
(Details)
- Taber, K. S. (2007) Classroom-based Research
and Evidence-based Practice: A Guide for Teachers,
SAGE Publications. ISBN: 9781412923231 / 9781412923224 (208
pages) (Review)
- Taber, K. S. - Editor (2007)
Science Education for Gifted Learners,
London: Routledge. ISBN: 9780415395335 / ISBN-10: 041539533X
/ ISBN: 9780415395342 / ISBN-10: 0415395348 (264 pages).
- Taber, K. S. (2007) Enriching
School Science for the Gifted Learner, London: Gatsby
Science Enhancement Programme. (ISBN 978-1-901351-68-2) (59
pages + CDROM)
- Mclaughlin, C., Black Hawkins,
K., Brindley. S., McIntyre, D. & Taber, K. S. (editors)
(2006) Researching Schools: Stories from a schools-university
partnership for educational research, Abingdon: Routledge.
(212 pages)
- Kind, V. & Taber, K. S
(2005) Science: Teaching School Subjects 11-19,
London: Routledge. (285 pages) (Review)
- Tan, D., Goh N. K. & Chia
L. S. & Taber, K. S. (2005) Development of a Two-Tier
Multiple Choice Diagnostic Instrument to Determine A-Level
Students’ Understanding of Ionisation Energy, Singapore:
National Institute of Education, Nanyang Technological University.
(Monograph, ISBN: 981 - 05 - 2995 – 3: 105 pages).
- Taber, K. S. (2002) Chemical
misconceptions - prevention, diagnosis and cure: Volume 1:
theoretical background, London: Royal Society of Chemistry
(180 pages)
- Taber, K. S. (2002) Chemical
misconceptions - prevention, diagnosis and cure: Volume 2:
classroom resources, London: Royal Society of Chemistry
(238 pages)
Chapters
in Books
- Taber, K. S. (In
press). Learning about astrobiology: a challenge for the public understanding
of science. In S. Hegedűs & J. Csonka (Eds.), Astrobiology: Physical
Origin, Biological Evolution and Spatial Distribution. New York:
Nova. [Abstract]
- Taber, K. S. (In press). Intuitions, conceptions and frameworks:
modelling student cognition in science learning. In M. S. Khine & I.
M. Saleh (Eds.), New Science of Learning: Cognition, Computers and
Collaboration in Education. Dordrecht: Springer. [Abstract]
- Taber, K. S. (In press). Computer-assisted teaching and concept
learning in science: the importance of designing resources from a pedagogic
model. In B. A. Morris & G. M. Ferguson (Eds.), Computer-Assisted
Teaching: New Developments. New York: Nova. [Abstract]
- Taber, K. S. (2009). Learning at the symbolic
level. Chapter 4, in J. K. Gilbert & D. F. Treagust (Eds.), Multiple
Representations in Chemical Education (pp. 75-108). Dordrecht:
Springer. [Abstract]
- Taber, K. S. (2009). Progressing the Constructivist Research Programme
to Advance Teaching and Learning about the Nature of Science. In I. M. Saleh
& M. S. Khine (Eds.), Fostering Scientific Habits of Mind: Pedagogical
Knowledge and Best Practices in Science Education (pp. 37-57). Rotterdam,
The Netherlands: Sense Publishers. [Abstract]
- Taber, K. S. (2009) Building theory from data: grounded theory.
In E. Wilson (Editor) School-based Research: A guide for education
students, London: Sage, pp.216-229.
- Taber, K. S. (2009) Beyond positivism: ‘Scientific’
research into education. In E. Wilson (Editor), School-based Research:
A guide for education students, London: Sage, pp.233-250
- Taber, K. S. (2008) Of Models, Mermaids
and Methods: The Role of Analytical Pluralism in Understanding
Student Learning in Science, in Ingrid V. Eriksson (Ed.) Science
Education in the 21st Century, pp.69-106. Hauppauge, NY:
Nova Science Publishers (ISBN: 1-60021-951-9). [Abstract]
- Taber, K. S. (2007) Science education
for gifted learners?, in K. S. Taber (Editor), Science
Education for Gifted Learners, London: Routledge pp.1-14.
- Taber, K. S. & Corrie,
V. (2007) Developing the thinking of gifted students through
science, in K. S. Taber (Editor), Science Education
for Gifted Learners, London: Routledge pp.71-84.
- Taber, K. S. (2007) Choice
for the gifted: lessons from teaching about scientific explanations,
in K. S. Taber (Editor), Science Education for Gifted
Learners, London: Routledge pp.158-171.
- Taber, K. S. & Riga, F.
(2007) Working together to provide enrichment for able science
learners, in K. S. Taber (Editor), Science Education
for Gifted Learners, London: Routledge pp.182-196.
- Taber, K. S. (2007) An agenda
for science education for gifted learners, in K. S. Taber
(Editor), Science Education for Gifted Learners,
London: Routledge pp.212-216.
- De Jong, O. & Taber, K.
S. (2007) Teaching and learning the many faces of chemistry,
in Abell, S. K. & Lederman, N. G., Handbook of Research
on Science Education, Lawrence Erlbaum Associates, pp.631-652
. (ISBN: 0-8058-4714-6)
- Taber, K. S. (2006) Netherhall
School: A SUPER case study, in Mclaughlin, C., Black Hawkins,
K., Brindley. S., McIntyre, D. & Taber, K. S. (editors),
Researching Schools: Stories from a schools-university
partnership for educational research, Abingdon: Routledge,
pp.58-67.
- McLaughlin, C. & Taber,
K. S. (2006) Learning from stories of researching schools, in
Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D.
& Taber, K. S. (editors), Researching Schools: Stories
from a schools-university partnership for educational research,
Abingdon: Routledge, pp.165-181.
- Taber, K. S., & Watts, M. (2005). The
secret life of the chemical bond: students’ anthropomorphic and
animistic references to bonding. In J. K. Gilbert (Ed.), Science
Education: Major Themes in Education (Vol. 4, pp. 238-253).
London & New York: Routledge. [Reprinted from International
Journal of Science Education, 1996].
- Taber, K. S. (2004) Conceptual
Development, in Alsop, S., Bencze, L. & Pedretti, E. (editors),
Analysing exemplary science teaching: theoretical
lenses and a spectrum of possibilities for practice,
Buckingham: Open University Press, pp.127-135. [Introduction]
- Taber, K. S. & Coll, R.
(2002) Chemical Bonding, in Gilbert, J. K. et al., (editors)
Chemical Education: Research-based Practice,
Dordrecht: Kluwer Academic Publishers BV, pp.213-234.
Published conference
proceedings
- Taber, K. S. (2002) Empirical
research in chemical education – priorities and paradigms,
in Ralle, B. & Eilks, I. (eds.) Research in Chemical
Education – what does this mean?, Aachen: Shaker Verlag, pp.39-49.
- Gilbert, J. K., Taber, K. S.
& Watts, M. (2001) Quality, Level, and Acceptability, of
Explanation in Chemical Education, in A. F. Cachapuz (ed.) 2001,
A Chemical Odyssey. (Proceedings of the 6th European Conference
in Research in Chemical Education/2nd European Conference on Chemical
Education, University de Aveiro, Portugal.) Available through the Education-line
archive.
- Taber, K. S. (2000) The CERG
Lecture 2000: Molar and molecular conceptions of research
into learning chemistry: towards a synthesis (summary of
lecture) in Overton, T. (editor) Variety in Chemistry Teaching
2000 Proceedings, Royal Society of Chemistry Tertiary Education
Group, pp.8-14.
- Taber, K. S. (1995) Understanding
the ionic bond: student misconceptions and implications for
further learning, in Research in Assessment XII: Science
Ain’t Easy - Difficulties and misconceptions in chemistry and
science, London: The Royal Society of Chemistry Education Division,
pp.48-63.
- Taber, K. S. (1995) Examples
of Student Comments about Chemical Bonding, in Research
in Assessment XII: Science Ain’t Easy - Difficulties and misconceptions
in chemistry and science, London: The Royal Society of
Chemistry Education Division, pp.64-73.
- Taber, K. S., (1994) The teacher-researcher’s
duty: accounting for ourselves to our co-learners, in Laidlaw,
M., Lomax, P. & Whitehead, J. (editors) (1994) Proceedings
of Accounting for Ourselves, World Congress 3: Action Learning,
Action Research and Process Management, Bath: University of
Bath, pp.230-233.
- Taber, K. S. (1989) Mark analysis
made easy, in Research in Assessment VII: Assessment
of Chemistry in Schools, Royal Society of Chemistry Education
Division, pp.40-56.
Publications in peer-reviewed
practitioner periodicals: full length articles
- García Franco,
A., & Taber, K. S. (2010). Pensamiento intuitivo y aprendizaje de la
química. Educacion Quimica, 21(2), 111-117.
- Taber, K. S. (2009). Challenging Misconceptions in the Chemistry
Classroom: resources to support teachers / El repte de les concepcions alternatives
en química: recursos per ajudar al professorat. Educació Química.
(Abstract)
- Taber, K. S. (2009). Misconceiving chemistry: the mismatch
between chemical concepts and student thinking. School Science Review,
91(335), 87-96. (Abstract)
- Taber, K. S. & Bektas, O. (2009) Secondary science teaching
in England: a view from the outside, School Science Review,
91 (334), 111-118. (Abstract)
- Taber, K. S. & García-Franco, A. (2009).
Intuitive thinking and learning chemistry. Education in Chemistry
46 (2), pp.57-60.
- Taber, K. S. (2006) Teaching about ideas and evidence
in science – towards a genuinely broad and balanced ‘science
for all’, School Science Review, June 2006, 87 (321),
pp.26-28 (Special editorial for theme issue on ‘Ideas and Evidence’).
- Taber, K. S. (2006) Exploring
pupils’ understanding of key ‘nature of science’ terms though
research as part of initial teacher education, School
Science Review, June 2006, 87 (321), pp.51-61.
- Taber, K. S., Cooke, V. M.,
de Trafford, T., Lowe, T. J., Millins, S. & Quail, T. (2006)
Learning to teach about ideas and evidence in science: experiences
of teachers in training, School Science Review, June
2006, 87 (321), pp.63-73.
- Taber, K. S. & Riga, F.
(2006) Lessons form the ASCEND project: able pupils’ responses
to an enrichment programme exploring the nature of science,
School Science Review, June 2006, 87 (321), pp.97-106.
- Taber, K. S. de Trafford, T.
& Quail, T. (2006) Conceptual resources for constructing
the concepts of electricity: the role of models, analogies
and imagination, Physics Education, 41, pp.155-160.
- Tan, K-C. D., Noh, N-K., Chia,
L-S. & Taber, K. S. (2003) Ions and ionisation energy,
Australian Journal of Chemistry Education, 62,
pp.21-26, 32.
- Taber, K. S. (2003) Examining
structure and context - questioning the nature and purpose
of summative assessment, School Science Review, 85 (311), pp.35-41.
- Taber, K. S. (2003) Responding
to alternative conceptions in the classroom, School Science
Review, 84 (308) pp.99-108.
- Taber, K. S. (2002) A core
concept in teaching chemistry, School Science Review,
84 (306), pp.105-110.
- Taber, K. S. (2002) The science
of physics teaching, Physics World, December, 53-54.
- Taber, K. S. (2001) When the
analogy breaks down: modelling the atom on the solar system,
Physics Education, 36 (3), 222-226.
- Taber, K. S. (2000) Finding
the optimum level of simplification: the case of teaching
about heat and temperature, Physics Education, 35
(5), pp.320-325.
- Taber, K. S. (2000) Should
physics teaching be a research-based activity?, Physics
Education, 35 (3), pp.163-168.
- Taber, K. S. (1999) Alternative
conceptual frameworks in chemistry, Education in Chemistry,
36 (5) pp.135-137.
- Taber, K. S. (1999) Ideas about
ionisation energy: a diagnostic instrument, School Science
Review, 81 (295), pp.97-104.
- Taber, K. S. (1997) Student
understanding of ionic bonding: molecular versus electrostatic
thinking?, School Science Review, 78 (285), pp.85-95.
- Taber, K. S. (1996) Chlorine
is an oxide, heat causes molecules to melt, and sodium reacts
badly in chlorine: a survey of the background knowledge of one
A level chemistry class, School Science Review, 78
(282), pp.39-48.
- Taber, K. S. (1995) An analogy
for discussing progression in learning chemistry, School
Science Review, 76 (276), pp.91-95.
- Taber, K. S. (1994) Student
reaction on being introduced to concept mapping, Physics
Education, 29 (5), pp.276-281.
- Taber, K. S. (1994) Misunderstanding
the ionic bond, Education in Chemistry, 31 (4),
pp.100-103.
- Taber, K. S. (1991) Girl-friendly
physics in the national curriculum, Physics Education,
26 (4), pp.221-226.
- Taber, K. S. (1989) Energy
- by many other names, School Science Review, 70
(252), pp.57-62.
- Taber, K. S. (1985) The presence
of dissolved gas in water - demonstration by salting out,
School Science Review, 67 (238), pp.101-104.
Publications in peer-reviewed
practitioner periodicals: short articles
- Taber, K. S., Berry, B., & Riga,
F. (2010). How should science teachers respond to the 'science and religion'
debate? Education in Science (236), 20-21.
- Taber, K. S. (2010). Wave goodbye to three types of radioactivity.
Physics Education, 45(1), 11-13.
- Taber, K. S. (2009).
Keeping all of the balls in the air. Physics Education, 44(6), 567-569.
- Taber, K. S. (2009). Having faith in sound knowledge. Physics
Education, 44(5), 450-453.
- Taber, K. S. (2009). Don't test pupils, talk to them. Education
in Chemistry, 46(5), 160.
- Taber, K. S. (2009). Maths should be the last thing we teach.
Physics Education, 44(4), 336-338.
- Taber, K. S. (2009) Spaced-out teaching and hard-nosed science,
Physics Education, 44(3), 223-225.
- Taber, K. S. (2009) Beware discontinuities in learning, Physics
Education, 44 (2), pp.117-119.
- Taber, K. S. (2009) Curriculum research matters.
Education in Chemistry, 46 (1), p.32.
- Taber, K.S. (2009) Testing levels of understanding,
Physics Education, 44 (1), pp.8-10.
- Taber, K. S. (2008) Blind scientists take a God’s-eye
view, Physics Education, 44 (1), pp.8-10.
- Taber, K. S. (2008) Clockwise, physics is on top
of the world, Physics Education, 43 (5), pp. 464-465.
- Taber, K. S. (2008) There's danger in folk pedagogy,
Physics Education, 43 (4), pp. 346-348.
- Taber, K. S. (2008) A sound idea of string theory?,
Physics Education, 43 (3), pp. 243-244.
- Taber K. S. (2008) An opportunity that must not be
squandered, Education in Science, 228, p.28.
- Taber, K. S. (2008). Wanting it both ways – non-citable
literature in the public domain. Research Intelligence, (102),
18-19.
- Taber, K. S. (2008) Crazy things that we teach
in physics, Physics Education, 43 (2), pp.122-123.
- Taber, K. S. (2008) Physics exams should be
made easier, Physics Education, 43 (1) pp.17-19.
- Taber, K. S. (2007) Helping learners make sense of
‘stuff’. Education in Chemistry, 44 (5), p.160.
- Taber, K. S. (2007) Spontaneous and induced
conceptions, Physics Education, 42 (6) pp.554-557.
- Taber, K. S. (2007) If you can’t take the
heat don’t enter the classroom, Physics Education, 42 (5)
pp.430-431.
- Taber, K. S. & Johnson, S. (2007) Helping
science teachers to challenge gifted students. Science Teacher
Education, 49, p.12
- Taber, K. S. (2007) Helping learners make
sense of 'stuff', Education in Chemistry, 44 (5), p.160.
- Taber, K. S. (2007) Wave
properties—a little light revision, Physics Education, 42
(4) pp.325-326.
- Taber, K. S. & Johnson, S. (2007)
Developing science activities for gifted science students,
Education in Science, No. 222, p.18.
- Taber, K. S. (2007) The strange
case of the balloon that stuck to an uncharged wall, Physics
Education, 42 (3), pp.230-231.
- Taber, K. S. (2007) The continuing
relevance of thinking logically, Phyiscs Education,
42 (2), pp.120-121.
- Taber, K. S. (2007) Documentaries
can only mean one thing, Physics Education, 42 (1),
pp.6-7.
- Taber, K. S. (2006) Reclaiming
'assessment for teaching', Physics Education,
41 (6), pp.484-485.
- Taber, K. S. (2006) Layers
of resistance impede the flow of understanding, Physics
Education, 41 (5), pp.368-370.
- Taber, K. S. (2006) The return
of the prodigal sciences, Education in Chemistry,
43 (5), p.144.
- Taber, K. S. (2006) Conceptual
integration: a demarcation criterion for science education?,
Physics Education, 41 (4), pp.286-287.
- Taber, K. S. (2006) The physics
education of superheroes, Physics Education, 41
(3), pp.202-203.
- Taber, K. S. (2006) Teaching
physics, physical processes, whatever… Physics Education,
41 (2) pp.101-102.
- Taber, K.S. (2006) Physics
and pupil thinking – poles apart, Physics Education,
41 (1), pp.10-11.
- Taber, K. S. (2005) The limits
to discovery learning: an open letter to a headmaster, Physics
Education, 40 (6), pp.496-497.
- Taber, K.S. (2005) Destructive
associations disrupt the learning construction zone, Physics
Education, 40 (6), pp.403-404.
- Taber, K.S. (2005) What’s in
a name? Looking at physics as a curriculum subject, Physics
Education, 40 (5), pp.311-312.
- Taber, K. S. (2005) Lesson
for physics teachers based on Einstein’s wisdom, Physics
Education, 40 (3), pp.202-203.
- Taber, K. S. (2005) Weak foundations
undermine teaching ‘scaffolding’, Physics Education,
40 (2), pp.115-116.
- Taber, K. S. (2005) Mind your
language: metaphor can be a double-edged sword, Physics
Education, 40 (1), pp.11-12.
- Taber, K. S. (2004), Oversimplification
of ‘the truth’ can act as a barrier to learning, Physics Education,
39 (6), pp.461-462.
- Taber, K. S. (2004), Understanding,
assessment and ‘elliptical’ thinking, Physics Education,
39 (4), pp.318-9.
- Braund, M., Erduran, S., Simon, S., Taber,
K. S. & Tweats, R. (2004) Teaching Ideas and Evidence in science
at key stage 3. Science Teacher Education, 41, November 2004,
pp.12-13.
- Taber, K. S. (2004) A challenge
for chemistry teachers, Education in Chemistry,
41 (3), pp.79-80.
- Taber, K. S. (2004) Intuitive
physics: but whose intuition are we talking about?, Physics
Education, 39 (2), pp.123-124.
- Taber, K. S. (2004) Staring
the obvious in the face: the case of the pitch-black room,
Physics Education, 39 (1), pp.20-21.
- Taber, K. S. (2004), Discovering
students’ interests opens doors to their learning, Physics
Education, 39 (5), pp.378-9.
- Taber, K. S. (2002) Chemistry
in a nut shell?, Education in Chemistry, 39 (2),
p.56.
- Taber, K. S. (2001) The campaign
to stop molecules reacting, Education in Chemistry,
38 (1), p.28.
- Taber, K. S. (1996) Do atoms
exist?, Education in Chemistry, 33 (1), p.28.
- Taber, K. S. (1995) The octet
rule: a pint in a quart pot?, Education in Chemistry,
32 (3), p.84.
- Taber, K. S. (1995) Time to
be definitive?, Education in Chemistry, 32 (2), p.56.
- Taber, K. S. (1984) Activation
energy without heating: two potential hazards, Education
in Science, No. 109, September 1984, p.25.
- Taber, K. S. (1984) Gas evolved
on the formation of aqueous solutions: competition between
solutes, or simply a load of mouthwash?, School Science
Review, 65 (232), p.594.
Miscellaneous publications:
- Taber, K. S. (2009). Learning
from experience and teaching by example: reflecting upon personal learning
experience to inform teaching practice. Journal of Cambridge Studies,
4(1), 82-91. (Invited piece) (Abstract)
- Taber, K. S. (2008) Value of Reiss (letter). Times
Educational Supplement. 19th Sepember 2008.
- Taber, K. S. (2005) Teaching options must be broader
(letter), Physics World, February 2005, p.20
- Taber, K. S. (2004) The Challenge
of Teaching about Ideas and Evidence in Science, in Science
Enhancement Programme, Teaching Ideas and Evidence in
Science at Key Stage 3 (CDROM)
- Taber, K. S. (2004) Teaching
ideas and Evidence in Science: Case Studies of Classroom
Practice, in Science Enhancement Programme, Teaching
Ideas and Evidence in Science at Key Stage 3 (CDROM).
- Taber, K. S. (2004) Exploring
the Curriculum Model for Teaching about the Nature of Science,
in Science Enhancement Programme, Teaching Ideas and
Evidence in Science at Key Stage 3 (CDROM).
- Taber, K. S. (1999) Professionalism
will cost ministers (letter), Times Educational Supplement,
5.2.99, p.19.
- Taber, K. S. (1999) Sharing
questions on bonding (letter), Education in Chemistry,
36 (4), p.95.
- Taber, K. S. (1996) Steaming
in with a reply (letter), Education in Chemistry,
33 (2), p.38.
Other available writing:
- Taber, K. S. (2008).
Review of Sunal, Dennis W.; Wright, Emmett L. & Sundberg, Cheryl. (Eds.)
(2008) The Impact of the Laboratory and Technology on Learning and Teaching
Science K-16. Charlotte, North Carolina: Information Age Publishing, Inc.
Education Review. At http://edrev.asu.edu/reviews/rev737.htm
- Taber, K. S. (2007). Review of Carlson, Jerry S. & Levin,
Joel R. (Eds.) (2007) Educating the Evolved Mind: Conceptual Foundations
for an Evolutionary Educational Psychology. Charlotte, NC: Information Age
Publishing, Inc. Education Review. At http://edrev.asu.edu/reviews/rev611.htm
- Taber, K. S. (2007). Review of Blakemore, Sarah-Jayne & Frith,
Uta. (2005) The Learning Brain: Lessons for Education. Oxford, England: Blackwell
Publishing. Education Review.At http://edrev.asu.edu/reviews/rev564.htm
- Taber, K. S. (1993) Student conceptions of chemical
bonding: using interviews to follow the development of A level
students' thinking, paper presented to the Conference on On-going
Research Facets of Education - Dimensions of Research at the
Institute of Educational Research and Development,
University of Surrey, June 1993. The text is in the Education-line
internet document collection at: http://www.leeds.ac.uk/educol/documents/00001483.htm
- Taber, K. S. (1993) Stability
and lability in student conceptions: some evidence from a
case study, paper presented at the British Educational
Research Association Annual Conference, University of Liverpool,
September 1993 The text is in the Education-line internet document
collection at: http://www.leeds.ac.uk/educol/documents/154054.htm
- Taber, K. S. (1994) Can Kelly's
triads be used to elicit aspects of chemistry students' conceptual
frameworks?, paper presented at the British Educational Research
Association Annual Conference, 10th September, 1994. The text
is in the Education-line internet document collection at:
http://www.leeds.ac.uk/educol/documents/00001482.htm
- Taber, K. S. (1995) Prior learning
as an epistemological block? The octet rule - an example
from science education, paper presented at the European
Conference on Educational Research, University of Bath,
14-17 September 1995. The text is in the Education-line internet
document collection at: http://www.leeds.ac.uk/educol/documents/00001474.htm
- Taber, K. S. (1996) Communication,
motivation, ownership and subversion? facilitating the application
of research in science education, an invited contribution
to the symposium In search of better practice - how can we use
research effectively? 4th January 1996 at the Annual Meeting of
the Association for Science Education at the University of Reading.
The text is in the Education-line internet document collection
at: http://www.leeds.ac.uk/educol/documents/00001632.htm
- Taber, K. S. (1999) An explanatory
model for conceptual development during A-level chemistry,
paper presented at the British Educational Research Association
Annual Conference, University of Sussex at Brighton,
September 2-5 1999. The text is in the Education-line internet
document collection at: http://www.leeds.ac.uk/educol/documents/00001429.htm
- Taber, K. S. (2000) Trainee
science teachers' conceptions of chemical stability, paper
presented at the British Educational Research Association
Annual Conference, Cardiff University, September 7-10 2000.
The text is in the Education-line internet document collection
at: http://www.leeds.ac.uk/educol/documents/00001524.htm
- Taber, K. S. (2000) Challenging
chemical misconceptions in the classroom?, paper presented
at the British Educational Research Association Annual Conference,
Cardiff University, September 7-10 2000. The text is in the Education-line
internet document collection at: http://www.leeds.ac.uk/educol/documents/00001525.htm
- Taber, K. S. (2000) Molar and
molecular conceptions of research into learning chemistry:
towards a synthesis, The Chemical Education Research Group
Lecture 2000 given at the Variety in Chemistry Teaching Meeting
at the University of Lancaster, 5th September, 2000. The text is
in the Education-line internet document collection at: http://www.leeds.ac.uk/educol/documents/00001551.htm
- Taber, K. S. (2002) The constructivist
view of learning: how can it inform assessment?, an invited
presentation to the University of Cambridge Local Examinations
Syndicate (UCLES) Research and Evaluation Division (RED). Monday
27th May 2002. The text is in the Education-line internet document
collection at: http://www.leeds.ac.uk/educol/documents/00001951.htm
- Taber, K. S. (2002) Misconceptions
re-conceived: why the effective teacher pays heed to the
aufbau principle of learning, position paper prepared for the
virtual asynchronous Royal Society of Chemistry (RSC)
conference What does a chemistry teacher need to know? The text
is in the Education-line internet document collection at:
http://www.leeds.ac.uk/educol/documents/00003627.htm
- Taber, K. S. (2003) Examining
structure and context - questioning the nature and purpose
of summative assessment, seminar paper presented at Cambridge
International Examinations, University of Cambridge Local
Examinations Syndicate, July 2003. The text is in the Education-line
internet document collection at: http://www.leeds.ac.uk/educol/documents/00003134.htm
- Taber, K. S. (2005) Conceptual
integration and science learners - do we expect too much?,
Invited seminar paper presented at the Centre for Studies
in Science and Mathematics Education, University of Leeds,
February 2005. The text is in the Education-line internet document
collection at: http://www.leeds.ac.uk/educol/documents/00003875.htm