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
- Tan, K.-C. D., & Taber, K. S. (In press). Ionization
Energy: Implications of Pre-service Teachers’ Conceptions. Journal
of Chemical Education. [Abstract]
- Garcia Franco, A. & Taber, Keith S. (2008) International
Journal of Science Education. Secondary Students’ Thinking about Familiar
Phenomena: Learners’ explanations from a curriculum context where 'particles'
is a key idea for organising teaching and learning. (First published
on-line 24th October, 2008, DOI: 10.1080/09500690802307730.)
[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. (2008) 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. (First published on-line 26 March 2008, DOI: 10.1080/09500690801975594.)
[Abstract]
- 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.
- 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. (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) 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
- Taber, K. S. & Bektas, O. (Accepted
for publication) Secondary science teaching in England: a view from the
outside, School Science Review. (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. (in press) Hard-nosed science and spaced-out
teaching, Physics Education.
- 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. (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