Keith's publications include contributions to a range of reference works and handbooks:
Taber, K.S. (2024) Educational Constructivism. Encyclopedia, 4, 1534-1552. https://doi.org/10.3390/encyclopedia4040100 [Download article]
Taber, K. S. (2023). Curriculum and science. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Vol. 7, pp. 314-326). Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.03057-8
Taber, K. S. (2019). Exploring, imagining, sharing: Early development and education in science. In D. Whitebread, V. Grau, K. Kumpulainen, M. M. McClelland, N. E. Perry, & D. Pino-Pasternak (Eds.), The SAGE Handbook of Developmental Psychology and Early Childhood Education (pp. 348-364). London: Sage.
Taber, K. S. (2017). The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook on Digital Learning for K-12 Schools (pp. 397-412). Switzerland: Springer International Publishing. (Download the author's manuscript version)
Taber, K. S. (2016). Constructivism in Education: Interpretations and Criticisms from Science Education. In E. Railean (Ed.), Handbook of Applied Learning Theory and Design in Modern Education (pp. 116-144). Hershey, Pennsylvania: IGI Global. (Read the author's manuscript version.)
Taber, K. S. (2016). Methodological Issues in Science Education Research. In A. M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Singapore: Springer Singapore. [Download Chapter]
Taber, K. S. (2015). Alternative Conceptions/Frameworks/Misconceptions. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 37-41). Berlin-Heidelberg: Springer-Verlag. (Download the author's manuscript version)
de Jong, O., & Taber, K. S. (2014). The Many Faces of High School Chemistry. In N. Lederman & S. K. Abell (Eds.), Handbook of Research in Science Education, Volume 2 (pp. 457-480). New York: Routledge.
Taber, K. S. (2014). Methodological issues in science education research: a perspective from the philosophy of science. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (Vol. 3, pp. 1839-1893): Springer Netherlands.) (Download the author's manuscript version of the chapter.)
Taber, K. S. (2012). Molecular conceptions of research into learning. Accepted for publication* in N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. SpringerReference: Springer. [*This was supposedly published on-line in 2012, but all record of it has been lost by the publisher.]
Taber, K. S. (2012). Computer-Assisted Teaching and Concept Learning in Science: The Importance of Designing Resources from a Pedagogic Model. In R. T. Abrams (Ed.), Encyclopedia of Computer Science (pp. 421-446). New York: Nova. (Reprinted from Computer-Assisted Teaching: New Developments.) (Download the author's manuscript version)
Taber, K. S. (2011). Computer-Assisted Teaching and Concept Learning in Science: The Importance of Designing Resources from a Pedagogic Model. In B. L. Russo (Ed.), Encyclopedia of Teaching and Teacher Research (pp. 891-916). New York: Nova. (Reprinted from Computer-Assisted Teaching: New Developments.) (Download the author's manuscript version)
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)
