Many of my publications can be downloaded from the links in the table below.*
Types of publication
My publications are of various types.
- authored/co-authored/edited/co-edited a number of books
- published a range of research reports and other academic papers
- contributions to a range of reference works and handbooks
- contributed chapters to a range of other books
- full-length articles and short pieces for professional journals and magazines aimed primarily at practitioners/teachers
- essay reviews (review articles), and book reviews
- editorials for journal issues
- a range of miscellaneous publications such as news articles, published conference papers, talks, and non-print media.
Word cloud of titles
(* Note: Often publishers require authors to provide them with an exclusive license to publish the final fully-formatted 'version of record', and so they control the copyright in the published version of an article. However, authors are normally allowed to share their manuscript version of the same article by posting it on a personal webpage such as this.)
Titles of publications
| A challenge for chemistry teachers | Taber, K. S. (2004) A challenge for chemistry teachers, Education in Chemistry, 41 (3), pp.79-80. |
| A Diverse, If Not Exhaustive, Look at What Psychology Can Offer to Education An Essay Review of the International Handbook of Psychology in Education | Taber, K. S. (2011). A Diverse, If Not Exhaustive, Look at What Psychology Can Offer to Education: An Essay Review of the International Handbook of Psychology in Education. Education Review, 14(9), 1-11. [Download this article*] |
| A common core to chemical conceptions. Learners' conceptions of chemical stability, change and bonding. | Taber, K. S. (2013). A common core to chemical conceptions: learners' conceptions of chemical stability, change and bonding. In G. Tsaparlis & H. Sevian (Eds.), Concepts of Matter in Science Education (pp. 391-418). Dordrecht: Springer. [Download this chapter*] |
| A 'compound' of learning impediments: alternative conceptions of the chemical bond | Taber, K. S. (2021). A 'compound' of learning impediments: alternative conceptions of the chemical bond. Chimica nella Scuola (2), 10-12. [Download this article] [View the talk on which the article was based] |
| A comprehensive vision of 'the nature of science' in science education | Taber, K. S. (2010). A comprehensive vision of 'the nature of science' in science education. Studies in Science Education, 46(2), 245-254. https://doi.org/10.1080/03057267.2010.504550 [Download this article*] |
| A core concept in teaching chemistry | Taber, K. S. (2002) A core concept in teaching chemistry, School Science Review, 84 (306), pp.105-110. |
| A cross-national study of students' understanding of genetics concepts. Implications from Similarities and Differences in England and Turkey | Kılıç, D., Taber, K. S., & Winterbottom, M. (2016). A Cross-National Study of Students' Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey. Educational Research International, 2016 (Article ID 653962). doi:10.1155/2016/6539626 [Open Access] |
| A diverse, if not exhaustive, look at what psychology can offer to education An essay review of the International Handbook of Psychology in Education | Taber, K. S. (2011). A Diverse, If Not Exhaustive, Look at What Psychology Can Offer to Education: An Essay Review of the International Handbook of Psychology in Education. Education Review, 14(9), 1-11. |
| A research-informed dialogic-teaching approach to early secondary-school mathematics and science. The pedagogical design and field trial of the epiSTEMe intervention | Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., Luthman, S., Riga, F. (2016). A research-informed dialogic-teaching approach to early secondary-school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education. doi:10.1080/02671522.2015.1129642 |
| A sound idea of string theory? | Taber, K. S. (2008) A sound idea of string theory?, Physics Education, 43 (3), pp. 243-244. |
| Assembly required A microgenetic multiple case study of four students' assemblages when learning about force. | Brock, R., Taber, K. S., & Watts, D. M. (2023). Assembly required: a microgenetic multiple case study of four students' assemblages when learning about force. International Journal of Science Education, 1-21. https://doi.org/10.1080/09500693.2023.2269616 [Download this paper*] |
| A study to explore the potential of designing teaching activities to scaffold learning. Understanding circular motion. | Taber, K. S., & Brock, R. (2018). A study to explore the potential of designing teaching activities to scaffold learning: understanding circular motion. In M. Abend (Ed.), Effective Teaching and Learning: Perspectives, strategies and implementation (pp. 45-85). New York: Nova Science Publishers. [Download this chapter] |
| A web-based ionisation energy diagnostic instrument. Exploiting the affordances of technology | Tan, K. C. D., Taber, K. S., Liew, Y. Q., & Teo, K. L. A. (2019). A web-based ionisation energy diagnostic instrument: exploiting the affordances of technology. Chemistry Education Research and Practice, 20(2), 412-427. doi:10.1039/C8RP00215K [Free access] |
| Action Research and the Academy Seeking to legitimise a 'different' form of research | Taber, K. S. (2013). Action Research and the Academy: seeking to legitimise a 'different' form of research. Teacher Development, 17(2), 288-300. https://doi.org/10.1080/13664530.2013.793060 [Download this article] |
| Activation energy without heating Two potential hazards | Taber, K. S. (1984) Activation energy without heating: two potential hazards, Education in Science, No. 109, September 1984, p.25. |
| Affect and Meeting the Needs of the Gifted Chemistry Learner. Providing Intellectual Challenge to Engage Students in Enjoyable Learning. | Taber, K. S. (2015). Affect and Meeting the Needs of the Gifted Chemistry Learner: Providing Intellectual Challenge to Engage Students in Enjoyable Learning. In M. Kahveci & M. Orgill (Eds.), Affective Dimensions in Chemistry Education (pp. 133-158): Springer Berlin Heidelberg. [Download this chapter] |
| Alternative Conceptions and the Learning of Chemistry | Taber, K. S. (2019) Alternative Conceptions and the Learning of Chemistry. Israel Journal of Chemistry, 59(6-7), 450-469. doi:10.1002/ijch.201800046 |
| Alternative Conceptions / Frameworks / Misconceptions | Taber, K. S. (2015). Alternative Conceptions/Frameworks/Misconceptions. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 37-41). Berlin-Heidelberg: Springer-Verlag. [Download this article] |
| Alternative conceptual frameworks in chemistry | Taber, K. S. (1999) Alternative conceptual frameworks in chemistry, Education in Chemistry, 36 (5) pp.135-137. |
| Always a matter of interpretation Inferring student knowledge and understanding from research data | Taber, K. S. (2017). Always a matter of interpretation: inferring student knowledge and understanding from research data. Chemistry Education Research and Practice, 18(1), 7-12. https://doi.org/DOI: 10.1039/c6rp90012g [Download this article] |
| An agenda for science education for gifted learners | 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. [Download this chapter] |
| An alternative conceptual framework from chemistry education | Taber, K. S. (1998) An alternative conceptual framework from chemistry education, International Journal of Science Education, 20 (5), pp.597-608. [Download this paper] |
| An analogy for discussing progression in learning chemistry | Taber, K. S. (1995) An analogy for discussing progression in learning chemistry, School Science Review, 76 (276), pp.91-95. [Download this article.] |
| An explanatory gestalt of essence. Students' conceptions of the 'natural' in physical phenomena | 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. https://doi.org/10.1080/0950069960180806 [Download this paper] |
| An opportunity that must not be squandered | Taber K. S. (2008) An opportunity that must not be squandered, Education in Science, 228, p.28. |
| Assigning Credit and Ensuring Accountability. | Taber, K. S. (2018). Assigning Credit and Ensuring Accountability. In P. A. Mabrouk & J. N. Currano (Eds.), Credit Where Credit Is Due: Respecting Authorship and Intellectual Property (Vol. 1291, pp. 3-33). Washington, D.C.: American Chemical Society. [The publisher appears to have made this open access] |
| Being and becoming 'sciencey' | Taber, K. S. (2022). Being and Becoming 'Sciencey'. [Review of] Saima Salehjee and Mike Watts, Becoming Scientific: Developing Science across the Life-Course. Center for Educational Policy Studies Journal, 12(2), 299-306. https://doi.org/https://doi.org/10.26529/cepsj.1480 (Free access on line) [Download article] |
| Beliefs and science education | Taber, K. S. (2017). Beliefs and science education. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 53-67). Rotterdam: Sense Publishers. [Download the chapter] |
| Beware discontinuities in learning | Taber, K. S. (2009) Beware discontinuities in learning, Physics Education, 44 (2), pp.117-119. |
| Beyond constructivism. The progressive research programme into learning science | Taber, K. S. (2006) Beyond constructivism: the progressive research programme into learning science, Studies in Science Education, 42, pp.125-184. [Download this article] |
| Beyond positivism. 'Scientific' research into education. | 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 Reprinted in E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 287-304). London: Sage. E. Wilson (Ed.), School-based Research: A guide for education students (3nd ed.). London: Sage. |
| Blind scientists take a God's-eye view | Taber, K. S. (2008) Blind scientists take a God's-eye view, Physics Education, 43 (6), pp. 564-566. |
| Building a better lecture | Taber, K. S. (2010). Building a better lecture. Physics World, 23(6), 44. [Download this article] |
| Building theory from data. Grounded theory. | 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. Reprinted in E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 270-283). London: Sage. E. Wilson (Ed.), School-based Research: A guide for education students (3rd ed.). London: Sage. |
| Building the structural concepts of chemistry. Some considerations from educational research | 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. [Free access] |
| 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. | 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. Journal of Turkish Science Education, 6(3), 66-80. |
| Case studies and generalisability. Grounded theory and research in science education | 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. |
| Celebrating a successful and practical contribution to the theory of intelligence An essay review | Taber, K. S. (2010). Celebrating a successful and practical contribution to the theory of intelligence: An essay review. Education Review, 13(3), 1-40. [Download this article] |
| Challenges to academic publishing from the demand for instant open access to research | Taber, K. S. (2013, 29th November). Challenges to academic publishing from the demand for instant open access to research [published in Chinese translation]. Chinese Social Sciences Today, A06. [Download article (with English text)] |
| Challenging gifted learners. General principles for science educators; and exemplification in the context of teaching chemistry | Taber, K. S. (2010). Challenging gifted learners: general principles for science educators; and exemplification in the context of teaching chemistry. Science Education International, 21(1), 5-30. |
| Challenging Misconceptions in the Chemistry Classroom. Resources to support teachers | 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 ( 4), 13-20. [Download article] |
| Chemical Bonding | 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. [Download this chapter.] |
| Chemical bonding A masterclass in teaching the topic of bonding, basing chemical explanation on physical forces. | Taber, K. S. (2011). Chemical bonding: A masterclass in teaching the topic of bonding, basing chemical explanation on physical forces. Education in Chemistry, 48(3), 87-81. |
| Chemical misconceptions – prevention, diagnosis and cure Volume 1: theoretical background | Taber, K. S. (2002) Chemical misconceptions – prevention, diagnosis and cure: Volume 1: theoretical background, London: Royal Society of Chemistry. |
| Chemical misconceptions – prevention, diagnosis and cure Volume 2: classroom resources | Taber, K. S. (2002) Chemical misconceptions – prevention, diagnosis and cure: Volume 2: classroom resources, London: Royal Society of Chemistry . |
| 'Chemical reactions are like hell because…' Asking gifted science learners to be creative in a curriculum context that encourages convergent thinking. | Taber, K. S. (2016). 'Chemical reactions are like hell because…': Asking gifted science learners to be creative in a curriculum context that encourages convergent thinking. In M. K. Demetrikopoulos & J. L. Pecore (Eds.), Interplay of Creativity and Giftedness in Science (pp. 321-349). Rotterdam: Sense. [Download this chapter] |
| Chemistry in a nut shell? | Taber, K. S. (2002) Chemistry in a nut shell?, Education in Chemistry, 39 (2), p.56. |
| Chemistry in the secondary curriculum. | Taber, K. S. (2012). Chemistry in the secondary curriculum. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 369-378). London: Hodder Education. [Download this chapter.] |
| Chemistry lessons for universities? A review of constructivist ideas | Taber, K. S. (2000) Chemistry lessons for universities?: a review of constructivist ideas, University Chemistry Education, 4 (2), pp.26-35. [Download article] |
| 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 | 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. [Download this article.] |
| Choice for the gifted. Lessons from teaching about scientific explanations | 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. [Download this chapter] |
| Classroom-based Research and Evidence-based Practice. A Guide for Teachers | Taber, K. S. (2007) Classroom-based Research and Evidence-based Practice: A Guide for Teachers, SAGE Publications. |
| Classroom-based Research and Evidence-based Practice. An introduction | Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage. |
| Clockwise, physics is on top of the world | Taber, K. S. (2008) Clockwise, physics is on top of the world, Physics Education, 43 (5), pp. 464-465. |
| College students' conceptions of chemical stability. The widespread adoption of a heuristic rule out of context and beyond its range of application. | 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. doi: 10.1080/09500690801975594. [Download this paper] |
| Comment on "Increasing chemistry students' knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation" | Taber, K. S. (2020). Comment on "Increasing chemistry students' knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation" by S. W. Watson, A. V. Dubrovskiy and M. L. Peters, Chem. Educ. Res. Pract., 2020, 21, 528. Chemistry Education Research and Practice, 21: 1218 – 1221. doi:10.1039/D0RP00131G. Open access at: https://pubs.rsc.org/en/content/articlepdf/2020/rp/d0rp00131g |
| Compounding quanta. Probing the frontiers of student understanding of molecular orbitals | 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. [Free access] |
| Computer-Assisted Teaching and Concept Learning in Science. The Importance of Designing Resources from a Pedagogic Model. | Taber, K. S. (2010). 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 (pp. 37-61). New York: Nova. reprinted as: 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. 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. [Download the author's manuscript version] |
| Conceptions of assessment. Trainee teachers' practice and values. | Winterbottom, M., Brindley, S., Taber, K. S., Fisher, L. G., Finney, J., & Riga, F. (2008). Conceptions of assessment: trainee teachers' practice and values. The Curriculum Journal, 19(3), 193-213. |
| Conceptual confusion in the chemistry curriculum. Exemplifying the problematic nature of representing chemical concepts as target knowledge | Taber, K. S. (2020). Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge. Foundations of Chemistry, 22: 309-334. https://doi.org/10.1007/s10698-019-09346-3 [Open Access] |
| Conceptual frameworks, metaphysical commitments and worldviews. The challenge of reflecting the relationships between science and religion in science education. | Taber, K. S. (2013). Conceptual frameworks, metaphysical commitments and worldviews: the challenge of reflecting the relationships between science and religion in science education. In N. Mansour & R. Wegerif (Eds.), Science Education for Diversity: Theory and practice (pp. 151-177). Dordrecht: Springer. [Download the chapter] |
| Conceptualising quanta. Illuminating the ground state of student understanding of atomic orbitals | 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. [Download paper] |
| Conceptual development | 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. |
| Conceptual integration A demarcation criterion for science education? | Taber, K. S. (2006) Conceptual integration: a demarcation criterion for science education?, Physics Education, 41 (4), pp.286-287. |
| Conceptual resources for constructing the concepts of electricity. The role of models, analogies and imagination | 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. |
| Conceptual resources for learning science. Issues of transience and grain-size in cognition and cognitive structure. | 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. doi: 10.1080/09500690701485082 [Download this article] |
| Constructing active learning in chemistry. Concepts, cognition and conceptions. | Taber, K. S. (2014). Constructing active learning in chemistry: Concepts, cognition and conceptions. In I. Devetak & S. A. Glažar (Eds.), Learning with Understanding in the Chemistry Classroom (pp. 5-23). Dordrecht: Springer. [Read the author's manuscript version] |
| Constructing chemical concepts in the classroom? Using research to inform practice | 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. doi:10.1039/B1RP90014E [Free access] |
| Constructive Alternativism. George Kelly's Personal Construct Theory. | Taber, K. S. (2020). Constructive Alternativism: George Kelly's Personal Construct Theory. In B. Akpan & T. Kennedy (Eds.), Science Education in Theory and Practice: An introductory guide to learning theory (pp. 373-388). Cham, Switzerland: Springer. [Download the manuscript version of the chapter] |
| Constructivism and concept learning in chemistry. Perspectives from a case study | 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. |
| Constructivism and direct instruction as competing instructional paradigms An essay review | Taber, K. S. (2010). Constructivism and direct instruction as competing instructional paradigms: An essay review. Education Review, 13(8), 1-44. [Download here] |
| Constructivism and the crisis in U.S. science education An essay review | Taber, K. S. (2009). Constructivism and the crisis in U.S. science education: An essay review. Education Review, 12(12), 1-26. [https://edrev.asu.edu/index.php/ER/article/view/1402/73] [Download] |
| Constructivism as educational theory. Contingency in learning, and optimally guided instruction. | Taber, K. S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational Theory (pp. 39-61). New York: Nova. (Free download available) |
| Constructivism in Education. Interpretations and Criticisms from Science Education | 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.) |
| Constructivism in Education. Interpretations and Criticisms from Science Education | Taber, K. S. (2019). Constructivism in Education: Interpretations and Criticisms from Science Education In Information Resources Management Association (Ed.), Early Childhood Development: Concepts, Methodologies, Tools, and Applications (pp. 312-342). Hershey, Pennsylvania: IGI Global. [Reprinted from 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.] |
| Constructivism's new clothes. The trivial, the contingent, and a progressive research programme into the learning of science | 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. [Download the paper from the journal website] |
| Coordinating Procedural and Conceptual Knowledge to Make Sense of Word Equations. Understanding the complexity of a 'simple' completion task at the learner's resolution | 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. |
| Crazy things that we teach in physics | Taber, K. S. (2008) Crazy things that we teach in physics, Physics Education, 43 (2), pp.122-123. |
| Curriculum and science | 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 |
| Curriculum research matters | Taber, K. S. (2009) Curriculum research matters. Education in Chemistry, 46 (1), p.32. |
| Debugging teaching. Improving the teacher's mental model of the learners' mental models. | Taber, K. S. (2023, 14th August). Debugging teaching. Improving the teacher's mental model of the learners' mental models. The Keynote Address given at the Science Teachers Association of Nigeria Annual Conference. In, Suleiman Sa'adu Matazu (Ed..) The Learning Sciences and STEM Education: 63rd Annual Conference Proceedings, 2023: Science Teachers Association of Nigeria, pp.7-49. [Download the paper] |
| Developing an Understanding of Chemistry. A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry. | Adbo, K., & Taber, K. S. (2014). Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry. International Journal of Science Education, 36(7), 1107-1136. doi: 10.1080/09500693.2013.844869 |
| Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level. Supporting personal learning about science and the nature of science. | Taber, K. S., Ruthven, K., Howe, C., Mercer, N., Riga, F., Hofmann, R., & Luthman, S. (2015). Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level: supporting personal learning about science and the nature of science. In E. de Silva (Ed.), Cases on Research-Based Teaching Methods in Science Education (pp. 122-156). Hershey, Pennsylvania: IGI Global. |
| Developing a research programme in science education for gifted learners. | Taber, K. S. (2015). Developing a research programme in science education for gifted learners. In N. L. Yates (Ed.), New Developments in Science Education Research (pp. 1-27). New York: Nova Science Publishers. |
| Developing chemical understanding in the explanatory vacuum. Swedish high school students' use of an anthropomorphic conceptual framework to make sense of chemical phenomena. | Taber, K. S., & Adbo, K. (2013). Developing chemical understanding in the explanatory vacuum: Swedish high school students' use of an anthropomorphic conceptual framework to make sense of chemical phenomena. In G. Tsaparlis & H. Sevian (Eds.), Concepts of Matter in Science Education (pp. 347-370). Dordrecht: Springer. |
| Developing expertise in chemistry | Taber, K. S. (2014). Developing expertise in chemistry. Education in Chemistry, 51(1), 13. [https://edu.rsc.org/cpd/developing-expertise-in-chemistry/2000005.article] |
| Developing intellectual sophistication and scientific thinking – The schemes of William G. Perry and Deanna Kuhn. | Taber, K. S. (2020). Developing intellectual sophistication and scientific thinking – The schemes of William G. Perry and Deanna Kuhn. In B. Akpan & T. Kennedy (Eds.), Science Education in Theory and Practice: An introductory guide to learning theory (pp. 209-223). Cham, Switzerland: Springer. |
| Developing models of chemical bonding. | Taber, K. S. (2012). Developing models of chemical bonding. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 103-136). London: Hodder Education. [Read the author's manuscript version.] |
| Developing science activities for gifted science students | Taber, K. S. & Johnson, S. (2007) Developing science activities for gifted science students, Education in Science, No. 222, p.18. |
| Developing teachers as learning doctors | Taber, K. S. (2005) Developing Teachers as Learning Doctors, Teacher Development, 9 (2), pp.219-235. |
| Developing teaching with an explicit focus on scientific thinking | Taber, K. S., Ruthven, K., Mercer, N., Riga, F., Luthman, S., & Hofmann, R. (2016). Developing teaching with an explicit focus on scientific thinking. School Science Review, 97(361), 75-84. |
| Developing the thinking of gifted students through science | 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. [Download the author's manuscript version pdf] |
| Development of a Two-Tier Multiple Choice Diagnostic Instrument to Determine A-Level Students' Understanding of Ionisation Energy | 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. ISBN: 981-05-2995-3 [Download full report] |
| Development of student understanding. A case study of stability and lability in cognitive structure | 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. |
| Discovering students' interests opens doors to their learning | Taber, K. S. (2004) Discovering students' interests opens doors to their learning, Physics Education, 39 (5), pp.378-9. |
| Destructive associations disrupt the learning construction zone | Taber, K. S. (2005) Destructive associations disrupt the learning construction zone, Physics Education, 40 (6), pp.403-404. |
| Do atoms exist? | Taber, K. S. (1996) Do atoms exist? Education in Chemistry, 33 (1), p.28. |
| Documentaries can only mean one thing | Taber, K. S. (2007) Documentaries can only mean one thing, Physics Education, 42 (1), pp.6-7. |
| Don't test pupils, talk to them | Taber, K. S. (2009). Don't test pupils, talk to them. Education in Chemistry, 46 (5), p.160. [Download article] |
| Educational psychology | Taber, K. S. (2023). Educational Psychology. In B. Akpan, B. Cavas, & T. Kennedy (Eds.), Contemporary Issues in Science and Technology Education (pp. 193-207). Springer/ICASE. [ Download the chapter ] |
| Energy – by many other names | Taber, K. S. (1989) Energy – by many other names, School Science Review, 70 (252), pp.57-62. (This paper contains typographical errors introduced in production after the proof was checked by the author.) |
| English secondary students' thinking about the status of scientific theories. Consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just 'an idea someone has' | Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2015). English secondary students' thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just 'an idea someone has'. The Curriculum Journal, 1-34. doi: 10.1080/09585176.2015.1043926 |
| Enriching School Science for the Gifted Learner | Taber, K. S. (2007) Enriching School Science for the Gifted Learner, London: Gatsby Science Enhancement Programme. |
| Epistemic relevance and learning chemistry in an academic context. | Taber, K. S. (2015). Epistemic relevance and learning chemistry in an academic context. In I. Eilks & A. Hofstein (Eds.), Relevant Chemistry Education: From Theory to Practice (pp. 79-100). Sense Publishers. [Download the chapter] |
| Ethical considerations of chemistry education research involving 'human subjects' | Taber, K. S. (2014). Ethical considerations of chemistry education research involving 'human subjects'. Chemistry Education Research and Practice, 15(2), 109-113. https://doi.org/10.1039/C4RP90003K [Download this article] |
| Examining structure and context – questioning the nature and purpose of summative assessment | Taber, K. S. (2003) Examining structure and context – questioning the nature and purpose of summative assessment, School Science Review, 85 (311), pp.35-41. |
| Experimental research into teaching innovations. Responding to methodological and ethical challenges | Taber, K. S. (2019). Experimental research into teaching innovations: responding to methodological and ethical challenges. Studies in Science Education, 55(1), 69-119. doi:10.1080/03057267.2019.1658058 [Download manuscript version] |
| Exploring conceptual integration in student thinking. Evidence from a case study | 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.) |
| Exploring, imagining, sharing. Early development and education in science | 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. |
| Exploring learners' conceptual resources. Singapore A level students' explanations in the topic of ionisation energy | 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 (DOI: 10.1007/s10763-006-9044-9) |
| Exploring pupils' understanding of key 'nature of science' terms though research as part of initial teacher education | 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. |
| Exploring student learning from a constructivist perspective in diverse educational contexts | Taber, K. S. (2008) Exploring student learning from a constructivist perspective in diverse educational contexts, Journal of Turkish Science Education, 5 (1), 2-21. (Invited contribution). |
| Facilitating science learning in the inter-disciplinary matrix. Some perspectives on teaching chemistry and physics | 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. https://pubs.rsc.org/en/content/articlelanding/2003/rp/b3rp90009f [Free access] [Download this article] |
| Finding the optimum level of simplification. The case of teaching about heat and temperature | 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. |
| Formative conceptions of assessment. Trainee teachers' thinking about assessment issues in English secondary schools | Taber, K. S., Riga, F., Brindley, S., Winterbottom, M., Finey, J., & Fisher, L. (2011). Formative conceptions of assessment: trainee teachers' thinking about assessment issues in English secondary schools. Teacher Development, 15(2), 171-186. |
| Foundations for Teaching Chemistry. Chemical knowledge for teaching | Taber, K. S. (2020). Foundations for Teaching Chemistry: Chemical knowledge for teaching. Abingdon, Oxon.: Routledge. [Download the publisher's sample chapter] |
| From Each According to Her Capabilities; to Each According to Her Needs. Fully Including the Gifted in School Science Education. | Taber, K. S., & Riga, F. (2016). From Each According to Her Capabilities; to Each According to Her Needs: Fully Including the Gifted in School Science Education. In S. Markic & S. Abels (Eds.), Science Education Towards Inclusion (pp. 195-219). New York: Nova Publishers. [Read the authors' manuscript version.] |
| Gas evolved on the formation of aqueous solutions Competition between solutes, or simply a load of mouthwash? | 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. |
| Gender differences in science preferences on starting secondary school | Taber, K. S. (1991) Gender differences in science preferences on starting secondary school, Research in Science and Technological Education, 9 (2), pp.245-251. |
| Giftedness, intelligence, creativity and the construction of knowledge in the science classroom. | Taber, K. S. (2016). Giftedness, intelligence, creativity and the construction of knowledge in the science classroom. In K. S. Taber & M. Sumida (Eds.), International Perspectives on Science Education for the Gifted: Key issues and challenges (pp. 1-12). Abingdon, Oxon: Routledge. |
| Girl-friendly physics in the national curriculum | Taber, K. S. (1991) Girl-friendly physics in the national curriculum, Physics Education, 26 (4), pp.221-226. |
| Girls' interactions with teachers in mixed physics classes. Results of classroom observation | 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. |
| Goodbye school science experiments? | Taber, K. S. (2011). Goodbye school science experiments? Education in Chemistry. https://edu.rsc.org/opinion/goodbye-school-science-experiments/2021026.article adapted to: Taber, K. S. (2011). Goodbye school science experiments? RSC News (July 2011), 21. |
| Guiding the practice of constructivist teaching | Taber, K. S. (2011). Guiding the practice of constructivist teaching. Teacher Development, 15(1), 117 – 122. [Download article] |
| Having faith in sound knowledge | Taber, K. S. (2009). Having faith in sound knowledge. Physics Education, 44 (5), pp.450-453. |
| Helping learners make sense of 'stuff' | Taber, K. S. (2007) Helping learners make sense of 'stuff'. Education in Chemistry, 44 (5), p.160. |
| Helping science teachers to challenge gifted students | Taber, K. S. & Johnson, S. (2007) Helping science teachers to challenge gifted students.Science Teacher Education, 49, p.12. |
| How should science teachers respond to the 'science and religion' debate? | Taber, K. S., Billingsley, B., & Riga, F. (2010). How should science teachers respond to the 'science and religion' debate? Education in Science (236), 20-21. |
| How students view the boundaries between their science and religious education concerning the origins of life and the universe. | Billingsley, B., Brock, R., Taber, K. S., & Riga, F. (2016). How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe. Science Education, 100(3), 459-482. doi:10.1002/sce.21213 [Open Access] |
| How was it for you? The dialogue between researcher and colearner | 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. [Download this article] |
| Ideas about ionisation energy. A diagnostic instrument | Taber, K. S. (1999) Ideas about ionisation energy: a diagnostic instrument, School Science Review, 81 (295), pp.97-104. |
| Identifying research foci to progress chemistry education as a field. | Taber, K. S. (2017). Identifying research foci to progress chemistry education as a field. Educación Química, 28 (2) pp.66-73. [Open access] |
| If you can't take the heat don't enter the classroom | Taber, K. S. (2007) If you can't take the heat don't enter the classroom, Physics Education, 42 (5) pp.430-431. |
| 'I'm sad that it is gone' Teachers' views on teaching the nature of science at Key Stage 4 | Brock, R., & Taber, K. S. (2019). 'I'm sad that it is gone': teachers' views on teaching the nature of science at Key Stage 4. School Science Review, 100 (373), 69-74. |
| Imagining evolution in the science education of the future | Taber, K. S. (2019). Imagining evolution in the science education of the future. In B. Akpan (Ed.), Science Education: Visions of the Future (pp. 351-367). Abuja, Nigeria: Next Generation Education. |
| Inquiry teaching, constructivist instruction and effective pedagogy | Taber, K. S. (2011). Inquiry teaching, constructivist instruction and effective pedagogy.Teacher Development, 15(2), 257-264. [Download this article] |
| Initial comments on the Government White Paper | Taber, K. S. (2011). Initial comments on the Government White Paper. Science Teacher Education (60), 11-13. |
| "Intense, but it's all worth it in the end" The colearner's experience of the research process | 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), 435-457. https://doi.org/10.1080/01411920220137485 [Download this article] |
| International Perspectives on Science Education for the Gifted Key issues and challenges | Taber, K. S., & Sumida, M. (Eds.). (2016). International Perspectives on Science Education for the Gifted: Key issues and challenges. Abingdon, Oxon.: Routledge. |
| Introducing chemical change | Taber, K. S. (2012). Introducing chemical change. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 75-101). London: Hodder Education. [Download this chapter.] |
| Intuitions, Conceptions and Frameworks Modelling Student Cognition in Science Learning | Taber, K. S. (2010). 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, pp.163-182. |
| Intuitive physics But whose intuition are we talking about? | Taber, K. S. (2004) Intuitive physics: but whose intuition are we talking about?, Physics Education, 39 (2), pp.123-124. |
| Intuitive thinking and learning chemistry. | Taber, K. S. & García-Franco, A. (2009). Intuitive thinking and learning chemistry. Education in Chemistry, 46 (2), pp.57-60. García Franco, A., & Taber, K. S. (2010). Pensamiento intuitivo y aprendizaje de la química. Educacion Quimica, 21(2), 111-117. |
| Ionisation energy. Implications of pre-service teachers' conceptions. | Tan, K.-C. D., & Taber, K. S. (2009). Ionization Energy: Implications of Pre-service Teachers' Conceptions. Journal of Chemical Education, 86(5), 623-629. |
| Ions and ionisation energy | 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. |
| Keeping all of the balls in the air | Taber, K. S. (2009). Keeping all of the balls in the air. Physics Education, 44(6), pp.567-569. |
| Ken Springer's Educational Research. A Contextual Approach | Taber, K. S. (2013). Ken Springer: Educational Research: A Contextual Approach. Science & Education, 22(5), 1267-1279. doi:10.1007/s11191-011-9420-x. [Download this article]. |
| Key concepts in chemistry | Taber, K. S. (2012). Key concepts in chemistry. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 1-47). London: Hodder Education. [Download this chapter.] |
| Knowledge, beliefs and pedagogy How the nature of science should inform the aims of science education (and not just when teaching evolution) | Taber, K. S. (2017). Knowledge, beliefs and pedagogy: how the nature of science should inform the aims of science education (and not just when teaching evolution). Cultural Studies of Science Education, 12(1), 81-91. doi:10.1007/s11422-016-9750-8 [Open access] |
| Knowledge sans frontières? Conceptualising STEM in the curriculum to facilitate creativity and knowledge integration. | Taber, K. S. (2018). Knowledge sans frontières? Conceptualising STEM in the curriculum to facilitate creativity and knowledge integration. In K. S. Taber, M. Sumida, & L. McClure (Eds.), Teaching Gifted Learners in STEM Subjects: Developing talent in science, technology, engineering and mathematics (pp. 1-19). Abingdon, Oxon: Routledge. [Download this chapter] |
| Layers of resistance impede the flow of understanding | Taber, K. S. (2006) Layers of resistance impede the flow of understanding, Physics Education, 41 (5), pp.368-370. |
| Learners' explanations for chemical phenomena. | Taber, K. S. & Watts, M. (2000) Learners' explanations for chemical phenomena, Chemistry Education: Research and Practice in Europe, 1 (3), pp.329-353. [Free access] [Download this paper] |
| Learners' mental models of the particle nature of matter. A study of 16 year-old Swedish science students | Adbo, K. & Taber, K. S. (2009). Learners' mental models of the particle nature of matter: a study of 16 year-old Swedish science students. International Journal of Science Education. 31(6), 757-786. doi: 10.1080/09500690701799383. [Download this paper] |
| Learning about astrobiology. A challenge for the public understanding of science. | Taber, K. S. (2010). 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 (pp. 1-25). New York: Nova. |
| Learning at the symbolic level. | Taber, K. S. (2009). Learning at the symbolic level. Chapter 4, in J. K. Gilbert & D. F. Treagust (Eds.), Multiple Representations in Chemical Education, Dordrecht: Springer, pp.75-108. [Download this chapter] |
| Learning from experience and teaching by example. Reflecting upon personal learning experience to inform teaching practice. | 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 opinion piece) [Download this article] |
| Learning from stories of researching schools | 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. |
| Learning processes in chemistry. Drawing upon cognitive resources to learn about the particulate structure of matter. | 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. [Download this paper] |
| Learning quanta. Barriers to stimulating transitions in student understanding of orbital ideas. | Taber, K. S. (2004) Learning quanta: barriers to stimulating transitions in student understanding of orbital ideas, Science Education, 89 (1), pp.94-116. |
| Learning to teach about ideas and evidence in science. Experiences of teachers in training | 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. |
| Lessons for physics teachers based on Einstein's wisdom | Taber, K. S. (2005) Lessons for physics teachers based on Einstein's wisdom, Physics Education, 40 (3), pp.202-203. |
| Lessons from the ASCEND project. Aable pupils' responses to an enrichment programme exploring the nature of science | Taber, K. S. & Riga, F. (2006) Lessons from 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. |
| Lost without trace or not brought to mind? A case study of remembering and forgetting of college science | 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. doi:10.1039/B3RP90016A [Free access] |
| Lumping and splitting in curriculum design. Curriculum integration versus disciplinary specialism. | Taber, K. S., & Vong, L. T. K. (2020). Lumping and splitting in curriculum design: curriculum integration versus disciplinary specialism. In Bachmeier (Ed.), Curriculum Perspectives and Development (pp. 1-66). New York: Nova Science Publishers. [Download this chapter] |
| Making claims about learning. A microgenetic multiple case study of temporal patterns of conceptual change in learners' activation of force conceptions. | Brock, R., & Taber, K. S. (2020). Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners' activation of force conceptions. International Journal of Science Education, 42(8), 1388-1407. doi:10.1080/09500693.2020.1764657 |
| Making sense of a pedagogic text | Taber, K. S. (2021). Making sense of a pedagogic text. Foundations of Chemistry. 23, pages 433-457. doi:10.1007/s10698-021-09405-8 [Download this article] |
| MasterClass in Science Education: Transforming teaching and learning | K.S. Taber (2019) MasterClass in Science Education: Transforming teaching and learning. London, Bloomsbury. |
| Maths should be the last thing we teach | Taber, K. S. (2009) Maths should be the last thing we teach, Physics Education, 44 (4), pp. 336-338. |
| Mediated learning leading development – the social development theory of Lev Vygotsky. | Taber, K. S. (2020). Mediated learning leading development – the social development theory of Lev Vygotsky. In B. Akpan & T. Kennedy (Eds.), Science Education in Theory and Practice: An introductory guide to learning theory (pp. 277-291). Cham, Switzerland: Springer. |
| Mediating mental models of metals. Acknowledging the priority of the learner's prior learning | Taber, K. S. (2003) Mediating mental models of metals: acknowledging the priority of the learner's prior learning, Science Education, 87, pp.732-758. [Download this paper] |
| Meeting Educational Objectives in the Affective and Cognitive Domains. Personal and Social Constructivist Perspectives on Enjoyment, Motivation and Learning Chemistry. | Taber, K. S. (2015). Meeting Educational Objectives in the Affective and Cognitive Domains: Personal and Social Constructivist Perspectives on Enjoyment, Motivation and Learning Chemistry. In M. Kahveci & M. Orgill (Eds.), Affective Dimensions in Chemistry Education (pp. 3-27): Springer Berlin Heidelberg. ( [Download this chapter] |
| Meeting the needs of gifted science learners in the context of England's system of comprehensive secondary education. The ASCEND project. | Taber, K. S. (2012). Meeting the needs of gifted science learners in the context of England's system of comprehensive secondary education: the ASCEND project. Journal of Science Education in Japan, 36(2), 101-112. (Invited research article) [Download this paper]. |
| Methodological Issues in Science Education Research. | 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 this chapter] |
| Methodological issues in science education research. A perspective from the philosophy of science | 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 this chapter.] |
| Mind your language Metaphor can be a double-edged sword | Taber, K. S. (2005) Mind your language: metaphor can be a double-edged sword, Physics Education, 40 (1), pp.11-12. |
| Misconceiving chemistry. The mismatch between chemical concepts and student thinking. | Taber, K. S. (2009). Misconceiving chemistry: the mismatch between chemical concepts and student thinking. School Science Review, 91(335), 87-96. [Download this article] |
| Misconceptions re-conceived Why the effective teacher pays heed to the aufbau principle of learning | Taber, K. S. (2002) Misconceptions re-conceived: why the effective teacher pays heed to the aufbau principle of learning. A position paper for the virtual asynchronous RSC conference on 'What does a chemistry teacher need to know?' March 2002 [Download this paper] |
| Misunderstanding the ionic bond | Taber, K. S. (1994) Misunderstanding the ionic bond, Education in Chemistry, 31 (4), pp.100-103. (This article can be read here.) |
| Models and modelling in science and science education. | Taber, K. S. (2017). Models and modelling in science and science education. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 263-278). Rotterdam: Sense Publishers. [Download this chapter] |
| Models, molecules and misconceptions. A commentary on "Secondary School Students' Misconceptions of Covalent Bonding". | Taber, K. S. (2011). Models, molecules and misconceptions: a commentary on "Secondary School Students' Misconceptions of Covalent Bonding". Journal of Turkish Science Education, 8(1), 3-18. |
| Modelling Learners and Learning in Science Education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. | Taber, K. S. (2013). Modelling Learners and Learning in Science Education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer. |
| Molecular conceptions of research into learning | 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.] [Download the article.] |
| Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure | Taber, K. S. (2000) Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure, International Journal of Science Education, 22 (4), pp.399-417. https://doi.org/10.1080/095006900289813 [Download this paper] |
| Netherhall School. A SUPER case study. | 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. |
| Non-random thoughts about research | Taber, K. S. (2013). Non-random thoughts about research. Chemistry Education Research and Practice, 14(4), 359-362. https://doi.org/10.1039/c3rp90009f [Download the article] |
| Of Models, Mermaids and Methods. The Role of Analytical Pluralism in Understanding Student Learning in Science | 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. [Download this chapter] |
| Oversimplification of 'the truth' can act as a barrier to learning | Taber, K. S. (2004) Oversimplification of 'the truth' can act as a barrier to learning, Physics Education, 39 (6), pp.461-462. |
| Paying lip-service to research? The adoption of a constructivist perspective to inform science teaching in the English curriculum context. | Taber, K. S. (2010). Paying lip-service to research?: The adoption of a constructivist perspective to inform science teaching in the English curriculum context. The Curriculum Journal, 21(1), 25 – 45. [Download this article] |
| Patterns in nature. Challenging secondary students to learn about physical laws | Taber, K. S. (2011). Patterns in nature: challenging secondary students to learn about physical laws. Physics Education, 46(1), 80-89. https://doi.org/10.1088/0031-9120/46/1/010 [Download this paper] |
| Pedagogic Doublethink. Scientific Enquiry and the Construction of Personal Knowledge Under the English National Curriculum for Science. | Taber, K. S. (2018). Pedagogic Doublethink: Scientific Enquiry and the Construction of Personal Knowledge Under the English National Curriculum for Science. In D. W. Kritt (Ed.), Constructivist Education in an Age of Accountability. Cham: Palgrave Macmillan. [Download the author's manuscript version] |
| Personal or collective knowledge Harry Collins' notions of tacit knowledge and of the individual as an epistemic parasite | Taber, K. S. (2013). Personal or collective knowledge: Harry Collins' notions of tacit knowledge and of the individual as an epistemic parasite. Khimiya/Chemistry: Bulgarian Journal of Science Education, 22(1), 114-135. [Download this article] |
| Physics and pupil thinking – poles apart | Taber, K. S. (2006) Physics and pupil thinking – poles apart, Physics Education, 41 (1), pp.10-11. |
| Physics exams should be made easier | Taber, K. S. (2008) Physics exams should be made easier, Physics Education, 43 (1) pp.17-19. |
| Policy and Practice in Science Education for the Gifted: Approaches from diverse national contexts | Sumida, M., & Taber, K. S. (Eds.). (2017). Policy and Practice in Science Education for the Gifted: Approaches from diverse national contexts. Abingdon, Oxon.: Routledge. |
| Preparing chemistry education research manuscripts for publication. | Taber, K. S., Towns, M. H., & Treagust, D. F. (2014). Preparing chemistry education research manuscripts for publication. In D. M. Bunce & R. S. Cole (Eds.), Tools of Chemical Education Research (pp. 299-332). Washington, D.C.: American Chemical Society. |
| Preparing teachers for a research-based profession | Taber, K. S. (2010). Preparing teachers for a research-based profession. In M. V. Zuljan & J. Vogrinc (Eds.), Facilitating effective student learning through teacher research and innovation (pp. 19-47). Ljubljana: Faculty of Education, University of Ljubljana. [Download this book ] |
| Prioritising paradigms, mixing methods, and characterising the 'qualitative' in educational research | Taber, K. S. (2012). Prioritising paradigms, mixing methods, and characterising the 'qualitative' in educational research. Teacher Development, 16(1), 125-138. doi: 10.1080/13664530.2012.674294 [ Download MS version: [Download this article] |
| Progressing chemistry education research as a disciplinary field | Taber, K. S. (2019). Progressing chemistry education research as a disciplinary field. Disciplinary and Interdisciplinary Science Education Research, 1(1), 5. doi:10.1186/s43031-019-0011-z [Open Access] |
| Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science | Taber, K. S. (2009). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer. |
| Progressing the Constructivist Research Programme to Advance Teaching and Learning about the Nature of Science. | 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. Rotterdam, The Netherlands: Sense Publishers, pp.37-57. |
| Psychology for teachers? | Taber, K. S. (2010). Psychology for teachers? Teacher Development, 14(2), 269-278. https://doi.org/10.1080/13664530.2010.494505 (Download article) |
| Reclaiming 'assessment for teaching' | Taber, K. S. (2006) Reclaiming 'assessment for teaching', Physics Education, 41 (6), pp.484-485. |
| Recognising quality in reports of chemistry education research and practice | Taber, K. S. (2012). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4-7. https://doi.org/10.1039/C1RP90058G (Download article) |
| Reflecting the nature of science in science education. | Taber, K. S. (2017). Reflecting the nature of science in science education. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 23-37). Rotterdam: Sense Publishers. [Download the chapter.] |
| Representations and visualisation in teaching and learning chemistry | Taber, K. S. (2018). Representations and visualisation in teaching and learning chemistry [10.1039/C8RP90003E]. Chemistry Education Research and Practice, 19(2), 405-409. https://doi.org/10.1039/C8RP90003E [Download the article] |
| Representing evolution in science education. The challenge of teaching about natural selection. | Taber, K. S. (2013). Representing evolution in science education: The challenge of teaching about natural selection. In B. Akpan (Ed.), Science Education: A Global Perspective (pp. 65-91). Abuja, Nigeria: Next Generation Education Ltd. Reprinted as: Taber, K. S. (2017). Representing evolution in science education: The challenge of teaching about natural selection. In B. Akpan (Ed.), Science Education: A Global Perspective (pp. 71-96). Switzerland: Springer International Publishing. [Download chapter] |
| Researching Schools Stories from a schools-university partnership for educational research | 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) |
| Responding to alternative conceptions in the classroom | Taber, K. S. (2003) Responding to alternative conceptions in the classroom, School Science Review, 84 (308) pp.99-108. [Download this article] |
| Revisiting the chemistry triplet. Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. | Taber, K. S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156-168..doi: 10.1039/C3RP00012E [Free access] |
| Scaffolding learning. Principles for effective teaching and the design of classroom resources. | Taber, K. S. (2018). Scaffolding learning: principles for effective teaching and the design of classroom resources. In M. Abend (Ed.), Effective Teaching and Learning: Perspectives, strategies and implementation (pp. 1-43). New York: Nova Science Publishers. [Download the chapter] |
| Science: Teaching School Subjects 11-19 | Kind, V. & Taber, K. S. (2005) Science: Teaching School Subjects 11-19, London: Routledge. [Open Access – free download available] |
| Science Education: An international course companion | Taber, K. S. & Akpan, B. (Eds.) (2017) Science Education: An international course companion. Rotterdam: Sense Publishers. |
| Science education as a field of scholarship. | Taber, K. S. (2017). Science education as a field of scholarship. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 3-19). Rotterdam: Sense Publishers. [Download the author's manuscript version of the chapter.] |
| Science Education for Gifted Learners | Taber, K. S. (Editor) (2007) Science Education for Gifted Learners, London: Routledge. |
| Science education for gifted learners? | Taber, K. S. (2007) Science education for gifted learners?, in K. S. Taber (Editor), Science Education for Gifted Learners, London: Routledge pp.1-14. [Download the chapter] |
| Science education in a future world. | Akpan, B., with, Onwu, G., Holbrook, J., Oversby, J., Taber, K. S., Agarkar, S. C., & Conner, L. N. (2013). Science education in a future world. In B. Akpan (Ed.), Science Education: A Global Perspective (pp. 451-466). Abuja, Nigeria: Next Generation Education Ltd. |
| Science-relatedness and gender-appropriateness of careers. Some pupil perceptions | 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. |
| Science, religion and science education. Two visions of the future. | Taber, K. S. (2019). Science, religion and science education: two visions of the future. In B. Akpan (Ed.), Science Education: Visions of the Future (pp. 61-76). Abuja, Nigeria: Next Generation Education. |
| Science, superstition, or confidence trick Do science educators have too much faith in the experiment? | Taber, Keith S. (2023) Science, superstition, or confidence trick. Do science educators have too much faith in the experiment? Seminar paper presented to the Science Education Group at the University College London's Institute of Education. 3rd May 2023. DOI: 10.13140/RG.2.2.17510.29768 [Download this paper] |
| Scientism, creationism or category error? A cross-age survey of secondary school students' perceptions of the relationships between science and religion | Billingsley, B., Taber, K. S., & Nassaji, M. (2021). Scientism, creationism or category error? A cross-age survey of secondary school students' perceptions of the relationships between science and religion. The Curriculum Journal, 32(2), 334-358. doi:https://doi.org/10.1002/curj.83 [Download this open access paper] |
| Secondary school students' epistemic insight into the relationships between science and religion. A preliminary enquiry. | Billingsley, B., Taber, K. S., Riga, F., & Newdick, H. (2013). Secondary school students' epistemic insight into the relationships between science and religion – a preliminary enquiry. Research in Science Education, 43, 1715-1732. https://doi.org/DOI 10.1007/s11165-012-9317-y |
| Secondary school students' perceptions of scientific and religious positions on miracles. | Billingsley, B., Taber, K. S., & Nassaji, M. (2021). Secondary school students' perceptions of scientific and religious positions on miracles. Science & Christian Belief, 33(2), 99. |
| Secondary science teachers' instructional strategies for promoting the construction of scientific explanations | Izquierdo-Acebes, E., & Taber, K. S. (2023). Secondary Science Teachers' Instructional Strategies for Promoting the Construction of Scientific Explanations. Science & Education. https://doi.org/10.1007/s11191-022-00412-5 |
| Secondary science teaching in England. A view from the outside | Taber, K. S. & Bektas, O. (2009) Secondary science teaching in England: a view from the outside, School Science Review, 91(334), 111-118. |
| Secondary school teachers' perspectives on teaching about topics that bridge science and religion. | Billingsley, B., Riga, F., Taber, K. S., & Newdick, H. (2014). Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25(3), 372-395. doi: 10.1080/09585176.2014.920264. |
| Secondary students' responses to perceptions of the relationship between science and religion. Stances identified from an interview study. | Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2011). Secondary students' responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95(6), 1000-1025. |
| Secondary students' thinking about familiar phenomena. Learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning. | Garcia Franco, A. & Taber, K. 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. (DOI: 10.1080/09500690802307730.) |
| Secondary students' values and perceptions of science-related careers: Responses to vignette-based scenarios. | Taber, K. S., Billingsley, B., & Riga, F. (2021). Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios. SN Social Sciences, 1 (Art. 104). doi:10.1007/s43545-021-00130-9 (Download the accepted manuscript version of the paper) |
| Separating 'Inquiry Questions' and 'Techniques' to Help Learners Move between the How and the Why of Biology Practical Work | Philip, J. M. D. & Taber, K. S. (2015). Separating 'Inquiry Questions' and 'Techniques' to Help Learners Move between the How and the Why of Biology Practical Work. Journal of Biological Education, 1-20. doi:10.1080/00219266.2015.1058840. |
| Shifting sands. A case study of conceptual development as competition between alternative conceptions | 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. |
| Shifting the culture of science education to teach about the nature of science | Taber, K. S. (2014). Shifting the culture of science education to teach about the nature of science. Teacher Development, 18(1), 124-133. https://doi.org/10.1080/13664530.2013.879004 [Download article] |
| Should physics teaching be a research-based activity? | Taber, K. S. (2000) Should physics teaching be a research-based activity?, Physics Education, 35 (3), pp.163-168. |
| Spaced-out teaching and hard-nosed science | Taber, K. S. (2009) Spaced-out teaching and hard-nosed science, Physics Education, 44 (3), pp. 223-225. |
| Spontaneous and induced conceptions | Taber, K. S. (2007) Spontaneous and induced conceptions, Physics Education, 42 (6) pp.554-557. |
| Squaring the circle: Circumnavigating an ontological tension between practical learning progression models and the complex, multi-facetted, and meandering nature of conceptual learning. | Taber, K. S. (2021). Squaring the circle: Circumnavigating an ontological tension between practical learning progression models and the complex, multi-facetted, and meandering nature of conceptual learning. In M. N. Bowman (Ed.), Topics in Science Education (pp. 1-100). New York: Nova Science Publishers Inc. |
| Staring the obvious in the face The case of the pitch-black room | Taber, K. S. (2004) Staring the obvious in the face: the case of the pitch-black room, Physics Education, 39 (1), pp.20-21. |
| Straw men and false dichotomies. Overcoming philosophical confusion in chemical education. | Taber, K. S. (2010). Straw men and false dichotomies: Overcoming philosophical confusion in chemical education. Journal of Chemical Education, 87(5), 552-558. |
| Stella Vosniadou's International Handbook of Research on Conceptual Change | Taber, K. S. (2011). [Review of] Stella Vosniadou (Ed): International Handbook of Research on Conceptual Change. Science & Education, 20(5-6), 563-576. doi:10.1007/s11191-010-9283-6 [Download article] |
| Student Conceptions of Ionic Bonding. Patterns of thinking across three European contexts. | Taber, K. S., Tsaparlis, G., & Nakiboğlu, C. (2012). Student Conceptions of Ionic Bonding: Patterns of thinking across three European contexts. International Journal of Science Education,34(18), 2843-2873. doi: 10.1080/09500693.2012.656150. [Download article] |
| Student perceptions of the knowledge generated in some scientific fields | Taber, K. S., Billingsley, B., & Riga, F. (2020). Student perceptions of the knowledge generated in some scientific fields. School Science Review, 102 (378), 65-70. [Download the article] republished as: Taber, K. S., Billingsley, B., & Riga, F. (2023). Student perceptions of the knowledge generated in some scientific fields. ASE International (17), 23-31. |
| Student reaction on being introduced to concept mapping | Taber, K. S. (1994) Student reaction on being introduced to concept mapping, Physics Education, 29 (5), pp.276-281. [Download the article] |
| Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Idea | Taber, K. S. (2014). Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas. New York: Routledge. |
| Student understanding of ionic bonding. Molecular versus electrostatic thinking? | Taber, K. S. (1997) Student understanding of ionic bonding: molecular versus electrostatic thinking?, School Science Review, 78 (285), pp.85-95. [Download a copy] |
| Students' conceptions of ionisation energy. A cross-cultural study | 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. (DOI: 10.1080/09500690701385258.) |
| Teaching about the book of nature The challenge of demystifying chemistry at school level | Taber, K. S. (2016). Teaching about the book of nature: the challenge of demystifying chemistry at school level. Khimiya/Chemistry: Bulgarian Journal of Science Education, 25(2), 284-314. Free access on line. [Download article] |
| Teaching and learning chemistry. | Taber, K. S. (2017). Teaching and learning chemistry. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 325-341). Rotterdam: Sense Publishers. [Download] |
| Teaching and learning about the nature of science | Taber, K. S. (2012). Teaching and learning about the nature of science. In J. Oversby (Ed.), ASE Guide to Research in Science Education (pp. 18-28). Hatfield, Hertfordshire: Association for Science Education. |
| Teaching and learning the concept of chemical bonding | Levy Nahum, T., Mamlok-Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2), 179-207. |
| Teaching and learning the many faces of chemistry | 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) |
| Teaching Gifted Learners in STEM Subjects: Developing talent in science, technology, engineering and mathematics. | Taber, K. S., Sumida, M. & McClure, L. (Eds.), (2018) Teaching Gifted Learners in STEM Subjects: Developing talent in science, technology, engineering and mathematics. Abingdon, Oxon: Routledge. |
| Teaching Secondary Chemistry | Taber, K. S. (Ed.). (2012). Teaching Secondary Chemistry (2nd ed.). London: Hodder Education. |
| Teaching science to the gifted in English state schools Locating a compromised "gifted and talented" policy within its systemic context | Taber, K. S. (2017). Teaching science to the gifted in English state schools: Locating a compromised "gifted and talented" policy within its systemic context. In M. Sumida & K. S. Taber (Eds.), Policy and Practice in Science Education for the Gifted: Approaches from diverse national contexts (pp. 185-203). Routledge. [Download chapter] |
| Teaching physics, physical processes, whatever… | Taber, K. S. (2006) Teaching physics, physical processes, whatever… Physics Education, 41 (2) pp.101-102. |
| Testing levels of understanding | Taber, K.S. (2009) Testing levels of understanding, Physics Education, 44 (1), pp.8-10. |
| The atom as a tiny solar system. Turkish high school students' understanding of the atom in relation to a common teaching analogy. | Nakiboglu, C., & Taber, K. S. (2013). The atom as a tiny solar system: Turkish high school students' understanding of the atom in relation to a common teaching analogy. In G. Tsaparlis & H. Sevian (Eds.), Concepts of Matter in Science Education(pp. 169-198). Dordrecht: Springer. |
| The atom in the chemistry curriculum. Fundamental concept, teaching model or epistemological obstacle? | 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. (Download the author's manuscript version of the paper) |
| The campaign to stop molecules reacting | Taber, K. S. (2001) The campaign to stop molecules reacting, Education in Chemistry, 38 (1), p.28. |
| The challenge to educational reforms during a global emergency. The case of progressive science education | Taber, K. S. (2021). The Challenge to Educational Reforms during a Global Emergency: The Case of Progressive Science Education. C.E.P.S. Journal, 11 (Special issue), 1-21. doi:doi: 10.26529/cepsj.1109 [Open access] [Download paper] |
| The continuing relevance of thinking logically | Taber, K. S. (2007) The continuing relevance of thinking logically, Physics Education, 42 (2), pp.120-121 |
| The CREST awards scheme. Challenging gifted and talented students through creative STEM project work. | Taber, K. S., & Cole, J. (2010). The CREST awards scheme: Challenging gifted and talented students through creative STEM project work. School Science Review, 92(339), 117-126. |
| The cultures of science education across the world | Taber, K. S. (2012). The cultures of science education across the world. Studies in Science Education, 48(2), 229-235. doi: 10.1080/03057267.2012.738021. [Download article] |
| The Future of Interaction Augmented Reality, Holography and Artificial Intelligence in Early Childhood Science Education | Li, X., & Taber, K. S. (2022). The Future of Interaction: Augmented Reality, Holography and Artificial Intelligence in Early Childhood Science Education. In S. Papadakis & M. Kalogiannakis (Eds.), STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning (pp. 415-442). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-0568-1_18 |
| The impact of chemistry education research on practice A cautionary tale | Taber, K. S. (2014). The impact of chemistry education research on practice: a cautionary tale. Chemistry Education Research and Practice, 15(4), 410-416. https://doi.org/DOI: 10.1039/c4rp90009j [download article] |
| 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 | Taber, K. S., & Tan, K. C. D. (2011). 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, 33(2), 259-297 [Download this paper] |
| The ionisation energy diagnostic instrument A two-tier multiple choice instrument to determine high school students' understanding of ionisation energy | 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. [Free access] |
| The limits to discovery learning An open letter to a headmaster | Taber, K. S. (2005) The limits to discovery learning: an open letter to a headmaster, Physics Education, 40 (6), pp.496-497. |
| The many faces of high school chemistry | 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. [Download chapter] |
| The mismatch between assumed prior knowledge and the learner's conceptions A typology of learning impediments | 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. [Download article] |
| The nature and scope of chemistry education as a field | Taber, K. S. (2012). The nature and scope of chemistry education as a field. Chemistry Education Research and Practice, 13(3), 159-160. http://dx.doi.org/10.1039/ C2RP90009B [Download article] |
| The nature of science and the nature of school science | Taber, K. S., & Brock, R. (2018). The nature of science and the nature of school science. In I. Banner & J. Hillier (Eds.), ASE Guide to Secondary Science Education (4th ed., pp. 14-25). Hatfield, Hertfordshire: The Association for Science Education. |
| The nature of science and the teaching of gifted learners | Taber, K. S. (2016). The nature of science and the teaching of gifted learners. In K. S. Taber & M. Sumida (Eds.), International Perspectives on Science Education for the Gifted: Key issues and challenges (pp. 94-105). Abingdon, Oxon.: Routledge. |
| The nature of student conceptions in science | Taber, K. S. (2017). The nature of student conceptions in science. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 119-131). Rotterdam: Sense Publishers. [Download the chapter] |
| The Nature of the Chemical Concept Constructing chemical knowledge in teaching and learning. | Taber, K. S. (2019). The Nature of the Chemical Concept: Constructing chemical knowledge in teaching and learning. Cambridge: Royal Society of Chemistry. |
| The natures of scientific thinking Creativity as the handmaiden to logic in the development of public and personal knowledge | Taber, K. S. (2011). The natures of scientific thinking: creativity as the handmaiden to logic in the development of public and personal knowledge. In M. S. Khine (Ed.), Advances in the Nature of Science Research – Concepts and Methodologies (pp. 51-74). Dordrecht: Springer. [Read the author's manuscript version here.] |
| The octet rule A pint in a quart pot? | Taber, K. S. (1995) The octet rule: a pint in a quart pot? Education in Chemistry, 32 (3), p.84. |
| The physics education of superheroes | Taber, K. S. (2006) The physics education of superheroes, Physics Education, 41 (3), pp.202-203. |
| The presence of dissolved gas in water – demonstration by salting out | Taber, K. S. (1985) The presence of dissolved gas in water – demonstration by salting out, School Science Review, 67 (238), pp.101-104. |
| The relationship between science and religion. A contentious and complex issue facing science education. | Taber, K. S. (2013). The relationship between science and religion – a contentious and complex issue facing science education. In B. Akpan (Ed.), Science Education: A Global Perspective (pp. 39-64). Abuja, Nigeria: Next Generation Education Ltd. reprinted as Taber, K. S. (2017). The relationship between science and religion – a contentious and complex issue facing science education. In B. Akpan (Ed.), Science Education: A Global Perspective (pp. 45-69). Switzerland: Springer International Publishing. [Download the author's manuscript version of the chapter] |
| The return of the prodigal sciences | Taber, K. S. (2006) The return of the prodigal sciences, Education in Chemistry, 43 (5), p.144. |
| The right medicine for educational research? | Taber, K. S. (2013). The right medicine for educational research?Education in Chemistry, 50(3), 8. |
| The role of conceptual integration in understanding and learning chemistry. | Taber, K. S. (2015). The Role of Conceptual Integration in Understanding and Learning Chemistry. In J. García-Martínez & E. Serrano-Torregrosa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends (pp. 375-394): Wiley-VCH Verlag GmbH & Co. KGaA. [Download this chapter*] |
| The role of interpretation in inferring student knowledge and understanding from research data | Taber, K. S. (2015). The role of interpretation in inferring student knowledge and understanding from research data [10.1039/C5RP90008E]. Chemistry Education Research and Practice, 16(3), 423-428. https://doi.org/10.1039/C5RP90008E (Download this article) |
| The Role of New Educational Technology in Teaching and Learning. A Constructivist Perspective on Digital Learning. | 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 this chapter*] |
| The role of 'practical' work in teaching and learning chemistry | Taber, K. S. (2015). The role of 'practical' work in teaching and learning chemistry. School Science Review, 96(357), 75-83. [Download this article] |
| The secret life of the chemical bond. Students' anthropomorphic and animistic references to bonding. | 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. Reprinted as 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. |
| The science of physics teaching | Taber, K. S. (2002) The science of physics teaching, Physics World, December, 53-54. |
| The sharing-out of nuclear attraction. Or 'I can't think about Physics in Chemistry' | 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. https://doi.org/10.1080/0950069980200807 [Download this paper*] |
| The significance of implicit knowledge in teaching and learning chemistry | Taber, K. S. (2014). The significance of implicit knowledge in teaching and learning chemistry. Chemistry Education Research and Practice. 15, 447-461. doi: 10.1039/C4RP00124A [Free access] [Download this article*] |
| The silent treatment | Billingsley, B., Taber, K. S., & Riga, F. (2010). The silent treatment. Research Intelligence (112), 14. |
| The strange case of the balloon that stuck to an uncharged wall | Taber, K. S. (2007) The strange case of the balloon that stuck to an uncharged wall, Physics Education, 42 (3), pp.230-231. [Download this article*] |
| The Use of Cronbach's Alpha When Developing and Reporting Research Instruments in Science Education | Taber, K. S. (2018). The Use of Cronbach's Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48, 1273-1296. doi:10.1007/s11165-016-9602-2 [Open access] |
| There's danger in folk pedagogy | Taber, K. S. (2008) There's danger in folk pedagogy, Physics Education, 43 (4), pp. 346-348. https://iopscience.iop.org/article/10.1088/0031-9120/43/4/F01/pdf. [Download this article*] |
| Things you should not believe in science. | Taber, K. S. (2017). Things you should not believe in science. School Science Review, 99 (367), 54-60. |
| Thinking about 'big questions' A website to support teaching about how science works | Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2012). Thinking about 'big questions': a website to support teaching about how science works. Education in Science (246), 16-17. |
| Time to be definitive? | Taber, K. S. (1995) Time to be definitive? Education in Chemistry, 32 (2), p.56. |
| Three levels of chemistry educational research | Taber, K. S. (2013). Three levels of chemistry educational research. Chemistry Education Research and Practice, 14(2), 151-155. https://doi.org/10.1039/C3RP90003G [Download the article] |
| Towards a curricular model of the nature of science | Taber, K. S. (2006) Towards a curricular model of the nature of science, Science & Education. 17(2-3), 179-218. (DOI: 10.1007/s11191-006-9056-4.) [Download this article] |
| To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils | Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2011). To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22(2), 99-118. |
| Trainee teachers need scholarship | Taber, Keith S. (2014) Trainee teachers need scholarship. Education in Chemistry, 50(5). [Read on-line version] |
| Understanding, assessment and 'elliptical' thinking | Taber, K. S. (2004) Understanding, assessment and 'elliptical' thinking, Physics Education, 39 (4), pp.318-9. |
| Understanding Chemical Bonding The development of A level students' understanding of the concept of chemical bonding | Taber, K. S. (1998) Understanding Chemical Bonding. The development of A level students' understanding of the concept of chemical bonding. PhD Thesis. |
| Understanding differences in trainee teachers' values and practice in relation to assessment | 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. |
| Understanding ionisation energy. Physical, chemical and alternative conceptions. | Taber, K. S. (2003) Understanding ionisation energy: physical, chemical and alternative conceptions, Chemistry Education: Research and Practice, 4 (2), pp.149-169. [Free access] |
| Understanding the nature and processes of conceptual change An essay review | Taber, K. S. (2011). Understanding the nature and processes of conceptual change. An essay review. [Review of Vosniadou, Stella (Ed.) (2008) International Handbook of Research on Conceptual Change]. Education Review, 14(1). https://doi.org/10.14507/er.v0.1436 [Download this article] |
| Understanding the octet framework Comment on 'What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study | Taber, K. S. (2024). Understanding the octet framework: Comment on 'What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study' [10.1039/D3RP00232B]. Chemistry Education Research and Practice. https://doi.org/10.1039/D3RP00232B [ [Download this article] |
| Upper Secondary Students' Understanding of the Basic Physical Interactions in Analogous Atomic and Solar Systems | Taber, K. S. (2013). Upper Secondary Students' Understanding of the Basic Physical Interactions in Analogous Atomic and Solar Systems. Research in Science Education, 43(4), 1377-1406. doi:10.1007/s11165-012-9312-3 [Download this paper*] |
| Upper secondary French students, chemical transformations and the "register of models" A cross-sectional study | 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. (DOI: 10.1080/09500690701308458.) |
| Vive la différence? Comparing 'like with like' in studies of learners' ideas in diverse educational contexts | Taber, K. S. (2012). Vive la différence? Comparing 'like with like' in studies of learners' ideas in diverse educational contexts. Educational Research International, 2012 (Article 168741), 1-12. Retrieved from http://www.hindawi.com/journals/edu/2012/168741/ doi:10.1155/2012/168741 [Download this paper] |
| Wanting it both ways – non-citable literature in the public domain | Taber, K. S. (2008). Wanting it both ways – non-citable literature in the public domain. Research Intelligence, (102), 18-19. |
| Watching the plants grow Understanding giftedness in science | Taber, K. S. (2019). Watching the plants grow. Understanding giftedness in science. In M. A. Zanetti, G. Gualdi, & M. Cascianelli (Eds.), Understanding Giftedness. A guide for parents and educators (pp. 105-127). Routledge. [Download this chapter*] |
| Wave goodbye to three types of radioactivity | Taber, K. S. (2010). Wave goodbye to three types of radioactivity. Physics Education, 45(1), 11-13. |
| Wave properties-a little light revision | Taber, K. S. (2007) Wave properties-a little light revision, Physics Education, 42 (4) pp.325-326. |
| Weak foundations undermine teaching 'scaffolding' | Taber, K. S. (2005) Weak foundations undermine teaching 'scaffolding', Physics Education, 40 (2), pp.115-116. |
| What comes after stable octet? Stable sub-shell! | 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. |
| What little they remember Understanding science in the life-world | Taber, K. S. (2015). What little they remember: understanding science in the life-world. Studies in Science Education, 52(1), 106-117. https://doi.org/10.1080/03057267.2014.994933 [Download this article*] |
| What's in a name? Looking at physics as a curriculum subject | Taber, K. S. (2005) What's in a name? Looking at physics as a curriculum subject, Physics Education, 40 (5), pp.311-312. |
| When the analogy breaks down. Modelling the atom on the solar system | Taber, K. S. (2001) When the analogy breaks down: modelling the atom on the solar system, Physics Education, 36 (3), 222-226. [Download this article*] |
| Working together to provide enrichment for able science learners | 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. [Download this chapter*] |
| Working to meet the needs of school pupils who are gifted in science through school-university initial teacher education partnerships. | Taber, K. S. (2017). Working to meet the needs of school pupils who are gifted in science through school-university initial teacher education partnerships. In M. Sumida & K. S. Taber (Eds.), Policy and Practice in Science Education for the Gifted: Approaches from diverse national contexts (pp. 1-14). Routledge. [Download this chapter*] |
(* Note: Often publishers require authors to provide them with an exclusive license to publish the final fully-formatted 'version of record', and so they control the copyright in the published version of an article. However, authors are normally allowed to share their manuscript version of the same article by posting it on a personal webpage such as this.)
Articles posted on the blog
These articles are available on other pages on science-education-research.com
Google Scholar
Keith S. Taber has a listing on Google Scholar which tracks citations of published work and allows scholars to see where particular publications have been cited elsewhere.
