Among Keith's publications are:
Taber, K. S., Billingsley, B., & Riga, F. (2023). Student perceptions of the knowledge generated in some scientific fields. ASE International (17), 23-31. (Republished from School Science Review) [Download the article]
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]
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.
Taber, K. S. (2017). Things you should not believe in science. School Science Review, 99 (367), 54-60.
Taber, K. S. (2016). Enlace químico y estructura atómico-molecular en secundaria. Alambique: Didáctica de las Ciencias Experimentales (86), 19-27.
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.
Taber, K. S. (2015). The role of 'practical' work in teaching and learning chemistry. School Science Review, 96(357), 75-83. [Download this article]
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.
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 the author's version of the paper]
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.
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.
García Franco, A., & Taber, K. S. (2010). Pensamiento intuitivo y aprendizaje de la química. Educacion Quimica, 21(2), 111-117.
Taber, K. S. (2009). Misconceiving chemistry: the mismatch between chemical concepts and student thinking. School Science Review, 91(335), 87-96.
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.
Taber, K. S. & Bektas, O. (2009) Secondary science teaching in England: a view from the outside, School Science Review, 91(334), 111-118.
Taber, K. S. & García-Franco, A. (2009). Intuitive thinking and learning chemistry. Education in Chemistry, 46 (2), pp.57-60.
Taber, K. S. (2006) Exploring pupils' understanding of key 'nature of science' terms though research as part of initial teacher education, School Science Review, June 2006, 87 (321), pp.51-61.
Taber, K. S., Cooke, V. M., de Trafford, T., Lowe, T. J., Millins, S. & Quail, T. (2006) Learning to teach about ideas and evidence in science: experiences of teachers in training, School Science Review, June 2006, 87 (321), pp.63-73.
Taber, K. S. & Riga, F. (2006) Lessons 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.
Taber, K. S., de Trafford, T. & Quail, T. (2006) Conceptual resources for constructing the concepts of electricity: the role of models, analogies and imagination, Physics Education, 41, pp.155-160.
Tan, K-C. D., Noh, N-K., Chia, L-S. & Taber, K. S. (2003) Ions and ionisation energy, Australian Journal of Chemistry Education, 62, pp.21-26, 32.
Taber, K. S. (2003) Examining structure and context – questioning the nature and purpose of summative assessment, School Science Review, 85 (311), pp.35-41.
Taber, K. S. (2003) Responding to alternative conceptions in the classroom, School Science Review, 84 (308) pp.99-108. [Download this article]
Taber, K. S. (2002) A core concept in teaching chemistry, School Science Review, 84 (306), pp.105-110.
Taber, K. S. (2002) The science of physics teaching, Physics World, December, 53-54.
Taber, K. S. (2001) When the analogy breaks down: modelling the atom on the solar system, Physics Education, 36 (3), 222-226. [Download article]
Taber, K. S. (2000) Finding the optimum level of simplification: the case of teaching about heat and temperature, Physics Education, 35 (5), pp.320-325.
Taber, K. S. (2000) Should physics teaching be a research-based activity?, Physics Education, 35 (3), pp.163-168.
Taber, K. S. (1999) Alternative conceptual frameworks in chemistry, Education in Chemistry, 36 (5) pp.135-137.
Taber, K. S. (1999) Ideas about ionisation energy: a diagnostic instrument, School Science Review, 81 (295), pp.97-104.
Taber, K. S. (1997) Student understanding of ionic bonding: molecular versus electrostatic thinking?, School Science Review, 78 (285), pp.85-95. [Download a copy of the author's manuscript version of the paper]
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 the manuscript version here.]
Taber, K. S. (1995) An analogy for discussing progression in learning chemistry, School Science Review, 76 (276), pp.91-95. [Download the manuscript version here.]
Taber, K. S. (1994) Student reaction on being introduced to concept mapping, Physics Education, 29 (5), pp.276-281. [Download the article]
Taber, K. S. (1994) Misunderstanding the ionic bond, Education in Chemistry, 31 (4), pp.100-103. (This article can be read here.)
Taber, K. S. (1991) Girl-friendly physics in the national curriculum, Physics Education, 26 (4), pp.221-226.
Taber, K. S. (1989) Energy – by many other names, School Science Review, 70 (252), pp.57-62. (This paper contains typographical errors introduced in production after the proof was checked by the author.)
Taber, K. S. (1985) The presence of dissolved gas in water – demonstration by salting out, School Science Review, 67 (238), pp.101-104.
