Among Keith's publications are chapters written for a range of books:-
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.
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
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.
Taber, K. S., & Li, X. (2021). The vicarious and the virtual: A Vygotskian perspective on digital learning resources as tools for scaffolding conceptual development. In A. M. Columbus (Ed.), Advances in Psychology Research (Vol. 143, pp. 1-72). New York: Nova. [Download the chapter by clicking this link]
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.
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.
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 chapter]
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 the chapter]
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]
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.
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.
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.]
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.
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. [Read the author's manuscript version]
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. [Read the author's manuscript version]
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]
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]
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]
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. [First published 2013] [Download the author's manuscript version of the chapter]
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. [First published 2013]
Taber, K. S. (2017). Neden Üstün Yetenekliler İçin Fen Eğitimi? (M. Gökdere, Trans.). In K. S. Taber (Ed.), Üstün Yetenekliler İçin Fen Eğitimi (pp. 3-19). Ankara: Pegem Akademi Publishing. (Translation of 'Science education for gifted learners?')
Taber, K. S., & Corrie, V. (2017). Fen Yoluyla Üstün Yetenekli Oğrencilerin Düşünme Becerilerini Geliştirm (M. Gökdere, Trans.). In K. S. Taber (Ed.), Üstün Yetenekliler İçin Fen Eğitimi (pp. 89-105). Ankara: Pegem Akademi Publishing. (Translation of 'Developing the thinking of gifted students through science'.)
Taber, K. S. (2017). Üstün Yetenekliler İçin Tercih Hakkı Sunmak: Bilimsel Açıklamalar Hakkındaki Oğretimden Çıkarılacak Dersler (M. Gökdere, Trans.). In K. S. Taber (Ed.), Üstün Yetenekliler İçin Fen Eğitimi (pp. 195-211). Ankara: Pegem Akademi Publishing. (Translation of 'Choice for the gifted: lessons from teaching about scientific explanations'.)
Taber, K. S., & Riga, F. (2017). Fen Alanındaki Yetenekli Oğrencilere Zenginleştirme Sağlamak İçin Birlikte Çalışmak (M. Gökdere, Trans.). In K. S. Taber (Ed.), Üstün Yetenekliler İçin Fen Eğitimi (pp. 225-240). Ankara: Pegem Akademi Publishing. (Translation of 'Working together to provide enrichment for able science learners'.)
Taber, K. S. (2017). Üstün Yetenekli Oğrencilere Yönelik Fen Eğitimi İçin Bir Gündem(M. Gökdere, Trans.). In K. S. Taber (Ed.), Üstün Yetenekliler İçin Fen Eğitimi (pp. 259-264). Ankara: Pegem Akademi Publishing. (Translation of 'An agenda for science education for gifted learners'.)
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.]
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 author's manuscript version of the chapter.]
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]
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.
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]
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]
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.]
Taber, K. S. (2016). Gifteness, 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.
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.
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. [Read the author's manuscript version of this chapter]
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.
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 the author's manuscript version of the chapter]
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 the author's manuscript version of the chapter.)
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. [Read the author's manuscript version.]
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]
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.
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]
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.
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. [Download the author's manuscript version of the chapter]
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.
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.
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 the manuscript version of the chapter.]
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.
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.
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 manuscript version]
Taber, K. S. (2013). Building theory from data: grounded theory. In E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 270-283). London: Sage.
Taber, K. S. (2013). Beyond positivism: 'scientific' research into education. In E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 287-304). London: Sage.
Taber, K. S. (2012). Introduction. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. vi-xv). London: Hodder Education.
Taber, K. S. (2012). Key concepts in chemistry. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 1-47). London: Hodder Education. [Read the author's manuscript version.]
Taber, K. S. (2012). Introducing chemical change. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 75-101). London: Hodder Education. [Read the author's manuscript version.]
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.]
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. [Read the author's manuscript version.]
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.
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)
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.]
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 Facilitating effective student learning through teacher research and innovation]
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. (Download the author's manuscript version)
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.
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.
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.
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. [Learning at the symbolic level – Manuscript version.pdf]
Taber, K. S. (2009) Building theory from data: grounded theory. In E. Wilson (Editor) School-based Research: A guide for education students, London: Sage, pp.216-229.
Taber, K. S. (2009) Beyond positivism: 'Scientific' research into education. In E. Wilson (Editor), School-based Research: A guide for education students, London: Sage, pp.233-250
Taber, K. S. (2008) Of Models, Mermaids and Methods: The Role of Analytical Pluralism in Understanding Student Learning in Science, in Ingrid V. Eriksson (Ed.) Science Education in the 21st Century, pp.69-106. Hauppauge, NY: Nova Science Publishers. [Download the author's manuscript version here]
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 author's manuscript version pdf]
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]
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 the author's manuscript version pdf]
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 the author's manuscript version pdf]
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 the author's manuscript version pdf]
Taber, K. S. (2006) Netherhall School: A SUPER case study, in Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D. & Taber, K. S. (editors), Researching Schools: Stories from a schools-university partnership for educational research, Abingdon: Routledge, pp.58-67.
McLaughlin, C. & Taber, K. S. (2006) Learning from stories of researching schools, in Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D. & Taber, K. S. (editors), Researching Schools: Stories from a schools-university partnership for educational research, Abingdon: Routledge, pp.165-181.
Taber, K. S., & Watts, M. (2005). The secret life of the chemical bond: students' anthropomorphic and animistic references to bonding. In J. K. Gilbert (Ed.), Science Education: Major Themes in Education (Vol. 4, pp. 238-253). London & New York: Routledge. Reprinted from International Journal of Science Education, 1996.
Taber, K. S. (2004) Conceptual Development, in Alsop, S., Bencze, L. & Pedretti, E. (editors), Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice, Buckingham: Open University Press, pp.127-135.
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 the author's manuscript version of the chapter here.)
(See, also, contributions to reference works and handbooks).
