Keith's publications also include a range of miscellaneous items such as news items, published conference papers, and non-print media:
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]
Taber, K. S. (2023). Conceptions of bonding [Seminar talk]. Norwegian Chemical Society Division for Chemistry Education. [Download the presentation]
Taber, K. S. (2022) Going round and round in circles: Scaffolding learning in science, Keynote presentation for the 2nd International Conference of Science Physics and Education, Physics Education Department, University of Mataram, Indonesia.
Taber, K. S. (2021) Seven slogans for constructivist teachers: key ideas for teaching in accordance with learning theory, FSHH Adjunct Lecture series, Universiti Teknologi Malaysia.
Taber, K. S. (2021) The constructivist perspective on learning, FSHH Adjunct Lecture series, Universiti Teknologi Malaysia.
Taber, K. S., & Dutto, C. (2021). Per prendere spunto dai colleghi. Prima ora, scienze (February 22, 2021).
Taber, K. S. (2020) Disseminating research through high impact journals: some challenges and strategies FSHH Adjunct Lecture series, Universiti Teknologi Malaysia.
Taber, K. S. (2020). Constructivism – the good; the bad; and the abhorrent? Paper presented at the Department of Curriculum and Pedagogy Seminar Series 2020-2021, Zoom/The University of British Columbia Department of Curriculum and Pedagogy website.
Taber, K. S. (2020). A 'compound' of learning impediments: alternative conceptions of the chemical bond, presented at the Didactics Division of the Italian Chemical Society School on Education Research and Chemistry Didactics, Rome.
Taber, K. S. (2020) The role of imagination and creativity in science and the importance of encouraging imagination and creativity in science education , Invited keynote talk at: 'Looking Across East West, Fate Begins in Ceramics', The First China-UK Youth Art and Science Education Forum, hosted at the organised by China Soong Ching Ling Science & Culture Centre for Young People. 13th November 2020. [Download a copy of the talk]
Taber, K. S. (2020). The risk to 'progressive' school science education under the influence of COVID-19 [Panel contribution] Science Education under the Influence of COVID-19: Problems and Implications. Shaghai: Science Popularization and Education Committee Academic Division of Chinese Academy of Science.
Taber, K. S. (2020) Disseminating research through high impact journals: some challenges and strategies. Adjunct professor lecture series, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia.
Taber, K. S. (2020). Negotiating the essential tension: working within, across, and outside research traditions (Keynote talk). Paper presented at the Inclusive Ways of Knowing: Diverging from Tradition: Kaleidoscope Conference 2020, On-line.
Taber, K. S. (2020). Is reproducibility a realistic norm for scientific research into teaching? HPS&ST Newsletter (April 2020), 13-23
Taber, K. S. (2020). Why do natural scientists tend to make poor social scientists? Keynote recorded for Tennessee Association of Science Department Chairs Research Symposium and Competition [hosted by Walters State Community College, Tennessee].
Taber, K. S. (2019) What is the point of a faculty of education?: The imperative for discipline-specific educational research within university education departments. Inaugural professorial lecture. Faculty of Education, University of Cambridge. DOI: 10.13140/RG.2.2.18634.70089 [The text of the lecture may be downloaded here]
Taber, K. S. (2018). Protect academic integrity by refusing to waive your legal rights (BERA blog posting). Retrieved from https://www.bera.ac.uk/blog/protect-academic-integrity-by-refusing-to-waive-your-legal-rights
Taber, K. S. (2017) The challenge of doing experimental studies in science education research. RSC Chemical Education Research Group Webinar Series. [Web link to recording.]
Taber, K. S. (2017). Should we always welcome being cited? (BERA blog posting) Retrieved from https://www.bera.ac.uk/blog/should-we-always-welcome-being-cited
Taber, K. S., Brock, R., & Martínez Sainz, G. (2016) Thinking together, learning together, writing together: synergies and challenges in the collaborative supervisory relationship. Working Papers Series (February 2, 2016 ed., pp. 1-32). Cambridge: University of Cambridge Faculty of Education. [Open Access.]
Taber, K. S. (2015) Developing the thinking of gifted students through science. Recorded lezione magistrale presented at the 6th Italian Congress on Giftedness – University of Pavia, December 2015. (View the presentation.)
Taber, K. S. (2015) The imaginary and the imagined: When scientific concepts meet students' conceptions… The RSC Education Award Lecture 2014-2015. [Versions of this lecture were given at the University of Surrey, the Institute of Education (University of London), and the University of East Anglia.]
Taber, K. S. (2014). Barbecues should be banned: discuss… educationinchemistryblog. 4th August 2014. [Read at https://edu.rsc.org/opinion/-barbecues-should-be-banned-discuss-/2010001.article]
Taber, K. S. (2014, 6th May 2014). Ignoring research and getting the science wrong. educationinchemistryblog. 6th May 2014. [Read at https://edu.rsc.org/opinion/ignoring-research-and-getting-the-science-wrong/2010044.article]
Taber, K. S. (2013, 29th November). Challenges to academic publishing from the demand for instant open access to research. Chinese Social Sciences Today, p. A06.
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.]
Ruthven, K., Hofmann, R., Howe, C., Luthman, S., Mercer, N., & Taber, K. S. (2011). The epiSTEMe pedagogical approach: Essentials, rationales and challenges. Proceedings of the British Society for Research into Learning Mathematics, 31(3), 131-136.
Taber, K. S. (2010). Constructivist pedagogy is superior – it's a matter of definition. Advanced Distributed Learning Newsletter for Educators and Educational Researchers, (October 2010). Retrieved from http://research.adlnet.gov/newsletter/academic/201010.htm
Taber, K. S. (2010, Thursday 29 July 2010). What students really think about God, guardian.co.uk. [Read here in The Guardian]
Riga, F., Taber, K. S., Brindley, S., Winterbottom, M., Fisher, L., & Finney, J. (2008). Learning about 'assessment for learning' – trainee teachers' perceptions of the purposes and nature of school assessment, Paper presented at the The International Association for Educational Assessment Annual Conference – Re-interpreting Assessment: Society, Measurement and Meaning. Published in conference proceedings of the International Association for Educational Assessment Conference in Cambridge (IAEA)
Taber, K. S. (2004) The Challenge of Teaching about Ideas and Evidence in Science, in Teaching Ideas and Evidence in Science at Key Stage 3, Science Enhancement Programme (CDROM). [Download manuscript version]
Taber, K. S. (2004) Teaching ideas and Evidence in Science: Case Studies of Classroom Practice, in Teaching Ideas and Evidence in Science at Key Stage 3, Science Enhancement Programme (CDROM). [Download manuscript version]
Taber, K. S. (2004) Exploring the Curriculum Model for Teaching about the Nature of Science, in Teaching Ideas and Evidence in Science at Key Stage 3, Science Enhancement Programme (CDROM). [Download manuscript version]
Taber, K. S. (2002) Empirical research in chemical education – priorities and paradigms, in Ralle, B. & Eilks, I. (eds.) Research in Chemical Education – what does this mean?, Aachen: Shaker Verlag, pp.39-49.
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 paper]
Gilbert, J. K., Taber, K. S. & Watts, M. (2001) Quality, Level, and Acceptability, of Explanation in Chemical Education, in A. F. Cachapuz (ed.) 2001, A Chemical Odyssey. (Proceedings of the 6th European Conference in Research in Chemical Education/2nd European Conference on Chemical Education, University de Aveiro, Portugal.) [Download]
Taber, K. S. (2000) The CERG Lecture 2000: Molar and molecular conceptions of research into learning chemistry: towards a synthesis (summary of lecture [see below]) in Overton, T. (editor) Variety in Chemistry Teaching 2000 Proceedings, Royal Society of Chemistry Tertiary Education Group, pp.8-14.
Taber, K. S. (2000) The CERG Lecture 2000: Molar and molecular conceptions of research into learning chemistry: towards a synthesis. Presented at the Variety in Chemistry Teaching Meeting, University of Lancaster, 5th September, 2000.
Taber, K. S. (1998) Understanding Chemical Bonding. The development of A level students' understanding of the concept of chemical bonding. PhD Thesis.
Taber, K. S. (1995) Understanding the ionic bond: student misconceptions and implications for further learning, in Science Ain't Easy – Difficulties and misconceptions in chemistry and science (Research in Assessment XII), London: The Royal Society of Chemistry Education Division, pp.48-63.
Taber, K. S. (1995) Examples of Student Comments about Chemical Bonding, in Science Ain't Easy – Difficulties and misconceptions in chemistry and science (Research in Assessment XII), London: The Royal Society of Chemistry Education Division, pp.64-73.
Taber, K. S. (1995) Prior learning as an epistemological block?: The octet rule – an example from science education. Paper presented at the European Conference on Educational Research, September 1995, University of Bath. [Download the paper.]
Taber, K. S. (1994). Can Kelly's triads be used to elicit aspects of chemistry students' conceptual frameworks? Paper presented at the British Educational Research Association Annual Conference, Oxford. [Download the paper]
Taber, K. S. (1994) The teacher-researcher's duty: accounting for ourselves to our co-learners, in Laidlaw, M., Lomax, P. & Whitehead, J. (editors) (1994) Proceedings of Accounting for Ourselves, World Congress 3: Action Learning, Action Research and Process Management, Bath: University of Bath, pp.230-233.
Taber, K. S. (1989) Mark analysis made easy, in Assessment of Chemistry in Schools (Research in Assessment VII), Royal Society of Chemistry Education Division, pp.40-56.
