Among Keith's publications are a number of research reports and other papers:
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 the paper]
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 paper]
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
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
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.
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)
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)
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
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
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]
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]
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]
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
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]
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]
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]
Taber, K. S. (2017). Identifying research foci to progress chemistry education as a field. Educación Química, 28 (2) pp.66-73. [Open access]
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]
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]
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
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.
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
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 the author's manuscript version]
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.
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
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]
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 manuscript version]
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
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 (Open access: available for free download). [Download paper]
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 paper]
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]
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]
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.
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.
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.
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.
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.
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 the author's manuscript version of the paper.)
Taber, K. S. (2010). Straw men and false dichotomies: Overcoming philosophical confusion in chemical education. Journal of Chemical Education, 87(5), 552-558.
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 the article]
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.
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.
Tan, K.-C. D., & Taber, K. S. (2009). Ionization Energy: Implications of Pre-service Teachers' Conceptions. Journal of Chemical Education, 86(5), 623-629.
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.)
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 the article]
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.
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 the author's manuscript version of the paper)
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.
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).
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]
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]
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.)
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.)
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.)
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)
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]
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]
Taber, K. S. (2006) Beyond Constructivism: the Progressive Research Programme into Learning Science, Studies in Science Education, 42, pp.125-184. [Download this article]
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.
Taber, K. S. (2005) Developing Teachers as Learning Doctors, Teacher Development, 9 (2), pp.219-235.
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]
Taber, K. S. (2004) Learning quanta: barriers to stimulating transitions in student understanding of orbital ideas, Science Education, 89 (1), pp.94-116.
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 the author's manuscript version or the paper]
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.
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. [Download this article]
Taber, K. S. (2003) Understanding ionisation energy: physical, chemical and alternative conceptions, Chemistry Education: Research and Practice, 4 (2), pp.149-169. [Free access]
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]
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)
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.
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]
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]
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]
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 [Download this article]
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]
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.
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 paper]
Taber, K. S. (2000) Chemistry lessons for universities?: a review of constructivist ideas, University Chemistry Education, 4 (2), pp.26-35. [Download article]
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.
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]
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. [Download the paper]
Taber, K. S. (1998) An alternative conceptual framework from chemistry education, International Journal of Science Education, 20 (5), pp.597-608. [Download the author's manuscript version of the paper]
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.
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 the paper ]
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.
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.
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.
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.
Taber, K. S. (1991) Gender differences in science preferences on starting secondary school, Research in Science and Technological Education, 9 (2), pp.245-251.
