Keith S Taber
Keith S Taber
Professor of Science Education, University of Cambridge
Verified email at cam.ac.uk - Homepage
TitleCited byYear
Chemical misconceptions: prevention, diagnosis and cure
K Taber
Royal Society of Chemistry, 2002
3892002
Building the structural concepts of chemistry: Some considerations from educational research
KS TABER
Chemistry Education Research and Practice 2 (2), 123-158, 2001
3062001
An alternative conceptual framework from chemistry education
KS Taber
International Journal of Science Education 20 (5), 597-608, 1998
3011998
Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education
KS Taber
Chemistry Education Research and Practice 14 (2), 156-168, 2013
2362013
Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure
KS Taber
International Journal of Science Education 22 (4), 399-417, 2000
2302000
The use of Cronbach’s alpha when developing and reporting research instruments in science education
KS Taber
Research in Science Education 48 (6), 1273-1296, 2018
1972018
Beyond constructivism: The progressive research programme into learning science
KS Taber
Studies in Science Education 42 (1), 125-184, 2006
1742006
Case studies and generalizability: Grounded theory and research in science education
KS Taber
International Journal of Science Education 22 (5), 469-487, 2000
1732000
Student understanding of ionic bonding: molecular versus electrostatic thinking
KS Taber
School Science Review 78 (285), 85-95, 1997
1701997
Chemistry lessons for universities?: A review of constructivist ideas
KS Taber
University chemistry education 4 (2), 2000
1692000
Progressing science education: Constructing the scientific research programme into the contingent nature of learning science
KS Taber
Springer Science & Business Media, 2009
1682009
Misunderstanding the ionic bond
KS Taber
EDUCATION IN CHEMISTRY-LONDON- 31 (4), 100-100, 1994
1681994
The mismatch between assumed prior knowledge and the learner's conceptions: A typology of learning impediments
KS Taber
Educational Studies 27 (2), 159-171, 2001
1672001
Learners’ mental models of the particle nature of matter: A study of 16‐year‐old Swedish science students
K Adbo, KS Taber
International Journal of Science Education 31 (6), 757-786, 2009
1632009
Shifting sands: a case study of conceptual development as competition between alternative conceptions
KS Taber
International Journal of Science Education 23 (7), 731-753, 2001
1572001
Constructivism as educational theory: Contingency in learning, and optimally guided instruction
KS Taber
Educational theory, 39-61, 2011
1552011
Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas
KS Taber
Science Education 89 (1), 94-116, 2005
1502005
Learning at the symbolic level
KS Taber
Multiple representations in chemical education, 75-105, 2009
1432009
Classroom-based research and evidence-based practice: a guide for teachers
K Taber
Sage, 2007
1422007
Bonding
KS Taber, RK Coll
Chemical education: Towards research-based practice, 213-234, 2002
1392002
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