Publications:

nature of science

 

Some publications related to teaching and learning the nature of science:

(including relating science & religion)




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.


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.


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.


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., 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


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.


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.


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. (2006) Towards a curricular model of the nature of science, Science & Education. (Published on-line first, DOI: 10.1007/s11191-006-9056-4.)



Taber, K. S. (2011). Patterns in nature: challenging secondary students to learn about physical laws. Physics Education, 46(1), 80-89.





Taber, K. S. (2010). A comprehensive vision of 'the nature of science' in science education. Studies in Science Education, 46(2), 245-254.



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. (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. (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. (Published online first: 31 May 2006.)


Taber, K. S. (2006) Beyond Constructivism: the Progressive Research Programme into Learning Science, Studies in Science Education, 42, pp.125-184.



Taber, K. S. (2004) The Challenge of Teaching about Ideas and Evidence in Science, in Science Enhancement Programme, Teaching Ideas and Evidence in Science at Key Stage 3 (CDROM).


Taber, K. S. (2004) Teaching ideas and Evidence in Science: Case Studies of Classroom Practice, in Science Enhancement Programme, Teaching Ideas and Evidence in Science at Key Stage 3 (CDROM).


Taber, K. S. (2004) Exploring the Curriculum Model for Teaching about the Nature of Science, in Science Enhancement Programme, Teaching Ideas and Evidence in Science at Key Stage 3 (CDROM).







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