Publications:

Chapters

 

Chapters in edited books:



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 about this chapter]


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.


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.


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). 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 Öğrencilerin 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 Öğretimden 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 Öğrencilere 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 Öğrencilere 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.


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). 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.


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.


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.


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.


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.


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.


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.


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. [Constructing active learning in chemistry - Manuscript version.pdf]


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. 


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.


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.


Taber, K. S. (2012). Introducing chemical change. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 75-101). London: Hodder Education.


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.


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.


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. link to free download of this Chapter


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. (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.


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.


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.


Taber, K. S. (2007) Science education for gifted learners?, in K. S. Taber (Editor), Science Education for Gifted Learners, London: Routledge pp.1-14. [Science education for gifted learners? 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. [Developing the thinking of gifted students through science. 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.[Choice for the gifted- lessons from teaching about scientific explanations.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. [Working together to provide enrichment for able science learners. 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. [An agenda for science education for gifted learners.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.



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