Some publications relating to constructivism:

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. (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). The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook on Digital Learning for K-12 Schools (pp. 397-412). Switzerland: Springer International Publishing.

Taber, K. S. (2016). Constructivism in Education: Interpretations and Criticisms from Science Education. In E. Railean (Ed.), Handbook of Applied Learning Theory and Design in Modern Education (pp. 116-144). Hershey, Pennsylvania: IGI Global.

Taber, K. S. (2011). Inquiry teaching, constructivist instruction and effective pedagogy. Teacher Development, 15(2), 257-264.

Taber, K. S. (2011). Guiding the practice of constructivist teaching. Teacher Development, 15(1), 117 - 122.

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. (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.

Taber, K. S. (2010). Constructivism and direct instruction as competing instructional paradigms: An essay review. Education Review, 13(8), 1-44.

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

Taber, K. S. (2009). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.

Taber, K. S. (2009). Constructivism and the crisis in U.S. science education: An essay review. Education Review, 12(12), 1-26.

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. (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. (2008) Exploring student learning from a constructivist perspective in diverse educational contexts, Journal of Turkish Science Education, 5 (1), 2-21. (Invited contribution).

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. (2000) Chemistry lessons for universities?: a review of constructivist ideas, University Chemistry Education, 4 (2), pp.26-35.

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.

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