Publications:

research papers

 

Publications in peer-reviewed research journals:


Taber, K. S. Alternative Conceptions and the Learning of Chemistry. Israel Journal of Chemistry, 0(0). doi:10.1002/ijch.201800046


Taber, K. S. (2017). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 1-24. doi:10.1007/s11165-016-9602-2 (Open access)

(Discuss this article at: Science Education Research and Practice)


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


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. doi: 10.1039/C4RP00124A


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

(Discuss this article at: Science Education Research and Practice)


Taber, K. S. (2012) Upper secondary students' understanding of the basic physical interactions in analogous atomic and solar systems. Research in Science Education, 1-30. doi: 10.1007/s11165-012-9312-3


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).


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)


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, 1-31, doi:10.1080/09500693.2012.656150.


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


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., & 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 (2010 - iFirst. doi: 0.1080/09500691003709880).


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.


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.


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.)


Winterbottom, M., Brindley, S., Taber, K. S., Fisher, L. G., Finney, J., & Riga, F. (2008). Conceptions of assessment: trainee teachers' practice and values. 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. (First published on-line 26 March 2008, DOI: 10.1080/09500690801975594.) [College students' conceptions of chemical stability.Manuscript version pdf]


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. (Published on-line 03 January 2008, DOI: 10.1080/09500690701799383).


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. (Published on-line, 25th October, 2007, DOI: 10.1080/09500690701485082.)


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. (First published on-line, 3rd September 2007, 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. (First published on-line 01 August 2007, 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 (published on-line first 2006, DOI: 10.1007/s10763-006-9044-9)


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. (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.


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.


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.


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.


Taber, K. S. (2003) Understanding ionisation energy: physical, chemical and alternative conceptions, Chemistry Education: Research and Practice, 4 (2), pp.149-169.


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.


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.


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.


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.


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.


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.


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.


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.


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


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.


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.


Taber, K. S. (1998) An alternative conceptual framework from chemistry education, International Journal of Science Education, 20 (5), pp.597-608.


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.


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. (Download manuscript version: Taber, K. S., & Watts, M. (1996). The secret life of the chemical bond MSV.pdf)


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.



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