short articles


Short articles in practitioner periodicals:

Taber, K. S. (2013). The right medicine for educational research? Education in Chemistry, 50(3), 8

Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2012). Thinking about 'big questions': a website to support teaching about how science works. Education in Science (246), 16-17.

Taber, K. S. (2011). Initial comments on the Government White Paper (extract from 'Valuing the gold standard in teacher education': Science Teacher Education (60), 11-13.

Taber, K. S., Billingsley, B., & Riga, F. (2010). How should science teachers respond to the 'science and religion' debate? Education in Science (236), 20-21.

Taber, K. S. (2010). Building a better lecture. Physics World, 23(6), 44. [Download a manuscript version of this article or access on-line version]

Taber, K. S. (2010). Wave goodbye to three types of radioactivity. Physics Education, 45(1), 11-13.

Taber, K. S. (2009). Keeping all of the balls in the air. Physics Education, 44(6), pp.567-569.

Taber, K. S. (2009). Having faith in sound knowledge. Physics Education, 44 (5), pp.450-453.

Taber, K. S. (2009). Don't test pupils, talk to them. Education in Chemistry, 46 (5), p.160.

Taber, K. S. (2009) Maths should be the last thing we teach, Physics Education, 44 (4), pp. 336-338.

Taber, K. S. (2009) Spaced-out teaching and hard-nosed science, Physics Education, 44 (3), pp. 223-225.

Taber, K. S. (2009) Beware discontinuities in learning, Physics Education, 44 (2), pp.117-119.

Taber, K. S. (2009) Curriculum research matters. Education in Chemistry, 46 (1), p.32.

Taber, K.S. (2009) Testing levels of understanding, Physics Education, 44 (1), pp.8-10.

Taber, K. S. (2008) Blind scientists take a God’s-eye view, Physics Education, 43 (6), pp. 564-566.

Taber, K. S. (2008) Clockwise, physics is on top of the world, Physics Education, 43 (5), pp. 464-465.

Taber, K. S. (2008) There's danger in folk pedagogy, Physics Education, 43 (4), pitalicp. 346-348.

Taber, K. S. (2008) A sound idea of string theory?, Physics Education, 43 (3), pp. 243-244.

Taber K. S. (2008) An opportunity that must not be squandered, Education in Science, 228, p.28

Taber, K. S. (2008) Crazy things that we teach in physics, Physics Education, 43 (2), pp.122-123

Taber, K. S. (2008) Physics exams should be made easier, Physics Education, 43 (1) pp.17-19.

Taber, K. S. (2007) Helping learners make sense of ‘stuff’. Education in Chemistry, 44 (5), p.160.

Taber, K. S. (2007) Spontaneous and induced conceptions, Physics Education, 42 (6) pp.554-557.

Taber, K. S. & Johnson, S. (2007) Helping science teachers to challenge gifted students. Science Teacher Education, 49, p.12.

Taber, K. S. (2007) If you can’t take the heat don’t enter the classroom, Physics Education, 42 (5) pp.430-431.

Taber, K. S. & Johnson, S. (2007) Developing science activities for gifted science students, Education in Science, No. 222, p.18.

Taber, K. S. (2007) Wave properties—a little light revision, Physics Education, 42 (4) pp.325-326.

Taber, K. S. (2007) The strange case of the balloon that stuck to an uncharged wall, Physics Education, 42 (3), pp.230-231.

Taber, K. S. (2007) The continuing relevance of thinking logically, Physics Education, 42 (2), pp.120-121.

Taber, K. S. (2007) Documentaries can only mean one thing, Physics Education, 42 (1), pp.6-7.

Taber, K. S. (2006) Reclaiming 'assessment for teaching', Physics Education, 41 (6), pp.484-485.

Taber, K. S. (2006) Layers of resistance impede the flow of understanding, Physics Education, 41 (5), pp.368-370.

Taber, K. S. (2006) The return of the prodigal sciences, Education in Chemistry, 43 (5), p.144.

Taber, K. S. (2006) Conceptual integration: a demarcation criterion for science education?, Physics Education, 41 (4), pp.286-287

Taber, K. S. (2006) The physics education of superheroes, Physics Education, 41 (3), pp.202-203.

Taber, K. S. (2006) Teaching physics, physical processes, whatever… Physics Education, 41 (2) pp.101-102.

Taber, K. S. (2006) Physics and pupil thinking – poles apart, Physics Education, 41 (1), pp.10-11.

Taber, K. S. (2005) The limits to discovery learning: an open letter to a headmaster, Physics Education, 40 (6), pp.496-497.

Taber, K. S. (2005) Destructive associations disrupt the learning construction zone, Physics Education, 40 (6), pp.403-404.

Taber, K. S. (2005) What’s in a name? Looking at physics as a curriculum subject, Physics Education, 40 (5), pp.311-312.

Taber, K. S. (2005) Lessons for physics teachers based on Einstein’s wisdom, Physics Education, 40 (3), pp.202-203.

Taber, K. S. (2005) Weak foundations undermine teaching ‘scaffolding’, Physics Education, 40 (2), pp.115-116.

Taber, K. S. (2005) Mind your language: metaphor can be a double-edged sword, Physics Education, 40 (1), pp.11-12.

Taber, K. S. (2004) Oversimplification of ‘the truth’ can act as a barrier to learning, Physics Education, 39 (6), pp.461-462.

Taber, K. S. (2004) Understanding, assessment and ‘elliptical’ thinking, Physics Education, 39 (4), pp.318-9.

Taber, K. S. (2004) A challenge for chemistry teachers, Education in Chemistry, 41 (3), pp.79-80.

Taber, K. S. (2004) Intuitive physics: but whose intuition are we talking about?, Physics Education, 39 (2), pp.123-124.

Taber, K. S. (2004) Staring the obvious in the face: the case of the pitch-black room, Physics Education, 39 (1), pp.20-21.

Taber, K. S. (2004) Discovering students’ interests opens doors to their learning, Physics Education, 39 (5), pp.378-9.

Taber, K. S. (2002) Chemistry in a nut shell?, Education in Chemistry, 39 (2), p.56.

Taber, K. S. (2001) The campaign to stop molecules reacting, Education in Chemistry, 38 (1), p.28.

Taber, K. S. (1996) Do atoms exist? Education in Chemistry, 33 (1), p.28.

Taber, K. S. (1995) The octet rule: a pint in a quart pot? Education in Chemistry, 32 (3), p.84.

Taber, K. S. (1995) Time to be definitive? Education in Chemistry, 32 (2), p.56.

Taber, K. S. (1984) Activation energy without heating: two potential hazards, Education in Science, No. 109, September 1984, p.25.

Taber, K. S. (1984) Gas evolved on the formation of aqueous solutions: competition between solutes, or simply a load of mouthwash? School Science Review, 65 (232), p.594.

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