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Keith S Taber
Keith S Taber
Emeritus Professor of Science Education, University of Cambridge
Verified email at cam.ac.uk - Homepage
Title
Cited by
Cited by
Year
The use of Cronbach’s alpha when developing and reporting research instruments in science education
KS Taber
Research in Science Education 48 (6), 1273-1296, 2018
102222018
Chemical misconceptions: prevention, diagnosis and cure
KS Taber
Royal Society of Chemistry, 2002
672*2002
Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education
KS Taber
Chemistry Education Research and Practice 14 (2), 156-168, 2013
6202013
Building the structural concepts of chemistry: Some considerations from educational research
KS TABER
Chemistry Education Research and Practice 2 (2), 123-158, 2001
4602001
Constructivism as educational theory: Contingency in learning, and optimally guided instruction
KS Taber
Educational theory, 39-61, 2011
4002011
An alternative conceptual framework from chemistry education
KS Taber
International Journal of Science Education 20 (5), 597-608, 1998
3811998
Classroom-based research and evidence-based practice: An introduction
K Taber
Sage, 2013
3772013
Beyond constructivism: The progressive research programme into learning science
KS Taber
Studies in Science Education 42 (1), 125-184, 2006
2822006
Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure
KS Taber
International Journal of Science Education 22 (4), 399-417, 2000
2782000
Progressing science education: Constructing the scientific research programme into the contingent nature of learning science
KS Taber
Springer Science & Business Media, 2009
2612009
Chemistry lessons for universities?: A review of constructivist ideas
KS Taber
University chemistry education 4 (2), 63-72, 2000
2542000
Case studies and generalizability: Grounded theory and research in science education
KS Taber
International Journal of Science Education 22 (5), 469-487, 2000
2492000
Learners’ mental models of the particle nature of matter: A study of 16‐year‐old Swedish science students
K Adbo, KS Taber
International Journal of Science Education 31 (6), 757-786, 2009
2452009
Learning at the symbolic level
KS Taber
Multiple representations in chemical education, 75-105, 2009
2442009
Chemical Education: Towards Research-Based Practice
MB Nakhleh, J Polles, E Malina, JK Gilbert, O De Jong, R Justi, ...
Gilbert, JK, 69-94, 2002
242*2002
Student understanding of ionic bonding: molecular versus electrostatic thinking
KS Taber
School Science Review 78 (285), 85-95, 1997
2421997
The mismatch between assumed prior knowledge and the learner's conceptions: A typology of learning impediments
KS Taber
Educational Studies 27 (2), 159-171, 2001
2412001
Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas
KS Taber
Science Education 89 (1), 94-116, 2005
2332005
Bonding
KS Taber, RK Coll
Chemical education: Towards research-based practice, 213-234, 2002
2222002
Teaching and learning the concept of chemical bonding
T Levy Nahum, R Mamlok‐Naaman, A Hofstein, KS Taber
Studies in Science Education 46 (2), 179-207, 2010
2142010
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