Keith S Taber

Alıntı yapanlar

	Hepsi	2019 yılından bugüne
Alıntılar	24545	14727
h-endeksi	63	40
i10-endeksi	187	116

3700

1850

925

2775

200020012002200320042005200620072008200920102011201220132014201520162017201820192020202120222023202496 114 135 201 133 207 213 223 363 419 441 487 485 854 953 770 957 1166 1058 1379 2208 2952 3551 3671 962

Genel erişim

Tümünü görüntüle

4 makale

1 makale

genel erişime açık olanlar

genel erişime açık olmayanlar

Finansman sağlayan kuruluşun getirdiği zorunluluğa dayalı olarak

Katkıda bulunan yazarlar

Kim Chwee Daniel TanNational Institute of Education, Nanyang Technological Universitynie.edu.sg üzerinde doğrulanmış e-posta adresine sahip
Mike WattsProfessor of Education, Brunel University Londonbrunel.ac.uk üzerinde doğrulanmış e-posta adresine sahip
Richard BrockKing's College Londonkcl.ac.uk üzerinde doğrulanmış e-posta adresine sahip
Kenneth RuthvenEmeritus Professor of Education, University of Cambridgecam.ac.uk üzerinde doğrulanmış e-posta adresine sahip
Karina AdboAssociate Professor (docent) Gothenburg Universitygu.se üzerinde doğrulanmış e-posta adresine sahip
Prof Mark WinterbottomFaculty of Education, University of Cambridgecam.ac.uk üzerinde doğrulanmış e-posta adresine sahip
Canan NakiboğluBalıkesir üniversitesibalikesir.edu.tr üzerinde doğrulanmış e-posta adresine sahip
Avi Hofsteinprofessor of science educationweizmann.ac.il üzerinde doğrulanmış e-posta adresine sahip
Rachel Mamlok-NaamanPhD, Scientist, Researcher in Chemistry and Science education, Weizmann Institute of scienceweizmann.ac.il üzerinde doğrulanmış e-posta adresine sahip
Georgios TsaparlisProfessor Emeritus of Science Education, University of Ioannina, Department of Chemistrycc.uoi.gr üzerinde doğrulanmış e-posta adresine sahip
Colleen McLaughlinUniversity of Cambridge, University of Sussexcam.ac.uk üzerinde doğrulanmış e-posta adresine sahip

Takip et

Keith S Taber

Emeritus Professor of Science Education, University of Cambridge

cam.ac.uk üzerinde doğrulanmış e-posta adresine sahip - Ana Sayfa

Science Education Chemistry Education Chemical Education Gifted Education Physics Education


Başlık Alıntılara göre sırala Yıla göre sırala Başlığa göre sırala	Alıntı yapanlar Alıntı yapanlar	Yıl
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	9759	2018
Chemical misconceptions: prevention, diagnosis and cure KS Taber Royal Society of Chemistry, 2002	667*	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	606	2013
Building the structural concepts of chemistry: Some considerations from educational research KS TABER Chemistry Education Research and Practice 2 (2), 123-158, 2001	454	2001
Constructivism as educational theory: Contingency in learning, and optimally guided instruction KS Taber Educational theory, 39-61, 2011	394	2011
An alternative conceptual framework from chemistry education KS Taber International Journal of Science Education 20 (5), 597-608, 1998	378	1998
Classroom-based research and evidence-based practice: An introduction K Taber Sage, 2013	371	2013
Beyond constructivism: The progressive research programme into learning science KS Taber Studies in Science Education 42 (1), 125-184, 2006	278	2006
Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure KS Taber International Journal of Science Education 22 (4), 399-417, 2000	274	2000
Progressing science education: Constructing the scientific research programme into the contingent nature of learning science KS Taber Springer Science & Business Media, 2009	256	2009
Chemistry lessons for universities?: A review of constructivist ideas KS Taber University chemistry education 4 (2), 63-72, 2000	251	2000
Case studies and generalizability: Grounded theory and research in science education KS Taber International Journal of Science Education 22 (5), 469-487, 2000	248	2000
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	242	2009
Chemical Education: Towards Research-Based Practice MB Nakhleh, J Polles, E Malina, JK Gilbert, O De Jong, R Justi, ... Gilbert, JK, 69-94, 2002	239*	2002
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	239	2001
Student understanding of ionic bonding: molecular versus electrostatic thinking KS Taber School Science Review 78 (285), 85-95, 1997	239	1997
Learning at the symbolic level KS Taber Multiple representations in chemical education, 75-105, 2009	238	2009
Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas KS Taber Science Education 89 (1), 94-116, 2005	232	2005
Bonding KS Taber, RK Coll Chemical education: Towards research-based practice, 213-234, 2002	221	2002
Misunderstanding the ionic bond KS Taber EDUCATION IN CHEMISTRY-LONDON- 31 (4), 100-100, 1994	211	1994

Sistem, işlemi şu anda gerçekleştiremiyor. Daha sonra yeniden deneyin.

Makaleler 1–20

Yıllık alıntı sayısı

Mükerrer alıntılar

Birleştirilmiş alıntılar

Katkıda bulunan yazar ekleKatkıda bulunan yazarlar

Takip et

Alıntı yapanlar

Katkıda bulunan yazarlar