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Keith Taber

Position/Status

Professor of Science Education

E-mail Address

kst24@cam.ac.uk

Phone

(+44) 01223 330569

Qualifications

BSc(Hons), PGCE, DPSE, MSc, PhD, MA(Cantab), CSci, CChem, FRSC, CPhys, FInstP, CSciTeach, FHEA, FRSA

Membership of Professional Bodies/Associations

  • Royal Society of Chemistry (Fellow)
  • Institute of Physics (Fellow)
  • Association for Science Education
  • British Science Association (a.k.a. British Association for the Advancement of Science)
  • British Educational Research Association
  • Royal Society for the encouragement of Arts, manufacture and commerce (RSA, Fellow)
  • Higher Education Academy (Fellow)
  • Australasian Science Education Research Association
  • European Association for Research on Learning and Instruction
  • Association of Science Teacher Educators
  • International History and Philosophy of Science Teaching Group
  • National Association for Research in Science Teaching
  • International Association for Science and Religion in Schools 
  • International Society of the Learning Sciences

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Profile

After graduating in chemistry, Keith Taber trained as a graduate teacher of chemistry and physics, and taught sciences in comprehensive secondary schools in England. He moved into further education where he taught physics and chemistry to A level, science studies to adult students, and research methods on an undergraduate education programme. He acted as the mentor for trainee science teachers on placement at the college.

Whilst working as a teacher Keith earned a diploma in the Practice of Science Education, his masters degree (MSc) for research into girls' under-representation in physics and his doctorate for research into conceptual development in chemistry.

Keith joined the Faculty of Education in 1999. Initially he was involved primarily in initial teacher education, and for a number of years he was responsible for the Science/Physics route on the Secondary Partnership PGCE course (This route is now led by James de Winter), and the science specialist option on the Middle School PGCE course, which offer a Master's level qualification in education from the University of Cambridge as well as the government's national Qualified Teacher Status. Increasingly Dr Taber's teaching shifted to higher degrees work, and he has held management roles for the part-time PhD and the master's programme (MEd and MPhil courses). Dr Taber now teaches educational research methods across a range of faculty courses, whilst leading the Science & Technology Education Research group.

Dr. Taber was the RSC (Royal Society of Chemistry) Teacher Fellow for 2000-1, undertaking a project on Challenging Chemical Misconceptions. He was the CERG (Chemical Education Research Group) Lecturer for 2000. He wrote a column (Reflections on Teaching and Learning Physics) for the journal Physics Education over a period of 6 years. He led the Cambridge project on teaching about ideas and evidence in science for the National KS3 Strategy.

He is a Senior Member of Homerton College, Cambridge.

Keith Taber was the Royal Society of Chemistry's Education Award Winner 2014, an award made "For extensive research that has contributed significantly to the teaching and learning of chemistry concepts".

Academic Area/Links

  • Academic group - Science and Technology Education Research Group
  • Editor-in-chief: RSC Advances in Chemistry Education book series
  • Former Editor (2011-2018): Chemistry Education Research and Practice (a journal published by the RSC, available free on the internet at: http://www.rsc.org/cerp) [Links to guidance for authors here]
  • Editorial Board Member: Studies in Science Education (Book Reviews Editor: 2010-2017)
  • Editorial Board member: Teacher Development (Book Reviews Editor: 2010-2012)
  • Editorial Board member: International Journal of Science Education
  • Editorial Board member: Foundations of Chemistry
  • Board of Reviewers: Science Education
  • Editorial Board member: Education in Chemistry
  • Editorial Board member: Centre for Education Policy Studies Journal
  • Editorial Board member: Chemistry: Bulgarian Journal of Science Education
  • Editorial Board member: International Review of Contemporary Learning Research
  • Editorial Board member: JOTCS-C (Journal of the Turkish Chemical Society, Section C: Chemical Education)
  • Editorial Board Member: Disciplinary and Interdisciplinary Science Education Research
  • Editorial Associate (former Editorial Board member): School Science Review
  • Former Editorial Review Board member: Journal of Science Teacher Education
  • Former Editorial Review Board member: Journal for the Scholarship of Teaching and Learning
  • Reviewer for a number of other journals
  • Past Chairman of the Royal Society of Chemistry's Chemical Education Research Group
  • Former Education Board member of the Institute of Physics
  • Peer Review College member: Economic and Social Research Council
  • Advisory Board member: International Association for Science and Religion in Schools
  • Working group member: CREST (CREativity in Science and Technology) Expansion Project (2009-2012)

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Research Topics

Dr. Taber's main research interests relate to science education (teaching and learning in science, and the science disciplines). He is especially interested in exploring conceptual learning, integration and progression in science education. Particular research themes have included

Current Research Projects

  • Information about Prof. Taber's projects may be found here.

Graduate Project Supervision

Professor Taber has supervised a range of graduate student research projects for M.Ed., M.Phil, Ph.D, and Ed.D. students. A list of topics can be found here. Prof. Taber is retiring form his teaching role and is not accepting requests to supervise any further new students. 


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Teaching

Prof. Taber has taught in the Faculty for 20 years.

During the first decade his main area of work was supporting graduates preparing for teaching, especially on the Secondary P.G.C.E. Science routes (with particular responsibility for PGCE Science/Physics) and with science specialists on the P.G.C.E. KS2-3 ('middle school') partnership course.

In the second decade he mainly taught educational research methods across a range of courses, but with a major contribution to the Educational Research course that was taken as a M.Phil./M.Ed. route and was the doctoral training course supporting students working towards Ph.D. registration. Some webpages to support this teaching can be accessed: Education Research Methods.


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Publications

A full record of Prof. Taber's publications may be found here

A record of citations to Keith Taber's publications may be found at his Google Scholar page.

Books

K. S. Taber (2020) Foundations for Teaching Chemistry: Chemical knowledge for teaching. Abingdon, Oxon.: Routledge.

K. S. Taber (2019). The Nature of the Chemical Concept: Constructing chemical knowledge in teaching and learning. Cambridge: Royal Society of Chemistry. [https://pubs.rsc.org/en/content/ebook/978-1-78262-460-8]

K. S. Taber (2018). Masterclass in Science Education: Transforming teaching and learning. London: Bloomsbury.

K. S. Taber, M. Sumida, & L. McClure (Eds.), (2018) Teaching Gifted Learners in STEM Subjects: Developing talent in science, technology, engineering and mathematics. Abingdon, Oxon: Routledge.

Taber, K. S. (Ed.) (2017). Üstün Yetenekliler İçin Fen Eğitimi. Ankara: Pegem Akademi Publishing. [Sample materials]

Sumida, M., & Taber, K. S. (Eds.). (2017). Policy and Practice in Science Education for the Gifted: Approaches from diverse national contexts. Abingdon, Oxon.: Routledge.

Taber, K. S., & Akpan, B. (Eds.). (2017). Science Education: An international course companion. Rotterdam: Sense Publishers. [Further details]

Taber, K. S., & Sumida, M. (Eds.). (2016). International Perspectives on Science Education for the Gifted: Key issues and challenges. Abingdon, Oxon.: Routledge.

Taber, K. S. (2014). Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas. New York: Routledge. (Hear about this book) (Read about this book)

Taber, K. S. (2013) Modelling Learners and Learning in Science Education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer.

Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: an introduction (2nd ed.). London: Sage. (Hear about this book.)

Taber, K. S. (Ed.). (2012). Teaching Secondary Chemistry (2nd ed.). London: Hodder Education. (Sample pages) (Hear about this book.)

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

Taber, K. S. (2007) Classroom-based Research and Evidence-based Practice: A Guide for Teachers, SAGE Publications.

Taber, K. S. (Ed.) (2007) Science Education for Gifted Learners, London: Routledge.

Taber, K. S. (2007) Enriching School Science for the Gifted Learner, London: Gatsby Science Enhancement Programme.

Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D. and Taber, K. S. (Eds.) (2006) Researching Schools: Stories from a schools-university partnership for educational research, Abingdon: Routledge.

Kind, V. and Taber, K. S. (2005) Science: Teaching School Subjects 11-19, London: Routledge.

Taber, K. S. (2002) Chemical misconceptions - prevention, diagnosis and cure: Volume 1: theoretical background, London: Royal Society of Chemistry; Volume 2: classroom resources, London: Royal Society of Chemistry.

 

Social media

 

Academia

Dr Taber has a listing on Academia

 

Twitter


Keith Taber ( @DrKeithSTaber ) occasionally tweets on Twitter

 

Linked-In


Keith Taber has a listing on Linked-In

 

Research Gate

Keith has a listing at Research Gate

 

Highly regarded in the field, well, in lots of fields…

Sadly, academia suffers from the same kinds of false advertising and scams as other areas of modern life. According to various publishers and conference organisers * ,  Professor Taber:

  • is an eminent biologist
  • has made immense contributions to physics
  • has made eminent contributions to chemistry
  • is an expert in computer science
  • has made excellent contributions to medical sciences
  • is an eminent researcher in otolaryngology 
  • has made prominent contributions to tissue engineering and regenerative medicine
  • has made significant contributions to psychotherapy
  • is prominent in immunodiagnostics
  • has remarkable achievements in Human Resources

Sadly such nonsense is a reminder that one should always examine the evidence behind such claims before taking them at face value. 

Science - Education - Research

Keith occasionally blogs his musings on issues related to science, education, and research (or various permutations of the three):