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Taber Research Group

Graduate student projects supervised

Dr Keith S. Taber supervises students both part-time and full-time students at both masters  and doctoral levels.


Completed graduate projects

Examples of successfully completed student projects include:


Examples of completed student projects in aspects of science education:

Constructivism - teaching beliefs and behaviour (A case study on an English science teacher’s views and practice in relation to constructivism) - Zeynep Kaymaz: MPhil

Drama-based simulations in teaching chemistry/science (Science through drama: a multiple case exploration of the characteristics of drama activities in secondary schools) - Calvin Dorion: MEd

Independent learning in biology teaching (Understanding and developing students’ perceptions of Independent Learning: Action research through a discussion group for Y12 students) - Julia Corbett: MEd

Intuitive learning in physics (Intuition and Integration: Insights from intuitive students) - Richard Brock: MPhil in Education (Educational Research)

Physics problem-solving and metacognition (The Patterns of Physics Problem-solving from the Perspective of Metacognition) - Fatin Aliah Phang: MPhil in Education (Educational Research) & PhD in Education.

Practical work in chemistry teaching (A case study of the role of practical work in the teaching and learning in a Year 10 Chemistry class) - David J. Paterson: MEd

Teaching science to deaf students (A model approach: Aiding the progression of conceptual understanding of deaf learners in school science education through modelling theory. A single case study) - Teresa Quail: MEd

Thought experimentation and physics learning (Thought experiments in physics problem-solving: on intuition and imagistic simulation) - Andreas Georgiou: MPhil in Education (Educational Research).

Student questioning in learning science (Spontaneous enquiry: an investigation of students’ questions in science) - Dr Dani Redhead: MEd

Student understanding in physics: (Facets, common frameworks and central variable of advanced-level students' understanding of D.C. circuits) - Philip Anding: PhD.

Gifted learners in science: (A case study of behaviours presented by gifted and able students in an accelerated science classroom) - Elizabeth Bryan: MEd.

Practical work in science: (Moving between the ‘how’ and the ‘why’ of A-level Biology practical work: an action research study to improve the ways of presenting instructions to pupils) - Dr Judith Philip: MEd.

Learning of astronomy topics: (Students’ ideas in Astronomy) - Fran Riga: PhD


Examples of completed student projects in aspects of teaching and learning:

Learners' perceptions: (Developing HE links for AS Psychology Students: Exploring Students’ Perceptions) - Shenel Shefik: MEd

Learning of gifted students: (A critical exploration into the use of TASC in more able ethics & Philosophy students’ effective learning). Stephen Carter: MEd.


Projects supervised as an overseas supervisor for visiting graduate students:

Students explanations for chemical phenomena in terms of particle theory (Mexican/UK secondary focus, c.11-16 year olds) - Alejandro Garcia Franco (PhD student visiting from the Learning Science Laboratory of Dr. Fernando Flores Camacho, National Autonomous University of Mexico)

Constructivism and science teaching at secondary level (UK and Turkish focus) - Oktay Bektas (PhD student visiting from Middle East Technical University, Department of Secondary Science and Mathematics Education, Ankara). Oktay explored the extent to which teaching in English schools could be considered 'constructivist'.


External supervision

Swedish upper secondary students' understanding of key chemistry concepts - Karina Adbo (when a PhD student at Kalmar University and Linnaeus University)


Information for potential applicants

Dr Taber welcomes enquiries from well qualified candidates for graduate studies who are interested in applying for admission to undertake research in his areas of expertise.

* Please note: new graduate students are admitted to the University through a centralised admissions system. Academic staff make recommendations on admission once formal applications are received, but cannot make offers of places to applicants outside of the admissions system.