Publications list - Keith S. Taber

Dr Taber's staff profile page may be found here.

Publications in peer-reviewed research journals

Review articles in peer-reviewed journals

Journal Editorials

Books and monographs

Chapters in Books

Published conference proceedings

Publications in peer-reviewed practitioner periodicals: full length articles

Publications in peer-reviewed practitioner periodicals: short articles

Miscellaneous publications

Publications in peer-reviewed research journals

• Kılıç, D., Taber, K. S., & Winterbottom, M. (2016). A Cross-National Study of Students' Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey. Educational Research International, 2016(Article ID 653962). doi:10.1155/2016/6539626
• Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., Luthman, S., Riga, F. (2016). A research-informed dialogic-teaching approach to early secondary-school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papaers in Education. doi:10.1080/02671522.2015.1129642
• Philip, J. M. D., & Taber, K. S. (2015). Separating ‘Inquiry Questions’ and ‘Techniques’ to Help Learners Move between the How and the Why of Biology Practical Work. Journal of Biological Education, 1-20. doi:10.1080/00219266.2015.1058840
• Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2015). English secondary students’ thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an idea someone has’. The Curriculum Journal, 1-34. doi: 10.1080/09585176.2015.1043926
• Taber, K. S. (2014). The significance of implicit knowledge in teaching and learning chemistry. Chemistry Education Research and Practice. doi: 10.1039/C4RP00124A

• Billingsley, B., Riga, F., Taber, K. S., & Newdick, H. (2014). Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25(3), 372-395. doi: 10.1080/09585176.2014.920264.

• Adbo, K., & Taber, K. S. (2014). Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry. International Journal of Science Education, 36(7), 1107-1136. doi: 10.1080/09500693.2013.844869

• Taber, K. S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156-168.. doi: 10.1039/C3RP00012E

• Taber, K. S. (2012) Upper secondary students' understanding of the basic physical interactions in analogous atomic and solar systems. Research in Science Education, 1-30. doi: 10.1007/s11165-012-9312-3

• Taber, K. S. (2012). Vive la différence? Comparing ‘like with like’ in studies of learners’ ideas in diverse educational contexts. Educational Research International, 2012(Article 168741), 1-12. Retrieved from http://www.hindawi.com/journals/edu/2012/168741/ doi:10.1155/2012/168741 (Open access: available for free download) (Abstract - Vive la différence)

• Taber, K. S. (2012). Meeting the needs of gifted science learners in the context of England's system of comprehensive secondary education: the ASCEND project. Journal of Science Education in Japan, 36(2), 101-112. (Invited research article)

• Taber, K. S. (2012). The nature and scope of chemistry education as a field. Chemistry Education Research and Practice, 13(3), 159-160. (Editorial)

• Taber, K. S., Tsaparlis, G., & Nakiboğlu, C. (2012). Student Conceptions of Ionic Bonding: Patterns of thinking across three European contexts. International Journal of Science Education, 1-31, doi:10.1080/09500693.2012.656150. (Abstract - Student Conceptions of Ionic Bonding)

• Taber, K. S. (2012). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4-7. (Editorial)

• Taber, K. S., & Tan, K. C. D. (2011). The insidious nature of ‘hard core’ alternative conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre-service teachers’ thinking about ionisation energy. International Journal of Science Education, 33(2), 259-297

• Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2011). Secondary students’ responses to perceptions of the relationship between science and religion: stances identified from an interview study. Science Education, 95(6), 1000-1025.

• Taber, K. S., Billingsley, B., Riga, F., & Newdick, H. (2011). To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils. Science Education International, 22(2), 99-118.

• Taber, K. S., Riga, F., Brindley, S., Winterbottom, M., Finey, J., & Fisher, L. (2011). Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development, 15(2), 171-186.

• Taber, K. S. (2011). Models, molecules and misconceptions: a commentary on “Secondary School Students' Misconceptions of Covalent Bonding”. Journal of Turkish Science Education, 8(1), 3-18.

• Levy Nahum, T., Mamlok-Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2), 179-207. (Abstract - Teaching and learning the concept of chemical bonding)

• Taber, K. S., & Tan, K. C. D. (2011). The insidious nature of ‘hard core’ alternative conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre-service teachers’ thinking about ionisation energy. International Journal of Science Education, 33(2), 259-297 (2010 - iFirst. doi: 10.1080/09500691003709880). (Abstract - The insidious nature of ‘hard core’ alternative conceptions)

• Taber, K. S., & García Franco, A. (2010). Learning processes in chemistry: Drawing upon cognitive resources to learn about the particulate structure of matter. Journal of the Learning Sciences, 19(1), 99-142. (Abstract - Learning processes in chemistry)

• Taber, K. S. (2010). Straw men and false dichotomies: Overcoming philosophical confusion in chemical education. Journal of Chemical Education, 87(5), 552-558. (Abstract - Straw men and false dichotomies)

• Taber, K. S. (2010). Paying lip-service to research?: The adoption of a constructivist perspective to inform science teaching in the English curriculum context. The Curriculum Journal, 21(1), 25 – 45. (Abstract - Paying lip-service to research)

• Bektas, O., & Taber, K. S. (2009). Can science pedagogy in English schools inform educational reform in Turkey? Exploring the extent of constructivist teaching in a curriculum context informed by constructivist principles. Journal of Turkish Science Education, 6(3), 66-80.

• Taber, K. S., & Bricheno, P. A. (2009). Coordinating Procedural and Conceptual Knowledge to Make Sense of Word Equations: Understanding the complexity of a 'simple' completion task at the learner's resolution. International Journal of Science Education, 31(15), 2021-2055.

• Tan, K.-C. D., & Taber, K. S. (2009). Ionization Energy: Implications of Pre-service Teachers’ Conceptions. Journal of Chemical Education, 86(5), 623-629.

• Garcia Franco, A. & Taber, K. S. (2009) Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning. International Journal of Science Education, 31(14), 1917-1952. (DOI: 10.1080/09500690802307730.)

• Winterbottom, M., Brindley, S., Taber, K. S., Fisher, L. G., Finney, J., & Riga, F. (2008). Conceptions of assessment: trainee teachers' practice and values. Curriculum Journal, 19(3), 193-213.

• Taber, K. S. (2009) College students’ conceptions of chemical stability: The widespread adoption of a heuristic rule out of context and beyond its range of application. International Journal of Science Education, 31(10), 1333-1358. (First published on-line 26 March 2008, DOI: 10.1080/09500690801975594.)

• Winterbottom, M., Taber, K. S., Brindley, S., Fisher, L., Finney, J., & Riga, F. (2008). Understanding differences in trainee teachers’ values and practice in relation to assessment. Teacher Development, 12 (1), pp.15 – 35.

• Taber, K. S. (2008) Exploring student learning from a constructivist perspective in diverse educational contexts, Journal of Turkish Science Education, 5 (1), 2-21. (Invited contribution).

• Adbo, K. & Taber, K. S. (2009). Learners' mental models of the particle nature of matter: a study of 16 year-old Swedish science students. International Journal of Science Education. 31(6), 757-786. (Published on-line 03 January 2008, DOI: 10.1080/09500690701799383).

• Taber, K. S. (2008). Conceptual Resources for Learning Science: Issues of transience and grain-size in cognition and cognitive structure. International Journal of Science Education. 30 (8), pp.1027-1053. (Published on-line, 25th October, 2007, DOI: 10.1080/09500690701485082.)

• Taber, K. S. (2008). Exploring Conceptual Integration in Student Thinking: Evidence from a case study. International Journal of Science Education, 30 (14), 1915-1943. (Published on-line, 9th October, 2007, DOI: 10.1080/09500690701589404.)

• Tan, K. C. D., Taber, K. S., Liu, X., Coll, R. K., Lorenzo, M., Li, J., Goh, N.K. & Chia, L.S. (2008). Students’ conceptions of ionisation energy: A cross-cultural study. International Journal of Science Education, 30 (2), pp.263-283. (First published on-line, 3rd September 2007, DOI: 10.1080/09500690701385258.)

• Cokelez, A., Dumon, A, & Taber, K. S. (2008) Upper secondary French students, chemical transformations and the "register of models": a cross-sectional study, International Journal of Science Education, 30 (6), pp.807-836. (First published on-line 01 August 2007, DOI: 10.1080/09500690701308458.)

• Taber, K. S. & Tan, K. C. D. (2007) Exploring learners’ conceptual resources: Singapore A level students’ explanations in the topic of ionisation energy, International Journal of Science and Mathematics Education, 5, pp.375-392 (published on-line first 2006, DOI: 10.1007/s10763-006-9044-9, 18 pages.)

• Taber, K. S. (2006) Towards a curricular model of the nature of science, Science & Education. (Published on-line first, DOI: 10.1007/s11191-006-9056-4, 40 pages.)

• Taber, K. S. (2006) Constructivism’s new clothes: the trivial, the contingent, and a progressive research programme into the learning of science, Foundations of Chemistry, 8 (2), pp. 189-219. (Published online first: 31 May 2006 – 31 pages)

• Taber, K. S. (2006) Beyond Constructivism: the Progressive Research Programme into Learning Science, Studies in Science Education, 42, pp.125-184.

• Tan, K. C. D. & Taber, K. S. (2005) What comes after stable octet? Stable sub-shell!, Journal of Science and Mathematics Education in Southeast Asia, 28 (1), pp.81-102.

• Taber, K. S. (2005) Developing Teachers as Learning Doctors, Teacher Development, 9 (2), pp.219-235.

• Tan, K-C. D., Taber, K. S., Goh, N-K & Chia, L-S. (2005) The ionisation energy diagnostic instrument: a two-tier multiple choice instrument to determine high school students’ understanding of ionisation energy, Chemistry Education Research & Practice, 6 (4), pp.180-197.

• Taber, K. S. (2004) Learning quanta: barriers to stimulating transitions in student understanding of orbital ideas, Science Education, 89 (1), pp.94-116.

• Taber, K. S. (2003) Mediating mental models of metals: acknowledging the priority of the learner’s prior learning, Science Education, 87, pp.732-758.

• Taber, K. S. & Student, T. A. (2003) How was it for you?: the dialogue between researcher and colearner, Westminster Studies in Education, 26 (1), pp.33-44.

• Taber, K. S. (2003) Facilitating science learning in the inter-disciplinary matrix - some perspectives on teaching chemistry and physics, Chemistry Education: Research and Practice, 4 (2), pp.103-114.

• Taber, K. S. (2003) Understanding ionisation energy: physical, chemical and alternative conceptions, Chemistry Education: Research and Practice, 4 (2), pp.149-169.

• Taber, K. S. (2003) Lost without trace or not brought to mind? - a case study of remembering and forgetting of college science, Chemistry Education: Research and Practice, 4 (3), pp.249-277.

• Taber, K. S. (2003) The atom in the chemistry curriculum: fundamental concept, teaching model or epistemological obstacle?, Foundations of Chemistry, 5 (1), pp.43-84.

• Taber, K. S. (2002) “Intense, but it’s all worth it in the end”: the colearner’s experience of the research process, British Educational Research Journal, 28 (3), 435-457.

• Taber, K. S. (2002) Conceptualizing quanta - illuminating the ground state of student understanding of atomic orbitals, Chemistry Education: Research and Practice in Europe, 3 (2), pp.145-158.

• Taber, K. S. (2002) Compounding quanta - probing the frontiers of student understanding of molecular orbitals, Chemistry Education: Research and Practice in Europe, 3 (2), pp.159-173.

• Taber, K. S. (2001) Building the structural concepts of chemistry: some considerations from educational research, Chemistry Education: Research and Practice in Europe, 2 (2), pp.123-158.

• Taber, K. S. (2001) Constructing chemical concepts in the classroom?: using research to inform practice, Chemistry Education: Research and Practice in Europe, 2 (1), pp.43-51.

• Taber, K. S. (2001) The mismatch between assumed prior knowledge and the learner’s conceptions: a typology of learning impediments, Educational Studies, 27 (2), 159-171.

• Taber, K. S. (2001) Shifting sands: a case study of conceptual development as competition between alternative conceptions, International Journal of Science Education, 23 (7), 731-753.

• Taber, K. S. & Watts, M. (2000) Learners’ explanations for chemical phenomena, Chemistry Education: Research and Practice in Europe, 1 (3), pp.329-353.

• Taber, K. S. (2000) Chemistry lessons for universities?: a review of constructivist ideas, University Chemistry Education, 4 (2), pp.26-35.

• Taber, K. S. (2000) Case studies and generalisability - grounded theory and research in science education, International Journal of Science Education, 22 (5), pp.469-487.

• Taber, K. S. (2000) Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure, International Journal of Science Education, 22 (4), pp.399-417.

• Taber, K. S. (1998) The sharing-out of nuclear attraction: or I can’t think about Physics in Chemistry, International Journal of Science Education, 20 (8), pp.1001-1014.

• Taber, K. S. (1998) An alternative conceptual framework from chemistry education, International Journal of Science Education, 20 (5), pp.597-608.

• Taber, K. S. and Watts, M. (1997) Constructivism and concept learning in chemistry - perspectives from a case study, Research in Education, 58, November 1997, pp.10-20.

• Watts, M. and Taber, K. S. (1996) An explanatory gestalt of essence: students’ conceptions of the ‘natural’ in physical phenomena, International Journal of Science Education, 18 (8), pp.939-954.

• Taber, K. S. and Watts, M. (1996) The secret life of the chemical bond: students’ anthropomorphic and animistic references to bonding, International Journal of Science Education, 18 (5), pp.557-568.

• Taber, K. S. (1995) Development of student understanding: a case study of stability and lability in cognitive structure, Research in Science & Technological Education, 13 (1), pp.87-97.

• Taber, K. S. (1992) Science-relatedness and gender-appropriateness of careers: some pupil perceptions, Research in Science and Technological Education, 10 (1), pp.105-115.

• Taber, K. S. (1992) Girls’ interactions with teachers in mixed physics classes: results of classroom observation, International Journal of Science Education, 14 (2), pp.163-180.

• Taber, K. S. (1991) Gender differences in science preferences on starting secondary school, Research in Science and Technological Education, 9 (2), pp.245-251.

Review articles in peer-reviewed journals

• Taber, K. S. (2016). Teaching about the book of nature: the challenge of demystifying chemistry at school level. Khimiya/Chemistry: Bulgarian Journal of Science Education, 25(2), 284-314. (Free access on line.)
• Taber, K. S. (2013). Action Research and the Academy: seeking to legitimise a ‘different’ form of research. Teacher Development, 17(2), 288-300.

• Taber, K. S. (2013). Personal or collective knowledge: Harry Collins' notions of tacit knowledge and of the individual as an epistemic parasite. Chemistry: Bulgarian Journal of Science Education, 22(1), 114-135.

• Taber, K. S. (2012). Prioritising paradigms, mixing methods, and characterising the 'qualitative' in educational research. Teacher Development, 16(1), 125-138. doi: 10.1080/13664530.2012.674294

• Taber, K. S. (2012). The cultures of science education across the world. Studies in Science Education, 48(2), 229–235. doi: 10.1080/03057267.2012.738021

• Taber, K. S. (2011). Ken Springer: Educational Research: A Contextual Approach. Science & Education, 1-13, doi:10.1007/s11191-011-9420-x.

• Taber, K. S. (2011). Conducting research in educational contexts. Teacher Development, 15(3), 395-402

• Taber, K. S. (2011). A Diverse, If Not Exhaustive, Look at What Psychology Can Offer to Education: An Essay Review of the International Handbook of Psychology in Education. Education Review, 14(9), 1-11.

• Taber, K. S. (2011). Inquiry teaching, constructivist instruction and effective pedagogy. Teacher Development, 15(2), 257-264.

• Taber, K. S. (2011). Guiding the practice of constructivist teaching. Teacher Development, 15(1), 117 - 122.

• Taber, K. S. (2010). Celebrating a successful and practical contribution to the theory of intelligence: An essay review. Education Review, 13(3), 1-40.

• Taber, K. S. (2010). Psychology for teachers? Teacher Development, 14(2), 269-278.

• Taber, K. S. (2010). Constructivism and direct instruction as competing instructional paradigms: An essay review. Education Review, 13(8), 1-44.

• Taber, K. S. (2010). A comprehensive vision of 'the nature of science' in science education. Studies in Science Education, 46(2), 245-254.

• Taber, K. S. (2009). Constructivism and the crisis in U.S. science education: An essay review. Education Review, 12(12), 1-26.

Journal Editorials

• Taber, K. S. (2016). Supplementing the text: the role of appendices in academic papers. Chemistry Education Research and Practice, 17(1), 6-9. doi:10.1039/C5RP90014J

• Taber, K. S. (2015). Advancing chemistry education as a field. Chemistry Education Research and Practice, 16(1), 6-8. doi: 10.1039/C4RP90014F
  Taber, K. S. (2014). The impact of chemistry education research on practice: a cautionary tale. Chemistry Education Research and Practice. doi: DOI: 10.1039/c4rp90009j

• Taber, K. S. (2014). Ethical considerations of chemistry education research involving ''human subjects''. Chemistry Education Research and Practice, 15(2), 109-113.

• Taber, K. S. (2014). Constructing and communicating knowledge about chemistry and chemistry education. [10.1039/C3RP90012F]. Chemistry Education Research and Practice. doi: 10.1039/c3rp90012f

• Taber, K. S. (2013). Non-random thoughts about research. Chemistry Education Research and Practice, 14(4), 359-362. doi: 10.1039/c3rp90009f

• Taber, K. S. (2013). Three levels of chemistry educational research. Chemistry Education Research and Practice.

• Taber, K. S. (2013). Who counts as an author when reporting educational research? Chemistry Education Research and Practice, 14(1), 5-8.

• Taber, K. S. (2012). The international dimension of Chemistry Education Research and Practice. Chemistry Education Research and Practice, 13(4), 398-400.

• Taber, K. S. (2012). The nature and scope of chemistry education as a field. Chemistry Education Research and Practice, 13(3), 159-160.

• Taber, K. S. (2012). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4-7.

Books and monographs

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

• 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.

• Taber, K. S. (Ed.). (2012). Teaching Secondary Chemistry (2nd ed.). London: Hodder Education.

• Taber, K. S. (2009). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer. ISBN 978-90-481-2430-5 (Print) 978-90-481-2431-2 (Online) (422 pages). This is Volume 37 of the series: ‘Contemporary Trends and Issues in Science Education’, and part of Springer’s ‘Humanities, Social Sciences and Law’ ebooks package for academic libraries.

• Taber, K. S. (2007) Classroom-based Research and Evidence-based Practice: A Guide for Teachers, SAGE Publications. ISBN: 9781412923231 / 9781412923224 (208 pages)

• Taber, K. S. (Editor) (2007) Science Education for Gifted Learners, London: Routledge. ISBN: 9780415395335 / ISBN-10: 041539533X / ISBN: 9780415395342 / ISBN-10: 0415395348 (264 pages).

• Taber, K. S. (2007) Enriching School Science for the Gifted Learner, London: Gatsby Science Enhancement Programme. (ISBN 978-1-901351-68-2) (59 pages + CDROM)

• Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D. & Taber, K. S. (editors) (2006) Researching Schools: Stories from a schools-university partnership for educational research, Abingdon: Routledge. (212 pages)

• Kind, V. & Taber, K. S. (2005) Science: Teaching School Subjects 11-19, London: Routledge. (285 pages)

• Tan, D., Goh N. K. & Chia L. S. & Taber, K. S. (2005) Development of a Two-Tier Multiple Choice Diagnostic Instrument to Determine A-Level Students’ Understanding of Ionisation Energy, Singapore: National Institute of Education, Nanyang Technological University. (Monograph, ISBN: 981 - 05 - 2995 – 3: 105 pages). (Download available)

• Taber, K. S. (2002) Chemical misconceptions - prevention, diagnosis and cure: Volume 1: theoretical background, London: Royal Society of Chemistry (180 pages)

• Taber, K. S. (2002) Chemical misconceptions - prevention, diagnosis and cure: Volume 2: classroom resources, London: Royal Society of Chemistry (238 pages)

Chapters in Books

• Taber, K. S. (2017). The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook on Digital Learning for K-12 Schools (pp. 397-412). Switzerland: Springer International Publishing.
• Taber, K. S. (2016). ‘Chemical reactions are like hell because…’: Asking gifted science learners to be creative in a curriculum context that encourages convergent thinking. In M. K. Demetrikopoulos & J. L. Pecore (Eds.), Interplay of Creativity and Giftedness in Science (pp. 321-349). Rotterdam: Sense.
• Taber, K. S. (2016). Constructivism in Education: Interpretations and Criticisms from Science Education. In E. Railean (Ed.), Handbook of Applied Learning Theory and Design in Modern Education (pp. 116-144).
• Taber, K. S. (2015). Developing a research programme in science education for gifted learners. In N. L. Yates (Ed.), New Developments in Science Education Research (pp. 1-27). New York: Nova Science Publishers.
• Taber, K. S. (2015). Affect and Meeting the Needs of the Gifted Chemistry Learner: Providing Intellectual Challenge to Engage Students in Enjoyable Learning. In M. Kahveci & M. Orgill (Eds.), Affective Dimensions in Chemistry Education (pp. 133-158): Springer Berlin Heidelberg.
• Taber, K. S. (2015). Meeting Educational Objectives in the Affective and Cognitive Domains: Personal and Social Constructivist Perspectives on Enjoyment, Motivation and Learning Chemistry. In M. Kahveci & M. Orgill (Eds.), Affective Dimensions in Chemistry Education (pp. 3-27): Springer Berlin Heidelberg.
• Taber, K. S. (2015). The Role of Conceptual Integration in Understanding and Learning Chemistry. In J. García-Martínez & E. Serrano-Torregrosa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends (pp. 375-394): Wiley-VCH Verlag GmbH & Co. KGaA.
• Taber, K. S., Ruthven, K., Howe, C., Mercer, N., Riga, F., Hofmann, R., & Luthman, S. (2015). Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level: supporting personal learning about science and the nature of science. In E. de Silva (Ed.), Cases on Research-Based Teaching Methods in Science Education (pp. 122-156). Hershey, Pennsylvania: IGI Global.
• Taber, K. S. (2014). Methodological issues in science education research: a perspective from the philosophy of science. In M. R. Matthews (Ed.), International Handbook of Research in History and Philosophy for Science and Mathematics Education (pp. 1839-1894). Dordrecht: Springer.
• de Jong, O., & Taber, K. S. (2014). The Many Faces of High School Chemistry. In N. Lederman & S. K. Abell (Eds.), Handbook of Research in Science Education, Volume 2 (pp. 457-480). New York: Routledge.
• Taber, K. S. (2013). A common core to chemical conceptions: learners' conceptions of chemical stability, change and bonding. In G. Tsaparlis & H. Sevian (Eds.), Concepts of Matter in Science Education (pp. 391-418). Dordrecht: Springer. 
• Taber, K. S., & Adbo, K. (2013). Developing chemical understanding in the explanatory vacuum: Swedish high school students' use of an anthropomorphic conceptual framework to make sense of chemical phenomena. In G. Tsaparlis & H. Sevian (Eds.), Concepts of Matter in Science Education (pp. 347-370). Dordrecht: Springer.

• Nakiboglu, C., & Taber, K. S. (2013). The atom as a tiny solar system: Turkish high school students' understanding of the atom in relation to a common teaching analogy. In G. Tsaparlis & H. Sevian (Eds.), Concepts of Matter in Science Education (pp. 169-198). Dordrecht: Springer.

• Taber, K. S. (2013). Conceptual frameworks, metaphysical commitments and worldviews: the challenge of reflecting the relationships between science and religion in science education. In N. Mansour & R. Wegerif (Eds.), Science Education for Diversity: Theory and practice (pp. 151-177). Dordrecht: Springer.

• Taber, K. S. (2013). Building theory from data: grounded theory. In E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 270-283). London: Sage.

• Taber, K. S. (2013). Beyond positivism: 'scientific' research into education. In E. Wilson (Ed.), School-based Research: A guide for education students (2nd ed., pp. 287-304). London: Sage.

• Taber, K. S. (2012). Introduction. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. vi-xv). London: Hodder Education.

• Taber, K. S. (2012). Key concepts in chemistry. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 1-47). London: Hodder Education.

• Taber, K. S. (2012). Introducing chemical change. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 75-101). London: Hodder Education.

• Taber, K. S. (2012). Developing models of chemical bonding. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 103-136). London: Hodder Education.

• Taber, K. S. (2012). Chemistry in the secondary curriculum. In K. S. Taber (Ed.), Teaching Secondary Chemistry (2nd ed., pp. 369-378). London: Hodder Education.

• Taber, K. S. (2012). Molecular conceptions of research into learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. SpringerReference: Springer. Retrieved from http://www.springerreference.com/docs/html/chapterdbid/327283.html

• Taber, K. S. (2012). Teaching and learning about the nature of science. In J. Oversby (Ed.), ASE Guide to Research in Science Education (pp. 18-28). Hatfield, Hertfordshire: Association for Science Education.

• Taber, K. S. (2012). Computer-Assisted Teaching and Concept Learning in Science: The Importance of Designing Resources from a Pedagogic Model. In R. T. Abrams (Ed.), Encyclopedia of Computer Science (pp. 421-446). New York: Nova.

• Taber, K. S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational Theory (pp. 39-61). New York: Nova. link to free download of this Chapter

• Taber, K. S. (2011). The natures of scientific thinking: creativity as the handmaiden to logic in the development of public and personal knowledge. In M. S. Khine (Ed.), Advances in the Nature of Science Research - Concepts and Methodologies (pp. 51-74). Dordrecht: Springer.

• Taber, K. S. (2011). Computer-Assisted Teaching and Concept Learning in Science: The Importance of Designing Resources from a Pedagogic Model. In B. L. Russo (Ed.), Encyclopedia of Teaching and Teacher Research (pp. 891-916). New York: Nova.(Reprinted from Taber, 2010).

• Taber, K. S. (2010). Preparing teachers for a research-based profession. In M. V. Zuljan & J. Vogrinc (Eds.), Facilitating effective student learning through teacher research and innovation (pp. 19-47). Ljubljana: Faculty of Education, University of Ljubljana.

• Taber, K. S. (2010). Computer-assisted teaching and concept learning in science: the importance of designing resources from a pedagogic model. In B. A. Morris & G. M. Ferguson (Eds.), Computer-Assisted Teaching: New Developments (pp. 37-61). New York: Nova.

• Taber, K. S. (2010). Learning about astrobiology: a challenge for the public understanding of science. In S. Hegedűs & J. Csonka (Eds.), Astrobiology: Physical Origin, Biological Evolution and Spatial Distribution (pp. 1-25). New York: Nova.

• Taber, K. S. (2010). Intuitions, Conceptions and Frameworks: Modelling Student Cognition in Science Learning, in M. S. Khine & I. M. Saleh (Eds.), New Science of Learning: Cognition, Computers and Collaboration in Education. Dordrecht: Springer, pp.163-182.

• Taber, K. S. (2009). Progressing the Constructivist Research Programme to Advance Teaching and Learning about the Nature of Science. In I. M. Saleh & M. S. Khine (Eds.), Fostering Scientific Habits of Mind: Pedagogical Knowledge and Best Practices in Science Education. Rotterdam, The Netherlands: Sense Publishers, pp.37-57.

• Taber, K. S. (2009). Learning at the symbolic level. Chapter 4, in J. K. Gilbert & D. F. Treagust (Eds.), Multiple Representations in Chemical Education, Dordrecht: Springer, pp.75-108.

• Taber, K. S. (2009) Building theory from data: grounded theory. In E. Wilson (Editor) School-based Research: A guide for education students, London: Sage, pp.216-229.

• Taber, K. S. (2009) Beyond positivism: ‘Scientific’ research into education. In E. Wilson (Editor), School-based Research: A guide for education students, London: Sage, pp.233-250

• Taber, K. S. (2008) Of Models, Mermaids and Methods: The Role of Analytical Pluralism in Understanding Student Learning in Science, in Ingrid V. Eriksson (Ed.) Science Education in the 21st Century, pp.69-106. Hauppauge, NY: Nova Science Publishers.

• Taber, K. S. (2007) Science education for gifted learners?, in K. S. Taber (Editor), Science Education for Gifted Learners, London: Routledge pp.1-14.

• Taber, K. S. & Corrie, V. (2007) Developing the thinking of gifted students through science, in K. S. Taber (Editor), Science Education for Gifted Learners, London: Routledge pp.71-84.

• Taber, K. S. (2007) Choice for the gifted: lessons from teaching about scientific explanations, in K. S. Taber (Editor), Science Education for Gifted Learners, London: Routledge pp.158-171.

• Taber, K. S. & Riga, F. (2007) Working together to provide enrichment for able science learners, in K. S. Taber (Editor), Science Education for Gifted Learners, London: Routledge pp.182-196.

• Taber, K. S. (2007) An agenda for science education for gifted learners, in K. S. Taber (Editor), Science Education for Gifted Learners, London: Routledge pp.212-216.

• De Jong, O. & Taber, K. S. (2007) Teaching and learning the many faces of chemistry, in Abell, S. K. & Lederman, N. G., Handbook of Research on Science Education, Lawrence Erlbaum Associates, pp.631-652. (ISBN: 0-8058-4714-6)

• Taber, K. S. (2006) Netherhall School: A SUPER case study, in Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D. & Taber, K. S. (editors), Researching Schools: Stories from a schools-university partnership for educational research, Abingdon: Routledge, pp.58-67.

• McLaughlin, C. & Taber, K. S. (2006) Learning from stories of researching schools, in Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D. & Taber, K. S. (editors), Researching Schools: Stories from a schools-university partnership for educational research, Abingdon: Routledge, pp.165-181.

• Taber, K. S., & Watts, M. (2005). The secret life of the chemical bond: students’ anthropomorphic and animistic references to bonding. In J. K. Gilbert (Ed.), Science Education: Major Themes in Education (Vol. 4, pp. 238-253). London & New York: Routledge. Reprinted from International Journal of Science Education, 1996.

• Taber, K. S. (2004) Conceptual Development, in Alsop, S., Bencze, L. & Pedretti, E. (editors), Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice, Buckingham: Open University Press, pp.127-135.

• Taber, K. S. & Coll, R. (2002) Chemical Bonding, in Gilbert, J. K. et al., (editors) Chemical Education: Research-based Practice, Dordrecht: Kluwer Academic Publishers BV, pp.213-234.

Published conference proceedings

• Riga, F., Taber, K. S., Brindley, S., Winterbottom, M., Fisher, L., & Finney, J. (2008). Learning about 'assessment for learning' - trainee teachers' perceptions of the purposes and nature of school assessment, Paper presented at the The International Association for Educational Assessment Annual Conference - Re-interpreting Assessment: Society, Measurement and Meaning. Published at http://www.iaea2008.cambridgeassessment.org.uk/ca/About_the_conference

• Taber, K. S. (2002) Empirical research in chemical education – priorities and paradigms, in Ralle, B. & Eilks, I. (eds.) Research in Chemical Education – what does this mean?, Aachen: Shaker Verlag, pp.39-49.

• Gilbert, J. K., Taber, K. S. & Watts, M. (2001) Quality, Level, and Acceptability, of Explanation in Chemical Education, in A. F. Cachapuz (ed.) 2001, A Chemical Odyssey. (Proceedings of the 6th European Conference in Research in Chemical Education/2nd European Conference on Chemical Education, University de Aveiro, Portugal.)

• Taber, K. S. (2000) The CERG Lecture 2000: Molar and molecular conceptions of research into learning chemistry: towards a synthesis (summary of lecture) in Overton, T. (editor) Variety in Chemistry Teaching 2000 Proceedings, Royal Society of Chemistry Tertiary Education Group, pp.8-14.

• Taber, K. S. (1995) Understanding the ionic bond: student misconceptions and implications for further learning, in Research in Assessment XII: Science Ain’t Easy - Difficulties and misconceptions in chemistry and science, London: The Royal Society of Chemistry Education Division, pp.48-63.

• Taber, K. S. (1995) Examples of Student Comments about Chemical Bonding, in Research in Assessment XII: Science Ain’t Easy - Difficulties and misconceptions in chemistry and science, London: The Royal Society of Chemistry Education Division, pp.64-73.

• Taber, K. S. (1994) The teacher-researcher’s duty: accounting for ourselves to our co-learners, in Laidlaw, M., Lomax, P. & Whitehead, J. (editors) (1994) Proceedings of Accounting for Ourselves, World Congress 3: Action Learning, Action Research and Process Management, Bath: University of Bath, pp.230-233.

• Taber, K. S. (1989) Mark analysis made easy, in Research in Assessment VII: Assessment of Chemistry in Schools, Royal Society of Chemistry Education Division, pp.40-56.

Publications in peer-reviewed practitioner periodicals: full length articles

• Taber, K. S. (2016). Enlace químico y estructura atómico-molecular en secundaria. Alambique: Didáctica de las Ciencias Experimentales (86), 19-27.  
• Taber, K. S. (2015). The role of 'practical' work in teaching and learning chemistry. School Science Review, 96(357), 75-83.
• Taber, K. S. (2011). Chemical bonding: A masterclass in teaching the topic of bonding, basing chemical explanation on physical forces. Education in Chemistry, 48(3), 87-81.

• Taber, K. S. (2011). Patterns in nature: challenging secondary students to learn about physical laws. Physics Education, 46(1), 80-89.

• Taber, K. S., & Cole, J. (2010). The CREST awards scheme: Challenging gifted and talented students through creative STEM project work. School Science Review, 92(339), 117-126.

• Taber, K. S. (2010). Challenging gifted learners: general principles for science educators; and exemplification in the context of teaching chemistry. Science Education International, 21(1), 5-30.

• García Franco, A., & Taber, K. S. (2010). Pensamiento intuitivo y aprendizaje de la química. Educacion Quimica, 21(2), 111-117.

• Taber, K. S. (2009). Misconceiving chemistry: the mismatch between chemical concepts and student thinking. School Science Review, 91(335), 87-96.

• Taber, K. S. (2009). Challenging Misconceptions in the Chemistry Classroom: resources to support teachers / El repte de les concepcions alternatives en química: recursos per ajudar al professorat. Educació Química ( 4), 13-20.

• Taber, K. S. & Bektas, O. (2009) Secondary science teaching in England: a view from the outside, School Science Review, 91(334), 111-118.

• Taber, K. S. & García-Franco, A. (2009). Intuitive thinking and learning chemistry. Education in Chemistry, 46 (2), pp.57-60.

• Taber, K. S. (2006) Teaching about ideas and evidence in science – towards a genuinely broad and balanced ‘science for all’, School Science Review, June 2006, 87 (321), pp.26-28 (Special editorial for theme issue on ‘Ideas and Evidence’).

• Taber, K. S. (2006) Exploring pupils’ understanding of key ‘nature of science’ terms though research as part of initial teacher education, School Science Review, June 2006, 87 (321), pp.51-61.

• Taber, K. S., Cooke, V. M., de Trafford, T., Lowe, T. J., Millins, S. & Quail, T. (2006) Learning to teach about ideas and evidence in science: experiences of teachers in training, School Science Review, June 2006, 87 (321), pp.63-73.

• Taber, K. S. & Riga, F. (2006) Lessons from the ASCEND project: able pupils’ responses to an enrichment programme exploring the nature of science, School Science Review, June 2006, 87 (321), pp.97-106.

• Taber, K. S., de Trafford, T. & Quail, T. (2006) Conceptual resources for constructing the concepts of electricity: the role of models, analogies and imagination, Physics Education, 41, pp.155-160.

• Tan, K-C. D., Noh, N-K., Chia, L-S. & Taber, K. S. (2003) Ions and ionisation energy, Australian Journal of Chemistry Education, 62, pp.21-26, 32.

• Taber, K. S. (2003) Examining structure and context - questioning the nature and purpose of summative assessment, School Science Review, 85 (311), pp.35-41.

• Taber, K. S. (2003) Responding to alternative conceptions in the classroom, School Science Review, 84 (308) pp.99-108.

• Taber, K. S. (2002) A core concept in teaching chemistry, School Science Review, 84 (306), pp.105-110.

• Taber, K. S. (2002) The science of physics teaching, Physics World, December, 53-54.

• Taber, K. S. (2001) When the analogy breaks down: modelling the atom on the solar system, Physics Education, 36 (3), 222-226.

• Taber, K. S. (2000) Finding the optimum level of simplification: the case of teaching about heat and temperature, Physics Education, 35 (5), pp.320-325.

• Taber, K. S. (2000) Should physics teaching be a research-based activity?, Physics Education, 35 (3), pp.163-168.

• Taber, K. S. (1999) Alternative conceptual frameworks in chemistry, Education in Chemistry, 36 (5) pp.135-137.

• Taber, K. S. (1999) Ideas about ionisation energy: a diagnostic instrument, School Science Review, 81 (295), pp.97-104.

• Taber, K. S. (1997) Student understanding of ionic bonding: molecular versus electrostatic thinking?, School Science Review, 78 (285), pp.85-95.

• Taber, K. S. (1996) Chlorine is an oxide, heat causes molecules to melt, and sodium reacts badly in chlorine: a survey of the background knowledge of one A level chemistry class, School Science Review, 78 (282), pp.39-48.

• Taber, K. S. (1995) An analogy for discussing progression in learning chemistry, School Science Review, 76 (276), pp.91-95.

• Taber, K. S. (1994) Student reaction on being introduced to concept mapping, Physics Education, 29 (5), pp.276-281.

• Taber, K. S. (1994) Misunderstanding the ionic bond, Education in Chemistry, 31 (4), pp.100-103.

• Taber, K. S. (1991) Girl-friendly physics in the national curriculum, Physics Education, 26 (4), pp.221-226.

• Taber, K. S. (1989) Energy - by many other names, School Science Review, 70 (252), pp.57-62. (This paper contains typographical errors introduced in production after the proof was check by the author.)

• Taber, K. S. (1985) The presence of dissolved gas in water - demonstration by salting out, School Science Review, 67 (238), pp.101-104.

Publications in peer-reviewed practitioner periodicals: short articles

• 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': http://cambridge.academia.edu/KeithTaber/Blog/5557/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). 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) Lesson 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.

Miscellaneous publications

• Taber, K. S., Brock, R., & Martínez Sainz, G. (2016) Thinking together, learning together, writing together: synergies and challenges in the collaborative supervisory relationship. Working Papers Series (February 2, 2016 ed., pp. 1-32). Cambridge: University of Cambridge Faculty of Education.
• Taber, K. S. (2010). Constructivist pedagogy is superior – it’s a matter of definition. Advanced Distributed Learning Newsletter for Educators and Educational Researchers, (October 2010). Retrieved from http://research.adlnet.gov/newsletter/academic/201010.htm

• Taber, K. S. (2010, Thursday 29 July 2010). What students really think about God, guardian.co.uk.

• Billingsley, B., Taber, K. S., & Riga, F. (2010). The silent treatment. Research Intelligence (112), 14.

• Taber, K. S. (2009). Learning from experience and teaching by example: reflecting upon personal learning experience to inform teaching practice. Journal of Cambridge Studies, 4(1), 82-91. (Invited opinion piece)

• Taber, K. S. (2008). Wanting it both ways – non-citable literature in the public domain. Research Intelligence, (102), 18-19.

• Taber, K. S. (2004) The Challenge of Teaching about Ideas and Evidence in Science, in Science Enhancement Programme, Teaching Ideas and Evidence in Science at Key Stage 3 (CDROM).

• Taber, K. S. (2004) Teaching ideas and Evidence in Science: Case Studies of Classroom Practice, in Science Enhancement Programme, Teaching Ideas and Evidence in Science at Key Stage 3 (CDROM).

• Taber, K. S. (2004) Exploring the Curriculum Model for Teaching about the Nature of Science, in Science Enhancement Programme, Teaching Ideas and Evidence in Science at Key Stage 3 (CDROM).

Dr Taber's staff profile page may be found here.