KEITH S. TABER
University of Cambridge, Faculty of Education
University Lecturer in Education (Science)
BSc (Hons), PGCE, DPSE, MSc, PhD, CPhys, MInstP, CChem, FRSC, FRSA
Membership of Professional Bodies/Associations
Royal Society of
Institute of Physics
Association for Science
British Association for
the Advancement of Science
Royal Society for the
encouragement of Arts, manufacture and commerce
a science teacher in comprehensive secondary schools and a college of further
education, Keith Taber teaches on the secondary and middle school PGCE courses.
He was the RSC (Royal Society of Chemistry) Teacher Fellow for 2000-1 and the
CERG (Chemical Education Research Group) Lecturer for 2000.
Dr. Taber is the moderator of an international
electronic discussion list on learning in science. This list is intended as a
forum for discussion among teachers, researchers and others who are interested
in aspects of this topic. You may join the list at:
Academic area –
Editorial Board member
for the International Journal of Science Education
Associate Editor of
Chemical Education: Research and Practice
electronic journal available free on the internet at: http://www.uoi.gr/
Editorial Associate for
the School Science Review
Review Board member of
Chairman of the Royal
Society of Chemistry Chemical Education Research Group
and concept development in science
and science education
Current Research Project(s)
development in science: ECLIPSE
the needs of the most able in science (collaborative project): APECS
in science teaching and learning
misconceptions in the classroom (RSC sponsored project)
PGCE Physics Education tutor
Science coordinator for KS2/3 PGCE course
studies lecturer for Secondary PGCE course
lecturer for Secondary PGCE course
Taber, K. S. (1991) Gender differences in science preferences on
starting secondary school, Research in
Science & Technological Education, 9
(2), pp.245- 251.
Taber, K. S. (1992) Science-relatedness and gender-appropriateness of
careers: some pupil perceptions, Research
in Science & 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. (1994) Misunderstanding
the ionic bond, Education in Chemistry, 31 (4), pp.100-103.
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. (1994) Student reaction on being introduced to concept
mapping, Physics Education, 29
Taber, K. S. (1995) An analogy for discussing progression in learning
chemistry, School Science Review, 76
Taber, K. S. (1995) Development of Student Understanding: A Case Study
of Stability and Lability in Cognitive Structure, Research in Science & Technological Education, 13
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
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
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. (1997) Student understanding of ionic bonding: molecular
versus electrostatic thinking?, School
Science Review, 78 (285),
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.
Taber, K. S. (1998) An alternative conceptual framework from chemistry
education, International Journal of
Science Education, 20 (5),
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. (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
Taber, K. S. (2000) Case studies and generalisability – grounded
theory and research in Science Education, International
Journal of Science Education, 22
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. (2000) Should physics teaching be a research-based activity?,
Physics Education, 35
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. (2000) Chemistry lessons for universities?: a review of
constructivist ideas, University Chemistry
Education, 4 (2), pp.26-35.
Taber, K. S. (2000) Finding the optimum level of simplification: the
case of teaching about heat and temperature, Physics Education, 35
Taber, K. S. & Watts, M. (2000) Learners' explanations for chemical
phenomena, Chemistry Education: Research
and Practice in Europe, 1 (3),
pp.329-353, available at http://www.uoi.gr/conf_sem/cerapie/
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, available at http://www.uoi.gr/conf_sem/cerapie/
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, available at http://www.uoi.gr/conf_sem/cerapie/
Taber, K. S. (2001) The mismatch between assumed prior knowledge and the
learner's conceptions: a typology of learning impediments, Educational
Studies, 27 (2), pp.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
Taber, K. S. (2001) When the analogy breaks down: modelling the atom on
the solar system, Physics Education, 36
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
Taber, K. S. (2002) Chemical
misconceptions – prevention, diagnosis and cure, 2 volumes, London: Royal
Society of Chemistry (ISBN 0-85404-390-X)
Taber, K. S. (2002) Conceptualizing quanta – illuminating the ground
state of student understanding of atomic orbitals, Chemistry Education: Research and Practice in Europe, 3
Taber, K. S. (2002) Compounding quanta – probing the frontiers of
student understanding of molecular orbitals, Chemistry Education: Research and Practice in Europe, 3
Taber K. S. (2002) A core concept in teaching chemistry, School
Science Review, 84 (306),
Taber, K. S. & Coll, R. (in press) Chemical Bonding, chapter 9 of
Gilbert J. K. (general editor) Chemical
Education: Research-based Practice, Kluwer Academic Publishers BV.
Taber, K. S. (in press) The atom in the chemistry curriculum:
fundamental concept, teaching model or epistemological obstacle?, accepted for
publication in Foundations of Chemistry.
Taber, K. S. (in press) Responding to misconceptions in the classroom,
accepted for publication in School Science Review.
Taber, K. S. (in press) Mediating mental models of metals: acknowledging
the priority of the learner's prior learning, accepted for publication in