Keith S Taber

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Kim Chwee Daniel TanNational Institute of Education, Nanyang Technological UniversityEmail yang diverifikasi di nie.edu.sg
Mike WattsProfessor of Education, Brunel University LondonEmail yang diverifikasi di brunel.ac.uk
Richard BrockKing's College LondonEmail yang diverifikasi di kcl.ac.uk
Kenneth RuthvenEmeritus Professor of Education, University of CambridgeEmail yang diverifikasi di cam.ac.uk
Karina AdboAssociate Professor (docent) Gothenburg UniversityEmail yang diverifikasi di gu.se
Prof Mark WinterbottomFaculty of Education, University of CambridgeEmail yang diverifikasi di cam.ac.uk
Canan NakiboğluBalıkesir üniversitesiEmail yang diverifikasi di balikesir.edu.tr
Avi Hofsteinprofessor of science educationEmail yang diverifikasi di weizmann.ac.il
Rachel Mamlok-NaamanPhD, Scientist, Researcher in Chemistry and Science education, Weizmann Institute of scienceEmail yang diverifikasi di weizmann.ac.il
Georgios TsaparlisProfessor Emeritus of Science Education, University of Ioannina, Department of ChemistryEmail yang diverifikasi di cc.uoi.gr
Colleen McLaughlinUniversity of Cambridge, University of SussexEmail yang diverifikasi di cam.ac.uk

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Keith S Taber

Emeritus Professor of Science Education, University of Cambridge

Email yang diverifikasi di cam.ac.uk - Beranda

Science Education Chemistry Education Chemical Education Gifted Education Physics Education


Judul Urutkan menurut kutipan Urutkan menurut tahun Urutkan menurut judul	Dikutip oleh Dikutip oleh	Tahun
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

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