Citations (46)
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Jie Liu & Viv Edwards. (2017) Trilingual education in China: perspectives from a university programme for minority students. International Journal of Multilingualism 14:1, pages 38-52.
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Richard Brock. (2016) The challenge of plural conceptions. Studies in Science Education 52:1, pages 81-92.
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Karina Adbo & Keith S. Taber. (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, pages 1107-1136.
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Elizabeth Anne Hopkins. (2014) Supporting pre-service teachers to enhance the effectiveness of their classroom practice through engaging with the ‘voice’ of their pupils. Teacher Development 18:1, pages 15-28.
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KeithS. Taber & Kim Chwee Daniel Tan. (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, pages 259-297.
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KeithS. Taber & Pat Bricheno. (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, pages 2021-2055.
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Alejandra García Franco & KeithS. Taber. (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, pages 1917-1952.
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KeithS. Taber. (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, pages 1333-1358.
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KeithS. Taber. (2008) Exploring Conceptual Integration in Student Thinking: Evidence from a case study. International Journal of Science Education 30:14, pages 1915-1943.
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ElizabethA. Hopkins. (2008) Classroom conditions to secure enjoyment and achievement: the pupils' voice. Listening to the voice of Every child matters
. Education 3-13 36:4, pages 393-401.
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KeithS. Taber. (2008) Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure. International Journal of Science Education 30:8, pages 1027-1053.
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ElizabethA. Hopkins. (2008) Work‐related learning: hearing students’ voices. Educational Action Research 16:2, pages 209-219.
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KeithS. Taber. (2006) Beyond Constructivism: the Progressive Research Programme into Learning Science. Studies in Science Education 42:1, pages 125-184.
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Samantha Seagram & JudithC. Daniluk. (2002) “It Goes with the Territory”. Women & Therapy 25:1, pages 61-88.
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Keith S. Taber. (2001) Shifting sands: a case study of conceptual development as competition between alternative conceptions. International Journal of Science Education 23:7, pages 731-753.
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Lily Orland. (2000) What's in a Line? Exploration of a research and reflection tool. Teachers and Teaching 6:2, pages 197-213.
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Keith S. Taber. (2000) Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education 22:4, pages 399-417.
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VanessaL. Dye. (1999) Is educational theory being valued by student teachers in further and higher education?. Journal of Vocational Education & Training 51:2, pages 305-319.
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KeithS. Taber. (1998) An alternative conceptual framework from chemistry education. International Journal of Science Education 20:5, pages 597-608.
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Mike Watts, Steve Alsop, Gillian Gould & Amanda Walsh. (1997) Prompting teachers’ constructive reflection: pupils’ questions as critical incidents. International Journal of Science Education 19:9, pages 1025-1037.
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KeithS. Taber. (1995) Development of Student Understanding: a case study of stability and lability in cognitive structure. Research in Science & Technological Education 13:1, pages 89-99.
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B.D. Kirkcaldy & M.L. Pope. (1992) A Structural Analysis of a Psycho-oncology Unit. European Work and Organizational Psychologist 2:1, pages 33-51.
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Ortrun Zuber‐Skerritt. (1991) Eliciting personal constructs of research, teaching, and#shor professional development. International Journal of Qualitative Studies in Education 4:4, pages 333-340.
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Paul McElwee. (1991) Transition from Personal to Scientific Understanding. Research in Science & Technological Education 9:2, pages 139-155.
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Articles from other publishers (22)
Susann Power, MariaLaura Di Domenico & Graham Miller. (2024) A longitudinal analysis of judgement approaches to sustainability paradoxes. Tourism Management 102, pages 104877.
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Jennifer H. Doherty, Jack A. Cerchiara & Mary Pat Wenderoth. (2023) Undergraduate students’ neurophysiological reasoning: what we learn from the attractive distractors students select. Advances in Physiology Education 47:2, pages 222-236.
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Keith S. Taber, Berry Billingsley & Fran Riga. (2021) Secondary students’ values and perceptions of science-related careers: responses to vignette-based scenarios. SN Social Sciences 1:5.
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Keith S. Taber. (2018) Alternative Conceptions and the Learning of Chemistry. Israel Journal of Chemistry 59:6-7, pages 450-469.
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Keith S. Taber. (2016) Supplementing the text: the role of appendices in academic papers. Chemistry Education Research and Practice 17:1, pages 6-9.
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Keith S. Taber. (2015) The role of interpretation in inferring student knowledge and understanding from research data. Chemistry Education Research and Practice 16:3, pages 423-428.
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Keith S. Taber, Berry Billingsley, Fran Riga & Helen Newdick. (2011) Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study. Science Education 95:6, pages 1000-1025.
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Olivia Kyriakidou. (2011) Relational perspectives on the construction of meaning. Journal of Organizational Change Management 24:5, pages 572-592.
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Elizabeth Hopkins. (2010) Classroom conditions for effective learning: hearing the voice of Key Stage 3 pupils. Improving Schools 13:1, pages 39-53.
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Keith S. Taber. (2006) Constructivism’s New Clothes: The Trivial, the Contingent, and a Progressive Research Programme into the Learning of Science. Foundations of Chemistry 8:2, pages 189-219.
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Lily Orland-Barak & Suzana Klein. (2005) The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education 21:4, pages 379-402.
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Keith S. Taber. (2003) Mediating mental models of metals: Acknowledging the priority of the learner's prior learning. Science Education 87:5, pages 732-758.
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Keith S. Taber & Mike Watts. (2017) Constructivism and concept learning in chemistry: perspectives from a case study. Research in Education 58:1, pages 10-20.
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William Lauder. (2008) Constructing meaning in the learning experience: the role of alternative theoretical frameworks. Journal of Advanced Nursing 24:1, pages 91-97.
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Sheila Sisto & Dawn Hillier. (1996) Advanced midwifery practice: myth and reality. British Journal of Midwifery 4:4, pages 179-182.
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George Jacobs. (1987) First experiences with peer feedback on compositions: Student and teacher reaction. System 15:3, pages 325-333.
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Ortrun Zuber-Skerritt. (1987) A repertory grid study of staff and students' personal constructs of educational research. Higher Education 16:5, pages 603-623.
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