Citations (25)
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Richard Brock. (2015) Intuition and insight: two concepts that illuminate the tacit in science education. Studies in Science Education 51:2, pages 127-167.
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JIM MACKENZIE. (2011) Positivism and Constructivism, Truth and ‘Truth’. Educational Philosophy and Theory 43:5, pages 534-546.
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KeithS. Taber & Alejandra García-Franco. (2010) Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter. Journal of the Learning Sciences 19:1, pages 99-142.
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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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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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Jari Lavonen, Johanna Jauhiainen, Ismo T. Koponen & Kaarle Kurki‐Suonio. (2004) Effect of a long‐term in‐service training program on teachers' beliefs about the role of experiments in physics education. International Journal of Science Education 26:3, pages 309-328.
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Keith S. Taber. (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, pages 435-457.
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Keith S. Taber. (2001) The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: A typology of learning impediments. Educational Studies 27:2, pages 159-171.
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Jose Ma Oliva. (1999) Structural patterns in students' conceptions in mechanics. International Journal of Science Education 21:9, pages 903-920.
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KeithS. Taber. (1998) The sharing‐out of nuclear attraction: or ‘I can't think about physics in chemistry’. International Journal of Science Education 20:8, pages 1001-1014.
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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. (1997) A feeling for learning: modelling affective learning in school science. The Curriculum Journal 8:3, pages 351-365.
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Mike Watts. (1997) Emergent Theories: Towards Signs of Early Science. Early Child Development and Care 130:1, pages 59-73.
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Articles from other publishers (12)
Saeed Salimpour, Russell Tytler, Michael T. Fitzgerald & Urban Eriksson. (2023) Is the Universe Infinite? Characterising a Hierarchy of Reasoning in Student Conceptions of Cosmology Concepts Using Open-Ended Surveys. Journal for STEM Education Research 6:1, pages 102-129.
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Keith S. Taber. (2019) Alternative Conceptions and the Learning of Chemistry. Israel Journal of Chemistry 59:6-7, pages 450-469.
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Jarkko Joki & Maija Aksela. (2018) The challenges of learning and teaching chemical bonding at different school levels using electrostatic interactions instead of the octet rule as a teaching model. Chemistry Education Research and Practice 19:3, pages 932-953.
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Osvaldo Cappannini & Carlos Espíndola. (2017) Coherencia y congruencia en las representaciones utilizadas por estudiantes universitarios acerca de los estados de agregación. Educación Química 28:4, pages 275-281.
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Keith S. Taber. 2017. Science Education. Science Education
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Keith S. Taber. (2014) The significance of implicit knowledge for learning and teaching chemistry. Chem. Educ. Res. Pract. 15:4, pages 447-461.
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Jenaro Guisasola. 2014. International Handbook of Research in History, Philosophy and Science Teaching. International Handbook of Research in History, Philosophy and Science Teaching
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Alejandra García Franco & Keith S. Taber. (2010) Pensamiento intuitivo y aprendizaje de la química. Educación Química 21:2, pages 111-117.
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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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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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