Keith Stephen. Taber

Keith Stephen. Taber's AcademicInfluence.com Rankings

Education

#458

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#675

Historical Rank

education Degrees

Keith Stephen. Taber

Philosophy

#4526

World Rank

#7076

Historical Rank

Logic

#1958

World Rank

#2838

Historical Rank

philosophy Degrees

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Education
Philosophy

Keith Stephen. Taber's Degrees

Masters Chemistry University of Oxford
Bachelors Chemistry University of Oxford

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Keith Stephen. Taber's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education (2018) (3626)
Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education (2013) (273)
BUILDING THE STRUCTURAL CONCEPTS OF CHEMISTRY: SOME CONSIDERATIONS FROM EDUCATIONAL RESEARCH (2001) (261)
An alternative conceptual framework from chemistry education (1998) (223)
Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure (2000) (186)
Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas (2005) (158)
Beyond Constructivism: the Progressive Research Programme into Learning Science (2006) (149)
Progressing Science Education: Constructing the Scientific Research Programme into the Contingent Nature of Learning Science (2009) (147)
Progressing Science Education: Constructing the Scientific Research Programme into the Contingent Nature of Learning Science (2009) (147)
Shifting sands: a case study of conceptual development as competition between alternative conceptions (2001) (132)
Student Understanding of Ionic Bonding: Molecular versus Electrostatic Framework?. (1997) (132)
Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010) (132)
Case studies and generalizability: grounded theory and research in science education (2000) (129)
The secret life of the chemical bond: students’ anthropomorphic and animistic references to bonding (1996) (121)
The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: A typology of learning impediments (2001) (119)
Learning at the Symbolic Level (2009) (118)
Learners’ Mental Models of the Particle Nature of Matter: A study of 16‐year‐old Swedish science students (2009) (109)
Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning. (2003) (107)
Teaching and learning the concept of chemical bonding (2010) (103)
Chemistry lessons for universities?: a review of constructivist ideas (2000) (98)
Classroom-based Research and Evidence-based Practice (2007) (95)
Modelling Learners and Learning in Science Education (2013) (94)
Towards a Curricular Model of the Nature of Science (2008) (93)
Development of Student Understanding: a case study of stability and lability in cognitive structure (1995) (92)
Progressing Science Education (2009) (91)
Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure (2008) (83)
The Atom in the Chemistry Curriculum: Fundamental Concept, Teaching Model or Epistemological Obstacle? (2003) (82)
LEARNERS’ EXPLANATIONS FOR CHEMICAL PHENOMENA (2000) (82)
CONCEPTUALIZING QUANTA: ILLUMINATING THE GROUND STATE OF STUDENT UNDERSTANDING OF ATOMIC ORBITALS (2002) (70)
Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry (2013) (70)
The sharing‐out of nuclear attraction: or ‘I can't think about physics in chemistry’ (1998) (70)
Ethical considerations of chemistry education research involving ‘human subjects’ (2014) (67)
When the analogy breaks down: modelling the atom on the solar system (2001) (66)
Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study (2011) (65)
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 (2011) (59)
Modeling learners and learning in science education : developing representations of concepts, conceptual structure and conceptual change to inform teaching and research (2013) (57)
Finding the Optimum Level of Simplification: The Case of Teaching about Heat and Temperature. (2000) (57)
The ionisation energy diagnostic instrument: a two-tier multiple-choice instrument to determine high school students’ understanding of ionisation energy (2005) (56)
Researching Schools: Stories from a Schools-University Partnership for Educational Research (2006) (55)
Student Conceptions of Ionic Bonding: Patterns of thinking across three European contexts (2012) (55)
Classroom-based Research and Evidence-based Practice: An Introduction (2013) (50)
College Students’ Conceptions of Chemical Stability: The widespread adoption of a heuristic rule out of context and beyond its range of application (2009) (50)
Straw Men and False Dichotomies: Overcoming Philosophical Confusion in Chemical Education. (2010) (49)
Conceptions of assessment: trainee teachers' practice and values (2008) (48)
Exploring Conceptual Integration in Student Thinking: Evidence from a case study (2008) (48)
COMPOUNDING QUANTA: PROBING THE FRONTIERS OF STUDENT UNDERSTANDING OF MOLECULAR ORBITALS (2002) (47)
Science Education for Gifted Learners (2007) (46)
Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science (2014) (44)
How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe (2016) (41)
Students’ Conceptions of Ionisation Energy: A Cross‐cultural Study (2008) (41)
Conceptual Resources for Constructing the Concepts of Electricity: The Role of Models, Analogies and Imagination. (2006) (41)
An explanatory gestalt of essence: students’ conceptions of the ‘natural’ in physical phenomena (1996) (41)
Ideas about ionisation energy : a diagnostic instrument (1999) (40)
Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas (2014) (40)
A Common Core to Chemical Conceptions: Learners’ Conceptions of Chemical Stability, Change and Bonding (2013) (40)
Student reaction on being introduced to concept mapping (1994) (40)
UNDERSTANDING IONISATION ENERGY: PHYSICAL, CHEMICAL AND ALTERNATIVE CONCEPTIONS (2003) (39)
Science: Teaching School Subjects 11-19 (2005) (38)
Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning (2009) (38)
CONSTRUCTING CHEMICAL CONCEPTS IN THE CLASSROOM?: USING RESEARCH TO INFORM PRACTICE (2001) (38)
Gender Differences in Science Preferences on Starting Secondary School (1991) (37)
To What Extent Do Pupils Perceive Science to Be Inconsistent with Religious Faith? An Exploratory Survey of 13-14 Year-Old English Pupils. (2011) (36)
The significance of implicit knowledge for learning and teaching chemistry (2014) (36)
Girls’ interactions with teachers in mixed physics classes: results of classroom observation (1992) (34)
Upper Secondary French Students, Chemical Transformations and the “Register of Models”: A cross‐sectional study (2008) (34)
A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention (2017) (34)
Constructivism’s New Clothes: The Trivial, the Contingent, and a Progressive Research Programme into the Learning of Science (2006) (33)
Making learning happen: a guide for post-compulsory education (2014) (32)
Prioritising paradigms, mixing methods, and characterising the ‘qualitative’ in educational research (2012) (32)
Constructivism and concept learning in chemistry: perspectives from a case study (1997) (31)
LOST WITHOUT TRACE OR NOT BROUGHT TO MIND? - A CASE STUDY OF REMEMBERING AND FORGETTING OF COLLEGE SCIENCE (2003) (31)
ALTERNATIVE FRAMEWORKS IN CHEMISTRY (1999) (29)
Challenging Misconceptions in the Chemistry Classroom: Resources to Support Teachers (2009) (29)
Secondary school teachers’ perspectives on teaching about topics that bridge science and religion (2014) (28)
The Natures of Scientific Thinking: Creativity as the Handmaiden to Logic in the Development of Public and Personal Knowledge (2012) (28)
Science-Relatedness and Gender-Appropriateness of Careers: Some Pupil Perceptions. (1992) (27)
Exploring Learners’ Conceptual Resources: Singapore A Level Students’ Explanations in the Topic of Ionisation Energy (2007) (27)
Three levels of chemistry educational research (2013) (27)
Challenging gifted learners: general principles for science educators; and exemplification in the context of teaching chemistry (2010) (25)
The Many Faces of High School Chemistry (2014) (25)
Coordinating Procedural and Conceptual Knowledge to Make Sense of Word Equations: Understanding the complexity of a ‘simple’ completion task at the learner’s resolution (2009) (25)
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. (1996) (25)
Energy--By Many Other Names. (1989) (24)
Knowledge, beliefs and pedagogy: how the nature of science should inform the aims of science education (and not just when teaching evolution) (2017) (24)
Alternative Conceptions/Frameworks/Misconceptions (2014) (23)
Understanding Chemical Bonding: The Development of A Level Students' Understanding of the Concept of Chemical Bonding. (1997) (23)
Experimental research into teaching innovations: responding to methodological and ethical challenges (2019) (21)
Understanding and developing science teachers’ pedagogic content knowledge (2014) (21)
Knowledge that counts in a global community: exploring the contribution of integrated curriculum (2014) (21)
The application of the microgenetic method to studies of learning in science education: characteristics of published studies, methodological issues and recommendations for future research (2017) (20)
‘Intense, but it's all worth it in the end’: The colearner's experience of the research process (2002) (20)
Paying lip-service to research? The adoption of a constructivist perspective to inform science teaching in the English curriculum context (2010) (20)
Ionization Energy: Implications of Preservice Teachers’ Conceptions (2009) (19)
Models, Molecules and Misconceptions: A Commentary on “Secondary School Students’ Misconceptions of Covalent Bonding” (2011) (19)
Learning from Experience and Teaching by Example: Reflecting Upon Personal Learning Experience to Inform Teaching Practice (2009) (18)
Upper Secondary Students' Understanding of the Basic Physical Interactions in Analogous Atomic and Solar Systems (2013) (18)
Vive la Différence? Comparing “Like with Like” in Studies of Learners’ Ideas in Diverse Educational Contexts (2012) (18)
An introduction to classroom observation (classic edition) (2014) (17)
Exploring the language(s) of chemistry education (2015) (17)
Girl-friendly physics in the National Curriculum (1991) (17)
Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry (2014) (16)
Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools (2011) (16)
Lost and found in translation: guidelines for reporting research data in an ‘other’ language (2018) (16)
Constructing Active Learning in Chemistry: Concepts, Cognition and Conceptions (2014) (16)
Constructivism in Education: Interpretations and Criticisms from Science Education (2016) (15)
Conceptual Frameworks, Metaphysical Commitments and Worldviews: The Challenge of Reflecting the Relationships Between Science and Religion in Science Education (2013) (15)
Developing Chemical Understanding in the Explanatory Vacuum: Swedish High School Students’ Use of an Anthropomorphic Conceptual Framework to Make Sense of Chemical Phenomena (2013) (15)
Learning generic skills through chemistry education (2016) (15)
Exploring Student Learning From a Constructivist Perspective in Diverse Educational Contexts (2008) (15)
Recognising quality in reports of chemistry education research and practice (2012) (15)
Meeting Educational Objectives in the Affective and Cognitive Domains: Personal and Social Constructivist Perspectives on Enjoyment, Motivation and Learning Chemistry (2015) (14)
Inquiry teaching, constructivist instruction and effective pedagogy (2011) (14)
Reflecting the Nature of Science in Science Education (2017) (13)
Examining structure and context: questioning the nature and purpose of summative assessment : Assessment and science education (2003) (13)
Stella Vosniadou (Ed): International Handbook of Research on Conceptual Change (2011) (13)
A century of contributions to gifted education: illuminating lives (2016) (13)
The epiSTEMe pedagogical approach: essentials, rationales and challenges (2011) (13)
Understanding differences in trainee teachers' values and practice in relation to assessment (2008) (13)
The Nature of Student Conceptions in Science (2017) (12)
The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning (2017) (12)
Developing teachers as learning doctors (2005) (11)
Doctoral education: research-based strategies for doctoral students, supervisors and administrators (2014) (11)
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’ (2015) (11)
Alternative Conceptions and the Learning of Chemistry (2018) (11)
Epistemic Relevance and Learning Chemistry in an Academic Context (2015) (11)
Responding to Alternative Conceptions in the Classroom. (2003) (10)
Analysing symbolic expressions in secondary school chemistry: their functions and implications for pedagogy (2016) (10)
Non-random thoughts about research (2013) (9)
The Atom as a Tiny Solar System: Turkish High School Students’ Understanding of the Atom in Relation to a Common Teaching Analogy (2013) (9)
Visual data and their use in science education (2015) (9)
Effecting Principled Improvement in STEM Education: Research-based pedagogical development for student engagement and learning in early secondary-school physical science and mathematics (2010) (9)
Separating ‘Inquiry Questions’ and ‘Techniques’ to Help Learners Move between the How and the Why of Biology Practical Work (2016) (9)
Exploring pupils' understanding of key `nature of science' terms through research as part of initial teacher education (2006) (9)
Identifying research foci to progress chemistry education as a field (2017) (9)
The Nature of the Chemical Concept (2019) (9)
Developing teaching with an explicit focus on scientific thinking (2016) (8)
Can Science Pedagogy in English Schools Inform Educational Reform in Turkey (2009) (8)
Critical analysis of science textbooks: evaluating instructional effectiveness (2015) (8)
Science Education as a Field of Scholarship (2017) (8)
Lessons from the ASCEND project : able pupils' responses to an enrichment programme exploring the nature of science (2006) (8)
Molar and molecular conceptions of research into learning chemistry: towards a synthesis (2001) (8)
Introduction – the rationale for reading about ‘chemical knowledge for teaching’ (2019) (8)
Guiding the practice of constructivist teaching (2011) (7)
Should Physics Teaching Be a Research-based Activity?. (2000) (7)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Conceptual integration: a demarcation criterion for science education? (2006) (7)
Action Research and the Academy: seeking to legitimise a ‘different’ form of research (2013) (7)
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 (2015) (7)
Models and Modelling in Science and Science Education (2017) (7)
DEVELOPMENT OF A TWO-TIER MULTIPLE CHOICE DIAGNOSTIC INSTRUMENT TO DETERMINE A-LEVEL STUDENTS' UNDERSTANDING OF IONISATION ENERGY (2005) (7)
Teaching Gifted Learners in STEM Subjects : Developing Talent in Science, Technology, Engineering and Mathematics (2017) (7)
International Perspectives on Science Education for the Gifted : Key issues and challenges (2016) (7)
A Cross-National Study of Students’ Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey (2016) (7)
Chemistry education in the ICT age (2011) (7)
Representing Evolution in Science Education: The Challenge of Teaching About Natural Selection (2017) (6)
The Relationship Between Science and Religion: A Contentious and Complex Issue Facing Science Education (2017) (6)
Chemical Reactions are Like Hell Because (2016) (6)
How Was It for You?: the dialogue between researcher and colearner (2003) (6)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Intuitive physics: but whose intuition are we talking about? (2004) (6)
Learning to teach about `ideas and evidence' in science: experiences of teachers-in-training (2006) (5)
The Role of Conceptual Integration in Understanding and Learning Chemistry (2015) (5)
Progressing the Constructivist Research Programme to Advance Teaching and Learning about the Nature of Science (2009) (5)
Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge (2019) (5)
FACILITATING SCIENCE LEARNING IN THE INTER-DISCIPLINARY MATRIX - SOME PERSPECTIVES ON TEACHING CHEMISTRY AND PHYSICS (2003) (5)
The Routledge companion to education (2012) (5)
Advancing chemistry education as a field (2015) (5)
Beliefs and Science Education (2017) (5)
Researching moving targets: Studying learning progressions and teaching sequences (2017) (5)
Designing research in the social sciences (2015) (4)
Mind your language: metaphor can be a double-edged sword (2005) (4)
Constructivism and the Crisis in U.S. Science Education: An Essay Review (2009) (4)
Mediated Learning Leading Development—The Social Development Theory of Lev Vygotsky (2020) (4)
Psychology for the classroom: constructivism and social learning (2011) (4)
A Core Concept in Teaching Chemistry. (2002) (4)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Maths should be the last thing we teach (2009) (4)
Patterns in nature: challenging secondary students to learn about physical laws (2011) (4)
A Model of Science: Lakatos and Scientific Research Programmes (2009) (4)
A web-based ionisation energy diagnostic instrument: exploiting the affordances of technology (2019) (4)
Representations and visualisation in teaching and learning chemistry (2018) (4)
The international dimension of Chemistry Education Research and Practice (2012) (4)
Teaching secondary chemistry (2012) (3)
Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion (2020) (3)
Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie (eds): Second International Handbook of Science Education (2015) (3)
Who counts as an author when reporting educational research (2013) (3)
The CREST awards scheme: Challenging gifted and talented students through creative STEM project work (2010) (3)
Giftedness, intelligence, creativity, and the construction of knowledge in the science classroom (2016) (3)
Meeting the Needs of Gifted Science Learners in the Context of England's System of Comprehensive Secondary Education : The ASCEND Project (2012) (3)
Affect and Meeting the Needs of the Gifted Chemistry Learner: Providing Intellectual Challenge to Engage Students in Enjoyable Learning (2015) (3)
Quality, Level, and Acceptability, of Explanation in Chemical Education (2001) (3)
Ken Springer: Educational Research: A Contextual Approach (2013) (3)
Developing the thinking of gifted students through science (2007) (3)
Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions (2020) (3)
Pedagogic Doublethink: Scientific Enquiry and the Construction of Personal Knowledge Under the English National Curriculum for Science (2018) (3)
What Comes after Stable Octet? Stable Sub-Shell!. (2005) (2)
Celebrating a Successful and Practical Contribution to the Theory of Intelligence : An Essay Review (2010) (2)
Making Sense of ‘Making Sense’ in Science Education: A Microgenetic Multiple Case Study (2017) (2)
Supplementing the text: the role of appendices in academic papers (2016) (2)
The Negative Heuristic and Criticisms of Constructivism in Science Education (2009) (2)
Ions and ionisation energy (2003) (2)
A comprehensive vision of ‘the nature of science’ in science education (2010) (2)
The role of "practical" work in teaching and learning chemistry (2015) (2)
The impact of chemistry education research on practice: a cautionary tale (2014) (2)
Teaching and Learning Chemistry (2017) (2)
Documentaries can only mean one thing (2007) (2)
The cultures of science education across the world (2012) (2)
Knowledge sans frontières? : Conceptualising STEM in the curriculum to facilitate creativity and knowledge integration (2017) (2)
Constructing and communicating knowledge about chemistry and chemistry education (2014) (2)
Foundations for Teaching Chemistry: Chemical Knowledge for Teaching (2019) (2)
A Scientific Research Programme Within Science Education (2009) (2)
Intuitions, Conceptions and Frameworks: Modelling Student Cognition in Science Learning (2010) (2)
The continuing relevance of thinking logically (2007) (2)
Physics and pupil thinking - poles apart (2006) (2)
Is CER best considered a discipline or a field of study? Reply to Hannah Sevian's comment (2017) (2)
The nature and scope of chemistry education as a field (2012) (2)
Misconceiving chemistry: the mismatch between chemical concepts and student thinking (2009) (2)
The nature of science and the teaching of gifted learners (2016) (2)
Progressing chemistry education research as a disciplinary field (2019) (2)
Secondary science teaching in England: a view from the outside (2009) (2)
Science vs. Religion: What Scientists Really Think, by Elaine Howard Ecklund. Oxford University Press, Oxford, UK, 2010. xi + 228 pp. ISBN 9780195392982. (2014) (2)
Reply to Peter Campbell's comment on 'Having faith in sound knowledge' (2009) (1)
‘I’m sad that it is gone’: A case study of teachers’ views on teaching the nature of science at key stage 4 (2018) (1)
Science Education As a Research Field Within a Domain of Enquiry (2009) (1)
What is wrong with ‘practice’ papers (2016) (1)
Modelling Mental Activity (2013) (1)
Soham Village College: From research question to policy development (2006) (1)
Always a matter of interpretation: inferring student knowledge and understanding from research data (2017) (1)
Early Understanding of Intensive Properties of Matter: Developmental and Cultural Differences (2014) (1)
Foundations for Teaching Chemistry (2019) (1)
Learning from stories of researching schools (2006) (1)
Conducting research in educational contexts (2011) (1)
Exploring, Imagining, Sharing: Early Development and Education in Science (2019) (1)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Keeping all of the balls in the air (2009) (1)
Building the Protective Belt of the Progressive Research Programme (2009) (1)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: If you can't take the heat don't enter the classroom (2007) (1)
Blind scientists take a God's-eye view (2008) (1)
Components of Personal Knowledge: Characterising the Learner’s Conceptual Resources (2013) (1)
Crazy things that we teach in physics (2008) (1)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Layers of resistance impede the flow of understanding (2006) (1)
There's Danger in Folk Pedagogy. (2008) (1)
Preparing Chemistry Education Research Manuscripts for Publication (2014) (1)
What Strategies do Educational Researchers Use (2007) (1)
Working to meet the needs of school pupils who are gifted in science through school-university initial teacher education partnerships (2017) (1)
Developing Intellectual Sophistication and Scientific Thinking—The Schemes of William G. Perry and Deanna Kuhn (2020) (1)
Lessons for physics teachers based on Einstein's wisdom (2005) (1)
Chess variants & games: for intellectual development and amusement (2013) (1)
Physics exams should be made easier (2008) (1)
‘Scientific’ Research in Education (2009) (1)
The Centrality of Models for Knowledge Claims in Science Education (2013) (1)
The Challenge to Educational Reforms during a Global Emergency: The Case of Progressive Science Education (2021) (1)
Erratum to: Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry (2013) (1)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: The strange case of the balloon that stuck to an uncharged wall (2007) (1)
Weak foundations undermine teaching `scaffolding' (2005) (1)
Using Property Induction to Evaluate Understanding of Mixing (2013) (1)
What little they remember: understanding science in the life-world (2016) (1)
Education matters: sixty years of the British Journal of Educational Studies (2015) (1)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: What's in a name? Looking at physics as a curriculum subject (2005) (1)
Constructive Alternativism: George Kelly’s Personal Construct Theory (2020) (1)
Assigning Credit and Ensuring Accountability: An Editor’s Perspective on Authorship (2018) (1)
Reclaiming 'assessment for teaching' (2006) (1)
Teachers Planning Research (2007) (0)
Knowledge, beliefs and pedagogy: how the nature of science should inform the aims of science education (and not just when teaching evolution) (2016) (0)
Things you should not believe in science (2017) (0)
Teachers Evaluating Research Quality (2007) (0)
Teaching options must be broader (2005) (0)
Editorial Board (2014) (0)
Science Teaching Informed by an Appreciation of Student Thinking (2014) (0)
Deciphering Students’ Thinking on Ionisation Energy: Utilising a Web-Based Diagnostic Instrument (2019) (0)
Implications for Research (2013) (0)
Erratum to: Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry (2012) (0)
‘Chemical Reactions Are Like Hell because…’: Asking Gifted Science Learners to be Creative in a Curriculum Context that Encourages Convergent Thinking (2016) (0)
Spontaneous and induced conceptions (2007) (0)
A Provisional Synthesis: Learning, Teaching, and ‘Bugs’ in the System (2014) (0)
Energy in chemistry and chemical bonding (2019) (0)
The science of physics teaching (2002) (0)
Introduction. The Things Students Say: Learners’ Ideas About Science Topics (2014) (0)
Understanding, assessment and 'elliptical' thinking (2004) (0)
Reflecting the nature of chemistry in teaching (2019) (0)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Discovering students' interests opens doors to their learning (2004) (0)
A sound idea of string theory (2008) (0)
Teachers Collecting Evidence Through Research (2007) (0)
Modelling Conceptual Learning (2013) (0)
Secondary students’ values and perceptions of science-related careers: responses to vignette-based scenarios (2021) (0)
Encyclopedia of science education (2017) (0)
The Learner’s Ideas (2013) (0)
Teachers Interrogating the Evidence from Classroom Studies (2007) (0)
Methods and issues of teaching and learning (2003) (0)
Once Upon a Time, There were No Acids (2021) (0)
The Professional Teacher and Educational Research (2007) (0)
Thinking about 'big questions': a website to support teaching about how science works (2012) (0)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: The limits to discovery learning: an open letter to a headmaster (2005) (0)
The nature of chemistry as a science (2019) (0)
Classroom-based Research and Evidence-based Practice (Second Edition) (2013) (0)
Testing levels of understanding (2009) (0)
Secondary Science Teaching: A View from the Outside (2009) (0)
Editorial Board (2013) (0)
Why Is Learning Science So Difﬁ cult for Many Students (2014) (0)
Relating the Learner’s Knowledge to Public Knowledge (2013) (0)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Oversimplification of 'the truth' can act as a barrier to learning (2004) (0)
The epiSTEMe project : Devising a pedagogical intervention to support development of a dialogic teaching approach to early-secondary-school mathematics and science (2012) (0)
Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie (eds): Second International Handbook of Science Education (2014) (0)
"When can we claim that higher scores are higher?: Comment on “Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation” (2020) (0)
Psychology for teachers? (2010) (0)
Pure substances: Elements and compounds (2019) (0)
Final Thoughts: Is There Really a RP, and Does It Matter? (2009) (0)
Upper Secondary Students' Understanding of the Basic Physical Interactions in Analogous Atomic and Solar Systems (2012) (0)
Secondary Science Teachers’ Instructional Strategies for Promoting the Construction of Scientific Explanations (2023) (0)
Building a better lecture (2010) (0)
Some results on rotating fluid balls of Petrov type D (2007) (0)
Concepts in chemistry (2019) (0)
The Positive Heuristic: Directions for Progressing the Field (2009) (0)
The chemistry triplet (2019) (0)
Introduction to Part III: Knowledge in a Cognitive System Approach (2013) (0)
The philosophy of education: an introduction (2012) (0)
Causation in educational research, by Keith Morrison (2011) (0)
Building a library of chemistry education volumes (2017) (0)
Characterising and Labelling Learners’ Ideas (2014) (0)
Watching the plants grow (2019) (0)
Destructive associations disrupt the learning construction zone (2005) (0)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Clockwise, physics is on top of the world (2008) (0)
The end of academic standards? A lament on the erosion of scholarly values in the post-truth world (2018) (0)
Teaching and learning about the relationships between science and religion (2011) (0)
Saima Salehjee and Mike Watts, Becoming Scientific: Developing Science across the Life-Course, Cambridge Scholars Publishing: 2020; 257 pp.: ISBN: 1-5275-5498-8 (2022) (0)
Boundaries between Science and Religious Education Semi-structured Interview (2016) (0)
Teaching physics, physical processes, whatever... (2006) (0)
Thinking About Knowing and Learning: Metacognitive and Epistemological Limitations on Science Learning (2014) (0)
Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry (2012) (0)
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education (2017) (0)
Scholarly publishing: a partnership with mutual benefits and individual responsibilities (2019) (0)
Editorial Board (2015) (0)
Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge (2019) (0)
Beware discontinuities in learning (2009) (0)
Contextualising and integrating chemical knowledge (2019) (0)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Staring the obvious in the face: the case of the pitch-black room (2004) (0)
A history of American gifted education, by Jennifer L. Jolly (2020) (0)
Wave properties—a little light revision (2007) (0)
The most fundamental chemical concept: Substance (2019) (0)
Teachers Making the Case Through Reporting Research (2007) (0)
The Science Teacher as Learning Doctor (2014) (0)
The role of interpretation in inferring student knowledge and understanding from research data (2015) (0)
The physics education of superheroes (2006) (0)
What is this Thing Called Educational Research (2007) (0)
Innateness and Development: Cognitive Biases Inﬂ uencing Learners’ Ideas (2014) (0)
The Structure of the Learner’s Knowledge (2013) (0)
The Learner’s Thinking (2013) (0)
Engaging with debates on curriculum reform : The case of Chemistry (2017) (0)
Teachers Evaluating Research Relevance (2007) (0)
Related data for: A web-based ionisation energy diagnostic instrument: Exploiting the affordances of technology (2019) (0)
Models of Cognitive Development (2013) (0)
Introduction to Part IV: Development and Learning (2013) (0)
REFLECTIONS ON TEACHING AND LEARNING PHYSICS: Having faith in sound knowledge (with comment by Peter Campbell) (2009) (0)
The submicroscopic realm (2019) (0)
In your view. How should science teachers respond to the "science and religion debate? (2010) (0)
Spaced-out teaching and hard-nosed science (2009) (0)
Comment on “Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation” by S. W. Watson, A. V. Dubrovskiy and M. L. Peters, Chem. Educ. Res. Pract., 2020, 21, 528 (2020) (0)
The Nature of the Learner’s Knowledge (2013) (0)
Introduction to Part II: The Mental Register (2013) (0)
MasterClass in Science Education (2018) (0)
The Learner’s Understanding (2013) (0)
How do Educational Researchers Think about their Research (2007) (0)
Energy and chemical change (2019) (0)
Making sense of a pedagogic text (2021) (0)
Teaching science to the gifted in English state schools (2017) (0)
Shifting the culture of science education to teach about the nature of science (2014) (0)
Mansoor Niaz: From ‘Science in the Making’ to Understanding the Nature of Science: An Overview for Science Educators (2013) (0)
Wave goodbye to three types of radioactivity (2010) (0)

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