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  1.  42
    The Atom in the Chemistry Curriculum: Fundamental Concept, Teaching Model or Epistemological Obstacle?Keith S. Taber - 2003 - Foundations of Chemistry 5 (1):43-84.
    Research into learners' ideas aboutscience suggests that school and collegestudents often hold alternative conceptionsabout `the atom'. This paper discusses whylearners acquire ideas about atoms which areincompatible with the modern scientificunderstanding. It is suggested that learners'alternative ideas derive – at least in part –from the way ideas about atoms are presented inthe school and college curriculum. Inparticular, it is argued that the atomicconcept met in science education is anincoherent hybrid of historical models, andthat this explains why learners commonlyattribute to atoms properties (...)
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  2.  45
    Towards a Curricular Model of the Nature of Science.Keith S. Taber - 2008 - Science & Education 17 (2-3):179-218.
  3.  15
    Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge.Keith S. Taber - 2020 - Foundations of Chemistry 22 (2):309-334.
    This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if we (...)
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  4.  34
    Constructivism’s New Clothes: The Trivial, the Contingent, and a Progressive Research Programme Into the Learning of Science. [REVIEW]Keith S. Taber - 2006 - Foundations of Chemistry 8 (2):189-219.
    Constructivism has been a key referent for research into the learning of science for several decades. There is little doubt that the research into learners’ ideas in science stimulated by the constructivist movement has been voluminous, and a great deal is now known about the way various science topics may commonly be understood by learners of various ages. Despite this significant research effort, there have been serious criticisms of this area of work: in terms of its philosophical underpinning, the validity (...)
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  5.  6
    Learning Quanta: Barriers to Stimulating Transitions in Student Understanding of Orbital Ideas.Keith S. Taber - 2005 - Science Education 89 (1):94-116.
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  6.  16
    The Mismatch Between Assumed Prior Knowledge and the Learner's Conceptions: A Typology of Learning Impediments.Keith S. Taber - 2001 - Educational Studies 27 (2):159-171.
    This paper considers some of the reasons why motivated students in suitable learning environments may fail to learn from competent teachers. It draws upon work in the psychology of learning, and the considerable body of research that has been undertaken to explore the nature and origin of learners' alternative conceptions in science. A synthesis of ideas from this previous work suggests a simple typology of 'learning impediments' in terms of the mismatch between the learner's cognitive structure and the teacher's expectations. (...)
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  7. Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning.Keith S. Taber - 2003 - Science Education 87 (5):732-758.
  8.  7
    Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie : Second International Handbook of Science Education.Keith S. Taber - 2015 - Science & Education 24 (3):319-337.
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