Keith Taber

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Although reasoning skills have been investigated in a number of different domains, very little is known about how children and adults use them in chemistry. Here, participants from 4 years to adults saw various mixtures presented using a standard property induction paradigm. The category and appearance of everyday materials were varied to assess the extent(More)
Chemistry and physics are often considered as two well established and closely linked scientific disciplines. As well as there being recognised common ground between the two subjects, it is generally accepted that key aspects of chemistry are supported by a foundation of physics. The present editorial article introduces a suite of papers exploring aspects(More)
This article describes an attempt to integrate teaching about an aspect of science ‘content’ with an aspect of the nature of science (NOS), through the development of a practical research-informed teaching module for use in key stage 3 (ages 11–14). The module concerned electrical circuits, and the NOS aspect focused on the role of models and analogies in(More)
Many properties of substances/materials are intensive, and children are widely believed to have difficulties with reasoning about intensive quantities. Here we used a novel judgment method, together with a cross-cultural paradigm to study 4to 9-year-olds’ understanding of the intensity/ concentration (sweetness) of sugar-water solutions. UK children knew(More)
The UK government has an aspiration to make teaching a ‘master’s level profession’. That is, in the future it will be expected that teachers should be qualified to at least Master’s degree level. Initial teacher education courses in major UK universities now tend to be offered at post-graduate level, being seen as the first part of a master’s degree (as(More)
Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum(More)
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