Keith S Taber
Keith was a professor of science education at the University of Cambridge, UK. He was a regular contributor to Education in Chemistry for over 20 years, and a previous editor of the journal Chemistry Education Research and Practice.
Keith taught in secondary schools and further education. His doctoral research concerned student understanding of concepts relating to chemical bonding. He was the Royal Society of Chemistry Teacher Fellow in 2000–2001 when he produced diagnostic instruments and teacher support materials reacting to students’ alternative conceptions in chemistry.
He was the author or editor of many books, research reports and articles about aspects of learning and teaching in chemistry and science. Keith carried out research into aspects of student thinking, understanding and learning of science. He taught educational research methods as well as supervising research student projects and was the author of an introductory text on classroom research. Keith was honoured in 2014 by being presented with the Royal Society of Chemistry Education Award.
MisconceptionsMass and dissolving | Chemical misconceptions II | 11–14 years
Use these questions to explore dissolving solids in liquids and tackle common misconceptions
MisconceptionsChemical misconceptions II: Spot the bonding | 14–16 years
Use this set of diagrams where learners must identify what types of bonding are represented to develop understanding and tackle misconceptions
ResourceChemical misconceptions II: Spot the bonding | 16–18 years
This activity explores learners knowledge of different bonding types through 18 diagrams
MisconceptionsIonic bonding: true or false? | Chemical misconceptions II
Check your learners’ understanding of ionic bonding with this true or false worksheet
ResourceChemical misconceptions II: Chemical comparisons
Compare, contract, and discuss the similarities and differences between chemical systems.
ResourceChemical misconceptions I: Concepts in chemistry
A person can be said to have acquired a concept once they are able to identify examples, and distinguish them from non-examples, this resource aims to support learners do so.
ResourceChemical misconceptions II: Scaffolding explanations
The materials comprise of two sets of questions requiring explanations - which may be used as a pre-test and post-test a worksheet.
ResourceChemical misconceptions II: Elements, compounds and mixtures
Explore and understand pure substances and mixtures; elements and compounds, through active study.
ResourceChemical misconceptions II: Acid strength
Learn more about acid solutions, and distinguishing between concentration and strength.
ResourceChemical misconceptions II: Ionisation energy
Use this activity as a revision of the topic, or a reinforcement of learner’s knowledge base, upholding what they know about ionisation energy.
MisconceptionsIron – a metal: true or false? | Chemical misconceptions II
Use these diagnostic questions to explore and develop learners’ understanding of metallic bonding and properties of particles vs substances
ResourceChemical misconceptions II: Precipitation
Discover more about ionic bonding, and how dissolving into solutions can effect bonds.
ResourceChemical misconceptions II: Definitions in chemistry
This exercise gives students an opportunity to discuss and give a critique of a selection of definitions (from various sources) of the most basic chemical terms
ResourceChemical misconceptions II: Revising the periodic table
A comprehensive exercise to support learners as they explore the Periodic Table, and build their knowledge base.
ResourceChemical misconceptions II: Revising acids
Use concept mapping as a technique to give learners the best opportunity to study acids and alkalis. Providing a comprehensive self study guide to the topic.
ResourceChemical misconceptions II: An analogy for the atom
Discover more around the solar system analogy for the structure of an atom. Looking closer at their similarities and differences.
ResourceChemical misconceptions II: Interactions
Support students to explore more forms of interactions between bonds, identify, and explain them.
ResourceChemical misconceptions II: Changes in chemistry
Explore chemical and physical change in chemistry, explain what each mean, and classify examples of these changes.
ResourceChemical misconceptions II: Predicting the melting temperature of carbon
Explore and explain the melting temperature of carbon, and the relationship between structure and properties.
ResourceChemical misconceptions II: Reaction mechanisms
Reaction mechanisms are an important part of understanding chemical interactions. This activity helps learners to identify them.