| The use of Cronbach’s alpha when developing and reporting research instruments in science education KS Taber Research in Science Education 48 (6), 1273-1296, 2018 | 10446 | 2018 |
| Chemical misconceptions: prevention, diagnosis and cure KS Taber Royal Society of Chemistry, 2002 | 748* | 2002 |
| Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education KS Taber Chemistry Education Research and Practice 14 (2), 156-168, 2013 | 621 | 2013 |
| Building the structural concepts of chemistry: Some considerations from educational research KS TABER Chemistry Education Research and Practice 2 (2), 123-158, 2001 | 465 | 2001 |
| Constructivism as educational theory: Contingency in learning, and optimally guided instruction KS Taber Educational theory, 39-61, 2011 | 404 | 2011 |
| An alternative conceptual framework from chemistry education KS Taber International Journal of Science Education 20 (5), 597-608, 1998 | 380 | 1998 |
| Classroom-based research and evidence-based practice: An introduction K Taber Sage, 2013 | 376 | 2013 |
| Beyond constructivism: The progressive research programme into learning science KS Taber Studies in Science Education 42 (1), 125-184, 2006 | 287 | 2006 |
| Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure KS Taber International Journal of Science Education 22 (4), 399-417, 2000 | 276 | 2000 |
| Progressing science education: Constructing the scientific research programme into the contingent nature of learning science KS Taber Springer Science & Business Media, 2009 | 263 | 2009 |
| Learning at the symbolic level KS Taber Multiple representations in chemical education, 75-105, 2009 | 250 | 2009 |
| Case studies and generalizability: Grounded theory and research in science education KS Taber International Journal of Science Education 22 (5), 469-487, 2000 | 250 | 2000 |
| Chemistry lessons for universities?: A review of constructivist ideas KS Taber University chemistry education 4 (2), 63-72, 2000 | 249 | 2000 |
| Learners’ mental models of the particle nature of matter: A study of 16‐year‐old Swedish science students K Adbo, KS Taber International Journal of Science Education 31 (6), 757-786, 2009 | 244 | 2009 |
| Chemical Education: Towards Research-Based Practice MB Nakhleh, J Polles, E Malina, JK Gilbert, O De Jong, R Justi, ... Gilbert, JK, 69-94, 2002 | 243* | 2002 |
| The mismatch between assumed prior knowledge and the learner's conceptions: A typology of learning impediments KS Taber Educational Studies 27 (2), 159-171, 2001 | 243 | 2001 |
| Student understanding of ionic bonding: molecular versus electrostatic thinking KS Taber School Science Review 78 (285), 85-95, 1997 | 238 | 1997 |
| Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas KS Taber Science Education 89 (1), 94-116, 2005 | 235 | 2005 |
| Bonding KS Taber, RK Coll Chemical education: Towards research-based practice, 213-234, 2002 | 221 | 2002 |
| Misunderstanding the ionic bond KS Taber EDUCATION IN CHEMISTRY-LONDON- 31 (4), 100-100, 1994 | 214 | 1994 |
Kim Chwee Daniel TanNational Institute of Education, Nanyang Technological University在 nie.edu.sg 的电子邮件经过验证
