Classroom-based Research and Evidence-based Practice: A Guide for Teachers - Tapa blanda

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Keith Taber trained as a graduate teacher of chemistry and physics, and taught sciences in comprehensive secondary schools in England. He moved into further education where he taught physics and chemistry to A level, science studies to adult students, and research methods on an undergraduate education programme. He acted as the mentor for trainee science teachers on placement at the college. Whilst working as a teacher he earned his masters degree for research into girls under-representation in physics and his doctorate for research into conceptual development in chemistry. He joined the Faculty of Education in 1999. Please refer to Keith Taber's web pages. Dr. Taber was the RSC (Royal Society of Chemistry) Teacher Fellow for 2000-1, undertaking a project on Challenging Chemical Misconceptions (http://www.chemsoc.org/networks/learnnet/miscon2.htm). He was the CERG (Chemical Education Research Group) Lecturer for 2000. He wrote a column (Reflections on Teaching and Learning Physics) for the journal Physics Education over a period of 6 years. He led the Cambridge project on teaching about ideas and evidence in science for the National KS3 Strategy (http://www.standards.dfes.gov.uk/keystage3/casestudies/cs_sc_ideas). Dr. Taber is the moderator of an international electronic discussion list on learning in science. This list is intended as a forum for discussion among teachers, researchers and others who are interested in aspects of this topic. You may join the list at: http://uk.groups.yahoo.com/group/learning-science-concepts/