Keith S Taber University of Cambridge

Keith S Taber University of Cambridge

image of staff member

Keith Taber

Professor of Science Education

Chair: Science, Technology & Mathematics Education Academic Group

E-mail Address: kst24@cam.ac.uk

Phone: (+44) 01223 330569

Qualifications

BSc(Hons), PGCE, DPSE, MSc, PhD, MA(Cantab), CSci, CChem, FRSC, CPhys, FInstP, CSciTeach, FHEA, FRSA

Profile

After graduating in chemistry, 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 Keith earned a diploma in the Practice of Science Education, his masters degree (MSc) for research into girls’ under-representation in physics and his doctorate for research into conceptual development in chemistry.

Keith joined the Faculty of Education in 1999. Initially he was involved primarily in initial teacher education, and for a number of years he was responsible for the Science/Physics route on the Secondary Partnership PGCE course which offers a Master’s level qualification in education from the University of Cambridge as well as the government’s national Qualified Teacher Status. (This route is now led by James de Winter.) Increasingly Dr Taber’s teaching shifted to higher degrees work, and he has held management roles for the part-time PhD and the master’s programme (MEd and MPhil courses). Dr Taber now teaches educational research methods across a range of faculty courses, whilst leading the Science, Technology and Mathematics Education academic group.

Dr. Taber was the RSC (Royal Society of Chemistry) Teacher Fellow for 2000-1, undertaking a project on Challenging Chemical Misconceptions. 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.