From the reviews: "In Progressing Science Education, Keith Taber argues that constructivism is in good health, that its researchers' shared assumptions of how learning is perceived to occur have been unassailable to date, and that continued new findings and refinement of theory warrant its continuation. ... For the new researcher, those who teach researchers, and those who wish to find contexts and support for their own research, this densely written and highly indexed review of research in Science Education provides a resource ... ." (Kirk Dorion, Teacher Development, Vol. 14 (4), November, 2010) "Progressing Science Education ... examines broadly conceptual change and constructivist developments. ... Taber has produced a book that captures an important phase of research in science education (conceptual change) in a place (England) and time (1978-1983) where he and others forged their skills and developed assumptions. The book provides a good overview of research on science learning and thus would be a valuable read for new entrants to science education research." (Richard Duschl, Science and Education, November, 2011) "Taber has produced a book that captures an important phase of research in science education (conceptual change) in a place (England) and time (1978-1983) where he and others forged their skills and developed assumptions. The book provides a good overview of research on science learning and thus would be a valuable read for new entrants to science education research."--- (Richard A. Duschl, International History, Philosophy and Science Teaching Group Newsletter, September, 2011) "In Progressing Science Education, Keith Taber provides a comprehensive defence of constructivism. He argues that how scientists work within constructivist research into science education may be different from natural science enquiry ... This densely written, highly structured, copiously referenced and exhaustively indexed book requires application and dedication from the reader for full appreciation. However, as a resource for researchers this volume will challenge and support their work for years to come." (Chris Fraser, Education in the North, Vol. 19, 2012)

• Science Education As a Research Field Within a Domain of Enquiry.- ‘Scientific’ Research in Education.- A Model of Science: Lakatos and Scientific Research Programmes.- A Scientific Research Programme Within Science Education.- The Negative Heuristic and Criticisms of Constructivism in Science Education.- Building the Protective Belt of the Progressive Research Programme.- The Positive Heuristic: Directions for Progressing the Field.- Final Thoughts: Is There Really a RP, and Does It Matter?.

From the reviews: "In Progressing Science Education, Keith Taber argues that constructivism is in good health, that its researchers' shared assumptions of how learning is perceived to occur have been unassailable to date, and that continued new findings and refinement of theory warrant its continuation. ... For the new researcher, those who teach researchers, and those who wish to find contexts and support for their own research, this densely written and highly indexed review of research in Science Education provides a resource ... ." (Kirk Dorion, Teacher Development, Vol. 14 (4), November, 2010) "Progressing Science Education ... examines broadly conceptual change and constructivist developments. ... Taber has produced a book that captures an important phase of research in science education (conceptual change) in a place (England) and time (1978-1983) where he and others forged their skills and developed assumptions. The book provides a good overview of research on science learning and thus would be a valuable read for new entrants to science education research." (Richard Duschl, Science and Education, November, 2011) "Taber has produced a book that captures an important phase of research in science education (conceptual change) in a place (England) and time (1978-1983) where he and others forged their skills and developed assumptions. The book provides a good overview of research on science learning and thus would be a valuable read for new entrants to science education research."--- (Richard A. Duschl, International History, Philosophy and Science Teaching Group Newsletter, September, 2011) "In Progressing Science Education, Keith Taber provides a comprehensive defence of constructivism. He argues that how scientists work within constructivist research into science education may be different from natural science enquiry ... This densely written, highly structured, copiously referenced and exhaustively indexed book requires application and dedication from the reader for full appreciation. However, as a resource for researchers this volume will challenge and support their work for years to come." (Chris Fraser, Education in the North, Vol. 19, 2012)

• Science Education As a Research Field Within a Domain of Enquiry.- ‘Scientific’ Research in Education.- A Model of Science: Lakatos and Scientific Research Programmes.- A Scientific Research Programme Within Science Education.- The Negative Heuristic and Criticisms of Constructivism in Science Education.- Building the Protective Belt of the Progressive Research Programme.- The Positive Heuristic: Directions for Progressing the Field.- Final Thoughts: Is There Really a RP, and Does It Matter?.

From the reviews: "In Progressing Science Education, Keith Taber argues that constructivism is in good health, that its researchers' shared assumptions of how learning is perceived to occur have been unassailable to date, and that continued new findings and refinement of theory warrant its continuation. ... For the new researcher, those who teach researchers, and those who wish to find contexts and support for their own research, this densely written and highly indexed review of research in Science Education provides a resource ... ." (Kirk Dorion, Teacher Development, Vol. 14 (4), November, 2010) "Progressing Science Education ... examines broadly conceptual change and constructivist developments. ... Taber has produced a book that captures an important phase of research in science education (conceptual change) in a place (England) and time (1978-1983) where he and others forged their skills and developed assumptions. The book provides a good overview of research on science learning and thus would be a valuable read for new entrants to science education research." (Richard Duschl, Science and Education, November, 2011) "Taber has produced a book that captures an important phase of research in science education (conceptual change) in a place (England) and time (1978-1983) where he and others forged their skills and developed assumptions. The book provides a good overview of research on science learning and thus would be a valuable read for new entrants to science education research."--- (Richard A. Duschl, International History, Philosophy and Science Teaching Group Newsletter, September, 2011) "In Progressing Science Education, Keith Taber provides a comprehensive defence of constructivism. He argues that how scientists work within constructivist research into science education may be different from natural science enquiry ... This densely written, highly structured, copiously referenced and exhaustively indexed book requires application and dedication from the reader for full appreciation. However, as a resource for researchers this volume will challenge and support their work for years to come." (Chris Fraser, Education in the North, Vol. 19, 2012)

• Science Education As a Research Field Within a Domain of Enquiry.- ‘Scientific’ Research in Education.- A Model of Science: Lakatos and Scientific Research Programmes.- A Scientific Research Programme Within Science Education.- The Negative Heuristic and Criticisms of Constructivism in Science Education.- Building the Protective Belt of the Progressive Research Programme.- The Positive Heuristic: Directions for Progressing the Field.- Final Thoughts: Is There Really a RP, and Does It Matter?.