David Treagust
David Treagust
Professor of Science Education
Verified email at
Cited by
Cited by
Conceptual change: A powerful framework for improving science teaching and learning
R Duit, DF Treagust
International journal of science education 25 (6), 671-688, 2003
Engineering education—Is problem-based or project-based learning the answer
JE Mills, DF Treagust
Australasian journal of engineering education 3 (2), 2-16, 2003
Development and use of diagnostic tests to evaluate students’ misconceptions in science
DF Treagust
International journal of science education 10 (2), 159-169, 1988
Inquiry in science education: International perspectives
F Abd‐El‐Khalick, S Boujaoude, R Duschl, NG Lederman, ...
Science education 88 (3), 397-419, 2004
A typology of school science models
AG Harrison, DF Treagust
International journal of science education 22 (9), 1011-1026, 2000
Learning in science: From behaviourism towards social constructivism and beyond
R Duit
International handbook of science education, 3-25, 1998
Secondary students' mental models of atoms and molecules: Implications for teaching chemistry
AG Harrison, DF Treagust
Science education 80 (5), 509-534, 1996
The role of submicroscopic and symbolic representations in chemical explanations
D Treagust, G Chittleborough, T Mamiala
International journal of science education 25 (11), 1353-1368, 2003
Learning about atoms, molecules, and chemical bonds: A case study of multiple‐model use in grade 11 chemistry
AG Harrison, DF Treagust
Science education 84 (3), 352-381, 2000
Students' understanding of the role of scientific models in learning science
DF Treagust, G Chittleborough, TL Mamiala
International journal of science education 24 (4), 357-368, 2002
The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple …
AL Chandrasegaran, DF Treagust, M Mocerino
Chemistry Education Research and Practice 8 (3), 293-307, 2007
Multiple representations in chemical education
JK Gilbert
Springer 4, 1-8, 2009
Current realities and future possibilities: Language and science literacy—empowering research and informing instruction
LD Yore, DF Treagust
International Journal of Science Education 28 (2-3), 291-314, 2006
Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument
F Haslam, DF Treagust
Journal of biological education 21 (3), 203-211, 1987
Conceptual change: A discussion of theoretical, methodological and practical challenges for science education
DF Treagust, R Duit
Cultural Studies of Science Education 3, 297-328, 2008
Teaching with analogies: A case study in grade‐10 optics
AG Harrison, DF Treagust
Journal of research in science teaching 30 (10), 1291-1307, 1993
A multidimensional framework for interpreting conceptual change events in the classroom
LM Tyson, GJ Venville, AG Harrison, DF Treagust
Science education 81 (4), 387-404, 1997
Validity and use of an instrument for assessing classroom psychosocial environment in higher education
BJ Fraser, DF Treagust
Higher education 15 (1), 37-57, 1986
Development and application of a diagnostic instrument to evaluate grade‐11 and‐12 students' concepts of covalent bonding and structure following a course of instruction
RF Peterson, DF Treagust, P Garnett
Journal of Research in science Teaching 26 (4), 301-314, 1989
Introduction: Macro, submicro and symbolic representations and the relationship between them: Key models in chemical education
JK Gilbert, DF Treagust
Multiple representations in chemical education, 1-8, 2009
The system can't perform the operation now. Try again later.
Articles 1–20