| 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 | 2284 | 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 | 2198 | 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 | 1498 | 1988 |
| Inquiry in science education: International perspectives F Abd‐El‐Khalick, S Boujaoude, R Duschl, NG Lederman, ... Science education 88 (3), 397-419, 2004 | 1467 | 2004 |
| A typology of school science models AG Harrison, DF Treagust International journal of science education 22 (9), 1011-1026, 2000 | 1110 | 2000 |
| Learning in science: From behaviourism towards social constructivism and beyond R Duit International handbook of science education, 3-25, 1998 | 1020 | 1998 |
| Secondary students' mental models of atoms and molecules: Implications for teaching chemistry AG Harrison, DF Treagust Science education 80 (5), 509-534, 1996 | 924 | 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 | 894 | 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 | 780 | 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 | 755 | 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 | 658 | 2007 |
| Multiple representations in chemical education JK Gilbert Springer, 2009 | 647 | 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 | 610 | 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 | 563 | 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 | 543 | 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 | 491 | 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 | 482 | 1997 |
| 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 | 452 | 1989 |
| 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 | 450 | 1986 |
| Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation‐reduction equations PJ Garnett, DF Treagust Journal of Research in Science Teaching 29 (2), 121-142, 1992 | 447 | 1992 |
