What is he best known for?
The fields of study he is best known for:
- Mathematics education
- Pedagogy
- Social science
His main research concerns Mathematics education, Science education, Pedagogy, Teaching method and Concept learning.
His research in the fields of Secondary education overlaps with other disciplines such as Diagnostic instrument.
His Science education study combines topics in areas such as Knowledge level, Teacher education, Literacy and Conceptualization.
His Pedagogy study incorporates themes from Analogy and Perspective.
His work deals with themes such as National Science Education Standards, Epistemology, Scientific modelling, Learning sciences and Education theory, which intersect with Teaching method.
The Concept learning study combines topics in areas such as Conceptual change, Conceptual framework and Descriptive knowledge.
His most cited work include:
- Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning (816 citations)
- Development and use of diagnostic tests to evaluate students’ misconceptions in science (490 citations)
- Inquiry in science education: International perspectives (458 citations)
What are the main themes of his work throughout his whole career to date?
David F. Treagust spends much of his time researching Mathematics education, Science education, Pedagogy, Teaching method and Chemistry.
His study in the field of Concept learning, Science instruction and Conceptual change is also linked to topics like Diagnostic instrument.
His research on Conceptual change concerns the broader Epistemology.
He has researched Science education in several fields, including Higher education, Educational research, Secondary education, Teacher education and Analogy.
His study brings together the fields of Context and Pedagogy.
His study of Chemistry education is a part of Chemistry.
He most often published in these fields:
- Mathematics education (68.32%)
- Science education (40.05%)
- Pedagogy (26.18%)
What were the highlights of his more recent work (between 2012-2021)?
- Mathematics education (68.32%)
- Science education (40.05%)
- Pedagogy (26.18%)
In recent papers he was focusing on the following fields of study:
His primary areas of investigation include Mathematics education, Science education, Pedagogy, Teaching method and Chemistry.
Mathematics education connects with themes related to Curriculum in his study.
The study incorporates disciplines such as Chemistry education, Mental representation, Higher education, Teacher education and Social science in addition to Science education.
His Teaching method research includes themes of Knowledge level, Multimethodology, Test validity, Qualitative research and Educational technology.
As part of the same scientific family, David F. Treagust usually focuses on Chemistry, concentrating on Problem-based learning and intersecting with Torrance Tests of Creative Thinking and Creative thinking.
David F. Treagust interconnects Psychological intervention, Science instruction, Affect, Intervention and Logical reasoning in the investigation of issues within Concept learning.
Between 2012 and 2021, his most popular works were:
- Teaching Science for Conceptual Change: Theory and Practice (97 citations)
- General Instructional Methods and Strategies (71 citations)
- Multiple representations in biological education (55 citations)
In his most recent research, the most cited papers focused on:
- Mathematics education
- Pedagogy
- Social science
David F. Treagust focuses on Mathematics education, Science education, Teaching method, Concept learning and Pedagogy.
The concepts of his Mathematics education study are interwoven with issues in Curriculum and Chemistry.
His Science education research is multidisciplinary, incorporating elements of Mental representation, Higher education, Rasch model, Teacher education and Social science.
His Teaching method research is multidisciplinary, incorporating perspectives in Knowledge level, Qualitative research and Multimethodology.
His Concept learning study integrates concerns from other disciplines, such as Active learning, Learning sciences, Faculty development, Logical reasoning and Constructivism.
His study in the field of National curriculum, Curriculum development and Educational research also crosses realms of Science and engineering.
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