H-Index & Metrics Top Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Social Sciences and Humanities H-index 82 Citations 26,906 288 World Ranking 92 National Ranking 5

Research.com Recognitions

Awards & Achievements

2010 - Fellow of the American Educational Research Association

Overview

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.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Top Publications

Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning

Reinders Duit;David F. Treagust.
International Journal of Science Education (2003)

1841 Citations

Development and use of diagnostic tests to evaluate students’ misconceptions in science

David F. Treagust.
International Journal of Science Education (1988)

1135 Citations

Inquiry in science education: International perspectives

Fouad Abd-El-Khalick;Saouma Boujaoude;Richard Duschl;Norman G. Lederman.
Science Education (2004)

1134 Citations

Learning in Science — From Behaviourism Towards Social Constructivism and Beyond

Reinders Duit;David F. Treagust.
(1998)

867 Citations

A typology of school science models

Allan G. Harrison;David F. Treagust.
International Journal of Science Education (2000)

833 Citations

Secondary students' mental models of atoms and molecules: Implications for teaching chemistry

Allan G. Harrison;David F. Treagust.
Science Education (1996)

756 Citations

The role of submicroscopic and symbolic representations in chemical explanations

David F. Treagust;Gail Chittleborough;Thapelo L. Mamiala.
International Journal of Science Education (2003)

659 Citations

Learning about atoms, molecules, and chemical bonds: A case study of multiple‐model use in grade 11 chemistry

Allan G. Harrison;David F. Treagust.
Science Education (2000)

656 Citations

Students' understanding of the role of scientific models in learning science

David F. Treagust;Gail Chittleborough;Thapelo L. Mamiala.
International Journal of Science Education (2002)

591 Citations

Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction

Larry D. Yore;David F. Treagust.
International Journal of Science Education (2006)

492 Citations

Profile was last updated on December 6th, 2021.
Research.com Ranking is based on data retrieved from the Microsoft Academic Graph (MAG).
The ranking h-index is inferred from publications deemed to belong to the considered discipline.

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