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 | 893 | 2003 |
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 | 749 | 2002 |
The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level G Chittleborough, DF Treagust Chemistry education research and practice 8 (3), 274-292, 2007 | 406 | 2007 |
Student-generated submicro diagrams: A useful tool for teaching and learning chemical equations and stoichiometry B Davidowitz, G Chittleborough, E Murray Chemistry Education Research and Practice 11 (3), 154-164, 2010 | 218 | 2010 |
Correct interpretation of chemical diagrams requires transforming from one level of representation to another G Chittleborough, D Treagust Research in science education 38, 463-482, 2008 | 171 | 2008 |
Linking the macroscopic and sub-microscopic levels: Diagrams B Davidowitz, G Chittleborough Multiple representations in chemical education, 169-191, 2009 | 165 | 2009 |
Students’ perceptions of the role of models in the process of science and in the process of learning GD Chittleborough, DF Treagust, TL Mamiala, M Mocerino Research in Science & Technological Education 23 (2), 195-212, 2005 | 159 | 2005 |
Successful university-school partnerships: An interpretive framework to inform partnership practice M Jones, L Hobbs, J Kenny, C Campbell, G Chittleborough, A Gilbert, ... Teaching and Teacher Education 60, 108-120, 2016 | 152 | 2016 |
Students' understanding of the descriptive and predictive nature of teaching models in organic chemistry DF Treagust, GD Chittleborough, TL Mamiala Research in Science Education 34, 1-20, 2004 | 149 | 2004 |
Chemistry: A matter of understanding representations DF Treagust, G Chittleborough Subject-specific instructional methods and activities, 239-267, 2001 | 138 | 2001 |
The role of teaching models and chemical representations in developing students' mental models of chemical phenomena G Chittleborough Curtin University, 2004 | 121 | 2004 |
Constraints to the development of first year university chemistry students’ mental models of chemical phenomena GD Chittleborough, DF Treagust, M Mocerino Focusing on the student, 43-50, 2002 | 92 | 2002 |
Achieving greater feedback and flexibility using online pre-laboratory exercises with non-major chemistry students GD Chittleborough, DF Treagust, M Mocerino Journal of Chemical Education 84 (5), 884, 2007 | 87 | 2007 |
Why models are advantageous to learning science GD Chittleborough, DF Treagust Educación química 20 (1), 12-17, 2009 | 63 | 2009 |
The development of theoretical frameworks for understanding the learning of chemistry G Chittleborough Learning with understanding in the chemistry classroom, 25-40, 2014 | 61 | 2014 |
Learning how to teach chemistry with technology: Pre-service teachers’ experiences with integrating technology into their learning and teaching G Chittleborough Journal of Science Teacher Education 25 (4), 373-393, 2014 | 58 | 2014 |
The Role of Teaching Models and Chemical Representations in Developing Mental Models of Chemical Phenomena GD Chittleborough Thesis. Science and mathematics education centre, 2004 | 50 | 2004 |
Science teacher education partnerships with schools (STEPS): Partnerships in science teacher education JD Kenny, L Hobbs, S Herbert, G Chittleborough, C Campbell, M Jones, ... Australian Journal of Teacher Education (Online) 39 (12), 43-65, 2014 | 36 | 2014 |
The" new" science specialists: Promoting and improving the teaching of science in primary schools C Campbell, G Chittleborough Teaching Science 60 (1), 19-29, 2014 | 32 | 2014 |
Building productive partnerships for STEM education: Evaluating the model and outcomes of the scientists and mathematicians in schools program 2015 R Tytler, D Symington, G Williams, P White, C Campbell, G Chittleborough, ... Deakin University, 2015 | 20 | 2015 |