Professor David Treagust
Deputy Dean of Graduate Studies
Phone: +618 9266 7924
Room: 220.109
Email: d.f.treagust@curtin.edu.au
Qualifications
PhD (University of Iowa)
Research and Thesis Topics
- Identification, design and implementation of intervention strategies to challenge students’ conceptions
How intervention strategies can contribute to an enhanced understanding of science concepts; the long-term consequences on conceptual change; and the development of scientific knowledge. - Design of tests and other assessment instruments to diagnose student understanding of content in specific science areas
Development of diagnostic instruments in specific content areas to assess understanding of concepts as opposed to the possession of information. - Students’ use of analogies and models as an aid to their understanding of science concepts
Teachers’ use of representations such as analogies and models to enhance understanding of science concepts. How students use different representations to help understanding of science concepts.
Selected Publications
Chandrasegaran, AL, Treagust, D. F. & Mocerino, M. (2008). An evaluation of a teacher intervention to promote students’ ability to use multiple levels of representation when describing and explaining chemical reactions. Research in Science Education, 38(2), 237-248.
Chu, H-E, Treagust, D. F. & A.L. Chandrasegaran (2008). Naïve students’ conceptual development and beliefs: the need for multiple analyses to determine what contributes to student success in a university introductory physics course. Research in Science Education, 38(1),111-125.
Duit, R., Treagust, D., & Widodo, A. (2008). Teaching science for conceptual change – Theory and practice. In S. Vosniadou et al. (Ed.), International handbook of research on conceptual change (pp. 629-646). New York: Routledge.
Treagust, D. F. (2007). Research-based innovative units for enhancing students’ cognitive outcomes and interest in science. In R. Pinto and D Couso (Eds.), Contributions from science education research (pp. 11-26). Dordrecht, The Netherlands; Springer.
Tsui, C.-Y., & Treagust, D. F. (2007). Understanding genetics: Analysis of secondary students’ conceptual status. Journal of Research in Science Teaching, 44(2), 205-235.
Chittleborough, G., Mocerino, M., & Treagust, D. F. (2007). Achieving greater feedback and flexibility; Using online pre-laboratory exercises with non-major chemistry students. Journal of Chemical Education, 84 (5), 884-888.
Earnest, J & Treagust, D. F. (Eds.). (2006). Education reform in societies in transition: International perspectives. Rotterdam/Taipai: SensePublishers
Earnest, J & Treagust, D. F (2006). Setting the scene: Providing the framework and context. In Earnest, J & Treagust, D. F. (Eds.).(2006). Education reform in societies in transition: International perspectives (pp. 1-9). Rotterdam/Taipai: SensePublishers
Yore, L. D. & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy-empowering research and informing instruction. International Journal of Science Education, 28, (2-3), 291-314.
Hartley, M. S. & Treagust, D. F. (2006). Learning physical science in a rural South African school: A case study of student perceptions of the value of computer-assisted learning. Science Education International, 17(1), 13-29.
Gallos, M. R., van den Berg, & Treagust, D. F. (2005). The effect of integrated course and faculty development; experiences of a university chemistry department in the Philippines. International Journal of Science Education, 27(8), 985-1006.
Gilbert, J. G., De Jong, O., Justi, R. Treagust, D. F. & van Driel, J. H. (Eds.). (2002). Chemical education: Towards research based practice. Dordrecht, The Netherlands: Kluwer