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Gail  Diane Chittleborough
Gail Diane Chittleborough
Unknown affiliation
Verified email at deakin.edu.au
Title
Cited by
Cited by
Year
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
8532003
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
7402002
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
3942007
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
2102010
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
1612008
Linking the macroscopic and sub-microscopic levels: Diagrams
B Davidowitz, G Chittleborough
Multiple representations in chemical education, 169-191, 2009
1562009
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
1512005
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
1512004
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
1402016
Chemistry: A matter of understanding representations
DF Treagust, G Chittleborough
Subject-specific instructional methods and activities, 239-267, 2001
1342001
The role of teaching models and chemical representations in developing students' mental models of chemical phenomena
G Chittleborough
Curtin University, 2004
1252004
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
962002
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
872007
The development of theoretical frameworks for understanding the learning of chemistry
G Chittleborough
Learning with understanding in the chemistry classroom, 25-40, 2014
592014
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
582014
Why models are advantageous to learning science
GD Chittleborough, DF Treagust
Educación química 20 (1), 12-17, 2009
532009
The Role of Teaching Models and Chemical Representations in Developing Mental Models of Chemical Phenomena
GD Chittleborough
Thesis. Science and mathematics education centre, 2004
502004
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
342014
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
312014
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
182015
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