| 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 | 873 | 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 | 742 | 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 | 401 | 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 | 214 | 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 | 167 | 2008 |
| Linking the macroscopic and sub-microscopic levels: Diagrams B Davidowitz, G Chittleborough Multiple representations in chemical education, 169-191, 2009 | 161 | 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 | 157 | 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 | 147 | 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 | 147 | 2004 |
| Chemistry: A matter of understanding representations DF Treagust, G Chittleborough Subject-specific instructional methods and activities, 239-267, 2001 | 135 | 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 | 85 | 2007 |
| Why models are advantageous to learning science GD Chittleborough, DF Treagust Educación química 20 (1), 12-17, 2009 | 61 | 2009 |
| The development of theoretical frameworks for understanding the learning of chemistry G Chittleborough Learning with understanding in the chemistry classroom, 25-40, 2014 | 59 | 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 | 57 | 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 | 35 | 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 | 31 | 2014 |
| Representation construction: A guided inquiry approach for science education P Hubber, R Tytler, G Chittleborough STEM education in the junior secondary: the state of play, 57-89, 2018 | 18 | 2018 |
