The University of Western Australia

UWA Staff Profile

Ipsum Lorem

Professor Grady Venville

Professor/Dean of Coursework Studies
Thinking Science Australia

Contact details
Address
Thinking Science Australia
The University of Western Australia (M466)
35 Stirling Highway
CRAWLEY WA 6009
Australia
Phone
+61 8 6488 3811
Email
grady.venville@uwa.edu.au
Qualifications
BSc DipEd W.Aust. GradScEd PhD Curtin
Publications
Books
Venville, G., & Dawson, V. (2012). The art of teaching science (2nd edition). Sydney, Australia: Allen and Unwin.
Rennie, L., Venville, G. Wallace, (Eds). (2012). Case studies in integrated curriculum: Issues, reflections and ways forward. New York: Taylor and Francis.
Rennie, L., Venville, G. & Wallace, J. (2012). Knowledge that counts in a global community: Exploring the contribution of integrated curriculum. London: Routledge.
Dawson, V. & Venville, G. (Eds.). (2007). The art of teaching primary science. Sydney, Australia: Allen and Unwin.
Adey, P., Robertson, A., & Venville, G. (2001). Let’s think! A cognitive acceleration programme for 5 and 6 year old children. Windsor, UK: NFER-Nelson.

Refereed journal articles
Donovan, J., & Venville, G. (2012). Exploring the influence of the mass media on primary students’ conceptual understanding of genetics. Education 3 to 13, 40(1),75-95.
Tao, Y., Oliver, M. & Venville, G. (2012). Chinese and Australian year 3 children’s conceptual understanding of science. International Journal of Science Education. 34(6), 879-901.
Salter, Z., Venville, G., & Longnecker, N. (2011). An Australian story: School sustainability education in the lucky country. Australian Journal of Environmental Education, 27(1), 149-159.
Venville, G., Wilhelm, J., & Louisell, R. (2012). A complex dynamic systems view of young children’s knowledge about the Moon. Research in Science Education, 42(4), 729-752.
Coward, D. M., Venville, G., Todd, M., Laas-Bourez, M., Zadnik, M., Heary, A., Klotz, A., Boer, M., Longnecker, N., (2011). The Zadko Telescope: A resource for cross-cultural science education enrichment. Advances in Space Research. 47, 1922-1930.
Oliver, M., & Venville., G. (2011). An exploratory case study of Olympiad students’ attitudes towards and passion for science. International Journal of Science Education, 33(16), 2295-2322.
Dawson, V., Carson, K., & Venville, G. (2010). Genetics education in the 21st century. Teaching Science, 56(4), 38-42.
Venville, G., Oliver, M., Longnecker, N., & Rennie, L. (2010). Selecting science subjects: Why students do, why they can’t! Teaching Science, 56(3), 19-26.
Rennie, L., Venville, G., & Wallace, J. (2011). Learning science in an integrated classroom: Finding balance through theoretical triangulation. Journal of Curriculum Studies. 43(2), 139-162.
Venville, G. & Dawson, V. (2010). The impact of an argumentation intervention on Grade 10 students’ conceptual understanding of genetics. Journal of Research in Science Teaching, 47(8), 952-977.
Dawson, V., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics. Research in Science Education,40 (2), 133-148. http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11165-008-9104-y
Research profile
Research profile and publications
 

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Monday, 1 October, 2012 4:15 PM

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