Professor Grady Venville
Dean of Coursework Studies
Dean of Coursework Studies, Office of the
- Contact details
- Office of the Dean of Coursework Studies
The University of Western Australia (M466)
35 Stirling Highway
CRAWLEY WA 6009
- +61 8 6488 2077
- BSc DipEd W.Aust. GradScEd PhD Curtin
- Grady Venville was appointed Dean of Coursework Studies at the University of Western Australia in January 2013. Previously she was Winthrop Professor of Science Education in the Graduate School of Education. Grady is known internationally for her research in science education, particularly in the fields of curriculum integration and students’ cognitive understanding of complex scientific ideas such as genetics. She has published more than 50 papers in scholarly journals and is the co-author of the highly regarded “Let’s Think!” a cognitive acceleration program for Year 1 students in the United Kingdom. She also is the co-editor of the widely used textbooks “The Art of Teaching Science” “The Art of Teaching Primary Science”. Grady is passionate about the teaching and learning of science and believes that inspiring and motivating students in their science learning is as equally important as helping them to develop appropriate cognitive understandings.
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
- Funding received
- 2010 – 2012: G. Venville & P. Adey. “Thinking Australia: A Cognitive Acceleration Program to Raise High School Students’ Achievement in Science.” A nationally competitive Discovery research grant awarded by the Australian Research Council. Project ID – DP1093877 (Total $334,000)
2010 – 2012: D. Blair, G. Venville, N. Longnecker, M. Zadnik & D. Coward. “Measuring the Effectiveness of Specialist Science Enrichment Programs.” A nationally competitive Linkage research grant awarded by the Australian Research Council and co-funded by Graham (Polly) Farmer Foundation and the Gravity Discovery Centre Foundation. Project ID – LP100100640 (Total $740,000)
2009 - 2011: G. Venville, N. Longnecker & L. Rennie. “Beyond the Beaker: Maximising the Impact of a Science Careers Program on High School Students’ Attitudes towards Science”. A nationally competitive Linkage research grant awarded by the Australian Research Council and co-funded by Scitech and Chevron. Project ID – LP0989409 (Total $260,000)
- Previous positions
- 2007 – 2012: Professor of Science Education, Graduate School of Education, Faculty of Life and Physical Science, University of Western Australia, Australia
June 2004 - December 2006: Associate Professor of Science and Technology Education, Edith Cowan University , School of Education, Perth, Australia.
January 2002 – June 2004: Lecturer in Science Education, Masters Course Coordinator, Curtin University of Technology, Perth, Australia
January 2001 – December 2001: Lecturer in Science Education, Edith Cowan University, School of Education, Perth, Australia
September 2000 – December 2000: Science Teacher, Presbyterian Ladies College, Perth, Australia
January 1999 – July 2000: Research Associate, King’s College, University of London, School of Education, London, United Kingdom
1985 - 1998: Various teaching and research positions in Australia and Japan
- Research profile
Research profile and publications