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
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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