The University of Western Australia

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Grady Venville

Professor Grady Venville

Dean of Coursework Studies
Dean of Coursework Studies, Office of

Contact details
Office of Dean of Coursework Studies
The University of Western Australia (M466)
35 Stirling Highway
+61 8 6488 3811
BSc DipEd W.Aust. GradScEd PhD Curtin
Professor Grady Venville is acting Deputy Vice-Chancellor (Education) and has responsibility for the core educational activities of the University including undergraduate and postgraduate coursework and the student experience.

Professor Venville has a Bachelor of Science and a Graduate Diploma of Education from UWA and a Graduate Diploma in Science Education (Distinction) and PhD from Curtin University.

Career highlights have included a post-doctoral appointment at King’s College London; being appointed UWA’s first Professor of Science Education and first Dean of Coursework Studies; and being a member of the Australian Research Council College of Experts. Professor Venville’s research in science education focuses on conceptual development, curriculum integration and cognitive acceleration.

Grady has made a lifelong commitment to teaching and education. A central belief underpinning everything she does is that high quality education is critical not only for human development but also to a humane, healthy and peaceful society.

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.
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

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Tuesday, 3 November, 2015 2:39 PM