The University of Western Australia

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Grady Venville

Professor Grady Venville

Acting Deputy Vice-Chancellor (Education)/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