Grady Venville
Cited by
Cited by
A multidimensional framework for interpreting conceptual change events in the classroom
LM Tyson, GJ Venville, AG Harrison, DF Treagust
Science education 81 (4), 387-404, 1997
The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science
GJ Venville, VM Dawson
Journal of Research in Science Teaching 47 (8), 952-977, 2010
Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics
VM Dawson, G Venville
Research in Science Education 40 (2), 133-148, 2010
High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy?
V Dawson, GJ Venville
International Journal of Science Education 31 (11), 1421-1445, 2009
Exploring conceptual change in genetics using a multidimensional interpretive framework
GJ Venville, DF Treagust
Journal of Research in Science Teaching: The Official Journal of the …, 1998
Teaching science effectively with analogies: An approach for preservice and inservice teacher education
DF Treagust, AG Harrison, GJ Venville
Journal of Science Teacher Education 9 (2), 85-101, 1998
Using an analogical teaching approach to engender conceptual change
DF Treagust, AG Harrison, GJ Venville
International journal of science education 18 (2), 213-229, 1996
Curriculum integration: Eroding the high ground of science as a school subject?
GJ Venville, J Wallace, LJ Rennie, JA Malone
Studies in Science Education 37 (1), 43-83, 2002
An exploration of young children's understandings of genetics concepts from ontological and epistemological perspectives
G Venville, SJ Gribble, J Donovan
Science Education 89 (4), 614-633, 2005
Effects of a cognitive acceleration programme on Year I pupils
P Adey, A Robertson, G Venville
British Journal of Educational Psychology 72 (1), 1-25, 2002
The role of analogies in promoting conceptual change in biology
GJ Venville, DF Treagust
Instructional Science 24 (4), 295-320, 1996
Young children learning about living things: A case study of conceptual change from ontological and social perspectives
G Venville
Journal of Research in Science Teaching: The Official Journal of the …, 2004
The integration of science, mathematics, and technology in a discipline‐based culture
G Venville, J Wallace, LJ Rennie, J Malone
School science and Mathematics 98 (6), 294-302, 1998
Analogies in biology education: A contentious issue
DF Treagust
The American Biology Teacher 59 (5), 282-287, 1997
Bridging the boundaries of compartmentalised knowledge: Student learning in an integrated environment
G Venville, J Wallace, L Rennie, J Malone
Research in Science & Technological Education 18 (1), 23-35, 2000
Looking back, looking forward: Re-searching the conditions for curriculum integration in the middle years of schooling
J Wallace, R Sheffield, L Rénnie, G Venville
The Australian Educational Researcher 34 (2), 29-49, 2007
Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics
JA Shymansky, LD Yore, DF Treagust, RB Thiele, A Harrison, BG Waldrip, ...
Journal of Research in Science Teaching: The Official Journal of the …, 1997
A comparative analysis of analogies in secondary biology and chemistry textbooks used in Australian schools
RB Thiele, GJ Venville, DF Treagust
Research in Science Education 25 (2), 221-230, 1995
Decision making and sources of knowledge: How students tackle integrated tasks in science, technology and mathematics
G Venville, L Rennie, J Wallace
Research in science Education 34 (2), 115-135, 2004
Knowledge that counts in a global community: Exploring the contribution of integrated curriculum
LJ Rennie, G Venville, J Wallace
Routledge, 2013
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