| 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 | 592 | 2010 |
| 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 | 479 | 1997 |
| Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics VM Dawson, G Venville Research in Science Education 40, 133-148, 2010 | 433 | 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 | 397 | 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 | 310 | 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 | 306 | 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 | 273 | 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 | 247 | 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 | 204 | 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 | 168 | 2002 |
| The role of analogies in promoting conceptual change in biology GJ Venville, DF Treagust Instructional Science 24 (4), 295-320, 1996 | 143 | 1996 |
| 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 | 114 | 2000 |
| 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 | 107 | 1998 |
| Integrating science with technology, engineering, and mathematics L Rennie, G Venville, J Wallace Taylor & Francis, 2012 | 106 | 2012 |
| Scientists reflect on why they chose to study science G Venville, L Rennie, C Hanbury, N Longnecker Research in Science Education 43 (6), 2207-2233, 2013 | 105 | 2013 |
| 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 | 105 | 2004 |
| Analogies in biology education: A contentious issue DF Treagust The American Biology Teacher 59 (5), 282-287, 1997 | 105 | 1997 |
| Knowledge that counts in a global community: Exploring the contribution of integrated curriculum LJ Rennie, G Venville, J Wallace Routledge, 2013 | 100 | 2013 |
| 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, 115-135, 2004 | 99 | 2004 |
| 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, 29-49, 2007 | 98 | 2007 |
