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D-Index & Metrics

Social Sciences and Humanities

D-Index
31
Citations
5427
World Ranking
7474
National Ranking
530

Grady Venville publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Grady Venville sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 126 publications — 28th percentile

28% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Grady Venville D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Grady Venville sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 31 D-Index — 5th percentile

5% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Grady Venville is affiliated with the University of Western Australia. Their research primarily spans the fields of Social Sciences and Psychology, with a specialized focus on Education, Developmental and Educational Psychology, Human-Computer Interaction, Sociology and Political Science, and Social Psychology.

The main topics in their research include Science Education and Pedagogy, Education and Critical Thinking Development, Virtual Reality Applications and Impacts, Conferences and Exhibitions Management, Animal and Plant Science Education, Educational Strategies and Epistemologies, and Education Methods and Practices.

Venville's recent publications cover a range of subjects related to science education and pedagogy in different educational contexts. Selected published works are:

  • Exploring participant engagement during an astrophysics virtual reality experience at a science festival, 2020, International Journal of Science Education Part B
  • Testing a methodology for the development of socioscientific issues to enhance middle school students' argumentation and reasoning, 2020, Research in Science & Technological Education
  • Developing and implementing an Einsteinian science curriculum from years 3-10: B. Teacher upskilling: response to training and teacher's classroom experience, 2024, Physics Education
  • 'Why can't people see or understand or make that effort to see who I am?': documenting the experiences of low socioeconomic students at an elite tertiary institution through a social identity lens, 2024, The Australian Educational Researcher
  • Gender response to Einsteinian physics interventions in school, 2020, Physics Education

Frequent co-authors collaborating with Venville include Magdalena Kersting, T. Kaur, D. G. Blair, David F. Treagust, and Marjan Zadnik.

The scholar has contributed to a number of publication venues, notably:

  • Physics Education
  • International Journal of Science Education Part B
  • Research in Science & Technological Education
  • The Australian Educational Researcher
  • arXiv (Cornell University)

Best Publications

  • The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science

    Grady J. Venville;Vaille M. Dawson

  • A multidimensional framework for interpreting conceptual change events in the classroom

    Louise M. Tyson;Grady J. Venville;Allan G. Harrison;David F. Treagust

  • Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics

    Vaille Maree Dawson;Grady Venville

  • High-School Students' Informal Reasoning and Argumentation about Biotechnology: An Indicator of Scientific Literacy?.

    Vaille Dawson;Grady Jane Venville

  • Exploring Conceptual Change in Genetics Using a Multidimensional Interpretive Framework.

    Grady J. Venville;David F. Treagust

  • Teaching Science Effectively With Analogies: An Approach for Preservice and Inservice Teacher Education

    David F. Treagust;Allan G. Harrison;Grady J. Venville

  • Using an analogical teaching approach to engender conceptual change

    David F. Treagust;Allan G. Harrison;Grady J. Venville

  • Curriculum Integration: Eroding the High Ground of Science as a School Subject?

    Grady J. Venville;John Wallace;Léonie J. Rennie;John A. Malone

  • An Exploration of Young Children's Understandings of Genetics Concepts from Ontological and Epistemological Perspectives

    Grady Venville;Susan J. Gribble;Jennifer Donovan

  • Effects of a cognitive acceleration programme on Year 1 pupils.

    Philip Adey;Anne Robertson;Grady Venville

  • The role of analogies in promoting conceptual change in biology

    Grady J. Venville;David F. Treagust

  • Analogies in Biology Education: A Contentious Issue.

    Grady J. Venville;David F. Treagust

  • Young Children Learning about Living Things: A Case Study of Conceptual Change from Ontological and Social Perspectives.

    Grady Venville

  • The Integration of Science, Mathematics, and Technology in a Discipline-Based Culture

    Grady Venville;John Wallace;Léonie J. Rennie;John Malone

  • Scientists Reflect on Why They Chose to Study Science

    Grady Venville;Léonie Rennie;Colin Hanbury;Nancy Longnecker

  • Looking Back, Looking Forward: Re-Searching the Conditions for Curriculum Integration in the Middle Years of Schooling

    John Wallace;Rachel Sheffield;Leonie Rénnie;Grady Venville

  • Bridging the Boundaries of Compartmentalised Knowledge: Student learning in an integrated environment

    Grady Venville;John Wallace;Léonie Rennie;John Malone

  • A comparative analysis of analogies in secondary biology and chemistry textbooks used in Australian schools

    Rodney B. Thiele;Grady J. Venville;David F. Treagust

  • Knowledge that Counts in a Global Community: Exploring the Contribution of Integrated Curriculum

    Léonie J. Rennie;Grady Jane Venville;John Wallace

  • Decision Making and Sources of Knowledge: How Students Tackle Integrated Tasks in Science, Technology and Mathematics

    Grady Venville;Léonie Rennie;John Wallace

  • Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics

    James A. Shymansky;Larry D. Yore;David F. Treagust;Rodney B. Thiele

Frequent Co-Authors

Léonie J. Rennie
Léonie J. Rennie Curtin University
David F. Treagust
David F. Treagust Curtin University
John L. Wallace
John L. Wallace University of Calgary
David Coward
David Coward University of Western Australia
Larry D. Yore
Larry D. Yore University of Victoria

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