传记
Dr. Mahsa Kazempour is an associate professor of science education at Penn State Berks and chair of the Sustainability Council. She is responsible for teaching science and science education courses including Science Methods for Elementary 教育 majors and Environmental Science.
In her role as Sustainability Council Chair, Dr. Kazempour leads sustainability efforts on campus, directing campus-wide initiatives such as the campus garden project and composting and planning educational events including film screenings, speakers and panel discussions, and sustainable self-care and Earth Day festivals. Her passion is leading change, locally and globally, with the goal of achieving sustainability and social/environmental/economic justice and equity through education, 意识, active engagement, 服务, and collaboration. Learn more about sustainability at Penn State Berks >
Dr. Kazempour's research focuses on the professional development of both prospective and in-服务 teachers and ways to improve K-16 science instruction. Her research aims to explore prospective elementary teachers' 信仰, 的态度, and self-efficacy with regard to science and science teaching, and changes in these constructs and participants’ teaching practices as a result of enrolling a science methods course or participating in professional development sessions. Her other line of research focuses on undergraduate students’ level of environmental literacy and sense of social responsibility with respect to the environment and changes in these constructs as a result of enrolling in a 服务-learning focused environmental science course. Her environmental science students engage in the Environmental Awareness & Community Action Project (EACAP), which allows them to partner with local organizations in taking action to protect the environment. Learn more about the project and see samples of students' projects online >
Dr. Kazempour was selected as the 2022-24 Penn State Engagement Academy Scholar and awarded $82,000 for her EACAP: Partnership for Student & Community Engagement scholarly project. She was also selected as a 2023 宾西法尼亚 Environmental Resource Consortium (PERC) Campus Sustainability Champion because of her commitment to sustainability literacy, community outreach and engagement, and the way she brings a deep love of learning to everything she engages in. She has also received the 2022-2023 Penn State Berks ‘Outstanding Community Engagement”奖, 2017 ‘Outstanding Service”奖, and 2017 ‘MLK Jr.”奖.
研究 Interests
Dr. Kazempour's research interests include:
- Science education
- 干教育
- Inquiry-based instruction
- Teacher development (in-服务 & pre-服务 teachers)
- Science, Technology, Society (STS) education
- Sustainability/environmental education
- Community engagement
- Service-learning
出版物
Sample 出版物
Kazempour, M., Amirshokoohi, A., & 索亚,M. (2022). A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course. Interdisciplinary Journal of Environmental and Science 教育, 18 (4), e2299. http://doi.org/10.21601/ijese/12370.
Amirshokoohi, A., & Kazempour, M. (Co-Author) (2022). Facing Global Challenges through a Transformative and Emancipatory Vision of Scientific Literacy. 在Purcell, B. (Ed), Yes, Francis! Ways to Help the Post-Pandemic World.
Kazempour, M., & Amirshokoohi, A. (2020). Pre服务 Teachers’ Collaborative Learning Experiences in a Science Content Course. Science 教育 国际. 379-385 http://doi.org/10.33828/sei.v31.i4.6
Kazempour, M., Amirshokoohi, A., & 布莱梅,K. (2020). Putting Theory to Practice: Teaching the 5E Learning Cycle through Immersive Experiences for Pre-Service Teachers. European Journal of Science and Mathematics 教育, 8(1), 67-75.
Kazempour, M. (2018). Elementary Pre服务 Teachers’ Authentic Inquiry Experiences and Reflections: A Multicase Study. Journal of Science Teacher 教育, 29(7), 644-663. ISBN / ISSN: 10.1080/1046560X.2018.1487201.
Kazempour, M. & Amirshokoohi, A. (2018). Evolution 教育 in Iran: Shattering Myths about Teaching Evolution in an Islamic State. 在H. Deniz & L. Borgerding (Eds.), Evolution 教育 around the World New York: Springer. Peer-reviewed/refereed.
Kazempour, M. (2017). The 首页。 Inquiry Project: Elementary Pre服务 Teachers’ Scientific Inquiry Journey. Innovations in Science Teacher 教育, 2(4), 1-8.
Kazempour, M. & 萨德勒,T. D. (2015). Supporting changes in pre-服务 elementary teachers' 信仰, 的态度, and self-efficacy regarding science and the teaching of science: A Multi-Case Study. Teaching 教育, 26(13), 247-271.
Kazempour, M., & Amirshokoohi, A. (2014). Authentic Science Inquiry Experience: Examining Professional Development Participants' Experiences and Reflections. Professional Development in 教育, 40(5), 855-878.
Kazempour, M.克罗夫特., & 民间,C. (2014). Exploring Elementary Teacher Candidates’ 首页。 Inquiry Experiences and the Impact on their Science Knowledge and 的态度: A Self Study. 国际 Journal of Science, Mathematics and Technology Learning, 20(2), 9-16.
Kazempour, M. (2014). I can’t teach science! A case study of an elementary pre-服务 teacher’s intersection of science experiences, 信仰, 的态度, and self-efficacy. 国际 Journal of Environmental & Science 教育, 9, 77-96.
Kazempour, M., & Amirshokoohi, A. (2014). Transitioning to Inquiry-based Teaching: Exploring Teachers' Experiences in Overcoming Learning Bottlenecks. 国际 Journal of Environmental and Science 教育, 9, 285-309.
Kazempour, M., & Amirshokoohi, A. (2013). Exploring Elementary Pre-Service Teachers' Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action 研究. Journal of 教育 and Learning, 2(2), 144-154.
Kazempour, M., & Amirshokoohi, A. (2013). Reforming an Undergraduate Environmental Science Course for Non-Science Majors. Journal of College Science Teaching, 43(2), 54-59.
Kazempour, M. (2013). The Interrelationship of Science Experiences, 信仰, 的态度, and Self-Efficacy: A case study of a pre-Service teacher with positive science 的态度 and high science teaching self-Efficacy. European Journal of Science and Mathematics 教育, 1(3), 106-124.
唐纳利,. A.卡赞普尔，M., & Amirshokoohi, A. (2009). High school students’ perceptions of evolution instruction: Acceptance and evolution learning experiences. 39(5), 643-660.
Kazempour, M. (2009). Impact of Inquiry-Based Professional Development on Core Conceptions and Teaching Practices: A Case Study. 18(2), 56-68.
教育
Ph.D.、课程 & Instruction (Major: Science 教育, Areas of Emphasis: Biology & Environmental Science), Indiana University Bloomington
M.S.、科学 & Environmental 教育, Indiana University Bloomington
B.S., Biology, Santa Clara University
Papers and Presentations
Recent Presentations
Kazempour, M. & Amirshokoohi, A. (2023). Reforming an Introductory Undergraduate Biology Course Through Collaborative Action 研究. Annual Conference of the Association for Science Teacher 教育, 盐湖城, 犹他州, peer-reviewed/refereed. 国际.
Kazempour, M. (2022年1月). "Enhancing Undergraduate Students’ Environmental Literacy through an Introductory Environmental Science Course," Annual Conference of the Association for Science Teacher 教育, 格林维尔, 南卡罗来纳, peer-reviewed/refereed. 国际.
Kazempour, M. (2020). " Evolution 教育 in Iran: Shattering Myths about Teaching Evolution in an Islamic Country," Annual Conference of the Association for Science Teacher 教育, 圣安东尼奥, TX, peer-reviewed/refereed. 国际.
Kazempour, M. (2019年4月3日). "Evolution in Iran: Shattering Myths about Teaching Evolution in an Islamic Country," HASS Division Colloquium, Penn State Berks HASS Division. 当地的.
Kazempour, M. (2018). "Pre服务 Teachers’ Authentic Inquiry Experiences and Reflections: A Multi-Case Study," Annual Conference of the Association for Science Teacher 教育, 巴尔的摩, MD, peer-reviewed/refereed. 国际.
Kazempour, M. (2018年10月). "Authentic Inquiry Experiences of Elementary Pre-服务 Teachers.," Annual Convention of School Science and Mathematics Association, 小石城, AK, peer-reviewed/refereed. 国家.
Kazempour, M. (2017年1月). "Exploring Interrelationships Among Pre-服务 Teachers’ 信仰, 的态度, and Self-efficacy: a pre-post study," Annual Conference of Association of Science Teacher 教育, 得梅因, IA, peer-reviewed/refereed. 国际.