Karthigeyan Subramaniam

Previous Scheduled Teaching

Published Intellectual Contributions

Abstracts and Proceedings

• Harrell, P., Subramaniam, K. (2014). Prospective elementary teachers’ knowledge of dissolving: A Vygotskian theory of concept development perspective.. UNIMAS, Kota Samarahan, Sarawak, Malaysia., STEMplanet, 1. Proceedings of the World Conference and Technology Education.
• Subramaniam, K., Wojnowski, D., Harrell, P., Eddy, C., Pratt, S., Shaker, Z. (2012). Prospective teachers’ knowledge of constructing concept maps. 5.
• Eddy, C., Wojnowski, D., Harrell, P., Subramaniam, K., Pratt, S. (2012). Using concept mapping to assess a large-scale project. 2 446-451. Msida, Malta, Veritas Press.
• Harrell, P., Subramaniam, K., Shaker, Z., Wojnowski, D., Eddy, C., Pratt, S. (2012). Using concept maps to assess and categorize elementary pre-service teachers misconceptions. 2 452-459. Msida, Malta, Veritas Press.
• Subramaniam, K. (2000). Images of teaching with computer technology: A metaphorical perspective.. 12.

Book

• Subramaniam, K. (2002). Question and answer modules for exploring life science. 1-10 Singapore STP Distributors.

Book Chapter

• Subramaniam, K., Asim, S., Lee, E., Rideaux, K. (2016). How science teacher educators of color conceptualize and operationalize their pedagogy in science methods courses. Other. 193-214. Springer.

Journal Article

• Hayunga, K., Subramaniam, K. (2024). Elementary students’ perceptions of their authentic engagement when using iPads. TWIST. 19 (2) 610-617.
• Subramaniam, K., Khan, N., Long, C.S., Librea-Carden, M., Asim, S. (2024). Female pre-service elementary teachers’ conceptualizations of engineers, and engineering: A critical consciousness perspective. Journal of Science Teacher Education. 35 (6) 594-613.
• Subramaniam, K. (2024). Border crossing perspective of prospective teachers’ first-time science teaching experiences. Journal of Education for Teaching. 50 (4) 691-706. Taylor & Francis.
• Subramaniam, K. (2023). Minoritized pre-service teachers’ negotiated border crossings.. Science & Education. 27. Springer.
• Long, C., Harrell, P.E., Subramaniam, K., Pope, E., Thompson, R. (2023). Strengthening Elementary Preservice Teachers’ Physical Science Content Knowledge: A Three-Year Study. Research in Science Education. 53 (3) 613-632. Springer.
• Subramaniam, K. (2023). A Practice-Based Theory of Teaching Analysis of Elementary Preservice Teachers’ Prior Knowledge of Science Instruction. Journal of Science Teacher Education. 35 (2) 176-197. Routledge.
• Subramaniam, K. (2023). A phenomenological study of pre-service elementary teachers’ first-time science teaching experiences: A focus on new lived experiences. Teaching Education. 34 (2) 17. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/10476210.2022.2077928
• Lee, E., Subramaniam, K., Castro, D. (2023). Early childhood pre-service teachers’ descriptions of equity in science education: A thematic analysis. Early Childhood Education Journal. Dissertation. 51 (3) 483-492. Springer. https://link.springer.com/article/10.1007/s10643-022-01318-1
• Subramaniam, K. (2022). Pre-Service teachers’ images of scientific practices: A social, epistemic, conceptual, and material dimensions perspective.. Research in Science Education. 53 (3) 633-649. Springer. https://link.springer.com/article/10.1007/s11165-022-10074-6
• Subramaniam, K. (2022). Journeys in STEM learning: First-Time experiences of science teaching. Educational Research. 64 (4) 391-406. Routledge. https://www.tandfonline.com/doi/full/10.1080/00131881.2022.2112922?scroll=top&needAccess=true
• Subramaniam, K. (2022). Prospective teachers’ pedagogical content knowledge development in an elementary science methods course. Journal of Science Teacher Education. 33 (4) 345-367. Taylor & Francis.
• Subramaniam, K., Long, C.S., Harrell, P.E., Khan, N. (2022). The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed. Journal of College Science Teaching. 51 (4) 58-64. National Science Teaching Association. https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-marchapril-2022/stable-and
• Subramaniam, K., Harrell, P.E., Long, C.S., Khan, N. (2022). Pre-Service Elementary Teachers’ Conceptual Understanding of Average Speed: The Systematicity and Persistence of Related and Unrelated Concepts. Research in Science and Technological Education. 40 (2) 189-206. Taylor and Francis.
• Harrell, P.E., Kirby, B.S., Subramaniam, K., Long, C. (2022). Are Elementary Preservice Teachers Floating or Sinking in Their Understanding of Buoyancy?. International Journal of Science and Mathematics Education. Plano, Springer Nature.
• Harrell, P.E., Subramaniam, K., Long, C.S., Thompson, R., Pope, E. (2022). Increasing Hispanics in the educator workforce: A science methods intervention to improve passing rates on an EC-6 science certification examination. Journal of Latinos and Education. 22 (4) 11. Routledge Taylor & Francis. https://www.tandfonline.com/journals/hjle20
• Subramaniam, K. (2022). Teaching qualitative research: Concept mapping as an instructional strategy.. College Teaching. 70 (1) 4. Routledge.
• Subramaniam, K. (2021). An investigation of the organizational impact of computer technology in secondary science classrooms. Eurasia Journal of Mathematics, Science & Technology Education. 17 (7) 9. https://www.ejmste.com/article/an-investigation-of-the-organizational-impact-of-computer-technology-in-secondary-science-classrooms-10977
• Muimongkol, S.C., Subramaniam, K., Wickstrom, C.D. (2021). Dimensions and Orientations of Pre-Service Early Childhood Teachers' Conceptions of Teaching Science. Early Childhood Education Journal. New York, NY, Springer.
• Muimongkol,, S., Subramaniam, K., Wickstrom, C. (2021). Dimensions and orientations of pre-service early childhood teachers’ conceptions of teaching science.. Early Childhood Education Journal. 50 (1) 145-156.
• Subramaniam, K. (2019). A place-based education analysis of prospective teachers’ prior knowledge of science instruction in informal settings. International Journal of Education Research. 99 (101497) 1-14. United Kingdom, Elsevier.
• Long, C.S., Harrell, P.E., Subramaniam, K., *Pope. (2019). Using microteaching to improve preservice elementary teachers’ physical science content knowledge. Electronic Journal for Research in Science & Mathematics Education. 23 (4) 16-31. Southwestern University/Texas Christian University. https://ejse.southwestern.edu/article/view/19119
• Subramaniam, K., Kirby, B., Harrell, P.E., Long, C. (2019). Using concept maps to reveal prospective elementary teachers’ knowledge of buoyancy. Electronic Journal of Science Education.
• Subramaniam, K. An exploratory study of student teachers’ conceptions of teaching life science outdoors.. Journal of Biological Education. 53 (4) 399-411. United Kingdom, Taylor & Francis, Ltd.. https://www.tandfonline.com/doi/full/10.1080/00219266.2018.1472133?scroll=top&needAccess=true
• Subramaniam, K., Asim, S., Lee, E., Koo, Y. (2018). Student teachers’ images of science instruction in informal settings: A focus on field trip pedagogy. Journal of Science Teacher Education. 29 (4) 307-325. Springer.
• Subramaniam, K. (2016). Teachers' organization of participation structures for teaching science with computer technology. Journal of Science Education and Technology. 25 (4) 527-540.
• Harrell, P.E., Subramaniam, K. (2015). Elementary pre-service teachers’ conceptual understanding of dissolving: A Vygotskian concept development perspective. Research in Science and Technological Education. 33 (3) 304-324.
• Subramaniam, K., Harrell, P.E. (2015). An analysis of prospective teachers’ knowledge for constructing concept maps. Educational Research. 57 (3) 217-236.
• Harrell, P., Subramaniam, K. (2015). Elementary pre-service teachers’ conceptual understanding of dissolving: A Vygotskian concept development perspective.. Research in Science and Technological Education. 33 (3) 304-324.
• Harrell, P., Subramaniam, K. A presumption of competence: Elementary pre-service teacher knowledge about dissolving. Journal of Computers in Mathematics and Science Teaching. 33 (3) 283-304.
• Subramaniam, K. (2014). Prospective secondary mathematics teachers’ pedagogical knowledge for teaching the estimation of length measurement. Journal of Mathematics Teacher Education. 17 (2) 177-198.
• Subramaniam, K. (2014). Student teachers' conceptions of teaching biology. Journal of Biological Education. 48 (2) 91-97.
• Harrell, P.E., Subramaniam, K. (2013). Prospective elementary teachers' knowledge of dissolving: A Vygotskian theory of concept development perspective. Other. 1
• Subramaniam, K. (2013). Examining the content of pre-service teachers' reflections of early field experiences. Research in Science Education. 43 (5) 1851-1872.
• Subramaniam, K., Harrell, P., Wojnowski, D. (2013). Analyzing prospective teachers' images of scientists using positive, negative and stereotypical images of scientists. Research in Science and Technological Education. 31 (1) 66-89.
• Subramaniam, K., Harrell, P.E. (2013). Framing prospective elementary teachers' conceptions of dissolving as a ladder of explanations. Journal of Science Teacher Education. 24 (7) 1177-1199.
• Subramaniam, K. (2012). How WebQuests Can Enhance Science Learning Principles in the Classroom. Clearing House. 85 (6) 237-242.
• Subramaniam, K. (2012). Minority pre-service teachers' conceptions of teaching science: Sources of science teaching strategies. Research in Science Education. 43 (2) 687-709.
• Subramaniam, K. (2010). Clash of the Titans. Science and Children. 47 (5) 38-43.
• Subramaniam, K. (2010). Integrating writing frameworks into inquiry-based instruction. Other. 19 (2) 31-34.
• Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. Journal of Science Teacher Education. 21 (8) 937-951.
• Bullock, P.L., Subramaniam, K., Buenventura, L., Lee, I. (2010). Looking below the surface. An analysis of an elementary teacher education program diversity transformation. International Journal for Cross Disciplinary Subjects in Education. 1 (3) 161-167.
• Subramaniam, K. (2007). Teachers' mindsets and the integration of computer technology. British Journal of Educational Technology. 38 (6) 1056-1071.
• Subramaniam, K. (2006). Creating a microteaching evaluation form: The needed evaluation criteria. Other. 126 (4) 666-677.
• Keat, K., Napoli, M., Subramaniam, K., Wilburne, J. (2006). Reconceptualizing preservice teachers' field experiences through a structured reflection model. Other. 5 1-8.
• Subramaniam, K. (2006). Six rules for integrating the arts into science teaching. Science Scope. 29 (8) 61-62.
• Subramaniam, K. (2005). Digestive links and maps. Other. 17 (1) 23-27.
• Subramaniam, K. (2005). Visualizing safety in the science classroom. Other. 17 (2) 12-15.
• Subramaniam, K. (2000). My glass of water has "circulating streams" in It. Science Scope. 31 (3) 63-67.
• Subramaniam, K. (1999). Practical physics. The Science Teacher. 66 (4) 37-39.
• Subramaniam, K. (1995). The periodic table, more than atoms, protons, neutrons, electron. Other. 28-30.

Popular Press Article

• Subramaniam, K. (1999). The crystal rap. Other. 7-8.
• Subramaniam, K. (1997). Accolades to the brain - The cerebrum. Journal of Biological Education. 31 (3) 188.
• Subramaniam, K. (1997). Accolades to the brain - The medulla oblongata. Journal of Biological Education. 31 (4) 255. Journal of Biological Education.

Scholarly Note

• Subramaniam, K. (2007). Classroom tips, five tips for notebooks and taking notes. Phi Delta Kappa International. http://www.westga.edu/~pdk/Newsletters/2007-2008/02-2008.pdf

Contracts, Grants and Sponsored Research

Grant - Research

• Subramaniam, K. (Principal), "Prospective Early Childhood Teachers from the U.S.A and Thailand Collaborating through Intercultural Experiential Learning to Create STEM Lessons," sponsored by Charn Fund Review Committee, University of North Texas, University of North Texas, $2000 Funded. (2019 - 2020).
• Subramaniam, K. (Co-Principal), Boyd, R.R. (Principal), "Project Nexus," sponsored by U.S Department of Education, Federal, $985500 Funded. (2012 - 2018).
• Subramaniam, K., "Micro Grant Mentoring Program: Professional Growth," sponsored by University of North Texas, University of North Texas, $1500 Funded. (2017 - 2018).
• Harrell, P. (Principal), Subramaniam, K. (Co-Principal), "EDEE 4330 Leadership Research Academy," sponsored by Richard L. and Betty Simms Leadership Development Award, Private, $5000 Funded. (2015 - 2016).
• Harrell, P.E. (Principal), Subramaniam, K. (Co-Principal), "EDEE 4330 Leadership Research Academy," sponsored by University of North Texas – Richard L. and Betty Simms Leadership Development Award, University of North Texas, $5000 Funded. (2015 - 2016).
• Subramaniam, K. (Supporting), "An Examination of the Professional Growth of Teacher Participating in a Professional Development Program," sponsored by The Texas Higher Education Coordinating Board and Texas Christian University Grant, State, $100887 Funded. (2012 - 2014).
• Harrell, P.E. (Principal), Eddy, C.M. (Co-Principal), Subramaniam, K. (Co-Principal), Pratt, S. (Co-Principal), Wojnowski, D. (Co-Principal), "Mutual Mentoring Project for Concept Mapping in Mathematics & Science Teacher Education," sponsored by University of North Texas, University of North Texas, $5500 Funded. (2012 - 2013).
• Subramaniam, K. (Supporting), "CREST: Collaborative Research Experience for Students and Teachers," sponsored by National Institute of Health, Federal, $1200000 Funded. (2005 - 2006).
• Subramaniam, K. (Co-Principal), Boyd, R.M. (Principal), "Project Nexus," sponsored by U.S Department of Education, Federal, Funded. (2012 - 2016).

Grant - Teaching

• Long, C.S., Long, C.S., Boyd, R.M., Khan, N., "Mutual Mentoring: Preparing Effective Science Teacher Educators for K-12 English Learners," sponsored by University of North Texas, University of North Texas, $3750 Funded. (2021).
• Subramaniam, K. (Principal), Long, C. (Co-Principal), Khan, N. (Co-Principal), Boyd, R. (Supporting), "Mutual Mentoring: Preparing Effective Science Teacher Educators for K-12 English Learners," sponsored by University of North Texas, University of North Texas, $3750 Funded. (2021 - 2022).
• Boyd, R. (Principal), Subramaniam, K. (Co-Principal), "Mentoring English Language Learners for Transition from High School to College," sponsored by Division for Community Engagement, University of North Texas, University of North Texas, $7000 Funded. (2014 - 2015).
• Subramaniam, K. (Supporting), "A Statewide (PA) Blended Model of Online Professional Development and Coaching for Secondary Content Teachers Working with Second Language Learners," sponsored by US Department of Education, Office of English Language Acquisition (OELA), Federal, $1400000 Funded. (2007 - 2007).
• Subramaniam, K. (Co-Principal), ""Preservice Teachers' Personal Repertoire of Benchmarks for Measurement and Measuring Tools in the Secondary Classroom"," sponsored by Pennsylvania State University: Capital College Research Council Grant, Other, $5835 Funded. (2006 - 2007).
• Boyd, R.R. (Principal), Subramaniam, K., "Title III: National Professional Development Program - Project NEXUS," sponsored by U.S. Department of Education, FED, Funded. (2012 - 2018).