Subramaniam, K. (2002). Question and answer modules for exploring life science. 1-10, . Singapore STP Distributors.
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.
Subramaniam, K. (2023). Minoritized pre-service teachers’ negotiated border crossings.. Science & Education. 27. Springer.
Subramaniam, K. (2023). Pre-Service teachers’ images of scientific practices: A social, epistemic, conceptual, and material dimensions perspective.. Research in Science Education. 17. Springer. https://link.springer.com/article/10.1007/s11165-022-10074-6
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. 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), 10. Springer. https://link.springer.com/article/10.1007/s10643-022-01318-1
Subramaniam, K. (2022). Journeys in STEM learning: First-Time experiences of science teaching. Educational Research. 64(4), 16. 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), 24. 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. National Science Teaching Association.
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), 45. 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.
Subramaniam, K. (2019). An exploratory study of student teachers’ conceptions of teaching life science outdoors.. Journal of Biological Education. DOI: 10.1080/00219266.2018.1472133(DOI: 10.1080/00219266.2018.1472133), DOI: 10.1080/00219266.2018.1472133. United Kingdom: Taylor & Francis, Ltd.. https://www.tandfonline.com/doi/full/10.1080/00219266.2018.1472133?scroll=top&needAccess=true
Subramaniam, K. (2019). A place-based education analysis of prospective teachers’ prior knowledge of science instruction in informal settings. International Journal of Education Research. -(-), -. 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 of Science 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., 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.
Subramaniam, K., Harrell, P. E. (2015). An analysis of prospective teachers’ knowledge for constructing concept maps. Educational Research. 57(3), 217-236.
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.
Harrell, ., 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. Student teachers' conceptions of teaching biology. Journal of Biological Education. 48(2), 91-97.
Subramaniam, K., Harrell, P., Wojnowski, D. (2013). Analyzing prospective teachers' images of scientists using positive, negative and stereotypical images of scientists. Other. 31(1), 66-89.
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. E. (2013). Framing prospective elementary teachers' conceptions of dissolving as a ladder of explanations. Journal of Science Teacher Education. 24(7), 1177-1199.
Harrell, P. E., Subramaniam, K. (2013). Prospective elementary teachers' knowledge of dissolving: A Vygotskian theory of concept development perspective. Other. 1, .
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.
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. (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.
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), 233-242.
Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. Journal of Science Teacher Education. 21(8), 937-951.
Subramaniam, K. (2007). My glass of water has circulating streams in it. Science Scope. 31(3), 63-67.
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). Images of teaching with computer technology: A metaphorical perspective. 55-64. Proceedings of the National Educational Computing Conference, Atlanta, GA. http:/www.eric.ed.gov/
Subramaniam, K. (1999). Practical physics. The Science Teacher. 66(4), 37-39.
Subramaniam, K. (1999). The crystal rap. Other. 7-8.
Subramaniam, K. (1995). The periodic table, more than atoms, protons, neutrons, electron. Other. 28-30.
Subramaniam, K. (1997). Accolades to the brain - The cerebrum. 31(3), 188. Journal of Biological Education.
Subramaniam, K. (1997). Accolades to the brain - The medulla oblongata. 31(4), 255. Journal of Biological Education.
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
