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.
• 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.

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

• Subramaniam, K. The role of received teaching in prospective elementary teachers’ pedagogical content knowledge of chemical reactions. Chemistry Education Research and Practice. denton, 1155 union circle #310740
• Subramaniam, K., Carden, M., Long, C., Khan, N. A comparative analysis of prospective elementary teachers’ conceptualizations of engineers, scientists, and science teachers. Close Associations and Differences. Science & Education. denton, 1155 union circle #310740
• Subramaniam, K. Changes in pre-service teachers’ belief systems for equitable science instruction: Impact of a social-justice-oriented elementary science teaching methods course.. Journal of Research in Science Teaching.
• Subramaniam, K. Prospective elementary teachers’ developing knowledge of engineering teaching: Identification of pedagogical functions through reflection..
• Subramaniam, K. Prospective teachers’ participation in an engineering design-based science activity: Impact on beliefs about science instruction.. Science Education.
• Subramaniam, K., Subramaniam, C.S. Teacher candidates understanding of concept maps; A framework for effective pre-training and implementation in K-12 classrooms.. Journal of College Science Teaching. CORINTH, 3205 FLORENCE DRIVE
• Subramaniam, K. An extensive analysis of pre-service teachers’ knowledge of thermal energy: Sensemaking perspective. Science Education. Wiley.
• Davis, V., Subramaniam, K. Urban early childhood teachers’ perceptions of culturally responsive pedagogy: Leveraging students’ cultural capital for instruction.
• Long, C.S., Sinclair, B.B., Ham, C., Subramaniam, K., Lasoya, S., Carden, M. What is Happening with this Questionnaire: A Scoping Review of the What is Happening in this Classroom? (WIHIC) Questionnaire. Learning Environments Research. Springer.
• Carden, M.L., Subramaniam, K., Long, C.S. Improving Preservice Elementary Teachers' Views of the Nature of Science Through Participation in Citizen Science Projects. Research in Science Education.
• Hayunga, K., Subramaniam, K. (2024). Elementary students’ perceptions of their authentic engagement when using iPads. 19 (2) 610-617.
• Subramaniam, K., Pamela Esprívalo Harrell, P., Long, C.S., Harris, M., Ruthanne Thompson, R. Examining novice teachers' developing beliefs on implementing project-based learning in secondary science and mathematics classrooms. Canadian Journal of Science, Mathematics and Technology Education.
• Harrell, P.E., Long, C.S., Subramaniam, K., Thompson, R., Harris, M. A Retrospective Examination of STEM Teacher's Use of Project-based Learning Once Employed.. Electronic Journal for Research in Science & Mathematics Education.
• Subramaniam, K., Long, C.S., Thompson, R., Esprivallo-Harrell, P., Brackett, D., Rendón, N. Relationship between Prospective Elementary Teachers’ Gender and Ethnicity with their Stereotypical Conceptualizations of Male and Female Scientists. Research in Science and Technological Education. denton, 1155 union circle #310740
• Subramaniam, K., Long, C.S., Harrell, P.E., Thompson, R., Brackett, D., Rendon, N. Relationship between Prospective Elementary Teachers’ Gender and Ethnicity with their Stereotypical Conceptualizations of Male and Female Scientists. Research in Science and Technological Education.
• Harrell, P.E., Long, C.S., Thompson, R., Thompson, R., Harris, M. Novice Secondary Teacher's Developing Beliefs on Implementing Project-Based Learning. International Journal of Educational Research. online, Taylor & Francis.
• Subramaniam, K., Librea-Carden, M., Long, C. The homogeneity and heterogeneity of prospective Hispanic elementary teachers’ belief systems about engineers and engineering.. Journal of Science Teacher Education.
• 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., Khan, N., Long, C.S., Harrell, P.E., Carden, M., Asim, S. Female Pre-Service Elementary Teachers’ Conceptualizations of Engineers, and Engineering: A Critical Consciousness Perspective. Journal of Science Teacher Education.
• Subramaniam, K., Carden, M.L., Long, C.S. The homogeneity and heterogeneity of Hispanic prospective elementary teachers’ belief systems about engineer and engineering. Journal of Science Teacher Education. London UK, Taylor and Francis. https://www-tandfonline-com.libproxy.library.unt.edu/journals/uste20
• Subramaniam, K. (2023). Minoritized pre-service teachers’ negotiated border crossings.. Science & Education. 27. Springer.
• Subramaniam, K., Long, C.S., Esprivalo-Harrell, P., Khan, N., Librea-Carden, M. Diversity in prospective female elementary teachers’ contextual conceptualizations of engineers, and engineering: Uniqueness, similarities, and differences. Journal of Research in Science Teaching.
• Ham, C., Subramaniam, K., Long, C.S. A Critical Perspective on elementary Pre-Service Teachers’ Student Teaching Experiences to Develop Scientific Literacy. Journal of Science Teacher Education.
• Long, C.S., Subramaniam, K., Harrell, P.E., Harris, M. Examining novice teachers' developing beliefs on implementing project-based learning in secondary science and mathematics classrooms. Teaching Education.
• 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) 10. 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. 17. 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) 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) 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.
• 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.
• Harrell, P.E., Long, C.S., Subramaniam, K., Kirby, B. Are elementary pre-service teachers floating or sinking when it comes to understanding buoyancy?. International Journal of Science and Mathematics Education. https://www.springer.com/journal/11251
• 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., "Charn Fund Award," sponsored by Chard 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.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).
• 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. (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).
• Boyd, R.R. (Principal), "Title III: National Professional Development Program - Project NEXUS," sponsored by U.S. Department of Education, FED, Funded. (2012 - 2018).