Dr. Mahsa Kazempour is an Associate Professor of Science Education at Penn State Berks. Previously, she held a similar position at Fairfield University (CT). She teaches SCIED458 (Science Methods For Elementary Education Majors), BiSC3 (Environmental Science), and First Year Seminar.
Her research focuses on the professional development of both prospective and in-service teachers and ways to improve K-16 science instruction. Her research aims to explore prospective elementary teachers' beliefs, attitudes, 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. In 2008-2009, she was the Co-PI on a highly competitive statewide (CT) Teacher Quality Partnership grant that funded inquiry-based workshops for urban grade 5-12 science teachers.
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 service-learning focused environmental science course. Her BiSC3 students engage in the EACAP project, which allows them the opportunity to partner with local organizations in taking action to protect the environment. More information about the project and samples of student projects, as well as Earth Day events the students take part in, may be may be found here: http://sites.psu.edu/environmentalcommunityproject/
Kazempour, M. (2014). “I Can’t Teach Science! A Case Study of an Elementary Pre-Service Teacher’s Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy.” International Journal of Environmental and Science Education. Vol. 9(1), p.77-96.
Kazempour, M., Croft, S., Folk, C.*, (2014)."Exploring Elementary Teacher Candidates’ Inquiry Experiences and the Impact on their Understanding of Science Inquiry and Attitude toward Science." The International Journal of Science, Mathematics and Technology Learning. Volume 20, Issue 2, 2014, pp.9-16.
Kazempour, M. & Amirshokoohi, A. (2014). “Transitioning to Inquiry-based Teaching: Exploring Teachers' Experiences in Overcoming Learning Bottlenecks.” International Journal of Environmental and Science Education. Vol. 9 (1), p.285-309.
Kazempour, M. (2013). “The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A case study of a pre-Service teacher with positive science attitude and high science teaching self-Efficacy.” European Journal of Science and Mathematics Education. 1(3), 106-124.
Kazempour, M. & Amirshokoohi, A., (2013). “Exploring Elementary Pre-Service Teachers’ Experiences and Learning Outcomes in a Revised Inquiry-based Science Lesson: An Action Research.” Journal of Education and Learning, 2(2), 144-155.
Kazempour, M., Amirshokoohi, A. (2013). “Authentic Science Apprenticeship for In-Service Science Teachers: Participant experiences, reflections, cognitive and affective outcomes, and connections to practice.” Professional Development in Education. Published initially online p. 1-24. DOI: 10.1080/19415257.2013.851105.
Kazempour, M. & Amirshokoohi, A. (2013). Reforming an Undergraduate Environmental Science Course for Non-Science Majors. Journal of College Science Teaching. 43(2), 54-59.
Ph.D., Curriculum & Instruction (Science Education), Indiana University Bloomington
M.S., Science & Environmental Education, Indiana University Bloomington
B.S., Biology, Santa Clara University (CA)