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Dr. Mahsa KazempourAssistant Professor of Science Education

Ph.D., Curriculum & Instruction (Science Education), Indiana University Bloomington

M.S., Science & Environmental Education, Indiana University Bloomington

B.S., Biology, Santa Clara University (CA)

e-mail: muk30@psu.edu
Phone: 610-396-6312
Office: 236 Gaige Building

Dr. Mahsa Kazempour is an Assistant 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), First Year Seminar, and CI295.

Her research focuses on the professional development of both pre and in-service teachers and ways to improve K-16 science instruction. One of her current lines of research aims to explore changes in prospective elementary teachers' beliefs, attitudes, and self-efficacy with regard to science and science teaching, as a result of enrolling in the science methods course.

Dr. Kazempour’s second main line of research focuses on professional development of in-service teachers. She has published and currently has several papers in review/in-press, which explore various aspects of professional development and teacher’s experiences and learning outcomes. 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.

Since her arrival at Berks, Dr. Kazempour has initiated the formation of and serves as the faculty advisor for the Penn State Berks National Science Teachers’ Association (NSTA) Student Chapter. She also serves as the co-advisor of the Education Club.

Most Recent Publications


Kazempour, M., Amirshokoohi, A., Harwood, S.W., (Accepted for publication for January 2011 issue). Exploring Students’ Perceptions of Science and Inquiry in a Reform-Based Undergraduate Biology Course. Journal of College Science Teaching.

Amirshokoohi, A. & Kazempour, M. (May, 2010). The Biodiversity Community Action Project: An STS Investigation. The American Biology Teacher.

Kazempour, M. (Fall 2009). Impact of Inquiry-Based Professional Development on Core Conceptions and Teaching Practices: A Case Study. Science Educator.

Donnelly, L. A., Kazempour, M., Amirshokoohi, A. (2009). "High school students’ perceptions of evolution instruction: Acceptance and evolution learning experiences," Research in Science Education. 39(5), 643-660.

Kazempour, M., Amirshokoohi, A., Colak, H. (2009). "Turkish Pre-service and In-Service Teachers’ Beliefs about Inquiry," The International Journal of Learning. 16(7), 435-444.