Publications
Avraamidou, L. & Zembal-Saul, C. (submitted). Inquiry-based science teaching: Two first-year elementary teachers' knowledge, beliefs, and practices. Journal of Research in Science Teaching.
Badiali, B., Zembal-Saul, C., Nolan, J. & Manno, J. (accepted). Affirmation and change: Assessing the impact of professional development school on mentors' classroom practice. In J. Nath, I. Guadarrama & J. Ramsey (Eds.), Professional Development Schools Research Books Series (Vol. 4). Greenwich, CT: Information Age Publishing, Inc. (Anticipated publication date, 2009).
Zembal-Saul, C. (in press). Learning to teach elementary school science as argument. Science Education.
Murray, O. & Zembal-Saul, C. (2008). EDUCATE at Penn State: Preparing beginning teachers with powerful digital tools. Journal of Computing in Higher Education, 20, 48 - 58.
Ward, A.R. & Zembal-Saul, C. (2007). Scientist-science teacher educator partnerships for developing and teaching science courses for preservice elementary teachers. Pennsylvania Teacher Educator, 6, 1-9.
Zembal-Saul, C., Huckans, J., Walker, D., Hershberger, K., Cole, M., Kurz, N., & Reed, D. (2007). Taking flight: Using a wind tunnel to teach air and aviation content. Science Scope, 30(6), 27 - 31.
Avraamidou, L. & Zembal-Saul, C. (2006). Exploring the influence of web-based portfolio development on learning to teach elementary science. AACE Journal, 14(2), 178-205.
Haefner, L.A., Friedrichsen, P., & Zembal-Saul, C. (2006). Teaching with insects: An applied life science course for supporting prospective elementary teachers' scientific inquiry. The American Biology Teacher, 68(4), 254 - 259.
Hershberger, K., Zembal-Saul, C., & Starr, M. (2006). Evidence helps the KLW get a KLEW. Science & Children, 43(5), 50-53.
Smolleck, L., Zembal-Saul, C. & Yoder, E. (2006). The development and validation of an instrument to measure preservice teachers' self-efficacy in regard to the teaching of science as inquiry. Journal of Science Teacher Education, 17(2), 137 - 163.
Avraamidou, L. & Zembal-Saul, C. (2005). Giving priority to evidence in science teaching: A first-year elementary teacher's specialized knowledge and practice. Journal of Research in Science Teaching, 42(9), 965-986.
Crawford, B., Zembal-Saul, C., Munford, D. & Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613-637.
Haefner, L.A. & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653-1674.
Hsu, P. and Zembal-Saul, C. (2004). A case study of the change process of integrating technology into an elementary science methods course. Proceedings for the 2004 Meeting of the Society for Information Technology & Teacher Education. Atlanta, Georgia.
Avraamidou, L. & Zembal-Saul, C. (2003). Exploring the influence of web-based portfolio development on learning to teach elementary science. Journal of Technology & Teacher Education, 11(3), 415-442.
Friedrichsen, P., Munford, D., and Zembal-Saul, C. (2003). Using inquiry empowering technologies to support prospective teachers' scientific inquiry and science learning. Contemporary Issues in Technology & Teacher Education, 3(2).
Gimbert, B., Zembal-Saul, C. & Abruzzo, S. (2003). Teacher inquiry as professional development for integrating technology and classroom practice in the context of a school-university partnership. Teacher Education & Practice, 16(1).
Land, S.M., & Zembal-Saul, C. (2003). Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of Progress Portfolio. Educational Technology Research & Development, 51(4), 65-84.
Avraamidou, L. & Zembal-Saul, C. (2002). Making the case for the use of web-based portfolios in support of learning to teach. Journal of Interactive Online Learning, 1(2).
Avraamidou, L. & Zembal-Saul, C. (2002). Bridging contexts: Preparation to teach and early field experiences. In N. Bizzo, C.S. Kawasaki, F. Ferracioli & V.L. da Rosa (Eds.), Proceedings of the 2002 Symposium of the International Organization for Science and Technology Education. Foz do Iguaçu, Brazil, 359-367.
Cole, M. & Zembal-Saul, C. (2002). Enhancing science instruction in the elementary schools. American Journal of Physics, 70(10), 984-5.
Gimbert, B. & Zembal-Saul, C. (2002). Learning to teach with technology: From integration to actualization. Contemporary Issues in Technology and Teacher Education, 2(2).
Munford, D., Zembal-Saul, C. & Friedrichsen, P. (2002). Science learning as argument building: An innovative course for secondary science teachers. In N. Bizzo, C.S. Kawasaki, F. Ferracioli & V.L. da Rosa (Eds.), Proceedings of the 2002 Symposium of the International Organization for Science and Technology Education. Foz do Iguaçu, Brazil, 158-165.
Zembal-Saul, C., Haefner, L.A., Avraamidou, L., Severs, M. & Dana, T. (2002). Web-based portfolios: A vehicle for examining preservice elementary teachers' developing understanding of teaching science. Journal of Science Teacher Education, 13(4), 283-302.
Zembal-Saul, C., Krajcik, J., & Blumenfeld, P. (2002). Elementary student teachers' science content representations. The Journal of Research in Science Teaching, 39(6), 443-463.
Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P. & Land, S. (2002). Scaffolding preservice science teachers' evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437-463.
Zembal-Saul, C. (2002). Insects and scientific problem solving go together. In D. Tippins, T. Koballa and B. Payne (Eds.), Learning from cases: Unraveling the complexities of elementary science teaching. Allyn and Bacon, Inc., 18-23.
Avraamidou, L. & Zembal-Saul, C. (2001). Web-based philosophies: Making Prospective Teachers' Personal Theorizing Visible. Science Education International, 12(4), 2-5.
Dana, N.F., Silva, D.Y., Gimbert, B., Nolan, J., Zembal-Saul, C., Tzur, R., Mule, L., & Sanders (2001). Developing new understandings of PDS work: Better problems, better questions. Action in Teacher Education, 22(4), 15-25.
Friedrichsen, P., Dana, T., Zembal-Saul, C., Munford, D., & Tsur, C. (2001). Learning to teach with technology model: Implementation in secondary science teacher education. Journal of Computers in Mathematics and Science Teaching, 20(4), 377-394.
Gimbert, B. & Zembal-Saul, C. (2001). Integrating technology into prospective elementary teachers' classroom practice in the context of a professional development school. A manuscript prepared for Technology: Applications to Teacher Preparation Monograph, The Pennsylvania Association of Colleges and Teacher Educators.
Zembal-Saul, C. (2001). Serious staff development is a must. Pennsylvania Educational Leadership, 20 (2), 97-98.
Sillman, K., Zembal-Saul, C., & Dana, T. (2000). Prospective teachers explore elementary use of classroom technologies through a unique university program. Science and Children, 38, 42-45.
Zembal-Saul, C., Blumenfeld, P.C., & Krajcik, J.S. (2000). The influence of early cycles of planning, teaching, and reflection on prospective elementary teachers' developing understanding of supporting students' science learning. The Journal of Research in Science Teaching, 37(4), 318-339.
Zembal-Saul, C., Starr, M. & Krajcik, J.S. (1999). Constructing a framework for elementary science teaching using pedagogical content knowledge. In N. Lederman and J. Guess-Newsome (Eds.) Examining Pedagogical Content Knowledge, 237-256. The Netherlands: Kluwer Academic Publishers.
Wisnudel-Spitulnik, M., Zembal-Saul, C., & Krajcik, J. S. (1998). Using hypermedia to represent emerging student understanding: Science learners and preservice teachers. In J. Mintzes, J. Wandersee, and J. Novak (Eds.) Teaching Science for Understanding. San Diego, CA: Academic Press.
Badiali, B., Zembal-Saul, C., Nolan, J. & Manno, J. (accepted). Affirmation and change: Assessing the impact of professional development school on mentors' classroom practice. In J. Nath, I. Guadarrama & J. Ramsey (Eds.), Professional Development Schools Research Books Series (Vol. 4). Greenwich, CT: Information Age Publishing, Inc. (Anticipated publication date, 2009).
Zembal-Saul, C. (in press). Learning to teach elementary school science as argument. Science Education.
Murray, O. & Zembal-Saul, C. (2008). EDUCATE at Penn State: Preparing beginning teachers with powerful digital tools. Journal of Computing in Higher Education, 20, 48 - 58.
Ward, A.R. & Zembal-Saul, C. (2007). Scientist-science teacher educator partnerships for developing and teaching science courses for preservice elementary teachers. Pennsylvania Teacher Educator, 6, 1-9.
Zembal-Saul, C., Huckans, J., Walker, D., Hershberger, K., Cole, M., Kurz, N., & Reed, D. (2007). Taking flight: Using a wind tunnel to teach air and aviation content. Science Scope, 30(6), 27 - 31.
Avraamidou, L. & Zembal-Saul, C. (2006). Exploring the influence of web-based portfolio development on learning to teach elementary science. AACE Journal, 14(2), 178-205.
Haefner, L.A., Friedrichsen, P., & Zembal-Saul, C. (2006). Teaching with insects: An applied life science course for supporting prospective elementary teachers' scientific inquiry. The American Biology Teacher, 68(4), 254 - 259.
Hershberger, K., Zembal-Saul, C., & Starr, M. (2006). Evidence helps the KLW get a KLEW. Science & Children, 43(5), 50-53.
Smolleck, L., Zembal-Saul, C. & Yoder, E. (2006). The development and validation of an instrument to measure preservice teachers' self-efficacy in regard to the teaching of science as inquiry. Journal of Science Teacher Education, 17(2), 137 - 163.
Avraamidou, L. & Zembal-Saul, C. (2005). Giving priority to evidence in science teaching: A first-year elementary teacher's specialized knowledge and practice. Journal of Research in Science Teaching, 42(9), 965-986.
Crawford, B., Zembal-Saul, C., Munford, D. & Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613-637.
Haefner, L.A. & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653-1674.
Hsu, P. and Zembal-Saul, C. (2004). A case study of the change process of integrating technology into an elementary science methods course. Proceedings for the 2004 Meeting of the Society for Information Technology & Teacher Education. Atlanta, Georgia.
Avraamidou, L. & Zembal-Saul, C. (2003). Exploring the influence of web-based portfolio development on learning to teach elementary science. Journal of Technology & Teacher Education, 11(3), 415-442.
Friedrichsen, P., Munford, D., and Zembal-Saul, C. (2003). Using inquiry empowering technologies to support prospective teachers' scientific inquiry and science learning. Contemporary Issues in Technology & Teacher Education, 3(2).
Gimbert, B., Zembal-Saul, C. & Abruzzo, S. (2003). Teacher inquiry as professional development for integrating technology and classroom practice in the context of a school-university partnership. Teacher Education & Practice, 16(1).
Land, S.M., & Zembal-Saul, C. (2003). Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of Progress Portfolio. Educational Technology Research & Development, 51(4), 65-84.
Avraamidou, L. & Zembal-Saul, C. (2002). Making the case for the use of web-based portfolios in support of learning to teach. Journal of Interactive Online Learning, 1(2).
Avraamidou, L. & Zembal-Saul, C. (2002). Bridging contexts: Preparation to teach and early field experiences. In N. Bizzo, C.S. Kawasaki, F. Ferracioli & V.L. da Rosa (Eds.), Proceedings of the 2002 Symposium of the International Organization for Science and Technology Education. Foz do Iguaçu, Brazil, 359-367.
Cole, M. & Zembal-Saul, C. (2002). Enhancing science instruction in the elementary schools. American Journal of Physics, 70(10), 984-5.
Gimbert, B. & Zembal-Saul, C. (2002). Learning to teach with technology: From integration to actualization. Contemporary Issues in Technology and Teacher Education, 2(2).
Munford, D., Zembal-Saul, C. & Friedrichsen, P. (2002). Science learning as argument building: An innovative course for secondary science teachers. In N. Bizzo, C.S. Kawasaki, F. Ferracioli & V.L. da Rosa (Eds.), Proceedings of the 2002 Symposium of the International Organization for Science and Technology Education. Foz do Iguaçu, Brazil, 158-165.
Zembal-Saul, C., Haefner, L.A., Avraamidou, L., Severs, M. & Dana, T. (2002). Web-based portfolios: A vehicle for examining preservice elementary teachers' developing understanding of teaching science. Journal of Science Teacher Education, 13(4), 283-302.
Zembal-Saul, C., Krajcik, J., & Blumenfeld, P. (2002). Elementary student teachers' science content representations. The Journal of Research in Science Teaching, 39(6), 443-463.
Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P. & Land, S. (2002). Scaffolding preservice science teachers' evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437-463.
Zembal-Saul, C. (2002). Insects and scientific problem solving go together. In D. Tippins, T. Koballa and B. Payne (Eds.), Learning from cases: Unraveling the complexities of elementary science teaching. Allyn and Bacon, Inc., 18-23.
Avraamidou, L. & Zembal-Saul, C. (2001). Web-based philosophies: Making Prospective Teachers' Personal Theorizing Visible. Science Education International, 12(4), 2-5.
Dana, N.F., Silva, D.Y., Gimbert, B., Nolan, J., Zembal-Saul, C., Tzur, R., Mule, L., & Sanders (2001). Developing new understandings of PDS work: Better problems, better questions. Action in Teacher Education, 22(4), 15-25.
Friedrichsen, P., Dana, T., Zembal-Saul, C., Munford, D., & Tsur, C. (2001). Learning to teach with technology model: Implementation in secondary science teacher education. Journal of Computers in Mathematics and Science Teaching, 20(4), 377-394.
Gimbert, B. & Zembal-Saul, C. (2001). Integrating technology into prospective elementary teachers' classroom practice in the context of a professional development school. A manuscript prepared for Technology: Applications to Teacher Preparation Monograph, The Pennsylvania Association of Colleges and Teacher Educators.
Zembal-Saul, C. (2001). Serious staff development is a must. Pennsylvania Educational Leadership, 20 (2), 97-98.
Sillman, K., Zembal-Saul, C., & Dana, T. (2000). Prospective teachers explore elementary use of classroom technologies through a unique university program. Science and Children, 38, 42-45.
Zembal-Saul, C., Blumenfeld, P.C., & Krajcik, J.S. (2000). The influence of early cycles of planning, teaching, and reflection on prospective elementary teachers' developing understanding of supporting students' science learning. The Journal of Research in Science Teaching, 37(4), 318-339.
Zembal-Saul, C., Starr, M. & Krajcik, J.S. (1999). Constructing a framework for elementary science teaching using pedagogical content knowledge. In N. Lederman and J. Guess-Newsome (Eds.) Examining Pedagogical Content Knowledge, 237-256. The Netherlands: Kluwer Academic Publishers.
Wisnudel-Spitulnik, M., Zembal-Saul, C., & Krajcik, J. S. (1998). Using hypermedia to represent emerging student understanding: Science learners and preservice teachers. In J. Mintzes, J. Wandersee, and J. Novak (Eds.) Teaching Science for Understanding. San Diego, CA: Academic Press.