2024-08-15T10:31:55+08:00

Affiliation

Faculty of Education

University of Macau

Email

[email protected]

 

Tel

(853) 8822 9636

Fax

(853) 8822 2402

Office

Room 2007, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Xiufeng LIU 柳秀峰

Chair Professor

Director of Educational Testing and Assessment Research Centre

Faculty of Education, University of Macau

Summary Statement

Prof. Xiufeng Liu is a Chair Professor of STEM Education in the Faculty of Education, University of Macau. Liu obtained his Master’s degree from East China Normal University in 1986 and PhD from University of British Columbia in 1993. Prior to joining the University of Macau, he taught high school chemistry in China, was a research associate at the China National Institute for Educational Research (currently Chinese Academy of Education), a tenured faculty member at St. Francis Xavier University and University of Prince Edward Island, both in Canada, and most recently a SUNY Distinguished Professor of Science Education in the Graduate School of Education, University at Buffalo, State University of New York.

Liu’s research interests include measurement and evaluation in STEM education, student conceptual progression of cross-cutting concepts (i.e., matter and energy), and student and teacher STEM identity measurement and development. His research approach is quantitative and statistical, guided by cognitive and social-cultural learning and development theories. He has more than 130 refereed publications including 14 books. He has also received funding as PI and co-PI for more than $25 Million from such agencies as the National Science Foundation, National Institute of Health, the Spencer Foundation, and the Social Sciences and Humanities Research Council of Canada. In addition, he has mentored 21 doctoral and 20 master’s students, and five postdoctoral fellows.

Liu is currently a co-editor-in-chief for Disciplinary and Interdisciplinary Science Education Research published by Springer and an Associate Editor for the Journal of Research in Science Teaching, the official journal of the NARST – A Worldwide Organization for Promoting Science Teaching and Learning through Research; he has also served on editorial boards for six major journals in STEM education. Recently, he chaired the advisory committee for the Chinese National Science Assessment. Most recently, he served as a program director for two years in the Division of Research in Formal and Informal Settings, Directorate for STEM Education, US National Science Foundation.

Liu is a Fellow of the American Association for the Advancement of Science (AAAS, 2020), a recipient of the Exceptional Scholars Sustained Achievement Award, University at Buffalo (2018), the Distinguished Achievement Award for Excellence in Publishing, National Science Teaching Association (NSTA, 2010), and a guest/honorary professor at a few universities in China (e.g., Beijing Normal University, Northeast Normal University, Shandong Normal University).

Academic Qualifications

  • PhD, Curriculum and Instruction, University of British Columbia, 1993
  • M. Ed., Chemical Education, East China Normal University, 1986
  • Diploma, Chemistry, Wuhan Teachers College at Xiaogan (currently Hubei Engineering College), 1981

Teaching Areas

  • Science Education
  • STEM Education
  • Measurement and Evaluation

Research Areas

  • STEM Identity Measurement and Development
  • STEM literacy
  • STEM Education Ontology

 Refereed Books
Liu, X., & Boone, W. J. (eds.) (2023). Advances in applications of Rasch measurement in science education. Cham, Switzerland: Springer.
Liu, X., & Wang, L. (eds.) (2023). Volume 11: The rise of STEM education. A volume in R. Tierney, F. Rizvi, K. Ercikan and G. Smith (eds.), International Encyclopedia of Education (4th edition). Oxford, UK: Elsevier.
Gorlewski, J., Winkelsas, A., Rosenblith, S., …Liu, X., … (2022). A case for change in teacher preparation: Developing community-based residency programs. New York: Routledge.
Liu, X. (2020). Using and developing measurement instruments in science education: A Rasch Modeling approach (Second Edition). Charlotte, NC: Information Age Publishing.
Refereed Journal Articles (*senior author co-authoring with students)
Zhai, Y., Tripp, J., & *Liu, X. (2024). Science teacher identity research: A scoping literature review. International Journal of STEM Education, April, 11(20), 1-30.
http://doi.org/10.1186/s40594-024-00481-8
Thayaseelan, K., Zhai, Y., Li, S., & *Liu, X. (2024). Revalidating a measurement instrument of spatial thinking ability for junior and high school students. Disciplinary and Interdisciplinary Science Education Research, 6, 3.
https://diser.springeropen.com/articles/10.1186/s43031-024-00095-8
Zhang, L., *Liu, X., & Feng, H. (2023). Development and validation of an instrument for assessing scientific literacy from junior to senior high school. Disciplinary and Interdisciplinary Science Education Research, 5, article #21.
https://diser.springeropen.com/articles/10.1186/s43031-023-00093-2
Waight, N., Whitford, M., Liu, X. (2023). Like they are everyday substances, you like see them, hold them, use them every day”: Students’ Understanding of Big Ideas and Macro and Submicro Chemistry Phenomena in the Context of Computer-based Models. Research in Science Education, 53, 935–960.
http://doi.org/10.1007/s11165-023-10114-9
Chi, S., Wang, Z., & *Liu, X. (2023). Assessment of context-based chemistry problem-solving skills: Test design and results from ninth-grade students. Research in Science Education, 53, 295–318.
http://doi.org/10.1007/s11165-022-10056-8
Liu, R., *Liu, X., & Hutson, L. (2022). Development and validation of a formative evaluation instrument for college teaching improvement. International Journal of Teaching and Learning in Higher Education, 33(3), 407-428.
https://isetl.org/ijtlhe/pdf/IJTLHE4124.pdf
Li, S., *Liu, X., Yang, Y., Tripp, J. (2022). Effects of teacher professional development and science classroom learning environment on students’ science achievement. Research in Science Education. 52, 1031–1053.
https://doi.org/10.1007/s11165-020-09979-x
Chi, S., *Liu, X., Wang, Z. (2021). Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis. Studies in Educational Evaluation, 70, September, article #100998.
https://doi.org/10.1016/j.stueduc.2021.100998
Shi, F., Wang, L., *Liu, X., & Chiu, M-H (2021). Development and validation of an observation protocol for measuring science teachers’ modeling-based teaching performance (MBTP). Journal of Research in Science Teaching, 58(9), 1359-1388.
http://doi.org/10.1002/tea.21712
Chi, S., Wang, Z., & *Liu, X. (2021). Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs. International Journal of Science Education. 43:14, 2426-2456.
https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1968532
Li, S., *Liu, X., Tripp, J., Yang. Y. (2021). From ICT availability to student science achievement: Mediation effects of ICT psychological need satisfactions and interest across genders. Research in Science and Technological Education.
https://doi.org/10.1080/02635143.2020.1830269
Wang, C., & *Liu, X., Wang, L., Sun, Y., & Zhang, H. (2021). Automated scoring of Chinese Grades 7–9 students’ competence in interpreting and arguing from evidence. Journal of Science Education and Technology, 30(2), 269–282.
https://doi.org/10.1007/s10956-020-09859-z
Park, M., & *Liu, X. (2021). An investigation of item difficulty patterns by energy aspects across biology, chemistry, environmental science and physics. Research in Science Education. 51, 43–60.
https://doi.org/10.1007/s11165-019-9819-y
Yang, Y., *Liu, X., & Gardella, J. A. (2020). Effects of a professional development program on science teacher knowledge and practice, and student understanding of interdisciplinary science concept. Journal of Research in Science Teaching, 57(7), 1028-1057.
https://doi.org/10.1002/tea.21620.
Liu, X., & Wang, L. (2019). Editorial: Disciplinary and interdisciplinary science education research. Disciplinary and Interdisciplinary Science Education Research, 1.1
https://doi.org/10.1186/s43031-019-0001-1
Chi, S., Wang, Z., & *Liu, X. (2019). Investigating disciplinary context effect on student scientific inquiry competence. International Journal of Science Education, 41(18), 2736- 2764.
https://doi.org/10.1080/09500693.2019.1697837
Luo, T., Wang, J., *Liu, X., & Zhou, J. (2019). Development and application of a scale to measurer students’ STEM continuing motivation. International Journal of Science Education, 41(14), 1885-1904.
https://doi.org/10.1080/09500693.2019.1647472
Lu, S., Bi, H., & *Liu, X. (2019). A phenomenographic study of 10th grade students’ understanding of electrolytes. Chemistry Education Research and Practice, 20, 204-212. DOI:
https://10.1039/C8RP00125A
Refereed Book Chapters
Liu, X. (2024). Reflection on the learning progression approach to promoting student learning: Commentary for Section II. In H. Jin, D. Yan, and J. Krajcik (eds.), Handbook on Science Learning Progressions (chapter 18), New York: Routledge.
Liu, X., Boone, W. (2023). Introduction. In X. Liu and W. Boone (eds.), Advances in applications of Rasch measurement in science education (chapter 1, pp. 1-18), Cham, Switzerland: Springer.
Liu, X., & Wang, L. (2023). Introduction. In X. Liu and L. Wang (eds.), Volume 11 – The rise of STEM education, in R. Tierney, F. Rizvi, K. Ercikan and G. Smith (eds.), International Encyclopedia of Education (4th edition). Oxford, UK: Elsevier.
Liu, X., Rates, C., showers, A., Hutson, L., & Baumstark, T. (2019). Redesigning science courses to enhance student engagement and performance. In J. J. Mintzes and E. M. Walter (eds.), Active learning in college science: The case for evidence-based practice (chapter 19, pp. 291-306). New York: Springer.

Tripp, J. & *Liu, X. (2024, April). Defining STEM professional identity: An exploratory study. Paper presented at the American Educational Research Association Annual Meeting, Philadelphia, PA.

Zhai, Y., & *Liu, X. (March, 2024). Science career expectations and science-related motivation: A latent profile analysis using PISA 2015 data. Paper presented at the annual NARST International Conference, Denver, CO, March 17-20, 2024.

Thayaseelan, K., Zhai, Y., & *Liu, X. (March, 2024). Revalidating a measurement instrument of spatial thinking ability for junior and high school students. Paper presented at the annual NARST International Conference, Denver, CO, March 17-20, 2024.

Tripp, J., *Liu, X., & Waight, N. (March, 2024). Minoritized high schoolers’ perceptions of science and scientists. Paper presented at the annual NARST International Conference, Denver, CO, March 17-20, 2024.

Liu, X., & Zhai, Y. (March, 2024). Science teacher identity research: A scoping literature review. Paper presented at the annual NARST International Conference, Denver, CO, March 17-20, 2024.

Cong, W., *Liu, X., & Wang, L. (April, 2021). Automated scoring of Chinese Grades 709 students’ competence in interpreting and arguing from evidence. Paper presented at the annual NARST International Conference. April 7-10, 2021, Online.

Yin, H., Liu, R., & *Liu, X. (April, 2021). Self-Efficacy Scale of Confucius Institute Chinese Teachers: A Rasch-Based Measurement Instrument Development. Paper presented at the annual meeting of the American Educational Research Association. Online, April 8, 12, 2021.

Li, S. & *Liu, X. (April, 2020). Integrating Geographic Information System in Secondary Classrooms: Factors in Relation to Spatial Thinking Ability [Poster Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/ruz4g7g (Conference Canceled).

Liu, R. & *Liu, X. (April, 2020). Rasch-Based Measurement Development: A Formative Evaluation Instrument for College Teaching [Poster Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/qmqpmch (Conference Canceled)

Liu, X. (October, 2019). Preservice science teacher education: What can US and China learn from each other? An invited talk at the International Forum on Improving Science Literacy for all Students, Oct. 30, 2019, Beijing Normal University.

Chi, S., & *Liu, X. (April, 2019). Test administration mode effects of hands-on test versus paper-and-pencil test. Paper presented at the annual meeting of the American Educational Research Association, Toronto, April 5 – 9, 2019.

Lin, J., Liu, X., Chang, C-Y, Sun, T., & Shi, X. (April, 2019). Developing a measurement instrument for teacher key competencies. Paper presented at the annual meeting of the American Educational Research Association, Toronto, April 5 – 9, 2019.

Yang, Y., & *Liu, X. (April, 2019). 9th and 12th graders’ science-related occupational expectations between genders and among races. Paper presented at the NARST annual International Conference, Baltimore, MD: March 31, April 3, 2019.

Li, S., & *Liu, X. (April, 2019). GIS integration in secondary school science classrooms: Effects on student and teacher spatial thinking ability. Paper presented at the NARST annual International Conference, Baltimore, MD: March 31, April 3, 2019.

Distinguished Professor, Department of Learning and Instruction, University at Buffalo, State University of New York, 2024

Fellow, American Association for the Advancement of Science (AAAS), 2020

Exceptional Scholars Sustained Achievement Award, University at Buffalo, State University of New York, 2018

Distinguished Achievement Award for Excellence in Publishing, 2010

NSTA Press, National Science Teaching Association

Fellow, Centre for Inquiry Transnational, 2008

University Graduate Fellowship, University of British Columbia, Canada, 1990 – 1992

National Association for Research in Science Teaching (NARST) – A Worldwide Organization for Improving Science Teaching and Learning through Research

American Educational Research Association (AERA)

American Association for the Advancement of Science (AAAS)