University at Buffalo

Noemi Waight

Noemi Waight

Associate Professor 10 Months

LEARNING AND INSTRUCTION


Specialty/Research Focus

Curriculum and Instruction; Access and Equity; Diversity; Digital Innovations; Assessment; Cognition; Digital Media and Learning; Curriculum and Instruction; Gender, Culture, and Equity; Global Issues; Race, Inequality, and Education; Leadership; Urban Education; Learning Design; Science Education; Problem Based Learning; Qualitative Research Methods

Contact Information
513 Baldy Hall
North Campus
Phone: (716) 645-4045
nwaight@buffalo.edu


Professional Summary:

Noemi Waight is an Associate Professor of Science Education in the Department of Learning and Instruction in the Graduate School of Education at the University at Buffalo. Dr. Waight earned her PhD in Science Education from the University of Illinois at Urbana-Champaign.

Dr. Waight’s research examines the design, development, implementation, adoption, and enactment of technological tools (e.g., computer-based models, bioinformatics tools, databases) in the context of central, reform-based, K-12 science teaching approaches. Two complimentary perspectives guide this research: First, she examines the enactment of technological tools by documenting the full cycle from design and development to actual implementation in science classrooms. Second, to fully understand the implications of the above cycle, her research seeks to elucidate the theoretical underpinnings of the Nature of Technology (NoT) as it pertains to K-12 science education, and empirically examine the factors, conditions, and agencies that impact and mediate enactment of technology in science education. More recently, Dr. Waight’s work has evolved to examine the role of school leadership and STEM implementation in high needs schools locally and internationally. Finally, she is also examining how Computer Science can be used as a tool to facilitate scientific understanding for young women at the high school level.

Dr. Waight has served as Co-PI of a National Science Foundation grant: Connected Chemistry as Formative Assessment. She currently serves as an Associate Editor for Journal of Research in Science Teaching and has served as proposal reviewer for the National Science Foundation. In addition to her research projects in the US context, Dr. Waight has embarked on collaborative research in Belize and Japan.

Education and Training:
  • PhD, University of Illinois at Urbana-Champaign, Curriculum & Instruction (Science Education) (2008)
  • MSc, University of Illinois at Urbana-Champaign, Curriculum & Instruction (Science Education) (2004)
  • BSc, University of Belize, Biology (1998)
Awards and Honors:
  • STARS Service Award; STARS Service Award; GSE; 2018-05-04;
  • Faculty In Residence 2018; Faculty In Residence: Partnership with the Research Lab School; GSE; 2018-01-30;
Grants:
Grant:
  • An examination of school leadership, social justice and science and environmental education curricula development at Ocean Academy in Caye Caulker, Belize; Local; Faculty Internationalization Fund; Awarded; (03/01/2015-06/30/2015)
Publications:
Journal Article:
  • Park, M., Liu, X., Smith, E. & Waight, N. (2017). The effect of computer models as formative assessment on student understanding of the nature of models. Chemistry Education Research and Practice. DOI: 10.1039/C7RP00018A
  • Abd-El-Khalick, F., Myers, J., Summers, R., Brunner, J., Waight, N., Wahbeh, N., Zeineddin, A., & Belarmino, J. (2016). A longitudinal analysis of the extent and manner of representations of nature of science in US high school biology and physics textbooks. Journal of Research in Science Teaching, 54, 82-120.
  • Park, M., Liu, X., & Waight, N. (2017). Development of the connected chemistry as formative assessment pedagogy for high school chemistry teaching. Journal of Chemical Education. DOI: 10.1021/acs.jchemed.6b00299
  • Moore-Russo, D., & Waight, N. (2015). Rethinking how mathematics, science, and technology are represented in teacher education. Teacher Education and Practice, 28, 221-238.
  • Waight, N., Liu, X., Gregorius, R. M., & Whitford, M. (2015). Understanding the life cycle of computer-based models: The role of expert contributions in design, development and implementation. Educational Technology Research and Development, 63, 831-859
  • Waight, N. (2014). Technology knowledge: High school science teachers’ conceptions of the nature of technology. International Journal of Science and Mathematics Education, 12, 1143-1168.
  • Waight, N., Chiu, M. M., & Whitford, M. (2014). The life cycle of technologies in the science education context: Factors that influence the process of technological selection and usage in high school science classrooms. Journal of Science Education and Technology, 23, 668-681.
  • Waight, N., Liu, X., Gregorius, R. M., Smith, E., & Park, M. (2014). Teacher conceptions and approaches associated with an immersive instructional implementation of computer-based models and assessment in secondary chemistry classrooms. International Journal of Science Education, 36, 467-505.
  • Waight, N., & Gillmeister, K. (2014). Teachers and Students’ Conceptions of Computer-Based Models in the Context of High School Chemistry: Elicitations at the Pre-intervention Stage. Research in Science Education, 44, 335-361.
  • Liu, X., Waight, N., Gregorius, R. M., Smith, E., & Park, M. (2012). Developing computer model-based assessment of chemical reasoning: A feasibility study. Journal of Computers in Mathematics and Science Teaching, 31, 259-281.
  • Waight, N., & Abd-El-Khalick, F. (2012). Nature of technology: Implications for design, development, and enactment of technological tools in school science classrooms. International Journal of Science Education, 34, 2875-2905.
  • Waight, N., & Abd-El-Khalick, F. (2011). From scientific practice to high school science: Transfer of scientific technologies and realizations of authentic inquiry. Journal of Research in Science Teaching, 48, 37-70.
  • Waight, N., & Abd-El-Khalick, F. (2007). The Impact of technology on the enactment of inquiry in a technology enthusiast’s sixth grade science classroom. Journal of Research in Science Teaching, 44, 154-182.
Book Chapter:
  • Waight, N., & Abd-El-Khalick, F. (2018) Technology, culture and values: Implications for enactment of Technological tools in precollege science classrooms. In Y. J. Dori, Z. Mevareach, & D. Baker (Eds.), Cognition, metacognition and culture in STEM education. Springer International Publishing.
  • Abd-El-Khalick, F., Belarmino, J., Brunner, J., Le, A., Myers, J. Y., Summers, R., Wahbeh, N., Waight, N., Waters, M., & Zeineddin, A. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school chemistry, biology, and physics textbooks. In C. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: Global perspectives. New York: Routledge.
Other:
  • A case study of the intersection of school leadership, social justice and STEM curricula and enactment in a high needs high school in Belize. In J. Settlage & A. Johnston (Eds.), Science Education at the Crossroads, Proceedings of Science Education at the Crossroads Conference (pp. 56-57). Cleveland, OH, October 2015.
  • Waight, N. (2015). A case study of the intersection of school leadership, social justice and STEM curricula and enactment in a high needs high school in Belize. In J. Settlage & A. Johnston (Eds.), Science Education at the Crossroads, Proceedings of Science Education at the Crossroads Conference (pp. 56-57). Cleveland, OH, October 2015.
  • Nature of technology benchmarks for the design, development, implementation and enactment of science education technologies. In J. Settlage & A. Johnston (Eds.), Science Education at the Crossroads, Proceedings of Science Education at the Crossroads Conference (pp. 86-87). Portland, OR, September 2014.
  • Waight, N. (2014). Nature of technology benchmarks for the design, development, implementation and enactment of science education technologies. In J. Settlage & A. Johnston (Eds.), Science Education at the Crossroads, Proceedings of Science Education at the Crossroads Conference (pp. 86-87). Portland, OR, September 2014.
  • Diffusion and transfer of technologies across different contexts: K-12 versus “other” organizations. In J. Settlage & A. Johnston (Eds), Science Education at the Crossroads, Proceedings of Science Education at the Crossroads Conference. Providence, RI, September 2012.
  • Understanding the pedagogical implication of philosophy of technology in science classrooms: The role of teachers’ conceptions of technology. In J. Settlage & A. Johnston (Eds), Science Education at the Crossroads, Proceedings of Science Education at the Crossroads Conference. San Antonio, TX, September 2011.
Presentations:
  • Conferences:
    • Waight, N. & Abd-El-Khalick, F. (2017, August). Invited Symposium: Epistemological Inquiry from the Journal of Research in Science Teaching. Paper presented at the European Science Education Research Association Conference, Dublin, Ireland.;
    • Waight, N. & Abd-El-Khalick, F. (2018, March). How Culture and Values Impact Realizations of Technology-Supported, Inquiry-Based Science Teaching and Learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.;
    • Waight, N., Jacobson, S., & Chisolm, L. (2018, April). The Role of School Leaders in Developing an Intentional and Innovative STEM Curriculum: A Case Study in a High-needs Secondary School in Belize. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.;
    • Waight, N., Liu, X., & Whitford, M. (2017, August). Fine-grained Analysis of Students’ Levels of Understanding of Chemistry Phenomena in the Context of Computer-based Models. Paper presented at the European Science Education Research Association Conference, Dublin, Ireland.;
    • Waight, N., Mello, A., & Morsy, S. (2017, August). Robotics as a tool to foster science literacy: Implementation and enactment of a robotics course at the high school level. Poster presented at the European Science Education Research Association Conference, Dublin, Ireland.;
    • Waight, N., Mello, A., Morsy, S., & Lindner, M. (2018, March). Programming and Science Literacy: Examining Enactment of a Robotics Course for High School Girls. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.;
    • Waight, N. & Abd-El-Khalick, F. (2017, September). Invited Symposium: Epistemological Inquiry from the Journal of Research in Science Teaching. Paper presented at the European Science Education Research Association Conference, Dublin, Ireland.;
    • Waight, N., Liu, X., & Whitford, M. (2017, September). Fine-grained Analysis of Students’ Levels of Understanding of Chemistry Phenomena in the Context of Computer-based Models. Paper presented at the European Science Education Research Association Conference, Dublin, Ireland.;
    • Chudyx, S., Liu, X., & Waight, N. (2016, April). The implementation of interdisciplinary science inquiry of biology teachers compared to physical science teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.;
    • Jacobson, S., Waight, N., & Chisolm, L. (2015, November). Successful practices and enduring beliefs of leaders in high-need schools: Evidence from international studies. Panel presentation at the annual meeting of the University Council for Educational Administration.;
    • Waight, N., Jacobson, S., & Chisolm, L. (2016, April). School leadership and STEM enactment in a high needs secondary school in Belize. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.;
    • Waight, N. (2014). Nature of technology benchmarks for the design, development, implementation and enactment of science education technologies. Paper presented at the Science Education at the Crossroads, Portland, OR.;
    • Waight, N., Chiu, M. M., & Whitford, M. (2015, April). Factors that Influence Science Teacher Selection and Use of Technologies: Implications for sustainability of Technologies in High School Science Classrooms. Roundtable Session at the annual meeting of the American Educational Research Association, Chicago, IL.;
    • Waight, N., Chiu, M. M., & Whitford, M. (2015, April). Science Teacher Selection and Use of Technologies: Implications for Implementation of Reform Technologies and Understandings of Evolution of Technology. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.;
    • Waight, N., Liu, X., & Whitford, M. (2015, April). High School Students’ Reasoning of Big Ideas: Matter, Energy and Models and Multiple Representations of Chemistry Phenomena in the context of computer-based modeling and model-based assessment. Roundtable Session at the annual meeting of the American Educational Research Association, Chicago, IL.;
    Activities:
    Editorial and Review:
    • Editorial Board Member, Journal of Science Teacher Education
      04/15/2018-05/25/2018
    • Reviewer, Science Education
      04/15/2018-05/25/2018
    • Associate Editor, Journal of Research in Science Teaching
      04/30/2017-05/25/2018
    • Reviewer, International Journal of Science Education;Research in Science Education; Science Activities; Chemistry Education Research and Practice
      04/16/2017-05/25/2018
    • Associate Editor, Journal of Research in Science Teaching
      04/30/2016-03/31/2020
    • Reviewer for the following journals: Science Education International Journal of Science Education Journal of Science Education and Technology Research in Science Education International Journal of Science and Mathematics Education Science Activities
      09/01/2015-05/31/2016
    • Editorial Board Member, Journal of Research in Science Teaching
      07/01/2014-06/30/2017
    • Reviewer for the following journals: Journal of Research in Science Teaching Science Education International Journal of Science Education Journal of Science Education and Technology American Educational Research Journal – Social and Institutional Analysis Chemistry Education Research and Practice Educational Policy, Reviewer International Journal of Science and Mathematics Education Research in Science Education Science Activities
      07/31/2008-12/31/2017
    Professional Service:
    • Proposal Reviewer for the National Association of Research in Science Teaching
      08/01/2017-05/25/2018
    • Rod Doran Scholarship Committee
      05/31/2017-08/31/2018
    • NARST Early Career Awards Committee
      04/30/2017-04/30/2019
    • Early Career Awards Sub Committee, 2017-2019
      04/30/2017-05/25/2018
    • NARST Publications Advisory Council, Teacher Scholarship Sub Committee, Co-Chair
      04/30/2016-04/30/2017
    • National Science Foundation, Proposal Reviewer
      02/28/2015-12/31/2017
    • Reviewer for Annual meeting of the National Association for Research in Science Teaching, Strand 12: Educational Technology; Strand 1-Learning: Students’ Conceptions and Conceptual Change
      09/01/2014-11/01/2014
    • Publications Advisory Council Committee, Member
      07/01/2014-06/30/2017
    • Proposal Reviewer for the National Association of Research in Science Teaching
      08/31/2008-12/31/2017
    News:

      Contact Information

      513 Baldy Hall
      North Campus
      Phone: (716) 645-4045
      nwaight@buffalo.edu