University at Buffalo

Xiufeng Liu

Xiufeng Liu

Professor 10 Months

LEARNING AND INSTRUCTION


Specialty/Research Focus

Evaluation; Science Education; Measurements

Contact Information
518 Baldy Hall
North Campus
Phone: (716) 645-4050
xliu5@buffalo.edu


Professional Summary:

I am currently Professor of Science Education in the Department of Learning & Instruction, Graduate School of Education, University at Buffalo, State University of New York. I obtained my Master’s degree from East China Normal University in 1986 and PhD from University of British Columbia in 1993. Before my current position, I taught high school chemistry in China, was a research associate at the China National Institute for Educational Research (currently Chinese Academy of Education), and a tenured faculty member at St. Francis Xavier University and University of Prince Edward Island, both in Canada. In addition, I have held various administrative positions including department interim chair, associate dean for research, and the inaugural director of the Center for Educational Innovation.

My research interests include measurement and evaluation in STEM education (i.e., applications of Rasch models), student conceptual progression of cross-cutting concepts (i.e., matter and energy), science and the public (i.e., civic scientific literacy), and college science teaching and learning (i.e., student engagement in large-enrolled undergraduate introductory STEM courses). My research approach is quantitative and statistical, guided by cognitive and social-cultural learning theories. I have more than 100 refereed publications including 10 books. I have received funding as PI and co-PI for more than $18 Million from such agencies as the National Science Foundation, National Institute of Health, and the Social Sciences and Humanities Research Council of Canada.

Education and Training:
  • PhD, University of British Columbia, Science Education (1993)
  • MEd, East China Normal University, Chemical Education (1986)
  • Diploma, Wuhan Teachers College at Xiaogan (currently Hubei Engineering College), Secondary School Chemistry Teaching (1981)
Awards and Honors:
  • Exceptional Scholars Sustained Achievement Award; University at Buffalo, SUNY; 2018-11-01;
Grants:
Sponsored Research:
  • The NAVIGATE Project: A Case-Study Approach to Overcoming Barriers to Advancement for Women; Federal; National Science Foundation; Continuing; (09/01/2017-08/31/2020)
  • VTAB: Vertical Transfer’s Access to the Baccalaureate in Engineering & Engineering Technology (subaward from RIT for conducting external evaluation); Federal; National Science Foundation; Awarded; (06/01/2017-05/31/2022)
  • Initiative for Maximizing Student Development: Enabling Access to Cutting-Edge Biomedical and Behavioral Science; Federal; National Institute of Health; Continuing; (03/01/2017-12/31/2021)
  • GTEST – Geotechnology Experience for Students and Teachers; Federal; National Science Foundation; Continuing; (01/02/2017-12/31/2019)
Publications:
Edited Book:
  • Liu, X., & Wen M. (eds.) (2018). Confucianism reconsidered: Insights for American and Chinese education in the 21st Century. Albany, NY: SUNY Press.
  • Liang, L., Liu, X., & Fulmer, G. (2016) (eds.). Science education in China: Policy, practice, and research. New York: Springer.
  • Zhang, B., Fulmer, G., Liu, X., Hu, W., Peng, S., & Wei, B. (2014) (eds.). Proceedings of the 2012 International Conference on Science Education, Nanjing, P. R. China. New York: Springer.
Journal Article:
  • 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: 10.1039/C8RP00125A
  • Park, M., & Liu, X. (2019). An investigation of item difficulty patterns by energy aspects across biology, chemistry, environmental science and physics. Research in Science Education. DOI:10.1007/s11165-019-9819-y
  • Chi, S., Liu, X., Wang, Z., & Han, S-W (2018). Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education, 40(11), 1284-1034.
  • Lu, S, Bi, H., & Liu, X. (2018). The effects of explanation-driven inquiry on students’ conceptual understanding of redox. International Journal of Science Education, 40(15), 1857-1873.
  • Yang, Y., Liu, X., & Gardella, J. A. (2018). Effects of professional development on teacher pedagogical content knowledge, inquiry teaching practices, and student understanding of interdisciplinary science. Journal of Science Teacher Education, 29(4), 263-282.
  • Zhang, R., Liu, X., Yang, Y., Tripp, J., & Shao, B. (2018). Preservice science teachers’ instructional design competence: Characteristics and correlations. Eurasia Journal of Mathematics, Science and Technology Education, 14(3):1075–1096.
  • Chi, S., Wang, Z., Liu, X., & Zhu, L. (2017). Associations among attitudes, perceived difficulty of learning science, gender, parents’ occupation and students’ scientific competencies. International Journal of Science Education, 39(16), 2171-2188.
  • Park, M., Liu, X., Waight, N., & Smith, E. (2017). The effect of computer models as formative assessment on student understanding of the nature of models. Chemical Educational Research and Practice, 18, 572-581.
  • 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, 94(3), 273-281.
  • Yang, Y., He, P., & Liu, X. (2017). Validation of an instrument for measuring students’ understanding of interdisciplinary science in grades 4-8 over multiple semesters: a Rasch measurement study. International Journal of Mathematics and Science Education, 16(4), 639–654.
  • Chi, S., Liu, X., & Gardella, J. A. (2016). Measuring university students’ perceived self- efficacy in science communication in middle and high schools. Universal Journal of Educational Research, 4(5), 1089-1102.
  • Ding, L., Wei, X., & Liu, X. (2016). Variations in university students' scientific reasoning skills across majors, years, and types of institutions. Research in Science Education, 46(5), 613-632.
  • Hadenfeldt, J. C., & Neumann, K., Bernholt, S., Liu, X., & Parchmann, I. (2016). Students’ progression in understanding the matter concept. Journal of Research in Science Teaching, 53(5), 683–708.
  • He, P., Liu, X., Zheng, C., & Jia, M. (2016). Using Rasch measurement to validate an instrument for measuring the quality of classroom teaching in secondary chemistry lessons. Chemistry Education Research and Practice, 17, 381-393.
  • Park, M., & Liu, X. (2016). Assessing understanding of the energy concept in different science disciplines. Science Education, 100, 483-516.
  • Grant, B., Liu, X., & Gardella, J. A. (2015). Supporting the development of science communication skills in STEM university students: Understanding their learning experiences as they work in middle and high school classrooms. International Journal of Science Education: Part B, 5(2), 139–160.
  • Huffman, K., Perin, D., & Liu, X. (2015). Integrating reading skills in an introductory science classroom, Journal of College Science Teaching, 44(5), 10-15.
  • Waight, N., Liu, X., & Gregorius, R. (2015). Understanding the life cycle of computer-based models: the role of expert contributions in design, development and implementation, Educational Technology. Educational Technology Research and Development, 63, 831-859.
  • Chowdhary, B., Liu, X., Yerrick, R., Smith, E., & Grant, B. (2014). Examining science teachers’ development of interdisciplinary science inquiry pedagogical knowledge and practices. Journal of Science Teacher Education, 25(8), 865-884.
  • Fulmer, G., Liang, L., & Liu, X. (2014). Applying a force and motion learning progression over an extended time span using the Force Concept Inventory. International Journal of Science Education, 36(17), 2918-2936.
  • Hadenfeldt, J. C., Liu, X., & Neumann, K. (2014). Framing students’ progression in understanding matter: A review of previous research. Studies in Science Education, 50(2), 181-208.
  • Hadenfeldt, J. C., Liu, X., & Neumann, K. (2014). Framing students’ progression in understanding matter: A review of previous research. Studies in Science Education, 50(2), 181-208.
  • 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(3), 467-505.
  • Wei, S., Liu, X., & Jia, Y. (2014). Using Rasch measurement to validate the measurement instrument: Students’ Understanding of Models in Science, International Journal of Mathematics and Science Education. 12(5), 1067-1082.
Book Chapter:
  • Liu, X., & Ma, W. (2018). Introduction: Why is Confucianism still relevant in the globalized twenty-first century? In X. Liu and W. Ma (eds.), Confucianism reconsidered: Insights for American and Chinese education in the twenty-first century (pp. 1-14). Albany, NY: SUNY Press.
  • Liang, L., Liu, X., & Fulmer, G. (2016). Introduction. In L. Liang, X. Liu and G. Fulmer (eds.), Science education in China: Policy, practice, and research. New York: Springer.
  • Liu, K., & Liu, X. (2016). Opportunities to learn at home and Chinese-American high school students’ mathematics achievement. In Li G. & M. Wen (eds.), Chinese heritage students in north American schools: Understanding hearts and minds beyond test scores (Chapter 8, pp. 120-134). New York: Routledge.
  • Liu, X., Liang, L., & Fulmer, G. (2016). Conclusion. In L. Liang, X. Liu and G. Fulmer (eds.), Science education in China: Policy, practice, and research. New York: Springer.
  • Liu, X., Liang, L., & Fulmer, G. (2016). Part I Commentary. In L. Liang, X. Liu and G. Fulmer (eds.), Science education in China: Policy, practice, and research. New York: Springer.
  • Liu, X. (2014). Expanding notions of scientific literacy: A re-conceptualization of aims of science education in the knowledge society. In N. Mansour and R. Wegerif (eds.), Science education for diversity in knowledge society (pp. 23-39). Springer.
  • Liu, X. (2014). Paradigm contrast: A personal reflection of approaches to preservice science teacher education in China and North America. In W. Ma (ed.), East meets west in teacher preparation: Crossing Chinese and American borders (Chapter 10, pp.127-142). New York: Teachers College Press.
  • Liu, X., & Park, M. (2014). Contextual dimensions of the energy concept and implications for energy teaching and learning. In Chen, R. F., Eisenkraft, A., Fortus, D., Krajcik, J., Neumann, K., Nordine, J. C. & Scheff, A. (eds.). Teaching and learning of energy in K-12 education (Chapter 10, pp. 175-186). New York: Springer.
Other:
  • Liu, X., & Zhang, B. (2014) (eds.). Special Issue (SI): International Conference on Science Education (ICSE), Nanjing, China, Oct. 2012. Journal of Science Education and Technology, 23(2), 207-210.
Presentations:
Invited Lectures:
  • Assessing science/scientific literacy: past, present and future. Invited talk at the Science Education International Forum, Nov. 3, 2018, Beijing Normal University.;
  • Connected Chemistry as Formative Assessment. An invited talk at the Asian Chemistry Education Summit, Nov. 28, 2018, Taiwan Normal University.;
  • Research in interests in science. Invited talk at the Beijing Normal University National Science Assessment Summit, Aug. 25, 2018.;
  • Liu, X. (Jan., 2018). Assessment of three-dimensional learning of the Next Generation Science Standards. Shaanxi Normal University, Jan. 16, 2018.;
  • Liu, X. (Jan., 2018). Reforming undergraduate STEM teaching in research universities in the US. Shaanxi Normal University, Jan. 15, 2018.;
  • Liu, X. (Jan., 2018). Using Rasch modeling to develop measurement instruments: A workshop. Shaanxi Normal University, Jan. 16 - 28, 2018.;
  • Liu, X. (March, 2018). Using R for Rasch analysis to explore student learning progression. A workshop conducted at the 2018 NARST International Annual Conference, Atlanta, Georgia, March 10, 2018.;
  • Liu, X. (Oct., 2017). Assessment of three-dimensional learning of the Next Generation Science Standards. Northeast Normal University, Oct. 29, 2017.;
  • Liu, X. (Oct., 2017). How to publish in English journals? Northeast Normal University, Oct. 30, 2017.;
  • Liu, X. (Oct., 2017). Reforming undergraduate STEM teaching in research universities in the US. Northeast Normal University, Oct. 30, 2017.;
Conferences:
  • 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.;
  • 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.;
  • 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.;
  • Eades-Baird, M., Liu, X., & Hayden, E. (March, 2018). Influences on urban science teachers’ implementation of literacy: three case studies. Paper presented at the NARST annual International conference, Atlanta, GA, March 10-13, 2018.;
  • Li, S., & Liu, X. (March, 2018). Integrating GIS into secondary school science curriculums: A mixed method study on student spatial thinking abilities. Paper presented at the NARST annual International conference, Atlanta, GA, March 10-13, 2018.;
  • Lin, J., Liu, X., & Chang, C-Y. (March, 2018). Investigation on professional ethics of science teachers in China’s elementary and middle schools. Paper presented at the NARST annual International conference, Atlanta, GA, March 10-13, 2018.;
  • Yang, Y., Liu, X., & Gardella, J. (March, 2018). Effects of professional development on teacher knowledge, practice, and student learning of interdisciplinary science. Paper presented at the NARST annual International conference, Atlanta, GA, March 10-13, 2018.;
  • Gould, O., Liu, X., Chi, S., & Yang, Y. (April, 2017). Mutualism: An ethnographic case study on a school's participation in a professional development program in science. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, Texas.;
  • Liu, X., & Vanzile-Tempsen, C. (April, 2017). Construct validation of an instrument to measure university student classroom engagement. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, Texas.;
  • Rate, C., Liu, X., & Vanzile-Tempsen, C. (April, 2017). Continual improvement of a student evaluation of teaching over seven semesters at a state university. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, Texas.;
  • Chudyk, S. A., Liu, X., Eades-Baird, M., Waight, N., & Yang, Y. (April, 2016). The implementation of interdisciplinary science inquiry of biology teachers compared to physical science teachers. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.;
  • Eades-Baird, M., & Liu, X. (April, 2016). Urban science teachers’ implementation of common core state standards for ELA within the context of interdisciplinary science inquiry. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.;
  • Yang, Y., Liu, X., & Eades-Baird, M. (April, 2016). Effects of an ISEP professional development on teachers’ PCK and students’ understanding of science. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.;
  • Yang, Y., Peng, H., Liu, X., & Eades-Baird, M. (April, 2016). Validation of an instrument for measuring students’ understanding of science in grades 4-8 over multiple semesters: A Rasch measurement study. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Baltimore, MD.;
  • Eades-Baird, Liu, X., & Chowdhary, B. (April, 2015). Urban Science Teachers’ Beliefs, Perceptions and Implementation of CCSS for ELA/Literacy within Interdisciplinary Science Inquiry. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.;
  • He, P., Zheng, C., & Liu, X. (April, 2015). Development of a coding system and instruments for assessing the quality of instructional behaviors. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.;
  • He, P., Zheng, C., & Liu, X. (April, 2015). Using Rasch measurement to validate the instrument for evaluating secondary chemistry classroom teaching and learning. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.;
  • Park, M., Liu, X., & Johhnson, J. (April, 2015). Toward understanding the relationship between the learning progression of energy and scientific disciplines. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.;
  • Smith, E., & Liu, X. (April, 2015). Interdisciplinary science inquiry within a school-university partnership: Understanding in-service science teacher’s interpretation and implementation of interdisciplinary science inquiry as part of their practice. Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.;
  • Smith, E., & Liu, X. (April, 2015). The Impact of Science Teachers’ Orientations on their Understanding and Implementation of Interdisciplinary Science Inquiry). Paper presented at the annual meeting of the NARST-A Worldwide Organization for Improving Science Teaching and Learning through Research, Chicago, IL.;
  • Borda, E. J., Park, M., & Liu, X. (April, 2014). Improving upon the Chemical Concepts Inventory: Towards a state-of-the-art summative assessment instrument in chemistry. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.;
  • Liu, X., & Fu, L. (April, 2014). Measuring university students’ science communication self-efficacy in middle and high school. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.;
  • Smith, E., & Liu, X. (April, 2014). The development of in-service science teachers’ pedagogical content knowledge related to interdisciplinary science inquiry. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.;
  • Waight, N., Liu, X., & Whitford, M. (April, 2014). Mapping students’ understanding of big ideas of high school chemistry concepts in the context of computer modeling-based teaching and learning. Paper presented at the annual meeting of the NARST – A Worldwide Association for Promoting Science Teaching and Learning through Research, Pittsburgh, PA.;
:
Activities:
Editorial and Review:
  • Co-Editor-in-Chief, Disciplinary and Interdisciplinary Science Education Research
    04/01/2019-05/31/2019
  • Editorial Board Member, Journal for STEM Education Research
    06/01/2018-05/31/2019
  • Associate Editor, Eurasia Journal of Mathematics, Science and Technology Education.
    05/01/2017-05/31/2019
  • Associate Editor, Journal of Research in Science Teaching
    06/01/2010-03/31/2015
  • Editorial board member, Science Education
    10/01/2008-05/31/2019
  • Editorial board member, International Journal of Environmental & Science Education (IJESE)
    07/01/2008-05/31/2019
  • Editorial Board Member, Journal of Science Education and Technology
    07/01/2004-05/31/2019
News:

    Contact Information

    518 Baldy Hall
    North Campus
    Phone: (716) 645-4050
    xliu5@buffalo.edu