Learning and Instruction
- Inquiry-based Teaching and Learning
- Computer-based visualizations
- Philosophy of Technology
- Nature of Technology
- K-12 Science Curriculum
- Pedagogical Approaches in Science Education
- Philosophy of Technology
- Technology and Society
Noemi Waight is an Associate Professor of Science education in the Department of Learning and Instruction in the Graduate School of Education. Dr. Waight earned her PhD in Science Education from the University of Illinois at Urbana-Champaign where she completed her dissertation, “Technology in Pre-college Science Education: Toward a Theory of Balance and Viability” under the mentorship of Fouad Abd-El-Khalick.
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. In addition, Dr. Waight’s work has evolved to examine the role of school leadership and STEM implementation and the role of computer science to facilitate scientific understanding.
Dr. Waight has served as Co-PI of a National Science Foundation grant: Connected Chemistry as Formative Assessment (Award # 0918295; $494,000). She currently serves on the Editorial Board of the Journal of Research in Science Teaching (Impact Factor 3.162) and has served as proposal reviewer for the National Science Foundation. To date her work has been cited 129 times (see Google Scholar). She has been active in presenting her work at annual meetings of the National Association for Research in Science Teaching (NARST), the American Educational Research Association (AERA), and Science Education at the Crossroads. In addition to her research projects in the US context, Dr. Waight has embarked on collaborative research in international contexts, which include Belize and Japan.
Refereed Journal Articles
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. DOI: 10.1002/tea.21339.
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.
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. (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.
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.
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. (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.
Invited Book Chapter
Waight, N., & Abd-El-Khalick, F. (accepted) 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.
Abd-El-Khalick, F., Belarmino, J., Brunner, J., Le, A., Myers, J. Y., Summers, R., Wahbeh, N., Waight, N., Waters, M., & Zeineddin, A. (accepted). 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.
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.
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.
Waight, N. (2012). 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.
Waight, N. (2011). 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.