Noemi Waight
Biographic Data
| ID | 9512517 |
|---|---|
| NAME | Noemi Waight |
| GIVEN NAMES | Noemi |
| FAMILY NAME | Waight |
| SIGNATURE | WAIGHT N |
| AFFILIATIONS | Learning and Instruction University at Buffalo Buffalo New York USA |
| ORCID | 0000-0002-0038-9517 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Co‐creating a community of belonging and presence
Science education reform efforts have called for teaching science to all students, yet the “Science for All” mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable science learning opportunities. In this exp…
Towards Equitable, Social Justice Criticality
St‐century Science Education Digital Ecologies
This special issue, Science teaching, learning, and assessment with 21st century, cutting-edge digital ecologies, aimed to examine the use and impact of 21st-century cutting-edge technologies, technological platforms, technological activity, and digital ecologies on science teaching, learning, and assessment. The call for this issue also focused on conceptual and/or critical analyses related to theories and frameworks needed to advance the ways i…
The digitalization of science education
This special issue set out to provide a platform for reporting on empirical research that examines the use and impact of 21st century cutting-edge digital technologies and ecologies on science teaching, learning, and assessment. For decades technologies, and more recently digital technologies, have been said to revolutionize education, STEM education and, more specifically, science education. This movement started in the 1980s, when personal comp…
No prominent works on this page.
St‐century Science Education Digital Ecologies
This special issue, Science teaching, learning, and assessment with 21st century, cutting-edge digital ecologies, aimed to examine the use and impact of 21st-century cutting-edge technologies, technological platforms, technological activity, and digital ecologies on science teaching, learning, and assessment. The call for this issue also focused on conceptual and/or critical analyses related to theories and frameworks needed to advance the ways i…
The digitalization of science education
This special issue set out to provide a platform for reporting on empirical research that examines the use and impact of 21st century cutting-edge digital technologies and ecologies on science teaching, learning, and assessment. For decades technologies, and more recently digital technologies, have been said to revolutionize education, STEM education and, more specifically, science education. This movement started in the 1980s, when personal comp…
Towards Equitable, Social Justice Criticality
Co‐creating a community of belonging and presence
Science education reform efforts have called for teaching science to all students, yet the “Science for All” mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable science learning opportunities. In this exp…
Pedagogy (4 works) · Science education (4 works) · Sociology (3 works) · Computer Science (2 works) · Educational technology (2 works) · Engineering (2 works) · Engineering ethics (2 works) · Mathematics education (2 works) · Mobile Learning in Education (2 works) · Political science (2 works)