Prof Liu\nXiufeng is a globally recognised leader at the forefront of education research.\nWith over three decades dedicated to the field, he has witnessed significant\ntechnological advancements and generational changes. A firm believer in the\nimportance of science education for social progress, he is committed to\nenhancing scientific literacy worldwide. Prof Liu currently serves as a chair\nprofessor in the Faculty of Education and director of the Educational Testing\nand Assessment Research Centre at the University of Macau (UM). He is committed\nto using his extensive expertise and profound insights to further the cause of\neducation.<\/p>\n\n
From Teaching\nto Education Research<\/p>\n\n
Prof Liu\u2019s\neducation journey began in 1978. He was among the first cohort of university\nstudents after the reinstatement of the National College Entrance Examination\nin mainland China. After graduation, he worked as a chemistry teacher, where he\ndedicated himself to improving teaching methods through hands-on practice and\nstudy. To further his knowledge, Prof Liu pursued a master\u2019s degree at East\nChina Normal University. Upon completing his studies, he joined the Chinese\nNational Academy of Educational Sciences (formerly known as China National\nInstitute for Educational Research) as a research associate.<\/p>\n\n
In 1989, Prof\nLiu began his doctoral studies at the University\nof British Columbia under the encouragement of Prof David Robitaille,\nthe then head of the Department of Mathematics and Science Education in the\nuniversity\u2019s Faculty of Education. After earning his PhD, Prof Liu held\nacademic positions at universities in Canada\nand the US, where he conducted research on science education and contributed to\nmajor research projects including the Trends in International Mathematics and\nScience Study (TIMSS). During this time, he progressed steadily from assistant\nprofessor to associate professor, and to distinguished professor. In 2024, Prof\nLiu joined UM, bringing his extensive research experience and ability to\ncombine his wealth of knowledge with cutting-edge theories.<\/p>\n\n
\u2018I love doing\nresearch,\u2019 Prof Liu says with a smile. \u2018When I was a chemistry student and\nlater a chemistry teacher, I found so much joy in conducting experiments and\nexploring how substances change. Education research feels very similar. I am\nkeen on studying how education evolves and finding new ways to make learning\nmore engaging and effective for students. It is both interesting and\nmeaningful.\u2019<\/p>\n\n
Developing Rasch Tools for Science Education<\/p>\n\n
Prof Liu has made significant contributions to science education\nresearch. One of his most notable achievements is his dedicated effort to\npromote the use of the Rasch model for measuring science education.<\/p>\n\n
The Rasch\nmodel, developed in 1960 by Danish mathematician Georg Rasch, was designed to\nassess intelligence and achievement. It\nevaluates the difficulty of test items by analysing respondents\u2019 overall\nanswers while simultaneously estimating individual ability levels based on\ntheir performance. The late Benjamin Drake Wright, a professor of educational\nmeasurement at the University of Chicago, introduced the Rasch model to the\nfield of educational assessment. In 1969, he developed BICAL, the first Rasch\nanalysis software, which became the foundation for many of the measurement\ntools commonly used today. <\/p>\n\n
Prof Liu\nplayed a pivotal role in extending the application of the Rasch model to\nmeasure student proficiency in science education. Although he never met Prof\nWright personally, he attended several of his presentations at the American\nEducational Research Association annual meetings, which sparked his interest in\nthe model. Inspired by Prof Wright\u2019s work, Prof Liu applied the Rasch model for\nthe first time in 2005 to analyse how students\u2019 understanding of the concept of\nenergy develops and changes from primary to secondary school. This approach\neffectively addressed the shortcomings of traditional assessment methods for\nscience education, which relied solely on correct answer rates to measure\nproficiency and lacked common difficulty parameters, often leading to\ninaccurate results. In 2006, Prof Liu co-edited the book Applications of Rasch measurement in science education <\/i>with William\nBoone, a student of Prof Wright. In 2010, he published Using and developing measurement instruments in science education: A\nRasch modeling approach<\/i>.<\/p>\n\n
\u2018Benjamin has\nbeen the most influential figure in my academic research. In science education\nresearch, using more scientific measurement methods is essential,\u2019 says Prof\nLiu. Guided by this philosophy, he has authored and edited 14 academic books,\nincluding three focused specifically on the Rasch model. He also serves as the\neditor of two science education journals and has published nearly 100 journal\narticles, which are instrumental in advancing the application of the Rasch\nmodel. <\/p>\n\n
The Goals of\nInterdisciplinary Education <\/p>\n\n
Prof Liu\u2019s science education research spans a wide range of disciplines,\nincluding chemistry, physics, biology, earth sciences, and STEM education. In\nrecent years, STEM education, which integrates science, technology,\nengineering, and mathematics, has received growing attention. Prof Liu\u2019s work\nprimarily focuses on quantitative research in STEM, exploring assessment\nmethods, students\u2019 comprehension of interdisciplinary learning, and the\nmeasurement and development of STEM identities among teachers and students.<\/p>\n\n
Prof Liu\nnotes, \u2018According to the Curriculum Guidelines for Integrated and Applied\nSkills Education (Revised) issued by the Education and Youth Development Bureau\nof Macao, schools should allocate at least ten per cent of instructional time\nto integrated and applied skills learning, that is, STEM education. This\napproach enhances traditional subject-based teaching. Rather than replacing\nindividual disciplines, it aims to achieve broader educational goals\u2014for\nexample, equipping students to solve interdisciplinary problems that transcend\nthe boundaries of single subjects.\u2019<\/p>\n\n
In today\u2019s\neducation landscape, interdisciplinary learning is increasingly common. Prof\nLiu uses the 3D interactive exhibits of the Ruins of St. Paul\u2019s at the Macao\nScience Center as an example. The exhibits, created by a secondary school\nstudent, integrate knowledge from architecture, computer science, history, and\nart. They show how breaking traditional subject boundaries helps students redefine\ntheir learning identities while enhancing confidence and motivation. Prof Liu\nbelieves that STEM education should work as an ecosystem and reach beyond\nschools to include communities, industries, businesses, NGOs, museums, and\nmore. He explains, \u2018The real world is inherently interdisciplinary. If STEM\neducation reflects the realities of society, students gain a deeper\nunderstanding of how science, technology, and society interact. This not only\ninspires greater interest and competence in STEM-related careers, but also\nunleashes students\u2019 creativity.\u2019 <\/p>\n\n
Macao\u2019s Great Potential in Science\nEducation <\/p>\n\n
Serving as\nthe director of the Educational Testing and Assessment Research Centre holds\nprofound significance for Prof Liu. The centre\u2019s mission is to conduct\nlarge-scale educational measurement and evaluation studies in Macao, the\nGreater Bay Area, China, and internationally, with the goal of supporting the\ndevelopment of basic education in Macao and enhancing its overall education\nquality. Prof Liu explains, \u2018One of our key responsibilities is to study and\nimplement international assessment programmes such as PISA (Programme for\nInternational Student Assessment), TIMSS (Trends in International Mathematics\nand Science Study), and PIRLS (Progress in International Reading Literacy\nStudy), which are also my research areas. I look forward to putting my research\nfindings into practice. For me, this role is both a responsibility and an\nhonour.\u2019 <\/p>\n\n
Prof Liu\ncontinues, \u2018Macao has a unique K to 12 education system. Most schools are\nprivate, affiliated with associations or religious institutions, with only a\nfew public schools. There is no unified curriculum, standardised textbooks, or\ncentralised exams at any stage of basic education. Schools and teachers enjoy\nconsiderable autonomy in their teaching.\u2019 Surprisingly, despite this\ndecentralised structure, Macao students consistently rank among the world\u2019s top\nperformers in math and science in PISA and TIMSS assessments. Moreover, the\nachievement gaps related to socioeconomic status are among the smallest\nglobally, reflecting higher educational equity compared to other countries and\nregions.<\/p>\n\n
With these\nstrong foundations, Macao has significant potential to strengthen STEM\neducation. \u2018Teachers should no longer view themselves only as subject-specific\ninstructors but should instead reimagine their roles as STEM educators who can\nbreak down subject boundaries,\u2019 Prof Liu explains. \u2018The University of Macau\noffers both pre-service and in-service training in science education, and many\nof the teachers and administrators in Macao\u2019s schools are UM graduates. In line\nwith social development, our training programmes emphasise interdisciplinary\nconcepts and actively promote STEM education. Moreover, our centre works\nclosely with schools. It uses their student assessment data to develop\ncustomised improvement plans. This collaboration approach sets Macao apart from\nother regions and, in my opinion, will help Macao\u2019s schools reach their full\neducational potential.\u2019<\/p>\n\n
Enhancing Scientific Literacy Worldwide<\/p>\n\n
Prof Liu\nemphasises, \u2018Many people think that the purpose of science education is to\ncultivate professional scientists and drive technological progress. However, I\nbelieve that the ultimate goal of science education is to develop scientific\nliteracy in every individual. Whether someone attends university, studies\nscience or engineering, or pursues the arts, scientific literacy is essential.\nIt is not just about learning foundational science knowledge; it is about\nadopting a data-driven mindset for making informed decisions.\u2019 This belief\nabout science education has deeply influenced Prof Liu\u2019s educational journey.\nFrom his early career as a secondary school teacher, inspired by\nunderprivileged students who transformed their lives through hard work, to his\ncurrent role as a university professor reimagining science education, Prof Liu\nremains dedicated to challenging traditional teaching methods and reshaping educational practices. His mission is\nto elevate the role of science education, ensuring that more students can\nbenefit from its lifelong benefits.<\/p>
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About Prof Liu Xiufeng<\/p>\n\n
Liu Xiufeng\nis a chair professor in the Faculty of Education and director of the\nEducational Testing and Assessment Research Centre at the University of Macau.\nPrior to joining UM, he was a tenured faculty member at St. Francis Xavier\nUniversity and the University of Prince Edward Island in Canada; and a SUNY\nDistinguished Professor of Science Education in the Graduate School of\nEducation, University at Buffalo, State University of New York. In addition,\nProf Liu serves as a chief consultant to the Collaborative Innovation Center of\nAssessment for Basic Education Quality in China, and is a fellow of the\nAmerican Association for the Advancement of Science. Prof Liu is\ninternationally recognised for his contributions to science education,\nparticularly in the areas of conceptual learning and change, the integration of\ntechnology and disciplinary education, as well as educational measurement and\nevaluation. He has published extensively, with nearly 100 articles appearing in\nleading international journals. Currently, Prof Liu serves as an associate\neditor of Journal of Research in Science\nTeaching<\/i> and a co\u2011editor\u2011in\u2011chief of Disciplinary and Interdisciplinary Science\nEducation Research<\/i>.<\/p>
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Text: Stella Kuan<\/p>
Photo: Jack Ho, with some provided by the interviewee<\/p>
English Translation: Bess Che<\/p>