ABSTRACT The purpose of this study is to explore if and how different types of video annotations support pre‐service teachers (PSTs) in learning how to notice student multimodal, or verbal and non‐verbal, mathematical thinking. We implemented a video club intervention in a middle grades mathematics methods class. We asked PSTs to annotate classroom videos using two types of annotations. The first type was a pinning tool, which allowed the PSTs to mark video timestamps. The second type was a drawing tool, which allowed PSTs to draw directly on the video. We found that when PSTs used the pin tool, they largely attended to students' verbal thinking. In contrast, with the draw tool, PSTs began to attend to more of students' non‐verbal thinking. When PSTs attended to verbal student thinking, they mostly interpreted it in terms of students' disciplinary understanding. When PSTs attended to non‐verbal thinking, they reasoned about additional aspects of student thinking including affect, communication goals, and students' processes for learning the content. These findings have implications for PD design that supports teachers in expanding their multimodal noticing.

ABSTRACT This study explored the conceptual understanding of hydrocarbons among senior high school students in Ghana, as hydrocarbons are fundamental in organic chemistry but often pose challenges for learners. The research aimed to identify students' levels of conceptual understanding and examine the interconnections among their conceptual difficulties. A cross‐sectional survey design was utilized to collect data from 276 randomly selected SHS three science students across 12 schools that have taught organic chemistry. The Hydrocarbon Conceptual Understanding Scale (HCUS), a two‐tier diagnostic tool, assessed students' understanding in five areas: naming and drawing, reactions, isomerism, identification of functional groups, and physical and chemical properties of hydrocarbons. Results indicated a low level of conceptual understanding across all evaluated areas, with significant interconnections between students' difficulties in different concept domains. This highlights the need for effective instructional strategies, such as student‐centred approaches like molecular modeling and cognitive conflict strategies, to address these challenges.

ABSTRACT The emergence of generative AI (GenAI), such as ChatGPT, in education reconceptualizes the realm and is novel to researchers and practitioners alike. Over the past few years, systematic reviews of the impact of GenAI on education have increased, focusing on language education and general education. Such reviews may overlook other integrated disciplines. This impact can be reflected in student engagement (learning outcomes) and teacher perspectives. In response, this review aims to investigate the impact of integrating GenAI on student engagement and teacher‐perceived support in science, technology, engineering, art, and mathematics (STEAM) education. It used a thematic analysis approach to examine relevant articles published over the past 5 years (2020–2024). The findings suggest 11 constructs on how GenAI tools affect the development of student cognitive, behavioral, and emotional engagement. They also suggest three themes about how STEAM teachers felt about GenAI tools—attitude, pedagogy, and 21st‐century skills. We used the findings to suggest recommendations for future directions of GenAI research.

ABSTRACTElementary teachers feel underprepared to teach mathematics in an integrated manner, explaining the critical need to design professional development experiences centering on Science, Technology, Engineering, and Mathematics (STEM) in physical computing and mathematics activities. Not fully explained is the impact these professional development experiences have on teachers' mathematics understandings and how physical computing plays a role in changes to their understandings. In this study, we sought to examine such impact more fully, extending literature that examines individuals' concept definition (Tall and Vinner 1981) for “doing mathematics” (Schoenfeld 1992) situatively with a physical computing professional development experience. Results indicate the importance context and situated learning have when promoting changes in teachers' mathematics understandings. Nuances of teachers' mathematization explained some of the teachers' understanding development, suggesting further scholarship would benefit from examining how mathematization can frame teachers' experiences with physical computing projects.

ABSTRACTThis study aimed to develop and validate a student self‐report questionnaire to assess the extent of higher‐order thinking skills (HOTS) in secondary school mathematics instruction. The study employed random sampling techniques to select study participants. The validation study comprised 496 students, while the pilot study involved 111 secondary school students. The development process involved expert review, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) to ensure content validity, structural clarity, and psychometric soundness. With 27 items that explained 54.5% of the total variance, EFA supported a four‐factor structure: Teachers' Instructional Practice (TIP), Critical Thinking (CT), Problem Solving (PS), and Creative Thinking (CRT). CFA confirmed a 26‐item model with excellent fit indices (CFI = 0.980, RMSEA = 0.029), strong construct reliability (CR > 0.84), and acceptable average variance extracted (AVE > 0.5). A second‐order factor model was tested and validated, revealing HOTS as a higher‐order construct that subsumes CT, CRT, and PS. However, TIP continued to be a separate but connected factor. The final instrument meets the relevant criteria set by the Standards for Educational and Psychological Testing. It offers a reliable, valid, and context‐sensitive tool for evaluating cognitive engagement in mathematics education. The developed student self‐report questionnaire holds significant potential for research, diagnostic assessment, and instructional improvement in both local and international settings. Finally, the authors discussed limitations and directions for future research.

ABSTRACTThe inconsistencies between the daily experiences of gifted students and the scientific concepts presented in science classes often lead to the formation of misconceptions. These misconceptions cause cognitive confusion in students when learning new concepts. Therefore, the aim of the study is to identify the misconceptions of gifted students about the concept of liquid pressure through interviews on concepts and phenomena. It also aims to determine the effectiveness of 5E activities, enriched with technology‐supported conceptual change tools, in eliminating these misconceptions and enhancing their creative problem‐solving skills. Thirty‐four 12th grade gifted students participated in the study. A mixed methods design was employed. In the quantitative dimension, the study examined the gifted students' conceptual change and creative problem‐solving skills. In the qualitative dimension, students' views were collected through semi‐structured interviews within the scope of a phenomenological approach. The findings revealed a significant difference in the gifted students' levels of conceptual change and creative problem‐solving skills following the application. In addition, the interviews conducted with the students revealed that the qualitative findings supported and explained the quantitative results. As a result, the 5E learning activities enriched with technology‐supported conceptual change tools enhanced gifted students' understanding of the concept of liquid pressure.

ABSTRACTThe contemporary significance of Scientific Literacy underscores the importance of reading and writing practices, often neglected in classroom settings. The urgent global climate crisis calls for immediate action in Environmental Education, emphasizing holistic environmental relationships. This article describes how an Environmental Education initiative at a Waldorf school fostered reflections on science and the environment through a collective reading activity. Conducted in a Brazilian Waldorf high school, this study aligns with the principles of holistic development and judgment in Waldorf Pedagogy. The activity involved students reading Rachel Carson's Silent Spring, celebrated for its exposé on the effects of pesticides, followed by group discussions and reflections through written narratives. The experience revealed profound emotional responses from students, suggesting a nurturing of their environmental awareness, and they connected the content of the book with their own experiences, reinforcing the relevance of environmental issues in their lives. Integrating collective reading activities into Waldorf‐inspired curricula seems to inspire in‐depth environmental reflections, which can be a way to cultivate a generation of environmentally responsible citizens.

ABSTRACTThis study explores the impact of the Hands‐On Learning Activity (HOLA) Girls in Engineering, Math, and Science (Gems) program, a targeted STEM initiative designed to empower fifth‐grade girls from diverse backgrounds. Grounded in Bandura's Social Cognitive Theory and Hidi and Renninger's Four‐Phase Model of Interest Development, the study investigates how early STEM exposure influences participants' self‐efficacy, interest, and career aspirations in traditionally male‐dominated STEM fields. Utilizing a mixed qualitative approach that integrates phenomenological and case study methodologies, the research analyzes data collected from 20 participants at an Eastern Pennsylvania School. Findings indicate that the HOLA Gems program significantly enhanced participants' interest in STEM, fostered empowerment, and increased self‐esteem, ultimately shifting their career aspirations. Participants demonstrated an increased sense of belonging, improved confidence in STEM abilities, and a willingness to challenge gender‐based stereotypes. The study underscores the importance of early and sustained STEM interventions to foster long‐term engagement and mitigate barriers for underrepresented groups. Recommendations for educators and policymakers include integrating engineering design processes, creating supportive learning environments, and prioritizing culturally relevant curricula. These findings contribute to the growing body of research advocating for gender‐inclusive STEM education and highlight the need for expanded, equity‐driven STEM initiatives at the elementary level.