The rapid progression of science and technology has brought both remarkable conveniences and innovations and potential risks to us. To address these risks within science education, this study aims to identify the tendency of students’ risk perceptions across different technologies. For this purpose, we developed a survey addressing three key components of risk perception (i.e., risk recognition, risk assessment, and risk management) and the educational need for risk education. 311 responses were collected from elementary, middle, and high school students and statically analyzed. The results indicated that students showed various risk perception patterns depending on the technology. There were significant perception gaps between boys and girls regarding vaccines and antimicrobial technology. It was also found that high school students’ perceptions of the benefits of the technologies were higher than elementary and middle school students’ perceptions. Based on these findings, we discuss pedagogical implications for risk education in science classrooms.

The significance of interdisciplinary learning has been well-recognized by higher education institutions. However, when teaching interdisciplinary learning to junior undergraduate students, their limited disciplinary knowledge and underrepresentation of students from some disciplines can hinder their learning performance. ChatGPT’s ability to engage in human-like conversations and massive knowledge grounded in different disciplines holds promise in enriching undergraduate students with the disciplinary knowledge that they lack. In this exploratory study, we engaged 130 undergraduate students in a three-condition quasi-experiment to examine how ChatGPT influences their demonstrated and perceived interdisciplinary learning quality, as measured by their online posts and surveys, respectively. The content analysis results show that overall, students’ online posts could be coded into four interdisciplinary learning dimensions: diversity, disciplinary grounding, cognitive advancement, and integration. The means of the first three dimensions were close to the middle level (ranging from 0.708 to 0.897, and the middle level is 1), whereas the mean score of integration was relatively small (i.e., 0.229). Students under the ChatGPT condition demonstrated improved disciplinary grounding. Regarding their perceived interdisciplinary learning quality, we did not find significant differences across the three conditions in the pre- or post-surveys. The findings underscore ChatGPT’s ability to enhance students’ disciplinary grounding and the significance of further fostering their integration skills.

Algebraic thinking encompasses representing, generalising, and formalising patterns and regularity in mathematics. This paper reviews definitions of algebraic thinking, discusses ways of developing algebraic thinking using generalisation and problem-solving approach. A generalising task and an algebraic word problem with solutions representations are highlighted to show how algebraic thinking could be developed at the primary levels.

Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.

Objective
To investigate whether childcare support from grandparents and domestic helpers is associated with family well-being in Singapore, with a focus on parent and child psychological well-being as well as the quality of interactions and relationships within the family.
Background
Research on the implications of childcare support from maternal grandparents, paternal grandparents, and domestic helpers for family well-being remains a gap in the literature. This involvement could enhance family well-being through instrumental assistance and emotional encouragement in childcare. However, it could also create a negative emotional climate for families if the relationship of the mother with the grandparents or domestic helper is marked by conflict.
Method
This study used questionnaire data from 615 mother–child dyads from the birth cohort, Growing Up in Singapore Towards healthy Outcomes. The exposure variable was children's caregiving arrangements assessed at child ages 4.5 and 6 years, and the outcome variables were maternal well-being, maternal parenting, and family functioning measured at concurrent assessments, and child well-being assessed at age 10 years.
Results
Childcare support from maternal grandparents, but not from paternal grandparents or domestic helpers, showed concurrent associations with warmer parenting by mothers at child ages 4.5 and 6 years. Early childcare support from domestic helpers at child age 6 years predicted higher depressive symptoms in children at age 10 years.
Conclusion
Our findings suggest that childcare support from maternal grandparents, who are most likely to share a close bond and value system with mothers, could be most beneficial for families in Singapore.

Echinoderms are an important phylum in the ecology of marine ecosystems and also hold great scientific interest and, for some, commercial significance and potential. However, few studies have investigated echinoderm community assemblages in Singapore. This study aimed to examine the community structure of intertidal echinoderms on the shores of Singapore, namely, Coney Island, Chek Jawa, Pasir Ris Park Beach, Changi Beach, Tanah Merah Beach, East Coast Park Beach, Lazarus Island, St. John’s Island, Small Sister’s Island, Pulau Hantu, Tanjong Rimau, and Berlayer Creek. At each survey site, three replicate belt transects measuring 10 m × 5 m were established. Echinoderms encountered within the transects were identified and enumerated. From this study, 29 taxonomic groups of echinoderms were encountered, representing all five classes of echinoderms. Multivariate analyses (that excluded Ophiuroidea and Crinoidea) showed community clusters distributed in five geographical regions, namely, Northern Islands, Northeast, Southeast, South and Southern Islands. Analysis of Similarity indicated that echinoderm communities in the Northeast locations were significantly dissimilar from the Southeast, South and Southern Island communities, respectively. Similarly, Northern Island and Southern Island communities were significantly dissimilar (P < 0.001). Analysis of environmental factors suggested that the echinoderm community clusters could be explained by the percentage of silt/clay in sediments. Similarity, percentage analyses indicated that the holothuroid taxa, Holothuria scabra, Cercodemas anceps, Colochirus quadrangularis, and Phyllophorus spiculata, and the echinoid, Arachnoides placenta, contributed to the clustering pattern of echinoderm communities along a North–South direction. The abundance and community data presented in this research could serve as a baseline for future studies on echinoderms in Singapore.

Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a mechanism to promote training and professional development, (2) co-creation as a model to curricula development, (3) blended asynchronous learning as a modality for content delivery, and (4) internationalization as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.

In this study, addition and subtraction word problems based on the semantic structures are analyzed in the sole primary two mathematics textbooks and accompanying workbooks used in Singapore. Based on a conceptual coding framework, the word problems were coded accordingly. The results revealed a significant representation of combine and compare structures across all contents in both the textbooks and accompanying workbooks. In particular, the lack of word problems involving change structure suggests an unequal distribution of the semantic structures. Based on the findings, it is recommended that educators and textbook authors to be aware in providing students the opportunity to be equally exposed to the various semantic structures in the teaching and learning of both the addition and subtraction word problems.

Fear of technology to some is understandable and to others is absurd. The way forward is to acknowledge the unease and to learn from others how to effectively use the technology. Coding is one such aspect of technology. Computational thinking remains theoretical until actualized as a computer programme. In this article, we will ease readers into coding by providing a number of relevant secondary and junior college mathematics examples. We will work on simple VBA coding in the familiar Microsoft Excel environment.

Mathematical thinking is an important learning goal across the world. This chapter will discuss how mathematical thinking can be integrated into primary mathematics classrooms by examining some mathematical tasks, and teaching through problem solving. Considerations for task design and implementation to support students on their path to thinking about mathematics meaningfully and with flexibility will also be elucidated from the discussion.