Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning-making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by…

Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis…

This qualitative case study delved into students' understanding and positioning while they participated in solving an authentic, conceptually-based problem in a high-school chemistry class. Verbal and nonverbal cues, particularly gestures, offered broader awareness of students' engagement in sensemaking during the learning experience. The…