{"meta":{"query_hash":"382de0eed645","filters":{"topic":"Science Education and Pedagogy"},"cohort_total":943,"direct_labels_cover":4,"predictions_cover":943,"exported":943,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/382de0eed645","api":"https://metacan.xera.ac/api/v1/cohort?topic=Science+Education+and+Pedagogy"},"results":[{"id":"W102475944","doi":"","title":"Using Worked-Out Examples of Written Explanation for Writing-to-Learn in Evolutionary Biology","year":2014,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Schema (genetic algorithms); Task (project management); Mathematics education; Test (biology); Psychology; Cognition; Darwinism; Cognitive psychology; Computer science; Epistemology; Machine learning; Biology; Engineering","score_opus":0.3244360558726519,"score_gpt":0.443661582296834,"score_spread":0.1192255264241821,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W102475944","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9617088,0.0005737427,0.028724996,0.0004118892,0.00007558983,0.0006541676,0.000083384344,0.00033354625,0.0074338973],"genre_scores_gemma":[0.90426,0.00057195144,0.090793304,0.00017464672,0.00003781751,0.00085662806,0.00020867302,0.000061978346,0.0030350124],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99450386,0.003759971,0.00036192386,0.0004272384,0.00078057585,0.00016645083],"domain_scores_gemma":[0.9376744,0.050828107,0.0048824325,0.004012378,0.0013603674,0.0012423319],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056612366,0.0005981056,0.00055673404,0.0006714009,0.0005327668,0.0015763418,0.0010675117,0.00095525896,0.005616078],"category_scores_gemma":[0.04877903,0.00035830546,0.00045018573,0.00043107866,0.0009054068,0.0013794695,0.0015235121,0.0010261579,0.0012421026],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020603905,0.0109281195,0.02870572,0.0026723538,0.0001128574,0.00048817837,0.007977327,0.0026771624,0.08135812,0.002938426,0.002454995,0.8576264],"study_design_scores_gemma":[0.0013529909,0.044359427,0.57471776,0.0029905525,0.00064007874,0.004850665,0.0064190314,0.016830591,0.26189527,0.026934253,0.05849662,0.00051275786],"about_ca_topic_score_codex":0.00012178192,"about_ca_topic_score_gemma":0.00033825779,"teacher_disagreement_score":0.0056612366,"about_ca_system_score_codex":0.00032138475,"about_ca_system_score_gemma":0.0005766398,"threshold_uncertainty_score":0.02993983},"labels":[],"label_agreement":null},{"id":"W1041242020","doi":"10.1007/978-94-6091-924-4_4","title":"Explanatory Reasoning in Junior High Science Textbooks","year":2012,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Curriculum; Science education; Research council; National curriculum; Conceptual change; Psychology; Pedagogy","score_opus":0.04886134770958301,"score_gpt":0.32839033367825504,"score_spread":0.27952898596867204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1041242020","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.038412347,0.013590545,0.036811735,0.010100845,0.0013094053,0.00018445254,0.00037117756,0.0005540132,0.8986655],"genre_scores_gemma":[0.43142042,0.0157958,0.07331029,0.00340958,0.0010474438,0.00023986887,0.0021091055,0.00042858926,0.4722389],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.998845,0.000410768,0.000077380275,0.00012618757,0.00044640608,0.000094199495],"domain_scores_gemma":[0.99636567,0.002384202,0.00020640035,0.00027877855,0.0005318641,0.00023301995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018449507,0.0004887049,0.00032247123,0.002155606,0.0012466266,0.0050599,0.001393503,0.0011073095,0.022047034],"category_scores_gemma":[0.006092412,0.00034206136,0.00050919486,0.0021805707,0.0021145088,0.003067446,0.0023962224,0.0027749438,0.003882892],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028276458,0.00020666706,0.0021344658,0.00048746407,0.00000884076,0.0004782418,0.012793197,0.0012691122,0.0005405797,0.60073733,0.09277169,0.28854418],"study_design_scores_gemma":[0.00001680932,0.00003787341,0.002641431,0.0011452585,0.000009770505,0.00036173337,0.00297856,0.0014356262,0.0007636102,0.21701439,0.7735755,0.000019415278],"about_ca_topic_score_codex":0.0020220696,"about_ca_topic_score_gemma":0.004950651,"teacher_disagreement_score":0.022047034,"about_ca_system_score_codex":0.0030700325,"about_ca_system_score_gemma":0.0029373541,"threshold_uncertainty_score":0.07375473},"labels":[],"label_agreement":null},{"id":"W110529053","doi":"10.1522/030585681","title":"formation continue realisee dans le contexte d'une communaute de pratique aupres d'enseignants du primaire et la potentielle modification de leurs pratiques enseignantes en science et technologie /","year":2013,"lang":"fr","type":"book","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Political science","score_opus":0.0743369890513701,"score_gpt":0.3637395947567105,"score_spread":0.28940260570534043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W110529053","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.56966835,0.0040096613,0.050409157,0.048125803,0.000924964,0.00031854975,0.00015587511,0.00033278225,0.3260549],"genre_scores_gemma":[0.9012726,0.0010929297,0.008376163,0.0018975242,0.00014534795,0.00020961647,0.000076684715,0.00010323151,0.08682584],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9880363,0.0057931873,0.00036478823,0.001891798,0.0027745287,0.0011394008],"domain_scores_gemma":[0.9721919,0.009730052,0.004080504,0.0031138374,0.006293029,0.0045906357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012958226,0.00047035204,0.00069701736,0.0012932313,0.017554617,0.012430556,0.0017788429,0.002787774,0.016085418],"category_scores_gemma":[0.01801097,0.0005024088,0.00062152813,0.0013393334,0.022453573,0.008295732,0.013594837,0.005764771,0.0021464794],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000081735416,0.00013068857,0.011180802,0.0002456794,0.00003701092,0.00081889937,0.7598698,0.00019290719,0.0036537158,0.16975534,0.005094904,0.048938524],"study_design_scores_gemma":[0.000026622845,0.0002489501,0.02741385,0.0005559342,0.00006139103,0.0005845935,0.40194848,0.0008073175,0.0023012836,0.043339375,0.522609,0.00010321902],"about_ca_topic_score_codex":0.059063602,"about_ca_topic_score_gemma":0.07429262,"teacher_disagreement_score":0.059063602,"about_ca_system_score_codex":0.013588457,"about_ca_system_score_gemma":0.030041037,"threshold_uncertainty_score":0.11743963},"labels":[],"label_agreement":null},{"id":"W116909789","doi":"10.55016/ojs/ajer.v56i4.55428","title":"Children Thinking About Models: Analyzing a Globe","year":2011,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Globe; Psychology; Mathematics education","score_opus":0.30356508652437336,"score_gpt":0.48832237118720007,"score_spread":0.1847572846628267,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W116909789","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9939307,0.0001319726,0.0027773667,0.00009075111,0.0000034303666,0.000016301328,0.000025004847,0.000017271033,0.0030072022],"genre_scores_gemma":[0.9947654,0.00038688752,0.0038913642,0.000036220034,0.0000015432811,0.000020028525,0.00006353232,0.00001768118,0.0008172811],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985952,0.00055751094,0.00005536682,0.00020356344,0.000380924,0.00020743549],"domain_scores_gemma":[0.9971818,0.0016100503,0.0005522019,0.00029860705,0.00019526399,0.00016212054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014336032,0.00047180406,0.00043825293,0.0012457093,0.0006893316,0.0030479017,0.0004852529,0.0006684306,0.0020874576],"category_scores_gemma":[0.0056268303,0.00044472064,0.00063979847,0.0009003914,0.0027003246,0.002974836,0.0023896385,0.0012272379,0.00039490432],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016203176,0.00024070163,0.3097362,0.0003855349,0.000056505545,0.0033568174,0.5781715,0.0015349748,0.02881614,0.010444504,0.0010885396,0.06600655],"study_design_scores_gemma":[0.000030788968,0.00074123545,0.22023976,0.00039017564,0.00016627382,0.006007369,0.70708925,0.0048168683,0.015021661,0.016455997,0.028904382,0.00013614715],"about_ca_topic_score_codex":0.0044807955,"about_ca_topic_score_gemma":0.008365595,"teacher_disagreement_score":0.0044807955,"about_ca_system_score_codex":0.0007503844,"about_ca_system_score_gemma":0.00077416055,"threshold_uncertainty_score":0.008909464},"labels":[],"label_agreement":null},{"id":"W124712272","doi":"10.1007/1-4020-3673-6_1","title":"From Normal to Revolutionary Science Education","year":2005,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"New normal; Political science; Mathematics education; Engineering ethics; Sociology; Psychology; Engineering; Medicine; Internal medicine","score_opus":0.05640770898378693,"score_gpt":0.3950204702232421,"score_spread":0.33861276123945516,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W124712272","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002022885,0.007815178,0.0014589899,0.004123536,0.0006570096,0.000009414997,0.000012910054,0.00003669373,0.98386323],"genre_scores_gemma":[0.16505726,0.014365244,0.0026362084,0.0026455058,0.00074233295,0.00004322631,0.000054683635,0.00008177309,0.81437373],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9997646,0.00007157365,0.000006511118,0.00003189423,0.000083706094,0.000041665255],"domain_scores_gemma":[0.9998548,0.000053313168,0.000007684153,0.000018650719,0.000039699997,0.000025932066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037378725,0.00034304726,0.0002152035,0.000561078,0.0018209751,0.0036145959,0.0004545,0.0009564229,0.011735378],"category_scores_gemma":[0.0006491204,0.00012959648,0.00011837908,0.0006114918,0.005715221,0.0034420255,0.0017631634,0.0033541291,0.002154495],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000002808788,0.000010582024,0.000021808468,0.00002388408,3.516737e-7,0.000015373733,0.0009253373,0.00006765004,0.000039133352,0.9581162,0.018928753,0.021848053],"study_design_scores_gemma":[0.0000028848617,0.0000065786235,0.00014464348,0.00009854802,9.864975e-7,0.000050707953,0.000727771,0.000101957085,0.000111239264,0.33883512,0.6599163,0.0000032013127],"about_ca_topic_score_codex":0.0066509033,"about_ca_topic_score_gemma":0.015353521,"teacher_disagreement_score":0.011735378,"about_ca_system_score_codex":0.004227794,"about_ca_system_score_gemma":0.0034316613,"threshold_uncertainty_score":0.039258778},"labels":[],"label_agreement":null},{"id":"W132158618","doi":"10.1007/978-94-6091-583-3_7","title":"Promoting Scientific Understanding Through Concept Mapping","year":2011,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Mathematics education; Class (philosophy); Context (archaeology); Pedagogy; Psychology; Computer science; Geography","score_opus":0.27597464439801067,"score_gpt":0.3439510209077327,"score_spread":0.06797637650972205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W132158618","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08615779,0.0030053817,0.48882946,0.009303643,0.00044679915,0.0006453468,0.000082735016,0.00105953,0.41046932],"genre_scores_gemma":[0.41085505,0.003415458,0.5329343,0.0011523016,0.00008260042,0.0008281737,0.00019486636,0.0003715366,0.05016573],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9954005,0.0032123995,0.000093479954,0.0003510716,0.00076863065,0.0001738635],"domain_scores_gemma":[0.99181,0.0067019286,0.00022894083,0.00068974576,0.00033929,0.00023004433],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072401077,0.00095736276,0.00041951172,0.0036378251,0.003555535,0.006011463,0.0020416102,0.0018063172,0.0061880206],"category_scores_gemma":[0.008998048,0.00043973373,0.0007345169,0.0024516678,0.0064668283,0.012491693,0.009424748,0.003198587,0.001564627],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032255542,0.000343663,0.001360068,0.0008046268,0.000018111312,0.0011807824,0.25154686,0.001440285,0.0062294374,0.36482593,0.013512135,0.3587059],"study_design_scores_gemma":[0.00003919659,0.00015236117,0.0015657948,0.0010105117,0.00003069656,0.0035284148,0.09822178,0.005943895,0.0065025664,0.30260688,0.5803255,0.000072342606],"about_ca_topic_score_codex":0.00066628243,"about_ca_topic_score_gemma":0.0014565963,"teacher_disagreement_score":0.0072401077,"about_ca_system_score_codex":0.0016744433,"about_ca_system_score_gemma":0.0027246769,"threshold_uncertainty_score":0.038289785},"labels":[],"label_agreement":null},{"id":"W133080853","doi":"10.1007/978-94-6091-506-2_9","title":"Enhancing Science Education Through an Online Repository of Controversial, Socioscientific News Stories","year":2011,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Scientific literacy; Relevance (law); Resource (disambiguation); Science education; Literacy; Information literacy; Engineering ethics; Media literacy; Pedagogy; Sociology; Mathematics education; Political science; Psychology; Computer science; Engineering","score_opus":0.09742214852838799,"score_gpt":0.3541000208671539,"score_spread":0.25667787233876593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W133080853","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08663823,0.006875153,0.027912924,0.009068121,0.0011408294,0.00019437195,0.00027188062,0.0014379686,0.8664605],"genre_scores_gemma":[0.3575244,0.016635586,0.07288823,0.0027759788,0.0014071089,0.0002670113,0.0009934471,0.00086596055,0.5466423],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99943954,0.00023627676,0.000022875267,0.000034792578,0.00022075544,0.000045775476],"domain_scores_gemma":[0.9977221,0.0017220924,0.000109819244,0.00017686214,0.00012679741,0.00014241473],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011110948,0.0003606203,0.00020237088,0.0017465042,0.0012611324,0.0063945623,0.00096244446,0.0011284819,0.017665759],"category_scores_gemma":[0.0029242781,0.00018588887,0.00022625588,0.0015189354,0.0012608176,0.010806902,0.0035272914,0.0013446342,0.0039007862],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004004258,0.00059542264,0.0013531233,0.0008023308,0.000010176235,0.00087710784,0.060651693,0.00045257978,0.0040915343,0.08073958,0.10249639,0.74789006],"study_design_scores_gemma":[0.000020239206,0.00009060589,0.0019906815,0.00059215503,0.000015646734,0.0015132114,0.015069548,0.0007052912,0.0027597984,0.018255318,0.9589625,0.000024972882],"about_ca_topic_score_codex":0.00023675915,"about_ca_topic_score_gemma":0.0014438212,"teacher_disagreement_score":0.017665759,"about_ca_system_score_codex":0.00057112187,"about_ca_system_score_gemma":0.0008581983,"threshold_uncertainty_score":0.059097886},"labels":[],"label_agreement":null},{"id":"W137759051","doi":"10.1007/978-94-007-7654-8_28","title":"Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":154,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Nature of Science; Curriculum; Scrutiny; Science education; Engineering ethics; Argumentation theory; Inclusion (mineral); Diversity (politics); Sociology; Pedagogy; Mathematics education; Epistemology; Political science; Psychology; Social science; Engineering; Law","score_opus":0.0760430390077918,"score_gpt":0.4136656376307038,"score_spread":0.337622598622912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W137759051","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.041877747,0.02589712,0.015819198,0.01191768,0.0006186887,0.000055244862,0.000059582035,0.000044300545,0.90371054],"genre_scores_gemma":[0.6792399,0.039587513,0.014435461,0.0025221817,0.000754668,0.00015583492,0.0001884285,0.00012094897,0.26299495],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99916136,0.00034522696,0.000024719418,0.000092158945,0.00031418406,0.000062235835],"domain_scores_gemma":[0.9982851,0.001147737,0.00009960368,0.00007117227,0.00024332943,0.00015296739],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0017499528,0.00029977036,0.00024955257,0.0015350422,0.0011306356,0.0049538584,0.0005432291,0.0007230951,0.0050803646],"category_scores_gemma":[0.0023129245,0.00014621558,0.00023897857,0.0019313387,0.006297211,0.0033538276,0.0019964827,0.0025161696,0.00065504585],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018233557,0.000068479894,0.0019375158,0.00020086247,0.0000038136452,0.000070305774,0.009676555,0.00031358376,0.0011950728,0.86523795,0.0051099155,0.11616771],"study_design_scores_gemma":[0.000007899309,0.00005554331,0.010104078,0.00081301044,0.000010106462,0.00026911183,0.0065112896,0.00073235936,0.0013999676,0.48000196,0.5000809,0.000013698228],"about_ca_topic_score_codex":0.0018382384,"about_ca_topic_score_gemma":0.005158233,"teacher_disagreement_score":0.99886936,"about_ca_system_score_codex":0.0033587967,"about_ca_system_score_gemma":0.0055312444,"threshold_uncertainty_score":0.024369895},"labels":[],"label_agreement":null},{"id":"W13824382","doi":"10.1007/978-94-6091-924-4_10","title":"Using Computer Visualizations to Introduce Grade Five Students to the Particle Nature of Matter","year":2012,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"The King's University; University of Alberta","funders":"","keywords":"Observable; Container (type theory); Physical science; Mathematics education; Perspective (graphical); Particle (ecology); Cognition; Psychology; Physics; Computer science; Engineering; Mechanical engineering; Artificial intelligence; Geology","score_opus":0.08303857650379114,"score_gpt":0.4130550995927457,"score_spread":0.33001652308895457,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W13824382","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11179927,0.0047605764,0.07046185,0.005110968,0.0011896862,0.0002056811,0.0005674744,0.005119774,0.8007846],"genre_scores_gemma":[0.37735903,0.0068691806,0.08508383,0.0009908318,0.00009596842,0.00026651588,0.0010694831,0.000694135,0.527571],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99990857,0.00002812064,0.0000043339905,0.00001797815,0.000027801983,0.000013296849],"domain_scores_gemma":[0.9996836,0.0001834989,0.000019146772,0.000034437475,0.00003645379,0.000042790823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00029375067,0.000491772,0.00011428922,0.0006679628,0.0005521452,0.0024692311,0.00063674175,0.00067981274,0.021285927],"category_scores_gemma":[0.0009435882,0.00015374289,0.00021165011,0.00046428698,0.00061345525,0.0019040657,0.0011428447,0.0010626474,0.0036299145],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007683147,0.0005226843,0.004441626,0.0004645083,0.00001358258,0.00073552935,0.020066224,0.001728335,0.0068598245,0.13301754,0.23816158,0.59391165],"study_design_scores_gemma":[0.000021761676,0.00014303753,0.004412255,0.00032701498,0.000011786582,0.00045878027,0.0036673644,0.0019116447,0.004822846,0.031641543,0.9525511,0.000030859515],"about_ca_topic_score_codex":0.0024230347,"about_ca_topic_score_gemma":0.009816002,"teacher_disagreement_score":0.021285927,"about_ca_system_score_codex":0.0007285918,"about_ca_system_score_gemma":0.0004226793,"threshold_uncertainty_score":0.07120848},"labels":[],"label_agreement":null},{"id":"W140494523","doi":"10.1007/978-94-007-7654-8_19","title":"Perspectives of History and Philosophy on Teaching Astronomy","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Astronomy; History of astronomy; Physics; Quality (philosophy); Mathematics education; Psychology","score_opus":0.0833551805213433,"score_gpt":0.3342730483898771,"score_spread":0.25091786786853376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W140494523","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00137774,0.021510126,0.0019360807,0.0048535955,0.00086528866,0.00000817549,0.000011966461,0.000021565571,0.96941537],"genre_scores_gemma":[0.10201075,0.036901627,0.0026355714,0.0033714904,0.0015793527,0.000067799774,0.000044145345,0.00012997033,0.8532594],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995117,0.0002246346,0.000011969131,0.000043774162,0.00015673276,0.000051268526],"domain_scores_gemma":[0.999582,0.00027672952,0.000018959947,0.000021901953,0.000053696473,0.000046647274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00075168017,0.00060059247,0.0003227865,0.001401571,0.0031913922,0.004800595,0.0007453553,0.0015921086,0.016462808],"category_scores_gemma":[0.00075570366,0.00021121147,0.00019716453,0.0014734168,0.008964676,0.004205316,0.0018700359,0.0038991226,0.0025840928],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000003259025,0.000010598153,0.000025189232,0.00004311189,8.0089853e-7,0.000023250932,0.0017926085,0.000089913236,0.000055120967,0.9675011,0.0153848,0.015070226],"study_design_scores_gemma":[0.0000034121051,0.0000054977145,0.00011601213,0.00023944987,0.0000016939024,0.000056757188,0.0010378053,0.00011603403,0.0001020425,0.25663784,0.74167943,0.0000040135315],"about_ca_topic_score_codex":0.0062848907,"about_ca_topic_score_gemma":0.020444859,"teacher_disagreement_score":0.016462808,"about_ca_system_score_codex":0.0068645193,"about_ca_system_score_gemma":0.0046742936,"threshold_uncertainty_score":0.05507356},"labels":[],"label_agreement":null},{"id":"W141394521","doi":"","title":"CHILDREN'S CONCEPTIONS OF ELECTRIC CIRCUITS: THE ROLE OF CAUSALITY","year":2012,"lang":"en","type":"article","venue":"EDULEARN12 Proceedings","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Electronic circuit; Causality (physics); Simple (philosophy); Computer science; Psychology; Electrical engineering; Engineering; Physics; Epistemology","score_opus":0.028556470724414012,"score_gpt":0.33991794310666595,"score_spread":0.3113614723822519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W141394521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94974613,0.0010594671,0.01461312,0.0024199185,0.000016595099,0.000040800373,0.0001418245,0.000053653534,0.03190833],"genre_scores_gemma":[0.9962997,0.00034871406,0.0021261473,0.000055593104,0.0000018626554,0.000011371875,0.000057083933,0.000008572097,0.0010909741],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99819535,0.00075466774,0.00008173554,0.00023769264,0.0005310961,0.00019948783],"domain_scores_gemma":[0.9917332,0.005125033,0.001325603,0.00060404325,0.0009429337,0.00026911657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029064808,0.00044610907,0.00024987495,0.0011766931,0.0012455015,0.005145295,0.0009902022,0.0010104703,0.0023828729],"category_scores_gemma":[0.014082027,0.00052374747,0.00031049977,0.0007289919,0.009517391,0.0036046286,0.0015446726,0.002038558,0.00015590369],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010078783,0.000063223655,0.17953433,0.00027142192,0.00004628736,0.0016005427,0.48948923,0.006002988,0.0037914068,0.2883497,0.0014136788,0.029336352],"study_design_scores_gemma":[0.00008367756,0.0001829714,0.27920926,0.00091872335,0.00016295705,0.0025895834,0.35685307,0.0169791,0.004696944,0.23140472,0.10667471,0.00024426501],"about_ca_topic_score_codex":0.22860357,"about_ca_topic_score_gemma":0.21188173,"teacher_disagreement_score":0.22860357,"about_ca_system_score_codex":0.0065696933,"about_ca_system_score_gemma":0.005161726,"threshold_uncertainty_score":0.45454592},"labels":[],"label_agreement":null},{"id":"W1429939683","doi":"","title":"PRE-SERVICE TEACHER PERCEPTIONS OF AND EXPERIENCES WITH THE IMPLEMENTATION OF INQUIRY BASED SCIENCE TEACHING","year":2011,"lang":"en","type":"article","venue":"Scholarship at UWindsor (University of Windsor)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Perception; Pedagogy; Science education; Teacher education; Sociology; Mathematics education; Service (business); Psychology; Business","score_opus":0.08233724834143412,"score_gpt":0.3627836876546927,"score_spread":0.2804464393132586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1429939683","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99445325,0.00018180828,0.0003585609,0.00065193133,0.00001867476,0.00004622749,0.000015289692,0.000015090824,0.0042590494],"genre_scores_gemma":[0.9953106,0.00045326762,0.00031604242,0.00017671505,0.000012577193,0.00005269459,0.000019516981,0.000011631025,0.0036469144],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9941182,0.0030306792,0.0003479882,0.00026093365,0.0009272975,0.0013149272],"domain_scores_gemma":[0.9787025,0.009588416,0.0033526085,0.0006787686,0.0025612942,0.0051164343],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005494046,0.0002605809,0.00054970523,0.000701764,0.004358608,0.0035795795,0.0008792308,0.0015056208,0.0042586126],"category_scores_gemma":[0.020283345,0.00067493046,0.00037408117,0.0006479989,0.003153909,0.0020206585,0.0028365771,0.0030254032,0.0010087994],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012995796,0.0005947745,0.040427666,0.00022818819,0.000008828886,0.0019374479,0.93874854,0.00006542467,0.0022792253,0.00041753636,0.00065472635,0.014507748],"study_design_scores_gemma":[0.000011896282,0.0007032435,0.023357427,0.000110648754,0.000009195636,0.0010546072,0.9670933,0.00007252607,0.0005919674,0.00008396563,0.0068894373,0.000021734779],"about_ca_topic_score_codex":0.0077352053,"about_ca_topic_score_gemma":0.017235821,"teacher_disagreement_score":0.0077352053,"about_ca_system_score_codex":0.0022202516,"about_ca_system_score_gemma":0.0035768186,"threshold_uncertainty_score":0.029055595},"labels":[],"label_agreement":null},{"id":"W1504944960","doi":"10.37119/ojs2011.v17i3.70","title":"Finding Points of Resonance: Nunavut Students’ Perspectives on Science","year":2013,"lang":"en","type":"article","venue":"in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Science education; Divergence (linguistics); Perception; Sociology; Pedagogy; Psychology","score_opus":0.05244292640649994,"score_gpt":0.4519661965276219,"score_spread":0.39952327012112193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1504944960","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9824118,0.00049306435,0.0002964881,0.002567123,0.00008938479,0.000016433441,0.000020226802,0.0000070959363,0.014098464],"genre_scores_gemma":[0.99733716,0.00020630132,0.0000837719,0.0003406367,0.000008312302,0.000008033887,0.0000069631874,0.0000073546553,0.0020013757],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981254,0.0009321431,0.000046566376,0.00020772342,0.00023002362,0.00045820235],"domain_scores_gemma":[0.9978897,0.0010263753,0.0002218924,0.00007928027,0.0002882179,0.00049457303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038754367,0.00044586993,0.00045665205,0.0012658162,0.017390456,0.006829619,0.0010696205,0.0012382511,0.0027844606],"category_scores_gemma":[0.0040390077,0.00032000404,0.00025548073,0.0011110695,0.014396714,0.003084249,0.0050025433,0.0033914852,0.00019280867],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010163925,0.0000060500342,0.0037421905,0.000011571557,0.0000015503907,0.00010816073,0.9929195,0.000006322051,0.00029240604,0.001807344,0.00013630901,0.00095854077],"study_design_scores_gemma":[7.244968e-7,0.000005933238,0.0016423141,0.000028531711,0.0000017781746,0.00003354824,0.9954541,0.00001573567,0.000069756825,0.0002570846,0.002485625,0.000004821315],"about_ca_topic_score_codex":0.21323533,"about_ca_topic_score_gemma":0.2990648,"teacher_disagreement_score":0.7867647,"about_ca_system_score_codex":0.00587427,"about_ca_system_score_gemma":0.004868727,"threshold_uncertainty_score":0.42398828},"labels":[],"label_agreement":null},{"id":"W1506271705","doi":"10.1111/j.1949-8594.2011.00071.x","title":"Exploring the Responses of Underrepresented Students in Science to an Elementary Classroom Outreach Program","year":2011,"lang":"en","type":"article","venue":"School Science and Mathematics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University; University of Toronto; University of Alberta","funders":"","keywords":"Outreach; Mathematics education; Science education; Perception; Psychology; Scale (ratio); Underrepresented Minority; Pedagogy; Medical education; Medicine; Political science; Physics","score_opus":0.374548276838047,"score_gpt":0.48648436600741396,"score_spread":0.11193608916936698,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1506271705","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989943,0.000014573511,0.000040096977,0.00009227764,0.000007042835,0.00012119931,0.000024044617,0.0000020586497,0.0007043916],"genre_scores_gemma":[0.9953289,0.00014124754,0.0003635328,0.0004388272,0.000021308542,0.00055169075,0.00013003776,0.000006074602,0.0030182349],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946689,0.0020032972,0.00025357885,0.00033635076,0.0013619459,0.0013758558],"domain_scores_gemma":[0.9874126,0.0028024616,0.002321699,0.00041057498,0.0037060007,0.0033467168],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056398194,0.00047259917,0.0007782354,0.0014825828,0.0057668374,0.0021362314,0.0008765612,0.0011240264,0.0015941535],"category_scores_gemma":[0.011891384,0.00047206855,0.00043809906,0.0008881087,0.0015009315,0.0006335187,0.0029289562,0.0016802169,0.0003684277],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051774265,0.004729323,0.52473176,0.0002256026,0.000046903246,0.0008211879,0.41085222,0.00008563702,0.011755763,0.0001640926,0.0017971648,0.04427263],"study_design_scores_gemma":[0.000066168956,0.0026331078,0.54372615,0.000096613105,0.000047056736,0.00015341873,0.4400231,0.00014901214,0.0029682498,0.000103663966,0.009985632,0.000047872585],"about_ca_topic_score_codex":0.07995426,"about_ca_topic_score_gemma":0.19390815,"teacher_disagreement_score":0.07995426,"about_ca_system_score_codex":0.004558225,"about_ca_system_score_gemma":0.008959391,"threshold_uncertainty_score":0.15897775},"labels":[],"label_agreement":null},{"id":"W152137409","doi":"10.71781/6212","title":"Analyse des attitudes envers les sciences chez des élèves du secondaire d'origine haïtienne de milieux défavorisés de la région de Montréal","year":2011,"lang":"fr","type":"dissertation","venue":"Open MIND","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Representativeness heuristic; Psychology; Humanities; Sociology; Social psychology; Art","score_opus":0.0770990811796706,"score_gpt":0.3905061310014898,"score_spread":0.3134070498218192,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W152137409","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983192,0.0001499818,0.00010734522,0.00010876543,0.0000031410311,0.000021812477,0.00017458313,0.000001501199,0.001113681],"genre_scores_gemma":[0.9960311,0.0002719827,0.00025938664,0.00005986564,0.0000044482067,0.000049371283,0.00023880212,0.0000016424607,0.0030834274],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994867,0.00009733092,0.000023228818,0.00007786578,0.00013034494,0.00018447681],"domain_scores_gemma":[0.9986777,0.00020374068,0.00030931464,0.00004905769,0.00048268598,0.00027760334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007215222,0.00030710237,0.00022792243,0.0011730773,0.0018430497,0.0012965304,0.0004898716,0.0003377554,0.0029265108],"category_scores_gemma":[0.0015661505,0.00023710885,0.00043790322,0.0018943154,0.0008021272,0.00041509906,0.00095411466,0.00044773947,0.00026686306],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044799108,0.00003503175,0.9815477,0.000044626708,0.000048781603,0.00008140226,0.011434575,0.000072030074,0.0009767138,0.00021221412,0.00019329062,0.005308876],"study_design_scores_gemma":[0.0000015526085,0.000039855357,0.9922786,0.0000154963,0.0000145949325,0.000017336308,0.0066240467,0.00007294043,0.00009008092,0.00001574967,0.0008245713,0.000005123361],"about_ca_topic_score_codex":0.79086107,"about_ca_topic_score_gemma":0.8645591,"teacher_disagreement_score":0.79086107,"about_ca_system_score_codex":0.004723085,"about_ca_system_score_gemma":0.00632169,"threshold_uncertainty_score":0.42074114},"labels":[],"label_agreement":null},{"id":"W1522042079","doi":"10.14288/tci.v9i2.183797","title":"Coyote and Raven Put the ‘Digital’ In Technology — Hands-up and Down to Earth","year":2012,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Sociology; Literacy; Conversation; Dominance (genetics); Diversity (politics); Humanity; Indigenous; Indigenous education; Pedagogy; Aesthetics; Anthropology; Communication; Political science; Ecology; Art","score_opus":0.04380487901320512,"score_gpt":0.3714397823630166,"score_spread":0.3276349033498115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1522042079","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.120523244,0.022955224,0.07599448,0.2564627,0.0058007324,0.00016444233,0.00013860528,0.0005384809,0.51742214],"genre_scores_gemma":[0.8569105,0.0059415917,0.022688862,0.026052695,0.00049600337,0.00016480984,0.00004290094,0.00028458724,0.08741803],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99703217,0.0018141326,0.000072229195,0.0003187449,0.00038142584,0.00038125232],"domain_scores_gemma":[0.99265677,0.004944157,0.00033294267,0.0007497304,0.00074083323,0.0005754495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028061552,0.00096985174,0.0005263697,0.0018898858,0.009310087,0.013029434,0.0011954072,0.0075295824,0.0081789885],"category_scores_gemma":[0.015516593,0.00058179407,0.0005401362,0.00082758727,0.028138822,0.01812288,0.010322115,0.00856592,0.0020082032],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007550297,0.000038703667,0.0022473442,0.00018218435,0.000019758325,0.00075516733,0.25872883,0.00022809253,0.0011607895,0.6475974,0.04825566,0.040710617],"study_design_scores_gemma":[0.000013589842,0.000055258864,0.0011558308,0.00049541617,0.000014334076,0.0011734207,0.10860227,0.0002833281,0.0010202939,0.061017465,0.826099,0.00006982198],"about_ca_topic_score_codex":0.009624994,"about_ca_topic_score_gemma":0.017983194,"teacher_disagreement_score":0.013029434,"about_ca_system_score_codex":0.0025010686,"about_ca_system_score_gemma":0.0019095396,"threshold_uncertainty_score":0.027361393},"labels":[],"label_agreement":null},{"id":"W1527523697","doi":"","title":"Field Investigations : Using Outdoor Environments To Foster Student Learning Of Scientific Processes","year":2007,"lang":"en","type":"article","venue":"Sound Ideas (University of Puget Sound)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Field (mathematics); Outdoor education; Mathematics education; Computer science; Data science; Sociology; Pedagogy; Psychology; Mathematics","score_opus":0.07989281703786717,"score_gpt":0.3598646940303258,"score_spread":0.2799718769924586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1527523697","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9792083,0.00014956579,0.00768527,0.0005524393,0.00013526338,0.00031436965,0.00007800959,0.00022936516,0.011647369],"genre_scores_gemma":[0.977789,0.00019503318,0.01574703,0.00020973373,0.00003177808,0.0003706146,0.00009532055,0.000034864068,0.005526594],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99906904,0.0005254758,0.000029494055,0.00019283136,0.00008393081,0.00009919777],"domain_scores_gemma":[0.9959841,0.0019786484,0.0002753151,0.00054003985,0.00029689394,0.00092495803],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019723536,0.00063981273,0.0002966181,0.0005150781,0.0018975367,0.0011873211,0.000993414,0.0008714097,0.0041559143],"category_scores_gemma":[0.004186878,0.00032389874,0.0003418884,0.00028043333,0.0012455436,0.00102065,0.0016340681,0.0013441592,0.000452957],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014087164,0.11492914,0.04518293,0.0016088589,0.00025604758,0.0018387955,0.050286904,0.004320811,0.20676623,0.018447185,0.0249951,0.51728094],"study_design_scores_gemma":[0.010088201,0.1856085,0.2278463,0.0013680175,0.0009993708,0.0023301463,0.10410511,0.009892427,0.26322874,0.045090534,0.14895491,0.00048787473],"about_ca_topic_score_codex":0.0012673821,"about_ca_topic_score_gemma":0.0029139887,"teacher_disagreement_score":0.0041559143,"about_ca_system_score_codex":0.00054193154,"about_ca_system_score_gemma":0.001715587,"threshold_uncertainty_score":0.013902903},"labels":[],"label_agreement":null},{"id":"W1535345811","doi":"","title":"Introductory astronomy: setting goals and measuring achievements","year":2012,"lang":"en","type":"article","venue":"Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Astronomy; Unit (ring theory); Popularity; Variety (cybernetics); Quarter (Canadian coin); Population; Physics; Mathematics education; Psychology; Computer science; Geography; Sociology; Archaeology; Artificial intelligence; Demography","score_opus":0.10756261647729654,"score_gpt":0.3701731404817644,"score_spread":0.2626105240044679,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1535345811","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93259573,0.00022393299,0.013397614,0.0005417781,0.000055354034,0.0010316544,0.0016602204,0.00034107885,0.050152656],"genre_scores_gemma":[0.95520824,0.0002469061,0.036588855,0.00011721157,0.00002453341,0.0013922479,0.0019017851,0.000059896363,0.0044603776],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.995464,0.0017250151,0.00054922834,0.0002683895,0.0015627008,0.00043067182],"domain_scores_gemma":[0.98008245,0.005038406,0.005474758,0.0012509582,0.0047373623,0.0034161692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059266794,0.0005617419,0.0004716696,0.003633284,0.0010647933,0.0025496592,0.00081781595,0.00071014365,0.002214662],"category_scores_gemma":[0.02271165,0.00034851505,0.00044690905,0.0036994608,0.0010919924,0.0019192476,0.0025031965,0.0010029089,0.0013687863],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013170381,0.0011299741,0.8433918,0.000288836,0.00008124644,0.000097992575,0.007629392,0.0012524073,0.00093363266,0.0075849597,0.0064580925,0.13102004],"study_design_scores_gemma":[0.000013579381,0.0005708457,0.97162825,0.00007785955,0.000020087427,0.000077249526,0.0075584613,0.0015326735,0.0016720631,0.005022319,0.011783236,0.0000433816],"about_ca_topic_score_codex":0.0038450856,"about_ca_topic_score_gemma":0.004279911,"teacher_disagreement_score":0.0059266794,"about_ca_system_score_codex":0.0012395461,"about_ca_system_score_gemma":0.0022126976,"threshold_uncertainty_score":0.0313437},"labels":[],"label_agreement":null},{"id":"W1546728252","doi":"","title":"Elementary teachers' attitudes toward science and the teaching of science and technology","year":2009,"lang":"en","type":"article","venue":"Masters Thesis","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Science education; Mathematics education; Science, technology, society and environment education; Pedagogy; Sociology; Engineering ethics; Psychology; Engineering","score_opus":0.03575883037581703,"score_gpt":0.36013412647502474,"score_spread":0.32437529609920773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1546728252","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962196,0.000089347806,0.000044535205,0.00023357758,0.0000098956225,0.000005003793,0.000007882394,0.0000025034706,0.0033878193],"genre_scores_gemma":[0.99654084,0.000162998,0.000035339075,0.00011427301,0.0000069855987,0.0000074019154,0.0000139417625,0.0000022914824,0.0031158044],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984627,0.00043696392,0.0000880311,0.00013707392,0.0005978165,0.00027740942],"domain_scores_gemma":[0.9815786,0.0091650365,0.0035590155,0.0003597659,0.0024283123,0.0029093707],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002527102,0.00020010007,0.00038544816,0.0015723094,0.0023537625,0.0031804922,0.00037050206,0.0012308423,0.0053271675],"category_scores_gemma":[0.010669415,0.000452541,0.00038707152,0.0007225461,0.0024736335,0.0010006693,0.0011700189,0.0024855197,0.00058314536],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038320414,0.0012016622,0.8243797,0.00012356462,0.000051492898,0.0007631,0.15392819,0.00020272995,0.0033899418,0.0021411153,0.0011401494,0.012295185],"study_design_scores_gemma":[0.000060124086,0.00047869157,0.8760177,0.000115439296,0.00006854819,0.0003143054,0.11460655,0.0002926794,0.0012179216,0.00082953554,0.0059645222,0.000034049932],"about_ca_topic_score_codex":0.018251617,"about_ca_topic_score_gemma":0.03259089,"teacher_disagreement_score":0.018251617,"about_ca_system_score_codex":0.0013551855,"about_ca_system_score_gemma":0.0019265283,"threshold_uncertainty_score":0.036290765},"labels":[],"label_agreement":null},{"id":"W1547447958","doi":"10.13140/rg.2.1.2891.0160","title":"Developing Argumentation Skills in High School Students: A Video-based Case Study in Science Education","year":2007,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Argumentation theory; Mathematics education; Pedagogy; Psychology; Medical education; Computer science; Medicine","score_opus":0.05505278844025578,"score_gpt":0.4937884539282142,"score_spread":0.4387356654879584,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1547447958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972716,0.000045761462,0.0005442594,0.00017890504,0.000009996361,0.00010369843,0.000017399481,0.00001043019,0.0018180335],"genre_scores_gemma":[0.99615556,0.00011834038,0.0016271245,0.000088489694,0.000009383397,0.000098074415,0.000034257544,0.000009155085,0.0018596359],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99673957,0.0019575164,0.00010758448,0.00025699128,0.00036931116,0.00056914083],"domain_scores_gemma":[0.98184997,0.012089889,0.00090473855,0.00053869234,0.0014097248,0.003207009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049117384,0.00079203746,0.00066989043,0.0020486533,0.0060590953,0.0032020404,0.002470533,0.0042949095,0.0028366027],"category_scores_gemma":[0.017545516,0.00055157917,0.0005502814,0.0010355598,0.0021361825,0.0020626385,0.0022181936,0.003944028,0.00052470935],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00086764933,0.039729368,0.065936975,0.0005095236,0.000104703366,0.017494341,0.76246446,0.0009234846,0.012364156,0.0024648907,0.0018982568,0.09524222],"study_design_scores_gemma":[0.0007457279,0.009551646,0.113279484,0.0005495015,0.0002565296,0.009862365,0.81841034,0.0058183153,0.015148765,0.0026739107,0.023394005,0.00030937314],"about_ca_topic_score_codex":0.0066736047,"about_ca_topic_score_gemma":0.015883232,"teacher_disagreement_score":0.0066736047,"about_ca_system_score_codex":0.0022932093,"about_ca_system_score_gemma":0.0023667621,"threshold_uncertainty_score":0.025976062},"labels":[],"label_agreement":null},{"id":"W1554662256","doi":"10.21891/jeseh.99647","title":"Exploring Secondary Students’ Conceptions about Fire Using a Two-Tier, True/False, Easy-to-Use Diagnostic Test","year":2015,"lang":"en","type":"article","venue":"Journal of Education in Science Environment and Health","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Test (biology); Certainty; Process (computing); Mathematics education; Psychology; Computer science; Diagnostic test; Epistemology; Medicine","score_opus":0.34083864525177865,"score_gpt":0.4846632228788836,"score_spread":0.14382457762710493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1554662256","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97504854,0.000200425,0.01969302,0.001093062,0.000025192747,0.0002237722,0.000037570175,0.00004131265,0.003636963],"genre_scores_gemma":[0.98836786,0.00016634315,0.010308761,0.0002662144,0.000008383597,0.00022218474,0.00003274957,0.0000105491845,0.0006169332],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9682854,0.019968743,0.002588029,0.0015558073,0.0067314594,0.0008705621],"domain_scores_gemma":[0.7926803,0.17867883,0.011561451,0.006120097,0.009608909,0.0013503587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.045706052,0.00056357944,0.00071156427,0.0030092401,0.0023797464,0.0069773877,0.002103443,0.0019337963,0.0013198076],"category_scores_gemma":[0.16209544,0.00069271465,0.00053678703,0.0013782765,0.009583859,0.0054850383,0.00467814,0.003300053,0.00029003058],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029448135,0.00053817354,0.15978236,0.0005331677,0.000042510346,0.00072395,0.7542255,0.0006656564,0.005175646,0.016529746,0.00067441375,0.06081447],"study_design_scores_gemma":[0.00011512214,0.0015990589,0.11495069,0.0011517776,0.00017052414,0.002272346,0.780669,0.012038568,0.022029346,0.038314223,0.026319994,0.00036938308],"about_ca_topic_score_codex":0.0027603433,"about_ca_topic_score_gemma":0.0034733072,"teacher_disagreement_score":0.045706052,"about_ca_system_score_codex":0.0035403902,"about_ca_system_score_gemma":0.0034360362,"threshold_uncertainty_score":0.2417196},"labels":[],"label_agreement":null},{"id":"W1562402531","doi":"10.21432/t26k5m","title":"Are They Climbing the Pyramid? Rating Student-Generated Questions in a Game Design Project / Grimpent-ils la pyramide? Évaluation des questions produites par les étudiants dans un projet de conception de jeux","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Game based learning; Psychology; Mathematics education; Humanities; Art","score_opus":0.07788200792104755,"score_gpt":0.36938274413988675,"score_spread":0.2915007362188392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1562402531","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9939277,0.00006279051,0.0041702455,0.000086925276,0.000013570299,0.00043443576,0.00007625781,0.00005195582,0.0011759907],"genre_scores_gemma":[0.97549736,0.00021406678,0.01989268,0.00013001586,0.000012294233,0.0010915411,0.00030051728,0.00002883028,0.002832632],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99173063,0.00444662,0.00092259736,0.0008472525,0.0015514649,0.00050149404],"domain_scores_gemma":[0.9601819,0.02623284,0.0043549514,0.0011571138,0.006370287,0.0017029255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011586255,0.0007225037,0.000643712,0.0014477342,0.0004914908,0.0017386739,0.0007602268,0.001047696,0.0020565356],"category_scores_gemma":[0.043140057,0.00044092958,0.00086816965,0.0005684367,0.00072632276,0.0013855492,0.0013844834,0.0010846592,0.00086183514],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002245025,0.0058835982,0.5027681,0.001736122,0.0002788584,0.0010792395,0.1686533,0.002587364,0.056259632,0.0012662468,0.003785181,0.25345734],"study_design_scores_gemma":[0.00042834063,0.013176921,0.7875008,0.00051776384,0.00028432836,0.0016599015,0.103026785,0.0122530805,0.044504274,0.002452683,0.03386644,0.00032875454],"about_ca_topic_score_codex":0.0011190611,"about_ca_topic_score_gemma":0.0018446125,"teacher_disagreement_score":0.011586255,"about_ca_system_score_codex":0.00059974386,"about_ca_system_score_gemma":0.0006555348,"threshold_uncertainty_score":0.061274648},"labels":[],"label_agreement":null},{"id":"W1566342393","doi":"","title":"TOPIC ARTICLE THE IMPACT OF EDUCATIONAL REFORM ON SCIENCE AND MATHEMATICS EDUCATION IN QATAR","year":2013,"lang":"en","type":"article","venue":"European Scientific Journal ESJ","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"College of the North Atlantic","funders":"","keywords":"Disengagement theory; Incentive; Mathematics education; Science education; Political science; State (computer science); Psychology; Mathematics; Medicine; Economics","score_opus":0.05077691194981278,"score_gpt":0.4050117566716978,"score_spread":0.35423484472188504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1566342393","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8295945,0.019401943,0.00061612745,0.08765469,0.00081879814,0.00007166652,0.00059371017,0.00004930103,0.061199304],"genre_scores_gemma":[0.9823231,0.0049937004,0.00048991473,0.0038623908,0.00039918066,0.000018056702,0.0001885683,0.0000073137003,0.0077177086],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99877065,0.00047533755,0.00005207303,0.000070929826,0.00028645218,0.00034450417],"domain_scores_gemma":[0.99674004,0.001141825,0.0008870156,0.000085944506,0.00075828366,0.00038689654],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020823295,0.00012878429,0.00020686994,0.00094176224,0.001135112,0.0019691798,0.0002878384,0.0006956248,0.011483549],"category_scores_gemma":[0.005065494,0.00007822366,0.0002120062,0.0012214809,0.0011175175,0.0010409154,0.0010115934,0.0008631562,0.0006457683],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00075839,0.0012183125,0.2427762,0.0028862564,0.00012858983,0.00096222904,0.011987414,0.0034175557,0.0048320997,0.12797815,0.053251974,0.5498029],"study_design_scores_gemma":[0.00006374241,0.00063816464,0.7958007,0.00080252026,0.000055409157,0.00028111276,0.0074230977,0.0012091784,0.0019159652,0.0054557323,0.18631758,0.000036805213],"about_ca_topic_score_codex":0.01945766,"about_ca_topic_score_gemma":0.020450957,"teacher_disagreement_score":0.01945766,"about_ca_system_score_codex":0.004762122,"about_ca_system_score_gemma":0.0071894396,"threshold_uncertainty_score":0.03868884},"labels":[],"label_agreement":null},{"id":"W1566960255","doi":"","title":"A Technological Pedagogical Content Knowledge Framework for Mathematics Teachers","year":2009,"lang":"en","type":"article","venue":"E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Mathematics education; Content (measure theory); Computer science; Pedagogy; Mathematics; Sociology","score_opus":0.37481399553045536,"score_gpt":0.4404949700682731,"score_spread":0.06568097453781774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1566960255","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01962837,0.00033443156,0.92598754,0.0030329153,0.000081799895,0.0005363885,0.0006632907,0.0025184958,0.047216687],"genre_scores_gemma":[0.2489146,0.00036736828,0.7378245,0.0002481561,0.000036379606,0.0007711363,0.0014059617,0.00027919453,0.010152694],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978212,0.0006636663,0.0003737626,0.00036682605,0.00055763643,0.00021691275],"domain_scores_gemma":[0.9957677,0.0019396342,0.00024913368,0.00059461495,0.0010666152,0.00038238202],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034142178,0.00064777717,0.00048551412,0.0051443577,0.002014553,0.0075395517,0.0021761958,0.0023490465,0.00781115],"category_scores_gemma":[0.007090484,0.00069873495,0.0013806084,0.0026536197,0.0032521603,0.013360132,0.0048792106,0.0025862972,0.0021280563],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050818206,0.00035038288,0.0027901453,0.00027517873,0.000032999422,0.00023466435,0.0084641585,0.004127553,0.003248461,0.7901625,0.0077022733,0.18256088],"study_design_scores_gemma":[0.000064975444,0.00013177049,0.0034964874,0.0010569056,0.00014045436,0.0005448323,0.012108588,0.07844164,0.00867034,0.65728647,0.23795237,0.0001051469],"about_ca_topic_score_codex":0.011147677,"about_ca_topic_score_gemma":0.01027375,"teacher_disagreement_score":0.011147677,"about_ca_system_score_codex":0.0029229608,"about_ca_system_score_gemma":0.005482362,"threshold_uncertainty_score":0.026130915},"labels":[],"label_agreement":null},{"id":"W1571571946","doi":"10.1023/a:1025044626451","title":"Science-specialist Student-teachers Consider Promoting Technological Design Projects: Contributions of Multi-media Case Methods","year":2003,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Ministère de l’Éducation, Gouvernement de l’Ontario; Bộ Giáo dục và Ðào tạo","keywords":"Science education; Variety (cybernetics); Mathematics education; Apprenticeship; Flexibility (engineering); Scientific literacy; Creativity; Nature of Science; Science, technology, society and environment education; Pedagogy; Psychology; Sociology; Computer science; Mathematics","score_opus":0.5425441478388979,"score_gpt":0.6495303614310344,"score_spread":0.10698621359213645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1571571946","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9062502,0.0009350928,0.01952543,0.004954492,0.00017675434,0.0012076646,0.000061546496,0.00007690943,0.06681189],"genre_scores_gemma":[0.9692425,0.00074031967,0.023207806,0.0004412368,0.000027668619,0.0005701168,0.000034619832,0.00002015309,0.005715567],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9804159,0.015422589,0.00052301056,0.0007347937,0.002088707,0.00081503333],"domain_scores_gemma":[0.9370156,0.055801835,0.0018785831,0.00171781,0.0020576157,0.0015284809],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017129697,0.00062219164,0.00034858898,0.0027564466,0.0049850433,0.0075925994,0.0022082878,0.0038369605,0.0054843985],"category_scores_gemma":[0.04138612,0.0005219285,0.00046291764,0.001334439,0.00266825,0.0066584647,0.004897275,0.0021096426,0.00046296004],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071022526,0.01395477,0.060391203,0.0019017003,0.00014649452,0.0040872903,0.4872789,0.0014232459,0.004868608,0.03699544,0.0057160584,0.382526],"study_design_scores_gemma":[0.00026923412,0.0017303431,0.03164408,0.002000506,0.00029054526,0.0033088974,0.86320853,0.005998363,0.01044415,0.023555381,0.057428103,0.00012185222],"about_ca_topic_score_codex":0.0014661303,"about_ca_topic_score_gemma":0.0072093583,"teacher_disagreement_score":0.017129697,"about_ca_system_score_codex":0.0031532415,"about_ca_system_score_gemma":0.00416557,"threshold_uncertainty_score":0.09059161},"labels":[],"label_agreement":null},{"id":"W1580478482","doi":"10.26522/brocked.v20i1.143","title":"From Talk to Experience: Transforming the Preservice Physics Methods Course","year":2010,"lang":"en","type":"article","venue":"Brock Education Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Ontario Tech University; Queen's University","funders":"American Educational Research Association","keywords":"Practicum; Cognitive reframing; Teacher education; Context (archaeology); Curriculum; Pedagogy; Mathematics education; Teaching method; Course (navigation); Psychology; Physics","score_opus":0.06160450904519584,"score_gpt":0.4956494801733792,"score_spread":0.43404497112818335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1580478482","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96912,0.0002741416,0.010741327,0.0029902165,0.0002287919,0.00023465822,0.000020851387,0.000155682,0.016234403],"genre_scores_gemma":[0.9852018,0.00025172162,0.0058537303,0.00060579035,0.000060146216,0.00020671646,0.00003464014,0.000118452386,0.007667078],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98634976,0.009441363,0.00024913758,0.0010020739,0.001631568,0.0013260304],"domain_scores_gemma":[0.9851295,0.008111734,0.0009814098,0.0011093767,0.0012228389,0.003445173],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013618658,0.0006076049,0.0004708174,0.0017487713,0.01007841,0.012269877,0.0017792908,0.002081245,0.0027783317],"category_scores_gemma":[0.02466735,0.00071218464,0.0005226217,0.00065723446,0.008128164,0.0062376577,0.012066511,0.0046447814,0.00091152306],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054117954,0.00079026015,0.0060163015,0.000088634384,0.00000684253,0.0007459469,0.93464845,0.00010674324,0.0034249546,0.003632033,0.0015128391,0.048972864],"study_design_scores_gemma":[0.000027383052,0.00042259632,0.005433235,0.00014766013,0.000012637722,0.00066270184,0.93326545,0.0002992413,0.002791185,0.0018462624,0.055056185,0.000035509343],"about_ca_topic_score_codex":0.0011455351,"about_ca_topic_score_gemma":0.0029003117,"teacher_disagreement_score":0.013618658,"about_ca_system_score_codex":0.0029258528,"about_ca_system_score_gemma":0.0051469873,"threshold_uncertainty_score":0.07202321},"labels":[],"label_agreement":null},{"id":"W1584001554","doi":"10.22329/celt.v6i0.3784","title":"12. Breaking Down the Boundary Between High School and University Chemistry","year":2013,"lang":"en","type":"article","venue":"Collected Essays on Learning and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"McMaster University","funders":"","keywords":"Transition (genetics); Mathematics education; Principal (computer security); Chemistry education; Chemistry; Higher education; Resource (disambiguation); Psychology; Pedagogy; Computer science; Political science","score_opus":0.016530481722690223,"score_gpt":0.2841266328391269,"score_spread":0.2675961511164367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1584001554","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9660364,0.00025928812,0.0014955086,0.0037518265,0.00007454392,0.000074113006,0.000050802213,0.00005101656,0.028206559],"genre_scores_gemma":[0.99551916,0.00006575386,0.00062515424,0.00045942905,0.000009281049,0.00003033895,0.000029436438,0.000009506172,0.0032519079],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963309,0.0012371477,0.00018006463,0.0003315147,0.0009899929,0.0009303893],"domain_scores_gemma":[0.9908342,0.0020578662,0.0018375422,0.00036934885,0.0013603189,0.003540758],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036390645,0.00011030982,0.00023100815,0.00061692955,0.0058515943,0.0053612106,0.0008049001,0.0009132417,0.007761766],"category_scores_gemma":[0.010471191,0.00019151327,0.00027391824,0.00083572033,0.0034465773,0.0020320418,0.0038178528,0.0017156679,0.0010043058],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00057201367,0.0010624944,0.5175692,0.00035143213,0.00003200859,0.0009163691,0.2538378,0.00032238555,0.008681806,0.040272973,0.009782362,0.16659918],"study_design_scores_gemma":[0.000037180376,0.00028388994,0.6881909,0.00021851267,0.00001850856,0.00019302811,0.25268993,0.00031521823,0.002399424,0.0058797924,0.049720272,0.000053366475],"about_ca_topic_score_codex":0.04118439,"about_ca_topic_score_gemma":0.100943975,"teacher_disagreement_score":0.04118439,"about_ca_system_score_codex":0.0064693624,"about_ca_system_score_gemma":0.0124667715,"threshold_uncertainty_score":0.08188933},"labels":[],"label_agreement":null},{"id":"W1592094823","doi":"10.1002/tea.21235","title":"Experimental evidence of the superiority of the prevalence model of conceptual change over the classical models and repetition","year":2015,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Conceptual change; Repetition (rhetorical device); Cognition; Psychology; Teaching method; Mathematics education; Concept learning; Cognitive psychology; Social psychology","score_opus":0.6733055901548778,"score_gpt":0.581618746847263,"score_spread":0.09168684330761478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1592094823","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99307775,0.00007748374,0.0041158567,0.00008065245,0.00002648837,0.00039458935,0.000020677655,0.000017332162,0.002189183],"genre_scores_gemma":[0.9878611,0.0000811419,0.009848696,0.00006683971,0.000028259643,0.0008218153,0.00003830055,0.000017560873,0.0012363903],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9909705,0.0050362954,0.00056659675,0.0016226111,0.0015273446,0.00027671532],"domain_scores_gemma":[0.947945,0.037977092,0.0057982304,0.005812387,0.0011860848,0.0012811995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010651973,0.0004997279,0.0005813465,0.0003796282,0.0005260886,0.0010480569,0.0011772695,0.00071612967,0.005166148],"category_scores_gemma":[0.036847282,0.0006178401,0.0004153336,0.00017853157,0.0017771891,0.001712339,0.0011461676,0.0013605768,0.0005027144],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.046185832,0.16213751,0.2117805,0.0029429286,0.0011090707,0.0007053247,0.048418812,0.00541867,0.21646239,0.023712143,0.0020010262,0.27912584],"study_design_scores_gemma":[0.00862774,0.28549808,0.565718,0.00031572834,0.0008835609,0.0018058114,0.008061702,0.030395329,0.062121484,0.02382031,0.012318138,0.00043412857],"about_ca_topic_score_codex":0.00040122794,"about_ca_topic_score_gemma":0.00045651235,"teacher_disagreement_score":0.010651973,"about_ca_system_score_codex":0.00039485935,"about_ca_system_score_gemma":0.0005696779,"threshold_uncertainty_score":0.05633372},"labels":[],"label_agreement":null},{"id":"W1593697085","doi":"10.1002/sce.21047","title":"Constituting Identities That Challenge the Contemporary Discourse: Power, Discourse, Experience, and Emotion","year":2013,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Discourse analysis; Narrative; Power (physics); Sociology; Civil discourse; Pedagogy; Curriculum; Work (physics); Epistemology; Linguistics","score_opus":0.08644283956418915,"score_gpt":0.4273373954366746,"score_spread":0.34089455587248546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1593697085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8600997,0.0018206248,0.025105342,0.012880957,0.00031008708,0.000058093385,0.000034510464,0.00009539546,0.099595375],"genre_scores_gemma":[0.99672854,0.00019479831,0.0011482162,0.00017681565,0.000023655573,0.000015092498,0.000006250845,0.00002071057,0.0016859185],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98607963,0.010148435,0.00027791018,0.0006937039,0.001959779,0.00084053446],"domain_scores_gemma":[0.98758477,0.00897862,0.001196174,0.0009044683,0.0006921848,0.0006439627],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011944789,0.00044943066,0.000619958,0.001490341,0.008899069,0.014824181,0.0012542264,0.0028556648,0.0020362951],"category_scores_gemma":[0.01970025,0.00038587206,0.0004424504,0.0010697473,0.04409641,0.011494465,0.00798074,0.004455392,0.00036789174],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018836732,0.0000125540855,0.0010764656,0.00003078068,0.000004777962,0.00031066788,0.9402233,0.00007049795,0.0011160566,0.05404778,0.00030483832,0.00278344],"study_design_scores_gemma":[0.000016496346,0.000031605774,0.0014836035,0.00013029607,0.000012946712,0.0005775248,0.91422355,0.0006035235,0.0017972493,0.028083254,0.053003,0.000036913738],"about_ca_topic_score_codex":0.0028681976,"about_ca_topic_score_gemma":0.001892832,"teacher_disagreement_score":0.014824181,"about_ca_system_score_codex":0.0034480027,"about_ca_system_score_gemma":0.0022632384,"threshold_uncertainty_score":0.06317079},"labels":[],"label_agreement":null},{"id":"W1598038493","doi":"10.1023/a:1025648616350","title":"The Renewal of Case Studies in Science Education","year":2003,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":111,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Winnipeg; Red River College; University of Manitoba","funders":"","keywords":"Variety (cybernetics); Mathematics education; Science education; History of science; Pedagogy; Sociology; Psychology; Computer science; Epistemology; Philosophy; Artificial intelligence","score_opus":0.12489308420560144,"score_gpt":0.5183244802400294,"score_spread":0.393431396034428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1598038493","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3818215,0.077184916,0.05916073,0.27898335,0.004710695,0.00095646037,0.0003084675,0.00039314083,0.19648075],"genre_scores_gemma":[0.9539794,0.010840771,0.024817506,0.0031804447,0.00070616486,0.0003271761,0.00009863431,0.000074544085,0.0059752776],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9232633,0.064125344,0.002221394,0.002692953,0.0053965906,0.0023004776],"domain_scores_gemma":[0.51519495,0.4214113,0.008809731,0.03453455,0.013711863,0.006337609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.10665942,0.0005679825,0.0010750638,0.006924341,0.008017313,0.020021074,0.006041732,0.011597046,0.0065708454],"category_scores_gemma":[0.24334645,0.0009262582,0.000808948,0.0051858467,0.032998566,0.033557698,0.012106868,0.005946969,0.0006715523],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025158087,0.00064042694,0.014064611,0.0013233941,0.000049333463,0.0031388302,0.18235895,0.0011264153,0.0007281567,0.48374113,0.01828744,0.29428977],"study_design_scores_gemma":[0.00018550291,0.000342437,0.008138709,0.004127742,0.00006977648,0.004595749,0.13377528,0.0039343033,0.0015626216,0.36574075,0.47739792,0.0001292428],"about_ca_topic_score_codex":0.004433445,"about_ca_topic_score_gemma":0.012008696,"teacher_disagreement_score":0.10665942,"about_ca_system_score_codex":0.008317096,"about_ca_system_score_gemma":0.0110834595,"threshold_uncertainty_score":0.5640757},"labels":[],"label_agreement":null},{"id":"W1602061853","doi":"10.37119/ojs2014.v19i3.154","title":"Let’s Do it First and Talk About it Later: Rethinking Post-Secondary Science Teaching for Aboriginal Learners","year":2014,"lang":"en","type":"article","venue":"in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Counterintuitive; Curriculum; Context (archaeology); Bridging (networking); Sociology; Pedagogy; Mathematics education; Learning theory; Psychology; Computer science; Geography; Epistemology","score_opus":0.028888103139636634,"score_gpt":0.4050672715793362,"score_spread":0.37617916843969956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1602061853","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95957196,0.0007774366,0.002489665,0.00846814,0.00022784427,0.00020617472,0.000016132442,0.00007673441,0.028165923],"genre_scores_gemma":[0.98137957,0.0011831031,0.0054991995,0.00082826207,0.000047372254,0.00017694064,0.00002229763,0.000059295904,0.010803959],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959623,0.002321447,0.00008470252,0.00022371075,0.000613799,0.0007940888],"domain_scores_gemma":[0.9944096,0.0026884375,0.0003376867,0.0004691062,0.0007855147,0.0013096151],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009782213,0.0005076448,0.0003942449,0.0012700133,0.011916139,0.0061491206,0.0022112424,0.0015845282,0.0026838763],"category_scores_gemma":[0.011103809,0.00035242634,0.0004198674,0.000745545,0.0111223655,0.003495894,0.009048032,0.0040444843,0.000922323],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022182712,0.00021706795,0.0028513717,0.00014243403,0.000004333766,0.00033457894,0.9596721,0.000045549452,0.0012743546,0.0033990585,0.00086966116,0.031167349],"study_design_scores_gemma":[0.000013171329,0.00031601245,0.009616017,0.00044215602,0.000022853908,0.00021001838,0.93265265,0.000120758676,0.0021780294,0.003332267,0.051069736,0.000026321979],"about_ca_topic_score_codex":0.025402328,"about_ca_topic_score_gemma":0.06245484,"teacher_disagreement_score":0.025402328,"about_ca_system_score_codex":0.006517193,"about_ca_system_score_gemma":0.016259016,"threshold_uncertainty_score":0.05173391},"labels":[],"label_agreement":null},{"id":"W1602474181","doi":"10.1023/a:1020894002232","title":"Using Computer Assisted Instruction to Compare the Inventive Model and the Radical Constructivist Approach to Teaching Physics","year":2002,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Science education; Mathematics education; Environmental science; Psychology","score_opus":0.11332525112168458,"score_gpt":0.38668177110639124,"score_spread":0.27335651998470667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1602474181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9807794,0.00012439449,0.011289189,0.00014545186,0.00007225732,0.00054253236,0.00008315188,0.00016438468,0.006799253],"genre_scores_gemma":[0.9716139,0.00020398601,0.023852903,0.00010315094,0.00002178205,0.0013289336,0.00017058467,0.000054926863,0.0026498034],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9964044,0.0022468795,0.00023384493,0.0003043846,0.0006609686,0.00014940304],"domain_scores_gemma":[0.938303,0.05659647,0.001060312,0.0016774461,0.0019476474,0.00041524178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005406428,0.0006887968,0.00050220574,0.0021681325,0.00060924893,0.0014720614,0.001100772,0.0012370086,0.002595887],"category_scores_gemma":[0.05444022,0.00030295955,0.00041259849,0.001219881,0.001253599,0.0027091072,0.0013292928,0.0016811385,0.00032348707],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.018240381,0.063177966,0.063590296,0.0010343423,0.00042535478,0.0004120585,0.037930593,0.028060865,0.02420606,0.031158889,0.004242466,0.7275208],"study_design_scores_gemma":[0.016964989,0.116872676,0.2959958,0.000705571,0.0017686895,0.0015074532,0.02668896,0.30265453,0.09326213,0.11325048,0.029311998,0.0010167356],"about_ca_topic_score_codex":0.0060973074,"about_ca_topic_score_gemma":0.0057835793,"teacher_disagreement_score":0.0060973074,"about_ca_system_score_codex":0.0014790166,"about_ca_system_score_gemma":0.0015902186,"threshold_uncertainty_score":0.028592229},"labels":[],"label_agreement":null},{"id":"W160299389","doi":"10.1007/978-94-6091-506-2_14","title":"Epilogue of Pacific Crystal—Lessons Learned About Science, Mathematics, and Technology Literacy, Teaching and Learning","year":2011,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria","funders":"","keywords":"Literacy; Mathematics education; Scientific literacy; Computer science; Science education; Pedagogy; Sociology; Psychology","score_opus":0.06563533216991047,"score_gpt":0.3497701167907495,"score_spread":0.284134784620839,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W160299389","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010288553,0.03588757,0.004999832,0.122433566,0.03796174,0.00013791109,0.00054715044,0.00023755428,0.7967659],"genre_scores_gemma":[0.009235465,0.023572123,0.0022139435,0.017227488,0.006569543,0.00015615739,0.0003343269,0.0003210086,0.94036996],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996747,0.00007412037,0.000011299931,0.000035512363,0.00017429693,0.000030007086],"domain_scores_gemma":[0.99913186,0.00037485576,0.00002445122,0.000052403226,0.00026567618,0.00015079921],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008440301,0.00049531396,0.0003195812,0.0012773924,0.0024888928,0.0036643562,0.0007302092,0.0014916401,0.036460366],"category_scores_gemma":[0.0017073302,0.0002872049,0.0002046573,0.0017294027,0.0026109968,0.0052289334,0.0017116896,0.0066882055,0.006383211],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009437225,0.000009878665,0.00003330211,0.00008834912,6.609683e-7,0.000041340176,0.0007744154,0.000044811644,0.00006462312,0.047402944,0.91796845,0.033561718],"study_design_scores_gemma":[8.9946894e-7,0.0000029698685,0.00007767829,0.00006318068,4.0451948e-7,0.000057885034,0.00021284005,0.000019100076,0.000027626376,0.0029467447,0.9965887,0.0000018033774],"about_ca_topic_score_codex":0.018238137,"about_ca_topic_score_gemma":0.050474904,"teacher_disagreement_score":0.036460366,"about_ca_system_score_codex":0.0025770906,"about_ca_system_score_gemma":0.004193569,"threshold_uncertainty_score":0.121972084},"labels":[],"label_agreement":null},{"id":"W1607918781","doi":"10.22329/celt.v1i0.3180","title":"11. Question Me an Answer: Re-awakening the Art of Inquiry in Post-Secondary Science Education","year":2008,"lang":"en","type":"article","venue":"Collected Essays on Learning and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Compendium; Mathematics education; Critical thinking; Science education; Logical reasoning; Epistemology; Nature of Science; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.03942081126109144,"score_gpt":0.38054709202490306,"score_spread":0.34112628076381163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1607918781","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00084880344,0.0008055473,0.00048353724,0.9836857,0.009775964,0.000018025292,0.00008777712,0.00004307074,0.004251623],"genre_scores_gemma":[0.02000373,0.001761698,0.0018200643,0.9416297,0.006100255,0.0001979566,0.0001291661,0.00009052195,0.02826689],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9942676,0.0029597015,0.0006213952,0.00062754354,0.0010335181,0.0004901251],"domain_scores_gemma":[0.97352535,0.012134125,0.0018781222,0.0008477256,0.0086028,0.0030119054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008786498,0.0005881994,0.0005885628,0.00065418583,0.0049793557,0.0046807495,0.0016236247,0.019495858,0.015803656],"category_scores_gemma":[0.05881614,0.00022753161,0.00052487594,0.00062861113,0.006435062,0.010916847,0.0058428515,0.017535135,0.011306913],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000064648804,0.0000581306,0.0019301258,0.00039861217,0.000013727623,0.00022505122,0.015324842,0.00005378489,0.00049730745,0.033635683,0.9246026,0.023195518],"study_design_scores_gemma":[0.000033739896,0.000069192014,0.0044321925,0.0008816952,0.000014171286,0.0004589061,0.056344848,0.00018317849,0.00047192664,0.023509277,0.9134986,0.00010219551],"about_ca_topic_score_codex":0.009293583,"about_ca_topic_score_gemma":0.011688564,"teacher_disagreement_score":0.019495858,"about_ca_system_score_codex":0.0027614515,"about_ca_system_score_gemma":0.005261274,"threshold_uncertainty_score":0.052868545},"labels":[],"label_agreement":null},{"id":"W1614015523","doi":"10.55016/ojs/ajer.v54i1.55208","title":"Understanding Student Cognition Through an Analysis of Their Preconceptions in Physics","year":2008,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Mathematics education; Cognition; Psychology; Educational research; Science education","score_opus":0.6730901051234925,"score_gpt":0.5783681718413527,"score_spread":0.09472193328213985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1614015523","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99551684,0.00019549872,0.0020022066,0.00019357004,0.0000034210752,0.000020975902,0.00004421304,0.00002843181,0.0019947812],"genre_scores_gemma":[0.996088,0.00025981295,0.0027973645,0.000040368865,0.0000028687834,0.000026723164,0.000092136244,0.000006981493,0.00068576],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990164,0.00032403672,0.00006851133,0.00013099123,0.00037975068,0.00008030413],"domain_scores_gemma":[0.9900558,0.0061674695,0.001535482,0.00042600525,0.0012464959,0.0005688573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019913039,0.00028957496,0.00034640616,0.002443975,0.00060130155,0.0025835384,0.00053347315,0.0005347222,0.0015145729],"category_scores_gemma":[0.016144197,0.00023792955,0.00022411573,0.001088668,0.0009324535,0.0015491947,0.0010782887,0.0010967912,0.00026625872],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028312264,0.0013614794,0.6086687,0.00036329095,0.000089609726,0.00026865656,0.19483298,0.0010830247,0.009644635,0.0035495302,0.0011031202,0.17875186],"study_design_scores_gemma":[0.000019815141,0.00063344114,0.89872015,0.00018308377,0.00006840336,0.00043177948,0.06873533,0.0048259636,0.0057212645,0.011178124,0.009386292,0.00009642318],"about_ca_topic_score_codex":0.0025658621,"about_ca_topic_score_gemma":0.0025761544,"teacher_disagreement_score":0.0025835384,"about_ca_system_score_codex":0.0011005102,"about_ca_system_score_gemma":0.0010567372,"threshold_uncertainty_score":0.010531127},"labels":[],"label_agreement":null},{"id":"W1618460159","doi":"","title":"Enhancing Conceptual Learning Through Computer-Based Applets: The Effectiveness and Implications","year":2005,"lang":"en","type":"article","venue":"The Journal of Interactive Learning Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"The King's University; University of Alberta","funders":"","keywords":"Constructivism (international relations); Computer science; Constructivist teaching methods; Mathematics education; Focus group; Qualitative research; Educational technology; Multimedia; Conceptual framework; Java applet; Instructional design; Computer-Assisted Instruction; Teaching method; Class (philosophy); Psychology; Sociology; Java","score_opus":0.12288535840314375,"score_gpt":0.4998418045138547,"score_spread":0.37695644611071094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1618460159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9875536,0.00050494855,0.0017905405,0.00034991847,0.00001683064,0.00013935742,0.000019689815,0.00012684561,0.009498223],"genre_scores_gemma":[0.9835954,0.00076302845,0.0131925335,0.000115778625,0.00001193613,0.000065545435,0.000034160807,0.000025249781,0.0021964547],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99775726,0.0010813676,0.00011301261,0.00020770961,0.00066814263,0.00017261643],"domain_scores_gemma":[0.9815108,0.015411672,0.00062586315,0.0004040537,0.0010862731,0.0009613233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00273488,0.00037018556,0.00029470358,0.0009685465,0.00043271767,0.0016523132,0.0007023829,0.00056536,0.002584009],"category_scores_gemma":[0.015564428,0.0001343931,0.00024068025,0.0005711959,0.0009010547,0.0012146328,0.0011637143,0.00040417525,0.00023628851],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012369803,0.00701837,0.052777745,0.0017565264,0.00010372953,0.00064091425,0.014112538,0.0011467286,0.026868101,0.0018055952,0.0019110786,0.89062166],"study_design_scores_gemma":[0.0016395042,0.026851185,0.71449757,0.0020364702,0.0012080959,0.0032385995,0.040604006,0.011072708,0.11274017,0.008510342,0.077274166,0.00032722313],"about_ca_topic_score_codex":0.0043610614,"about_ca_topic_score_gemma":0.007610564,"teacher_disagreement_score":0.0043610614,"about_ca_system_score_codex":0.0010080227,"about_ca_system_score_gemma":0.0014568627,"threshold_uncertainty_score":0.0144636035},"labels":[],"label_agreement":null},{"id":"W1619404567","doi":"10.1007/s11191-006-9060-8","title":"Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology","year":2006,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":166,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Bộ Giáo dục và Ðào tạo","keywords":"Identity (music); Ideology; Pedagogy; Curriculum; Psychology; Teacher education; Autonomy; Mathematics education; Negotiation; Sociology; Social science; Political science","score_opus":0.04730331976424,"score_gpt":0.4413026850051298,"score_spread":0.3939993652408898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1619404567","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.46164593,0.0009173786,0.032933917,0.086572826,0.0010715305,0.00010102725,0.000044644978,0.00006562261,0.41664708],"genre_scores_gemma":[0.9941057,0.00011514265,0.001354427,0.00086213846,0.00010577496,0.00003833839,0.00000952396,0.0000330403,0.0033759414],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9560028,0.031929847,0.0010793231,0.0016152273,0.0062098084,0.0031629968],"domain_scores_gemma":[0.9652677,0.021589022,0.0029906158,0.0029087367,0.0036934426,0.0035503674],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.026228994,0.0007937442,0.0009106897,0.0047683516,0.024931813,0.025610715,0.0021451325,0.005283967,0.004299225],"category_scores_gemma":[0.02936152,0.00081602664,0.0007580514,0.0029854649,0.050590344,0.015047421,0.022210382,0.01685041,0.0005721306],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034974026,0.00012995444,0.0028460894,0.00005778959,0.0000129575565,0.00018047342,0.34325075,0.00013856155,0.00051116827,0.64260995,0.0016284239,0.008598943],"study_design_scores_gemma":[0.00008345332,0.000095164374,0.004451417,0.00029046324,0.000044994453,0.00031546736,0.41873655,0.0012061484,0.0015167573,0.50668496,0.06653483,0.000039831448],"about_ca_topic_score_codex":0.002522823,"about_ca_topic_score_gemma":0.0034864529,"teacher_disagreement_score":0.9750682,"about_ca_system_score_codex":0.007334188,"about_ca_system_score_gemma":0.0077715474,"threshold_uncertainty_score":0.13871384},"labels":[],"label_agreement":null},{"id":"W1633287158","doi":"10.55016/ojs/ajer.v54i1.55209","title":"Evaluation of Elementary Students’ Attitudes Toward Science as a Result of the Introduction of an Enriched Science Curriculum","year":2008,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Science education; Curriculum; Psychology; Nature of Science; Educational research; Pedagogy","score_opus":0.25442979268180577,"score_gpt":0.5717268405821411,"score_spread":0.3172970479003353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1633287158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997098,0.000006353986,0.000031081578,0.0000049925543,0.0000012928087,0.000015182894,0.000009330986,0.000004594438,0.0002173998],"genre_scores_gemma":[0.9974245,0.000048555303,0.0004771041,0.000018395009,0.000002967335,0.000032333573,0.00010732913,0.0000027069655,0.0018861314],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991327,0.00015244688,0.00004778189,0.00008958147,0.0004295632,0.00014794256],"domain_scores_gemma":[0.9966813,0.00048202506,0.00041237654,0.00012198439,0.0012667101,0.0010356635],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015177875,0.00031337075,0.0003956621,0.0004583771,0.00048726643,0.00051408046,0.00034028626,0.0002801215,0.0012291799],"category_scores_gemma":[0.0028648286,0.00014441015,0.00024629015,0.00048464857,0.00040544002,0.00019420499,0.00038485447,0.0005418427,0.00024523944],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0057069045,0.03431997,0.6206939,0.00038389885,0.00019939977,0.00058423175,0.021554423,0.0010257543,0.1035861,0.00023668176,0.0012961604,0.21041252],"study_design_scores_gemma":[0.000085192725,0.012960284,0.9700781,0.000013540583,0.00006406053,0.00004277685,0.002774995,0.00033716267,0.012308911,0.0000321623,0.0012781476,0.00002460613],"about_ca_topic_score_codex":0.025168022,"about_ca_topic_score_gemma":0.075081475,"teacher_disagreement_score":0.025168022,"about_ca_system_score_codex":0.0011409677,"about_ca_system_score_gemma":0.0020973615,"threshold_uncertainty_score":0.050043046},"labels":[],"label_agreement":null},{"id":"W1660544138","doi":"","title":"Grade six students' understanding of the nature of science.","year":2000,"lang":"en","type":"article","venue":"Library and Archives Canada (Government of Canada)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scientific literacy; Citizen science; Science education; Engineering ethics; Science learning; Citizen journalism; Sociology; Science communication; Epistemology; Political science; Pedagogy; Mathematics education; Psychology; Engineering; Philosophy","score_opus":0.014011525901961188,"score_gpt":0.2439593700663244,"score_spread":0.2299478441643632,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1660544138","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9445124,0.0004247582,0.00045200167,0.0015253223,0.0001962905,0.00011839361,0.0014280826,0.000111961184,0.051230837],"genre_scores_gemma":[0.90525,0.00051979587,0.0006869385,0.00038234235,0.000012112223,0.000080256,0.0013340802,0.000021966041,0.0917125],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916494,0.0000548983,0.00004908851,0.000100225116,0.00031976198,0.00031109512],"domain_scores_gemma":[0.9942333,0.00029480748,0.00058385497,0.00017607202,0.002642296,0.00206963],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011548118,0.0007220305,0.00048013887,0.0016180435,0.0019754788,0.006086582,0.0009771991,0.0019202104,0.022314932],"category_scores_gemma":[0.0042460184,0.0003057827,0.0004660102,0.0006807116,0.0011118234,0.0014225513,0.0018307387,0.0027266147,0.008628423],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013429499,0.01403216,0.4372715,0.0012063478,0.0001259347,0.002662257,0.107271194,0.0012110255,0.017796611,0.019237854,0.078361884,0.31948018],"study_design_scores_gemma":[0.0001340363,0.0036501256,0.61491203,0.0014954221,0.00017401656,0.0010795484,0.09891886,0.0024839975,0.020385148,0.0082054855,0.24831405,0.0002472024],"about_ca_topic_score_codex":0.033740945,"about_ca_topic_score_gemma":0.05534845,"teacher_disagreement_score":0.033740945,"about_ca_system_score_codex":0.0019129562,"about_ca_system_score_gemma":0.0031658811,"threshold_uncertainty_score":0.07465088},"labels":[],"label_agreement":null},{"id":"W1661874099","doi":"","title":"The Linkages between Concept Maps and Language Learning","year":2011,"lang":"en","type":"article","venue":"Studies in literature and language","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Computer science; Concept map; Key (lock); Language acquisition; Linguistics; Natural language processing; Artificial intelligence; Psychology; Mathematics education; Philosophy","score_opus":0.0649809989999151,"score_gpt":0.4105286691574257,"score_spread":0.3455476701575106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1661874099","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.102206625,0.019425381,0.5651718,0.046224684,0.00077393634,0.00018809058,0.00017201087,0.00027788893,0.26555958],"genre_scores_gemma":[0.8915036,0.0067697996,0.096184246,0.00062440085,0.00023279831,0.00022600696,0.00007448868,0.000053230953,0.004331496],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99557966,0.0030628375,0.00014053128,0.00033692387,0.0007301961,0.00014983394],"domain_scores_gemma":[0.9665756,0.028902953,0.0014237111,0.0009206259,0.0017528788,0.00042414406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005297579,0.0005214551,0.00030604782,0.0029941709,0.0014072512,0.0049418923,0.001029693,0.0010342465,0.009125677],"category_scores_gemma":[0.030809306,0.00034755914,0.000456961,0.003177361,0.0123084355,0.014810099,0.004201679,0.0023855134,0.000474235],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018687195,0.000034808083,0.0016173129,0.0004242667,0.00003650985,0.00014843342,0.007839988,0.0017739556,0.00022916902,0.93929344,0.001209814,0.0473736],"study_design_scores_gemma":[0.0000057831408,0.000018833582,0.00094924995,0.00011330256,0.000010118685,0.00012255802,0.0024529563,0.0014860432,0.00025333243,0.98108345,0.013488012,0.000016322594],"about_ca_topic_score_codex":0.0017938577,"about_ca_topic_score_gemma":0.001434788,"teacher_disagreement_score":0.009125677,"about_ca_system_score_codex":0.0019105186,"about_ca_system_score_gemma":0.0026702401,"threshold_uncertainty_score":0.030528426},"labels":[],"label_agreement":null},{"id":"W1664568393","doi":"10.1023/a:1020809916037","title":"Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience","year":2002,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"University of Alberta","keywords":"Premise; Science education; Professional development; Mathematics education; Psychology; Faculty development; Pedagogy; Medical education; Medicine","score_opus":0.37752087793057676,"score_gpt":0.5835554725398318,"score_spread":0.206034594609255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1664568393","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99169606,0.00014804493,0.0006889786,0.0005815505,0.00004176643,0.000064633,0.0000142378085,0.000066782355,0.00669806],"genre_scores_gemma":[0.99199754,0.00012746174,0.0014979893,0.00012749773,0.00002275197,0.00008518277,0.000038512233,0.000018895766,0.0060842326],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981865,0.00081575057,0.0000430999,0.00017603037,0.00033370883,0.00044489861],"domain_scores_gemma":[0.9848199,0.0046868,0.0010204944,0.0009954497,0.0008023883,0.0076750447],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033893466,0.00029179873,0.0003719951,0.0003895383,0.0033820437,0.0031183714,0.0010097803,0.0018618884,0.0046179728],"category_scores_gemma":[0.016942816,0.00038680242,0.0003320169,0.00021897638,0.0011612246,0.0015241969,0.0035218217,0.002387216,0.0016409773],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027685103,0.019419244,0.12172559,0.00042927294,0.00008317909,0.009970744,0.40921205,0.00025527258,0.08082913,0.00229383,0.012441022,0.34057218],"study_design_scores_gemma":[0.00042554014,0.011890102,0.40080646,0.00046938608,0.00017671907,0.008290757,0.4899905,0.0013003678,0.025337135,0.005768683,0.05531952,0.00022479774],"about_ca_topic_score_codex":0.0008892608,"about_ca_topic_score_gemma":0.0033965819,"teacher_disagreement_score":0.0046179728,"about_ca_system_score_codex":0.00067085796,"about_ca_system_score_gemma":0.0016764357,"threshold_uncertainty_score":0.017924786},"labels":[],"label_agreement":null},{"id":"W1673893039","doi":"10.1023/a:1020833231966","title":"Why Students May not Learn to Interpret Scientific Inscriptions","year":2002,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":91,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"Directorate for Biological Sciences","keywords":"Interpretation (philosophy); Mathematics education; Presentation (obstetrics); Science education; Psychology; Linguistics; Philosophy","score_opus":0.4246296096502261,"score_gpt":0.6013144512583664,"score_spread":0.17668484160814024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1673893039","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.54272956,0.0010853584,0.04903342,0.17671354,0.0017867082,0.00010389639,0.00026023426,0.0010781375,0.22720915],"genre_scores_gemma":[0.95570195,0.00045442046,0.0051730075,0.009370175,0.00013453631,0.000051378265,0.00014247767,0.0002557639,0.028716253],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98916686,0.0048758024,0.0005358935,0.0009218297,0.003211319,0.0012881415],"domain_scores_gemma":[0.9468899,0.021679845,0.006025155,0.006417733,0.015513611,0.0034737093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011595553,0.00043457517,0.00047596637,0.00096526596,0.0030298769,0.0121264,0.0015076258,0.0051961592,0.013296578],"category_scores_gemma":[0.06923153,0.00066777953,0.0007385482,0.00080033066,0.008524621,0.009785927,0.00452688,0.008805231,0.0074736946],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032775474,0.00062615843,0.056066986,0.00038285952,0.00010852472,0.002017046,0.25549066,0.0010187587,0.006882464,0.4629426,0.115068175,0.09906801],"study_design_scores_gemma":[0.00010744752,0.00012215547,0.01191978,0.00049194886,0.00009999606,0.0017709587,0.12348133,0.0037335807,0.009336841,0.44920245,0.3995811,0.00015232987],"about_ca_topic_score_codex":0.0020976309,"about_ca_topic_score_gemma":0.002009792,"teacher_disagreement_score":0.013296578,"about_ca_system_score_codex":0.0019319657,"about_ca_system_score_gemma":0.0043825214,"threshold_uncertainty_score":0.06132382},"labels":[],"label_agreement":null},{"id":"W1684377530","doi":"10.21432/t2gp4r","title":"Understanding the nature of science and scientific progress: A theory-building approach","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Learning and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Bishop's University; Toronto Rehabilitation Institute; University of Toronto","funders":"","keywords":"Class (philosophy); Mathematics education; Science education; Fell; Sociology; Science class; Epistemology; Psychology; Pedagogy","score_opus":0.04195585280335463,"score_gpt":0.3383132762062007,"score_spread":0.2963574234028461,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1684377530","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.128042,0.017029677,0.6057584,0.041440554,0.00044445056,0.0021581321,0.00032229943,0.00026967522,0.20453493],"genre_scores_gemma":[0.7075261,0.009000568,0.27528176,0.0019008167,0.00012256471,0.0021368999,0.00022364489,0.000058534028,0.0037491461],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9844885,0.011586978,0.000607714,0.0011882713,0.0016420286,0.0004865418],"domain_scores_gemma":[0.9553455,0.039052084,0.0015810163,0.0016964289,0.0017065868,0.0006183881],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.034348015,0.0017532544,0.0016356542,0.013941466,0.005001378,0.015159539,0.004607455,0.0027441552,0.0035710912],"category_scores_gemma":[0.025386132,0.0011023554,0.0015805584,0.00595858,0.045290068,0.016436424,0.0070175617,0.0065060784,0.00043265062],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065794775,0.00036307683,0.005375178,0.0011576734,0.000106754116,0.0003614743,0.09229618,0.0038390164,0.00084474066,0.83470225,0.0013293718,0.059558515],"study_design_scores_gemma":[0.000056839763,0.00013343932,0.0017659684,0.001030094,0.000064887055,0.00020819437,0.032040123,0.0043037254,0.0010490912,0.92764723,0.031655814,0.000044602046],"about_ca_topic_score_codex":0.010269363,"about_ca_topic_score_gemma":0.009228983,"teacher_disagreement_score":0.99499863,"about_ca_system_score_codex":0.018272752,"about_ca_system_score_gemma":0.013706672,"threshold_uncertainty_score":0.18165183},"labels":[],"label_agreement":null},{"id":"W1743152149","doi":"10.1007/978-94-007-7654-8_47","title":"Science Teaching with Historically Based Stories: Theoretical and Practical Perspectives","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":34,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Narrative; Science learning; Romance; Process (computing); Mathematics education; Computer science; Science education; Epistemology; Psychology; Literature; Art; Philosophy","score_opus":0.044450762316187525,"score_gpt":0.3868786242801567,"score_spread":0.3424278619639691,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1743152149","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011921236,0.019298341,0.0114307515,0.010475926,0.0007437684,0.000027130132,0.00004031475,0.00004829924,0.9460142],"genre_scores_gemma":[0.53882074,0.046470013,0.01589841,0.002809688,0.0010247125,0.00018571387,0.00020742553,0.00018590756,0.39439738],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99914575,0.0005276701,0.000016690392,0.000052400308,0.00017523614,0.0000823034],"domain_scores_gemma":[0.9974813,0.0021597792,0.000065418775,0.0000789433,0.00011173645,0.00010288334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015010708,0.00056100986,0.00031340274,0.0009381813,0.0026729477,0.0084876865,0.0017685833,0.001989493,0.013351977],"category_scores_gemma":[0.0026932277,0.00023809975,0.0002452268,0.0015411957,0.010395871,0.008048549,0.0032722608,0.0037284936,0.0012392594],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000070300493,0.00004059605,0.00012184851,0.00013437432,0.0000024472256,0.0002085126,0.02440381,0.00023693191,0.000118704964,0.9216945,0.011633909,0.04139734],"study_design_scores_gemma":[0.0000064814226,0.000019757545,0.00042211398,0.00092756964,0.000005473658,0.0005691899,0.029677473,0.00060176826,0.00043712306,0.32758993,0.63973206,0.000011124118],"about_ca_topic_score_codex":0.002056388,"about_ca_topic_score_gemma":0.0052838167,"teacher_disagreement_score":0.013351977,"about_ca_system_score_codex":0.0030190297,"about_ca_system_score_gemma":0.0016533848,"threshold_uncertainty_score":0.044666827},"labels":[],"label_agreement":null},{"id":"W1754754639","doi":"10.14742/ajet.1199","title":"Developing conceptual understanding of mechanical advantage through the use of Lego robotic technology","year":2008,"lang":"en","type":"article","venue":"Australasian Journal of Educational Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Underpinning; Function (biology); Conceptual change; Conceptual framework; Computer science; Mathematics education; Instructional design; Psychology; Relation (database); Teaching method; Engineering; Sociology","score_opus":0.2882390988348379,"score_gpt":0.4186114118260284,"score_spread":0.1303723129911905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1754754639","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.812525,0.0010529519,0.11849295,0.0025058144,0.000043441574,0.00017153643,0.00007499777,0.00023730999,0.06489604],"genre_scores_gemma":[0.9353599,0.000786341,0.05851377,0.00020948696,0.00000525797,0.00015282359,0.000037093447,0.000026683412,0.004908599],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9991196,0.00044028973,0.000045143144,0.000112522066,0.00021677639,0.00006571528],"domain_scores_gemma":[0.9976344,0.001534463,0.0003150176,0.0001720776,0.00020512102,0.00013881034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022886286,0.00041783685,0.00028784527,0.0008065562,0.0005483862,0.0024414174,0.0005396725,0.0006710111,0.003050112],"category_scores_gemma":[0.0038339277,0.0002527729,0.000545008,0.00026879352,0.004031442,0.0032788103,0.0020882424,0.0014360306,0.000379695],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006767746,0.0005223528,0.040979683,0.00094562554,0.000045214103,0.0037698746,0.53439295,0.0032744366,0.04774746,0.18382746,0.0048322156,0.17959496],"study_design_scores_gemma":[0.00008115801,0.0015089071,0.07911687,0.0017355625,0.00016353597,0.01251015,0.3392313,0.01597324,0.030342316,0.14328195,0.37578285,0.00027208688],"about_ca_topic_score_codex":0.0011912142,"about_ca_topic_score_gemma":0.0015269986,"teacher_disagreement_score":0.003050112,"about_ca_system_score_codex":0.00085871364,"about_ca_system_score_gemma":0.0012880021,"threshold_uncertainty_score":0.012103558},"labels":[],"label_agreement":null},{"id":"W1784476054","doi":"10.5430/jct.v4n1p167","title":"Ghanaian Junior High School Science Teachers’ Knowledge of Contextualised Science Instruction","year":2015,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Christian ministry; Curriculum; Test (biology); Mathematics education; Descriptive statistics; Science education; Psychology; Pedagogy; Political science; Mathematics","score_opus":0.04863006263528297,"score_gpt":0.39464889557265775,"score_spread":0.3460188329373748,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1784476054","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984779,0.0001414614,0.00005514601,0.00009467353,0.0000020749164,0.0000063320886,0.000019686313,0.0000014140904,0.0012013053],"genre_scores_gemma":[0.99931705,0.00019145108,0.00007846009,0.00003247501,0.0000015619464,0.0000041167114,0.000020051362,4.5607814e-7,0.0003544011],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99954945,0.0001131079,0.00004486319,0.00004499044,0.00014508973,0.000102401034],"domain_scores_gemma":[0.9972464,0.00089921453,0.0009254231,0.00014224343,0.0004016881,0.0003850937],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010936033,0.00010229497,0.00022906774,0.00052338716,0.00060168107,0.00068546453,0.00014636609,0.00022739713,0.0036012325],"category_scores_gemma":[0.003424256,0.00017592045,0.00011289562,0.000684381,0.00058716873,0.00060802634,0.0004789239,0.0003546427,0.00026559265],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001407397,0.00027439115,0.8342292,0.0003602,0.00001428709,0.000824043,0.09734242,0.00013818442,0.0036699304,0.0005523399,0.00084672926,0.06160755],"study_design_scores_gemma":[0.000011884447,0.0003765711,0.93721056,0.00024988342,0.000014415387,0.00046064114,0.05340293,0.00013874167,0.0006056105,0.00027708706,0.007237471,0.0000141265555],"about_ca_topic_score_codex":0.010201194,"about_ca_topic_score_gemma":0.023268852,"teacher_disagreement_score":0.010201194,"about_ca_system_score_codex":0.0006660647,"about_ca_system_score_gemma":0.001271324,"threshold_uncertainty_score":0.02028364},"labels":[],"label_agreement":null},{"id":"W1795614574","doi":"10.4000/rdst.1004","title":"Développer des pratiques d’enseignement des sciences et des technologies : selon quels critères et dans quelle perspective ?","year":2015,"lang":"fr","type":"article","venue":"RDST","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Sociology; Philosophy","score_opus":0.23087167457235316,"score_gpt":0.473994135911593,"score_spread":0.24312246133923984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1795614574","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2681217,0.040496983,0.12472749,0.24276626,0.0017853045,0.002031696,0.00074627326,0.00033979546,0.31898454],"genre_scores_gemma":[0.88404554,0.015935065,0.061705448,0.007432516,0.00021683656,0.001568669,0.00029252496,0.00024710572,0.028556257],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9090652,0.05525925,0.0054431553,0.006128265,0.020020837,0.0040832623],"domain_scores_gemma":[0.8530702,0.075924024,0.012270492,0.008174024,0.042239275,0.008321937],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09395061,0.0011712752,0.0015219968,0.005924898,0.013447935,0.026412169,0.0038430255,0.003428993,0.0052458392],"category_scores_gemma":[0.11279262,0.0008709731,0.0010230492,0.008522178,0.033605754,0.016769491,0.0108074425,0.007442509,0.0012810774],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010247582,0.00014618604,0.034208354,0.0036402713,0.00016925014,0.0004305289,0.50198394,0.0006288814,0.0014026756,0.28733903,0.009533014,0.16041547],"study_design_scores_gemma":[0.00003720816,0.00019600088,0.04107821,0.0060225944,0.00016375448,0.00026504215,0.5258845,0.00070420624,0.0025243622,0.0729868,0.34995902,0.00017822688],"about_ca_topic_score_codex":0.20119691,"about_ca_topic_score_gemma":0.28598052,"teacher_disagreement_score":0.20119691,"about_ca_system_score_codex":0.05075106,"about_ca_system_score_gemma":0.12269164,"threshold_uncertainty_score":0.49686426},"labels":[],"label_agreement":null},{"id":"W1809286916","doi":"10.1080/14926156.2015.1070933","title":"Encouraging Citizenship in Science Education: Continuing Questions and Hopeful Possibilities","year":2015,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Citizenship; Argument (complex analysis); Curriculum; Democracy; Action (physics); Science education; Work (physics); Mathematics education; Sociology; Citizenship education; Pedagogy; Epistemology; Political science; Mathematics; Chemistry; Law; Philosophy; Engineering","score_opus":0.03710487256405338,"score_gpt":0.3531432436890708,"score_spread":0.3160383711250174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1809286916","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.029957449,0.011752127,0.0019568084,0.925052,0.0030082688,0.000034643886,0.00004338021,0.000056322955,0.02813901],"genre_scores_gemma":[0.90594757,0.013103424,0.0044627604,0.061711732,0.0028396873,0.00014703673,0.00007843096,0.000043287833,0.011666113],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9883201,0.0059404955,0.0002551446,0.00053172134,0.0017055942,0.003246856],"domain_scores_gemma":[0.9412735,0.028981054,0.0020379056,0.0027314436,0.0070918356,0.017884228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.031290837,0.00040218665,0.00075623713,0.00065784075,0.0085348105,0.01463542,0.0027937004,0.0139752515,0.012115677],"category_scores_gemma":[0.033526316,0.00028481512,0.0007374753,0.0007777387,0.02255336,0.020222967,0.010421279,0.013050196,0.000958195],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027755497,0.0009650478,0.0060820505,0.0008648381,0.000059959333,0.0004406196,0.03823074,0.0003621115,0.0006582771,0.63848615,0.12139875,0.19217393],"study_design_scores_gemma":[0.00016868454,0.00027596552,0.0056420267,0.0017497904,0.00004204957,0.00021609673,0.1260472,0.0007641047,0.0010091492,0.5467504,0.31720874,0.00012580876],"about_ca_topic_score_codex":0.007618084,"about_ca_topic_score_gemma":0.016505335,"teacher_disagreement_score":0.031290837,"about_ca_system_score_codex":0.0050542383,"about_ca_system_score_gemma":0.027052015,"threshold_uncertainty_score":0.16548377},"labels":[],"label_agreement":null},{"id":"W1811779629","doi":"","title":"Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Mathematics education; Concept map; Teacher education; Elementary mathematics; Teaching method; Pedagogy; Computer science; Psychology","score_opus":0.054363431394573794,"score_gpt":0.33911152161854613,"score_spread":0.28474809022397235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1811779629","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87644315,0.00079608767,0.0603817,0.0018487461,0.00005309121,0.00024929846,0.00047561145,0.0003941294,0.059358217],"genre_scores_gemma":[0.91682625,0.00033688173,0.07889287,0.00007531844,0.000016769185,0.00015200082,0.00016899605,0.000046018456,0.0034850072],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99788576,0.0010683842,0.00008582759,0.00025481803,0.0005718602,0.00013337885],"domain_scores_gemma":[0.9774531,0.018350972,0.0009252163,0.0018552451,0.0009189272,0.0004966283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034592866,0.0004233188,0.0003625854,0.0034290093,0.0015931951,0.0037497894,0.00085027236,0.00079001806,0.004545225],"category_scores_gemma":[0.017451435,0.00042951974,0.00032345898,0.0021062663,0.0020059661,0.0063126204,0.0041088755,0.0013010046,0.00046545884],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021287386,0.0007741812,0.049160916,0.0009381308,0.000073343486,0.0011459347,0.41923362,0.0017394377,0.015504204,0.05744629,0.0064916797,0.44727945],"study_design_scores_gemma":[0.00015126016,0.0009219725,0.16993806,0.00091445097,0.00014019241,0.0027956895,0.322965,0.0075020916,0.0199223,0.23598607,0.23852193,0.00024105639],"about_ca_topic_score_codex":0.001799399,"about_ca_topic_score_gemma":0.0070796194,"teacher_disagreement_score":0.004545225,"about_ca_system_score_codex":0.00060523895,"about_ca_system_score_gemma":0.0014169384,"threshold_uncertainty_score":0.018294692},"labels":[],"label_agreement":null},{"id":"W1818970564","doi":"10.1002/sce.21135","title":"Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross‐National Analysis Using PISA 2006","year":2014,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":115,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Science education; Science learning; Scientific literacy; Mathematics education; Literacy; Psychology; Affect (linguistics); Pedagogy","score_opus":0.09143841100794485,"score_gpt":0.49920938794921693,"score_spread":0.40777097694127207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1818970564","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9980027,0.000043064436,0.000120393095,0.000040391646,0.0000030046435,0.000023403234,0.000765774,0.0000029792886,0.0009983205],"genre_scores_gemma":[0.9964406,0.00015030727,0.0003053149,0.00005479296,0.0000058486353,0.00013435527,0.0021954975,0.0000064037376,0.00070686516],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99901533,0.00029988826,0.00014154644,0.00012780353,0.00025814658,0.00015711649],"domain_scores_gemma":[0.993422,0.0016269967,0.0023501804,0.0006827073,0.0013343458,0.0005839059],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002591634,0.00018091472,0.00038064492,0.0023640392,0.001514175,0.0014213226,0.0003933344,0.00038420633,0.0015513985],"category_scores_gemma":[0.00833609,0.0004565452,0.0005345792,0.0036412422,0.0007272291,0.0013683627,0.00220781,0.0012050093,0.00070028956],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021244547,0.000056608053,0.994128,0.000013471942,0.000017835411,0.000028388817,0.0035508806,0.000021885478,0.00009602878,0.00003275348,0.00019935462,0.001833551],"study_design_scores_gemma":[7.264383e-7,0.00003418315,0.9955711,0.000007781897,0.000007089418,0.000046472152,0.003647476,0.000050205024,0.00007560078,0.000008543009,0.0005472328,0.0000036088613],"about_ca_topic_score_codex":0.03852511,"about_ca_topic_score_gemma":0.05980079,"teacher_disagreement_score":0.03852511,"about_ca_system_score_codex":0.0010316619,"about_ca_system_score_gemma":0.0013170457,"threshold_uncertainty_score":0.07660174},"labels":[],"label_agreement":null},{"id":"W1829568614","doi":"10.1139/cjp-2013-0302","title":"Using photographs to elicit student ideas about physics: The case of an unusual liquid-level phenomenon","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Phenomenon; Curriculum; Mathematics education; Physics education; Photography; Physics; Task (project management); Sample (material); Psychology; Visual arts; Pedagogy; Art; Quantum mechanics","score_opus":0.13248038649933294,"score_gpt":0.4124016074222378,"score_spread":0.27992122092290483,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1829568614","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9827261,0.00027224733,0.011229683,0.0008417203,0.000023430239,0.00009033769,0.000039476075,0.000027897457,0.004749196],"genre_scores_gemma":[0.99003637,0.00040686276,0.0078000696,0.00015541699,0.00001563599,0.000055014232,0.000027656455,0.000013430794,0.0014895876],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9973959,0.0019057755,0.000080745216,0.00015535695,0.00028973832,0.00017247889],"domain_scores_gemma":[0.9904717,0.007939411,0.0006071292,0.0004787281,0.00030239654,0.00020061573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026706427,0.00042334525,0.0003665803,0.0008481422,0.0018343673,0.0013453678,0.00072564825,0.0017996553,0.0018694069],"category_scores_gemma":[0.008089948,0.00037371868,0.00042686902,0.0006115644,0.0023007165,0.0018738946,0.0016600839,0.0016173659,0.00031031837],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005574627,0.00052304764,0.029144814,0.0009704754,0.000050993673,0.026072701,0.8138337,0.0011415082,0.067140125,0.0074663404,0.0018251151,0.051273696],"study_design_scores_gemma":[0.0001025426,0.0015514445,0.073152445,0.000505811,0.00014824719,0.025484746,0.7478905,0.0056050043,0.06422086,0.008245236,0.07286502,0.00022817774],"about_ca_topic_score_codex":0.0011503301,"about_ca_topic_score_gemma":0.0031153222,"teacher_disagreement_score":0.0026706427,"about_ca_system_score_codex":0.0008484489,"about_ca_system_score_gemma":0.0004617218,"threshold_uncertainty_score":0.014123917},"labels":[],"label_agreement":null},{"id":"W1831646169","doi":"","title":"Interpretation d'une Controverse Scientifique: Strategies Argumentatives d'Adolescentes et d'Adolescents Quebecois (Interpretation of a Scientific Controversy: Argument Strategies of Adolescents and Quebecois Adolescents).","year":2003,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Interpretation (philosophy); Argument (complex analysis); Psychology; Philosophy; Linguistics; Medicine","score_opus":0.014244059825499089,"score_gpt":0.31390849960408673,"score_spread":0.29966443977858764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1831646169","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.055480972,0.066941105,0.0050196983,0.8163059,0.005923614,0.0002859879,0.00009596451,0.000036479672,0.0499103],"genre_scores_gemma":[0.8259201,0.028237589,0.010457218,0.111391164,0.0020822461,0.00067411264,0.000063750485,0.00006884701,0.021104896],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96508616,0.026166195,0.000996055,0.00090202416,0.0042259586,0.0026235832],"domain_scores_gemma":[0.85519016,0.11627141,0.005182302,0.00093263516,0.016690081,0.00573348],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06880713,0.0008264151,0.0010256598,0.0052795657,0.029076895,0.019971432,0.0036445735,0.01619357,0.0034544296],"category_scores_gemma":[0.116452985,0.0004972111,0.0008827371,0.0040251133,0.038621005,0.008113676,0.009826774,0.013584322,0.0002498128],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005568637,0.000036850135,0.0041401843,0.00056639337,0.000061397826,0.002008146,0.64539206,0.00009014102,0.00026415708,0.26320466,0.061889704,0.022290645],"study_design_scores_gemma":[0.00005610235,0.000035198405,0.006187436,0.004534129,0.000107457396,0.0005762687,0.5297637,0.00020539165,0.00045009554,0.057915073,0.40010166,0.00006746725],"about_ca_topic_score_codex":0.40298313,"about_ca_topic_score_gemma":0.51468325,"teacher_disagreement_score":0.5970169,"about_ca_system_score_codex":0.044958398,"about_ca_system_score_gemma":0.07859829,"threshold_uncertainty_score":0.801275},"labels":[],"label_agreement":null},{"id":"W1843572902","doi":"10.1139/p2012-054","title":"Developing a tutorial to address student difficulties in learning curl: a link between qualitative and mathematical reasoning","year":2012,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curl (programming language); Mathematics education; Computer science; Faraday cage; Likert scale; Qualitative research; Calculus (dental); Mathematics; Physics; Quantum mechanics; Medicine; Sociology","score_opus":0.15364888730444967,"score_gpt":0.46474965660579026,"score_spread":0.31110076930134056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1843572902","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86862457,0.0006432144,0.11794647,0.0020360649,0.00021391574,0.0014155483,0.00018203199,0.0021947399,0.0067433272],"genre_scores_gemma":[0.7111145,0.0010838119,0.27926478,0.00091477326,0.00010779573,0.001633637,0.0005082844,0.00016070863,0.0052116103],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9972607,0.0013206813,0.00026401613,0.0003271638,0.0005815286,0.00024577955],"domain_scores_gemma":[0.9760058,0.013608768,0.0026901518,0.0012926257,0.004444584,0.0019581139],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052642273,0.0011658403,0.0009418215,0.001331341,0.00060866214,0.0016691501,0.0014860019,0.0015924408,0.0034538582],"category_scores_gemma":[0.031412862,0.00037007933,0.0005897375,0.000567973,0.00056263537,0.0028001228,0.002497672,0.0013443052,0.0012452678],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007532642,0.014331059,0.051970616,0.003989758,0.00011785888,0.0032669322,0.053624347,0.0052164053,0.13762538,0.0045787822,0.016241996,0.7082836],"study_design_scores_gemma":[0.0014464163,0.03227778,0.23028226,0.004919893,0.0010545586,0.017882593,0.07973605,0.0896533,0.2592477,0.027955879,0.2542445,0.0012990884],"about_ca_topic_score_codex":0.00024061855,"about_ca_topic_score_gemma":0.00048166834,"teacher_disagreement_score":0.0052642273,"about_ca_system_score_codex":0.00059185864,"about_ca_system_score_gemma":0.0015210066,"threshold_uncertainty_score":0.027840197},"labels":[],"label_agreement":null},{"id":"W186749302","doi":"10.1007/1-4020-3808-9_1","title":"Bridging the Cartesian Divide: Science Education and Affect","year":2006,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Bridging (networking); Affect (linguistics); Cartesian coordinate system; Mathematics education; Psychology; Computer science; Mathematics; Geometry; Communication; Computer security","score_opus":0.04353162093906681,"score_gpt":0.3719748528088723,"score_spread":0.3284432318698055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W186749302","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008121216,0.031793937,0.01449786,0.013583497,0.0008693151,0.000013774535,0.000017810213,0.000043111297,0.93105954],"genre_scores_gemma":[0.6797803,0.031228814,0.012636304,0.004448038,0.0015740771,0.00011354792,0.000060068305,0.00017285794,0.26998606],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99950635,0.0002676843,0.000012160589,0.000051423875,0.00013116802,0.000031231888],"domain_scores_gemma":[0.99916923,0.0006347441,0.000029620172,0.00005321101,0.00007162086,0.000041549683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010155535,0.0005132205,0.00040773713,0.0007115653,0.001590811,0.0063848286,0.00043476184,0.0013399113,0.008412317],"category_scores_gemma":[0.0016077405,0.0001904244,0.00022156443,0.0008924532,0.01381998,0.0054173726,0.0020385901,0.0029901767,0.00079676945],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000056221265,0.000008430399,0.0000677641,0.000029540997,0.000002010716,0.00001574201,0.00484158,0.000120073106,0.00007270319,0.9778136,0.0036578854,0.013365048],"study_design_scores_gemma":[0.0000075926423,0.000012008065,0.00035718604,0.00015965712,0.0000042038378,0.00005833855,0.002680531,0.00028410245,0.00010898901,0.8572622,0.13906008,0.000005062848],"about_ca_topic_score_codex":0.0017802217,"about_ca_topic_score_gemma":0.0029850376,"teacher_disagreement_score":0.008412317,"about_ca_system_score_codex":0.001857501,"about_ca_system_score_gemma":0.0016333876,"threshold_uncertainty_score":0.028142035},"labels":[],"label_agreement":null},{"id":"W1896549145","doi":"10.37119/ojs2015.v21i1.195","title":"Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers","year":2014,"lang":"en","type":"article","venue":"in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Regina","funders":"","keywords":"Mathematics education; Curriculum; Focus group; Focus (optics); Qualitative research; Interpretation (philosophy); Connected Mathematics; Pedagogy; Reform mathematics; Math wars; Sociology; Mathematics; Computer science; Social science","score_opus":0.059577175227939115,"score_gpt":0.4491402334768228,"score_spread":0.3895630582488837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1896549145","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99486935,0.0002368575,0.0004152725,0.0007027393,0.00002114596,0.000113425136,0.000029715118,0.000007764414,0.0036038477],"genre_scores_gemma":[0.99223137,0.00054383295,0.0008773156,0.00024015052,0.000009970579,0.00011634026,0.000025723157,0.000015635918,0.0059395866],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.996336,0.0018631613,0.00018119869,0.0002852717,0.00041009215,0.00092415337],"domain_scores_gemma":[0.9964772,0.0015754389,0.00038394667,0.0001901156,0.0005232638,0.0008500538],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033410885,0.0006798338,0.000901132,0.0016112346,0.027109776,0.0040394333,0.0022099381,0.002446421,0.0034564722],"category_scores_gemma":[0.0059077246,0.0009634982,0.0005172631,0.0018462815,0.007422894,0.00160832,0.0046287314,0.003682006,0.00063061237],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014744205,0.00004752516,0.0028049748,0.00004135994,0.0000017972158,0.002185748,0.992626,0.000020188374,0.0004411277,0.0003875334,0.00010206377,0.0013268981],"study_design_scores_gemma":[0.0000024541418,0.000044227436,0.0022992645,0.00005535351,0.0000047219946,0.0004306484,0.99244964,0.000025613284,0.0002026801,0.00007055133,0.0044071,0.0000077521145],"about_ca_topic_score_codex":0.29514343,"about_ca_topic_score_gemma":0.56393254,"teacher_disagreement_score":0.29514343,"about_ca_system_score_codex":0.011422048,"about_ca_system_score_gemma":0.009093532,"threshold_uncertainty_score":0.586851},"labels":[],"label_agreement":null},{"id":"W1903342308","doi":"","title":"Multiple teaching approaches, teaching sequence and concept retention in high school physics education","year":2013,"lang":"en","type":"article","venue":"Griffith Research Online (Griffith University, Queensland, Australia)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Riverview Hospital","funders":"","keywords":"Mathematics education; Visualization; Sequence (biology); Motion (physics); Teaching method; Animation; Concept learning; Science education; Computer science; Psychology; Artificial intelligence; Chemistry; Computer graphics (images)","score_opus":0.3403747342669772,"score_gpt":0.442078467908361,"score_spread":0.1017037336413838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1903342308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99973017,0.00004101659,0.00005405332,0.000010125331,0.0000013025227,0.000012230067,0.000004627137,0.0000046059163,0.00014189704],"genre_scores_gemma":[0.99854386,0.00007278339,0.00039267872,0.000013607267,0.0000045762654,0.0000293233,0.000030631014,0.0000042989996,0.00090834114],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983638,0.00031735434,0.00010661003,0.00022137332,0.00073895894,0.00025184022],"domain_scores_gemma":[0.98936075,0.0040849345,0.0024803367,0.00030925788,0.0013064649,0.0024582949],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029118333,0.00039267802,0.00040084546,0.00119885,0.00084906607,0.0011092611,0.0009101896,0.00064959854,0.0019128122],"category_scores_gemma":[0.01588011,0.00028743665,0.00029954294,0.00043308764,0.0005868985,0.0007635483,0.00076600874,0.0008302317,0.00034438667],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004250329,0.028869035,0.6237489,0.00037799383,0.0002049655,0.0004711211,0.020471483,0.0027725315,0.024529494,0.000342349,0.0006208154,0.29334095],"study_design_scores_gemma":[0.00023616194,0.026081342,0.9547314,0.00010764594,0.000108161796,0.00038867368,0.006985709,0.0035179236,0.0058144997,0.00053785415,0.0014067749,0.00008381427],"about_ca_topic_score_codex":0.011069947,"about_ca_topic_score_gemma":0.017568544,"teacher_disagreement_score":0.011069947,"about_ca_system_score_codex":0.0012740982,"about_ca_system_score_gemma":0.0023488544,"threshold_uncertainty_score":0.022011042},"labels":[],"label_agreement":null},{"id":"W1907445196","doi":"","title":"The effects of a competency-based reform on the development of problem-solving competency in science and technology using a computer simulation and on general attitudes toward science and technology","year":2012,"lang":"en","type":"article","venue":"International Journal of Innovation in Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Perception; Mathematics education; Computer science; Psychology","score_opus":0.05492627693193977,"score_gpt":0.40919462713814214,"score_spread":0.3542683502062024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1907445196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964162,0.00006141388,0.00020874296,0.0002656881,0.000015168186,0.00012241525,0.000036259247,0.000017723734,0.002856227],"genre_scores_gemma":[0.9962335,0.000102235615,0.001237225,0.0000883605,0.000010212067,0.00011322334,0.000083301544,0.000003450034,0.0021285065],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985537,0.0006244371,0.00006319758,0.0001155455,0.0003460893,0.00029710686],"domain_scores_gemma":[0.9917292,0.0041056797,0.00078227604,0.00040184832,0.000970043,0.002010996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017635394,0.00038614418,0.00028453313,0.00039568136,0.0005290222,0.00059272524,0.00060127233,0.00062278315,0.0041343644],"category_scores_gemma":[0.010018999,0.00012889018,0.00034240622,0.00031356802,0.0005219253,0.0003699587,0.0006776029,0.00073261466,0.00024113689],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.017654529,0.2013475,0.16907816,0.0011929892,0.0007476297,0.00071947306,0.0090735415,0.035148814,0.050726097,0.007498018,0.0080796005,0.4987337],"study_design_scores_gemma":[0.002070416,0.04687808,0.88830286,0.00017674618,0.0004201617,0.00010238254,0.0028510282,0.02322048,0.020109318,0.0011744101,0.014572937,0.0001212895],"about_ca_topic_score_codex":0.09426434,"about_ca_topic_score_gemma":0.13627428,"teacher_disagreement_score":0.09426434,"about_ca_system_score_codex":0.0035484973,"about_ca_system_score_gemma":0.005188273,"threshold_uncertainty_score":0.18743128},"labels":[],"label_agreement":null},{"id":"W1943626901","doi":"10.5565/rev/ensciencias.4970","title":"Plus ça change\" : los efectos de la región, número de asignaturas de ciencias cursadas y sexo sobre la opinión de los estudiantes canadienses en cuestiones de Ciencia, Técnica y Sociedad","year":2006,"lang":"en","type":"article","venue":"Enseñanza de las Ciencias Revista de investigación y experiencias didácticas","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Psychology; Humanities; Philosophy","score_opus":0.036938969309607224,"score_gpt":0.3686908580540479,"score_spread":0.33175188874444067,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1943626901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9911895,0.00036370967,0.000120000266,0.0017134596,0.000042308933,0.00003623509,0.0000783566,0.000010807422,0.0064455154],"genre_scores_gemma":[0.9974705,0.0001773859,0.00010899399,0.0002914303,0.000011264332,0.000018110744,0.00003035722,0.0000038478665,0.0018881146],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9966853,0.0013542752,0.00013149095,0.0003561861,0.00077838637,0.00069428637],"domain_scores_gemma":[0.98429984,0.007089307,0.0030542212,0.000550215,0.0018412513,0.0031651775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00399847,0.00021302806,0.00034827407,0.0005250811,0.0022994045,0.0017549628,0.00073470833,0.0007771027,0.004918971],"category_scores_gemma":[0.01825982,0.00016700433,0.0004323369,0.0007761343,0.002067056,0.00076899905,0.001642542,0.001047198,0.0002386334],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014768775,0.00054089644,0.8080214,0.0003009398,0.00015025304,0.00053688535,0.1025617,0.00021045882,0.0020585537,0.0013347918,0.00293565,0.0798715],"study_design_scores_gemma":[0.000059243815,0.00044241996,0.90801424,0.000070451526,0.00011221645,0.0001520855,0.08093014,0.00017629578,0.00057159644,0.0002868629,0.009149979,0.00003437799],"about_ca_topic_score_codex":0.23898618,"about_ca_topic_score_gemma":0.43299904,"teacher_disagreement_score":0.7610138,"about_ca_system_score_codex":0.004600825,"about_ca_system_score_gemma":0.0076140296,"threshold_uncertainty_score":0.47519028},"labels":[],"label_agreement":null},{"id":"W1946625162","doi":"10.7202/1029424ar","title":"Les modèles et la modélisation vus par des enseignants de sciences et technologies du secondaire au Québec","year":2015,"lang":"fr","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Physics; Philosophy","score_opus":0.5904213687993792,"score_gpt":0.4783829217113005,"score_spread":0.11203844708807875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1946625162","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5294611,0.0048443526,0.29737744,0.013393537,0.000561399,0.001379823,0.0059177508,0.00088525657,0.14617933],"genre_scores_gemma":[0.85701233,0.0019511973,0.085589856,0.0004284397,0.000028620641,0.0009417901,0.0021978095,0.00016351786,0.051686473],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.996378,0.0015416543,0.00016849101,0.0005255344,0.0010936919,0.00029260968],"domain_scores_gemma":[0.9932302,0.0033626377,0.00040859767,0.0005887789,0.0020913915,0.0003183888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042180186,0.0009022356,0.0005944615,0.001669921,0.0039213146,0.00823452,0.0015137893,0.0017119779,0.008861064],"category_scores_gemma":[0.013462613,0.00055048254,0.0010627087,0.0031443152,0.0027005982,0.0033007027,0.002402332,0.00199881,0.0008974141],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052282447,0.0003480987,0.08531643,0.0016417471,0.00032804767,0.001623096,0.13668397,0.11119539,0.0067929346,0.43818375,0.023655608,0.19370808],"study_design_scores_gemma":[0.000131776,0.00033538594,0.08397439,0.001647325,0.00029456645,0.0004593611,0.07851407,0.2206143,0.0051681898,0.050221644,0.5582905,0.00034856083],"about_ca_topic_score_codex":0.89757746,"about_ca_topic_score_gemma":0.86470324,"teacher_disagreement_score":0.102422535,"about_ca_system_score_codex":0.0345912,"about_ca_system_score_gemma":0.038087543,"threshold_uncertainty_score":0.25097787},"labels":[],"label_agreement":null},{"id":"W1951617065","doi":"10.1002/tea.21105","title":"“We could think of things that could be science”: Girls' re‐figuring of science in an out‐of‐school‐time club","year":2013,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":83,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; McGill University","funders":"","keywords":"Club; Science education; Sociology; Sociocultural evolution; Figuring; Conversation; Media studies; Pedagogy; Psychology; Anthropology","score_opus":0.3456807385697034,"score_gpt":0.5584848036195793,"score_spread":0.21280406504987592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1951617065","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97130615,0.00025673173,0.0031292483,0.0029964317,0.00022309709,0.0001295877,0.00011314563,0.000100114885,0.021745523],"genre_scores_gemma":[0.9924508,0.00017747925,0.0010984762,0.00042337226,0.000037819784,0.00010014371,0.00005135231,0.000100309444,0.005560156],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99335325,0.0043063965,0.00015795272,0.00063200196,0.0005487051,0.0010016678],"domain_scores_gemma":[0.99314755,0.003113603,0.00065668614,0.0003454966,0.00054104655,0.0021956074],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0071573104,0.0007443236,0.0008173792,0.0015634983,0.014295339,0.008695871,0.0019449819,0.0019570868,0.0053313076],"category_scores_gemma":[0.008269294,0.0006193851,0.00090646424,0.00070744613,0.012099695,0.0041286144,0.009559512,0.0055317455,0.000870122],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005188638,0.0001354899,0.006453384,0.00008131289,0.0000124461885,0.001587898,0.97999257,0.00004171757,0.0017909578,0.00322652,0.0011737756,0.005452126],"study_design_scores_gemma":[0.000013990131,0.00013476916,0.0043496424,0.00012951333,0.000014974379,0.0008593947,0.9446652,0.00015649323,0.0014010828,0.0012107295,0.04703315,0.000031038555],"about_ca_topic_score_codex":0.005360949,"about_ca_topic_score_gemma":0.008928013,"teacher_disagreement_score":0.98570466,"about_ca_system_score_codex":0.002373883,"about_ca_system_score_gemma":0.002001055,"threshold_uncertainty_score":0.03785193},"labels":[],"label_agreement":null},{"id":"W1956489665","doi":"10.1111/medu.12032","title":"Mapping as a learning strategy in health professions education: a critical analysis","year":2012,"lang":"en","type":"review","venue":"Medical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; McGill University; Université de Montréal; Université TÉLUQ","funders":"","keywords":"Concept map; Meaningful learning; Empirical research; Context (archaeology); Process (computing); Computer science; Experiential learning; Psychology; Knowledge management; Mathematics education","score_opus":0.20736780217527992,"score_gpt":0.5930057944100215,"score_spread":0.3856379922347416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1956489665","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5137349,0.16576001,0.1400051,0.09757657,0.00427257,0.021646777,0.00047934006,0.00024571753,0.056279123],"genre_scores_gemma":[0.84573704,0.03413771,0.10620348,0.0057239826,0.0005108318,0.0051738466,0.00010673521,0.000076697106,0.0023295702],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9249548,0.06190903,0.003746579,0.0017646671,0.0063476334,0.0012773025],"domain_scores_gemma":[0.6267706,0.33402774,0.008621753,0.0033587455,0.025705997,0.0015151207],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09065574,0.0009591075,0.0010353329,0.016377471,0.007001491,0.010637008,0.0019385563,0.0020655252,0.0014630313],"category_scores_gemma":[0.14827459,0.0005419499,0.0011602825,0.00769823,0.015755564,0.010684867,0.0048714033,0.0032105749,0.00016247392],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032123012,0.00041230145,0.011185488,0.016736586,0.00024990636,0.0014145938,0.57323825,0.0009325197,0.0018413721,0.109246835,0.011466902,0.27295396],"study_design_scores_gemma":[0.00012943371,0.0009596006,0.012769455,0.033051547,0.00056827953,0.0015428975,0.740156,0.0025813205,0.0059178257,0.07742081,0.1246761,0.0002267706],"about_ca_topic_score_codex":0.0029755079,"about_ca_topic_score_gemma":0.0040068342,"teacher_disagreement_score":0.09065574,"about_ca_system_score_codex":0.016270515,"about_ca_system_score_gemma":0.01880312,"threshold_uncertainty_score":0.47943908},"labels":[],"label_agreement":null},{"id":"W1963514677","doi":"10.1007/s11251-013-9300-7","title":"Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities","year":2013,"lang":"en","type":"article","venue":"Instructional Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":90,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"National Science Foundation","keywords":"Educational psychology; Construct (python library); Process (computing); Context (archaeology); Scaffold; Agency (philosophy); Psychology; Mathematics education; Cognition; Domain (mathematical analysis); Computer science; Knowledge management; Sociology; Social science","score_opus":0.06654024321874319,"score_gpt":0.4276058729175016,"score_spread":0.3610656296987584,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1963514677","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95758003,0.0001870143,0.035622906,0.0004311228,0.00007594871,0.00021626263,0.000032636734,0.00074317143,0.005110915],"genre_scores_gemma":[0.95072067,0.00016250994,0.047089692,0.000078213976,0.000027081245,0.00031317025,0.000052633663,0.00010954336,0.0014463945],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99776876,0.0008650909,0.00016260507,0.00045239163,0.00047336906,0.00027778745],"domain_scores_gemma":[0.97470516,0.016793108,0.0028437176,0.003108631,0.0009716153,0.0015777803],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035758112,0.00077068084,0.00062742596,0.0009803197,0.0011449957,0.0029673132,0.0011799767,0.0010874274,0.0036078054],"category_scores_gemma":[0.03341365,0.00035002222,0.00043805435,0.0005069775,0.0009723216,0.0021717697,0.0027992798,0.0018305742,0.0007645393],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032159814,0.02163383,0.04714618,0.0014828598,0.00016951232,0.00045691134,0.048743803,0.0077329283,0.12077549,0.013937611,0.0035525446,0.7311524],"study_design_scores_gemma":[0.003820735,0.03023106,0.34856504,0.0034477753,0.0027806938,0.0016283513,0.04254976,0.10594987,0.24502878,0.13722226,0.0778498,0.0009258426],"about_ca_topic_score_codex":0.0011396061,"about_ca_topic_score_gemma":0.0018044052,"teacher_disagreement_score":0.0036078054,"about_ca_system_score_codex":0.0005124755,"about_ca_system_score_gemma":0.0021349348,"threshold_uncertainty_score":0.018910944},"labels":[],"label_agreement":null},{"id":"W1963628372","doi":"10.1119/1.2885199","title":"Developing and researching PhET simulations for teaching quantum mechanics","year":2008,"lang":"en","type":"article","venue":"American Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":177,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Intuition; Physics education; Focus (optics); Quantum; Science education; Key (lock)","score_opus":0.16345999366695269,"score_gpt":0.4682869943050476,"score_spread":0.3048270006380949,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1963628372","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44375095,0.0003393532,0.5102187,0.0017747453,0.00017901248,0.0012435045,0.00028521963,0.0012146379,0.04099398],"genre_scores_gemma":[0.40985236,0.0004696891,0.58451813,0.00011279931,0.000023425457,0.0010899176,0.0002671084,0.00021867905,0.003447859],"study_design_codex":"simulation_or_modeling","study_design_gemma":"observational","domain_scores_codex":[0.99877733,0.0006919512,0.00003923761,0.00010868041,0.00031432218,0.00006842592],"domain_scores_gemma":[0.9924918,0.006067037,0.00015768892,0.00053527555,0.00046807888,0.00028016692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026435768,0.00056069315,0.00044057664,0.0006005435,0.0012647712,0.001723425,0.0016530912,0.0012836679,0.0032751502],"category_scores_gemma":[0.0147672,0.000432853,0.00038094295,0.00066578126,0.0010165883,0.002198187,0.0014694561,0.0018944632,0.00045876246],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002960433,0.0020490866,0.009849649,0.0007288619,0.00008262257,0.0005313502,0.008075283,0.6316567,0.019639727,0.09956652,0.0051761763,0.22234805],"study_design_scores_gemma":[0.00019746409,0.00033799928,0.0009775391,0.00009131086,0.00002147646,0.00014250897,0.0010368099,0.94111615,0.018692456,0.018179644,0.019161785,0.000044768003],"about_ca_topic_score_codex":0.002115025,"about_ca_topic_score_gemma":0.0038966562,"teacher_disagreement_score":0.0032751502,"about_ca_system_score_codex":0.0011993216,"about_ca_system_score_gemma":0.0011946873,"threshold_uncertainty_score":0.013980687},"labels":[],"label_agreement":null},{"id":"W1963983707","doi":"10.7202/045328ar","title":"Écrire dans les cours de sciences de la nature au secondaire : pourquoi et comment?","year":2011,"lang":"fr","type":"article","venue":"Cahiers franco-canadiens de l Ouest","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Saint-Boniface","funders":"","keywords":"Humanities; Philosophy","score_opus":0.041949841603524295,"score_gpt":0.3567089552992665,"score_spread":0.3147591136957422,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1963983707","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.030084314,0.068578266,0.005802064,0.6863844,0.02313272,0.000043555985,0.00019536416,0.00015265105,0.18562672],"genre_scores_gemma":[0.5979659,0.055292502,0.0044085747,0.17099556,0.015938327,0.00020874082,0.00031202767,0.0005754042,0.15430291],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9848702,0.008077374,0.00059003197,0.0019918974,0.0030325186,0.0014379708],"domain_scores_gemma":[0.9672596,0.01634329,0.0020521367,0.0022104385,0.009311798,0.002822762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012382729,0.0007353619,0.0009372173,0.0014263489,0.011539381,0.018742764,0.0015231842,0.0063888505,0.011382016],"category_scores_gemma":[0.032840848,0.00031265098,0.00066864816,0.0023691708,0.024564806,0.016754309,0.005108824,0.01240895,0.0028582825],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000084933476,0.000052373176,0.0044221235,0.0009269628,0.00004779381,0.00084653724,0.28212765,0.00009784653,0.00088753237,0.5093238,0.14974768,0.05143472],"study_design_scores_gemma":[0.000008519923,0.000024484048,0.0023952988,0.0011958273,0.000022330385,0.0004572109,0.0949203,0.0000876529,0.00038591214,0.02742369,0.87302786,0.000050809937],"about_ca_topic_score_codex":0.09306215,"about_ca_topic_score_gemma":0.101389326,"teacher_disagreement_score":0.90693784,"about_ca_system_score_codex":0.014614179,"about_ca_system_score_gemma":0.018837249,"threshold_uncertainty_score":0.18504095},"labels":[],"label_agreement":null},{"id":"W1964390686","doi":"10.5539/ies.v3n1p96","title":"The Effectiveness of Conflict Maps and the V-Shape Teaching Method in Science Conceptual Change among Eighth-Grade Students in Jordan","year":2010,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conceptual change; Mathematics education; Teaching method; Sample (material); Curriculum; Conceptual framework; Psychology; Test (biology); Energy (signal processing); Mathematics; Pedagogy; Sociology; Social science; Statistics; Physics; Ecology","score_opus":0.12388473210858246,"score_gpt":0.5245518824359727,"score_spread":0.40066715032739025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1964390686","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988482,0.00006912737,0.00019652012,0.00006750337,0.0000035901182,0.000027090966,0.0000037325058,0.000003624406,0.0007806895],"genre_scores_gemma":[0.99596596,0.0002594266,0.0022138462,0.0000488525,0.000003948083,0.00008279476,0.00001363857,0.0000032799126,0.0014084058],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980584,0.0010457924,0.00009749912,0.00014207131,0.00042235764,0.00023395626],"domain_scores_gemma":[0.9952271,0.001715323,0.0008818016,0.00025512284,0.0008402827,0.001080238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037418387,0.0003131886,0.0004572972,0.00069300254,0.0011693755,0.0018032754,0.0010206248,0.0005695063,0.0016413017],"category_scores_gemma":[0.007431555,0.0002786158,0.0003112508,0.00043135183,0.00074516813,0.00096204435,0.0014955954,0.0009540266,0.00035453335],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007733307,0.01308285,0.42513466,0.00086863857,0.00006645826,0.00090819184,0.24853538,0.0005431081,0.012895025,0.001681035,0.0014844394,0.29402697],"study_design_scores_gemma":[0.00032507267,0.009863758,0.49244213,0.0006234072,0.00017629024,0.0010031108,0.44453642,0.0030747924,0.017440094,0.0023442237,0.028042793,0.00012790808],"about_ca_topic_score_codex":0.0017944119,"about_ca_topic_score_gemma":0.004453571,"teacher_disagreement_score":0.0037418387,"about_ca_system_score_codex":0.0007493618,"about_ca_system_score_gemma":0.0024205511,"threshold_uncertainty_score":0.01978898},"labels":[],"label_agreement":null},{"id":"W1964789302","doi":"10.1139/cjp-2014-0247","title":"A nontraditional undergraduate astronomy course: Changing pedagogy to better meet students’ needs","year":2014,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Course (navigation); Physics; Astronomy; Scientific literacy; Mathematics education; Pedagogy; Science education; Engineering physics; Sociology; Psychology","score_opus":0.0357568583383214,"score_gpt":0.35563866041249037,"score_spread":0.31988180207416894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1964789302","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9844881,0.00024014547,0.0021095842,0.004214688,0.00019252686,0.0005564434,0.000014676404,0.00006774009,0.008116208],"genre_scores_gemma":[0.97544676,0.00046332163,0.01409207,0.0017603535,0.000078299694,0.00025183443,0.000033678072,0.000012045311,0.007861702],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99687177,0.0010181946,0.00011542361,0.00040682912,0.0008335129,0.0007543294],"domain_scores_gemma":[0.9930842,0.00244261,0.0008195421,0.00032767194,0.00085102994,0.0024748358],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036206583,0.00047719383,0.00037650758,0.0006338448,0.0039545316,0.0028484059,0.0031223719,0.0019966622,0.0031038504],"category_scores_gemma":[0.008534077,0.00027348584,0.0005809745,0.0007556889,0.002032178,0.0011325981,0.003199489,0.0021065301,0.00042832235],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000698988,0.028045945,0.062174983,0.0011982035,0.00009752829,0.0028420028,0.21649176,0.0020942627,0.049640898,0.009450103,0.010342502,0.61692274],"study_design_scores_gemma":[0.001349846,0.020402752,0.38042587,0.00073288585,0.0003815265,0.002498366,0.32987192,0.0063872715,0.043796066,0.009049859,0.20470881,0.00039491663],"about_ca_topic_score_codex":0.01505323,"about_ca_topic_score_gemma":0.056193754,"teacher_disagreement_score":0.01505323,"about_ca_system_score_codex":0.0064952383,"about_ca_system_score_gemma":0.013019602,"threshold_uncertainty_score":0.047126472},"labels":[],"label_agreement":null},{"id":"W1965414028","doi":"10.1103/physrevstper.8.010116","title":"Learning, retention, and forgetting of Newton’s third law throughout university physics","year":2012,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Wabash College; National Science Foundation","keywords":"Forgetting; Electromagnetism; Third law; Mathematics education; Theoretical physics; Calculus (dental); Scalar (mathematics); Quarter (Canadian coin); Physics; Mathematics; Classical mechanics; Psychology; Cognitive psychology; Quantum mechanics; Geometry; Geography","score_opus":0.1864111242870142,"score_gpt":0.5151428414377186,"score_spread":0.3287317171507044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1965414028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995678,0.000024684705,0.00006082484,0.000014617117,0.000002745642,0.00000901975,0.000025360283,0.0000063681573,0.0002885787],"genre_scores_gemma":[0.9987897,0.000031081414,0.00011047613,0.0000148290965,0.00000559802,0.000023143346,0.00010608997,0.00000650601,0.00091255846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99747735,0.0007002194,0.00019201312,0.00044797713,0.0008918968,0.00029042875],"domain_scores_gemma":[0.9481472,0.026780883,0.011983661,0.004700078,0.0041447794,0.004243483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038684702,0.00048569398,0.00061482546,0.0011514906,0.00043644485,0.0011475732,0.0010093402,0.00086754776,0.0022687064],"category_scores_gemma":[0.03996743,0.00035268228,0.00035012452,0.0006378517,0.0009529382,0.00092376047,0.0010626272,0.001696597,0.0009850782],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0035257174,0.010760957,0.8875015,0.00011668576,0.000253309,0.00023593998,0.009969561,0.000876646,0.010314679,0.00016937427,0.00060581753,0.075669765],"study_design_scores_gemma":[0.000024739293,0.004718638,0.9914868,0.00000768925,0.00002276855,0.00007935297,0.00071254943,0.0004848528,0.001966704,0.000112196285,0.0003596434,0.000023948938],"about_ca_topic_score_codex":0.0026394678,"about_ca_topic_score_gemma":0.0027021077,"teacher_disagreement_score":0.0038684702,"about_ca_system_score_codex":0.0005986642,"about_ca_system_score_gemma":0.00053824176,"threshold_uncertainty_score":0.020458698},"labels":[],"label_agreement":null},{"id":"W1965669858","doi":"10.7202/038495ar","title":"Trois mesures du vocabulaire chez des élèves d’écoles françaises du Nouveau-Brunswick","year":2009,"lang":"fr","type":"article","venue":"Revue de l’Université de Moncton","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Moncton","funders":"","keywords":"Humanities; Art; Philosophy","score_opus":0.017696224341744195,"score_gpt":0.2693337159639806,"score_spread":0.2516374916222364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1965669858","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966112,0.0005832383,0.00020888937,0.000082661514,0.0000065820373,0.000012426934,0.00084765063,0.0000053530216,0.0016420403],"genre_scores_gemma":[0.9963463,0.00036282075,0.00046982887,0.000029645924,0.0000019899924,0.00003085282,0.0008187911,0.0000071012196,0.0019326318],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987035,0.0002055087,0.00014405184,0.00029299932,0.0002976932,0.00035626523],"domain_scores_gemma":[0.99269015,0.0022997318,0.0013061991,0.00048813148,0.0028284283,0.000387399],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024662649,0.00046667166,0.00037969465,0.0041184574,0.0013163848,0.0016432491,0.00078985956,0.00046288586,0.0021011604],"category_scores_gemma":[0.00833598,0.00033597046,0.00036425397,0.0044930596,0.0013300224,0.0010294641,0.0015459307,0.00052034046,0.00039980054],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000084218904,0.000010056807,0.97213584,0.00005544294,0.000063731844,0.00018422857,0.012298643,0.00014267993,0.0021747837,0.0002482809,0.0002189883,0.012382992],"study_design_scores_gemma":[0.0000020664972,0.000011496541,0.99453366,0.000025225943,0.000008652708,0.00006184021,0.0041985605,0.00005474649,0.00021362123,0.0000278712,0.00085296,0.000009294162],"about_ca_topic_score_codex":0.80680233,"about_ca_topic_score_gemma":0.9125366,"teacher_disagreement_score":0.19319767,"about_ca_system_score_codex":0.0056149145,"about_ca_system_score_gemma":0.004096383,"threshold_uncertainty_score":0.38867086},"labels":[],"label_agreement":null},{"id":"W1966380625","doi":"10.1002/tea.20406","title":"Science student role: Evidence of social structural norms specific to school science","year":2010,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":69,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Science education; Psychology; Agency (philosophy); Sociocultural evolution; Dialectic; Mathematics education; Exploratory research; Consistency (knowledge bases); Qualitative research; Structure and agency; Identity (music); Pedagogy; Social psychology; Sociology; Epistemology; Social science","score_opus":0.23982786540992768,"score_gpt":0.6175206301682914,"score_spread":0.3776927647583637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1966380625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9942543,0.000042723488,0.00052423374,0.00020563284,0.00000698646,0.000019855084,0.000017050497,0.0000041165313,0.004925049],"genre_scores_gemma":[0.99975103,0.000016115291,0.00010570415,0.000013333977,0.0000023621226,0.000013442465,0.000009608675,0.0000020419104,0.00008623858],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9821101,0.010692863,0.0011275264,0.0017580003,0.0034930503,0.00081834104],"domain_scores_gemma":[0.83275485,0.10586444,0.035704765,0.0101570375,0.010925298,0.0045935824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0124452105,0.00015308287,0.00037031563,0.0018434181,0.0019960478,0.003221564,0.0009686688,0.0005682698,0.0032246017],"category_scores_gemma":[0.06575483,0.00027401673,0.0002504488,0.0010762064,0.007466595,0.0012907756,0.0029792306,0.0008079604,0.00015696484],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022462054,0.00051829795,0.7413646,0.00013736934,0.00007660411,0.00017783187,0.22937924,0.000147488,0.0016132405,0.007956696,0.00024132441,0.018162644],"study_design_scores_gemma":[0.000026468831,0.000274664,0.82864785,0.000086702836,0.000029140467,0.00018805558,0.16332798,0.00075309945,0.00082990987,0.0038056828,0.0019953724,0.000035028104],"about_ca_topic_score_codex":0.0049618753,"about_ca_topic_score_gemma":0.005752965,"teacher_disagreement_score":0.0124452105,"about_ca_system_score_codex":0.0014108018,"about_ca_system_score_gemma":0.002471089,"threshold_uncertainty_score":0.065817356},"labels":[],"label_agreement":null},{"id":"W1966779105","doi":"10.7202/900730ar","title":"Attitudes des futures enseignantes du primaire àl’égard des sciences","year":2009,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université Laval; Université du Québec en Outaouais","funders":"","keywords":"Humanities; Political science; Psychology; Philosophy","score_opus":0.5062228161030115,"score_gpt":0.49167542922304214,"score_spread":0.014547386879969315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1966779105","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94639856,0.0037537254,0.0017511402,0.012991472,0.00036514248,0.000049133116,0.000077674034,0.000022132623,0.034591045],"genre_scores_gemma":[0.9674452,0.0035306546,0.0010649881,0.0010426835,0.000114629314,0.000041172403,0.00007444935,0.000018127117,0.026668051],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9928174,0.00322142,0.0002725979,0.00047438254,0.0023463783,0.0008678906],"domain_scores_gemma":[0.9626104,0.014624301,0.004690759,0.0010130672,0.008706056,0.008355514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015626939,0.0004163238,0.00043038497,0.0024363375,0.007860142,0.0076204245,0.00094264554,0.0023102665,0.016280867],"category_scores_gemma":[0.028963996,0.00038158082,0.0007190333,0.0010639501,0.0051994016,0.0061905133,0.0046716053,0.0035205116,0.0010705491],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028491236,0.00040332315,0.1304482,0.00047723943,0.000059110418,0.001454008,0.7398626,0.0003749766,0.0027711736,0.021163335,0.0067979638,0.09590319],"study_design_scores_gemma":[0.000021733602,0.00035991633,0.14679985,0.0007206422,0.0000612594,0.0012107571,0.5453625,0.00053489185,0.0018589329,0.0066784476,0.2962137,0.00017744143],"about_ca_topic_score_codex":0.038952786,"about_ca_topic_score_gemma":0.05251592,"teacher_disagreement_score":0.038952786,"about_ca_system_score_codex":0.008206025,"about_ca_system_score_gemma":0.0067451396,"threshold_uncertainty_score":0.082644105},"labels":[],"label_agreement":null},{"id":"W1966802006","doi":"10.1103/physrevstper.10.020105","title":"Assessing the quality of a student-generated question repository","year":2014,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of Edinburgh; Joint Information Systems Committee","keywords":"Quality (philosophy); Summative assessment; Subject (documents); Work (physics); Quality assessment; Contrast (vision)","score_opus":0.3622447747359495,"score_gpt":0.6512391505911971,"score_spread":0.28899437585524756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1966802006","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9722048,0.00088225596,0.021588925,0.00035412874,0.000043519627,0.0004889771,0.00057296304,0.0009177087,0.0029466434],"genre_scores_gemma":[0.97170097,0.00033506463,0.02474918,0.00010697438,0.00003470513,0.00022977892,0.0013280467,0.00018657606,0.0013287466],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9490711,0.023693128,0.0058198916,0.0034984197,0.016892932,0.0010245079],"domain_scores_gemma":[0.37702173,0.46768534,0.05655294,0.027605567,0.06722413,0.003910292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05560659,0.00064504676,0.0011500042,0.007519387,0.00081476563,0.004909476,0.0016377276,0.0014290118,0.0016430191],"category_scores_gemma":[0.35330135,0.00047320564,0.0008326941,0.004196597,0.0011088866,0.0031108372,0.0031212694,0.0010559215,0.0006701177],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013457478,0.0012140067,0.5301958,0.0022505524,0.0005916061,0.000494498,0.034619246,0.004035186,0.02068803,0.001056063,0.002558783,0.40095052],"study_design_scores_gemma":[0.0001659071,0.005686433,0.87893397,0.001189949,0.0006786109,0.0020652919,0.017202402,0.021560319,0.046070136,0.0030645244,0.022934662,0.00044780562],"about_ca_topic_score_codex":0.0010472025,"about_ca_topic_score_gemma":0.0017708696,"teacher_disagreement_score":0.05560659,"about_ca_system_score_codex":0.0012558893,"about_ca_system_score_gemma":0.001829044,"threshold_uncertainty_score":0.29407924},"labels":[],"label_agreement":null},{"id":"W1967748340","doi":"10.1119/1.3502511","title":"Teaching Standard Deviation by Building from Student Invention","year":2010,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Computer science; Physics education; Data science; Psychology","score_opus":0.043690979562821086,"score_gpt":0.41805011010614723,"score_spread":0.37435913054332615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967748340","genre_codex":"methods","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0990468,0.0011438266,0.7721549,0.0060465997,0.00077010045,0.0004379426,0.00043853268,0.0053392006,0.11462212],"genre_scores_gemma":[0.6443059,0.0011827796,0.3373233,0.00076523895,0.00031367448,0.0007734833,0.00043229654,0.0009833147,0.013920073],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99463874,0.0016104436,0.00035258965,0.0012750351,0.0019387198,0.00018446549],"domain_scores_gemma":[0.9526065,0.034977052,0.0021655594,0.0050064484,0.0040105246,0.0012339546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007290827,0.00069637864,0.0007172019,0.0016136627,0.0007761924,0.003654108,0.001890863,0.00084161723,0.022254197],"category_scores_gemma":[0.05651702,0.00036243143,0.00073445006,0.0012552943,0.0013376775,0.0032560967,0.0036878106,0.0030344434,0.0037835825],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016489647,0.0005043633,0.014749639,0.000463885,0.000046367644,0.00013329879,0.0027032509,0.0069852234,0.0030683745,0.14447968,0.02133188,0.80536914],"study_design_scores_gemma":[0.0001834419,0.0013326015,0.022354264,0.00067613187,0.00016605154,0.00082515134,0.0023447166,0.062763035,0.029524315,0.68062735,0.19905195,0.00015097825],"about_ca_topic_score_codex":0.00052540255,"about_ca_topic_score_gemma":0.0007016226,"teacher_disagreement_score":0.022254197,"about_ca_system_score_codex":0.0015410014,"about_ca_system_score_gemma":0.002175526,"threshold_uncertainty_score":0.07444769},"labels":[],"label_agreement":null},{"id":"W1969379996","doi":"10.1002/tea.20001","title":"Why educate “little scientists?” Examining the potential of practice‐based scientific literacy","year":2004,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":131,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Scientific literacy; Agency (philosophy); Curriculum; Science education; Literacy; Mathematics education; Work (physics); Process (computing); Pedagogy; Sociology; Psychology; Engineering ethics; Social science; Computer science; Engineering","score_opus":0.2300005072014985,"score_gpt":0.5697090228606678,"score_spread":0.3397085156591693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969379996","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96927357,0.0004375677,0.004114482,0.012939659,0.000028993798,0.00006135804,0.000010274513,0.000018844921,0.013115244],"genre_scores_gemma":[0.99812466,0.00010288552,0.0009830042,0.0004825151,0.000009081117,0.000044171957,0.0000045633337,0.000004682527,0.00024434432],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9714049,0.0213553,0.000700877,0.0021224432,0.0027697103,0.0016468309],"domain_scores_gemma":[0.71958566,0.22923975,0.028638372,0.009446964,0.0087236585,0.0043655895],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.032337736,0.00026235887,0.00044154027,0.0024259342,0.002848968,0.009735359,0.0017398379,0.002580552,0.0029287266],"category_scores_gemma":[0.13225973,0.0004184495,0.00039938037,0.0012358433,0.016525984,0.008847706,0.009598376,0.004284138,0.00029593002],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021925078,0.001725528,0.27690002,0.000659402,0.00011624439,0.0008065882,0.5385716,0.00040226293,0.0025167917,0.06852865,0.0016326068,0.107921086],"study_design_scores_gemma":[0.00014342237,0.0011103133,0.23920089,0.0020715194,0.00018340643,0.0009855964,0.5715895,0.0047919136,0.0066516595,0.14231804,0.03081232,0.00014134163],"about_ca_topic_score_codex":0.0014822375,"about_ca_topic_score_gemma":0.0022377975,"teacher_disagreement_score":0.997151,"about_ca_system_score_codex":0.0030824183,"about_ca_system_score_gemma":0.006250209,"threshold_uncertainty_score":0.17102039},"labels":[],"label_agreement":null},{"id":"W1969944683","doi":"10.1007/s11191-007-9085-7","title":"Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics","year":2007,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Subject (documents); Mandate; Mathematics education; Scientific literacy; History and philosophy of science; Engineering ethics; Physics education; Science education; Literacy; Pedagogy; Medical education; Sociology; Psychology; Medicine; Political science; Social science; Engineering; Computer science; Library science","score_opus":0.04637143571573684,"score_gpt":0.3794081568965823,"score_spread":0.3330367211808455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969944683","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18183434,0.018513257,0.0030092883,0.36885583,0.0037449072,0.000028638635,0.00019264944,0.000056455967,0.42376462],"genre_scores_gemma":[0.9470059,0.003853746,0.00021317873,0.008749118,0.00086073164,0.000010414456,0.00003090266,0.00004116052,0.039234955],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9985886,0.00054929097,0.000040610044,0.00019773202,0.00017565797,0.00044798633],"domain_scores_gemma":[0.9970625,0.0016682309,0.00019653919,0.00020084972,0.00036891855,0.0005028434],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0031160065,0.00019146489,0.00032518027,0.0011364319,0.008046844,0.0055766054,0.0005049868,0.004393392,0.013268936],"category_scores_gemma":[0.0077404436,0.00031283285,0.00019356886,0.001578885,0.030750303,0.0090197595,0.0030536258,0.008835446,0.0009552135],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000353991,0.00002534825,0.0008997974,0.000044415414,0.000003108546,0.00020004892,0.022272684,0.000120306155,0.00010958483,0.9566861,0.009656507,0.009946812],"study_design_scores_gemma":[0.000032252527,0.000048622645,0.004602354,0.00028435286,0.0000071107575,0.00026229036,0.025784215,0.00018403077,0.0003821492,0.3803992,0.5879802,0.000033245564],"about_ca_topic_score_codex":0.043756533,"about_ca_topic_score_gemma":0.048822835,"teacher_disagreement_score":0.99195313,"about_ca_system_score_codex":0.01311289,"about_ca_system_score_gemma":0.00648961,"threshold_uncertainty_score":0.09514111},"labels":[],"label_agreement":null},{"id":"W1970309520","doi":"10.1007/s10763-011-9278-z","title":"THE DYNAMICS OF LEARNING SCIENCE IN EVERYDAY CONTEXTS: A CASE STUDY OF EVERYDAY SCIENCE CLASS IN KOREA","year":2011,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Science education; Science class; Learning sciences; Mathematics education; Curriculum; Scientific literacy; Thematic analysis; Context (archaeology); Class (philosophy); Pedagogy; General partnership; Perception; Dynamics (music); Psychology; Sociology; Qualitative research; Experiential learning; Computer science; Social science; Political science","score_opus":0.0624487501161402,"score_gpt":0.420165525678703,"score_spread":0.3577167755625628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1970309520","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99728274,0.000027525783,0.00019318526,0.00017900996,0.000006691834,0.000016623373,0.000024368614,0.000004600858,0.0022652028],"genre_scores_gemma":[0.9981217,0.00004854501,0.00023275087,0.000044698223,0.0000031991556,0.0000094845545,0.000017902365,0.000008202993,0.0015135006],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988605,0.00041483142,0.000037300055,0.0002165712,0.00011248002,0.00035831507],"domain_scores_gemma":[0.9974625,0.0008363649,0.00028777873,0.00017805921,0.00016518841,0.0010701478],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011248887,0.00041625512,0.0004667495,0.0010069871,0.00973513,0.003849941,0.0017348356,0.0014924243,0.0049307365],"category_scores_gemma":[0.0023185727,0.00041942412,0.0003719369,0.0009799332,0.004267363,0.0034433834,0.0043204315,0.0020012446,0.0006266957],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023046487,0.0014006317,0.07213107,0.0001305272,0.000033675224,0.0087015405,0.8934565,0.00028194254,0.0042937654,0.0035049736,0.0012608883,0.014574083],"study_design_scores_gemma":[0.000016359423,0.00020020209,0.034466416,0.00004950725,0.000020590784,0.0012101576,0.95248806,0.00041821512,0.00070243276,0.0005614483,0.009827658,0.000038932943],"about_ca_topic_score_codex":0.014692591,"about_ca_topic_score_gemma":0.05150402,"teacher_disagreement_score":0.014692591,"about_ca_system_score_codex":0.0024973666,"about_ca_system_score_gemma":0.0020759818,"threshold_uncertainty_score":0.029214144},"labels":[],"label_agreement":null},{"id":"W1971274792","doi":"10.1007/s11191-014-9731-9","title":"Teaching the Conceptual History of Physics to Physics Teachers","year":2014,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"History of physics; Mathematics education; Physics education; History and philosophy of science; History of science; Teaching philosophy; Conceptual change; Science education; Physics; Psychology; Sociology; Theoretical physics; Social science; Astronomy","score_opus":0.07025127304409255,"score_gpt":0.39577182718764675,"score_spread":0.3255205541435542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1971274792","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19343472,0.0041452455,0.08774176,0.05310158,0.0016092026,0.000088013236,0.00008489089,0.00021024847,0.65958434],"genre_scores_gemma":[0.9501127,0.0025252618,0.01056241,0.0014435279,0.00017651918,0.00004364667,0.000042518004,0.00010443965,0.034988955],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9988589,0.00074255996,0.000015767237,0.00010938798,0.00018650375,0.00008692151],"domain_scores_gemma":[0.9967784,0.0023966888,0.00011977982,0.00017879816,0.00022684112,0.00029948654],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002149842,0.00027502413,0.00016684548,0.0007593014,0.003186555,0.0052133924,0.00064927543,0.0010174535,0.009807806],"category_scores_gemma":[0.0068203392,0.00029708736,0.00026407465,0.0005647019,0.010056389,0.0054347683,0.0025497796,0.0043861787,0.0008142573],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016401771,0.00007870651,0.0017114624,0.00008680915,0.000004986549,0.000110751826,0.049788803,0.0005775695,0.00078666845,0.9019858,0.009578824,0.03527317],"study_design_scores_gemma":[0.000018732466,0.000047506834,0.0023567455,0.00035432001,0.000010568159,0.00017944697,0.03763421,0.0009463819,0.0017584807,0.55042773,0.40624583,0.000019996194],"about_ca_topic_score_codex":0.004452605,"about_ca_topic_score_gemma":0.0084853275,"teacher_disagreement_score":0.009807806,"about_ca_system_score_codex":0.005768016,"about_ca_system_score_gemma":0.0060614506,"threshold_uncertainty_score":0.04185009},"labels":[],"label_agreement":null},{"id":"W1972263848","doi":"10.5539/ies.v3n2p56","title":"Using the Rasch Model to Measure Students’ Attitudes Toward Science in “Low Performing” Secondary Schools in Malaysia","year":2010,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rasch model; Mathematics education; Measure (data warehouse); Psychology; Item response theory; Likert scale; Item analysis; Pedagogy; Psychometrics; Computer science; Developmental psychology","score_opus":0.2369442282080232,"score_gpt":0.5299331599656983,"score_spread":0.29298893175767515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972263848","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9911232,0.00009013328,0.0063556307,0.0001833714,0.000018094675,0.00020423713,0.0001823667,0.00004861834,0.0017943633],"genre_scores_gemma":[0.9940446,0.00009882011,0.0047459337,0.000024911546,0.000006328695,0.00017356343,0.0001714277,0.000004724368,0.000729721],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9958402,0.0025107982,0.0002015879,0.00036210738,0.000769564,0.00031577784],"domain_scores_gemma":[0.9893194,0.006717914,0.0015322752,0.000680205,0.001447442,0.0003029133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063371467,0.0005827986,0.00060021336,0.0018255485,0.00092906534,0.0013372023,0.0006319712,0.0005594928,0.001842791],"category_scores_gemma":[0.013465805,0.00036885362,0.0010256959,0.0014720283,0.00074545585,0.00091474707,0.0008411606,0.00124925,0.00045537017],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001164289,0.00032385127,0.9693523,0.000058194775,0.0002517086,0.000092676346,0.002638211,0.004658791,0.00024572003,0.00080418924,0.0005473245,0.020910628],"study_design_scores_gemma":[0.00006297237,0.0016234472,0.87001574,0.00021831697,0.0002030551,0.00024109388,0.00976312,0.11184456,0.0010583092,0.0021799607,0.002709323,0.00008018889],"about_ca_topic_score_codex":0.026292479,"about_ca_topic_score_gemma":0.022919886,"teacher_disagreement_score":0.026292479,"about_ca_system_score_codex":0.0011282578,"about_ca_system_score_gemma":0.0027094716,"threshold_uncertainty_score":0.052278876},"labels":[],"label_agreement":null},{"id":"W1972781355","doi":"10.2298/zipi0902477t","title":"Curriculum as a support to investigative approach in learning chemistry","year":2009,"lang":"en","type":"article","venue":"Zbornik Instituta za pedagoska istrazivanja","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Ministry of Education, India; University of Hull; Utah State University; American Educational Research Association","keywords":"Curriculum; Process (computing); Mathematics education; Work (physics); National curriculum; Order (exchange); Chemistry; Computer science; Engineering ethics; Pedagogy; Sociology; Psychology; Engineering; Mechanical engineering; Business","score_opus":0.05001773650476601,"score_gpt":0.386479553873414,"score_spread":0.336461817368648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1972781355","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87267476,0.0011830872,0.009113612,0.0018331031,0.00010335828,0.00036180878,0.0002461744,0.00025381375,0.11423026],"genre_scores_gemma":[0.9715341,0.0006650858,0.01755111,0.00018321493,0.00002786269,0.0001955095,0.00024785387,0.00003789438,0.009557327],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99843496,0.00075113133,0.00012342623,0.00015000235,0.0003317067,0.00020877268],"domain_scores_gemma":[0.99416286,0.0022665241,0.0011054798,0.00066841906,0.0009313163,0.00086544827],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014977789,0.00025163504,0.00019421798,0.0019509335,0.00124385,0.0029200271,0.00062103785,0.00034995668,0.0035344635],"category_scores_gemma":[0.0072870664,0.0001735928,0.0002279507,0.00249807,0.0022231531,0.0005383908,0.0025445882,0.0006192202,0.0005281437],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002062358,0.0012479777,0.2284198,0.001410864,0.000042772088,0.00080087985,0.033588145,0.0035532936,0.026349518,0.13663363,0.006676966,0.56107],"study_design_scores_gemma":[0.000078021854,0.0007306099,0.7317638,0.000995122,0.0001073649,0.00050535315,0.016085876,0.00205769,0.006647925,0.01677586,0.22419159,0.000060779992],"about_ca_topic_score_codex":0.00842214,"about_ca_topic_score_gemma":0.0183229,"teacher_disagreement_score":0.00842214,"about_ca_system_score_codex":0.0036332635,"about_ca_system_score_gemma":0.013031383,"threshold_uncertainty_score":0.026361287},"labels":[],"label_agreement":null},{"id":"W1974493008","doi":"10.1007/s10972-006-9024-5","title":"Critiquing Science Lessons for their Authenticity as a Means of Evaluating Teacher-Candidate Understanding of the Nature of Science","year":2006,"lang":"en","type":"article","venue":"Journal of Science Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Science education; Nature of Science; Mathematics education; Pedagogy; Sociology; Psychology","score_opus":0.13703536485472068,"score_gpt":0.4863569798184357,"score_spread":0.349321614963715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1974493008","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9891788,0.000095423304,0.0064318883,0.00030177293,0.000048057875,0.0003189081,0.000019647032,0.00004558115,0.003560026],"genre_scores_gemma":[0.9868145,0.00010982389,0.010812113,0.000080960206,0.000020867928,0.00025352446,0.000048689457,0.00002696226,0.0018327011],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9640334,0.02536215,0.0017911815,0.0018366973,0.0062034633,0.00077308627],"domain_scores_gemma":[0.7881107,0.14593755,0.023664646,0.007385976,0.03174952,0.00315171],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03179663,0.00077391573,0.000813472,0.0017659881,0.0033134366,0.003583926,0.0017239199,0.0017884679,0.0013900733],"category_scores_gemma":[0.20922299,0.00039942493,0.00045608083,0.0005988408,0.002303311,0.001629301,0.002586627,0.0017888228,0.00042817683],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014031021,0.0027312643,0.13633592,0.0011507407,0.0001388832,0.0010665542,0.5989859,0.0024692395,0.04728153,0.0036019904,0.0020918706,0.20274296],"study_design_scores_gemma":[0.00038915453,0.022020057,0.23204485,0.0012288587,0.0003056333,0.0028102982,0.5565384,0.014396605,0.114769,0.006108992,0.04873633,0.00065177714],"about_ca_topic_score_codex":0.0011013341,"about_ca_topic_score_gemma":0.0037408345,"teacher_disagreement_score":0.03179663,"about_ca_system_score_codex":0.0022160406,"about_ca_system_score_gemma":0.0022451463,"threshold_uncertainty_score":0.16815871},"labels":[],"label_agreement":null},{"id":"W1975096135","doi":"10.1080/14926156.2012.679995","title":"Encouraging Uncertainty in the “Scientific Method”: Promoting Understanding in the Processes of Science With Preservice Teachers","year":2012,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University; Lakehead University","funders":"","keywords":"Certainty; Feeling; Promotion (chess); Mathematics education; Psychology; Work (physics); Pedagogy; Science education; Social psychology; Epistemology; Political science; Engineering","score_opus":0.07787024479752437,"score_gpt":0.382096584652587,"score_spread":0.30422633985506264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1975096135","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.85854125,0.0009122138,0.040549546,0.03952188,0.00028759264,0.00024061116,0.000020278185,0.00027280554,0.05965384],"genre_scores_gemma":[0.98172677,0.00031426304,0.013754155,0.0015810325,0.00005313451,0.00015773396,0.000014128984,0.0000369034,0.0023618198],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97486305,0.018308632,0.0005421969,0.0012414089,0.0039761397,0.0010685757],"domain_scores_gemma":[0.89106375,0.08869551,0.008362047,0.00412951,0.0037075726,0.0040414687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0200345,0.0005057103,0.00041183317,0.0010541581,0.0062435367,0.006536453,0.0016616549,0.0029155295,0.003186275],"category_scores_gemma":[0.07006204,0.00069461094,0.0005790303,0.0004139667,0.00815565,0.005527414,0.011307521,0.0074818055,0.0005504214],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049931643,0.004172369,0.043373115,0.0011562199,0.000108742985,0.0006687056,0.6658449,0.0022543257,0.013961189,0.061142758,0.011746259,0.19507211],"study_design_scores_gemma":[0.00048095983,0.0022511564,0.05269571,0.0022075477,0.0005274334,0.0011174453,0.37504986,0.008759706,0.032000426,0.2722719,0.2523127,0.0003252221],"about_ca_topic_score_codex":0.0027132018,"about_ca_topic_score_gemma":0.00630409,"teacher_disagreement_score":0.0200345,"about_ca_system_score_codex":0.0032625038,"about_ca_system_score_gemma":0.011794427,"threshold_uncertainty_score":0.10595387},"labels":[],"label_agreement":null},{"id":"W1976183541","doi":"10.1002/tea.10114","title":"Emergence, flexibility, and stabilization of language in a physics classroom","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Flexibility (engineering); German; Phenomenon; Mathematics education; Science education; Teaching method; Sociology; Epistemology; Linguistics; Psychology; Mathematics; Philosophy","score_opus":0.25368838062180427,"score_gpt":0.5679914771303536,"score_spread":0.3143030965085493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976183541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967564,0.00002186924,0.0009077451,0.000121418576,0.0000019131596,0.000006874968,0.0000024440528,0.000010014406,0.0021713348],"genre_scores_gemma":[0.9993748,0.000012373135,0.00037507853,0.000012710336,8.7039155e-7,0.00000922639,0.0000030550716,0.0000036885938,0.00020829927],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972205,0.0015021956,0.0000979222,0.00038701127,0.000546778,0.000245649],"domain_scores_gemma":[0.99425197,0.0037331516,0.0009236401,0.00037639475,0.00023544297,0.00047944786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023663717,0.00024987495,0.00028252846,0.0009343619,0.0015191669,0.0038133506,0.0004328256,0.00069125387,0.0013989668],"category_scores_gemma":[0.008535037,0.00031254522,0.00018807375,0.00028564644,0.0076021706,0.0022649511,0.003963631,0.0014271506,0.00012371669],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005797488,0.0016281616,0.105971895,0.00029236212,0.000056972167,0.0015619607,0.61869615,0.0038085473,0.1181683,0.08034419,0.0008876296,0.06800402],"study_design_scores_gemma":[0.0004851669,0.0035452638,0.3597934,0.00028701662,0.00014297062,0.001972973,0.37748826,0.026535112,0.06509735,0.13403107,0.030290492,0.00033093838],"about_ca_topic_score_codex":0.0009456434,"about_ca_topic_score_gemma":0.001016939,"teacher_disagreement_score":0.0038133506,"about_ca_system_score_codex":0.0011882326,"about_ca_system_score_gemma":0.001175813,"threshold_uncertainty_score":0.01251477},"labels":[],"label_agreement":null},{"id":"W1976868212","doi":"10.1002/sce.20035","title":"An enactment of science: A dynamic balance among curriculum, context, and teacher beliefs","year":2004,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Context (archaeology); Curriculum; Queen (butterfly); Citation; Balance (ability); Gender balance; Science education; Sociology; Mathematics education; Library science; Computer science; Pedagogy; Psychology; History; Gender studies","score_opus":0.014130352188702082,"score_gpt":0.394550612898302,"score_spread":0.38042026070959994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976868212","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9133084,0.0009094782,0.015431977,0.010752414,0.00011630789,0.00006869637,0.000023438968,0.0000643318,0.059324894],"genre_scores_gemma":[0.99503964,0.00016788962,0.0024089431,0.00038826923,0.000019742323,0.000022053682,0.000015614854,0.00001571267,0.0019222214],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98854303,0.006232584,0.00042212594,0.0007871792,0.0032487717,0.0007663293],"domain_scores_gemma":[0.9621468,0.0147915725,0.007772561,0.0030929644,0.0060498137,0.0061462624],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.014961022,0.00022181215,0.0002717965,0.0011003043,0.003238477,0.005864093,0.0011833576,0.0016686297,0.0016685391],"category_scores_gemma":[0.02283879,0.00039619693,0.00031640977,0.0007059893,0.006855865,0.004050689,0.0049845916,0.004903088,0.00016770199],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050256675,0.001304952,0.16431345,0.00046631932,0.00015506423,0.0006210048,0.46205664,0.0010224036,0.026896201,0.22320579,0.0022091416,0.11724643],"study_design_scores_gemma":[0.00009782701,0.0011193488,0.39691332,0.0007988658,0.00019089573,0.000585733,0.33757302,0.0034019211,0.01583599,0.120540656,0.122787826,0.00015451823],"about_ca_topic_score_codex":0.0045626014,"about_ca_topic_score_gemma":0.006973592,"teacher_disagreement_score":0.9967615,"about_ca_system_score_codex":0.0033418743,"about_ca_system_score_gemma":0.009027388,"threshold_uncertainty_score":0.079122365},"labels":[],"label_agreement":null},{"id":"W1977041002","doi":"10.1080/14926150509556648","title":"Exploring students' abilities to use two different styles of structural representation in organic chemistry","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Representation (politics); Style (visual arts); Task (project management); Feature (linguistics); Mathematics education; Enantiomer; Computer science; Chemistry; Psychology; Engineering; Organic chemistry; Linguistics","score_opus":0.09598439319668226,"score_gpt":0.3895563484478076,"score_spread":0.29357195525112534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1977041002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99811184,0.000009803071,0.00033251103,0.00004334105,0.0000016821231,0.000010354946,0.000010021667,0.000006425695,0.001473975],"genre_scores_gemma":[0.99653995,0.000040618863,0.0009208399,0.000027659928,8.6203767e-7,0.000015107929,0.000027489208,0.0000048271454,0.0024226082],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99940455,0.00013344307,0.00004400586,0.00009381482,0.00021587194,0.00010829587],"domain_scores_gemma":[0.9953969,0.0023355258,0.00076067314,0.0002996487,0.00078416715,0.00042318358],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011761828,0.00036118162,0.0001767684,0.00043509275,0.0003278502,0.0031424596,0.0006682137,0.0008740774,0.004907338],"category_scores_gemma":[0.0099777365,0.00032357834,0.00026613538,0.00023151416,0.0007598563,0.0013884057,0.0010436862,0.0011889447,0.000651425],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016954803,0.0061200294,0.40083733,0.00059812836,0.00015655592,0.00095761206,0.12743114,0.0053220387,0.19307795,0.007527359,0.0022434127,0.254033],"study_design_scores_gemma":[0.00039449884,0.0076052775,0.6720102,0.0003073821,0.000401243,0.0021021797,0.1343954,0.036363956,0.112886265,0.014406318,0.018818047,0.0003093175],"about_ca_topic_score_codex":0.004762246,"about_ca_topic_score_gemma":0.0057469243,"teacher_disagreement_score":0.004907338,"about_ca_system_score_codex":0.0005082384,"about_ca_system_score_gemma":0.0008246,"threshold_uncertainty_score":0.016416669},"labels":[],"label_agreement":null},{"id":"W1977206605","doi":"10.1103/physrevstper.7.010114","title":"Development of the Concise Data Processing Assessment","year":2011,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia; University of Edinburgh","keywords":"Reliability (semiconductor); Test (biology); Index (typography); Range (aeronautics); Computer science; Point (geometry); Process (computing); Statistics; Reliability engineering; Psychology; Power (physics); Mathematics education; Engineering; Mathematics","score_opus":0.6247319928794584,"score_gpt":0.6262620651555258,"score_spread":0.0015300722760674956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1977206605","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14388362,0.0008037107,0.78870857,0.0016845327,0.0008280157,0.029764451,0.0046699177,0.008827545,0.02082972],"genre_scores_gemma":[0.09877882,0.00074022217,0.874074,0.00034796284,0.00014756109,0.016036991,0.0035489807,0.0004800598,0.00584534],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9827496,0.0048857597,0.0031841795,0.0011723614,0.0076877433,0.00032042767],"domain_scores_gemma":[0.88996917,0.0302266,0.0059658648,0.0058024772,0.0658671,0.0021688417],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026425764,0.00087230693,0.001256791,0.004479581,0.0005318586,0.0020729168,0.0017700562,0.0005858729,0.0032236502],"category_scores_gemma":[0.11621348,0.0007913309,0.0008162082,0.001751331,0.0005901592,0.0019569127,0.0027838356,0.0015989168,0.0023249183],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033249217,0.0006199447,0.022836586,0.001090597,0.000052577103,0.00024035548,0.0029242781,0.0022435272,0.012799775,0.005503495,0.017198348,0.93415797],"study_design_scores_gemma":[0.000560414,0.008408812,0.28705147,0.004097469,0.00042271902,0.0032410047,0.0071633384,0.076421365,0.08151004,0.029450463,0.5008678,0.00080515037],"about_ca_topic_score_codex":0.0010261344,"about_ca_topic_score_gemma":0.0013612172,"teacher_disagreement_score":0.026425764,"about_ca_system_score_codex":0.0010919289,"about_ca_system_score_gemma":0.0054738,"threshold_uncertainty_score":0.13975447},"labels":[],"label_agreement":null},{"id":"W1978394480","doi":"10.1080/14926156.2012.649056","title":"Introduction to the Special Issue on Advocacy for Change in Mathematics and Science Education/Introduction à ce numéro spécial pour un changement en enseignement des mathématiques et des sciences","year":2012,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Political science; Mathematics education; Sociology; Psychology","score_opus":0.06176546505759997,"score_gpt":0.37697227247535875,"score_spread":0.31520680741775875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978394480","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00025493043,0.028362706,0.0006787731,0.13344578,0.8095669,0.00007052499,0.0004111315,0.00011405599,0.027095165],"genre_scores_gemma":[0.0033106802,0.02341405,0.0009159106,0.046422362,0.81536466,0.00020181041,0.00067162863,0.000317496,0.109381385],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99603856,0.0007202298,0.00045804962,0.0005204146,0.0017916308,0.00047101107],"domain_scores_gemma":[0.9845956,0.0057638595,0.0011805948,0.0007379024,0.004599263,0.0031228117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048822328,0.0021712242,0.0020465127,0.004448984,0.00306622,0.008298114,0.0021012903,0.0076593882,0.085655786],"category_scores_gemma":[0.014950653,0.00069016876,0.0014561462,0.0018926365,0.0025005534,0.005259924,0.004885691,0.00797434,0.026055971],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011492591,0.000018121451,0.00007605384,0.00014626107,0.0000031520133,0.000021758311,0.000046403427,0.00002099971,0.000056069603,0.0014753944,0.9861624,0.011961778],"study_design_scores_gemma":[0.000009098287,0.000021091762,0.0007934347,0.00037536252,0.000005657892,0.00006419237,0.00012004054,0.00004423214,0.00004075602,0.0014843066,0.99703026,0.000011484104],"about_ca_topic_score_codex":0.005304113,"about_ca_topic_score_gemma":0.013604349,"teacher_disagreement_score":0.085655786,"about_ca_system_score_codex":0.004223175,"about_ca_system_score_gemma":0.0071698353,"threshold_uncertainty_score":0.28654712},"labels":[],"label_agreement":null},{"id":"W1979106811","doi":"10.1007/s11165-009-9134-0","title":"Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS","year":2009,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Science education; Perception; Conceptual change; Mathematics education; Psychology; Pedagogy; Sociology","score_opus":0.3381181684601121,"score_gpt":0.5938812761504254,"score_spread":0.2557631076903133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979106811","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9919979,0.00007412528,0.000061462044,0.00011039106,0.000009729457,0.000005539756,0.000013700101,0.000002767247,0.0077242865],"genre_scores_gemma":[0.9994779,0.00003590161,0.000045842415,0.000019603538,0.0000018145988,0.0000026678165,0.0000061705214,0.0000022556228,0.00040782557],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99910885,0.00044037864,0.000037316666,0.000110550965,0.00016680318,0.00013616207],"domain_scores_gemma":[0.9918206,0.0050483732,0.0010294997,0.0003054987,0.0008420457,0.0009539976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013778015,0.00021149781,0.00019342921,0.0006227727,0.0010131825,0.0031825744,0.00031586603,0.00066396466,0.011997738],"category_scores_gemma":[0.019242337,0.00022499956,0.00016707108,0.00028492784,0.0011157246,0.0006972944,0.001593127,0.00093565416,0.00070967484],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0056705982,0.0015307709,0.69716376,0.0004954129,0.00015361117,0.001476324,0.18248019,0.00055970374,0.032364585,0.0047807815,0.003038951,0.07028537],"study_design_scores_gemma":[0.00009778288,0.00086798874,0.8826926,0.00017814458,0.00012258746,0.0006796922,0.09980124,0.0010200819,0.0041913916,0.0018530228,0.0084285205,0.00006701019],"about_ca_topic_score_codex":0.0047175493,"about_ca_topic_score_gemma":0.004539804,"teacher_disagreement_score":0.011997738,"about_ca_system_score_codex":0.00062014797,"about_ca_system_score_gemma":0.00047274356,"threshold_uncertainty_score":0.040136397},"labels":[],"label_agreement":null},{"id":"W1979970553","doi":"10.1007/s11191-011-9360-5","title":"Portrayal of the History of the Photoelectric Effect in Laboratory Instructions","year":2011,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of Winnipeg","funders":"","keywords":"Photoelectric effect; Presentation (obstetrics); Mathematics education; Psychology; Computer science; Physics; Optics; Medicine","score_opus":0.03228422376494549,"score_gpt":0.3253767808796455,"score_spread":0.2930925571147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979970553","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.05118499,0.012419063,0.006720741,0.033944253,0.0024793441,0.000031020056,0.0002656794,0.00019770034,0.8927573],"genre_scores_gemma":[0.80505997,0.0083546415,0.0019813112,0.004788401,0.0025278733,0.00004956945,0.00013925956,0.00023030896,0.17686865],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99954236,0.00020517196,0.000008114228,0.0000416162,0.00013867134,0.00006405176],"domain_scores_gemma":[0.9975435,0.0019117811,0.00008290724,0.00014137848,0.00019347196,0.00012693042],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0009882188,0.00030949432,0.0001301019,0.001549866,0.0030543748,0.0039244057,0.00049998594,0.00188626,0.013594984],"category_scores_gemma":[0.0033555417,0.00016638856,0.00015016035,0.000740295,0.00614244,0.0023750938,0.0016430583,0.004537443,0.0012652334],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017413122,0.00007158335,0.0006529554,0.00017453023,0.0000063188086,0.0009603906,0.040206727,0.0006646591,0.0034849537,0.80448663,0.0792801,0.069837116],"study_design_scores_gemma":[0.000008868761,0.00004668121,0.0015409179,0.0002833121,0.0000050162043,0.00046422076,0.0062183826,0.0006018663,0.002035995,0.027490666,0.96127903,0.000025021536],"about_ca_topic_score_codex":0.005658706,"about_ca_topic_score_gemma":0.009897956,"teacher_disagreement_score":0.9969456,"about_ca_system_score_codex":0.002330834,"about_ca_system_score_gemma":0.00079746253,"threshold_uncertainty_score":0.045479774},"labels":[],"label_agreement":null},{"id":"W1980285929","doi":"10.1590/s1806-11172013000100017","title":"An analysis of grade six textbook on electricity through content analysis and student writing responses","year":2013,"lang":"en","type":"article","venue":"Revista Brasileira de Ensino de Física","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Electricity; Mathematics education; Content analysis; Computer science; Psychology; Sociology; Engineering; Social science; Electrical engineering","score_opus":0.10397328142869103,"score_gpt":0.41886186293902344,"score_spread":0.3148885815103324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980285929","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99360967,0.000057184297,0.0014919131,0.000087061286,0.00001560789,0.00031740667,0.00048704562,0.000032103006,0.0039019873],"genre_scores_gemma":[0.9834868,0.00022779423,0.0070988555,0.00007687619,0.000014675661,0.0006560824,0.0012687362,0.000037810045,0.00713247],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99573106,0.0014204944,0.00069868955,0.0004907201,0.0013802545,0.00027885218],"domain_scores_gemma":[0.95997894,0.021870917,0.003464102,0.0008727292,0.013094453,0.00071888557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033148006,0.00039058353,0.0005961313,0.00608463,0.0010126738,0.0016813987,0.0005069753,0.00048863224,0.0027553628],"category_scores_gemma":[0.022294084,0.00022113662,0.00026867978,0.004822224,0.00070224033,0.0005212136,0.0010858352,0.0005276683,0.0009095624],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035296517,0.0010958769,0.26477826,0.0014309146,0.0000862006,0.0018809689,0.4317586,0.00047674164,0.035147104,0.0012833175,0.0037327583,0.2579763],"study_design_scores_gemma":[0.000022553326,0.0010374901,0.73012817,0.00047727342,0.000077776,0.00053743646,0.22934881,0.0015227459,0.01771564,0.00070221553,0.018338349,0.00009156015],"about_ca_topic_score_codex":0.0029774054,"about_ca_topic_score_gemma":0.0059612016,"teacher_disagreement_score":0.00608463,"about_ca_system_score_codex":0.0017006148,"about_ca_system_score_gemma":0.0013657757,"threshold_uncertainty_score":0.01753056},"labels":[],"label_agreement":null},{"id":"W1980928526","doi":"10.1080/02635140500266401","title":"The role of student‐generated analogies in promoting conceptual understanding for undergraduate chemistry students","year":2005,"lang":"en","type":"article","venue":"Research in Science & Technological Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia; University of the Fraser Valley","funders":"","keywords":"Analogy; Mathematics education; Concept learning; Class (philosophy); Science education; Psychology; Chemistry; Conceptual change; Pedagogy; Epistemology","score_opus":0.30471758911055086,"score_gpt":0.5604003811435063,"score_spread":0.25568279203295546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980928526","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9870176,0.00017327123,0.004999326,0.0002052737,0.000010615009,0.00007409938,0.000007658372,0.000050207043,0.007461957],"genre_scores_gemma":[0.9896605,0.0001517458,0.009402059,0.000039347276,0.000006573909,0.000041955118,0.000011544823,0.0000062679883,0.000679882],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99617934,0.0025007485,0.00010805939,0.00024683148,0.000827224,0.00013773517],"domain_scores_gemma":[0.97750705,0.016995816,0.0021251163,0.0011933609,0.0010570418,0.0011215901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037485713,0.00036256484,0.00027156936,0.00085733476,0.00049050053,0.0019052178,0.0007519768,0.00054894184,0.0020070567],"category_scores_gemma":[0.034363292,0.00019370143,0.0001923199,0.00037634754,0.0007935265,0.0011078122,0.0018929718,0.0008120965,0.0001977923],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010965783,0.008917726,0.08657005,0.00094769447,0.00016501271,0.00063883205,0.03096246,0.0054605477,0.042272136,0.010767427,0.0015061082,0.81069547],"study_design_scores_gemma":[0.0012615974,0.046154957,0.5094674,0.0010646217,0.000885492,0.006061813,0.058841046,0.05264641,0.14399765,0.1008021,0.07829496,0.00052194856],"about_ca_topic_score_codex":0.00029766798,"about_ca_topic_score_gemma":0.0006145692,"teacher_disagreement_score":0.0037485713,"about_ca_system_score_codex":0.00041910977,"about_ca_system_score_gemma":0.0008764747,"threshold_uncertainty_score":0.019824564},"labels":[],"label_agreement":null},{"id":"W1981056234","doi":"10.1021/ed5003338","title":"Acid–Base Learning Outcomes for Students in an Introductory Organic Chemistry Course","year":2014,"lang":"en","type":"article","venue":"Journal of Chemical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":52,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"University of Ottawa","keywords":"Chemistry; Knowledge base; Mathematics education; Outcome (game theory); Chemistry education; Psychology; Computer science; Artificial intelligence; Mathematics","score_opus":0.029753051570688537,"score_gpt":0.44745170064036033,"score_spread":0.4176986490696718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1981056234","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9960743,0.000022775099,0.00089522364,0.00019290517,0.000011619698,0.000089485016,0.00023095234,0.00004619747,0.0024366074],"genre_scores_gemma":[0.9971488,0.00003423974,0.001082365,0.000030798976,0.0000060830284,0.0001243049,0.00042665374,0.000015088081,0.0011316629],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99699163,0.00075310963,0.0003170787,0.00029141182,0.0009599341,0.0006867819],"domain_scores_gemma":[0.9860021,0.0044469573,0.0031065661,0.00046189516,0.002595127,0.0033872344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005990103,0.000645273,0.0005236793,0.0020579903,0.0009483063,0.0020719299,0.000859314,0.00080565625,0.003921499],"category_scores_gemma":[0.02355102,0.00016691916,0.000797472,0.0011864393,0.0009117372,0.0020650623,0.0029610377,0.0017543022,0.00096153904],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002060551,0.011508712,0.71583915,0.0004263077,0.00017689058,0.00056069164,0.014369108,0.007521744,0.0033663756,0.004301238,0.005786326,0.23408298],"study_design_scores_gemma":[0.00016540535,0.010028669,0.9363791,0.00022163612,0.000115506125,0.00017963401,0.010739226,0.011059387,0.015853478,0.008338355,0.0067166784,0.00020291937],"about_ca_topic_score_codex":0.0017740282,"about_ca_topic_score_gemma":0.0027643011,"teacher_disagreement_score":0.005990103,"about_ca_system_score_codex":0.0019469805,"about_ca_system_score_gemma":0.001770084,"threshold_uncertainty_score":0.031679094},"labels":[],"label_agreement":null},{"id":"W1984278853","doi":"10.1007/s10780-006-9007-7","title":"Explorations of a Paradox in Curriculum Control: Resistance to Open-ended Science Inquiry in a School for Self-directed Learning","year":2006,"lang":"en","type":"article","venue":"Interchange","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Office of International Science and Engineering","keywords":"Construct (python library); Curriculum; Government (linguistics); Context (archaeology); Grounded theory; Science education; Pedagogy; Mathematics education; Sociology; Constructivism (international relations); Psychology; Political science; Qualitative research; Public relations; Social science; Politics; Law; Computer science","score_opus":0.10785294381432484,"score_gpt":0.430531420658361,"score_spread":0.32267847684403617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1984278853","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9326429,0.00014429411,0.014256463,0.015514588,0.000100990736,0.00013407019,0.000018512037,0.00009574714,0.037092447],"genre_scores_gemma":[0.9970778,0.000023311812,0.0012623573,0.00034857678,0.000007490987,0.000045280296,0.0000049474074,0.00003390096,0.0011963402],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.93754995,0.049752098,0.0011591275,0.0030671393,0.0059666657,0.0025050503],"domain_scores_gemma":[0.82102495,0.14891514,0.0075532487,0.008914878,0.00721754,0.0063742995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.051210105,0.00039292107,0.0006587401,0.00226074,0.012882835,0.014583613,0.0040868605,0.0045505376,0.003880316],"category_scores_gemma":[0.1470308,0.000673383,0.0006727701,0.0014998213,0.028912427,0.00859761,0.011091495,0.011887132,0.000342376],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009861878,0.00033006122,0.0064241937,0.00004731781,0.000019494339,0.00048053908,0.9004942,0.00031803898,0.0008808728,0.078205414,0.0012375661,0.011463574],"study_design_scores_gemma":[0.000118837605,0.00022642722,0.010341287,0.00015359673,0.000030886466,0.00049239816,0.8813207,0.0044740913,0.0015864338,0.07058838,0.030571526,0.00009541687],"about_ca_topic_score_codex":0.0073230797,"about_ca_topic_score_gemma":0.007229902,"teacher_disagreement_score":0.051210105,"about_ca_system_score_codex":0.008258336,"about_ca_system_score_gemma":0.009896563,"threshold_uncertainty_score":0.2708282},"labels":[],"label_agreement":null},{"id":"W1986904693","doi":"10.1007/s10956-014-9512-x","title":"Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11","year":2014,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":222,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Sherbrooke; Université du Québec à Montréal","funders":"","keywords":"Science education; Mathematics education; Psychology; Subject (documents); Computer science; Library science","score_opus":0.044297332199756644,"score_gpt":0.4028448816873614,"score_spread":0.35854754948760476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986904693","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9945521,0.00010925776,0.00004459451,0.000056900444,0.0000041120115,0.000018812492,0.0026413025,0.000009311226,0.002563638],"genre_scores_gemma":[0.9938736,0.00007219827,0.00006427684,0.000015210699,0.0000024942117,0.00002499304,0.0031315729,0.0000037286516,0.002811976],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99923885,0.000082361235,0.00006422153,0.00009205716,0.00024162362,0.00028094504],"domain_scores_gemma":[0.99354726,0.0007719183,0.0015597312,0.00018371019,0.0025131179,0.0014242746],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010322355,0.00023872827,0.0002738475,0.0035680877,0.00079652306,0.001040156,0.001059042,0.00048910244,0.0036778224],"category_scores_gemma":[0.004105716,0.00014233343,0.00037836132,0.0035742295,0.00048332658,0.00037112104,0.0008353907,0.0006942526,0.0009160139],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007411575,0.00004531677,0.9929047,0.000021551765,0.000011739257,0.000037155423,0.0013367689,0.00004966121,0.00019161383,0.000053828542,0.00050631276,0.0047671874],"study_design_scores_gemma":[2.7806794e-7,0.000013607495,0.9991798,0.0000026870057,0.0000010348715,0.0000036910794,0.00049167837,0.000021963888,0.000024034822,0.0000016520064,0.000258572,9.1466023e-7],"about_ca_topic_score_codex":0.5929905,"about_ca_topic_score_gemma":0.6809814,"teacher_disagreement_score":0.5929905,"about_ca_system_score_codex":0.0037460004,"about_ca_system_score_gemma":0.0025795456,"threshold_uncertainty_score":0.81881285},"labels":[],"label_agreement":null},{"id":"W1987036165","doi":"10.1002/tea.20094","title":"Everyday objects of learning about health and healing and implications for science education","year":2005,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Science education; Sociocultural evolution; Context (archaeology); Curriculum; Pedagogy; Learning sciences; Psychology; Obligation; Sociology; Mathematics education; Educational technology; Political science; Geography","score_opus":0.2259657284230799,"score_gpt":0.6079655810149432,"score_spread":0.3819998525918633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1987036165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9361156,0.0016699501,0.0061338,0.0042510647,0.00007765615,0.000048000144,0.000030130937,0.000028773882,0.051644973],"genre_scores_gemma":[0.996992,0.00042938496,0.001016726,0.000090769514,0.000017843262,0.000012697202,0.000008008377,0.0000040750583,0.001428475],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977976,0.0017043698,0.0000527176,0.00009587656,0.00020174793,0.00014778631],"domain_scores_gemma":[0.99652773,0.0023869278,0.0004894506,0.00019528894,0.00015117208,0.00024940443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002676527,0.0002341883,0.000176075,0.0009984053,0.0047229663,0.004068099,0.0004662997,0.00077656854,0.0035414367],"category_scores_gemma":[0.004023036,0.00016863555,0.0001735908,0.00068987446,0.01542425,0.002427705,0.0032584206,0.0010652347,0.00017388868],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053131702,0.00012205411,0.018253524,0.00023440122,0.000011573514,0.0012878686,0.8866055,0.00025017693,0.0030752397,0.048442617,0.0014351964,0.0402287],"study_design_scores_gemma":[0.000010587002,0.00013962848,0.01930411,0.0003200291,0.000011913348,0.0010507614,0.89142376,0.00024436132,0.0008704446,0.018247413,0.06834427,0.000032699452],"about_ca_topic_score_codex":0.0015215571,"about_ca_topic_score_gemma":0.001926422,"teacher_disagreement_score":0.0047229663,"about_ca_system_score_codex":0.0013347638,"about_ca_system_score_gemma":0.0010189605,"threshold_uncertainty_score":0.01415503},"labels":[],"label_agreement":null},{"id":"W1987272253","doi":"10.7202/900094ar","title":"L’attitude des étudiants face aux sciences au niveau secondaire","year":2009,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Collège de Maisonneuve; Dawson College; Cegep de Trois-Rivieres; Cegep de Thetford; Université de Montréal","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.5275493432212321,"score_gpt":0.5092657399478032,"score_spread":0.018283603273428928,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1987272253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96347636,0.001523743,0.003474124,0.0070960727,0.0002148106,0.00011339561,0.000078996076,0.000023538245,0.023998886],"genre_scores_gemma":[0.9771474,0.0015850769,0.0021853396,0.001794926,0.00012657506,0.00017531344,0.00009294458,0.00002149896,0.016870892],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99440634,0.0026160253,0.00022943641,0.00047299152,0.0014997546,0.0007754139],"domain_scores_gemma":[0.9685166,0.01274813,0.0052853036,0.0013605211,0.0064311433,0.005658257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008864578,0.00033946228,0.00057552184,0.001454236,0.0033993185,0.005843386,0.0006059163,0.002207416,0.0073208],"category_scores_gemma":[0.026049977,0.00024599396,0.00069119164,0.0011267139,0.0032000153,0.0030068906,0.0029295357,0.0033977053,0.0013884677],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00080198044,0.0009330859,0.31487113,0.0010938508,0.00016768729,0.0014428361,0.53258586,0.00049105246,0.017403694,0.0232917,0.0053874245,0.101529665],"study_design_scores_gemma":[0.00005344267,0.0014531347,0.3466792,0.00069354207,0.00011545279,0.0015986022,0.49405855,0.000827683,0.005358348,0.015814891,0.13311227,0.00023485183],"about_ca_topic_score_codex":0.0053590597,"about_ca_topic_score_gemma":0.0064847264,"teacher_disagreement_score":0.008864578,"about_ca_system_score_codex":0.0027007,"about_ca_system_score_gemma":0.004654761,"threshold_uncertainty_score":0.04688096},"labels":[],"label_agreement":null},{"id":"W1987831807","doi":"10.1119/1.1645285","title":"Enhancing conceptual change using argumentative essays","year":2004,"lang":"en","type":"article","venue":"American Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Conceptual change; Viewpoints; Argumentative; Argumentation theory; Physics; Affect (linguistics); Process (computing); Epistemology; Work (physics); Management science; Mathematics education; Computer science; Sociology; Psychology; Quantum mechanics; Programming language","score_opus":0.13181212369726164,"score_gpt":0.42837433426765475,"score_spread":0.2965622105703931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1987831807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7050579,0.00070534064,0.20476371,0.0035044847,0.0006597378,0.0014332468,0.00010959565,0.0013142694,0.0824517],"genre_scores_gemma":[0.85514855,0.00029681387,0.13502115,0.000400753,0.00013912977,0.00056715077,0.00011744205,0.0001230017,0.008185983],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98920476,0.0070815478,0.0005218741,0.0009123302,0.0019083126,0.00037112104],"domain_scores_gemma":[0.8918219,0.087900266,0.004281326,0.009414415,0.0049986728,0.0015834029],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010795032,0.001304977,0.0005913582,0.0012249337,0.0010728003,0.002743653,0.001918873,0.002087525,0.0077578165],"category_scores_gemma":[0.07151016,0.00020681079,0.000508724,0.000584461,0.0017678424,0.0037402022,0.0045664236,0.0025099923,0.001403856],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009730434,0.01203434,0.009237721,0.0029619755,0.00012310577,0.0023720583,0.059891522,0.006686969,0.11473594,0.04503311,0.0075334483,0.7384168],"study_design_scores_gemma":[0.0017977719,0.014381879,0.04160263,0.002283091,0.0004985595,0.005848462,0.030116843,0.052538153,0.34034365,0.17456315,0.33555737,0.00046844644],"about_ca_topic_score_codex":0.0000644577,"about_ca_topic_score_gemma":0.00012277627,"teacher_disagreement_score":0.010795032,"about_ca_system_score_codex":0.0005080669,"about_ca_system_score_gemma":0.0005430551,"threshold_uncertainty_score":0.057090223},"labels":[],"label_agreement":null},{"id":"W1988851995","doi":"10.1007/s11165-011-9260-3","title":"Students’ Research-Informed Socio-scientific Activism: Re/Visions for a Sustainable Future","year":2011,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":135,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Vision; Sustainability; Curriculum; Public relations; Environmental education; Political science; Sociology; Science education; Politics; Qualitative research; Pedagogy; Psychology; Social science; Ecology","score_opus":0.477602680249628,"score_gpt":0.6285534301720742,"score_spread":0.15095074992244623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988851995","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11444582,0.0040906346,0.012463394,0.5886233,0.0043804646,0.00015803638,0.000087204346,0.00017018526,0.27558097],"genre_scores_gemma":[0.93854445,0.001596274,0.003919762,0.01949556,0.00084181724,0.00012266001,0.0000626461,0.00007822261,0.03533864],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9747649,0.017126827,0.0006238282,0.0014193952,0.00352928,0.0025357932],"domain_scores_gemma":[0.9562747,0.018534126,0.003494371,0.004656487,0.0054162047,0.011624123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.051326074,0.0007029588,0.0005636753,0.0018321509,0.0070586,0.020858476,0.002169668,0.009099817,0.010615377],"category_scores_gemma":[0.024477512,0.0004924782,0.00075540994,0.0009978014,0.024523536,0.012614367,0.016323574,0.013089412,0.0020040523],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012803261,0.0007268595,0.0065189856,0.0004352768,0.00006743524,0.00026218875,0.10083687,0.00037726798,0.0028848206,0.7769031,0.03778679,0.073072396],"study_design_scores_gemma":[0.000069352296,0.00015072468,0.0043740342,0.00045314166,0.00003881191,0.00023494213,0.08836414,0.00072945456,0.003499983,0.44784218,0.45417944,0.000063744745],"about_ca_topic_score_codex":0.000581872,"about_ca_topic_score_gemma":0.0015758413,"teacher_disagreement_score":0.051326074,"about_ca_system_score_codex":0.0037171429,"about_ca_system_score_gemma":0.017309647,"threshold_uncertainty_score":0.27144152},"labels":[],"label_agreement":null},{"id":"W1988908320","doi":"10.1007/s10763-007-9089-4","title":"The Literacy Component of Mathematical and Scientific Literacy","year":2007,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":176,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; University of Victoria","funders":"Division of Mathematical Sciences; National Science Council; European Science Education Research Association","keywords":"Scientific literacy; Argument (complex analysis); Literacy; Component (thermodynamics); Mathematics education; Curriculum; Information literacy; Science education; Citizenship; Cognition; Science, technology, society and environment education; Democracy; Metacognition; Engineering ethics; Psychology; Pedagogy; Sociology; Political science; Chemistry; Engineering; Politics","score_opus":0.037147759273391104,"score_gpt":0.4466430167350829,"score_spread":0.4094952574616918,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988908320","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9043183,0.0005444803,0.0028909752,0.0026361053,0.000053918713,0.000070556904,0.00020220762,0.000028310546,0.08925513],"genre_scores_gemma":[0.997675,0.00016518359,0.00085334346,0.00009503433,0.000026012553,0.000023196446,0.00006303686,0.0000038270946,0.0010953689],"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99877554,0.00026369139,0.00010391029,0.000138517,0.00052128854,0.0001970882],"domain_scores_gemma":[0.980202,0.01171246,0.002810627,0.0011396672,0.0027623326,0.0013729814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001070822,0.00023397403,0.00033526702,0.002270542,0.0005966216,0.0025586672,0.00033594534,0.00075091625,0.00711578],"category_scores_gemma":[0.02516672,0.00031306708,0.00041742262,0.0015762975,0.0019922869,0.00317607,0.0018310248,0.0014572913,0.00045287932],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028044535,0.0010540804,0.63485104,0.00044925138,0.00019272944,0.00077803776,0.010958382,0.0011391286,0.0029183738,0.15955468,0.002820759,0.18500315],"study_design_scores_gemma":[0.000029728993,0.00019801786,0.89997107,0.00023979091,0.00013846662,0.0008643021,0.004958945,0.0027024206,0.0015672863,0.08276282,0.0065238923,0.00004330405],"about_ca_topic_score_codex":0.0033886284,"about_ca_topic_score_gemma":0.004228197,"teacher_disagreement_score":0.00711578,"about_ca_system_score_codex":0.0008355002,"about_ca_system_score_gemma":0.002276371,"threshold_uncertainty_score":0.023804665},"labels":[],"label_agreement":null},{"id":"W1989803080","doi":"10.1002/sce.1017","title":"Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know","year":2001,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":363,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies","funders":"","keywords":"Context (archaeology); Mathematics education; Science education; Knowledge base; Situated; Knowledge level; Sociology of scientific knowledge; Pedagogy; Psychology; Computer science; Sociology; Social science","score_opus":0.286509666747529,"score_gpt":0.48712047835836625,"score_spread":0.20061081161083727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1989803080","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35409036,0.009621034,0.44759429,0.060200542,0.00028544813,0.00024328857,0.00032033006,0.00030859828,0.12733603],"genre_scores_gemma":[0.9644336,0.0015779403,0.031476367,0.00093757367,0.00004026995,0.00013276131,0.00008146663,0.000026218457,0.0012937714],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9951567,0.0025100803,0.00032335112,0.00069701445,0.0009985366,0.00031431168],"domain_scores_gemma":[0.98662543,0.008457399,0.0014341485,0.0018917387,0.0010112565,0.00058001815],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063210432,0.0006640343,0.00090538186,0.0050570993,0.0020357603,0.013213685,0.0017913644,0.0031098037,0.0029852705],"category_scores_gemma":[0.020242672,0.0007463099,0.0006480042,0.002379742,0.01647003,0.024604434,0.005974984,0.0038960124,0.00034443033],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054157837,0.000103902705,0.008263465,0.000525476,0.00005415696,0.0004600096,0.17099677,0.0016785335,0.0010972182,0.7621779,0.00123177,0.05335666],"study_design_scores_gemma":[0.000024718383,0.00004662338,0.003237687,0.00082448183,0.00003757633,0.00050906197,0.0596736,0.0048256717,0.00059169024,0.90519124,0.025000708,0.000036875128],"about_ca_topic_score_codex":0.0048913155,"about_ca_topic_score_gemma":0.003999393,"teacher_disagreement_score":0.013213685,"about_ca_system_score_codex":0.0036500043,"about_ca_system_score_gemma":0.004447647,"threshold_uncertainty_score":0.033429265},"labels":[],"label_agreement":null},{"id":"W1989906717","doi":"10.1097/acm.0b013e3181405ad7","title":"The Power of the Plural: Effect of Conceptual Analogies on Successful Transfer","year":2007,"lang":"en","type":"article","venue":"Academic Medicine","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Plural; Power (physics); Transfer (computing); Psychology; Computer science; Linguistics; Philosophy; Physics","score_opus":0.05040405726670884,"score_gpt":0.4179373989425947,"score_spread":0.36753334167588586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1989906717","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99277276,0.00026115644,0.0010262782,0.00036155272,0.00006289826,0.0002411224,0.00003696702,0.000052415464,0.005184974],"genre_scores_gemma":[0.99704236,0.00014151582,0.0015024187,0.00013107322,0.00004170047,0.0003037281,0.000052659416,0.00002901425,0.00075540127],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9768108,0.013951327,0.0018387962,0.0027122311,0.004015825,0.0006709588],"domain_scores_gemma":[0.54007,0.41939682,0.01759512,0.012203497,0.0024561617,0.008278415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016127544,0.0007532932,0.0010542007,0.0011192488,0.0007893765,0.0023084974,0.0020180475,0.0019526064,0.016665759],"category_scores_gemma":[0.2340237,0.00060292304,0.0008231979,0.00060726685,0.004086395,0.0043536653,0.0042015533,0.0030746884,0.0011966154],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.1604644,0.06935136,0.21328492,0.0022929937,0.0024162433,0.0012835289,0.016041785,0.009869191,0.03341211,0.00756596,0.004074039,0.4799435],"study_design_scores_gemma":[0.018682756,0.12944451,0.72779596,0.0014166484,0.0021006425,0.0018363169,0.0064631477,0.03497602,0.02187408,0.04587829,0.009064903,0.0004667144],"about_ca_topic_score_codex":0.0004238676,"about_ca_topic_score_gemma":0.00022830217,"teacher_disagreement_score":0.016665759,"about_ca_system_score_codex":0.00069960713,"about_ca_system_score_gemma":0.0008556181,"threshold_uncertainty_score":0.085291624},"labels":[],"label_agreement":null},{"id":"W1990175035","doi":"10.1002/tea.21067","title":"New metaphors about culture: Implications for research in science teacher preparation","year":2012,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Science education; Sociology; Social science education; Ethnic group; Equity (law); Pedagogy; Social science; Epistemology; Psychology; Political science; Anthropology","score_opus":0.5191058058577324,"score_gpt":0.6724275424104231,"score_spread":0.15332173655269077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990175035","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15830168,0.09441361,0.10451551,0.4486406,0.0075788097,0.0006138479,0.00027102945,0.00014678237,0.18551807],"genre_scores_gemma":[0.9293176,0.022881221,0.026494324,0.014166291,0.0010420439,0.0010129663,0.00006223779,0.000096582036,0.0049267737],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9596866,0.03645215,0.0005817388,0.0008962561,0.0012926813,0.0010906578],"domain_scores_gemma":[0.86896574,0.11745506,0.0036994382,0.0029253217,0.004218003,0.0027362923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04046656,0.0014331404,0.002085342,0.008056754,0.012806037,0.018809652,0.0053509222,0.006456463,0.006939644],"category_scores_gemma":[0.04744897,0.0008197778,0.0014715462,0.009351579,0.09309087,0.05124007,0.012114445,0.015076394,0.000615525],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028261997,0.000068185735,0.00047426843,0.0003824561,0.000012730713,0.00046050726,0.2057811,0.0002223481,0.000080201266,0.78456396,0.001994142,0.0059317737],"study_design_scores_gemma":[0.00002885635,0.000040750132,0.0006312588,0.0015124449,0.00001938599,0.00035983327,0.45697635,0.0008804119,0.00014334064,0.5008282,0.038522553,0.000056514265],"about_ca_topic_score_codex":0.0075767036,"about_ca_topic_score_gemma":0.0076677646,"teacher_disagreement_score":0.04046656,"about_ca_system_score_codex":0.012667245,"about_ca_system_score_gemma":0.007476847,"threshold_uncertainty_score":0.21401018},"labels":[],"label_agreement":null},{"id":"W1991134452","doi":"10.1002/sce.20435","title":"Currents in STSE education: Mapping a complex field, 40 years on","year":2011,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":381,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Pedagogy; Context (archaeology); Teacher education; Confusion; Typology; Field (mathematics); Psychology; Ideology; Sociology; Mathematics education; Politics; Political science","score_opus":0.2468886641600222,"score_gpt":0.4674076080397394,"score_spread":0.2205189438797172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1991134452","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2387185,0.532367,0.015383847,0.120499805,0.0030273588,0.00016198667,0.00030676354,0.00016449616,0.089370325],"genre_scores_gemma":[0.7731749,0.2045868,0.00595925,0.004540115,0.00079408824,0.00010142189,0.00023801178,0.00006915818,0.010536201],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9955029,0.0022678066,0.00044763478,0.000551573,0.00079432345,0.00043588472],"domain_scores_gemma":[0.98454213,0.010244669,0.0012946893,0.00079690275,0.0025887142,0.0005329197],"candidate_categories":["bibliometrics","sts"],"consensus_categories":[],"category_scores_codex":[0.010308771,0.0005580622,0.00057140854,0.0108240275,0.004001595,0.010667845,0.00080522074,0.0028582923,0.004982513],"category_scores_gemma":[0.01632761,0.00054686464,0.00041592235,0.012821377,0.015099885,0.02356309,0.007474947,0.0034960052,0.0004898263],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000079672245,0.00010659281,0.012180234,0.0022421533,0.000041213836,0.0005327219,0.29052997,0.00046037926,0.00069506845,0.1790345,0.01380898,0.50028855],"study_design_scores_gemma":[0.00001006504,0.00009290883,0.019913768,0.007848245,0.000031082265,0.0007123353,0.30721146,0.0005131923,0.00064936717,0.06419632,0.5987529,0.000068334346],"about_ca_topic_score_codex":0.010668458,"about_ca_topic_score_gemma":0.014923893,"teacher_disagreement_score":0.9959984,"about_ca_system_score_codex":0.0070619425,"about_ca_system_score_gemma":0.0070000426,"threshold_uncertainty_score":0.05451864},"labels":[],"label_agreement":null},{"id":"W1991504021","doi":"10.1007/s11165-011-9212-y","title":"The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene","year":2011,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":122,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Curiosity; Conceptualization; Mathematics education; Science education; Context (archaeology); Psychology; Teaching method; Teacher education; Pedagogy; Computer science","score_opus":0.42117019408269735,"score_gpt":0.5511727144910923,"score_spread":0.13000252040839494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1991504021","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78786355,0.005103254,0.0023831709,0.15402828,0.00095328334,0.00016759253,0.00006564113,0.00016779355,0.04926742],"genre_scores_gemma":[0.9834341,0.0022413728,0.0012021593,0.003063345,0.00018849141,0.00016390884,0.000033368484,0.00007571414,0.009597553],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97944814,0.009622796,0.0007512636,0.0013881283,0.003785891,0.0050038146],"domain_scores_gemma":[0.9456129,0.02466308,0.003190042,0.001469096,0.006601019,0.018463874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017988762,0.00041297742,0.0013550422,0.0013508436,0.027614543,0.026269129,0.004288587,0.0067130746,0.008193162],"category_scores_gemma":[0.049892433,0.0011880792,0.00066875236,0.0013436619,0.016979316,0.009883854,0.01986092,0.011978184,0.0019365085],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009948595,0.00046725525,0.015889088,0.00039919774,0.000021303595,0.0014932124,0.87514263,0.0001084274,0.001075376,0.01431155,0.011951307,0.079041146],"study_design_scores_gemma":[0.000019010702,0.00008041639,0.0069169994,0.00018228506,0.000009315009,0.0005166191,0.9546835,0.00007714019,0.00019135456,0.006298684,0.030994393,0.000030309191],"about_ca_topic_score_codex":0.028783595,"about_ca_topic_score_gemma":0.04998285,"teacher_disagreement_score":0.028783595,"about_ca_system_score_codex":0.009222502,"about_ca_system_score_gemma":0.045228522,"threshold_uncertainty_score":0.095134795},"labels":[],"label_agreement":null},{"id":"W1992664030","doi":"10.1021/ed1001625","title":"Student Interpretations of Equations Related to the First Law of Thermodynamics","year":2010,"lang":"en","type":"article","venue":"Journal of Chemical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":68,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"First law of thermodynamics; Work (physics); Class (philosophy); Meaning (existential); Laws of thermodynamics; Thermodynamics; Expression (computer science); Second law of thermodynamics; Non-equilibrium thermodynamics; Mathematics education; Mathematics; Sociology; Chemistry; Physics; Epistemology; Computer science; Philosophy","score_opus":0.021189937977313354,"score_gpt":0.41456042304764495,"score_spread":0.3933704850703316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1992664030","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9748776,0.00030003604,0.008773646,0.0021538702,0.00004446583,0.00004590052,0.000037154612,0.000032401542,0.013734963],"genre_scores_gemma":[0.99462223,0.00033399314,0.0025278272,0.00023396,0.0000117677755,0.000026509837,0.00003265147,0.000009679152,0.0022014799],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.993346,0.0033424844,0.00061314774,0.00037152547,0.0020011892,0.0003256928],"domain_scores_gemma":[0.97323215,0.015449081,0.0050581265,0.0013047245,0.0041540246,0.0008019059],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067277704,0.00037806964,0.00045768355,0.00083720725,0.0011576926,0.0045914436,0.0008764514,0.0013783186,0.0026665945],"category_scores_gemma":[0.04121933,0.000307281,0.00038956857,0.0006931383,0.0029796343,0.0031832173,0.002153249,0.002551189,0.00040879648],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028731817,0.0006559699,0.2768282,0.0006151953,0.000046514524,0.0014771821,0.51721793,0.0046169013,0.0096055,0.09495338,0.004287367,0.0894085],"study_design_scores_gemma":[0.00008811324,0.0014163188,0.10805668,0.0009630701,0.00010045522,0.0048343074,0.57021374,0.034775697,0.013708741,0.15369596,0.111784294,0.00036267337],"about_ca_topic_score_codex":0.00056412356,"about_ca_topic_score_gemma":0.00059220573,"teacher_disagreement_score":0.0067277704,"about_ca_system_score_codex":0.0012100559,"about_ca_system_score_gemma":0.0018243506,"threshold_uncertainty_score":0.035580277},"labels":[],"label_agreement":null},{"id":"W1992915841","doi":"10.5430/wje.v2n5p1","title":"Effect of Availability and Utilization of Physics Laboratory Equipment on Students’ Academic Achievement in Senior Secondary School Physics","year":2012,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Mathematics education; Data collection; Descriptive statistics; Achievement test; Medical education; Psychology; Mathematics; Statistics; Standardized test; Medicine","score_opus":0.04937555290202726,"score_gpt":0.4297699787023765,"score_spread":0.3803944258003492,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1992915841","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99949527,0.00003629718,0.00001672643,0.00002033989,0.0000021743067,0.0000026322991,0.0000095582955,0.000001582794,0.0004153883],"genre_scores_gemma":[0.9996462,0.000038961738,0.00004082906,0.0000068713603,0.0000022195973,0.0000023845664,0.0000169662,6.1403364e-7,0.00024491063],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99891126,0.00025214851,0.0001552731,0.00011268094,0.0003192929,0.00024941942],"domain_scores_gemma":[0.9913346,0.001935878,0.0034451992,0.00025659148,0.000700652,0.0023270603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011090317,0.00026893758,0.00029290415,0.0006116075,0.0004758396,0.000909149,0.0003233739,0.00039649432,0.002266318],"category_scores_gemma":[0.0050874264,0.00022639918,0.00033350507,0.00048660339,0.00037037372,0.00044116064,0.0005679604,0.0007127095,0.00031631053],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016622346,0.0013811638,0.98732144,0.000040349874,0.000038417573,0.00015978054,0.00072382775,0.00010475757,0.0011181602,0.00006347769,0.0001140656,0.008768291],"study_design_scores_gemma":[0.0000029848602,0.00050960394,0.9980399,0.000012105078,0.000013405427,0.000041702122,0.0008100464,0.000097692675,0.00024688506,0.000026920141,0.00019493596,0.0000037792888],"about_ca_topic_score_codex":0.0023597863,"about_ca_topic_score_gemma":0.004102728,"teacher_disagreement_score":0.0023597863,"about_ca_system_score_codex":0.0003239185,"about_ca_system_score_gemma":0.00075348094,"threshold_uncertainty_score":0.0075815916},"labels":[],"label_agreement":null},{"id":"W1993014189","doi":"10.1080/14926150609556701","title":"<i>≪More C; Less B≫</i>: Etude d'intuitions mobilisees par des eleves du secondaire en contexte d'exploration libre des lois de la mecanique","year":2006,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.01996603062382831,"score_gpt":0.3074417512411384,"score_spread":0.2874757206173101,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1993014189","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4273742,0.0026178518,0.055619195,0.022350151,0.0003928514,0.00009298791,0.000318605,0.00039335934,0.49084076],"genre_scores_gemma":[0.96849895,0.0004683687,0.007543108,0.00087669265,0.000057856305,0.000052491458,0.00008432152,0.00019653825,0.022221718],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9972128,0.0011165115,0.00011225315,0.00044431587,0.0007480992,0.00036603276],"domain_scores_gemma":[0.9895375,0.006376999,0.00080389035,0.00083306065,0.0017210846,0.0007274577],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033851296,0.00055181235,0.00054011866,0.0018803773,0.0058589056,0.010709675,0.0011023969,0.0029550663,0.013480003],"category_scores_gemma":[0.012623244,0.00074152,0.0007995714,0.0021719032,0.011588953,0.015536879,0.0048472425,0.0051455633,0.0010158845],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024311079,0.000035097088,0.0027189958,0.00017756537,0.000029848277,0.00042325226,0.123108834,0.00040180687,0.0027468482,0.8482056,0.007193061,0.014715907],"study_design_scores_gemma":[0.00011317341,0.00018742982,0.022926718,0.0003459708,0.00011447395,0.0011153613,0.15516128,0.005599595,0.005470241,0.52224797,0.28638026,0.00033750886],"about_ca_topic_score_codex":0.051849127,"about_ca_topic_score_gemma":0.036360774,"teacher_disagreement_score":0.051849127,"about_ca_system_score_codex":0.0054023173,"about_ca_system_score_gemma":0.0036630942,"threshold_uncertainty_score":0.10309464},"labels":[],"label_agreement":null},{"id":"W1993204379","doi":"10.2307/3211251","title":"Using Concept Mapping to Aid African American Students' Understanding in Middle Grade Science","year":2003,"lang":"en","type":"article","venue":"The Journal of Negro Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; African american; Middle level; Pedagogy; Psychology; Sociology; Anthropology; Engineering","score_opus":0.3498250876040869,"score_gpt":0.47551643685251194,"score_spread":0.125691349248425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1993204379","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983652,0.000072108414,0.00029796522,0.00012266288,0.000003763423,0.000031405125,0.000010567018,0.0000074731133,0.0010888086],"genre_scores_gemma":[0.9960663,0.00020400522,0.002906632,0.000051406896,0.000003957253,0.00004916694,0.000028434917,0.0000024218064,0.0006878137],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990089,0.00044081296,0.000043019965,0.00011599241,0.00021604162,0.00017526528],"domain_scores_gemma":[0.9976532,0.0010752905,0.0005178725,0.00019359734,0.00026569443,0.00029442244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029441183,0.0004016288,0.00039417055,0.0007930082,0.0014738981,0.0010104269,0.00053117843,0.00039421115,0.0010156255],"category_scores_gemma":[0.008275452,0.00020162646,0.00031843642,0.00043375118,0.00073440315,0.0011571633,0.0015244808,0.0010411404,0.00027101583],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012738636,0.012409197,0.32432562,0.00033933186,0.00009061998,0.00052647095,0.12682737,0.0008429076,0.026459217,0.0022677325,0.0021650186,0.50247264],"study_design_scores_gemma":[0.00016257352,0.010623933,0.8412676,0.00022061975,0.00023908133,0.0006010516,0.0823868,0.003989288,0.02984089,0.0052135647,0.025324186,0.0001304944],"about_ca_topic_score_codex":0.0041682785,"about_ca_topic_score_gemma":0.0054788333,"teacher_disagreement_score":0.0041682785,"about_ca_system_score_codex":0.00035752423,"about_ca_system_score_gemma":0.0014096099,"threshold_uncertainty_score":0.015570164},"labels":[],"label_agreement":null},{"id":"W1993645564","doi":"10.1103/physrevstper.9.010111","title":"Transitions in students’ epistemic framing along two axes","year":2013,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Framing (construction); Expansive; Epistemology; Framing effect; Frame problem; Mathematics education; Psychology; Sociology; Social psychology; Physics; Computer science; Philosophy; Engineering; Artificial intelligence","score_opus":0.1676985823928606,"score_gpt":0.565714835589911,"score_spread":0.39801625319705036,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1993645564","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99017406,0.000076274715,0.002982003,0.00037465262,0.000014005906,0.000039130606,0.00002980837,0.00002837507,0.0062816357],"genre_scores_gemma":[0.9982993,0.000029656738,0.0010614881,0.000029220128,0.00000537537,0.00003747515,0.000030020146,0.000012692336,0.0004948421],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99083674,0.005578524,0.00030530858,0.0008311123,0.001581536,0.00086673506],"domain_scores_gemma":[0.9765671,0.014053513,0.004186212,0.0011178965,0.0024664355,0.001608907],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0098990025,0.00035952305,0.00040160277,0.0031187672,0.002544984,0.0070009376,0.00094729493,0.0014618698,0.002310095],"category_scores_gemma":[0.035657935,0.00053018547,0.00035207171,0.0014688441,0.004501253,0.003734737,0.0050636055,0.0023595886,0.00036288315],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006377746,0.00032639797,0.1525682,0.00011847184,0.000045726,0.0003377333,0.764556,0.00042953616,0.012494644,0.018282559,0.0007179215,0.04948507],"study_design_scores_gemma":[0.00007100165,0.00062499,0.24790359,0.00014834836,0.000036892052,0.00024488982,0.7069181,0.0024500266,0.0048588244,0.018960001,0.01762197,0.00016134114],"about_ca_topic_score_codex":0.0017313535,"about_ca_topic_score_gemma":0.0023215548,"teacher_disagreement_score":0.0098990025,"about_ca_system_score_codex":0.001910477,"about_ca_system_score_gemma":0.0011882297,"threshold_uncertainty_score":0.052351594},"labels":[],"label_agreement":null},{"id":"W1993704130","doi":"10.1080/14926150409556596","title":"The progression of students’ conceptions of energy: A cross‐grade, cross‐cultural study","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Prince Edward Island","funders":"","keywords":"Cross-cultural; Energy (signal processing); Mathematics education; Psychology; Sociology; Anthropology; Mathematics; Statistics","score_opus":0.03998706596243408,"score_gpt":0.44625349638011674,"score_spread":0.4062664304176827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1993704130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989427,0.00003944902,0.000036043577,0.000030410522,0.000004277989,0.000004691234,0.000015295162,0.0000020980178,0.00092502654],"genre_scores_gemma":[0.99877053,0.000049523886,0.000049904404,0.000012697214,9.490018e-7,0.000008947196,0.00003204652,0.0000030728195,0.0010722833],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989631,0.00026544443,0.00006453228,0.00016132032,0.00027530428,0.00027019964],"domain_scores_gemma":[0.99470276,0.0014078482,0.0009575303,0.00044400507,0.0015510934,0.0009367355],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026989677,0.00044658856,0.00059749704,0.0011512641,0.0025160222,0.004889849,0.0009475224,0.0011326408,0.0024021661],"category_scores_gemma":[0.008123083,0.0006520346,0.00061159406,0.0008656052,0.0020669706,0.0019123335,0.00286911,0.0026572645,0.00060415344],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00070236274,0.0031126083,0.6012862,0.00010490446,0.00020574388,0.0006685577,0.3616995,0.00041848884,0.0061052204,0.0026270072,0.00085134397,0.022217995],"study_design_scores_gemma":[0.00002688701,0.0010150648,0.8420222,0.00007531917,0.000085661166,0.00027761684,0.14755745,0.00043190308,0.002095627,0.0005333017,0.005798701,0.000080277525],"about_ca_topic_score_codex":0.044730734,"about_ca_topic_score_gemma":0.05857104,"teacher_disagreement_score":0.044730734,"about_ca_system_score_codex":0.001232601,"about_ca_system_score_gemma":0.0014185166,"threshold_uncertainty_score":0.08894074},"labels":[],"label_agreement":null},{"id":"W1994087668","doi":"10.1139/p09-108","title":"Student diversity and the persistence of gender effects on conceptual physics learning","year":2009,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Toronto Metropolitan University; University of British Columbia","funders":"","keywords":"Diversity (politics); Mathematics education; Physics; Conceptual change; Persistence (discontinuity); Conceptual framework; Psychology; Sociology; Social science","score_opus":0.09294131829921984,"score_gpt":0.3325047990249615,"score_spread":0.23956348072574166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1994087668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99878424,0.0001378648,0.000060740138,0.00015863148,0.000008384444,0.0000028733434,0.000025291729,0.0000018904956,0.0008200994],"genre_scores_gemma":[0.9995003,0.000031985935,0.000026639216,0.000022973005,0.0000050230105,0.0000024923397,0.000020420128,0.0000023715438,0.00038784847],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99686855,0.0010649287,0.00012415198,0.00043696037,0.00085690035,0.0006484331],"domain_scores_gemma":[0.973821,0.012422528,0.0043258187,0.0012827585,0.0018296408,0.0063182297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053260713,0.0002540876,0.00057432096,0.0012073232,0.0016388702,0.0018314177,0.0007455468,0.0007083268,0.004961819],"category_scores_gemma":[0.021686897,0.000205466,0.0007088515,0.00083613815,0.001668799,0.00132197,0.0025583482,0.0016759248,0.00042961107],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036489102,0.00033469452,0.9770707,0.000013957679,0.000072401584,0.00015903766,0.00761949,0.000083831575,0.000673195,0.0004147521,0.00021061473,0.012982443],"study_design_scores_gemma":[0.0000060450693,0.00021547393,0.9942585,0.000016380538,0.000016148711,0.00007419288,0.0042700735,0.00016079121,0.000246093,0.0003030248,0.00041992625,0.000013193928],"about_ca_topic_score_codex":0.015653066,"about_ca_topic_score_gemma":0.024910672,"teacher_disagreement_score":0.015653066,"about_ca_system_score_codex":0.001156544,"about_ca_system_score_gemma":0.0017633345,"threshold_uncertainty_score":0.031123936},"labels":[],"label_agreement":null},{"id":"W1994446026","doi":"10.1080/02635140120046268","title":"Children's Ideas about Strengthening Structures","year":2001,"lang":"en","type":"article","venue":"Research in Science & Technological Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Variety (cybernetics); Vocabulary; Pedagogy; Mathematics education; Psychology; Work (physics); Sociology; Engineering; Computer science","score_opus":0.15450504331016426,"score_gpt":0.5318894232065857,"score_spread":0.3773843798964215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1994446026","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843278,0.0006252672,0.0010896802,0.0009230079,0.000014539644,0.000027153788,0.000060034206,0.000020593823,0.012911859],"genre_scores_gemma":[0.9959525,0.00069447997,0.00078314816,0.00011136768,0.0000060936263,0.00003229624,0.000058101028,0.000007171232,0.002354861],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99808735,0.000636452,0.00012440127,0.00019257063,0.0006881575,0.00027094985],"domain_scores_gemma":[0.99516284,0.0024041769,0.0013146275,0.0002081264,0.0005377915,0.0003724733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037459384,0.0004338831,0.00029197015,0.0017187372,0.001533869,0.003912948,0.0006252624,0.0013564716,0.0029949725],"category_scores_gemma":[0.009352908,0.0004968515,0.0004955258,0.00076720427,0.004787409,0.0027317565,0.0018889972,0.002174755,0.0003329745],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008462938,0.00016845655,0.15823121,0.00038046355,0.000034165456,0.0010690113,0.786432,0.00046224537,0.0063379244,0.018031059,0.0011842852,0.027584467],"study_design_scores_gemma":[0.000041370302,0.0004954996,0.246742,0.00060675584,0.00010995508,0.00295154,0.67649573,0.0005726991,0.0026899285,0.010777141,0.058404703,0.0001127276],"about_ca_topic_score_codex":0.0033110944,"about_ca_topic_score_gemma":0.004476014,"teacher_disagreement_score":0.003912948,"about_ca_system_score_codex":0.0015482495,"about_ca_system_score_gemma":0.0009769115,"threshold_uncertainty_score":0.019810677},"labels":[],"label_agreement":null},{"id":"W1994458373","doi":"10.1080/14926156.2012.649054","title":"Student Teachers as Advocates for Student-Led Research-Informed Socioscientific Activism","year":2012,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":49,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Pedagogy; Political science; Student teacher; Mathematics education; Sociology; Psychology; Teacher education","score_opus":0.09399208353303372,"score_gpt":0.4880197839792058,"score_spread":0.3940277004461721,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1994458373","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.33040684,0.0040645604,0.01564055,0.34440076,0.0074574067,0.00054043916,0.000056429402,0.00037103903,0.29706195],"genre_scores_gemma":[0.94316703,0.00039186288,0.0012337018,0.017933339,0.0005547192,0.00019378512,0.000016850456,0.000085357344,0.036423218],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9668491,0.022133764,0.00073171844,0.0020416088,0.0037138665,0.004529936],"domain_scores_gemma":[0.884798,0.07200612,0.00980149,0.0042239977,0.007009481,0.022160899],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029834421,0.00076546555,0.00067747955,0.0023658583,0.024113366,0.019131068,0.0024243249,0.013982876,0.010516376],"category_scores_gemma":[0.052280795,0.00083314104,0.0005234458,0.0010290659,0.025417259,0.0073820897,0.021184145,0.023298748,0.0018069984],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020625611,0.00049314566,0.012644496,0.00039599452,0.00006385027,0.002072049,0.53784305,0.0002571547,0.0037488274,0.3353908,0.06527572,0.041608647],"study_design_scores_gemma":[0.00014807763,0.00017779128,0.0026455317,0.00048198996,0.00004606665,0.0010275096,0.32385507,0.0009606642,0.0026535592,0.081018105,0.5869134,0.000072163486],"about_ca_topic_score_codex":0.0013112207,"about_ca_topic_score_gemma":0.005136518,"teacher_disagreement_score":0.029834421,"about_ca_system_score_codex":0.0067771454,"about_ca_system_score_gemma":0.014946026,"threshold_uncertainty_score":0.15778136},"labels":[],"label_agreement":null},{"id":"W1994789478","doi":"10.1080/14926150509556642","title":"Promoting conceptual change in pre‐service primary teachers through intensive small group problem‐solving activities","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conceptual change; Psychology; Recall; Mathematics education; Constructivist teaching methods; Cognition; Teaching method; Cognitive psychology","score_opus":0.06178201811213485,"score_gpt":0.33316039795099733,"score_spread":0.2713783798388625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1994789478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99303126,0.00008074818,0.0019501955,0.00034179667,0.000023665754,0.00020776161,0.000010813985,0.00009078328,0.0042629754],"genre_scores_gemma":[0.9770668,0.00033891617,0.016708858,0.00014001814,0.000018574587,0.0003775631,0.00005981233,0.000026943027,0.0052626343],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99937373,0.00020447133,0.000026833723,0.00011999117,0.00016257999,0.000112390015],"domain_scores_gemma":[0.99684143,0.001831061,0.00020689155,0.0002379877,0.00021247742,0.00067011773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010210386,0.0004055558,0.00046108954,0.0005446463,0.0010638827,0.0012521084,0.0009182233,0.0007080329,0.004275782],"category_scores_gemma":[0.0050038723,0.00032292688,0.00038880986,0.0002755028,0.00075208856,0.000653818,0.0016770342,0.001694671,0.00067242363],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014834778,0.070925914,0.021225778,0.0011543002,0.00008954284,0.00081100414,0.090788625,0.0012165486,0.056078974,0.0019791904,0.008793826,0.7454529],"study_design_scores_gemma":[0.008098442,0.035018887,0.5764465,0.0014603015,0.0009702976,0.003373201,0.15538181,0.01247964,0.07886209,0.031726435,0.09589387,0.00028844684],"about_ca_topic_score_codex":0.003896555,"about_ca_topic_score_gemma":0.009690499,"teacher_disagreement_score":0.004275782,"about_ca_system_score_codex":0.0007227599,"about_ca_system_score_gemma":0.0026145072,"threshold_uncertainty_score":0.014303863},"labels":[],"label_agreement":null},{"id":"W1994895423","doi":"10.1103/physrevstper.6.020121","title":"Design and validation of the Quantum Mechanics Conceptual Survey","year":2010,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":93,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"National Science Foundation","keywords":"Graduate students; Quantum; Process (computing); Test (biology); Quantum measurement; Physics education; Conceptual framework","score_opus":0.3171610867592442,"score_gpt":0.5368609690450339,"score_spread":0.21969988228578968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1994895423","genre_codex":"protocol","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13642257,0.000282492,0.078728296,0.0017486339,0.001085591,0.7690352,0.0028064041,0.0005571217,0.009333691],"genre_scores_gemma":[0.039659087,0.00015500831,0.05877691,0.0012030049,0.00018842942,0.8974609,0.00093411206,0.000096396485,0.0015261518],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.91125727,0.060914613,0.009305789,0.005347051,0.009522709,0.0036525205],"domain_scores_gemma":[0.79519194,0.07962993,0.009886196,0.026087986,0.08394007,0.005263908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13507499,0.0016303842,0.0019554761,0.005210794,0.002876675,0.002874718,0.002332021,0.002856318,0.0147747975],"category_scores_gemma":[0.19507898,0.0022787796,0.0017214834,0.0030632508,0.0032013599,0.0029075656,0.0031613787,0.0040182583,0.006187466],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.026298268,0.040050644,0.09426517,0.007064358,0.00032756518,0.0016203433,0.050528884,0.010156036,0.013570496,0.040862914,0.051689394,0.6635658],"study_design_scores_gemma":[0.025889155,0.07750203,0.23446736,0.0032432578,0.000587881,0.0006654592,0.04511567,0.02909387,0.024764072,0.031135071,0.52664214,0.00089399586],"about_ca_topic_score_codex":0.0024469318,"about_ca_topic_score_gemma":0.0026506141,"teacher_disagreement_score":0.13507499,"about_ca_system_score_codex":0.005199229,"about_ca_system_score_gemma":0.017324885,"threshold_uncertainty_score":0.7143533},"labels":[],"label_agreement":null},{"id":"W1995172413","doi":"10.1080/14926150209556498","title":"The educo‐politics of curriculum development: A response to Peter Fensham's ‘time to change drivers for scientific literacy’","year":2002,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Curriculum; Politics; Literacy; Political science; Sociology; Pedagogy; Law","score_opus":0.03985021283899727,"score_gpt":0.33234405901491476,"score_spread":0.2924938461759175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995172413","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002518331,0.0013667122,0.000332658,0.987751,0.0018105891,0.0000056476456,0.000019079083,0.000015306807,0.0061806445],"genre_scores_gemma":[0.15893517,0.0021433122,0.0010206441,0.8131293,0.005223209,0.000083586434,0.000034113997,0.0001979043,0.019232664],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97226095,0.010809499,0.0010265082,0.0024664712,0.0059407325,0.0074958764],"domain_scores_gemma":[0.9236801,0.044835933,0.005291142,0.0016066259,0.008715752,0.015870385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026695287,0.0007896334,0.00091549254,0.002030156,0.023393888,0.025466962,0.003377601,0.055226874,0.018435143],"category_scores_gemma":[0.053173404,0.0011877397,0.0010470593,0.0030180872,0.039321747,0.023576094,0.015853573,0.05011076,0.0019925542],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006586079,0.000092638074,0.0016003106,0.00019023269,0.0000210969,0.0007019365,0.06511704,0.00023220027,0.00051386346,0.40706396,0.5099016,0.014499297],"study_design_scores_gemma":[0.00004367784,0.000030045921,0.002509552,0.00036091707,0.000008373998,0.00018958283,0.04346779,0.00025215364,0.0003721784,0.086520515,0.8661297,0.000115540046],"about_ca_topic_score_codex":0.062326588,"about_ca_topic_score_gemma":0.10758418,"teacher_disagreement_score":0.062326588,"about_ca_system_score_codex":0.026007855,"about_ca_system_score_gemma":0.038548816,"threshold_uncertainty_score":0.1887011},"labels":[],"label_agreement":null},{"id":"W1995906183","doi":"10.1023/a:1011247002142","title":"'Technoscience' Education: Empowering Citizens Against the Tyranny of School Science","year":2001,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Technoscience; Science education; Engineering ethics; Status quo; Science, technology, society and environment education; Sociology; Action (physics); Sociology of Education; Contextualization; Pedagogy; Political science; Social science; Engineering; Computer science; Law","score_opus":0.043386357998628715,"score_gpt":0.41531691402793686,"score_spread":0.37193055602930813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995906183","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.18764661,0.0024834953,0.013721979,0.23234242,0.0027296182,0.000051428844,0.000027369479,0.00037223217,0.56062484],"genre_scores_gemma":[0.9288991,0.0011441861,0.0028840813,0.022240914,0.00055991067,0.000060376908,0.000023592629,0.00010249881,0.04408537],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9930733,0.0039412463,0.00013433408,0.00032647743,0.001576149,0.00094854407],"domain_scores_gemma":[0.99008304,0.004149832,0.0013737781,0.0009968148,0.0007386162,0.0026578533],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007786889,0.00045058137,0.00031698553,0.0010299619,0.0075078197,0.010068016,0.0009242011,0.0045848605,0.008611565],"category_scores_gemma":[0.013405022,0.00019933835,0.0003218407,0.0008201012,0.015675925,0.008415798,0.009808242,0.0060485397,0.0010805087],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000072934876,0.00047279632,0.007603407,0.00019859931,0.000026089645,0.00026252013,0.09432037,0.00031785617,0.0013592512,0.69836706,0.0783149,0.118684165],"study_design_scores_gemma":[0.00004582328,0.00015580592,0.0063378126,0.00041686575,0.000025873147,0.0002854658,0.0510125,0.00059543096,0.0020822657,0.27979168,0.6592182,0.000032377324],"about_ca_topic_score_codex":0.0009073434,"about_ca_topic_score_gemma":0.0021501172,"teacher_disagreement_score":0.9924922,"about_ca_system_score_codex":0.0016754614,"about_ca_system_score_gemma":0.007024067,"threshold_uncertainty_score":0.041181505},"labels":[],"label_agreement":null},{"id":"W1996090661","doi":"10.1007/s11165-008-9111-z","title":"Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature","year":2009,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":115,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Bridging (networking); Science education; Reading (process); Curriculum; Mathematics education; Divergence (linguistics); TRACE (psycholinguistics); Computer science; Pedagogy; Sociology; Psychology; Linguistics","score_opus":0.22782542039364306,"score_gpt":0.5164525102552345,"score_spread":0.28862708986159147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1996090661","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8304155,0.007979845,0.07827742,0.008478985,0.00059811206,0.0013598641,0.0004388234,0.0005138999,0.0719376],"genre_scores_gemma":[0.90928,0.0038864778,0.08126759,0.00068849075,0.000060501872,0.000469161,0.0002908239,0.000099406374,0.0039575873],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99665666,0.0017179704,0.00050487026,0.00031618596,0.0006573217,0.0001469633],"domain_scores_gemma":[0.9785735,0.015139885,0.0009239036,0.0023555027,0.0024485667,0.0005586278],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0078077065,0.0002403134,0.0005140341,0.006449245,0.001123061,0.003090262,0.001142825,0.0005245051,0.004819607],"category_scores_gemma":[0.025212113,0.0002409889,0.00034744415,0.0037213194,0.0014776074,0.0033646422,0.0047356,0.0010183792,0.00043308598],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027831856,0.0011059293,0.021877786,0.0041070865,0.00013307379,0.0023356236,0.18636863,0.0005153138,0.015188611,0.03896331,0.0037587592,0.72536755],"study_design_scores_gemma":[0.00047627804,0.0016909227,0.14029978,0.012629187,0.0013564159,0.0073553366,0.23436989,0.0054074703,0.022454655,0.13649257,0.43716887,0.00029864],"about_ca_topic_score_codex":0.0023029395,"about_ca_topic_score_gemma":0.006477806,"teacher_disagreement_score":0.0078077065,"about_ca_system_score_codex":0.0015509304,"about_ca_system_score_gemma":0.004714168,"threshold_uncertainty_score":0.041291595},"labels":[],"label_agreement":null},{"id":"W1996884207","doi":"10.1007/s11422-009-9194-5","title":"“Polite directiveness” in science inquiry: a contradiction in terms?","year":2009,"lang":"en","type":"article","venue":"Cultural Studies of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Politeness; Science education; Construct (python library); Pedagogy; Sociology; Psychology; Mathematics education; Political science; Computer science","score_opus":0.14869874395380506,"score_gpt":0.5042385438205902,"score_spread":0.35553979986678513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1996884207","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.057797913,0.009195313,0.10061421,0.4284464,0.0022583578,0.00014205517,0.00012909807,0.00020839398,0.40120822],"genre_scores_gemma":[0.9662861,0.0014371121,0.009709107,0.015838945,0.0010030929,0.00031223102,0.000066821245,0.00021976746,0.00512678],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9485198,0.03652254,0.0024648558,0.004055389,0.006248888,0.002188549],"domain_scores_gemma":[0.94804496,0.031562522,0.003493584,0.0075124544,0.0066463263,0.002740138],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.048526816,0.00065735856,0.0016263098,0.0034645414,0.009952165,0.018678743,0.0055135707,0.009118439,0.004402296],"category_scores_gemma":[0.07648428,0.001012945,0.00091236026,0.004170791,0.12308912,0.030415086,0.011254485,0.017826425,0.0008352491],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011618607,0.000015355587,0.00018172046,0.00005465534,0.000008573726,0.000016024811,0.018181521,0.000045045334,0.000054156357,0.9774631,0.0012931522,0.0026748932],"study_design_scores_gemma":[0.000035232726,0.000013150499,0.00045589512,0.00019931403,0.0000150864125,0.000066123255,0.01534983,0.00023277097,0.00012820982,0.9606485,0.022833582,0.000022464976],"about_ca_topic_score_codex":0.0068397177,"about_ca_topic_score_gemma":0.0056247446,"teacher_disagreement_score":0.9900478,"about_ca_system_score_codex":0.0074054636,"about_ca_system_score_gemma":0.010327738,"threshold_uncertainty_score":0.25663733},"labels":[],"label_agreement":null},{"id":"W1997101122","doi":"10.1002/sce.20322","title":"Translations of scientific practice to “students' images of science”","year":2008,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Internship; Science education; Curriculum; Mathematics education; Point (geometry); Nature of Science; Philosophy of science; Sociocultural evolution; Sociology; Psychology; Epistemology; Pedagogy; Medical education; Mathematics; Philosophy; Anthropology","score_opus":0.07637427313264532,"score_gpt":0.49800645645904285,"score_spread":0.4216321833263975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997101122","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96733177,0.000104295155,0.004618135,0.00097029237,0.0000404751,0.000042771633,0.00005549845,0.00002498064,0.026811857],"genre_scores_gemma":[0.99845433,0.000042806576,0.0006125484,0.000046639594,0.0000054770467,0.000022833416,0.000021281357,0.000013518485,0.00078054576],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9932227,0.0040470874,0.0003196035,0.00046646217,0.0015942898,0.00034989452],"domain_scores_gemma":[0.9735391,0.015691346,0.0044284677,0.002594677,0.0030322091,0.00071422715],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0048235767,0.00034158558,0.00031149245,0.0015703569,0.001909525,0.0047814716,0.0007405473,0.0008731905,0.005609547],"category_scores_gemma":[0.031515125,0.0002525727,0.00030531164,0.0021205845,0.011313312,0.0029088338,0.004028173,0.0024819425,0.0003635906],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010045128,0.00008895595,0.02170807,0.00020503084,0.00001615725,0.00024694836,0.90066206,0.00020395337,0.003634888,0.05321769,0.0007933482,0.019122435],"study_design_scores_gemma":[0.0000401447,0.00019636491,0.111338936,0.00031492647,0.000032567765,0.0003908383,0.7978431,0.002006392,0.008788359,0.039005704,0.039964195,0.00007846066],"about_ca_topic_score_codex":0.0026007176,"about_ca_topic_score_gemma":0.0026332503,"teacher_disagreement_score":0.99809045,"about_ca_system_score_codex":0.0025119737,"about_ca_system_score_gemma":0.0019065366,"threshold_uncertainty_score":0.025509834},"labels":[],"label_agreement":null},{"id":"W1997368359","doi":"10.1002/sce.20113","title":"Do teachers ask students to read news in secondary science?: Evidence from the Canadian context","year":2006,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Context (archaeology); Scientific literacy; Curriculum; Science education; Reading (process); Media literacy; Psychology; Pedagogy; Mathematics education; Sociology; Political science; History","score_opus":0.07404147935829504,"score_gpt":0.4440148947042607,"score_spread":0.3699734153459657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997368359","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9771732,0.0019352529,0.00006904221,0.0037022145,0.000054369975,0.00010469279,0.0009722868,0.000013200381,0.015975716],"genre_scores_gemma":[0.99172884,0.0033774273,0.000118300995,0.0007760589,0.000029446124,0.000051668227,0.0004937091,0.000018935381,0.003405519],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9929367,0.00092674844,0.00043545238,0.00088415697,0.0030327505,0.0017841138],"domain_scores_gemma":[0.954271,0.013191834,0.011788854,0.0014033035,0.012958246,0.0063866777],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060310406,0.0005739535,0.0010042049,0.0033520127,0.00937521,0.0055195116,0.0024620139,0.001883581,0.007958613],"category_scores_gemma":[0.043442123,0.00091958523,0.0005077648,0.007228653,0.0039034237,0.001981288,0.0024009347,0.0024272187,0.0008681055],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054200715,0.0007799865,0.682346,0.00085281243,0.00009709371,0.0008178391,0.25489795,0.00011470926,0.00047490292,0.0012762959,0.009574766,0.048225693],"study_design_scores_gemma":[0.000071343886,0.000109293054,0.85048896,0.00064082467,0.00009184644,0.00011886084,0.13119422,0.0001679514,0.0002541329,0.00029422046,0.01648903,0.000079325844],"about_ca_topic_score_codex":0.99060774,"about_ca_topic_score_gemma":0.99459547,"teacher_disagreement_score":0.035937235,"about_ca_system_score_codex":0.035937235,"about_ca_system_score_gemma":0.077667646,"threshold_uncertainty_score":0.2607441},"labels":[],"label_agreement":null},{"id":"W1998427317","doi":"10.1080/14926156.2013.845322","title":"Introducing High School Biology Students to Argumentation About Socioscientific Issues","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":64,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentation theory; Context (archaeology); Mathematics education; Informal logic; Science education; Pedagogy; Psychology; Biology; Epistemology; Philosophy","score_opus":0.01895293764553762,"score_gpt":0.37869472986705965,"score_spread":0.359741792221522,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1998427317","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8900077,0.0003531182,0.008878534,0.0066868886,0.0006986878,0.0007075922,0.00005268636,0.00039465888,0.09222025],"genre_scores_gemma":[0.94418037,0.0004942359,0.016067887,0.002013936,0.00014154789,0.00037843856,0.00010324812,0.00007041354,0.03654986],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.996834,0.0014787406,0.0001498321,0.00039696577,0.0006148403,0.0005256937],"domain_scores_gemma":[0.97848594,0.011646521,0.0014866423,0.00070377474,0.0018739417,0.005803233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004943372,0.0015701812,0.00088303705,0.001567408,0.0064787786,0.012279046,0.0026081845,0.006259768,0.02153417],"category_scores_gemma":[0.016905107,0.00097143353,0.00095288013,0.0006979015,0.0040186304,0.0040453253,0.0067545255,0.0076781223,0.0041099214],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012459622,0.032504078,0.04317728,0.001346351,0.00013323371,0.0047853845,0.6662567,0.0017005745,0.03349624,0.05499399,0.03346144,0.12689865],"study_design_scores_gemma":[0.0010213114,0.0046494026,0.02836485,0.0014247585,0.0003093666,0.0021079553,0.42808002,0.0045319553,0.01746878,0.079810664,0.43184575,0.00038516533],"about_ca_topic_score_codex":0.0017162134,"about_ca_topic_score_gemma":0.0053520645,"teacher_disagreement_score":0.02153417,"about_ca_system_score_codex":0.0025450762,"about_ca_system_score_gemma":0.0043699583,"threshold_uncertainty_score":0.07203901},"labels":[],"label_agreement":null},{"id":"W1999893510","doi":"10.1119/1.3479725","title":"Teaching Introductory Physics with an Environmental Focus","year":2010,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Mathematics education; Theme (computing); Physics education; Physics; Engineering physics; Pedagogy; Computer science; Mathematics; Sociology","score_opus":0.032701665004661096,"score_gpt":0.33456424879781077,"score_spread":0.3018625837931497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1999893510","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.36815593,0.007984758,0.047462847,0.02378134,0.003973609,0.0013306078,0.000636202,0.0015837459,0.54509103],"genre_scores_gemma":[0.6138316,0.012122522,0.06406985,0.018105103,0.0018370321,0.00090315414,0.00095258857,0.00040832785,0.28776982],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995284,0.000053659907,0.000012488508,0.00012544332,0.00015373155,0.00012629112],"domain_scores_gemma":[0.99935824,0.00008828459,0.000041227493,0.000027907065,0.000100109406,0.00038429367],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006196045,0.0004534439,0.00034132676,0.00062287133,0.0020794324,0.0014983553,0.00079866714,0.000664428,0.03434368],"category_scores_gemma":[0.000897159,0.00030214209,0.00031897787,0.0006154217,0.00070302613,0.00053829956,0.002045945,0.0012184706,0.00826086],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024188047,0.004953638,0.025960162,0.0013845993,0.000035414112,0.0018389795,0.013363216,0.002206019,0.030956423,0.02815674,0.18151088,0.709392],"study_design_scores_gemma":[0.000076003096,0.00067312,0.05072205,0.00058691925,0.000019129668,0.0009540851,0.00298251,0.0006193069,0.004632772,0.023193557,0.91551095,0.000029533367],"about_ca_topic_score_codex":0.0027482912,"about_ca_topic_score_gemma":0.021273572,"teacher_disagreement_score":0.03434368,"about_ca_system_score_codex":0.0022930237,"about_ca_system_score_gemma":0.005537488,"threshold_uncertainty_score":0.11489111},"labels":[],"label_agreement":null},{"id":"W2001581855","doi":"10.1103/physrevstper.10.020120","title":"Comparison of integrated testlet and constructed-response question formats","year":2014,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trent University","funders":"Brock University; Trent University","keywords":"Inter-rater reliability; Reliability (semiconductor); Set (abstract data type); Proxy (statistics); Multiple choice; Baseline (sea)","score_opus":0.18771327608631694,"score_gpt":0.5850961455017246,"score_spread":0.3973828694154077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001581855","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9389254,0.0008306125,0.038618676,0.00036379186,0.00025346098,0.0024123013,0.002110709,0.0010761931,0.0154090375],"genre_scores_gemma":[0.9458732,0.00042029982,0.041265488,0.00048599072,0.00015365997,0.0024467811,0.005378755,0.00032193327,0.0036539184],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9728776,0.013317583,0.003541039,0.0027258063,0.006842385,0.00069553714],"domain_scores_gemma":[0.8090975,0.14533985,0.011782102,0.009700936,0.02075285,0.003326786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020851513,0.0009246247,0.00081879104,0.0026166441,0.00024143115,0.0025566323,0.0017694809,0.0014279227,0.0060690367],"category_scores_gemma":[0.1559141,0.0003517676,0.0008655657,0.0017927089,0.0006583861,0.0033036391,0.0024481812,0.0014053482,0.0017714503],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.024510762,0.007608745,0.18449277,0.0034676373,0.00126128,0.0005591297,0.007719516,0.01032906,0.041975185,0.006267414,0.006724685,0.70508385],"study_design_scores_gemma":[0.00313093,0.0562452,0.7636264,0.0016676228,0.0011648935,0.0031199018,0.00431681,0.062037207,0.057641193,0.008114501,0.03841904,0.00051624],"about_ca_topic_score_codex":0.000570401,"about_ca_topic_score_gemma":0.00056370755,"teacher_disagreement_score":0.020851513,"about_ca_system_score_codex":0.0007851465,"about_ca_system_score_gemma":0.0007537072,"threshold_uncertainty_score":0.11027461},"labels":[],"label_agreement":null},{"id":"W2001757834","doi":"10.1007/s10763-010-9210-y","title":"FIRST CYCLE OF PISA (2000–2006)—INTERNATIONAL PERSPECTIVES ON SUCCESSES AND CHALLENGES: RESEARCH AND POLICY DIRECTIONS","year":2010,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Division of Mathematical Sciences","keywords":"Curriculum; Mathematics education; Reading (process); Science education; Scientific literacy; Literacy; Political science; Engineering ethics; Pedagogy; Sociology; Psychology; Engineering","score_opus":0.10847585192276177,"score_gpt":0.48902335528202734,"score_spread":0.38054750335926557,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001757834","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47126418,0.013334238,0.0021360232,0.26006454,0.001825706,0.00044920307,0.027003828,0.0009282812,0.222994],"genre_scores_gemma":[0.95699894,0.0047226734,0.000995858,0.0041270517,0.00033143323,0.0004011624,0.004814075,0.00013489566,0.02747396],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99745923,0.00022364246,0.00009468913,0.00020663752,0.0004672351,0.0015486897],"domain_scores_gemma":[0.99032545,0.0016306393,0.00270196,0.00047388507,0.0016676452,0.0032004695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003582394,0.000887604,0.001201584,0.0035496003,0.004424192,0.012423281,0.0020067769,0.0040431013,0.023092708],"category_scores_gemma":[0.011486619,0.000796856,0.00088930776,0.007979762,0.0027379235,0.007335542,0.007939845,0.005522439,0.0026809205],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017019957,0.0007407971,0.19270939,0.0025206085,0.00030740624,0.0020702672,0.016452381,0.0026236952,0.0008986297,0.29968488,0.284148,0.19614197],"study_design_scores_gemma":[0.00017567242,0.00039607048,0.65615463,0.0009182167,0.00012278915,0.00058970164,0.017724993,0.001371206,0.0021238737,0.014700071,0.3055854,0.00013743369],"about_ca_topic_score_codex":0.11892851,"about_ca_topic_score_gemma":0.102637105,"teacher_disagreement_score":0.11892851,"about_ca_system_score_codex":0.012624687,"about_ca_system_score_gemma":0.021895392,"threshold_uncertainty_score":0.23647249},"labels":[],"label_agreement":null},{"id":"W2003599081","doi":"10.1007/s10763-007-9115-6","title":"Student-teachers’ Dialectically Developed Motivation for Promoting Student-led Science Projects","year":2007,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University; University of Toronto","funders":"","keywords":"Science education; Nature of Science; Mathematics education; Dialectic; Pedagogy; Science learning; Psychology; Qualitative research; Sociology; Epistemology; Social science","score_opus":0.0909427348119416,"score_gpt":0.4841431338748196,"score_spread":0.393200399062878,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2003599081","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9920299,0.000028559502,0.001990977,0.00019646199,0.000016203368,0.000055275832,0.00001201598,0.00004883134,0.0056217937],"genre_scores_gemma":[0.9957337,0.000015014558,0.0020975631,0.00002987551,0.0000018120506,0.00005238352,0.000015527688,0.000011138894,0.0020430258],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99723023,0.0014708689,0.00010844234,0.00039276018,0.0005129185,0.00028470633],"domain_scores_gemma":[0.9930194,0.0024396759,0.00085621857,0.00042218814,0.0008817961,0.0023807588],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037027542,0.00021780969,0.00034903007,0.0005967467,0.00086330174,0.003682961,0.00059993967,0.0008373285,0.0022956172],"category_scores_gemma":[0.013153547,0.0002693307,0.00029915367,0.00021935314,0.0005627649,0.00070691406,0.0026151962,0.0015987228,0.0004920123],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018936695,0.016065076,0.3356341,0.0006677662,0.00029715727,0.00064531126,0.21360485,0.0021890786,0.07768275,0.026444808,0.0052882447,0.31958723],"study_design_scores_gemma":[0.00095536775,0.0046131145,0.72389305,0.00031196664,0.00031506323,0.0010989045,0.13073802,0.018044708,0.044149574,0.022502538,0.05303458,0.00034301574],"about_ca_topic_score_codex":0.00038580236,"about_ca_topic_score_gemma":0.00093609776,"teacher_disagreement_score":0.0037027542,"about_ca_system_score_codex":0.00097427587,"about_ca_system_score_gemma":0.0016381306,"threshold_uncertainty_score":0.019582272},"labels":[],"label_agreement":null},{"id":"W2004693095","doi":"10.1097/00001888-200208000-00017","title":"Using “Concept Sorting” to Study Learning Processes and Outcomes","year":2002,"lang":"en","type":"article","venue":"Academic Medicine","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Foothills Medical Centre; University of Calgary","funders":"","keywords":"Sorting; Test (biology); Correlation; Medicine; Psychology; Mathematics education; Medical education; Computer science; Mathematics","score_opus":0.2788481291144724,"score_gpt":0.5052473975609884,"score_spread":0.22639926844651598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2004693095","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98467296,0.00046765912,0.0103384955,0.00016986462,0.00004249079,0.00074515404,0.00021106334,0.00008422481,0.003267983],"genre_scores_gemma":[0.98130554,0.00034469715,0.0155161675,0.00011073887,0.000042972308,0.0014192951,0.00033663888,0.000025249205,0.0008987329],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9942631,0.0031312811,0.00037553627,0.0003298755,0.0016431503,0.00025704628],"domain_scores_gemma":[0.9521072,0.031096129,0.0088895215,0.0018416451,0.0045432365,0.0015221993],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009573563,0.00072372245,0.0006507793,0.0058921636,0.00061008014,0.0017322173,0.0006946695,0.0006489943,0.0023179685],"category_scores_gemma":[0.054740805,0.00017020169,0.00054802437,0.0026430415,0.0017165166,0.0031585838,0.0016187347,0.0009579262,0.0003368322],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016721381,0.0036270372,0.625225,0.0010286503,0.0004699293,0.00022293473,0.015943022,0.002214448,0.0024927417,0.0023313493,0.0016162944,0.3431564],"study_design_scores_gemma":[0.00035094356,0.011804254,0.93794096,0.00057654676,0.00021099743,0.0009028195,0.014433449,0.0100560505,0.008036125,0.010740953,0.004750783,0.00019610711],"about_ca_topic_score_codex":0.0012766332,"about_ca_topic_score_gemma":0.0008370062,"teacher_disagreement_score":0.009573563,"about_ca_system_score_codex":0.0010073872,"about_ca_system_score_gemma":0.0013185638,"threshold_uncertainty_score":0.05063045},"labels":[],"label_agreement":null},{"id":"W2005234466","doi":"10.1080/14926150609556708","title":"Finding the crack in everything: Exploring the causal promise in science education","year":2006,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Engineering ethics; Engineering","score_opus":0.05446624495371886,"score_gpt":0.3452825666124744,"score_spread":0.29081632165875554,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005234466","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7518156,0.00620016,0.04878268,0.127924,0.0005578497,0.00040386937,0.0010097414,0.000096069474,0.06321008],"genre_scores_gemma":[0.99420565,0.0006053029,0.002782258,0.0010692284,0.00007568748,0.000069056536,0.000092409085,0.000031327414,0.0010689873],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98174965,0.011279653,0.00075663865,0.003302784,0.001775213,0.0011361374],"domain_scores_gemma":[0.7399958,0.22668695,0.014844824,0.008123852,0.0070922677,0.0032562881],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.021289533,0.0006464784,0.0012629613,0.0027644155,0.0050941287,0.006314242,0.003645121,0.005379738,0.026469706],"category_scores_gemma":[0.19585872,0.00093224464,0.001186973,0.0039074617,0.015099813,0.018515542,0.008375668,0.008350398,0.00063249277],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013653608,0.0011905606,0.3457117,0.0013610966,0.0010978163,0.0015412895,0.0448153,0.002914634,0.000411163,0.5397683,0.004651384,0.055171464],"study_design_scores_gemma":[0.00031314587,0.00022605386,0.06392748,0.00078894006,0.0011040682,0.0004369393,0.051673114,0.009468315,0.00046744398,0.86127,0.010191098,0.00013332815],"about_ca_topic_score_codex":0.03862852,"about_ca_topic_score_gemma":0.03237014,"teacher_disagreement_score":0.9949059,"about_ca_system_score_codex":0.0031853514,"about_ca_system_score_gemma":0.008199776,"threshold_uncertainty_score":0.11259115},"labels":[],"label_agreement":null},{"id":"W2005361561","doi":"10.1007/s10780-006-8396-y","title":"Introduction: Context and Thought Experiments in Science Learning","year":2006,"lang":"en","type":"article","venue":"Interchange","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of Winnipeg","funders":"","keywords":"Philosophy of education; Context (archaeology); Epistemology; Sociology; Pedagogy; Psychology; Cognitive science; Philosophy; Higher education; Political science; History","score_opus":0.07683179433130571,"score_gpt":0.4061637128670929,"score_spread":0.3293319185357872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005361561","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.022091348,0.054779496,0.21078774,0.28685638,0.080391,0.0006960363,0.0022824784,0.0014147464,0.34070075],"genre_scores_gemma":[0.42582786,0.027583132,0.11918156,0.14168254,0.079260215,0.0039456696,0.0019144826,0.0013341225,0.19927041],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99727696,0.0017235358,0.0001229433,0.00042632828,0.00036298204,0.000087275184],"domain_scores_gemma":[0.9806136,0.017042823,0.00035730118,0.00053928315,0.0010178137,0.0004291613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003831954,0.00076626975,0.0005640134,0.0010023974,0.0021364253,0.0047571748,0.0013875676,0.0035509986,0.031365246],"category_scores_gemma":[0.0117730815,0.00031207953,0.0007300204,0.0015776752,0.00606629,0.0056702388,0.002552103,0.006622284,0.0050600176],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018623436,0.00014113345,0.00046234322,0.001887719,0.000021397154,0.00013800933,0.008928041,0.00033277064,0.001792624,0.6978996,0.22498049,0.06322967],"study_design_scores_gemma":[0.00009829209,0.00015252232,0.0015080828,0.0012150662,0.000030152007,0.00025133035,0.0031947815,0.0006872687,0.0012112332,0.37350908,0.61809057,0.0000516104],"about_ca_topic_score_codex":0.0005909619,"about_ca_topic_score_gemma":0.00069081853,"teacher_disagreement_score":0.031365246,"about_ca_system_score_codex":0.0012590355,"about_ca_system_score_gemma":0.0010181254,"threshold_uncertainty_score":0.10492718},"labels":[],"label_agreement":null},{"id":"W2005828999","doi":"10.1080/03057267.2014.881626","title":"Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research","year":2014,"lang":"en","type":"review","venue":"Studies in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":722,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Université du Québec à Montréal","funders":"","keywords":"Psychological intervention; Psychology; Focus (optics); Positive attitude; Social psychology; Epistemology; Sociology; Philosophy","score_opus":0.5503936245699005,"score_gpt":0.6066563083782814,"score_spread":0.05626268380838095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2005828999","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002394125,0.9965197,0.00014092204,0.00023158705,0.000053649102,0.00014205427,0.00026447792,0.000004086497,0.00024942838],"genre_scores_gemma":[0.020092262,0.978207,0.0006858338,0.00026483493,0.00003618054,0.0003587384,0.00022668373,0.000004014501,0.00012451345],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.98909944,0.0037348387,0.004216755,0.0007858437,0.0018707804,0.00029223124],"domain_scores_gemma":[0.95942545,0.029412318,0.00629802,0.00061317073,0.0037953462,0.00045572608],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012880257,0.0011934721,0.005064922,0.015492902,0.0008378269,0.0024406745,0.0012678227,0.0016221505,0.002416974],"category_scores_gemma":[0.04564195,0.0010392284,0.004873176,0.01740715,0.001086037,0.002560312,0.0016564243,0.0009725198,0.00031037073],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017041904,0.000038420956,0.003342613,0.8993645,0.0067861723,0.00019937671,0.000988328,0.00008897133,0.00023150435,0.00037496875,0.0014651003,0.08694978],"study_design_scores_gemma":[0.00013743344,0.00025626287,0.019459318,0.9009523,0.046464298,0.00066360773,0.0018271749,0.00006325855,0.0003459989,0.00040637277,0.029365584,0.000058379577],"about_ca_topic_score_codex":0.01004808,"about_ca_topic_score_gemma":0.036976714,"teacher_disagreement_score":0.015492902,"about_ca_system_score_codex":0.003664976,"about_ca_system_score_gemma":0.017351534,"threshold_uncertainty_score":0.068118095},"labels":[],"label_agreement":null},{"id":"W2006308975","doi":"10.3138/cmlr.67.3.323","title":"Three Francophone Teachers’ Use of Language-Based Activities in Science Classrooms","year":2011,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Copying; French; Reading (process); Mathematics education; Literacy; Pedagogy; Psychology; Language acquisition; Computer science; Linguistics; Political science","score_opus":0.06464537672513312,"score_gpt":0.30463854434981386,"score_spread":0.23999316762468073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2006308975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988368,0.00008207474,0.00003665827,0.000066445544,0.0000044555923,0.000019985611,0.000016581773,0.0000027305566,0.00093430333],"genre_scores_gemma":[0.9950656,0.00019419607,0.0003184367,0.000087396314,0.0000028568365,0.000042989737,0.000037278245,0.000004310076,0.0042468514],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983004,0.00045539698,0.0001139149,0.00031703472,0.0002552392,0.0005581134],"domain_scores_gemma":[0.99552566,0.0011655783,0.0007599355,0.00021060163,0.001161022,0.0011772659],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022907255,0.0006131074,0.0005193034,0.0011568563,0.008776424,0.0025058875,0.0008798397,0.0012191967,0.0024445679],"category_scores_gemma":[0.004043904,0.00039040396,0.00031586873,0.0008249136,0.0023629304,0.0006589728,0.0022329192,0.0009925946,0.0003956727],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031320963,0.00045958883,0.13640976,0.0001555371,0.0000108037275,0.0044648526,0.8113654,0.000056958226,0.007437813,0.00032936517,0.00071501604,0.03828167],"study_design_scores_gemma":[0.00003026241,0.0011793689,0.31424582,0.00021176622,0.000031351792,0.0019045917,0.65693164,0.00019439528,0.0027038471,0.00009945978,0.022360766,0.00010667749],"about_ca_topic_score_codex":0.24566118,"about_ca_topic_score_gemma":0.51869667,"teacher_disagreement_score":0.24566118,"about_ca_system_score_codex":0.007295294,"about_ca_system_score_gemma":0.0055359416,"threshold_uncertainty_score":0.48846257},"labels":[],"label_agreement":null},{"id":"W2009626789","doi":"10.1007/s11165-010-9203-4","title":"Does Classroom Explicitation of Initial Conceptions Favour Conceptual Change or is it Counter-Productive?","year":2011,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Conceptual change; Context (archaeology); Science education; Psychology; Mathematics education; Geography","score_opus":0.6666045586261836,"score_gpt":0.6064984600029567,"score_spread":0.06010609862322691,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2009626789","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9233943,0.000692681,0.009393109,0.011392559,0.0003282354,0.00009788674,0.00008941721,0.00015100346,0.054460753],"genre_scores_gemma":[0.9947383,0.00025500118,0.0027592366,0.00056640187,0.000034175868,0.000047275138,0.000052406365,0.00006947133,0.0014777913],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9677576,0.014382078,0.0015285257,0.0038921447,0.010229435,0.0022101807],"domain_scores_gemma":[0.7676469,0.16142003,0.027661137,0.018149352,0.018976383,0.006146248],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029708803,0.00037284396,0.00089598226,0.0014788947,0.0015005255,0.009685668,0.0023047228,0.00329027,0.01262398],"category_scores_gemma":[0.1905423,0.0009573208,0.00055779953,0.0017254509,0.0073904037,0.0099886935,0.0055978317,0.004859359,0.0014807965],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027297896,0.0029826418,0.23778625,0.00329811,0.00052646204,0.0010304727,0.25081384,0.00084429234,0.035747755,0.23060746,0.005710238,0.2279227],"study_design_scores_gemma":[0.0011624946,0.0019106291,0.31389427,0.002508698,0.0010292332,0.001476141,0.27976906,0.006677207,0.056436785,0.23785102,0.09693699,0.00034747753],"about_ca_topic_score_codex":0.002543665,"about_ca_topic_score_gemma":0.0026620114,"teacher_disagreement_score":0.029708803,"about_ca_system_score_codex":0.0025507584,"about_ca_system_score_gemma":0.0073868334,"threshold_uncertainty_score":0.15711707},"labels":[],"label_agreement":null},{"id":"W2010055533","doi":"10.1080/14926150109556481","title":"STS in a time of economic change: What's love got to do with it?<sup>1</sup>","year":2001,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Variety (cybernetics); Context (archaeology); Science education; Public relations; Sociology; Engineering ethics; Pedagogy; Political science; Engineering; Computer science","score_opus":0.03278660419248251,"score_gpt":0.3344194054511045,"score_spread":0.30163280125862196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010055533","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0804514,0.0058945385,0.0007348104,0.7800273,0.010993203,0.000017690176,0.00019675538,0.000046365567,0.12163797],"genre_scores_gemma":[0.8436335,0.009061972,0.00042432544,0.06414692,0.0046153287,0.0000523643,0.00023170719,0.00018774207,0.077646196],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99528366,0.0019714367,0.00015148974,0.00022398277,0.00079488877,0.00157453],"domain_scores_gemma":[0.9907432,0.0018633557,0.00070881896,0.00031860993,0.0016233657,0.0047425567],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0050897393,0.00032170326,0.0005710182,0.0011375422,0.00965815,0.01772028,0.0013708737,0.00601883,0.031118516],"category_scores_gemma":[0.015339896,0.00022755135,0.00046078948,0.0030951116,0.017055362,0.011510428,0.005879229,0.010733866,0.004923118],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002825275,0.00020088015,0.024562294,0.00035215545,0.00004952323,0.002284878,0.2371254,0.00025392324,0.00037077343,0.29181132,0.34370452,0.09900181],"study_design_scores_gemma":[0.000019515839,0.00005697099,0.014680312,0.00051728677,0.000028502793,0.00054295344,0.42166382,0.000086428365,0.00018227153,0.029029926,0.53314567,0.000046344616],"about_ca_topic_score_codex":0.041369796,"about_ca_topic_score_gemma":0.07331578,"teacher_disagreement_score":0.99034184,"about_ca_system_score_codex":0.010540498,"about_ca_system_score_gemma":0.013520608,"threshold_uncertainty_score":0.10410178},"labels":[],"label_agreement":null},{"id":"W2010127269","doi":"10.1080/15330150903133678","title":"Helping Young Students to Better Pose an Environmental Problem","year":2009,"lang":"en","type":"article","venue":"Applied Environmental Education & Communication","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Representation (politics); Environmental education; Mathematics education; Computer science; Psychology; Problem-based learning; Management science; Pedagogy; Engineering; Political science","score_opus":0.02146757892617221,"score_gpt":0.354391850267425,"score_spread":0.3329242713412528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010127269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9866759,0.0003123296,0.0022101037,0.0009224841,0.000048476733,0.0002077249,0.000079924015,0.00015123567,0.009391852],"genre_scores_gemma":[0.95936346,0.001145169,0.016901944,0.0007337873,0.000020045201,0.00024623933,0.00023871344,0.000033965847,0.021316653],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996119,0.00007918567,0.000032709417,0.00004935697,0.00007088139,0.00015599314],"domain_scores_gemma":[0.9977551,0.00043904,0.00045465046,0.0001121746,0.00041143282,0.00082764094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013290226,0.000620671,0.00045596086,0.0009655701,0.0011196448,0.003661083,0.00071286946,0.0018812562,0.0063820584],"category_scores_gemma":[0.004895268,0.00043775735,0.0007215999,0.00034893892,0.00083659997,0.0013769823,0.001810872,0.0017088116,0.002408489],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003944464,0.009835549,0.32348895,0.001313054,0.00009195071,0.0079832245,0.24532971,0.0020719753,0.043455936,0.008452192,0.030311186,0.32727188],"study_design_scores_gemma":[0.00032968548,0.0070045004,0.2411072,0.0013206588,0.00033629892,0.0056334436,0.3328883,0.005835785,0.027523411,0.019284973,0.35833937,0.0003963889],"about_ca_topic_score_codex":0.0035049985,"about_ca_topic_score_gemma":0.006736131,"teacher_disagreement_score":0.0063820584,"about_ca_system_score_codex":0.00058956805,"about_ca_system_score_gemma":0.00137576,"threshold_uncertainty_score":0.021350086},"labels":[],"label_agreement":null},{"id":"W2010458487","doi":"10.1038/nphys2988","title":"Two steps forward, one step back","year":2014,"lang":"en","type":"article","venue":"Nature Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"John Abbott College","funders":"","keywords":"Physics; Variety (cybernetics); Path (computing); Theoretical physics; Engineering physics; Mathematics education; Epistemology; Psychology; Artificial intelligence; Computer science; Philosophy; Programming language","score_opus":0.03980639058081325,"score_gpt":0.3894394390084311,"score_spread":0.34963304842761783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010458487","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0055348813,0.017339215,0.019103047,0.87352014,0.029469844,0.00018555962,0.00036165433,0.0004753385,0.054010347],"genre_scores_gemma":[0.2763678,0.0307527,0.10406096,0.4270606,0.010494518,0.0006029288,0.00057613483,0.00087484135,0.14920951],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99122846,0.0030169927,0.0005309983,0.0009943347,0.0030187424,0.0012104954],"domain_scores_gemma":[0.97552127,0.00720338,0.0008333823,0.0026374876,0.008656199,0.005148254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013107084,0.0016848592,0.0015165862,0.0025679865,0.006749419,0.013180934,0.0029183782,0.0135289095,0.03438998],"category_scores_gemma":[0.023623534,0.0008643043,0.0014938825,0.0012030143,0.011998444,0.022558618,0.010935028,0.024055406,0.01678017],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054719223,0.00077570294,0.0018660765,0.0022915755,0.00021692735,0.00043518323,0.0035766454,0.00049550197,0.0022349737,0.6545416,0.18250325,0.15051538],"study_design_scores_gemma":[0.00021610185,0.0004716107,0.0030378732,0.00345504,0.00011877228,0.00047421278,0.010318394,0.0008092424,0.002418093,0.45556587,0.52291995,0.00019478847],"about_ca_topic_score_codex":0.012350859,"about_ca_topic_score_gemma":0.014196497,"teacher_disagreement_score":0.03438998,"about_ca_system_score_codex":0.0068201683,"about_ca_system_score_gemma":0.021233886,"threshold_uncertainty_score":0.115045905},"labels":[],"label_agreement":null},{"id":"W2011276392","doi":"10.1080/08957347.2011.607061","title":"An Experimental Test of Student Verbal Reports and Teacher Evaluations as a Source of Validity Evidence for Test Development","year":2011,"lang":"en","type":"article","venue":"Applied Measurement in Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Test (biology); Psychology; CLARITY; Test validity; Set (abstract data type); Association (psychology); Standards for Educational and Psychological Testing; Mathematics education; Content validity; Applied psychology; Social psychology; Psychometrics; Computer science; Higher education; Clinical psychology; Education theory","score_opus":0.4437717804134738,"score_gpt":0.4947924416640539,"score_spread":0.05102066125058008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011276392","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8572423,0.00084987166,0.06876655,0.0006781085,0.0010974603,0.02138679,0.0025697944,0.0008276808,0.046581466],"genre_scores_gemma":[0.81985646,0.00057160546,0.11203695,0.0009787478,0.00043689425,0.0569895,0.0027362406,0.00027584127,0.006117909],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.90987104,0.053131085,0.009758758,0.008578184,0.017486192,0.0011747578],"domain_scores_gemma":[0.4834188,0.43686458,0.032482844,0.025491698,0.019977378,0.0017647444],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05463069,0.0015764581,0.0018199864,0.004031057,0.0014566836,0.0028250553,0.0019097378,0.0019949803,0.006396119],"category_scores_gemma":[0.24144053,0.0011209704,0.002087398,0.0034865045,0.0034225266,0.0047122375,0.0037036778,0.0028870378,0.0018163526],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.032128945,0.037759915,0.37972298,0.003876914,0.005478818,0.0004929427,0.022883456,0.0034632543,0.028545659,0.021280441,0.013545561,0.45082107],"study_design_scores_gemma":[0.009744899,0.09015408,0.7873656,0.0012493201,0.0018974277,0.001255752,0.007236168,0.024299309,0.029245153,0.013057413,0.033894636,0.0006002625],"about_ca_topic_score_codex":0.0006247304,"about_ca_topic_score_gemma":0.000884552,"teacher_disagreement_score":0.05463069,"about_ca_system_score_codex":0.001234445,"about_ca_system_score_gemma":0.0015109077,"threshold_uncertainty_score":0.28891814},"labels":[],"label_agreement":null},{"id":"W2011330129","doi":"10.1119/1.3517019","title":"Exploring the Solar System with a Human Orrery","year":2010,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Planet; Solar System; Observatory; Motion (physics); Perspective (graphical); Astronomy; Scale (ratio); Astrobiology; Physics; Mathematics education; Computer science; Artificial intelligence; Psychology","score_opus":0.22399118520468847,"score_gpt":0.37315317929762565,"score_spread":0.14916199409293718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011330129","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28373778,0.004332253,0.23484732,0.022741308,0.0015862931,0.0012545703,0.00033938247,0.0041237115,0.44703728],"genre_scores_gemma":[0.67528266,0.0036455907,0.22417125,0.0074591264,0.00053684175,0.0010113105,0.00038260643,0.00055489753,0.08695568],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976169,0.0014290233,0.00003710293,0.000413269,0.00030153326,0.00020226867],"domain_scores_gemma":[0.9986657,0.00051739626,0.00005691201,0.00023362291,0.00007981685,0.00044657185],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018540139,0.0010567547,0.00047337124,0.00079159037,0.0028711723,0.0047248206,0.0016499292,0.0017196096,0.023720523],"category_scores_gemma":[0.0030716266,0.0003076533,0.0007235232,0.00030692265,0.0059347814,0.0025512811,0.0068183113,0.0019134863,0.0033446646],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003264446,0.0033860176,0.0119088255,0.0015882421,0.00006362609,0.0015582552,0.18627845,0.0073003555,0.04486645,0.12665072,0.13995442,0.47611818],"study_design_scores_gemma":[0.00009608829,0.0007182888,0.0024318153,0.00033491984,0.000023876877,0.0009718179,0.022728046,0.003737778,0.0037660683,0.043634728,0.9214779,0.000078655525],"about_ca_topic_score_codex":0.0009563267,"about_ca_topic_score_gemma":0.0026675137,"teacher_disagreement_score":0.023720523,"about_ca_system_score_codex":0.0009987188,"about_ca_system_score_gemma":0.0016259839,"threshold_uncertainty_score":0.079353094},"labels":[],"label_agreement":null},{"id":"W2011358311","doi":"10.3138/jvme.31.1.1","title":"Mental Models and Meaningful Learning","year":2004,"lang":"en","type":"article","venue":"Journal of Veterinary Medical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Meaningful learning; Active learning (machine learning); Computer science; Mental model; Test (biology); Experiential learning; Synchronous learning; Learning sciences; Mathematics education; Psychology; Artificial intelligence; Teaching method; Cognitive science; Cooperative learning","score_opus":0.16571850508409594,"score_gpt":0.47565532078586875,"score_spread":0.3099368157017728,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011358311","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08153855,0.024864243,0.17707038,0.0837721,0.0009851845,0.00026827777,0.000324709,0.00036215238,0.6308144],"genre_scores_gemma":[0.95693666,0.005160508,0.024558116,0.002570028,0.00033360254,0.00028733254,0.00020211258,0.000057718713,0.009894022],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9952678,0.0030688518,0.00015422168,0.0004952869,0.0006455614,0.0003682724],"domain_scores_gemma":[0.99143326,0.0054580434,0.0007492574,0.0009106639,0.00066777907,0.0007809947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045791077,0.00077003957,0.0004892029,0.0018736181,0.002019876,0.007153212,0.0012579635,0.0027082323,0.00611723],"category_scores_gemma":[0.013618595,0.00027125157,0.0008444275,0.0009299138,0.023018116,0.008858334,0.00468258,0.0042060306,0.000802217],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012543613,0.000028109183,0.0003664633,0.000056334055,0.000011912557,0.000046120407,0.0039290343,0.0005462154,0.00006810229,0.98352414,0.0018382402,0.009572858],"study_design_scores_gemma":[0.00000928783,0.000010947129,0.00025096463,0.000046131398,0.000004018887,0.0000645535,0.0006869977,0.0005009045,0.000060433464,0.9882288,0.010127372,0.0000096523645],"about_ca_topic_score_codex":0.00257607,"about_ca_topic_score_gemma":0.0013209363,"teacher_disagreement_score":0.007153212,"about_ca_system_score_codex":0.0038427026,"about_ca_system_score_gemma":0.002397626,"threshold_uncertainty_score":0.027880847},"labels":[],"label_agreement":null},{"id":"W2011498238","doi":"10.1080/14926150802152152","title":"A Study of Teachers’ Perspectives About Using Multimodal Representations of Concepts to Enhance Science Learning","year":2008,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Diversity (politics); Focus (optics); Value (mathematics); Learning sciences; Modal; Key (lock); Variation (astronomy); Science learning; Science education; Computer science; Pedagogy; Psychology; Sociology; Experiential learning","score_opus":0.05532334575494945,"score_gpt":0.44654428014874187,"score_spread":0.3912209343937924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2011498238","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99221426,0.00019898108,0.0012127911,0.0010228067,0.000040729086,0.00004947517,0.000024332463,0.0000130634135,0.005223647],"genre_scores_gemma":[0.99531907,0.0003042372,0.00061115535,0.00029107946,0.000014942795,0.00005809321,0.00001844107,0.0000205436,0.0033624035],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99439126,0.003578647,0.00018460506,0.00044506264,0.00084277656,0.0005576345],"domain_scores_gemma":[0.9516026,0.03852991,0.0031653463,0.0008008654,0.0034495569,0.0024517188],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0072074435,0.00043180457,0.00055897044,0.0014945086,0.0055771214,0.005232022,0.0010618385,0.0022974473,0.0036162299],"category_scores_gemma":[0.03875986,0.0007687097,0.00049245567,0.0007700132,0.00431817,0.004264072,0.0032610511,0.00582882,0.0004419273],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007397421,0.00017478739,0.0074965786,0.00007995652,0.000005797336,0.0006105186,0.98429006,0.000028157165,0.0024101504,0.00051712285,0.0003298394,0.003983043],"study_design_scores_gemma":[0.000025754201,0.00022354553,0.0075614927,0.00010398064,0.000014508197,0.00046228716,0.97793204,0.00016486892,0.0012656217,0.00023749279,0.011982637,0.000025773068],"about_ca_topic_score_codex":0.0067635244,"about_ca_topic_score_gemma":0.011547907,"teacher_disagreement_score":0.0072074435,"about_ca_system_score_codex":0.0025836073,"about_ca_system_score_gemma":0.00226535,"threshold_uncertainty_score":0.03811705},"labels":[],"label_agreement":null},{"id":"W2015902200","doi":"10.1080/01411920123822","title":"‘Enculturation’: Acquisition of conceptual blind spots and epistemological prejudices","year":2001,"lang":"en","type":"article","venue":"British Educational Research Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"University of Victoria","keywords":"Enculturation; Indoctrination; Ideology; Epistemology; Introspection; Slogan; Science education; Sociology; Discipline; Animism; Nature of Science; French horn; Mathematics education; Pedagogy; Psychology; Social science; Politics; Philosophy; Anthropology","score_opus":0.29174630001792545,"score_gpt":0.5096820934738424,"score_spread":0.21793579345591696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015902200","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95983386,0.00033620742,0.0038301244,0.0035348078,0.000052504838,0.000017455282,0.0000046987334,0.000040938412,0.032349423],"genre_scores_gemma":[0.99882776,0.000043468906,0.0003240967,0.00015906939,0.0000060409416,0.000005539569,0.000002908993,0.000010029563,0.0006210441],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.97623944,0.017238887,0.0007301315,0.0012263705,0.0031820976,0.0013830636],"domain_scores_gemma":[0.92955714,0.036473386,0.012142523,0.011312854,0.008191741,0.0023223327],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02113386,0.00033363674,0.00045079167,0.0019974075,0.005625758,0.008356841,0.0015073308,0.0020649876,0.004248799],"category_scores_gemma":[0.07211908,0.0005353856,0.00026858243,0.0011462216,0.024048012,0.0076848688,0.01196816,0.0049475115,0.00035555722],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011404694,0.0001559106,0.022997562,0.00006877724,0.000022709479,0.0007973351,0.8652447,0.0000832642,0.0019767687,0.074920245,0.0008716475,0.032746922],"study_design_scores_gemma":[0.000045139706,0.00022628861,0.048075855,0.00041155942,0.00004502856,0.0024304087,0.7902255,0.0012049171,0.004976378,0.11369965,0.03855593,0.00010338574],"about_ca_topic_score_codex":0.0020021019,"about_ca_topic_score_gemma":0.0018336568,"teacher_disagreement_score":0.02113386,"about_ca_system_score_codex":0.0020805665,"about_ca_system_score_gemma":0.0019955006,"threshold_uncertainty_score":0.11176783},"labels":[],"label_agreement":null},{"id":"W2016021254","doi":"10.1016/j.tine.2015.03.001","title":"Is inhibition involved in overcoming a common physics misconception in mechanics?","year":2015,"lang":"en","type":"article","venue":"Trends in Neuroscience and Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":106,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Dorsolateral prefrontal cortex; Cognition; Psychology; Prefrontal cortex; Conceptual change; Neuroscience; Cognitive psychology; Cognitive science; Mathematics education","score_opus":0.2047661157043843,"score_gpt":0.4410526677824473,"score_spread":0.23628655207806298,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2016021254","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83139336,0.0014066523,0.057569105,0.010296629,0.00092177565,0.00012664036,0.00025392298,0.00064467906,0.097387195],"genre_scores_gemma":[0.98828995,0.00031518444,0.005569515,0.0009284717,0.00009383112,0.000039740415,0.00010454001,0.00010165913,0.004557291],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9978527,0.0006057764,0.00009856103,0.00037849386,0.0007439313,0.00032054327],"domain_scores_gemma":[0.98505694,0.00782282,0.0028290998,0.0016221205,0.001689936,0.0009791523],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023490742,0.00046709448,0.00045862494,0.000781391,0.00085220364,0.002784147,0.0017057606,0.0018216089,0.005392539],"category_scores_gemma":[0.021911643,0.00048628668,0.0005398536,0.00038393377,0.00253167,0.0027943435,0.0017679359,0.002277076,0.0010747295],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0033619185,0.0019088716,0.14084066,0.0014931295,0.00086060667,0.0031145148,0.031549703,0.0050862622,0.29349765,0.19036847,0.012589493,0.31532872],"study_design_scores_gemma":[0.00052113546,0.0017781255,0.28630418,0.0010062802,0.001081557,0.0050813337,0.015165793,0.052872237,0.14158407,0.42558658,0.068520874,0.00049782963],"about_ca_topic_score_codex":0.002225692,"about_ca_topic_score_gemma":0.0016465058,"teacher_disagreement_score":0.005392539,"about_ca_system_score_codex":0.00071172667,"about_ca_system_score_gemma":0.0016300495,"threshold_uncertainty_score":0.018039882},"labels":[],"label_agreement":null},{"id":"W2017026818","doi":"10.1007/s10972-013-9348-x","title":"Writing Like a Scientist: Exploring Elementary Teachers’ Understandings and Practices of Writing in Science","year":2013,"lang":"en","type":"article","venue":"Journal of Science Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Mathematics education; Science education; Creativity; Presentation (obstetrics); Curriculum; Nature of Science; Pedagogy; Scientific writing; Psychology; Literature","score_opus":0.1638617789912262,"score_gpt":0.45693630213626124,"score_spread":0.293074523145035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2017026818","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9765753,0.0005706363,0.010845253,0.0020416707,0.000044329685,0.00013775175,0.00004345287,0.000049135404,0.009692398],"genre_scores_gemma":[0.9934676,0.0004050238,0.0025889173,0.00028628088,0.000011383313,0.00011577586,0.000025198135,0.000043995515,0.0030558447],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98357993,0.0112206815,0.00078338996,0.0011023757,0.002193508,0.0011200705],"domain_scores_gemma":[0.93934065,0.050323915,0.0032734137,0.0018552184,0.003121155,0.0020855737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019876743,0.00052798114,0.0012564571,0.0024450796,0.0074026356,0.0069537163,0.0020825227,0.0021496436,0.0019215132],"category_scores_gemma":[0.046660475,0.0010447875,0.0004846497,0.0016514709,0.0138729345,0.007407444,0.00516481,0.004741004,0.0004953811],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011784759,0.000029053126,0.0018214546,0.000057946734,0.0000021746807,0.00029522512,0.9939824,0.000029885856,0.0006533304,0.0007399957,0.00009755268,0.0022791538],"study_design_scores_gemma":[0.0000113832875,0.00006247269,0.0018337552,0.00019511633,0.000007521031,0.00048981654,0.9827305,0.00017129807,0.0008160569,0.0010477225,0.012614957,0.000019380916],"about_ca_topic_score_codex":0.004481376,"about_ca_topic_score_gemma":0.0057454444,"teacher_disagreement_score":0.019876743,"about_ca_system_score_codex":0.004308788,"about_ca_system_score_gemma":0.006279128,"threshold_uncertainty_score":0.10511953},"labels":[],"label_agreement":null},{"id":"W2018277211","doi":"10.1002/tea.10030","title":"Structural characteristics of university engineering students' conceptions of energy*","year":2002,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of Prince Edward Island","funders":"","keywords":"Paragraph; Mathematics education; Energy (signal processing); Curriculum; Psychology; Science education; Pedagogy; Mathematics; Computer science","score_opus":0.1868312501713779,"score_gpt":0.4896802766956428,"score_spread":0.30284902652426493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2018277211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9948214,0.00006529487,0.0024580264,0.00016596515,0.0000044947205,0.00001738692,0.000025163625,0.000013325127,0.0024288616],"genre_scores_gemma":[0.99912685,0.000038783797,0.00040961217,0.000014248821,0.0000014958598,0.000015653804,0.000029501134,0.000004227283,0.0003595851],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9963517,0.0018954342,0.00028280253,0.00024735968,0.0009880404,0.00023461302],"domain_scores_gemma":[0.97528154,0.015928619,0.0039273994,0.0011544909,0.0026450765,0.0010628814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004594444,0.00024484668,0.00031324234,0.002291244,0.00086549966,0.004379198,0.00064412743,0.0007351608,0.0020135639],"category_scores_gemma":[0.026806066,0.00030593842,0.00035623054,0.0012556291,0.0026785159,0.0019203585,0.0021603978,0.0013247739,0.00021872368],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025133355,0.00023045919,0.22587202,0.0002877957,0.00006855662,0.00051343924,0.7002063,0.0011465871,0.011363306,0.018986767,0.0006366949,0.040436737],"study_design_scores_gemma":[0.00005541408,0.000502425,0.19479199,0.0003540418,0.000060102386,0.001200926,0.750856,0.005876,0.005822907,0.02053557,0.019764446,0.00018026943],"about_ca_topic_score_codex":0.0006097665,"about_ca_topic_score_gemma":0.0005293246,"teacher_disagreement_score":0.004594444,"about_ca_system_score_codex":0.0011488304,"about_ca_system_score_gemma":0.00083672197,"threshold_uncertainty_score":0.024298012},"labels":[],"label_agreement":null},{"id":"W2019726385","doi":"10.5539/ies.v8n3p35","title":"Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement","year":2015,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":77,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Physics education; Physics; Mathematics","score_opus":0.2596009634935089,"score_gpt":0.4867773910062586,"score_spread":0.2271764275127497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2019726385","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973821,0.000053963508,0.00010843041,0.000048485912,0.000004914124,0.0000060820907,0.000021171567,0.0000022491633,0.0023725396],"genre_scores_gemma":[0.9987721,0.000069438516,0.00009386531,0.000023286177,0.00000453209,0.0000050177905,0.00003919211,0.0000010386702,0.0009914895],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993542,0.000114751245,0.000044309116,0.0000793108,0.00030165704,0.00010573861],"domain_scores_gemma":[0.99662113,0.0006847236,0.0015399863,0.00009414119,0.00041867612,0.0006413342],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006827657,0.0001789585,0.00019321169,0.0005413572,0.00031011162,0.0008523055,0.00017803366,0.00033274986,0.0046359454],"category_scores_gemma":[0.0024558546,0.000104968734,0.00033614828,0.00040242326,0.0002895744,0.00027539278,0.00043254942,0.0005564454,0.00059060036],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005846911,0.000404895,0.98764986,0.000045617675,0.000040439852,0.00014637527,0.0012162761,0.00008389975,0.0020217625,0.00018993234,0.00011550032,0.008027062],"study_design_scores_gemma":[0.0000022075337,0.00018697791,0.99788636,0.000010103535,0.000012413464,0.00011981968,0.00090352265,0.00012256629,0.00024197108,0.00008741959,0.0004221552,0.000004460153],"about_ca_topic_score_codex":0.001019993,"about_ca_topic_score_gemma":0.0015290218,"teacher_disagreement_score":0.0046359454,"about_ca_system_score_codex":0.00016732742,"about_ca_system_score_gemma":0.0002748771,"threshold_uncertainty_score":0.015508831},"labels":[],"label_agreement":null},{"id":"W2021340857","doi":"10.1007/s11165-010-9185-2","title":"Fostering Teacher Development to a Tetrahedral Orientation in the Teaching of Chemistry","year":2010,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Curriculum; Mathematics education; Chemistry education; Science education; Chemistry; Orientation (vector space); Tetrahedron; Professional development; Teaching method; Faculty development; Curriculum development; Pedagogy; Psychology; Mathematics; Geometry","score_opus":0.2726327339294699,"score_gpt":0.5816854215442862,"score_spread":0.30905268761481625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2021340857","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79232347,0.00033724727,0.066611476,0.009646566,0.00028105412,0.0002641619,0.000027416636,0.00045580536,0.13005279],"genre_scores_gemma":[0.9309435,0.00036174955,0.054368276,0.0006046333,0.00001821356,0.00014363806,0.00003570701,0.00010379858,0.013420416],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99865484,0.0008025755,0.000031912954,0.00013648508,0.0002474298,0.00012673684],"domain_scores_gemma":[0.9969638,0.0008954883,0.00041143678,0.00028947863,0.0005853906,0.0008543489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013388806,0.00015764537,0.00011014039,0.00035557844,0.001388571,0.001965622,0.0005904166,0.0005341898,0.002752479],"category_scores_gemma":[0.0059674066,0.00015880012,0.0001888412,0.00021819357,0.0013952524,0.0006640608,0.0030833741,0.0016041732,0.00067101914],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036229764,0.0043109525,0.030034885,0.0007445067,0.000029558634,0.00070227,0.08629433,0.0040998496,0.06557273,0.15349129,0.022761256,0.631596],"study_design_scores_gemma":[0.00037420253,0.0017759786,0.07202025,0.0013549869,0.000122585,0.001601175,0.096884474,0.012820738,0.080441356,0.14793625,0.58454305,0.00012501291],"about_ca_topic_score_codex":0.002201379,"about_ca_topic_score_gemma":0.007010185,"teacher_disagreement_score":0.002752479,"about_ca_system_score_codex":0.0015253192,"about_ca_system_score_gemma":0.006182349,"threshold_uncertainty_score":0.011066973},"labels":[],"label_agreement":null},{"id":"W202251626","doi":"10.1007/978-94-6091-506-2_2","title":"Foundations of Scientific, Mathematical, and Technological Literacies—Common Themes and Theoretical Frameworks","year":2011,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Numeracy; Scientific literacy; Literacy; Mathematics education; Science education; Indigenous; Foundation (evidence); Science, technology, society and environment education; Engineering ethics; Sociology; Pedagogy; Political science; Engineering; Psychology","score_opus":0.05689276685297429,"score_gpt":0.3354115038836045,"score_spread":0.27851873703063024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W202251626","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03656559,0.039263804,0.069035955,0.040725533,0.00045381385,0.00017103847,0.00012973805,0.00013135903,0.8135233],"genre_scores_gemma":[0.9160475,0.017893255,0.03126213,0.0017778892,0.00039332727,0.00055484485,0.00013587454,0.00008134628,0.03185386],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9975605,0.0014172331,0.00011038754,0.00021437052,0.00048611854,0.00021140276],"domain_scores_gemma":[0.99533904,0.003367016,0.00027320327,0.00029040317,0.00042528237,0.0003050274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004127442,0.00057314226,0.00051532977,0.0044995975,0.003049451,0.011331263,0.0015780313,0.0023296159,0.0035315494],"category_scores_gemma":[0.0041322783,0.00044843205,0.00038481044,0.004041247,0.043601654,0.012228505,0.006301175,0.0052586817,0.00047632493],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000012791322,0.0000063772422,0.00011434399,0.00003506156,9.576055e-7,0.000022450571,0.0045838226,0.000075410455,0.000024005914,0.9897226,0.00053532113,0.004878354],"study_design_scores_gemma":[0.0000032615462,0.0000057760235,0.00048314017,0.0002961803,0.0000017812209,0.00006437505,0.00562942,0.0004918503,0.00006663018,0.9630978,0.029853433,0.0000063751486],"about_ca_topic_score_codex":0.0050568376,"about_ca_topic_score_gemma":0.0038816417,"teacher_disagreement_score":0.011331263,"about_ca_system_score_codex":0.0072099203,"about_ca_system_score_gemma":0.005891817,"threshold_uncertainty_score":0.052311897},"labels":[],"label_agreement":null},{"id":"W2022800027","doi":"10.1007/s11191-014-9711-0","title":"Romanticism and Romantic Science: Their Contribution to Science Education","year":2014,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":52,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Wonder; Romanticism; Value (mathematics); Science education; Science, technology, society and environment education; Philosophy of science; Epistemology; Sociology; Aesthetics; Philosophy; Literature; Art; Pedagogy; Computer science","score_opus":0.020928250901682953,"score_gpt":0.3932569173539432,"score_spread":0.37232866645226026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2022800027","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25182146,0.0030760786,0.003518546,0.007263784,0.00033225495,0.000030410454,0.00002650629,0.0000257007,0.73390526],"genre_scores_gemma":[0.99198395,0.0005244157,0.00046262975,0.00020633607,0.000085140266,0.000015388303,0.000008556994,0.000014184834,0.006699276],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9966042,0.002346536,0.000055003384,0.0002005716,0.00046147677,0.00033227485],"domain_scores_gemma":[0.98997176,0.0058071413,0.0010351726,0.00065915164,0.00085626135,0.0016704065],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0027466905,0.00029596192,0.00043954054,0.0017819784,0.0043274406,0.009479765,0.00095034007,0.001361721,0.015300159],"category_scores_gemma":[0.010937107,0.00024597146,0.00028068371,0.0016600016,0.021199292,0.0031568997,0.004355613,0.0037470649,0.0007091434],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006548099,0.0002055545,0.007399885,0.00005673526,0.000012098427,0.0002501788,0.028756132,0.0001452582,0.0001376366,0.93526024,0.0013425965,0.026368162],"study_design_scores_gemma":[0.0001038318,0.00012842516,0.020992432,0.00017333851,0.000036685422,0.0010174629,0.053398352,0.0013816779,0.0003893721,0.83919746,0.08312518,0.00005560976],"about_ca_topic_score_codex":0.0010707522,"about_ca_topic_score_gemma":0.0017307369,"teacher_disagreement_score":0.9956726,"about_ca_system_score_codex":0.0014818606,"about_ca_system_score_gemma":0.0027599523,"threshold_uncertainty_score":0.051184118},"labels":[],"label_agreement":null},{"id":"W2024193625","doi":"10.1080/14926156.2012.679997","title":"Including Students’ Voices as Engagement With Curriculum: Perspectives From a Secondary Biology Course","year":2012,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Utdannings- og forskningsdepartementet; Turun Yliopisto; Norges Forskningsråd; Universitetet i Oslo; European Science Education Research Association; United Nations Educational, Scientific and Cultural Organization; United Nations Development Programme; American Educational Research Association","keywords":"Curriculum; Variety (cybernetics); Class (philosophy); Mathematics education; Test (biology); Psychology; Pedagogy; Computer science; Biology","score_opus":0.03606800932120728,"score_gpt":0.3974895998192275,"score_spread":0.3614215904980202,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2024193625","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9208195,0.0006296761,0.00069076044,0.04402187,0.001137488,0.000059393064,0.00008049257,0.000033077147,0.03252782],"genre_scores_gemma":[0.9816797,0.0003807902,0.00021188772,0.007442589,0.00022513853,0.00003818049,0.000033442386,0.00007900408,0.009909304],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9818741,0.008922096,0.00029996238,0.0010948154,0.0021180774,0.005690886],"domain_scores_gemma":[0.9677563,0.010609385,0.0023026,0.00057303096,0.0031771972,0.015581628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014050152,0.0008947375,0.0011128596,0.002295425,0.051992893,0.03371287,0.004601292,0.011126157,0.0083289305],"category_scores_gemma":[0.026968343,0.0009411102,0.00092889054,0.0018652449,0.021591436,0.010536381,0.028377691,0.024372105,0.0013051996],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002792257,0.000103370636,0.002871746,0.000025240402,0.000006882026,0.00062326674,0.9894014,0.000018138122,0.00039955394,0.002199329,0.0019285711,0.002394584],"study_design_scores_gemma":[0.000005867193,0.000029524212,0.0012883384,0.000043338718,0.0000050886756,0.00011798337,0.9832569,0.000020947844,0.00013973829,0.0003425607,0.014732959,0.000016670872],"about_ca_topic_score_codex":0.046926845,"about_ca_topic_score_gemma":0.09074868,"teacher_disagreement_score":0.051992893,"about_ca_system_score_codex":0.011664609,"about_ca_system_score_gemma":0.01509563,"threshold_uncertainty_score":0.093307436},"labels":[],"label_agreement":null},{"id":"W2024880150","doi":"10.1007/s11165-007-9076-3","title":"Personalizing and Contextualizing Multimedia Case Methods in University-based Teacher Education: An Important Modification for Promoting Technological Design in School Science","year":2007,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Office of International Science and Engineering","keywords":"Contextualization; Context (archaeology); Personalization; Mathematics education; Science education; Teaching method; Computer science; Bridge (graph theory); Multimedia; Pedagogy; Psychology; Medicine; World Wide Web","score_opus":0.4030691441519054,"score_gpt":0.5994886557695678,"score_spread":0.19641951161766236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2024880150","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.62552965,0.0009344317,0.31716844,0.0032621638,0.00019868123,0.00708126,0.00012605748,0.0011829877,0.04451633],"genre_scores_gemma":[0.6048732,0.00038816498,0.3890707,0.00027008922,0.000058343187,0.0021530413,0.00007171136,0.00014166995,0.0029730748],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.97445786,0.021330697,0.00088021776,0.0013788166,0.0015599055,0.00039259146],"domain_scores_gemma":[0.935946,0.047900572,0.002331846,0.010330201,0.002425607,0.0010656988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026098268,0.00067722873,0.00042475702,0.0021867766,0.0023418565,0.0033316636,0.0025749493,0.0014335465,0.005202984],"category_scores_gemma":[0.06166713,0.0006315338,0.00046105223,0.0011661146,0.0019432821,0.0046433886,0.0049124938,0.0013661693,0.0005146112],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044961236,0.0031780808,0.017421763,0.0011137769,0.0000612871,0.00027012447,0.15284258,0.0014729286,0.01738279,0.02249922,0.0017441197,0.78156376],"study_design_scores_gemma":[0.00083507557,0.0061896606,0.13332501,0.0073094023,0.0012603494,0.0039330763,0.32626152,0.022383867,0.08838229,0.10735639,0.30208826,0.00067505665],"about_ca_topic_score_codex":0.00094185874,"about_ca_topic_score_gemma":0.0041068937,"teacher_disagreement_score":0.026098268,"about_ca_system_score_codex":0.0016374033,"about_ca_system_score_gemma":0.0028018674,"threshold_uncertainty_score":0.13802248},"labels":[],"label_agreement":null},{"id":"W2026940657","doi":"10.1080/14926150409556616","title":"Elementary electrostatic phenomena: Historical hindrances and students’ difficulties<sup>1</sup>","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Theoretical physics; Physics; Epistemology; Philosophy","score_opus":0.01757875562934414,"score_gpt":0.31530986977872727,"score_spread":0.29773111414938314,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026940657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90609014,0.017314868,0.0005905688,0.010084849,0.00052823016,0.000020702711,0.00029264146,0.000037957052,0.0650401],"genre_scores_gemma":[0.9879842,0.0050690947,0.00011462071,0.00037909974,0.00012783828,0.000008686987,0.000077360426,0.00001838218,0.006220889],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9994992,0.0001120191,0.000058230242,0.00007847716,0.00013916906,0.000112873124],"domain_scores_gemma":[0.996968,0.0012015112,0.0005342568,0.00013552968,0.0007099051,0.00045087768],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016873891,0.00017825821,0.00023258635,0.0019373021,0.0022117947,0.0029241892,0.0007681945,0.0009363163,0.006768581],"category_scores_gemma":[0.0070468993,0.00018583678,0.00014023225,0.0023055826,0.0030741026,0.002153079,0.0019076368,0.0015258605,0.000727878],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043209997,0.0005106885,0.2856365,0.0011943829,0.000050229108,0.0040595196,0.283623,0.0002723872,0.0022799512,0.09693202,0.023309624,0.3016995],"study_design_scores_gemma":[0.00001122817,0.00024757173,0.42985046,0.00091068563,0.000050379746,0.0063579283,0.19828543,0.0002376063,0.0030967726,0.013766721,0.34711128,0.00007395653],"about_ca_topic_score_codex":0.012196292,"about_ca_topic_score_gemma":0.019933308,"teacher_disagreement_score":0.012196292,"about_ca_system_score_codex":0.0016893921,"about_ca_system_score_gemma":0.0019486238,"threshold_uncertainty_score":0.024250627},"labels":[],"label_agreement":null},{"id":"W2027104889","doi":"10.1007/s10956-006-9012-8","title":"Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change","year":2006,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Conceptual change; Science education; Galileo (satellite navigation); Epistemology; Field (mathematics); Movement (music); History and philosophy of science; Concept learning; Sociology; Mathematics education; Computer science; Engineering ethics; Philosophy; Psychology; Mathematics; Pedagogy; Engineering; Aesthetics; Geology","score_opus":0.060754644809641815,"score_gpt":0.38175644001899595,"score_spread":0.3210017952093541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027104889","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.31086645,0.006987354,0.10705508,0.08605594,0.0017975942,0.00021541075,0.00012587843,0.0003904098,0.48650584],"genre_scores_gemma":[0.970779,0.0017973161,0.02165344,0.00077005365,0.00012505768,0.00009661267,0.000034693898,0.00009037046,0.0046533835],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9973258,0.0021245286,0.00006512084,0.00014083348,0.00021489458,0.00012873947],"domain_scores_gemma":[0.9871388,0.009352095,0.0006744678,0.0012963082,0.0007749799,0.0007632262],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.006548702,0.00038324264,0.00021824727,0.0036570411,0.0047700177,0.010099431,0.0009917307,0.0014193923,0.009142002],"category_scores_gemma":[0.012084128,0.0003200669,0.00023321944,0.0021970721,0.013192996,0.014060085,0.0057864785,0.0032307794,0.00034493968],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026626232,0.0001853204,0.0021881994,0.00015451042,0.000012605717,0.00016685686,0.14292273,0.00043252698,0.00057625346,0.79270965,0.0034164249,0.057208218],"study_design_scores_gemma":[0.00003176922,0.000070271606,0.0037678722,0.0005471691,0.000047925645,0.00018834915,0.14090769,0.0018349286,0.001724931,0.5534135,0.29743594,0.000029643223],"about_ca_topic_score_codex":0.001923863,"about_ca_topic_score_gemma":0.008553812,"teacher_disagreement_score":0.99522996,"about_ca_system_score_codex":0.0041408837,"about_ca_system_score_gemma":0.0052786316,"threshold_uncertainty_score":0.03463328},"labels":[],"label_agreement":null},{"id":"W2027863354","doi":"10.1080/09505431.2011.624733","title":"Nature Study as a Potential Object Lesson for Science Education","year":2011,"lang":"en","type":"article","venue":"Science as Culture","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Lesson study; Object (grammar); Science education; Mathematics education; Political science; Epistemology; Sociology; Psychology; Pedagogy; Computer science; Philosophy; Professional development; Artificial intelligence","score_opus":0.05699078981749323,"score_gpt":0.46238878183578513,"score_spread":0.4053979920182919,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027863354","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10887615,0.0026012103,0.0489286,0.03361632,0.0021113432,0.0004329995,0.000092380054,0.00041676871,0.80292434],"genre_scores_gemma":[0.7877077,0.0026236158,0.07102312,0.0029540951,0.00045110876,0.00059280056,0.000098784076,0.00020931484,0.13433948],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99880314,0.0007691042,0.000028448132,0.000079759804,0.00021621847,0.00010325605],"domain_scores_gemma":[0.9973188,0.0015098614,0.00011552086,0.00024389503,0.00013402788,0.0006778695],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0024016942,0.0003925689,0.00034719484,0.0008150976,0.0025210404,0.0046221325,0.001208171,0.0024817656,0.024602912],"category_scores_gemma":[0.0027223004,0.00020676306,0.0003919433,0.000460411,0.0030831671,0.0062368778,0.004180983,0.002350456,0.001886628],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024621357,0.0020595777,0.009239273,0.00084454956,0.000018136005,0.0007957201,0.026450349,0.00059818465,0.0038310096,0.70253843,0.02588987,0.22748874],"study_design_scores_gemma":[0.00020344243,0.0008703548,0.0058237393,0.00092446496,0.000052130526,0.0007132758,0.0480976,0.0014546067,0.0045818,0.4131589,0.5240699,0.000049805007],"about_ca_topic_score_codex":0.00069655554,"about_ca_topic_score_gemma":0.0035595226,"teacher_disagreement_score":0.99747896,"about_ca_system_score_codex":0.0012830317,"about_ca_system_score_gemma":0.003491254,"threshold_uncertainty_score":0.082304955},"labels":[],"label_agreement":null},{"id":"W2029690139","doi":"10.4000/dse.144","title":"Science &amp; Technology Education for Global Wellbeing","year":2013,"lang":"fr","type":"article","venue":"Les dossiers des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tobacco Research Unit","funders":"","keywords":"Engineering ethics; Psychology; Sociology; Engineering","score_opus":0.2330276227721853,"score_gpt":0.4906837310543241,"score_spread":0.2576561082821388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2029690139","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0035962942,0.043707035,0.005696704,0.11889611,0.0033512937,0.00010135309,0.00071591925,0.000325265,0.82361],"genre_scores_gemma":[0.30920368,0.15927,0.012356384,0.020003889,0.004109578,0.00061950454,0.001287396,0.00031135467,0.4928382],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.998478,0.00057949516,0.000086301516,0.00022491068,0.0003953582,0.00023592521],"domain_scores_gemma":[0.9980059,0.0007673076,0.000224309,0.0002889263,0.00038219508,0.00033143512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015925189,0.0008290325,0.00057479576,0.0018044268,0.0031055065,0.0092316605,0.0006188496,0.006049575,0.10551868],"category_scores_gemma":[0.0043161223,0.00018914285,0.0006562887,0.0034668434,0.0050445953,0.00564277,0.005244769,0.0036183589,0.02187109],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036065027,0.000045819343,0.0010391395,0.00077699206,0.000023317776,0.00016326325,0.0010448464,0.0005210432,0.00036938582,0.606763,0.1976533,0.19156383],"study_design_scores_gemma":[0.000009192218,0.00002546257,0.0016292098,0.0007611419,0.000009144714,0.000121434365,0.00081634114,0.00022856228,0.0001712437,0.16462143,0.83159274,0.0000141394785],"about_ca_topic_score_codex":0.0033434408,"about_ca_topic_score_gemma":0.0040383176,"teacher_disagreement_score":0.10551868,"about_ca_system_score_codex":0.0033685877,"about_ca_system_score_gemma":0.0065042386,"threshold_uncertainty_score":0.3529951},"labels":[],"label_agreement":null},{"id":"W2031415361","doi":"10.5539/jel.v2n1p55","title":"What Makes Children Like Learning Science? An Examination of the Attitudes of Primary School Students towards Science Lessons","year":2013,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Psychology; Mathematics education; Primary education; Pedagogy; Developmental psychology","score_opus":0.04469384352502707,"score_gpt":0.41738604348696884,"score_spread":0.37269219996194175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031415361","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99895144,0.00009987835,0.000012299109,0.00008016417,0.0000043605023,0.0000046902196,0.000012507848,0.0000011095018,0.0008334408],"genre_scores_gemma":[0.9986885,0.00021310512,0.00004471499,0.00010990098,0.0000051413235,0.000007109759,0.000027633516,0.0000010673475,0.00090283743],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936527,0.00015785154,0.000039764054,0.00006378625,0.00021839426,0.0001548969],"domain_scores_gemma":[0.99663097,0.00091619795,0.0011649266,0.00011420523,0.00038381072,0.00078979763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001010375,0.00025296383,0.0003870822,0.00077081413,0.001176228,0.0014241304,0.00021444604,0.0006890554,0.0022395626],"category_scores_gemma":[0.003476491,0.00037439782,0.00038185102,0.0005724748,0.0012458136,0.0006250261,0.0006194619,0.0010405901,0.00046265696],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000110255154,0.0006235583,0.9533786,0.0000941566,0.00004304046,0.00039343387,0.033188388,0.000020609172,0.002138705,0.00008145615,0.00038665405,0.009541025],"study_design_scores_gemma":[0.00000596544,0.0002671217,0.9757178,0.000019745812,0.000018843686,0.00022286353,0.022316067,0.0000195644,0.00020687997,0.000040966825,0.0011565968,0.00000748383],"about_ca_topic_score_codex":0.012348504,"about_ca_topic_score_gemma":0.029883526,"teacher_disagreement_score":0.012348504,"about_ca_system_score_codex":0.00064337894,"about_ca_system_score_gemma":0.0005352994,"threshold_uncertainty_score":0.02455324},"labels":[],"label_agreement":null},{"id":"W2032389487","doi":"10.1021/ed1007266","title":"Organic Chemistry Educators’ Perspectives on Fundamental Concepts and Misconceptions: An Exploratory Study","year":2011,"lang":"en","type":"article","venue":"Journal of Chemical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":111,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Chemistry education; Science education; Mathematics education; Chemistry; Scientific misconceptions; Engineering physics; Engineering ethics; Psychology; Epistemology; Engineering; Quality (philosophy); Philosophy","score_opus":0.08010784137302294,"score_gpt":0.4190064474895605,"score_spread":0.33889860611653755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032389487","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997445,0.0002430544,0.0004278327,0.00059559045,0.00001376162,0.00003975644,0.000009392668,0.000004511007,0.0012211908],"genre_scores_gemma":[0.9968587,0.00062470546,0.0007630019,0.0005070817,0.000016649123,0.000060524602,0.000016721317,0.000006860622,0.001145767],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9865748,0.0076447027,0.00063030224,0.0007233042,0.0028391546,0.00158767],"domain_scores_gemma":[0.9075651,0.07034356,0.0079209525,0.0012849772,0.0072611086,0.0056243003],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.028283417,0.0006229352,0.00095748954,0.0034208503,0.009505541,0.008411056,0.0018770188,0.002771395,0.0018449366],"category_scores_gemma":[0.048903313,0.0012018587,0.00042588622,0.0019741734,0.00780975,0.005123017,0.007482957,0.0055495067,0.00031701365],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037852766,0.0001869827,0.011899714,0.00007571539,0.000004458081,0.00068496086,0.98028725,0.000022550837,0.0008536426,0.00056333403,0.00013376695,0.005249757],"study_design_scores_gemma":[0.000010173534,0.0001813372,0.0042161355,0.00012379527,0.0000071908244,0.00040511394,0.98889565,0.00009906389,0.00057585275,0.00026639897,0.005201471,0.000017853203],"about_ca_topic_score_codex":0.003414948,"about_ca_topic_score_gemma":0.0054947753,"teacher_disagreement_score":0.028283417,"about_ca_system_score_codex":0.003417586,"about_ca_system_score_gemma":0.006883406,"threshold_uncertainty_score":0.14957881},"labels":[],"label_agreement":null},{"id":"W2034352200","doi":"10.1023/b:sced.0000004554.35266.7a","title":"Can an Analysis of the Contrast Between pre-Galilean and Newtonian Theoretical Frameworks Help Students Develop a Scientific Mindset","year":2003,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Concordia University","funders":"","keywords":"Mindset; Galilean; Contrast (vision); Sketch; Galilean moons; Mathematics education; Psychology; Computer science; Epistemology; Physics; Philosophy; Classical mechanics; Astrobiology; Artificial intelligence","score_opus":0.026580677740218384,"score_gpt":0.41151017110331933,"score_spread":0.38492949336310095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2034352200","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6998423,0.0005930481,0.026030315,0.031165406,0.0003563734,0.000051126397,0.00006383211,0.00009206124,0.24180554],"genre_scores_gemma":[0.99413234,0.0001608162,0.0026753389,0.00049346697,0.00001973324,0.000018686904,0.000027102766,0.00002025821,0.0024521367],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99880886,0.00045618962,0.000028374947,0.00011120615,0.0004543162,0.00014100928],"domain_scores_gemma":[0.9954478,0.0027085585,0.0006370412,0.00026189786,0.00064644153,0.00029821947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002211139,0.000254863,0.00028464032,0.0007409253,0.0010989383,0.0047459225,0.00059052743,0.0012232296,0.004856007],"category_scores_gemma":[0.011979793,0.000121284065,0.0002778701,0.00058773876,0.0036276665,0.005681682,0.0013295246,0.0021553063,0.0005992759],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022163907,0.00017876277,0.010795174,0.0001327401,0.00003124847,0.00017000368,0.020404939,0.00071842776,0.002383797,0.93003625,0.0030722746,0.031854816],"study_design_scores_gemma":[0.000047874077,0.00015346025,0.023351653,0.00013710941,0.00004736572,0.00012982867,0.037386883,0.0055170218,0.0037375046,0.88113564,0.048316937,0.00003872711],"about_ca_topic_score_codex":0.0010552644,"about_ca_topic_score_gemma":0.0019286613,"teacher_disagreement_score":0.004856007,"about_ca_system_score_codex":0.0015576467,"about_ca_system_score_gemma":0.0016021996,"threshold_uncertainty_score":0.016245008},"labels":[],"label_agreement":null},{"id":"W2035257209","doi":"10.1080/00220272.2013.773597","title":"History and the relationship between scientific and pedagogical knowledge: anatomy lectures then and now","year":2013,"lang":"en","type":"article","venue":"Journal of Curriculum Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University; University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Performative utterance; Mainstream; Sociology of scientific knowledge; Epistemology; History of science; Dimension (graph theory); Sociology; Science education; EPIC; Nature of Science; Social science; Literature; Pedagogy; Philosophy; Mathematics; Art","score_opus":0.2668417747045497,"score_gpt":0.46677833013193815,"score_spread":0.19993655542738847,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035257209","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39841938,0.06816974,0.007745689,0.14299738,0.0029404059,0.000033058735,0.00011815316,0.00014379669,0.37943235],"genre_scores_gemma":[0.975086,0.0052200397,0.00056355656,0.0015573656,0.0005036365,0.000012503589,0.0000241093,0.00002462865,0.017008116],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99882585,0.00058290636,0.00004554134,0.00011792433,0.00024808838,0.00017974044],"domain_scores_gemma":[0.9974298,0.001687404,0.00024744036,0.00015232325,0.000161225,0.00032182626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020773713,0.00020774598,0.00018800724,0.0009237402,0.003552845,0.0050703743,0.00042434444,0.0011403679,0.004282755],"category_scores_gemma":[0.004636916,0.00014941295,0.00014679896,0.0006935651,0.016955765,0.0058966284,0.002675084,0.0036609594,0.00042427913],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007004382,0.00008052988,0.0049154125,0.00023013425,0.000008261711,0.0005059445,0.18288359,0.00019559628,0.0019073043,0.7361618,0.007508312,0.06553313],"study_design_scores_gemma":[0.000018571045,0.00016960221,0.028949035,0.001203343,0.000026492577,0.0010821829,0.0877252,0.00022924146,0.0023122889,0.15239067,0.72583896,0.000054395798],"about_ca_topic_score_codex":0.004083603,"about_ca_topic_score_gemma":0.005695774,"teacher_disagreement_score":0.005296606,"about_ca_system_score_codex":0.005296606,"about_ca_system_score_gemma":0.0031977482,"threshold_uncertainty_score":0.038429737},"labels":[],"label_agreement":null},{"id":"W2035713758","doi":"10.1080/14926156.2011.624672","title":"Portrait des différences entre les genres dans le contexte de l'apprentissage de l'électricité en fonction de la certitude exprimée lors de la production de réponses","year":2011,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Psychology; Feeling; Certainty; Social psychology; Philosophy; Epistemology","score_opus":0.02405200887405212,"score_gpt":0.3064424493341543,"score_spread":0.2823904404601022,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035713758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84969974,0.0006537917,0.0027532591,0.0027898117,0.00007758325,0.000034196924,0.0003151288,0.00006607919,0.14361043],"genre_scores_gemma":[0.9779758,0.00033331272,0.0008162409,0.00009721507,0.000020128307,0.000016043157,0.000083482046,0.000030207468,0.020627575],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9990558,0.00034823042,0.000050532806,0.00012209183,0.00030268755,0.000120669996],"domain_scores_gemma":[0.9921996,0.004643724,0.00073646085,0.00029787666,0.0016725094,0.0004498957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018756292,0.00017383661,0.00015716058,0.0018329212,0.0022259473,0.0045524454,0.0005050198,0.0007443463,0.011952755],"category_scores_gemma":[0.007887722,0.00018362518,0.00021673534,0.0022115738,0.0024725467,0.0019860505,0.0011763485,0.001043146,0.00138619],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048437333,0.000110253684,0.15730335,0.00026512807,0.000046091904,0.0022347397,0.65930873,0.0005085148,0.016626054,0.06198258,0.0044625504,0.09666764],"study_design_scores_gemma":[0.0000206417,0.00013691135,0.43406212,0.00019108923,0.00004392134,0.0011132603,0.4302821,0.0008717729,0.0028813055,0.0069250357,0.12341506,0.000056747984],"about_ca_topic_score_codex":0.048174735,"about_ca_topic_score_gemma":0.067438126,"teacher_disagreement_score":0.95182526,"about_ca_system_score_codex":0.0023185473,"about_ca_system_score_gemma":0.0011214205,"threshold_uncertainty_score":0.09578866},"labels":[],"label_agreement":null},{"id":"W2036352550","doi":"10.1002/tea.20060","title":"Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database","year":2005,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":136,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of British Columbia","keywords":"Mathematics education; Test (biology); Rasch model; Psychology; Item response theory; Cognitive development; Energy (signal processing); Curriculum; Science education; Concept learning; Piaget's theory of cognitive development; Achievement test; Cognition; Item analysis; Classical test theory; Developmental psychology; Pedagogy; Psychometrics; Standardized test; Mathematics; Statistics","score_opus":0.1563988933828027,"score_gpt":0.5295182645943851,"score_spread":0.37311937121158245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2036352550","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99870205,0.000018502653,0.00019287491,0.000017635162,0.0000021340288,0.000015494734,0.0007087887,0.000010970848,0.00033146175],"genre_scores_gemma":[0.9974306,0.000026283366,0.0006610981,0.0000051341917,0.0000021716246,0.000066730914,0.0015880206,0.0000068168038,0.000213105],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99913186,0.00024273123,0.000150892,0.000088745706,0.00032206965,0.000063711166],"domain_scores_gemma":[0.9901134,0.0045618257,0.002689381,0.0005713986,0.0016171357,0.0004469349],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021970994,0.00024677083,0.00031354648,0.0025851524,0.00024944506,0.00073791365,0.000503337,0.00036306237,0.0015329812],"category_scores_gemma":[0.012808316,0.00015532605,0.00035471877,0.001837347,0.00022634157,0.00052556104,0.00081769243,0.00048052985,0.0005192836],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000114456234,0.000101477286,0.98371315,0.00002447733,0.000022850021,0.000050629234,0.0007654011,0.00025642104,0.00046159263,0.0000796275,0.0002881172,0.014121831],"study_design_scores_gemma":[0.0000033921228,0.000061864295,0.9974281,0.000005367423,0.0000060956395,0.000051473602,0.0005261989,0.000996214,0.0004139771,0.00004759386,0.00045494505,0.0000049066703],"about_ca_topic_score_codex":0.00280114,"about_ca_topic_score_gemma":0.0030698471,"teacher_disagreement_score":0.00280114,"about_ca_system_score_codex":0.00045721568,"about_ca_system_score_gemma":0.00038658877,"threshold_uncertainty_score":0.011619508},"labels":[],"label_agreement":null},{"id":"W2038771447","doi":"10.1080/14926156.2013.845327","title":"Don't Be Nervous, Don't Be Flustered, Don't Be Scared. Be Prepared","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":69,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Plea; Argumentation theory; Centrality; Curriculum; Scientific literacy; Opposition (politics); Pedagogy; Action (physics); Sociology; Psychology; Epistemology; Science education; Political science; Law; Philosophy; Politics","score_opus":0.03539790307029028,"score_gpt":0.3278949315872852,"score_spread":0.29249702851699494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2038771447","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004019261,0.0047941464,0.0045612417,0.40896878,0.1046629,0.00042098825,0.0006947697,0.0017778439,0.4701001],"genre_scores_gemma":[0.011690217,0.0020609759,0.0020171672,0.080116086,0.0040436694,0.00018072108,0.00025791192,0.00056331366,0.89906996],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99881953,0.0002689513,0.000039057813,0.000110050496,0.00043763148,0.00032483262],"domain_scores_gemma":[0.9928988,0.00030797295,0.00020377892,0.00024110358,0.0019325903,0.004415701],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017732632,0.0009835529,0.0006974669,0.0005945865,0.007195569,0.005372828,0.0014760055,0.005717435,0.27771586],"category_scores_gemma":[0.012626269,0.0005010527,0.0007380574,0.00022120832,0.0025222842,0.0053644944,0.005183245,0.010000514,0.18497774],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013236999,0.00003468459,0.00016340424,0.00003765943,0.000002771957,0.00018595245,0.0005428464,0.000016026655,0.00021653883,0.0015776636,0.98374534,0.013463872],"study_design_scores_gemma":[0.000010368239,0.000029285278,0.00044117577,0.00011217879,0.00000422504,0.00033171262,0.0023868815,0.000025346131,0.00013472178,0.0015329046,0.99497294,0.000018151777],"about_ca_topic_score_codex":0.0057749846,"about_ca_topic_score_gemma":0.0139278835,"teacher_disagreement_score":0.27771586,"about_ca_system_score_codex":0.0014661875,"about_ca_system_score_gemma":0.003903032,"threshold_uncertainty_score":0.9290521},"labels":[],"label_agreement":null},{"id":"W2039413064","doi":"10.1080/03057260903562342","title":"Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998–2008","year":2010,"lang":"en","type":"review","venue":"Studies in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Scientific literacy; Discipline; Science education; Literacy; Science, technology, society and environment education; Social science education; Information literacy; Pedagogy; Nature of Science; Mathematics education; Sociology; Educational research; Psychology; Social science","score_opus":0.4400631719238048,"score_gpt":0.6649034736467588,"score_spread":0.22484030172295405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039413064","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0018137777,0.9971328,0.000052080824,0.00042070227,0.000086220105,0.000011002932,0.00003100953,0.000002381183,0.0004499811],"genre_scores_gemma":[0.012013552,0.9870734,0.0003045234,0.00028724113,0.000077987024,0.000018065166,0.000051626317,0.0000020199166,0.00017158217],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9964504,0.0010919975,0.0010795933,0.00035058506,0.00094666425,0.00008067329],"domain_scores_gemma":[0.96006894,0.026474811,0.0067114783,0.00035129074,0.005761899,0.00063146255],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.005415497,0.0004877727,0.0015222692,0.014670449,0.00043251767,0.0020702553,0.00063602993,0.0009329004,0.0013324356],"category_scores_gemma":[0.023180649,0.0006137983,0.00066911,0.022383017,0.0009901507,0.0024706668,0.0009496237,0.0007256413,0.00023993722],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012952139,0.000047157315,0.0053088656,0.23976864,0.000732519,0.00039101462,0.003946386,0.00024656553,0.0011497443,0.0012606077,0.0077899047,0.73922914],"study_design_scores_gemma":[0.000085182095,0.00039518796,0.103666075,0.30572206,0.0043031396,0.0038890461,0.0072997054,0.00017528175,0.0011537945,0.0012463112,0.57197076,0.00009350837],"about_ca_topic_score_codex":0.008867248,"about_ca_topic_score_gemma":0.032843437,"teacher_disagreement_score":0.98532957,"about_ca_system_score_codex":0.0021115257,"about_ca_system_score_gemma":0.00992954,"threshold_uncertainty_score":0.02864021},"labels":[],"label_agreement":null},{"id":"W2039668376","doi":"10.1007/s11165-008-9094-9","title":"An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students","year":2008,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Emotive; Science education; Discourse analysis; Pedagogy; Mathematics education; Sociology; Eleventh; Field (mathematics); Psychology; Linguistics","score_opus":0.22540803738786408,"score_gpt":0.6052764423047428,"score_spread":0.3798684049168787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039668376","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9803114,0.0002542154,0.0022602421,0.0009963477,0.00006292249,0.000051407536,0.00020482748,0.000046183573,0.015812483],"genre_scores_gemma":[0.99487513,0.00017385097,0.000977074,0.00011883679,0.00002816007,0.000054900833,0.00016423406,0.000059265567,0.0035485236],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963883,0.0022772169,0.00013482544,0.00032038652,0.00055380055,0.00032557154],"domain_scores_gemma":[0.9652106,0.029256355,0.001892409,0.0006969214,0.0020848038,0.0008588899],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028686735,0.00043678007,0.0004526454,0.0034775895,0.006874929,0.0050585126,0.00087568583,0.0019991344,0.0028936616],"category_scores_gemma":[0.018073477,0.00037274056,0.00020587978,0.0029077744,0.0044812867,0.0027688649,0.0027018096,0.0023037,0.0004634532],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011329119,0.00011796722,0.009772703,0.00015469822,0.0000058743904,0.00058099674,0.9723044,0.00005629777,0.0033738678,0.0053322203,0.0008617795,0.0073258798],"study_design_scores_gemma":[0.000014199897,0.00008960799,0.028485948,0.000292354,0.000024596486,0.00041267741,0.930475,0.0005831274,0.0036240192,0.0010895042,0.03488337,0.000025569982],"about_ca_topic_score_codex":0.00815186,"about_ca_topic_score_gemma":0.014418983,"teacher_disagreement_score":0.00815186,"about_ca_system_score_codex":0.004034493,"about_ca_system_score_gemma":0.0026678387,"threshold_uncertainty_score":0.029272377},"labels":[],"label_agreement":null},{"id":"W2040132558","doi":"10.1080/14926156.2010.484517","title":"Elementary Children's Shifting Views of Models and the Nature of Matter","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Canadian Patient Safety Institute; Workers Compensation Board of Alberta; University of Alberta","funders":"","keywords":"Class (philosophy); Psychology; Exploratory research; Mathematics education; Developmental psychology; Computer science; Sociology; Artificial intelligence; Social science","score_opus":0.0166287554414616,"score_gpt":0.3235025837319902,"score_spread":0.3068738282905286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2040132558","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9458794,0.00034556285,0.000899606,0.0013428644,0.000020129828,0.000007751634,0.00005101351,0.00001696955,0.05143667],"genre_scores_gemma":[0.99717355,0.00018178148,0.00028241915,0.000074894604,0.0000019469226,0.000006826222,0.00002579705,0.000010384989,0.0022423621],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99768484,0.00076869526,0.00007821214,0.00024075624,0.000822672,0.00040475302],"domain_scores_gemma":[0.9948266,0.0022814006,0.00093499734,0.00040315377,0.0010612888,0.0004925666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002809815,0.00034852984,0.00040097232,0.0012029788,0.0019494152,0.007842146,0.0005917791,0.001516459,0.0038645747],"category_scores_gemma":[0.009379874,0.00051984045,0.00041037254,0.00077903306,0.0067121973,0.0037257206,0.002620257,0.003396956,0.00034875234],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001483553,0.00012236611,0.06407704,0.00011099459,0.000029667128,0.0013358768,0.79934525,0.00078675995,0.005901963,0.109219626,0.002172783,0.016749354],"study_design_scores_gemma":[0.00005815165,0.00018962487,0.1509624,0.00027680089,0.00014048303,0.0021241424,0.6818292,0.0019413993,0.0043925135,0.08897935,0.06895244,0.00015350243],"about_ca_topic_score_codex":0.048569184,"about_ca_topic_score_gemma":0.0659248,"teacher_disagreement_score":0.048569184,"about_ca_system_score_codex":0.002955055,"about_ca_system_score_gemma":0.0021369327,"threshold_uncertainty_score":0.096572936},"labels":[],"label_agreement":null},{"id":"W2046242512","doi":"10.1007/s11165-009-9159-4","title":"Multimodal Literacies in Science: Currency, Coherence and Focus","year":2010,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":42,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Construct (python library); Coherence (philosophical gambling strategy); Variety (cybernetics); Science education; Philosophy of science; Computer science; Cognitive science; Discipline; Representation (politics); Mathematics education; Epistemology; Psychology; Sociology; Artificial intelligence","score_opus":0.166473710907666,"score_gpt":0.5715582621907738,"score_spread":0.4050845512831078,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046242512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79409885,0.009108833,0.021027036,0.015524666,0.00014458915,0.000057468304,0.00012516431,0.000059043137,0.15985443],"genre_scores_gemma":[0.99829787,0.00042608313,0.000752194,0.00009657064,0.000040013503,0.000016960776,0.000013939465,0.0000120901495,0.0003442398],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9936877,0.0037160104,0.00037732333,0.00071710197,0.0011211174,0.00038089426],"domain_scores_gemma":[0.9598898,0.030198697,0.0032397916,0.0032233882,0.00240619,0.001042073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0096323285,0.00024162597,0.00052107376,0.0066343877,0.0020737713,0.012610311,0.0008338928,0.0016810786,0.0055345553],"category_scores_gemma":[0.048570186,0.00040775226,0.00025273048,0.003866257,0.015885737,0.01456795,0.008153044,0.0020149683,0.00022611616],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002090145,0.00010845707,0.044183496,0.00048305877,0.000101515005,0.00020625687,0.16058868,0.00059290056,0.0020642758,0.6127785,0.0010840263,0.17759977],"study_design_scores_gemma":[0.000085942454,0.00025450773,0.09919874,0.0012465041,0.00019070621,0.00080205017,0.13746004,0.0035972965,0.002420115,0.72125524,0.03339837,0.000090554044],"about_ca_topic_score_codex":0.0013399266,"about_ca_topic_score_gemma":0.0011310552,"teacher_disagreement_score":0.012610311,"about_ca_system_score_codex":0.002514588,"about_ca_system_score_gemma":0.0019099442,"threshold_uncertainty_score":0.05094129},"labels":[],"label_agreement":null},{"id":"W2049714728","doi":"10.1063/1.3266758","title":"The Effect of Classroom Diversity on Conceptual Learning in Physics","year":2009,"lang":"en","type":"article","venue":"AIP conference proceedings","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Diversity (politics); Mathematics education; Physics education; Conceptual framework; Conceptual change; Psychology; Sociology; Social science","score_opus":0.053598449838300026,"score_gpt":0.3396405401451501,"score_spread":0.28604209030685007,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2049714728","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99846846,0.00006362479,0.000047217498,0.00007402034,0.0000044015383,0.0000026565704,0.0000128068195,0.0000021770916,0.0013246044],"genre_scores_gemma":[0.9996018,0.000028528417,0.0000346958,0.000013374406,0.0000039569222,0.0000032678854,0.000013847797,0.0000019425204,0.00029871293],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99690634,0.0012076902,0.00011170357,0.00041154062,0.0008587997,0.00050403294],"domain_scores_gemma":[0.97328126,0.013157408,0.00451679,0.0009168255,0.0014698664,0.006657728],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028025752,0.00024619765,0.00038940465,0.0011355035,0.0012852027,0.002181102,0.00055048696,0.0005089755,0.004926464],"category_scores_gemma":[0.018674217,0.00020698813,0.0005484667,0.00061111397,0.0015576888,0.0007836859,0.0032774208,0.001349609,0.00033429262],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038312914,0.0009903446,0.97030145,0.00003115287,0.00013947574,0.00024089095,0.0075907772,0.00028455982,0.0016316775,0.0005878261,0.0003665736,0.017452119],"study_design_scores_gemma":[0.000008949372,0.00023102517,0.9953361,0.000019546298,0.000019303749,0.000058636288,0.0030383097,0.00021885753,0.00031134504,0.000318509,0.00042949393,0.000009826367],"about_ca_topic_score_codex":0.0074322443,"about_ca_topic_score_gemma":0.011644013,"teacher_disagreement_score":0.0074322443,"about_ca_system_score_codex":0.0012777427,"about_ca_system_score_gemma":0.0015712909,"threshold_uncertainty_score":0.016480684},"labels":[],"label_agreement":null},{"id":"W2051229964","doi":"10.1016/j.cogsys.2011.07.001","title":"Who is in charge of science: Men view “Time” as more fixed, “Reality” as less real, and “Order” as less ordered","year":2011,"lang":"en","type":"article","venue":"Cognitive Systems Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Attribution; Natural (archaeology); Meaning (existential); Order (exchange); Natural science; Psychology; Causality (physics); Epistemology; Social psychology; Geography; Philosophy; Physics; Quantum mechanics","score_opus":0.3927318564517747,"score_gpt":0.538631057675624,"score_spread":0.1458992012238493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051229964","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17253844,0.0065350872,0.027765056,0.34822592,0.0045631747,0.00004589631,0.00017407912,0.00024424354,0.43990812],"genre_scores_gemma":[0.9553627,0.0012434393,0.0021437556,0.021372754,0.00065025757,0.00002047564,0.000038724833,0.00009131047,0.019076616],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9950956,0.002444981,0.0001568323,0.00067759724,0.00090646086,0.0007186037],"domain_scores_gemma":[0.98922926,0.0040091164,0.0015183432,0.0007165118,0.0022447458,0.0022821329],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008687209,0.00038236188,0.0007180674,0.00210153,0.009976809,0.010260585,0.00091499946,0.0034703556,0.0065933843],"category_scores_gemma":[0.011888323,0.00047852026,0.00043359905,0.0018188709,0.0390474,0.018639723,0.0028854434,0.006989477,0.0014556582],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010769544,0.00009244223,0.014337956,0.00012364346,0.000086285116,0.000333145,0.21915963,0.00019558323,0.001079185,0.7110182,0.0250244,0.028441817],"study_design_scores_gemma":[0.000086031774,0.00010590518,0.007859394,0.0003366639,0.00012740234,0.00068538723,0.13928255,0.0005916106,0.001710875,0.57315046,0.2759235,0.00014018935],"about_ca_topic_score_codex":0.01441903,"about_ca_topic_score_gemma":0.013415904,"teacher_disagreement_score":0.01441903,"about_ca_system_score_codex":0.0031962802,"about_ca_system_score_gemma":0.0047688065,"threshold_uncertainty_score":0.045942903},"labels":[],"label_agreement":null},{"id":"W2051344056","doi":"10.1007/s10780-014-9224-4","title":"The Role of Interest in Learning Science through Stories","year":2014,"lang":"en","type":"article","venue":"Interchange","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Science education; Raising (metalworking); Sociology; Power (physics); Engineering ethics; Pedagogy; Epistemology; Psychology; Engineering; Philosophy","score_opus":0.24023700694757252,"score_gpt":0.43969398432850615,"score_spread":0.19945697738093363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051344056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6025119,0.0019609462,0.014928258,0.014308429,0.00019847661,0.000058668793,0.00010122867,0.00007305607,0.36585906],"genre_scores_gemma":[0.99517363,0.00032736143,0.00083192805,0.00016787765,0.00003596204,0.000025281059,0.000016585336,0.00003019143,0.0033912978],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.988525,0.008560645,0.0001790776,0.00061988895,0.0012718731,0.0008435459],"domain_scores_gemma":[0.91315836,0.0729024,0.004677113,0.0023488551,0.0021194797,0.0047937804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008421793,0.00038573748,0.00031638742,0.0017926772,0.003987738,0.012658887,0.0022760753,0.0027344911,0.011672782],"category_scores_gemma":[0.048776384,0.00049482606,0.00044864047,0.0010290841,0.013413071,0.014237168,0.0065832417,0.004307565,0.00081304193],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006251477,0.0006571303,0.036315285,0.00040958292,0.00007609742,0.0014311782,0.41626692,0.0005061382,0.0026868652,0.46737275,0.0031336378,0.07051929],"study_design_scores_gemma":[0.0002006471,0.00057264837,0.05511384,0.00081445574,0.00025822857,0.0030848507,0.42659584,0.004696677,0.0073942784,0.39793366,0.10320053,0.00013433324],"about_ca_topic_score_codex":0.0023237197,"about_ca_topic_score_gemma":0.0014806612,"teacher_disagreement_score":0.012658887,"about_ca_system_score_codex":0.0024220091,"about_ca_system_score_gemma":0.0020852268,"threshold_uncertainty_score":0.044539213},"labels":[],"label_agreement":null},{"id":"W2051964507","doi":"10.1080/14926156.2012.649049","title":"Fostering the Development of Chemistry Teacher Candidates: A Bioecological Approach","year":2012,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Practicum; Bachelor; Humanities; Psychology; Sociology; Pedagogy; Chemistry; Political science; Art","score_opus":0.07243755854151246,"score_gpt":0.35418163530683927,"score_spread":0.2817440767653268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2051964507","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39045632,0.0025922975,0.014616937,0.21174677,0.0010300905,0.0006517831,0.00008225586,0.00009628586,0.3787273],"genre_scores_gemma":[0.9459707,0.00081429206,0.0070452695,0.003292214,0.00008657614,0.00019703725,0.000039093695,0.000023584758,0.042531233],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9960866,0.0021293925,0.00008113214,0.0002456164,0.00050397887,0.0009534074],"domain_scores_gemma":[0.9905453,0.0013457711,0.0006972722,0.00023354002,0.0017164735,0.00546174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0061077457,0.0002997449,0.00021179688,0.0032717895,0.01414954,0.008397454,0.0023852524,0.0025420238,0.009642081],"category_scores_gemma":[0.010613155,0.000334154,0.00020739369,0.0012705033,0.0060769604,0.0025289934,0.010348224,0.0022735698,0.0008835117],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017279445,0.0023276384,0.06814983,0.0004393808,0.000021990296,0.002268912,0.07855587,0.0012158252,0.003541259,0.5759335,0.031064657,0.23630825],"study_design_scores_gemma":[0.00010588032,0.00061658135,0.075609155,0.0010949703,0.000030179948,0.00097290735,0.255291,0.002205308,0.0055693183,0.08931823,0.56910676,0.00007967747],"about_ca_topic_score_codex":0.011496443,"about_ca_topic_score_gemma":0.04323285,"teacher_disagreement_score":0.01414954,"about_ca_system_score_codex":0.009593609,"about_ca_system_score_gemma":0.046072803,"threshold_uncertainty_score":0.06960678},"labels":[],"label_agreement":null},{"id":"W2052069113","doi":"10.1111/emip.12003","title":"Validating Student Score Inferences With Person‐Fit Statistic and Verbal Reports: A Person‐Fit Study for Cognitive Diagnostic Assessment","year":2013,"lang":"en","type":"article","venue":"Educational Measurement Issues and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Statistic; Test (biology); Cognition; Consistency (knowledge bases); Psychology; Test statistic; Cognitive psychology; Artificial intelligence; Statistical hypothesis testing; Computer science; Statistics; Mathematics","score_opus":0.33467354375654246,"score_gpt":0.504415793140177,"score_spread":0.16974224938363458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052069113","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9732102,0.00003408569,0.02506634,0.000051324587,0.000020062995,0.00038299296,0.000052324995,0.000051806812,0.0011308491],"genre_scores_gemma":[0.9825916,0.000020755397,0.016499765,0.00004412394,0.00000960189,0.0005984916,0.0000712949,0.000020919979,0.00014335586],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.92390984,0.05379995,0.005892722,0.0027484929,0.01261903,0.0010299416],"domain_scores_gemma":[0.64100826,0.2684951,0.030500866,0.024870887,0.033170052,0.0019547977],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08252496,0.0007105224,0.00066519214,0.003607291,0.00093512115,0.0026933914,0.0011928992,0.001055906,0.0008172539],"category_scores_gemma":[0.29450274,0.00035560539,0.0012814178,0.0017690513,0.0016666189,0.002989163,0.0025084063,0.0014713521,0.0002624767],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00092941034,0.002313661,0.8463715,0.00019334907,0.00034115204,0.0002560475,0.042197324,0.002293357,0.0035711145,0.003513831,0.00048797362,0.09753134],"study_design_scores_gemma":[0.00040075235,0.012084866,0.7891465,0.00032649524,0.00036374162,0.0018289441,0.0551682,0.09181581,0.0325597,0.01002203,0.0058519207,0.00043108634],"about_ca_topic_score_codex":0.00077605335,"about_ca_topic_score_gemma":0.0009467518,"teacher_disagreement_score":0.08252496,"about_ca_system_score_codex":0.0011664418,"about_ca_system_score_gemma":0.0013865782,"threshold_uncertainty_score":0.43643892},"labels":[],"label_agreement":null},{"id":"W2052558235","doi":"10.1007/s11191-006-9016-z","title":"A Role for Historical Experiments: Capturing the Spirit of the Itinerant Lecturers of the 18th Century","year":2006,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of Winnipeg","funders":"","keywords":"Historiography; Narrative; Comparative historical research; Recreation; History; Replication (statistics); Epistemology; Historical method; Narrative history; Mathematics education; Sociology; Process (computing); Literature; Classics; Social science; Art; Computer science; Psychology; Political science; Archaeology; Philosophy; Law; Mathematics; Statistics","score_opus":0.029827133746949522,"score_gpt":0.3550160012150734,"score_spread":0.32518886746812387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052558235","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28949508,0.0122045595,0.08012473,0.061482057,0.0018385178,0.00022830995,0.00039322252,0.00028030988,0.5539532],"genre_scores_gemma":[0.9796779,0.0009957106,0.010669231,0.0015398882,0.00020124699,0.00013699726,0.000052834683,0.00013656562,0.0065895985],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99149066,0.00731422,0.00008348868,0.00053516624,0.00025450558,0.00032205178],"domain_scores_gemma":[0.9622007,0.030020805,0.0016879231,0.0037280913,0.0010032203,0.001359291],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.019216618,0.00064722856,0.00048632888,0.0030510458,0.007893247,0.012374422,0.0029510257,0.002991105,0.0102081485],"category_scores_gemma":[0.034417573,0.00038839199,0.00038630178,0.0021664493,0.05226016,0.017369144,0.006129464,0.005450812,0.000443446],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004088827,0.000036786478,0.0010004243,0.000048662878,0.000005744887,0.00005977581,0.05435,0.00021089744,0.00011987364,0.93778795,0.0011030667,0.0052358503],"study_design_scores_gemma":[0.00007977613,0.00008363657,0.0024715099,0.0004693191,0.000035687215,0.00013634643,0.09559963,0.0020727334,0.00073254644,0.72462934,0.17364454,0.00004495469],"about_ca_topic_score_codex":0.0045676767,"about_ca_topic_score_gemma":0.008906252,"teacher_disagreement_score":0.99210674,"about_ca_system_score_codex":0.008004001,"about_ca_system_score_gemma":0.004585091,"threshold_uncertainty_score":0.10162836},"labels":[],"label_agreement":null},{"id":"W2053616188","doi":"10.1007/s10763-014-9520-6","title":"PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE","year":2014,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":93,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Persistence (discontinuity); Psychology; Cognitive psychology; Science education; Priming (agriculture); Contrast (vision); Social psychology; Computer science; Mathematics education; Artificial intelligence; Biology","score_opus":0.0748954484333023,"score_gpt":0.38284708265591433,"score_spread":0.307951634222612,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2053616188","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997024,0.000012376827,0.00017304053,0.0000024965884,0.0000016328663,0.0000057542766,0.000009076226,0.0000017588255,0.00009136057],"genre_scores_gemma":[0.99909115,0.000018994442,0.00057488313,0.000018167471,0.0000068235695,0.00003039918,0.00006617571,0.0000066615366,0.00018684105],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99809796,0.0005829973,0.00022519073,0.00042800047,0.00049454323,0.00017137114],"domain_scores_gemma":[0.98388934,0.010624629,0.00275468,0.0011303428,0.00077304855,0.00082799286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019985,0.0007035355,0.00061871397,0.00067366415,0.00024629905,0.0009925744,0.00041749206,0.0007393742,0.0012509539],"category_scores_gemma":[0.012181285,0.00041289654,0.00047286093,0.0003479336,0.00086635695,0.00064675935,0.0009551634,0.0009849961,0.0002413149],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.015711911,0.005830566,0.4479045,0.0003155795,0.00046067103,0.0010941427,0.017898964,0.0011997751,0.488077,0.0004470456,0.00016896024,0.020890879],"study_design_scores_gemma":[0.00047970508,0.018575635,0.90693104,0.000016811593,0.00029078693,0.0010747892,0.0032850855,0.00409105,0.06390601,0.0006136874,0.0006225251,0.00011281815],"about_ca_topic_score_codex":0.000798135,"about_ca_topic_score_gemma":0.00039131986,"teacher_disagreement_score":0.0019985,"about_ca_system_score_codex":0.00024719423,"about_ca_system_score_gemma":0.00018297185,"threshold_uncertainty_score":0.010569215},"labels":[],"label_agreement":null},{"id":"W2054030194","doi":"10.1119/1.4812583","title":"Response times to conceptual questions","year":2013,"lang":"en","type":"article","venue":"American Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; John Abbott College","funders":"National Science Foundation","keywords":"Response time; Confidence interval; Physics; Mathematics education; Psychology; Statistics; Computer science; Mathematics","score_opus":0.0394850176366156,"score_gpt":0.3918959294493746,"score_spread":0.352410911812759,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054030194","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9657286,0.00073165324,0.016390458,0.0003353313,0.00028716947,0.00095185754,0.0036888241,0.0014209503,0.010465193],"genre_scores_gemma":[0.96284723,0.00044353478,0.017679743,0.00041123608,0.00013356708,0.0029827326,0.0036196855,0.00040776332,0.011474476],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9914527,0.003551925,0.0010427722,0.0013786067,0.0021015618,0.00047241084],"domain_scores_gemma":[0.89903605,0.0767513,0.008406029,0.004429008,0.008738829,0.002638767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044323932,0.00093776436,0.000851484,0.0010957412,0.00033814897,0.0009383087,0.00064554217,0.0011613424,0.019552855],"category_scores_gemma":[0.078798726,0.00030141932,0.00048529293,0.00071584136,0.00032802118,0.0008279845,0.000824677,0.0017823831,0.0059008785],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.013843015,0.0055440646,0.2041536,0.0023494095,0.0004561606,0.00042075617,0.016925931,0.00360042,0.18654312,0.0034450367,0.016697695,0.5460208],"study_design_scores_gemma":[0.0012100682,0.024188546,0.7740683,0.00037824153,0.00033914603,0.0008567921,0.0057187276,0.018461494,0.12550826,0.004988781,0.043798756,0.0004828896],"about_ca_topic_score_codex":0.00047604143,"about_ca_topic_score_gemma":0.00031767107,"teacher_disagreement_score":0.019552855,"about_ca_system_score_codex":0.00038936178,"about_ca_system_score_gemma":0.00036148456,"threshold_uncertainty_score":0.06541079},"labels":[],"label_agreement":null},{"id":"W2054874690","doi":"10.1080/14926150209556496","title":"Supporting change, but also contributing to the problem!","year":2002,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Sociology; Philosophy","score_opus":0.061256588338260434,"score_gpt":0.36646253679958546,"score_spread":0.30520594846132504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054874690","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0034964713,0.002934871,0.0035604248,0.9371512,0.0059127985,0.000036055044,0.00007341009,0.00019880586,0.04663592],"genre_scores_gemma":[0.6190538,0.010828753,0.020924885,0.26545423,0.010450109,0.00051908515,0.0002984015,0.0005692185,0.07190153],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.96611387,0.016221369,0.00087302655,0.0030592855,0.008289059,0.0054434515],"domain_scores_gemma":[0.8794031,0.055284362,0.0056355204,0.010104872,0.024893124,0.024679048],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029128296,0.0010385198,0.0011925129,0.00176254,0.008594931,0.01498656,0.004227635,0.016411535,0.055190034],"category_scores_gemma":[0.09568216,0.000432393,0.0010255435,0.001997899,0.018791871,0.024224374,0.011184204,0.01450833,0.01049941],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014544571,0.00032502433,0.006055221,0.0011559215,0.00011542751,0.00042599166,0.0070040575,0.0005485463,0.0009152955,0.36336932,0.47540128,0.14453848],"study_design_scores_gemma":[0.000110404275,0.0001177554,0.004447125,0.0021469367,0.00007260576,0.00029939812,0.025611982,0.0007598811,0.00071478175,0.29946318,0.66615623,0.000099721496],"about_ca_topic_score_codex":0.019666772,"about_ca_topic_score_gemma":0.019894823,"teacher_disagreement_score":0.055190034,"about_ca_system_score_codex":0.006655277,"about_ca_system_score_gemma":0.046562895,"threshold_uncertainty_score":0.18462902},"labels":[],"label_agreement":null},{"id":"W2054900226","doi":"10.1007/s11165-009-9156-7","title":"Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms","year":2010,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Science education; Literacy; Scientific literacy; Mathematics education; Curriculum; Science, technology, society and environment education; Vocabulary; Reading (process); Construct (python library); Pedagogy; Computer science; Sociology; Psychology; Political science; Linguistics","score_opus":0.17381097278471652,"score_gpt":0.5333831626833182,"score_spread":0.3595721898986017,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054900226","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83328265,0.00033097566,0.011686341,0.007310102,0.00025126885,0.0014779529,0.002114366,0.00082940434,0.14271694],"genre_scores_gemma":[0.9107661,0.00039060856,0.039301768,0.0009467347,0.00004734572,0.002656751,0.0013048726,0.00044804934,0.044137847],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9977658,0.0007740367,0.000044544264,0.0003563835,0.00071876234,0.00034046068],"domain_scores_gemma":[0.9953994,0.00117638,0.00022764585,0.00075341284,0.0007826189,0.0016606133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004295326,0.00027229477,0.0004640677,0.00044493287,0.003592479,0.0029577329,0.0021345753,0.0013227295,0.009823625],"category_scores_gemma":[0.007741818,0.00033825732,0.0002228428,0.00093590247,0.0023658504,0.003447868,0.0062444033,0.0024696046,0.0012503302],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005597424,0.023882266,0.033489533,0.00093545066,0.00012164507,0.0005448043,0.07280122,0.0019647393,0.011398002,0.07489569,0.11579093,0.6585784],"study_design_scores_gemma":[0.0070448853,0.005386033,0.1938507,0.0011735347,0.0005532255,0.00049443805,0.123552516,0.00746324,0.04535322,0.07184187,0.54296803,0.00031827865],"about_ca_topic_score_codex":0.106741026,"about_ca_topic_score_gemma":0.19397385,"teacher_disagreement_score":0.106741026,"about_ca_system_score_codex":0.0034711242,"about_ca_system_score_gemma":0.029554036,"threshold_uncertainty_score":0.21223944},"labels":[],"label_agreement":null},{"id":"W2056696956","doi":"10.1080/14926150509556657","title":"The contribution of science and technological education to citizens’ culture<sup>1</sup>","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology; Political science","score_opus":0.018402489082638175,"score_gpt":0.33172514368800327,"score_spread":0.31332265460536507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056696956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5427925,0.0034013437,0.00063419563,0.06323974,0.000717213,0.000021264814,0.00025050712,0.000018279427,0.38892496],"genre_scores_gemma":[0.9954738,0.0005615462,0.00012130711,0.00071868696,0.0000650489,0.0000072333373,0.000024576453,0.000009403555,0.0030184758],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99620336,0.0015116978,0.00010242799,0.00017151465,0.0010980522,0.00091288897],"domain_scores_gemma":[0.9856641,0.008176867,0.001135284,0.00044876736,0.0026662555,0.0019087405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036044219,0.0001642058,0.0002452329,0.0013142187,0.006228472,0.010792852,0.0007871816,0.0015792835,0.01022893],"category_scores_gemma":[0.013405255,0.00016860387,0.00029417023,0.0024036465,0.009527277,0.0030169007,0.003886191,0.002605505,0.00049943506],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018954612,0.00018107533,0.13878028,0.00028016494,0.0001382774,0.0007121588,0.2453631,0.00048001562,0.0005971701,0.4617336,0.027694907,0.12384979],"study_design_scores_gemma":[0.00002232655,0.00007837457,0.26794156,0.00038907034,0.00014446069,0.00034698565,0.4146318,0.0006247652,0.0011024359,0.09034803,0.2242789,0.00009130083],"about_ca_topic_score_codex":0.19739118,"about_ca_topic_score_gemma":0.26789203,"teacher_disagreement_score":0.80260885,"about_ca_system_score_codex":0.008633131,"about_ca_system_score_gemma":0.012374853,"threshold_uncertainty_score":0.3924845},"labels":[],"label_agreement":null},{"id":"W2056839815","doi":"10.1177/0963662507075649","title":"School science and its controversies; or, whatever happened to scientific literacy?","year":2007,"lang":"en","type":"article","venue":"Public Understanding of Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Scientific literacy; Public awareness of science; Promotion (chess); Science education; Science, technology, society and environment education; Science communication; Social science education; Sociology; Literacy; Political science; Public relations; Field (mathematics); Pedagogy; Social science; Engineering ethics; Politics; Law","score_opus":0.183257703049856,"score_gpt":0.421375110627949,"score_spread":0.23811740757809302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2056839815","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026592875,0.03340876,0.0008477879,0.88215846,0.0020909898,0.000008485036,0.000055413086,0.000015262744,0.054821935],"genre_scores_gemma":[0.8749294,0.026607063,0.0007045467,0.079320036,0.0071438323,0.000041076582,0.000064455366,0.000041880034,0.0111477915],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.993634,0.003431623,0.00019848744,0.0010891047,0.0009916737,0.0006550539],"domain_scores_gemma":[0.9770882,0.016953155,0.002156717,0.00097485096,0.0017798508,0.0010472258],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011307063,0.00027230332,0.0005766901,0.0031000136,0.01172425,0.01596757,0.0010083037,0.008279766,0.007536223],"category_scores_gemma":[0.027529556,0.0002381295,0.00049394625,0.003572844,0.050092928,0.016706653,0.005206082,0.011797867,0.000663403],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027935988,0.000060369475,0.0017532142,0.00020222564,0.000020037623,0.00009087916,0.019465655,0.00011533496,0.00010564077,0.9291958,0.020708824,0.028254107],"study_design_scores_gemma":[0.000018211425,0.000035317848,0.0039900397,0.00075206906,0.000018665482,0.000064739914,0.03258163,0.00011844611,0.0002759889,0.6011793,0.36093554,0.000030006819],"about_ca_topic_score_codex":0.010547867,"about_ca_topic_score_gemma":0.009997148,"teacher_disagreement_score":0.98827577,"about_ca_system_score_codex":0.012503628,"about_ca_system_score_gemma":0.009104509,"threshold_uncertainty_score":0.090720594},"labels":[],"label_agreement":null},{"id":"W2057696810","doi":"10.1080/14926150109556458","title":"Pre‐service teachers’ understanding and teaching of nature of science: An intervention study","year":2001,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":139,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Nature of Science; Inclusion (mineral); Psychology; Intervention (counseling); Mathematics education; Pedagogy; Teaching method; Science education; Social psychology","score_opus":0.05333070372548682,"score_gpt":0.4015638244142469,"score_spread":0.34823312068876006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057696810","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975594,0.000038798735,0.00010681101,0.00021959546,0.000059214177,0.0008060362,0.00005633195,0.000023581712,0.0011301844],"genre_scores_gemma":[0.98707944,0.0002139542,0.0016556832,0.0003567742,0.000055987988,0.004672786,0.00018261299,0.000015029365,0.005767642],"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.9967924,0.0006914597,0.00019297372,0.00059409713,0.00039853383,0.0013305908],"domain_scores_gemma":[0.99111664,0.0021254972,0.00053827383,0.000663392,0.0010379341,0.004518183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004618139,0.0011811221,0.0023060958,0.0017169145,0.009299257,0.0018803278,0.0021958933,0.0031543958,0.011804307],"category_scores_gemma":[0.0074178996,0.0019285291,0.000944728,0.0012888518,0.0028614115,0.0018206682,0.003559252,0.0076854113,0.0023059181],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01451002,0.7301093,0.022095801,0.0012281035,0.00011159835,0.001430823,0.13730249,0.00025570818,0.011142017,0.0008939238,0.003704176,0.07721601],"study_design_scores_gemma":[0.041656602,0.28463817,0.3453254,0.00063681876,0.00084300636,0.0012185845,0.27796155,0.0011897726,0.014171158,0.002433229,0.029480476,0.00044519547],"about_ca_topic_score_codex":0.015919952,"about_ca_topic_score_gemma":0.031336434,"teacher_disagreement_score":0.015919952,"about_ca_system_score_codex":0.003553142,"about_ca_system_score_gemma":0.011524005,"threshold_uncertainty_score":0.03948939},"labels":[],"label_agreement":null},{"id":"W2057735639","doi":"10.1002/(sici)1098-237x(200003)84:2<280::aid-sce10>3.0.co;2-8","title":"Isaac Newton: Adventurer in thought","year":2000,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Adventure; Citation; Natural philosophy; Galileo (satellite navigation); Newton's law of universal gravitation; Science education; Einstein; Physics education; Mathematics; Mathematics education; Physics; Library science; Gravitation; Art history; History; Astronomy; Computer science; Geography; Quantum mechanics","score_opus":0.031654792736868526,"score_gpt":0.4277263623243916,"score_spread":0.3960715695875231,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057735639","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014153759,0.16130584,0.010309614,0.4093242,0.160301,0.000035261623,0.0001799994,0.0010484299,0.25608033],"genre_scores_gemma":[0.036622394,0.031471454,0.0055246437,0.039056927,0.036585312,0.00005937651,0.00011105261,0.0006466411,0.8499221],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99870133,0.00062059605,0.000054563276,0.0002023764,0.00032050183,0.0001006896],"domain_scores_gemma":[0.9978776,0.00085843675,0.00009697491,0.00014266533,0.00032719824,0.00069707364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018328226,0.0008750131,0.0005904591,0.001671028,0.0034280203,0.0038531758,0.0008805999,0.0049236296,0.07522898],"category_scores_gemma":[0.005065407,0.00040014638,0.0004401195,0.0008731047,0.003621749,0.0057871095,0.0026873758,0.007265856,0.022558112],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025325882,0.000013609466,0.00008945421,0.000097655946,0.000005632207,0.00010638999,0.0011378457,0.000046975478,0.00009904228,0.0699065,0.89704704,0.03142448],"study_design_scores_gemma":[0.00000494234,0.0000047712224,0.0000680111,0.00007510372,0.0000017344646,0.0000989869,0.00023643493,0.00004445371,0.000047372745,0.009411448,0.9900013,0.0000054798825],"about_ca_topic_score_codex":0.003113263,"about_ca_topic_score_gemma":0.0062920335,"teacher_disagreement_score":0.07522898,"about_ca_system_score_codex":0.0021735365,"about_ca_system_score_gemma":0.0013863444,"threshold_uncertainty_score":0.25166607},"labels":[],"label_agreement":null},{"id":"W2057968500","doi":"10.14221/ajte.2012v37n10.2","title":"The Tower Builders: A Consideration of STEM, STSE and Ethics in Science Education","year":2012,"lang":"en","type":"article","venue":"˜The œAustralian journal of teacher education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Nipissing University","funders":"","keywords":"Science education; Engineering ethics; Sociology; Pedagogy; Class (philosophy); Mathematics education; Engineering; Epistemology; Psychology","score_opus":0.14505556150813978,"score_gpt":0.4607769133841916,"score_spread":0.31572135187605177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2057968500","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13068555,0.01710877,0.029108712,0.36299255,0.0026466944,0.00011555177,0.000031993088,0.000103698345,0.4572065],"genre_scores_gemma":[0.9569801,0.0024734854,0.0053862217,0.011842379,0.00052884314,0.000069515554,0.000009852577,0.00003762635,0.02267197],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9888433,0.008583962,0.0001676512,0.00037092812,0.0013194387,0.0007147393],"domain_scores_gemma":[0.98703176,0.010406631,0.000497344,0.00030880776,0.000772117,0.0009833317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009373522,0.0004692732,0.00045145626,0.002388577,0.011550771,0.011105762,0.0016406587,0.0067003653,0.0035189362],"category_scores_gemma":[0.010464385,0.00033077557,0.0005248987,0.0013289067,0.047652975,0.01354797,0.006647152,0.0073208613,0.00034890466],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011549219,0.00002107557,0.00049438496,0.000057661684,0.0000042049396,0.0007984675,0.08998469,0.00026320593,0.000100759986,0.8946682,0.0060663703,0.0075293467],"study_design_scores_gemma":[0.000019905834,0.00011390211,0.0026942946,0.0005629378,0.000015714631,0.00092280994,0.1459414,0.0018749131,0.0003091725,0.5950027,0.2525047,0.00003743341],"about_ca_topic_score_codex":0.011379848,"about_ca_topic_score_gemma":0.03728309,"teacher_disagreement_score":0.011550771,"about_ca_system_score_codex":0.011416412,"about_ca_system_score_gemma":0.008471089,"threshold_uncertainty_score":0.08283222},"labels":[],"label_agreement":null},{"id":"W2058357773","doi":"10.1119/1.4775536","title":"Measuring the Effectiveness of Simulations in Preparing Students for the Laboratory","year":2013,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University","funders":"","keywords":"Computer science; Virtual Laboratory; Work (physics); Mathematics education; Physics education; Virtual lab; Computer lab; Teaching method; Multimedia; Engineering; Psychology; Mechanical engineering","score_opus":0.09720127361750901,"score_gpt":0.41815373531060435,"score_spread":0.3209524616930953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2058357773","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98688185,0.00017140513,0.004674565,0.00021325082,0.00003602364,0.00048082668,0.00015869278,0.00030497808,0.007078504],"genre_scores_gemma":[0.97815007,0.00031132472,0.01792871,0.00013214377,0.000028042723,0.0005191238,0.00046787842,0.00006039209,0.0024023596],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9891958,0.005906602,0.0013167739,0.0008000417,0.0021166299,0.0006640712],"domain_scores_gemma":[0.934248,0.037778288,0.00770996,0.005225195,0.007623058,0.0074155647],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0086467,0.0008814172,0.00061286555,0.0017520639,0.0010694707,0.0027986025,0.0012733054,0.0012304935,0.004965943],"category_scores_gemma":[0.06828905,0.0004524133,0.00058917823,0.0008247745,0.00073132664,0.002231065,0.002004652,0.0012102241,0.0024170373],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0051579643,0.02745466,0.53340584,0.0011197918,0.00038057912,0.00043832866,0.0137127405,0.013621398,0.03803374,0.002998747,0.006687648,0.3569886],"study_design_scores_gemma":[0.0007989613,0.064915374,0.71736014,0.00062799436,0.0006341974,0.0011080082,0.022027291,0.03842066,0.11989328,0.005063269,0.028428968,0.0007218668],"about_ca_topic_score_codex":0.00061247055,"about_ca_topic_score_gemma":0.0009036771,"teacher_disagreement_score":0.0086467,"about_ca_system_score_codex":0.0009505443,"about_ca_system_score_gemma":0.0013124619,"threshold_uncertainty_score":0.045728624},"labels":[],"label_agreement":null},{"id":"W2058518083","doi":"10.1002/tea.20333","title":"PISA 2006: An assessment of scientific literacy","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":313,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Government of New Brunswick","funders":"","keywords":"Scientific literacy; Mathematics education; Test (biology); Literacy; Psychology; Reading (process); Science education; Scale (ratio); Achievement test; Pedagogy; Medical education; Standardized test; Medicine; Political science; Geography","score_opus":0.2878043853163388,"score_gpt":0.6688702908396115,"score_spread":0.3810659055232727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2058518083","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8228866,0.0009227064,0.016768957,0.0015760781,0.0004165577,0.005186083,0.020672295,0.0020381839,0.12953253],"genre_scores_gemma":[0.88195866,0.0014864256,0.05239109,0.0004993058,0.00014940267,0.008773362,0.02103188,0.00024142685,0.033468354],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99727505,0.0006095048,0.0004210589,0.00020721104,0.0013412348,0.00014595005],"domain_scores_gemma":[0.99368876,0.0010933839,0.0013445407,0.00043356157,0.0026753542,0.00076452625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003282005,0.00067791255,0.000758494,0.0053823898,0.00085887406,0.0015507672,0.00091442367,0.00068639155,0.009909955],"category_scores_gemma":[0.011459065,0.00036495432,0.00089436513,0.0025001895,0.0004431139,0.0015168331,0.0025410266,0.0017117148,0.0029721726],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018553019,0.004933325,0.47824034,0.0009024127,0.00026827704,0.0007270617,0.0025133616,0.003529196,0.006192514,0.0046809213,0.08317205,0.4129853],"study_design_scores_gemma":[0.0002508345,0.0028198427,0.91758955,0.00028332343,0.0001021365,0.001868792,0.0010931162,0.0062370994,0.007509622,0.0037817983,0.058358267,0.00010563564],"about_ca_topic_score_codex":0.0009302886,"about_ca_topic_score_gemma":0.0012121403,"teacher_disagreement_score":0.009909955,"about_ca_system_score_codex":0.0007207491,"about_ca_system_score_gemma":0.0018463176,"threshold_uncertainty_score":0.033152103},"labels":[],"label_agreement":null},{"id":"W2058719393","doi":"10.1080/14926156.2010.504477","title":"Introduction to the Special Issue on Activism: SMT Education in the Claws of the Hegemon","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto; York University","funders":"","keywords":"Claw; Hegemony; Political science; Engineering; Mechanical engineering; Law; Politics","score_opus":0.015219855634478679,"score_gpt":0.3308150292910914,"score_spread":0.3155951736566127,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2058719393","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010193607,0.0644008,0.0032732836,0.1605757,0.64896375,0.00014066226,0.00066108233,0.0002466699,0.12071873],"genre_scores_gemma":[0.0103189675,0.038161244,0.0019439874,0.039504606,0.65509117,0.00025722952,0.0009466083,0.00047839512,0.25329775],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99901223,0.00025594202,0.000083000494,0.00016021729,0.00035903178,0.00012949819],"domain_scores_gemma":[0.9965886,0.001786512,0.00018424354,0.00015785538,0.0006374076,0.0006453734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015953036,0.0015691529,0.0012708912,0.0023168647,0.0027761539,0.005913039,0.001382459,0.0054305554,0.06395614],"category_scores_gemma":[0.0041453815,0.0003912829,0.000882857,0.0016844983,0.0020991275,0.003636821,0.003134517,0.007361246,0.014666741],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010999557,0.000023369934,0.0000781999,0.00014507658,0.0000029179464,0.000045100634,0.0002430099,0.000030513736,0.00011559235,0.007409607,0.9715973,0.020298315],"study_design_scores_gemma":[0.0000036575698,0.000013467034,0.0004297061,0.00022227144,0.0000029524972,0.000073090036,0.0002350031,0.000036391175,0.000037929818,0.0028274443,0.9961104,0.000007691219],"about_ca_topic_score_codex":0.0042087715,"about_ca_topic_score_gemma":0.012706565,"teacher_disagreement_score":0.06395614,"about_ca_system_score_codex":0.0020775858,"about_ca_system_score_gemma":0.00215485,"threshold_uncertainty_score":0.21395463},"labels":[],"label_agreement":null},{"id":"W2059342410","doi":"10.1080/14926150609556698","title":"Being your own role model for improving self‐efficacy: An elementary teacher self‐actualizes through drama‐based science teaching","year":2006,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Drama; Mathematics education; Compromise; Action (physics); Psychology; Pedagogy; Science education; Science learning; Subject (documents); Action research; Self-efficacy; Unit (ring theory); Literacy; Sociology; Computer science; Art; Social psychology; Physics","score_opus":0.02942165636202648,"score_gpt":0.3532904287667821,"score_spread":0.32386877240475564,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059342410","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98154366,0.00004426197,0.0032315715,0.0013249107,0.00008991957,0.00009583782,0.000018270675,0.00013564521,0.013515912],"genre_scores_gemma":[0.98173034,0.00006324252,0.009594334,0.00020382449,0.000008306641,0.000113778246,0.00002697681,0.000031424635,0.008227816],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9994454,0.00027192233,0.000017527256,0.00008394369,0.00009223737,0.00008901499],"domain_scores_gemma":[0.9982956,0.00067922095,0.00013680861,0.00024030496,0.00012284819,0.0005251642],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012613948,0.00030414318,0.00031813933,0.00022544191,0.0013489261,0.0012403156,0.0008690345,0.0007673396,0.004825639],"category_scores_gemma":[0.0029531324,0.0002409829,0.0003391252,0.00009059638,0.0008650059,0.0009263195,0.0011318927,0.0016904605,0.0009425881],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002417253,0.109149605,0.090957195,0.0007940538,0.00019308574,0.0013866364,0.14596818,0.0018406309,0.11842157,0.026821764,0.022505904,0.47954413],"study_design_scores_gemma":[0.004779048,0.026923686,0.43481502,0.0008440933,0.0021241398,0.004330803,0.16198897,0.044103324,0.11611704,0.03466616,0.16861239,0.0006952266],"about_ca_topic_score_codex":0.000778112,"about_ca_topic_score_gemma":0.0018581208,"teacher_disagreement_score":0.004825639,"about_ca_system_score_codex":0.00031887207,"about_ca_system_score_gemma":0.0008935772,"threshold_uncertainty_score":0.016143441},"labels":[],"label_agreement":null},{"id":"W2059495401","doi":"10.7202/900493ar","title":"Les représentations de concepts en sciences physiques chez les jeunes","year":2009,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Humanities; Art","score_opus":0.4769683264338739,"score_gpt":0.5764160183653554,"score_spread":0.09944769193148151,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059495401","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9251991,0.0038945198,0.014994142,0.0045556547,0.00018711825,0.000024528472,0.00022991325,0.00011212462,0.05080281],"genre_scores_gemma":[0.9814228,0.0015675067,0.0042013754,0.00026289688,0.00005749668,0.000018481724,0.000120351724,0.000038038444,0.012311106],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99878424,0.00041911652,0.000050066355,0.00019821561,0.00033913425,0.00020939116],"domain_scores_gemma":[0.9953489,0.0022360634,0.00068390166,0.00039784,0.001005797,0.00032743468],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018053433,0.0006380198,0.00040673435,0.0021287065,0.0023836235,0.0046685226,0.00042263154,0.0012930108,0.0054806103],"category_scores_gemma":[0.00918784,0.00029888167,0.00046960343,0.0016111694,0.0045469427,0.0032248038,0.0022283283,0.0032830515,0.0007604521],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005254448,0.00008612065,0.063788,0.0005189304,0.00011873853,0.00174617,0.6177123,0.0016268333,0.015752498,0.14403524,0.0037468055,0.1503429],"study_design_scores_gemma":[0.00005253748,0.00045371466,0.31904408,0.0012657943,0.0002687008,0.005014764,0.3715716,0.005779791,0.0085645765,0.12233623,0.16536868,0.00027950882],"about_ca_topic_score_codex":0.02252833,"about_ca_topic_score_gemma":0.022997253,"teacher_disagreement_score":0.02252833,"about_ca_system_score_codex":0.001873513,"about_ca_system_score_gemma":0.0013445722,"threshold_uncertainty_score":0.04479438},"labels":[],"label_agreement":null},{"id":"W2060315069","doi":"10.1002/bmb.20299","title":"Making ordered DNA and protein structures from computer‐printed transparency film cut‐outs","year":2009,"lang":"en","type":"article","venue":"Biochemistry and Molecular Biology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Tellabs (Canada)","funders":"Mahidol University; Tertiary Education Commission","keywords":"3d printed; Transparency (behavior); Materials science; DNA; Computer science; Nanotechnology; Engineering; Biology; Biomedical engineering; Computer security; Genetics","score_opus":0.027002550687186537,"score_gpt":0.3737759817262603,"score_spread":0.34677343103907377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2060315069","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11248483,0.0016545596,0.75802904,0.00078327773,0.0011617347,0.00035654518,0.004497885,0.014364422,0.106667705],"genre_scores_gemma":[0.31076992,0.0038512251,0.57604474,0.00019053803,0.00010074326,0.00038646723,0.007981131,0.0030254296,0.09764983],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9999256,0.0000052056803,0.000004241105,0.000011556204,0.000045186025,0.000008123217],"domain_scores_gemma":[0.99978584,0.00008995252,0.000017983042,0.00003938773,0.000045367353,0.000021477159],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00011806265,0.00046086698,0.00018273946,0.0004585965,0.0002895079,0.0005929976,0.00036874448,0.00028688306,0.022014953],"category_scores_gemma":[0.0006282419,0.00051502435,0.00026976244,0.0005174996,0.0002396053,0.0006137783,0.00030669713,0.0006047422,0.0058091627],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022665011,0.00009278816,0.00036320067,0.00048261447,0.00001353642,0.0008094289,0.0002675682,0.013444124,0.7619428,0.024832401,0.02878068,0.16874418],"study_design_scores_gemma":[0.00009275081,0.00020021874,0.0009256988,0.000085674765,0.000024658595,0.0007685496,0.00013004412,0.031342525,0.7672964,0.0077731363,0.1913046,0.00005583141],"about_ca_topic_score_codex":0.0005942247,"about_ca_topic_score_gemma":0.00078732823,"teacher_disagreement_score":0.022014953,"about_ca_system_score_codex":0.00034393815,"about_ca_system_score_gemma":0.00023546246,"threshold_uncertainty_score":0.07364732},"labels":[],"label_agreement":null},{"id":"W2061584731","doi":"10.1016/s0959-4752(00)00034-7","title":"Fostering conceptual change by analogies—between Scylla and Charybdis","year":2001,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":143,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Deutsche Forschungsgemeinschaft","keywords":"Analogy; Chaotic; Conceptual change; Concept learning; Cognitive science; Key (lock); Function (biology); Predictability; Conceptual framework; Affordance; Computer science; Epistemology; Psychology; Mathematics education; Artificial intelligence; Mathematics; Human–computer interaction","score_opus":0.16909806916695486,"score_gpt":0.3981891744580397,"score_spread":0.22909110529108484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2061584731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82029176,0.00064808363,0.050871175,0.0032881647,0.00034173112,0.00026486104,0.00016691488,0.0010643498,0.12306289],"genre_scores_gemma":[0.98043364,0.00010142354,0.014164405,0.00026505502,0.000023316268,0.0000720674,0.00009651762,0.00006321997,0.0047804164],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9977888,0.00086835376,0.00013068538,0.00043755732,0.0006426397,0.00013187072],"domain_scores_gemma":[0.9899266,0.0059998343,0.0007492926,0.0018384958,0.0006393338,0.000846521],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019368181,0.0003194514,0.00036178142,0.00066844845,0.00063803076,0.0026520302,0.0010152681,0.00074636855,0.007788418],"category_scores_gemma":[0.015958216,0.00022584337,0.0003306441,0.00039528002,0.0024149788,0.0044361507,0.00401628,0.0023674534,0.00065860705],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024895798,0.0038266426,0.018538857,0.0005160615,0.00013211004,0.00045377912,0.020408152,0.0040078517,0.019253371,0.26734728,0.0071472046,0.65587914],"study_design_scores_gemma":[0.0014934276,0.0035294455,0.060668543,0.00034408882,0.0003671221,0.002091215,0.017898932,0.051564522,0.033281438,0.73254323,0.09592952,0.00028856218],"about_ca_topic_score_codex":0.001327438,"about_ca_topic_score_gemma":0.001461382,"teacher_disagreement_score":0.007788418,"about_ca_system_score_codex":0.0011052423,"about_ca_system_score_gemma":0.001667683,"threshold_uncertainty_score":0.02605486},"labels":[],"label_agreement":null},{"id":"W2062585647","doi":"10.1007/s11422-013-9502-y","title":"The work of lecturing in high school chemistry","year":2013,"lang":"en","type":"article","venue":"Cultural Studies of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; University of Calgary","funders":"","keywords":"Gesture; Embodied cognition; Science education; Psychology; Mathematics education; Performative utterance; Pedagogy; Chemistry; Epistemology; Linguistics; Aesthetics; Art","score_opus":0.0723366683598094,"score_gpt":0.41593555930776815,"score_spread":0.34359889094795876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2062585647","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3363503,0.003772649,0.0038762267,0.0230861,0.0011007551,0.000029631523,0.000037448535,0.00006866289,0.6316782],"genre_scores_gemma":[0.9678587,0.00045643706,0.00074114115,0.0008112034,0.00013724332,0.000009654805,0.000009264917,0.000037560472,0.029938843],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9943467,0.0043874066,0.00009176945,0.00029497553,0.000294366,0.0005848158],"domain_scores_gemma":[0.98309267,0.011887198,0.00071970414,0.0013264214,0.0008468631,0.002127105],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005665775,0.00038548713,0.00028285375,0.0013940306,0.017871238,0.010302922,0.0013896154,0.0020490482,0.010153255],"category_scores_gemma":[0.01242705,0.00023764887,0.00039406118,0.0015984145,0.025292335,0.003826984,0.004384809,0.003483249,0.0009296759],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013470181,0.00023808535,0.009680446,0.00013172884,0.00001602828,0.0010443004,0.39758113,0.00024314321,0.0008904991,0.49037004,0.020816261,0.07885365],"study_design_scores_gemma":[0.00007345027,0.00020598745,0.024090018,0.00065514544,0.0000320164,0.001271099,0.45543647,0.00060239993,0.0027481145,0.1793139,0.33550543,0.00006592566],"about_ca_topic_score_codex":0.005810834,"about_ca_topic_score_gemma":0.011579432,"teacher_disagreement_score":0.98212874,"about_ca_system_score_codex":0.0049114265,"about_ca_system_score_gemma":0.0055264547,"threshold_uncertainty_score":0.035635054},"labels":[],"label_agreement":null},{"id":"W2063346799","doi":"10.1007/s11165-014-9407-0","title":"Decision Making Through Dialogue: a Case Study of Analyzing Preservice Teachers’ Argumentation on Socioscientific Issues","year":2014,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Argumentation theory; Science education; Mathematics education; Pedagogy; Psychology; Chemistry; Epistemology; Philosophy","score_opus":0.31609707490511424,"score_gpt":0.6119224494255229,"score_spread":0.29582537452040863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2063346799","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96580195,0.00022870394,0.012820005,0.0028585254,0.00006446303,0.00019595338,0.00005951835,0.00007248251,0.017898386],"genre_scores_gemma":[0.98974013,0.00013410042,0.005880497,0.00029902498,0.000021215705,0.000095018746,0.00004554747,0.00006897194,0.0037153286],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9719704,0.022397177,0.0007153922,0.0015738885,0.0018283944,0.0015148103],"domain_scores_gemma":[0.87059045,0.11674453,0.004021871,0.0029977632,0.003031641,0.0026138516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016464885,0.0007944544,0.0007826053,0.0025113344,0.01675496,0.011593836,0.0034305756,0.008372876,0.0046278047],"category_scores_gemma":[0.058071993,0.0010801032,0.00070464,0.0018246442,0.011192085,0.009746159,0.006646453,0.0072575673,0.00096313935],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010480402,0.00025505017,0.0030320645,0.00010327616,0.000018067085,0.0032126647,0.97753817,0.0002328916,0.0017708499,0.0056861863,0.0005650581,0.0074808616],"study_design_scores_gemma":[0.000059734837,0.00013241939,0.0032490098,0.00026081505,0.000037980422,0.0022641784,0.9534639,0.0022170367,0.0027413103,0.0067390036,0.028768275,0.000066281624],"about_ca_topic_score_codex":0.003137182,"about_ca_topic_score_gemma":0.006460854,"teacher_disagreement_score":0.01675496,"about_ca_system_score_codex":0.0037414106,"about_ca_system_score_gemma":0.004071574,"threshold_uncertainty_score":0.08707571},"labels":[],"label_agreement":null},{"id":"W2064529493","doi":"10.1080/14926156.2011.570473","title":"Relegated to the Margins? The Place of STSE Themes in Québec Secondary Cycle One Science Textbooks","year":2011,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"Concordia University","keywords":"Curriculum; Fidelity; Pedagogy; Psychology; Mathematics education; Content analysis; Sociology; Computer science; Social science","score_opus":0.036028475928483926,"score_gpt":0.30541592155785574,"score_spread":0.26938744562937184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2064529493","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49672204,0.0050875456,0.0025697935,0.03764182,0.00084610196,0.00008953376,0.00045468996,0.00020712802,0.45638135],"genre_scores_gemma":[0.9239917,0.00095245615,0.0009629309,0.001029721,0.000054003165,0.000029307079,0.000112245056,0.00010312117,0.07276455],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9979236,0.00064228725,0.000062312225,0.00016440694,0.0006504324,0.00055687624],"domain_scores_gemma":[0.9940083,0.0014001821,0.00045010116,0.00023363659,0.0024799278,0.001427867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021194082,0.00024604087,0.00037414502,0.0033528192,0.010782787,0.010548597,0.0012441683,0.0015050088,0.014294895],"category_scores_gemma":[0.00869497,0.00030672402,0.00020570672,0.0048745247,0.007372686,0.0033822784,0.0037573392,0.002624295,0.00087113323],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014629438,0.00012088518,0.019857803,0.00041267395,0.000010643401,0.00086552283,0.3017173,0.00044895962,0.0036899876,0.4334653,0.044690493,0.19457413],"study_design_scores_gemma":[0.000017044711,0.000065642336,0.05964547,0.000946111,0.000014467754,0.00022388862,0.17905633,0.00051185605,0.0013485996,0.009781306,0.7483392,0.000050112572],"about_ca_topic_score_codex":0.7227878,"about_ca_topic_score_gemma":0.90427935,"teacher_disagreement_score":0.2772122,"about_ca_system_score_codex":0.05074702,"about_ca_system_score_gemma":0.05505899,"threshold_uncertainty_score":0.5576895},"labels":[],"label_agreement":null},{"id":"W2066329095","doi":"10.1007/s11191-013-9613-6","title":"Students’ Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students","year":2013,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Scientific literacy; Curriculum; Embeddedness; Nature of Science; Mathematics education; Social science; Sociology; Subjectivity; Situated; Psychology; Science education; Pedagogy; Epistemology","score_opus":0.025481814943727945,"score_gpt":0.4005577784230192,"score_spread":0.3750759634792913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2066329095","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9698799,0.00070664124,0.0001031839,0.004175184,0.000045770117,0.000020590327,0.000071936076,0.0000046979085,0.024992043],"genre_scores_gemma":[0.9940129,0.0004896492,0.00006728835,0.0006853538,0.0000042764736,0.000009740001,0.000037249003,0.000006523742,0.0046870643],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9946601,0.0010203507,0.0001501283,0.00040415983,0.0015472092,0.0022180183],"domain_scores_gemma":[0.98964626,0.0021024735,0.0011021864,0.00016159387,0.0030170602,0.0039703446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005460554,0.00049454573,0.00080998585,0.0028052188,0.032278746,0.0155849205,0.0018345959,0.0025566323,0.003689847],"category_scores_gemma":[0.006642894,0.00057063764,0.0005483394,0.00400311,0.01682732,0.0042118067,0.0060078516,0.008503142,0.00028689156],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000354951,0.000057577214,0.017119003,0.00002552029,0.000006622462,0.00023476753,0.9720805,0.000033202465,0.00032702347,0.0073668445,0.0009830531,0.0017303444],"study_design_scores_gemma":[0.0000052902456,0.000013306197,0.009359456,0.000056446297,0.000008764759,0.000059347956,0.9770419,0.00003078582,0.0001000659,0.00057511067,0.012725192,0.00002431794],"about_ca_topic_score_codex":0.932317,"about_ca_topic_score_gemma":0.96078706,"teacher_disagreement_score":0.06768298,"about_ca_system_score_codex":0.05258761,"about_ca_system_score_gemma":0.07868502,"threshold_uncertainty_score":0.38155162},"labels":[],"label_agreement":null},{"id":"W2066626677","doi":"10.1080/14926156.2012.679996","title":"A Time for Change: Advocating for STSE Education Through Professional Learning Communities","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Facilitation; Curriculum; Psychology; Pedagogy; Professional development; Action (physics)","score_opus":0.07092826233120013,"score_gpt":0.39763871478321067,"score_spread":0.3267104524520105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2066626677","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015539566,0.00050467,0.001359674,0.95472956,0.0017677688,0.00005075556,0.000011767671,0.000032458815,0.02600383],"genre_scores_gemma":[0.68243,0.001161822,0.0036271138,0.2801616,0.0012818774,0.00020980544,0.00002912081,0.00007709071,0.031021612],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.97427034,0.0111827785,0.00064432155,0.00155302,0.004697978,0.0076515325],"domain_scores_gemma":[0.91429317,0.030063687,0.004230921,0.0023049586,0.0077364617,0.041370694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.031190805,0.00039565796,0.000542278,0.0014072151,0.028211568,0.020079743,0.0038857313,0.035979237,0.025765719],"category_scores_gemma":[0.055438284,0.00062124385,0.00079349166,0.0011436369,0.025716009,0.023976414,0.02533488,0.039312158,0.0023370762],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010164026,0.00081555214,0.008699285,0.00041482417,0.000035277943,0.0013891238,0.14968283,0.0002517328,0.0012561824,0.45505098,0.25190577,0.13039681],"study_design_scores_gemma":[0.00013842873,0.00015687496,0.0057337135,0.0011941005,0.000029454297,0.00058114337,0.25478762,0.0006245083,0.00064135954,0.11946869,0.61653465,0.00010943828],"about_ca_topic_score_codex":0.03536586,"about_ca_topic_score_gemma":0.113296784,"teacher_disagreement_score":0.035979237,"about_ca_system_score_codex":0.0123855,"about_ca_system_score_gemma":0.09199754,"threshold_uncertainty_score":0.16495466},"labels":[],"label_agreement":null},{"id":"W2069151647","doi":"10.1080/14926150609556691","title":"Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum","year":2006,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":141,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Perception; Situational ethics; Psychology; Medical education; Likert scale; Pedagogy; Mathematics education; Medicine; Social psychology","score_opus":0.012993953191305056,"score_gpt":0.3241041372316801,"score_spread":0.31111018404037505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2069151647","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949092,0.00009156017,0.00006511848,0.0003634015,0.000015385804,0.00001096079,0.000011627411,0.0000014053512,0.0045313044],"genre_scores_gemma":[0.9972631,0.00017912529,0.00006774415,0.00024063817,0.000004213671,0.000011408443,0.00002637921,0.0000025537424,0.0022049234],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9981521,0.0006393295,0.00019565278,0.0001477944,0.00046265963,0.0004025538],"domain_scores_gemma":[0.98924494,0.0036383814,0.0024781076,0.00021349292,0.0019990166,0.0024260478],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044247448,0.00020782919,0.0002541324,0.0007118135,0.0019564265,0.0027788775,0.000357102,0.0008525728,0.0043871035],"category_scores_gemma":[0.0073365485,0.0003566495,0.0003314862,0.0006412944,0.0014192342,0.0017742662,0.0019689512,0.0019841667,0.0004451187],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049880217,0.0010307716,0.36477205,0.00037495568,0.00006121805,0.0010841603,0.5958199,0.00021020252,0.012985115,0.004048776,0.0019562382,0.01715788],"study_design_scores_gemma":[0.00005182976,0.00039902274,0.30972096,0.00017773506,0.00006392118,0.00021445156,0.6667189,0.00025753508,0.0017178439,0.0005169187,0.020117575,0.000043325916],"about_ca_topic_score_codex":0.008585591,"about_ca_topic_score_gemma":0.020602323,"teacher_disagreement_score":0.008585591,"about_ca_system_score_codex":0.0017747832,"about_ca_system_score_gemma":0.0031716982,"threshold_uncertainty_score":0.023400605},"labels":[],"label_agreement":null},{"id":"W2070010960","doi":"10.1007/s11191-014-9716-8","title":"Report on a Boston University Conference December 7–8, 2012 on How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?","year":2014,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Science education; Scientific literacy; Social science education; Science, technology, society and environment education; History and philosophy of science; Curriculum; Sociology; Outline of social science; Philosophy of science; Liberal arts education; Pedagogy; Political science; Higher education; Social science; Epistemology","score_opus":0.06212537556178007,"score_gpt":0.34701982605252724,"score_spread":0.2848944504907472,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070010960","genre_codex":"commentary","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018900454,0.01810905,0.0018041842,0.7133184,0.09948415,0.0008157775,0.0071171126,0.0003630868,0.14008774],"genre_scores_gemma":[0.025645297,0.004387531,0.00073078874,0.047195695,0.011837333,0.00047177146,0.0027386304,0.0002209108,0.906772],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969126,0.0005371294,0.0000828986,0.000223644,0.0011308888,0.0011127678],"domain_scores_gemma":[0.99424016,0.00066095917,0.00025788572,0.00014402179,0.0023733012,0.0023236715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005078329,0.0012945049,0.00068449875,0.0016702565,0.009699595,0.0070201103,0.0014327726,0.010375738,0.104810916],"category_scores_gemma":[0.005457403,0.0006191995,0.0009148991,0.0015431253,0.0013436908,0.0034468553,0.0066469633,0.011116356,0.021369604],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017458457,0.00013581225,0.0005708853,0.000100706435,0.00001008442,0.00015935236,0.0005359032,0.00008178292,0.0006848279,0.0012405281,0.9881421,0.008163557],"study_design_scores_gemma":[0.00004887377,0.00006969129,0.005760223,0.00007259822,0.000014656245,0.000020008616,0.0017503164,0.00008339405,0.00052284275,0.00037850175,0.9912475,0.000031543634],"about_ca_topic_score_codex":0.058837935,"about_ca_topic_score_gemma":0.15388829,"teacher_disagreement_score":0.104810916,"about_ca_system_score_codex":0.0060043014,"about_ca_system_score_gemma":0.014994875,"threshold_uncertainty_score":0.35062748},"labels":[],"label_agreement":null},{"id":"W2070091809","doi":"10.1177/09636625030122001","title":"University Students' Interpretation of Media Reports of Science and its Relationship to Background Knowledge, Interest, and Reading Difficulty","year":2003,"lang":"en","type":"article","venue":"Public Understanding of Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":127,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Northwestern Polytechnic; University of Alberta","funders":"","keywords":"Certainty; Reading (process); Psychology; Scientific literacy; Interpretation (philosophy); Variance (accounting); Mathematics education; Social psychology; Science education; Epistemology; Linguistics","score_opus":0.23096740584485512,"score_gpt":0.40443844809828916,"score_spread":0.17347104225343404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070091809","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999395,0.000042915155,0.00006440908,0.000025270103,0.000002325416,0.0000046733226,0.000016925853,0.0000054909133,0.00044279647],"genre_scores_gemma":[0.999413,0.00006655144,0.00012248284,0.0000150936685,0.000006291197,0.000007904359,0.000046105997,0.000003247697,0.00031923983],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982823,0.0007324189,0.00023552719,0.00016881996,0.00040988487,0.0001711385],"domain_scores_gemma":[0.95168734,0.026928812,0.013301552,0.0019135119,0.0042522145,0.00191656],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029459272,0.00046568294,0.00040241043,0.002600875,0.0006186317,0.0030948648,0.00041582127,0.0006636208,0.0021403998],"category_scores_gemma":[0.049473334,0.00034935283,0.00035113553,0.0010186087,0.00085039105,0.0008073055,0.0011680068,0.0011137595,0.00039430807],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003739902,0.00036643265,0.92501086,0.0000798252,0.0000733135,0.00045483708,0.040304385,0.00018238518,0.0062381355,0.0001372861,0.00023081762,0.026547685],"study_design_scores_gemma":[0.0000232116,0.0005770027,0.94934964,0.000051147712,0.000054846336,0.00072947907,0.04376017,0.0010090343,0.002993375,0.00029782022,0.0011058075,0.000048414557],"about_ca_topic_score_codex":0.0017014464,"about_ca_topic_score_gemma":0.002257148,"teacher_disagreement_score":0.0030948648,"about_ca_system_score_codex":0.0004972697,"about_ca_system_score_gemma":0.00027530038,"threshold_uncertainty_score":0.01557976},"labels":[],"label_agreement":null},{"id":"W2070547377","doi":"10.1007/s11422-007-9067-8","title":"Indigenous knowledge and science revisited","year":2007,"lang":"en","type":"article","venue":"Cultural Studies of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":553,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Indigenous; Epistemology; Plural; Sociology of Education; Hegemony; Sociology; Metaphysics; Traditional knowledge; Science education; Indigenous education; Environmental ethics; Social science; Political science; Pedagogy; Philosophy; Ecology; Linguistics; Law","score_opus":0.12630111103344158,"score_gpt":0.5005336434377964,"score_spread":0.37423253240435483,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070547377","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10207092,0.06510898,0.005752484,0.13407852,0.0019517655,0.00002734563,0.0000702319,0.00004298483,0.6908968],"genre_scores_gemma":[0.9656376,0.006891288,0.0009385589,0.00493871,0.0012312593,0.000032671374,0.000016686494,0.000030065547,0.020283164],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9956797,0.0022132976,0.00014745531,0.0006442498,0.00069945754,0.000615936],"domain_scores_gemma":[0.9849672,0.012048323,0.0004135338,0.0011237423,0.00096334156,0.0004838978],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0066817743,0.00038742129,0.0012332569,0.0030892545,0.008202207,0.008632932,0.0019329287,0.0049915663,0.0066142716],"category_scores_gemma":[0.009672975,0.00031359552,0.00058674806,0.0037320198,0.07299506,0.012933103,0.0067824144,0.008372286,0.00030039376],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000046125206,0.0000063818416,0.00010424978,0.000035127123,0.0000043083387,0.00005471899,0.014595517,0.000028671944,0.00002528546,0.9818481,0.00068284484,0.002610034],"study_design_scores_gemma":[0.000014988854,0.000013118922,0.0011202486,0.00019714552,0.00001744802,0.00017633391,0.01749399,0.00012834757,0.00012178758,0.90476996,0.07593086,0.000015763542],"about_ca_topic_score_codex":0.03662542,"about_ca_topic_score_gemma":0.03544674,"teacher_disagreement_score":0.9917978,"about_ca_system_score_codex":0.007986325,"about_ca_system_score_gemma":0.005225388,"threshold_uncertainty_score":0.07282448},"labels":[],"label_agreement":null},{"id":"W2070664543","doi":"10.1119/1.2783163","title":"Teachers as Actors: The Implications of Acting on Physics Teaching","year":2007,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Amateur; Mathematics education; Lecture hall; Teaching method; Science education; Interpersonal communication; Psychology; Pedagogy; Sociology; Physics; Political science; Communication","score_opus":0.11849320183005772,"score_gpt":0.45154633262460786,"score_spread":0.3330531307945501,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070664543","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.079974845,0.015521982,0.013528524,0.26184317,0.0030208754,0.000093271614,0.00006154503,0.00011063335,0.6258451],"genre_scores_gemma":[0.960521,0.005083164,0.0018707094,0.0083617,0.00065089535,0.00011061981,0.000021746713,0.00012904072,0.023251079],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9749877,0.020438746,0.00020891897,0.0013056184,0.0011269533,0.001932132],"domain_scores_gemma":[0.98274213,0.011271297,0.0015062387,0.00056126254,0.0006456886,0.0032733693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012395797,0.0006205861,0.00042405914,0.0020429436,0.02414338,0.01663737,0.001924255,0.0065873032,0.013661224],"category_scores_gemma":[0.012521426,0.0006155795,0.00078973727,0.0014266628,0.062476084,0.018440424,0.012910394,0.008812908,0.0016433891],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047380934,0.000038580354,0.0012969302,0.00008508535,0.000007890476,0.00082162843,0.19203688,0.00020276001,0.00015466943,0.78908205,0.007344227,0.008881885],"study_design_scores_gemma":[0.000064490785,0.000073999436,0.0017038514,0.00040217952,0.000015873236,0.00071838987,0.25118694,0.0005875793,0.0003312385,0.450178,0.29469094,0.000046563982],"about_ca_topic_score_codex":0.008618118,"about_ca_topic_score_gemma":0.007148983,"teacher_disagreement_score":0.02414338,"about_ca_system_score_codex":0.008967884,"about_ca_system_score_gemma":0.0066662156,"threshold_uncertainty_score":0.06555605},"labels":[],"label_agreement":null},{"id":"W2070902521","doi":"10.1111/1467-873x.00262","title":"Engaging Science Education Within Diverse Cultures","year":2003,"lang":"en","type":"article","venue":"Curriculum Inquiry","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Division of Mathematical Sciences","keywords":"Science education; Natural (archaeology); Credibility; Sociology; Epistemology; Science, technology, society and environment education; Politics; Nature of Science; Natural science; Engineering ethics; Social science; Environmental ethics; Pedagogy; Political science; Law","score_opus":0.08518001416957262,"score_gpt":0.442284073322732,"score_spread":0.3571040591531594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2070902521","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6084973,0.0044736685,0.01981432,0.03968029,0.0013164846,0.00025325402,0.000043114112,0.00008546214,0.32583615],"genre_scores_gemma":[0.981447,0.0012265623,0.004063955,0.0040377495,0.00016145961,0.0001951773,0.000017096872,0.00003539522,0.008815526],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9679748,0.026148787,0.0006109596,0.0014579763,0.0016857483,0.0021217111],"domain_scores_gemma":[0.9809801,0.011728069,0.00080049026,0.0016186517,0.001273255,0.003599423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018758282,0.0008255851,0.0009822629,0.0025221151,0.019212583,0.016759932,0.0016715928,0.0038277803,0.006711853],"category_scores_gemma":[0.020871652,0.0004905227,0.00080505694,0.0016726755,0.023023242,0.011363573,0.037898667,0.006891423,0.0008246868],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051947412,0.00023083431,0.0038153012,0.00016097414,0.000038733844,0.0010278003,0.8129629,0.0002647859,0.0009997529,0.14466465,0.0019404425,0.033841856],"study_design_scores_gemma":[0.000043459964,0.00014895626,0.0018242026,0.00061150413,0.000034406065,0.00052142283,0.7332154,0.00047091625,0.001040104,0.12227258,0.13977773,0.00003923084],"about_ca_topic_score_codex":0.0019163934,"about_ca_topic_score_gemma":0.002928841,"teacher_disagreement_score":0.019212583,"about_ca_system_score_codex":0.0054439926,"about_ca_system_score_gemma":0.004875473,"threshold_uncertainty_score":0.09920448},"labels":[],"label_agreement":null},{"id":"W2071318150","doi":"10.1002/tea.1031","title":"Learning science through technological design","year":2001,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":199,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Science education; Mathematics education; Curriculum; Science, technology, society and environment education; Learning sciences; Computer science; Sociology; Educational technology; Engineering ethics; Psychology; Pedagogy; Engineering","score_opus":0.49509823182023927,"score_gpt":0.6152720530086239,"score_spread":0.1201738211883846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071318150","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.61552584,0.0009917199,0.12646651,0.005552261,0.00012760644,0.0004584866,0.00015771063,0.0003933146,0.2503266],"genre_scores_gemma":[0.9351517,0.0007648321,0.041632596,0.000310056,0.000029164099,0.00018108981,0.00012165495,0.00003779442,0.021771045],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9979133,0.0013782874,0.00007129941,0.00014562928,0.00036310838,0.00012839647],"domain_scores_gemma":[0.99744886,0.0015352755,0.00025373575,0.00045291145,0.00013270612,0.00017647073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016009315,0.00031989822,0.00020674866,0.000737463,0.0012437038,0.003056151,0.0007147762,0.00070660684,0.006512218],"category_scores_gemma":[0.004660066,0.000196317,0.00037143822,0.000468586,0.0028512122,0.0020725846,0.0026331637,0.001464317,0.0008116362],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010880886,0.0014876352,0.026462516,0.0006370794,0.000056547626,0.0006403556,0.09665401,0.009082534,0.011496372,0.51475036,0.012929551,0.32569417],"study_design_scores_gemma":[0.00006649668,0.0008964433,0.013401274,0.0006129733,0.000040752897,0.0012795323,0.027754812,0.0111786015,0.012546169,0.34104857,0.5911203,0.000054118365],"about_ca_topic_score_codex":0.000577587,"about_ca_topic_score_gemma":0.00095125736,"teacher_disagreement_score":0.006512218,"about_ca_system_score_codex":0.0012058716,"about_ca_system_score_gemma":0.00095902744,"threshold_uncertainty_score":0.021785557},"labels":[],"label_agreement":null},{"id":"W2071872166","doi":"10.1080/14926150409556600","title":"Young children learning about evaporation: A longitudinal perspective","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":34,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Narrative; Mainstream; Context (archaeology); Period (music); Focus (optics); Conceptual change; Developmental psychology; Longitudinal study; Psychology; Sociology; Epistemology; Mathematics education; Aesthetics; Computer science; Linguistics; Artificial intelligence; Medicine; History","score_opus":0.020947773145279337,"score_gpt":0.33979266804959396,"score_spread":0.3188448949043146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071872166","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968443,0.00088197953,0.000072105344,0.0003250295,0.000011660608,0.000013806634,0.00046961047,0.0000051795523,0.0013762963],"genre_scores_gemma":[0.9963278,0.0013652352,0.00012732607,0.00008235471,0.0000103835655,0.000039877606,0.0004662674,0.0000062480462,0.0015746087],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99878985,0.00030922727,0.000090555885,0.00017793638,0.00023163388,0.00040081452],"domain_scores_gemma":[0.9942967,0.001402225,0.0014887284,0.00034757322,0.0014158264,0.0010488597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046817623,0.00036849445,0.00067149475,0.0026502789,0.002578345,0.0037655872,0.0006828363,0.0013550506,0.002212523],"category_scores_gemma":[0.009861634,0.00061857305,0.00069801515,0.0027435422,0.0015270662,0.004329302,0.0023600918,0.00189277,0.0006688429],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030603303,0.00094039564,0.96317786,0.000042125655,0.000057732075,0.00059926644,0.023865422,0.00008763445,0.00036806287,0.00087559933,0.0004700615,0.009209728],"study_design_scores_gemma":[0.00001382323,0.000791697,0.9475103,0.00011473667,0.00010523308,0.00072259,0.044496134,0.00015430409,0.00058809045,0.0009886379,0.0044597536,0.000054643944],"about_ca_topic_score_codex":0.07802293,"about_ca_topic_score_gemma":0.07446228,"teacher_disagreement_score":0.07802293,"about_ca_system_score_codex":0.0015915305,"about_ca_system_score_gemma":0.0027791944,"threshold_uncertainty_score":0.15513754},"labels":[],"label_agreement":null},{"id":"W2075386039","doi":"10.1007/s10780-010-9135-y","title":"Using Story to Help Student Understanding of Gas Behavior","year":2010,"lang":"en","type":"article","venue":"Interchange","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Greeks; Epistemology; Chemistry; Theoretical physics; Physics; Philosophy; History; Classics","score_opus":0.4817156892609159,"score_gpt":0.5229361078122837,"score_spread":0.04122041855136782,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2075386039","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.805697,0.0006575188,0.10205872,0.011376687,0.0002781041,0.00030587995,0.000879396,0.0029422627,0.07580436],"genre_scores_gemma":[0.9306545,0.00072431104,0.05058802,0.000724235,0.000039357783,0.00026898627,0.00067200186,0.00015763531,0.016170884],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987771,0.000861694,0.000050035305,0.000082243685,0.00015255825,0.00007643996],"domain_scores_gemma":[0.99248403,0.005322356,0.0006517595,0.0004610415,0.0004595527,0.00062126765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001660853,0.0007069532,0.0003462584,0.0007756837,0.00086221495,0.0023244924,0.0011011683,0.0013432052,0.011656081],"category_scores_gemma":[0.011564219,0.00022845899,0.00029812267,0.00035537625,0.0008192756,0.0044777566,0.0019336417,0.0018064787,0.0016901233],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010346742,0.0057427078,0.11551806,0.0009938263,0.000118387565,0.0047186,0.30309615,0.003598335,0.017773893,0.048583057,0.07757148,0.42125088],"study_design_scores_gemma":[0.00031297654,0.0025262781,0.0779116,0.0009599604,0.00029965368,0.0063823382,0.27290007,0.042838488,0.039735764,0.054624453,0.50120306,0.0003052632],"about_ca_topic_score_codex":0.00079185585,"about_ca_topic_score_gemma":0.0015149026,"teacher_disagreement_score":0.011656081,"about_ca_system_score_codex":0.0006509412,"about_ca_system_score_gemma":0.00064384606,"threshold_uncertainty_score":0.038993478},"labels":[],"label_agreement":null},{"id":"W2076222343","doi":"10.1007/s11165-011-9215-8","title":"Teaching Mathematical Biology in High School Using Adapted Primary Literature","year":2011,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Comprehension; Class (philosophy); Reading (process); Reading comprehension; Narrative; Adaptation (eye); Psychology; Science education; Pedagogy; Computer science; Linguistics","score_opus":0.3524824237037468,"score_gpt":0.5575378986760532,"score_spread":0.20505547497230636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2076222343","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9069886,0.0011042629,0.027030587,0.00085506245,0.0002464808,0.0019565967,0.0006244573,0.00084217254,0.06035164],"genre_scores_gemma":[0.8318833,0.0020439262,0.13971859,0.00052083365,0.00007783483,0.0011723833,0.00091121544,0.00015244422,0.023519563],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991781,0.00019240474,0.00007620201,0.00021781385,0.00024753273,0.0000879326],"domain_scores_gemma":[0.99667263,0.0013734064,0.00013950477,0.00050914346,0.00061868713,0.0006866423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015339033,0.00052922545,0.00074809644,0.0038602124,0.001444185,0.0028695003,0.0015628225,0.00050680136,0.015436656],"category_scores_gemma":[0.0056455857,0.00042913383,0.0005226905,0.0027087398,0.00043025124,0.0016667743,0.0033130792,0.00086676533,0.0029644393],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005940996,0.013840394,0.014706007,0.0014581777,0.00006803196,0.00068326766,0.021749217,0.0016388183,0.014808357,0.008407418,0.0076536904,0.91439265],"study_design_scores_gemma":[0.0033902272,0.01605111,0.26591742,0.004964307,0.0017509023,0.0029706268,0.069890074,0.012340926,0.04611134,0.09383557,0.4822411,0.00053637294],"about_ca_topic_score_codex":0.002903206,"about_ca_topic_score_gemma":0.01186594,"teacher_disagreement_score":0.015436656,"about_ca_system_score_codex":0.0017719843,"about_ca_system_score_gemma":0.004685025,"threshold_uncertainty_score":0.05164075},"labels":[],"label_agreement":null},{"id":"W2077248744","doi":"10.1017/s0890060415000025","title":"Using analogies to explain versus inspire concepts","year":2015,"lang":"en","type":"article","venue":"Artificial intelligence for engineering design analysis and manufacturing","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Natural Sciences and Engineering Research Council of Canada; University of Toronto","keywords":"Analogy; Parallels; Concreteness; Analogical reasoning; Psychology; Process (computing); Mathematics education; Cognitive science; Epistemology; Computer science; Cognitive psychology; Engineering","score_opus":0.38800935037571616,"score_gpt":0.4554113850577344,"score_spread":0.06740203468201822,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077248744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.74011964,0.00082764763,0.20703065,0.0029199205,0.00020547055,0.0010153619,0.00014245865,0.00065446977,0.047084384],"genre_scores_gemma":[0.9040098,0.0004526514,0.09076816,0.0006162891,0.00005374823,0.0004719434,0.00009849347,0.00006354294,0.0034653125],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98026377,0.01384561,0.0008634192,0.0009510483,0.0036106757,0.00046556568],"domain_scores_gemma":[0.89372534,0.09049184,0.0054070763,0.0046175374,0.0048578857,0.00090035255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012042007,0.0008776079,0.0004975601,0.0018766222,0.0006244266,0.0034332483,0.0013875306,0.0013244331,0.009435104],"category_scores_gemma":[0.07789768,0.00028253195,0.0005819252,0.00085915637,0.002761399,0.003701674,0.003812626,0.002281902,0.0008324339],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015095462,0.0033218188,0.03983441,0.0046391366,0.00028910858,0.0010698014,0.0920487,0.015411712,0.082422346,0.12915196,0.007944242,0.62235725],"study_design_scores_gemma":[0.0012005953,0.008735306,0.07387284,0.004386637,0.0005369512,0.0036093572,0.09827063,0.095456816,0.12107353,0.34547186,0.24673001,0.00065556687],"about_ca_topic_score_codex":0.00022329499,"about_ca_topic_score_gemma":0.0003159591,"teacher_disagreement_score":0.012042007,"about_ca_system_score_codex":0.0012599779,"about_ca_system_score_gemma":0.000761377,"threshold_uncertainty_score":0.06368494},"labels":[],"label_agreement":null},{"id":"W2078116266","doi":"10.1080/14926150903118334","title":"<i>Pilimmaksarniq</i>: Working Together for the Common Good in Science Curriculum Development and Delivery in Nunavut","year":2009,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Curriculum; Process (computing); Curriculum development; Engineering ethics; Foundation (evidence); Political science; Pedagogy; Sociology; Public relations; Engineering; Computer science; Law","score_opus":0.03222301681683037,"score_gpt":0.3289611264453219,"score_spread":0.2967381096284915,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2078116266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.54375947,0.004240525,0.004462974,0.22316585,0.0023493785,0.0003633705,0.00047055105,0.0006017335,0.22058605],"genre_scores_gemma":[0.8438083,0.0013731912,0.0074002664,0.012493609,0.00007273172,0.00015799765,0.0001830136,0.00028630998,0.13422458],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988949,0.00024946744,0.000034608292,0.00012782309,0.0001832779,0.0005099547],"domain_scores_gemma":[0.9974503,0.00022915189,0.000107387605,0.000048013513,0.00041191734,0.0017532066],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0018911202,0.00027850294,0.00014133222,0.00051429734,0.021326728,0.0050548613,0.0017351658,0.0019229375,0.01058586],"category_scores_gemma":[0.0027947382,0.00033619633,0.0001280464,0.0008892378,0.003148886,0.0034382853,0.005134701,0.0030147587,0.0010206788],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013086155,0.00034602397,0.042929232,0.00035222535,0.000013749694,0.0033798271,0.5070815,0.00047198453,0.008577118,0.041255783,0.20531628,0.1901455],"study_design_scores_gemma":[0.000012971557,0.00007324008,0.043880176,0.00017871776,0.00002209086,0.00056792435,0.4560973,0.00029012462,0.0033354678,0.0032290702,0.49221838,0.00009460271],"about_ca_topic_score_codex":0.65219265,"about_ca_topic_score_gemma":0.8686155,"teacher_disagreement_score":0.98170936,"about_ca_system_score_codex":0.018290626,"about_ca_system_score_gemma":0.051151212,"threshold_uncertainty_score":0.6997113},"labels":[],"label_agreement":null},{"id":"W2078975440","doi":"10.1007/s11191-011-9417-5","title":"Encouraging a “Romantic Understanding” of Science: The Effect of the Nikola Tesla Story","year":2011,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":80,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Romance; Context (archaeology); Wonder; Meaning (existential); Content (measure theory); Psychology; Mathematics education; Social psychology; Pedagogy; Mathematics; Psychoanalysis; Psychotherapist; History","score_opus":0.07885199843756696,"score_gpt":0.3867689479091066,"score_spread":0.30791694947153964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2078975440","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43819126,0.0017737956,0.0013456689,0.06324903,0.0021291575,0.000057326706,0.000080530284,0.00014168808,0.49303153],"genre_scores_gemma":[0.96935713,0.00049337465,0.00038789664,0.0043030996,0.00014749836,0.00005061165,0.00002801509,0.00015206121,0.025080398],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961272,0.0027267213,0.000050125873,0.00023501222,0.00035730525,0.0005036929],"domain_scores_gemma":[0.98841673,0.0077286684,0.0007768691,0.0006434541,0.0006159253,0.0018183447],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0040357714,0.00041518654,0.00045854147,0.0005236481,0.016510071,0.007873763,0.0012708851,0.0043553296,0.014467624],"category_scores_gemma":[0.017583612,0.00031652985,0.00038567276,0.00042501747,0.018116754,0.0065694535,0.009536235,0.010308495,0.0018821536],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00086357206,0.0006038144,0.0026875406,0.00041735807,0.000052421838,0.0015481657,0.6252338,0.0003281982,0.0021309278,0.28183326,0.06466128,0.019639656],"study_design_scores_gemma":[0.00014997252,0.00023038383,0.0038336383,0.00036052923,0.000045851804,0.0006748072,0.41519076,0.0003189099,0.0021017767,0.038963646,0.53805333,0.00007636463],"about_ca_topic_score_codex":0.004415001,"about_ca_topic_score_gemma":0.0078118443,"teacher_disagreement_score":0.98348993,"about_ca_system_score_codex":0.0036784739,"about_ca_system_score_gemma":0.002781905,"threshold_uncertainty_score":0.04839903},"labels":[],"label_agreement":null},{"id":"W2079145570","doi":"10.5539/ies.v6n7p88","title":"Learner Acquisition and Its Relationship with Constructivist Learner Roles in a Secondary Education Chemistry Curriculum in Québec/Canada","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Constructive; Constructivist teaching methods; Curriculum; Mathematics education; Meaning (existential); Constructivism (international relations); Pedagogy; Process (computing); Psychology; Chemistry; Teaching method; Sociology; Epistemology; Computer science; Political science","score_opus":0.02843595789769685,"score_gpt":0.36400754854617096,"score_spread":0.3355715906484741,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079145570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98291045,0.00029362476,0.00042299708,0.0017073036,0.000019442452,0.000081551116,0.00013846987,0.000015543596,0.01441065],"genre_scores_gemma":[0.99552166,0.0001319988,0.0002207368,0.00014783458,0.000002813185,0.000026249552,0.000078897385,0.000009786719,0.0038598664],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99451834,0.0014101017,0.0001964144,0.0005174993,0.0019966767,0.0013609523],"domain_scores_gemma":[0.9789514,0.0041332785,0.0018412448,0.00036321115,0.010756979,0.003953861],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007417436,0.0002992621,0.00035175652,0.0023757662,0.014495213,0.006322732,0.0017949697,0.00068677164,0.0038756083],"category_scores_gemma":[0.011182491,0.00024036244,0.0003302843,0.0030450441,0.0053038993,0.0018183802,0.0033755584,0.0019980283,0.00016891283],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015270282,0.00037946325,0.46598363,0.00020665086,0.000031470987,0.00070971536,0.47782534,0.0005415218,0.0011228091,0.009986298,0.0039915685,0.039068818],"study_design_scores_gemma":[0.000014160265,0.00012158029,0.43209696,0.00030281147,0.000023716493,0.00015328992,0.53087765,0.001317309,0.0007001197,0.00051483844,0.03379629,0.00008126242],"about_ca_topic_score_codex":0.9887215,"about_ca_topic_score_gemma":0.9921923,"teacher_disagreement_score":0.10015716,"about_ca_system_score_codex":0.10015716,"about_ca_system_score_gemma":0.12478469,"threshold_uncertainty_score":0.72669446},"labels":[],"label_agreement":null},{"id":"W2079223076","doi":"10.1080/14926156.2014.903318","title":"Analyse epistémique et didactique d’une nouvelle analogie pour enseigner l’électrocinétique","year":2014,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.027663081018426103,"score_gpt":0.3342568987881538,"score_spread":0.30659381776972766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079223076","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1446901,0.00687529,0.31742153,0.042053495,0.0021556304,0.00012645675,0.00028771028,0.00020843849,0.4861814],"genre_scores_gemma":[0.9365057,0.0013385513,0.036459617,0.0009368329,0.00053537893,0.000087429034,0.000090309004,0.00007743228,0.023968797],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99569726,0.0022979856,0.00019006246,0.0005487166,0.0010460278,0.00021988775],"domain_scores_gemma":[0.98830754,0.0076373206,0.00038226225,0.0017907313,0.0016439948,0.00023814698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052059344,0.0005882243,0.00055727374,0.0024792925,0.0027518822,0.0073311366,0.0014013514,0.003105673,0.01269995],"category_scores_gemma":[0.024692958,0.00038640347,0.0009618784,0.0020738966,0.016469765,0.014377807,0.003948014,0.0051198173,0.000793942],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030245441,0.000015603933,0.0002825614,0.000039673705,0.000010604974,0.00008816043,0.0015922077,0.0004330817,0.0003004645,0.99017334,0.00049060147,0.0065434095],"study_design_scores_gemma":[0.00005788241,0.000025543974,0.0012894716,0.000091537826,0.000020503618,0.0003433317,0.0023835385,0.0055233366,0.0008795307,0.9426163,0.046731923,0.000037275127],"about_ca_topic_score_codex":0.013022402,"about_ca_topic_score_gemma":0.007753053,"teacher_disagreement_score":0.013022402,"about_ca_system_score_codex":0.006535927,"about_ca_system_score_gemma":0.0030825008,"threshold_uncertainty_score":0.047421753},"labels":[],"label_agreement":null},{"id":"W2079281756","doi":"10.1119/1.3602073","title":"The puzzling reliability of the Force Concept Inventory","year":2011,"lang":"en","type":"article","venue":"American Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":80,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Concordia University; Vanier College; John Abbott College","funders":"","keywords":"Reliability (semiconductor); Internal consistency; Consistency (knowledge bases); Test (biology); Physics; Statistics; Psychology; Reliability engineering; Econometrics; Psychometrics; Mathematics; Computer science; Thermodynamics; Artificial intelligence; Engineering","score_opus":0.06388540973370929,"score_gpt":0.3546067386217578,"score_spread":0.29072132888804847,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079281756","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8919583,0.006760759,0.053057697,0.0077011813,0.0027925735,0.0004907396,0.0013993068,0.0002903395,0.03554924],"genre_scores_gemma":[0.99071527,0.00048700007,0.00603192,0.0006618273,0.00036899015,0.0002927321,0.0005231676,0.000117484495,0.00080169213],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.868227,0.07136546,0.008524807,0.011849652,0.038425457,0.0016075047],"domain_scores_gemma":[0.6106368,0.29379028,0.013105387,0.034639888,0.04557689,0.0022508136],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.1015308,0.0005220208,0.0010309863,0.0033478292,0.0010696709,0.0017924384,0.002217629,0.0009331609,0.0014096805],"category_scores_gemma":[0.3212998,0.00072115514,0.0006706754,0.0020751394,0.0043610134,0.0014504741,0.0021256902,0.0019421319,0.0008455153],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006576263,0.00023267065,0.7642898,0.0008585452,0.00091047253,0.00028900834,0.0129342,0.0017425154,0.0020581852,0.013237624,0.015802916,0.18698636],"study_design_scores_gemma":[0.00009676517,0.0006982984,0.93743414,0.00093073456,0.00028962173,0.0011086307,0.0049080076,0.008652443,0.004536765,0.01777385,0.023383927,0.00018668524],"about_ca_topic_score_codex":0.004318098,"about_ca_topic_score_gemma":0.0037414264,"teacher_disagreement_score":0.8984692,"about_ca_system_score_codex":0.0011504238,"about_ca_system_score_gemma":0.0012209836,"threshold_uncertainty_score":0.5369526},"labels":[],"label_agreement":null},{"id":"W2081464542","doi":"10.1080/14926150409556604","title":"Forms of reasoning used by prospective physical sciences teachers when explaining and predicting natural phenomena: The case of air pressure","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Natural (archaeology); Variation (astronomy); Psychology; Mathematics education; Epistemology; Cognitive psychology; Physics; Geography","score_opus":0.01678937774111457,"score_gpt":0.3197454293352997,"score_spread":0.30295605159418515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081464542","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9913537,0.00017648298,0.005892837,0.00028243402,0.000004728112,0.000076965625,0.000016760645,0.000023638371,0.0021723867],"genre_scores_gemma":[0.9897814,0.00022633879,0.009368594,0.000037304875,0.0000026907169,0.000035191744,0.00004722218,0.000007788714,0.00049344194],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9826622,0.010691902,0.0016052919,0.0011337633,0.0031004355,0.0008064005],"domain_scores_gemma":[0.8632344,0.1061074,0.015392352,0.007457804,0.006166804,0.0016413042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0167036,0.0005395493,0.00047624274,0.002885631,0.002097598,0.00484099,0.0014017446,0.0022238449,0.0010620924],"category_scores_gemma":[0.11017325,0.0012968335,0.00089275255,0.0014841033,0.0054729744,0.004219441,0.0026657754,0.0026168034,0.0003093604],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005323664,0.00072023156,0.6102238,0.00031931917,0.000104404986,0.0030438951,0.30840653,0.0017817541,0.0068318197,0.0036714596,0.00033105793,0.06403329],"study_design_scores_gemma":[0.0003088157,0.0019911784,0.5179764,0.0008636537,0.00033979389,0.0140707735,0.3852481,0.027163532,0.018515224,0.020612864,0.012487019,0.00042261742],"about_ca_topic_score_codex":0.004459988,"about_ca_topic_score_gemma":0.007283997,"teacher_disagreement_score":0.0167036,"about_ca_system_score_codex":0.0012249501,"about_ca_system_score_gemma":0.0018596479,"threshold_uncertainty_score":0.08833814},"labels":[],"label_agreement":null},{"id":"W2081822545","doi":"10.1119/1.3225498","title":"Are Most People Too Dumb for Physics?","year":2009,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"John Abbott College","funders":"","keywords":"Physics education; Sobel operator; Mathematics education; Population; Physics; Engineering physics; Theoretical physics; Computer science; Sociology; Psychology; Artificial intelligence","score_opus":0.11650863205789659,"score_gpt":0.41317346189297993,"score_spread":0.29666482983508335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081822545","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0010252676,0.010053096,0.0001912351,0.938976,0.045728188,0.00000570139,0.000045332734,0.000044556306,0.003930631],"genre_scores_gemma":[0.02031294,0.024203684,0.00038256912,0.8703341,0.054000996,0.000036015535,0.00012477234,0.00014880353,0.030456224],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978143,0.000676457,0.00012404135,0.00033937034,0.00071108487,0.00033476338],"domain_scores_gemma":[0.99070543,0.003779146,0.0009830897,0.00022504338,0.001315029,0.002992217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029273136,0.0007224814,0.0008295722,0.0010790403,0.008031592,0.008983743,0.0012868771,0.00917383,0.0165646],"category_scores_gemma":[0.01947333,0.00047736196,0.00054287375,0.0012940741,0.0052391,0.010646366,0.002403148,0.017499717,0.006748639],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018716846,0.000017586353,0.0014886247,0.000079498925,0.000012286191,0.00015007723,0.001998621,0.000007653198,0.000051032,0.0023908922,0.9692304,0.024554558],"study_design_scores_gemma":[0.000011329346,0.0000446912,0.0034971407,0.00035351815,0.000019205028,0.0006436334,0.017317899,0.000040328647,0.0001127605,0.0060797455,0.971847,0.00003285081],"about_ca_topic_score_codex":0.006056348,"about_ca_topic_score_gemma":0.012880912,"teacher_disagreement_score":0.0165646,"about_ca_system_score_codex":0.0021087725,"about_ca_system_score_gemma":0.0037428362,"threshold_uncertainty_score":0.05541414},"labels":[],"label_agreement":null},{"id":"W2083747056","doi":"10.1119/1.3246459","title":"What Should We Expect Students to Learn?","year":2009,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"John Abbott College","funders":"","keywords":"Enthusiasm; Physics education; Mathematics education; Sobel operator; Layperson; sort; Relevance (law); Object (grammar); Epistemology; Physics; Mathematics; Computer science; Psychology; Artificial intelligence; Philosophy","score_opus":0.21071284561318895,"score_gpt":0.49316977064128525,"score_spread":0.2824569250280963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2083747056","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013952062,0.0012696327,0.00044555232,0.9851119,0.0022840034,0.000008920276,0.000024886655,0.000035295216,0.009424565],"genre_scores_gemma":[0.12923329,0.0031772298,0.0011296779,0.8303918,0.0050426745,0.00011004617,0.00006552396,0.00010051008,0.030749258],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99145085,0.003954384,0.00022045877,0.00073929946,0.0018956612,0.0017394595],"domain_scores_gemma":[0.9670475,0.00570509,0.0023090362,0.00081337,0.0055478388,0.018577164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008981086,0.00045159916,0.00074688223,0.00069211645,0.004229185,0.008636642,0.0015541621,0.012845982,0.011235223],"category_scores_gemma":[0.04106507,0.00028648786,0.0005320703,0.00041536885,0.01108727,0.010830764,0.0045015435,0.017361976,0.008831547],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031478576,0.00017581166,0.0057330984,0.00023982525,0.000026706422,0.00023750207,0.0069237645,0.00007413579,0.00017773433,0.08204077,0.84989333,0.05444575],"study_design_scores_gemma":[0.00004910701,0.00012252781,0.0050785304,0.0010006663,0.00002384484,0.00043771687,0.02160392,0.00017515682,0.0005140327,0.14133096,0.82958996,0.000073650255],"about_ca_topic_score_codex":0.0035896297,"about_ca_topic_score_gemma":0.005468406,"teacher_disagreement_score":0.012845982,"about_ca_system_score_codex":0.0029167011,"about_ca_system_score_gemma":0.008124686,"threshold_uncertainty_score":0.047497153},"labels":[],"label_agreement":null},{"id":"W2085343576","doi":"10.7227/rie.63.3","title":"Interviews-about-Scenarios","year":2000,"lang":"en","type":"article","venue":"Research in Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Mathematics; Psychology; Environmental science","score_opus":0.3052055882230825,"score_gpt":0.5888714720661146,"score_spread":0.28366588384303204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2085343576","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4625071,0.00035651535,0.06677893,0.007954398,0.00070135586,0.017887773,0.010523644,0.00061442266,0.43267584],"genre_scores_gemma":[0.8901715,0.00036175238,0.028171033,0.0018506738,0.000116003495,0.018810472,0.0030682895,0.00013840043,0.05731196],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9896366,0.008381644,0.00026824814,0.0006025352,0.00030099408,0.00081004354],"domain_scores_gemma":[0.98720294,0.0102600185,0.0003768009,0.0008626789,0.00083927915,0.00045819394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066064834,0.0013146076,0.0003263197,0.000975041,0.0053732535,0.0019715307,0.0013574809,0.0036965199,0.06321672],"category_scores_gemma":[0.014762947,0.0006494488,0.00040401347,0.0010265152,0.0024454924,0.0046934667,0.00324582,0.003413452,0.008687078],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025532849,0.0021643632,0.0034856196,0.0020774733,0.000022485796,0.004824364,0.70742136,0.0030884275,0.020206349,0.12168859,0.040567476,0.09190013],"study_design_scores_gemma":[0.00060622726,0.00062879716,0.0033011325,0.0007162397,0.000023914452,0.0012829602,0.45458928,0.0020919226,0.014923789,0.03677558,0.48494738,0.00011287917],"about_ca_topic_score_codex":0.0014731473,"about_ca_topic_score_gemma":0.0025372503,"teacher_disagreement_score":0.06321672,"about_ca_system_score_codex":0.0035218468,"about_ca_system_score_gemma":0.0017498719,"threshold_uncertainty_score":0.21148098},"labels":[],"label_agreement":null},{"id":"W2086053251","doi":"10.1021/ed082p1043","title":"Chiral Crystallization of Ethylenediamine Sulfate","year":2005,"lang":"en","type":"article","venue":"Journal of Chemical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Optical rotatory dispersion; Optical rotation; Ethylenediamine; Crystallization; Rotation (mathematics); Sulfate; Chemistry; Optics; Evaporation; Crystallography; Materials science; Inorganic chemistry; Physics; Geometry; Organic chemistry; Circular dichroism; Mathematics; Thermodynamics","score_opus":0.028589853160324422,"score_gpt":0.3894659971516072,"score_spread":0.36087614399128276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2086053251","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84357834,0.0033782814,0.12261896,0.00046373464,0.00031437553,0.001308383,0.001676831,0.00097556226,0.02568559],"genre_scores_gemma":[0.7801465,0.0041729086,0.1856593,0.00023727666,0.000061957966,0.0006180574,0.003794738,0.0004940632,0.024815202],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9995383,0.00010287738,0.000060152684,0.000057230834,0.00018024642,0.00006116671],"domain_scores_gemma":[0.999668,0.000063229076,0.00005016311,0.00005046261,0.00010534367,0.0000628505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067439326,0.00044561777,0.00055703445,0.00029120233,0.0004425257,0.00044252988,0.00045637615,0.00025956405,0.0015821061],"category_scores_gemma":[0.00071411784,0.0002997855,0.00021624366,0.00040746632,0.0001952064,0.00022083196,0.00040696163,0.00074790395,0.0008935304],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007244202,0.00005537809,0.00016053596,0.00006630494,0.000004613321,0.000114266455,0.000044244756,0.0005177459,0.9929623,0.0006874579,0.0002418435,0.0050728866],"study_design_scores_gemma":[0.00003469853,0.00011741652,0.00032118036,0.000013558109,0.000003758615,0.00013689195,0.000015677155,0.0018399529,0.9870356,0.00012442633,0.010346031,0.000010721869],"about_ca_topic_score_codex":0.0009267048,"about_ca_topic_score_gemma":0.0027799823,"teacher_disagreement_score":0.0015821061,"about_ca_system_score_codex":0.0004982525,"about_ca_system_score_gemma":0.0006976045,"threshold_uncertainty_score":0.0052927136},"labels":[],"label_agreement":null},{"id":"W2086727866","doi":"10.1002/sce.20359","title":"Meaning making through multiple modalities in a biology classroom: A multimodal semiotics discourse analysis","year":2009,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":91,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Semiotics; Modalities; Meaning (existential); Multimodality; Social semiotics; Science education; Meaning-making; Discourse analysis; Epistemology; Linguistics; Psychology; Mathematics education; Sociology; Social science; Philosophy","score_opus":0.06896168816452458,"score_gpt":0.4771639297203849,"score_spread":0.4082022415558603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2086727866","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7556155,0.0013924672,0.16984193,0.0037723684,0.000113229085,0.00034484555,0.00017783236,0.00012380083,0.068618126],"genre_scores_gemma":[0.98188215,0.0002804638,0.015731905,0.0000539087,0.000014136423,0.00011367523,0.000025884185,0.000020121437,0.0018777364],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9957995,0.0032820506,0.00011727834,0.0001825821,0.00047452725,0.00014413272],"domain_scores_gemma":[0.99148554,0.00720147,0.00040040378,0.00023170732,0.00051812414,0.0001626719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051141195,0.00041566772,0.00038526708,0.003675705,0.0033131076,0.005924486,0.00053938525,0.00079361413,0.0029072976],"category_scores_gemma":[0.007568425,0.00022995047,0.00032705287,0.0019995244,0.010589661,0.0060621114,0.003907532,0.0011317002,0.0002182687],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000104735285,0.00006293212,0.0027450055,0.00029866825,0.000017043401,0.00093279505,0.7526418,0.0010087083,0.006702614,0.19582932,0.00079799356,0.038858403],"study_design_scores_gemma":[0.000036149795,0.0000965277,0.004495328,0.0007480518,0.00003473824,0.0009273646,0.7744527,0.00860465,0.008812906,0.13330637,0.06840925,0.00007597739],"about_ca_topic_score_codex":0.0015866411,"about_ca_topic_score_gemma":0.0019777769,"teacher_disagreement_score":0.005924486,"about_ca_system_score_codex":0.0027210785,"about_ca_system_score_gemma":0.0018272322,"threshold_uncertainty_score":0.027046382},"labels":[],"label_agreement":null},{"id":"W2087071346","doi":"10.1080/0950069042000205431","title":"Science teachers as metascientists: an inductive–deductive dialectic immersion in northern alpine field ecology","year":2004,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Acadia University; University of Toronto","funders":"","keywords":"Science education; Dialectic; Nature of Science; Science learning; Action (physics); Mathematics education; Philosophy of science; Sociology; Epistemology; Naturalism; Ontology; Pedagogy; Psychology; Philosophy; Physics","score_opus":0.03251041355513629,"score_gpt":0.44070712234488596,"score_spread":0.4081967087897497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087071346","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97080266,0.00020499642,0.012819813,0.0027131042,0.000025278085,0.00011477619,0.000012392117,0.00003734398,0.013269702],"genre_scores_gemma":[0.9929549,0.000110825036,0.0046045617,0.00021660796,0.000007900923,0.00006167295,0.000008325404,0.000014571212,0.0020207278],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99232626,0.0059524802,0.00013854768,0.00047178837,0.0006731915,0.00043777592],"domain_scores_gemma":[0.9903335,0.007167369,0.000643143,0.00052718987,0.0005730352,0.00075573276],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011007335,0.0004340407,0.00037449866,0.0009726797,0.006547501,0.006045699,0.001142958,0.0014784463,0.0022101232],"category_scores_gemma":[0.012450275,0.0005857258,0.00029906185,0.000451364,0.014789847,0.004329565,0.008723899,0.002836817,0.0003241984],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003409228,0.00012288771,0.0021838942,0.00004989934,0.000002959779,0.00028202712,0.98166555,0.000107138774,0.0016686346,0.0074714716,0.00015186564,0.006259525],"study_design_scores_gemma":[0.0000575798,0.0002508572,0.0037127316,0.00012281876,0.000013705269,0.0007337232,0.9316812,0.0016363305,0.0034701114,0.01749811,0.040788766,0.00003392478],"about_ca_topic_score_codex":0.0026270424,"about_ca_topic_score_gemma":0.0056976327,"teacher_disagreement_score":0.9934525,"about_ca_system_score_codex":0.0037617593,"about_ca_system_score_gemma":0.0032965748,"threshold_uncertainty_score":0.058213055},"labels":[],"label_agreement":null},{"id":"W2087184586","doi":"10.1111/j.1551-6709.2011.01207.x","title":"Misconceived Causal Explanations for Emergent Processes","year":2011,"lang":"en","type":"article","venue":"Cognitive Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":298,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Medical Council of Canada; Institute for Christian Studies; University of Toronto","funders":"","keywords":"Schema (genetic algorithms); Cognitive science; Cognitive psychology; Psychology; Computer science; Epistemology","score_opus":0.34653014872174853,"score_gpt":0.46970177551188586,"score_spread":0.12317162679013732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087184586","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15256561,0.0030700339,0.6953407,0.04869671,0.00073962205,0.00034612665,0.0007015482,0.0010914071,0.09744824],"genre_scores_gemma":[0.9371368,0.00084742287,0.056484677,0.0017628557,0.00014140223,0.00016837905,0.0003619802,0.00012479987,0.0029716843],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9878185,0.006843008,0.0010659148,0.0015078778,0.0022138704,0.00055082736],"domain_scores_gemma":[0.9255986,0.050473396,0.0071967845,0.008896599,0.0070170127,0.0008176175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013252427,0.0011986352,0.0005121581,0.0030716353,0.0021006684,0.0053014923,0.0033043365,0.0045876773,0.006674743],"category_scores_gemma":[0.06200003,0.0008362234,0.0012990073,0.0014766257,0.015205076,0.0151184965,0.004153523,0.005596096,0.0007378658],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003332863,0.00004955071,0.0038226517,0.00024746332,0.000037145935,0.00063002366,0.029112585,0.0025862989,0.00043163224,0.95167094,0.0016974501,0.009681081],"study_design_scores_gemma":[0.000041543164,0.0000191667,0.0013581949,0.0002642258,0.000044531538,0.0006910417,0.0062066186,0.015552496,0.0014397327,0.94911706,0.025218062,0.000047313293],"about_ca_topic_score_codex":0.0033640617,"about_ca_topic_score_gemma":0.0026701768,"teacher_disagreement_score":0.013252427,"about_ca_system_score_codex":0.0045970962,"about_ca_system_score_gemma":0.003410652,"threshold_uncertainty_score":0.07008636},"labels":[],"label_agreement":null},{"id":"W2087232904","doi":"10.1080/14926156.2013.847219","title":"Introduction to the Special Issue on Courting Controversy: Socioscientific Issues and School Science and Technology/Introduction au numéro spécial sur rechercher la controverse: les questions socio-scientifiques dans les cours de sciences et de technologie à l'école","year":2013,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Humanities; Philosophy","score_opus":0.04123307607589472,"score_gpt":0.36841542780591224,"score_spread":0.32718235173001753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087232904","genre_codex":"editorial","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0003070701,0.039526753,0.00072652096,0.2582342,0.67348784,0.000049467584,0.00025257992,0.00008646054,0.027329126],"genre_scores_gemma":[0.0040740287,0.01864085,0.00057513034,0.085697204,0.8361657,0.000102644444,0.0002775341,0.0002629169,0.054203976],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99732757,0.0006517722,0.0002847656,0.00041641868,0.0010458047,0.00027367804],"domain_scores_gemma":[0.9873111,0.0072919605,0.00078022433,0.00054555753,0.0026325039,0.0014386259],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.004159648,0.0018139101,0.0019348531,0.004711419,0.0052295956,0.009244024,0.002471954,0.010089729,0.03533799],"category_scores_gemma":[0.013489124,0.0005943224,0.001730144,0.0026431696,0.0051964773,0.0069176415,0.0044278568,0.01678911,0.009436784],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008470011,0.0000150402175,0.000043868844,0.00011802045,0.0000030757672,0.000027887845,0.00011233411,0.000025057696,0.000059692014,0.0049582315,0.9888997,0.0057285894],"study_design_scores_gemma":[0.000008033801,0.000012088526,0.00048309693,0.0004167003,0.000007440972,0.00006356615,0.00020954847,0.000059621834,0.000034534223,0.0044066613,0.9942866,0.000012032856],"about_ca_topic_score_codex":0.008163341,"about_ca_topic_score_gemma":0.015235909,"teacher_disagreement_score":0.9947704,"about_ca_system_score_codex":0.0054960754,"about_ca_system_score_gemma":0.004020536,"threshold_uncertainty_score":0.11821735},"labels":[],"label_agreement":null},{"id":"W2087947999","doi":"10.5539/ass.v9n16p126","title":"Chemistry Test Items Development: Assessing Conceptual Understanding among Malaysian Students","year":2013,"lang":"en","type":"article","venue":"Asian Social Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rasch model; Test (biology); Ranking (information retrieval); Mathematics education; Content validity; Psychology; Achievement test; Reliability (semiconductor); Chemistry; Chemistry education; Item analysis; Computer science; Standardized test; Psychometrics; Social psychology; Information retrieval","score_opus":0.09529496228391013,"score_gpt":0.4006194060780656,"score_spread":0.30532444379415546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087947999","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99342936,0.00006238137,0.0012674655,0.00012671397,0.000014818117,0.0005029142,0.0002750587,0.000020684029,0.004300611],"genre_scores_gemma":[0.98170716,0.00025314657,0.012248831,0.00007789514,0.000010552602,0.0014486263,0.0007548045,0.000009724925,0.0034893323],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99831945,0.0004828291,0.0002705653,0.00012471246,0.0006164357,0.00018600328],"domain_scores_gemma":[0.9943317,0.0017748822,0.001314337,0.0003405842,0.0017341226,0.0005043457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037619239,0.00040673476,0.0003944145,0.0013722471,0.00056027324,0.001328171,0.00065062643,0.0007064904,0.003053443],"category_scores_gemma":[0.009073052,0.0003202021,0.0006651413,0.0007836318,0.00070473325,0.0010794289,0.0013099144,0.0010498881,0.00066377164],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020938033,0.0014070477,0.8440585,0.00035354996,0.00009499094,0.00032396775,0.0145344185,0.0012131777,0.0050808997,0.0013696795,0.0026355125,0.12871885],"study_design_scores_gemma":[0.000035877983,0.001061393,0.9684212,0.00016898762,0.000044185836,0.00035061294,0.01110815,0.0027646322,0.0056068446,0.0012748613,0.009114473,0.00004876028],"about_ca_topic_score_codex":0.0014500197,"about_ca_topic_score_gemma":0.0025625243,"teacher_disagreement_score":0.0037619239,"about_ca_system_score_codex":0.00076942454,"about_ca_system_score_gemma":0.0019155619,"threshold_uncertainty_score":0.019895136},"labels":[],"label_agreement":null},{"id":"W2088142397","doi":"10.1080/14926156.2013.758325","title":"Considering Indigenous Knowledges and Mathematics Curriculum","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Indigenous; Curriculum; Generative grammar; Mathematics education; Mathematics curriculum; Sociology; Pedagogy; Indigenous education; Ethnomathematics; Traditional knowledge; Teaching method; Mathematics; Computer science; Artificial intelligence","score_opus":0.020859240137661387,"score_gpt":0.3146317545775846,"score_spread":0.2937725144399232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2088142397","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6759057,0.0010212788,0.0016811742,0.010917477,0.00008366067,0.000026914346,0.000028711662,0.000007987666,0.31032714],"genre_scores_gemma":[0.9954005,0.00017810235,0.00023712209,0.00014202931,0.000012348553,0.000004893246,0.0000045784086,0.0000020100024,0.0040184683],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9981817,0.0006693352,0.000043774402,0.00012893096,0.00034403484,0.00063226686],"domain_scores_gemma":[0.99574476,0.0019269804,0.0004862862,0.000117335665,0.0008119759,0.0009126271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018499971,0.0001737637,0.00027197148,0.001499116,0.0062875003,0.007467189,0.0010089105,0.0010245504,0.009655181],"category_scores_gemma":[0.0067541385,0.0001544264,0.00029496723,0.0013654435,0.0076802773,0.0047521386,0.004262916,0.0019746237,0.00016482701],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036685342,0.00018661241,0.02666823,0.00009464194,0.000023623463,0.0008877608,0.08281216,0.0007985327,0.0003209805,0.8596711,0.0012947961,0.027204802],"study_design_scores_gemma":[0.000021822589,0.00010321949,0.05892299,0.00032940618,0.00008632762,0.00030649645,0.508525,0.0020751236,0.00068552076,0.3628077,0.06609132,0.000045114204],"about_ca_topic_score_codex":0.20759633,"about_ca_topic_score_gemma":0.3361567,"teacher_disagreement_score":0.20759633,"about_ca_system_score_codex":0.014043158,"about_ca_system_score_gemma":0.019162541,"threshold_uncertainty_score":0.412776},"labels":[],"label_agreement":null},{"id":"W2088296742","doi":"10.5430/wjel.v1n1p80","title":"On Validation of Concept Map as an Assessment Tool of L2 Reading Comprehension: A Triangulation Approach","year":2011,"lang":"en","type":"article","venue":"World Journal of English Language","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Reading (process); Computer science; Reliability (semiconductor); Comprehension; Test (biology); Triangulation; Construct (python library); Point (geometry); Protocol (science); Construct validity; Natural language processing; Psychology; Linguistics; Psychometrics; Mathematics; Programming language","score_opus":0.07042253286192433,"score_gpt":0.3943627050271074,"score_spread":0.32394017216518306,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2088296742","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7809772,0.0009861408,0.18502598,0.00091866957,0.00012475789,0.0067185503,0.00060270226,0.00012821043,0.024517804],"genre_scores_gemma":[0.8649575,0.00032559328,0.12595758,0.00020742443,0.00001761882,0.0067553404,0.000257855,0.00006779229,0.0014531952],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.8657715,0.109144375,0.00791937,0.003729203,0.012037051,0.0013985572],"domain_scores_gemma":[0.80389696,0.120031334,0.009363222,0.023423228,0.04236882,0.0009163274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.106557645,0.0007394638,0.00088992866,0.007336938,0.0026822966,0.0023740502,0.0015044909,0.00085346436,0.0016658002],"category_scores_gemma":[0.19145511,0.0005720358,0.0012009895,0.0037568698,0.0028142785,0.0022162483,0.00549193,0.001062318,0.00047908275],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00067360414,0.00047070195,0.19642173,0.0023227588,0.00041199694,0.0011994821,0.3685907,0.0017038733,0.018270811,0.019929364,0.0014713204,0.38853368],"study_design_scores_gemma":[0.00053528324,0.0047099935,0.31786686,0.008983242,0.0012075586,0.004601359,0.4352968,0.03420524,0.06507546,0.05611731,0.07075238,0.00064853235],"about_ca_topic_score_codex":0.0033388028,"about_ca_topic_score_gemma":0.005394915,"teacher_disagreement_score":0.106557645,"about_ca_system_score_codex":0.0023347405,"about_ca_system_score_gemma":0.005203742,"threshold_uncertainty_score":0.5635374},"labels":[],"label_agreement":null},{"id":"W2088572253","doi":"10.1080/14926150209556523","title":"Countering science reluctance in elementary science education: Contrasting approaches via action research","year":2002,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Facilitator; Action research; Action (physics); Mathematics education; Work (physics); Science education; Group work; Psychology; Pedagogy; Engineering; Social psychology; Physics","score_opus":0.21076079455096322,"score_gpt":0.4212250808610727,"score_spread":0.21046428631010947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2088572253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8065236,0.0016490236,0.0115854805,0.08560164,0.00083602086,0.0013107683,0.000053321677,0.00009971942,0.09234037],"genre_scores_gemma":[0.9896432,0.00029173595,0.004490795,0.0035030828,0.000047715737,0.0006975743,0.000011593841,0.000014129288,0.0013002399],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.91845894,0.06184906,0.0017600436,0.005314988,0.0077298544,0.004887136],"domain_scores_gemma":[0.7278087,0.22981761,0.016599283,0.00991022,0.009112717,0.006751419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.061743367,0.0010730226,0.0015676296,0.0034698679,0.0087544955,0.009312072,0.004860858,0.013502836,0.005345981],"category_scores_gemma":[0.13492087,0.00083854893,0.0012336622,0.0028584157,0.020491546,0.008203119,0.008356355,0.007324293,0.00046375283],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025684934,0.012158086,0.05032015,0.0036499284,0.00076545257,0.00075162883,0.29811376,0.003460646,0.0038798114,0.3767694,0.008995956,0.23856662],"study_design_scores_gemma":[0.0058786664,0.007303201,0.08927878,0.003099209,0.0014630046,0.00041258798,0.49997485,0.010395913,0.00878154,0.30104688,0.07195084,0.00041449972],"about_ca_topic_score_codex":0.013809541,"about_ca_topic_score_gemma":0.019695858,"teacher_disagreement_score":0.061743367,"about_ca_system_score_codex":0.010087153,"about_ca_system_score_gemma":0.034503885,"threshold_uncertainty_score":0.32653403},"labels":[],"label_agreement":null},{"id":"W2091134906","doi":"10.1002/tea.20160","title":"Proliferation of inscriptions and transformations among preservice science teachers engaged in authentic science","year":2007,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; Science education; Psychology; Observational study; Nature of Science; Pedagogy; Chemistry; Sociology; Mathematics","score_opus":0.18984485819606348,"score_gpt":0.5316515786277104,"score_spread":0.34180672043164695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091134906","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99836427,0.00006799906,0.00040320613,0.00008119406,0.000004003462,0.0000110122455,0.0000046137607,0.00000862821,0.0010549006],"genre_scores_gemma":[0.9978763,0.0001063746,0.00058238715,0.00002879139,0.0000045589277,0.000013940011,0.000019527322,0.0000073799956,0.0013608842],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99580485,0.001774409,0.00024544977,0.0005446003,0.0012875816,0.00034307622],"domain_scores_gemma":[0.97802734,0.009542544,0.0061021424,0.0024671373,0.0021660945,0.0016948108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041540656,0.0002646493,0.0004209914,0.0020263272,0.0023593686,0.0046371226,0.0011677109,0.0012126068,0.0026849767],"category_scores_gemma":[0.02489058,0.00066758256,0.00029755564,0.00063851103,0.0040287357,0.0016242393,0.0042676753,0.0019944413,0.0004203876],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017682598,0.000565013,0.19104867,0.00014053592,0.00002596947,0.0011352382,0.73653936,0.0001295882,0.019552866,0.0016744877,0.0004902434,0.04852123],"study_design_scores_gemma":[0.00004496318,0.00078115705,0.24934177,0.00022590857,0.000040799285,0.0024117422,0.7168056,0.0011355638,0.0069135837,0.0025584777,0.01963584,0.00010457085],"about_ca_topic_score_codex":0.0018433374,"about_ca_topic_score_gemma":0.0029526297,"teacher_disagreement_score":0.0046371226,"about_ca_system_score_codex":0.0009612197,"about_ca_system_score_gemma":0.00125036,"threshold_uncertainty_score":0.02196908},"labels":[],"label_agreement":null},{"id":"W2091496793","doi":"10.1002/tea.20169","title":"Student affect and conceptual understanding in learning chemistry","year":2006,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":188,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Holland Bloorview Kids Rehabilitation Hospital","funders":"","keywords":"Situational ethics; Affect (linguistics); Psychology; Chemistry; Chemistry education; Concept learning; Mathematics education; Feeling; Science education; Conceptual change; Cognition; Class (philosophy); Social psychology; Epistemology; Communication","score_opus":0.30360421365056633,"score_gpt":0.5717385533461283,"score_spread":0.268134339695562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091496793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99892104,0.000032352644,0.00007360573,0.000016517875,0.0000029094424,0.0000039743322,0.000010961477,0.0000035516691,0.0009350859],"genre_scores_gemma":[0.9993273,0.000046690613,0.00009143915,0.000011933609,0.0000031377447,0.000006560147,0.00002638971,0.0000014006135,0.00048522436],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994382,0.00017337684,0.00003449702,0.00006808916,0.00022074251,0.00006499921],"domain_scores_gemma":[0.99487704,0.0017869101,0.0017965867,0.000200894,0.0006395965,0.00069908233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009986402,0.00020738086,0.00026782296,0.00048559907,0.0003564303,0.0014346439,0.00018598019,0.00034473732,0.002692024],"category_scores_gemma":[0.0072855693,0.0001520181,0.000232542,0.00023474025,0.00040769824,0.00028361744,0.0005715357,0.00080765755,0.00035626043],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034113767,0.0011706072,0.95258737,0.00006351968,0.00010934701,0.000112748574,0.0074034585,0.0004524519,0.008388746,0.00034621797,0.0004514946,0.028572977],"study_design_scores_gemma":[0.0000054128745,0.00021164298,0.99680907,0.000009051779,0.000016808466,0.000053853968,0.0012552347,0.0003923823,0.00071844575,0.00013458094,0.00038407452,0.000009439536],"about_ca_topic_score_codex":0.00092613645,"about_ca_topic_score_gemma":0.001281181,"teacher_disagreement_score":0.002692024,"about_ca_system_score_codex":0.0003053364,"about_ca_system_score_gemma":0.0001590271,"threshold_uncertainty_score":0.009005666},"labels":[],"label_agreement":null},{"id":"W2092124011","doi":"10.1187/cbe.13-06-0124","title":"Longitudinal Study of Student Attitudes in a Biology Program","year":2014,"lang":"en","type":"article","venue":"CBE—Life Sciences Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Memorization; Mathematics education; Correlation; Longitudinal study; Psychology; Positive correlation; Medical education; Demography; Mathematics; Medicine; Statistics; Internal medicine; Sociology","score_opus":0.17938769468625204,"score_gpt":0.5560342816951966,"score_spread":0.3766465870089446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092124011","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991511,0.000050733302,0.000114269744,0.00006691886,0.00001190256,0.000010993653,0.00012369665,0.0000065013846,0.00046383459],"genre_scores_gemma":[0.99849606,0.000057145593,0.00012852844,0.00005923203,0.000009159773,0.000018825309,0.00028712192,0.0000033590588,0.0009405772],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99920624,0.00025246653,0.000040674593,0.00008194387,0.00022299628,0.00019573151],"domain_scores_gemma":[0.9952615,0.0004573066,0.0012259373,0.00029633718,0.001005863,0.0017530537],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021724561,0.00022374828,0.00032070864,0.0011012864,0.0014069445,0.0010035033,0.00035694052,0.000568341,0.0013929761],"category_scores_gemma":[0.0043177456,0.00023190168,0.0004772357,0.0006208171,0.0003251468,0.000661992,0.00088952127,0.0016153113,0.0005478849],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000914846,0.00052902586,0.993473,0.0000054284487,0.000041109615,0.000044179873,0.0008490778,0.000029287345,0.0004907842,0.00003565155,0.00020621861,0.004204778],"study_design_scores_gemma":[0.000003737493,0.0007736966,0.9970049,0.0000073631163,0.000020399648,0.0000617745,0.001210942,0.00013211617,0.00025124167,0.000026119755,0.0004976443,0.0000100622965],"about_ca_topic_score_codex":0.010024865,"about_ca_topic_score_gemma":0.016792329,"teacher_disagreement_score":0.010024865,"about_ca_system_score_codex":0.00044230238,"about_ca_system_score_gemma":0.0008061716,"threshold_uncertainty_score":0.019933045},"labels":[],"label_agreement":null},{"id":"W2092216807","doi":"10.1021/ed300395e","title":"Textbook Treatments of Electrostatic Potential Maps in General and Organic Chemistry","year":2013,"lang":"en","type":"article","venue":"Journal of Chemical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Chemistry; General chemistry; Engineering physics; Nanotechnology; Polymer science; Environmental chemistry; Mathematics education; Organic chemistry; Materials science; Physics; Mathematics","score_opus":0.009151612680840387,"score_gpt":0.32663790599843967,"score_spread":0.31748629331759926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092216807","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10344635,0.49249932,0.21484603,0.018086156,0.0036965935,0.00078576326,0.0032082184,0.0010574528,0.16237418],"genre_scores_gemma":[0.34840167,0.35728022,0.23979484,0.009449357,0.0015642628,0.0013739126,0.0034152507,0.00039291053,0.038327646],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99824405,0.00071657833,0.00025910707,0.00015975731,0.00056314707,0.000057417663],"domain_scores_gemma":[0.9886048,0.008648867,0.0013659908,0.0005068686,0.0007186012,0.00015487541],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024754298,0.00061307003,0.0007368547,0.004972856,0.0005709967,0.0022620675,0.0012291395,0.0012600074,0.011565153],"category_scores_gemma":[0.017332112,0.00036929414,0.0006439224,0.0065452866,0.001968997,0.0033738408,0.0015775168,0.0015617782,0.0019922582],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007445532,0.00023154363,0.006798793,0.01427149,0.00013283972,0.0005573789,0.0050458736,0.005910174,0.0046244073,0.15783006,0.051257085,0.7532659],"study_design_scores_gemma":[0.00003641206,0.0002673927,0.016910648,0.0089073405,0.000122644,0.0032841202,0.0032455835,0.0019306126,0.003525187,0.1131619,0.8485232,0.00008494768],"about_ca_topic_score_codex":0.0014411604,"about_ca_topic_score_gemma":0.0039131413,"teacher_disagreement_score":0.011565153,"about_ca_system_score_codex":0.0016775379,"about_ca_system_score_gemma":0.0025671402,"threshold_uncertainty_score":0.038689256},"labels":[],"label_agreement":null},{"id":"W2092450899","doi":"10.5539/ies.v1n2p92","title":"Inquiry –Oriented Science in Urban Secondary Schools: Voices of New and Experience Science Teachers on Perception of Preparedness","year":2008,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Preparedness; Perception; Psychology; Mathematics education; Science education; Pedagogy; Medical education; Political science; Medicine","score_opus":0.16330632152205551,"score_gpt":0.5006449131650368,"score_spread":0.3373385916429813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092450899","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991315,0.000046381265,0.00003433001,0.00019882571,0.0000040620166,0.000004849184,0.0000050847175,0.0000017773312,0.00057330454],"genre_scores_gemma":[0.99924254,0.00009586754,0.0000239258,0.00008640236,0.000005361037,0.0000064702476,0.000007908197,0.0000021550168,0.0005293963],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979061,0.00075255486,0.00010914094,0.00017674976,0.00039129253,0.0006642426],"domain_scores_gemma":[0.9930796,0.0032110296,0.0014729408,0.00017106849,0.0007471039,0.0013182847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030179983,0.00025597008,0.00068869704,0.001484885,0.0037013083,0.003990644,0.00052270864,0.0010934519,0.0028143518],"category_scores_gemma":[0.006861415,0.00044952644,0.00023880045,0.0010034298,0.0040822923,0.0016741683,0.0028242066,0.0016874366,0.00037031758],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005971463,0.00014178296,0.065726854,0.00005485631,0.0000044340973,0.000639917,0.9278319,0.000019084906,0.0015279914,0.00030407228,0.0002236615,0.0034656918],"study_design_scores_gemma":[0.000004307142,0.00011246099,0.027758766,0.000022385693,0.0000036330282,0.00015150075,0.9698713,0.000033430602,0.000185601,0.000059983657,0.00178772,0.000008931177],"about_ca_topic_score_codex":0.009510242,"about_ca_topic_score_gemma":0.01670201,"teacher_disagreement_score":0.009510242,"about_ca_system_score_codex":0.0012788165,"about_ca_system_score_gemma":0.0016027206,"threshold_uncertainty_score":0.018909812},"labels":[],"label_agreement":null},{"id":"W2092975108","doi":"10.5430/wje.v5n1p13","title":"Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students","year":2014,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":230,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Residence; Science education; Psychology; Process (computing); Mathematics education; Test (biology); Science learning; Knowledge level; Sociology; Biology; Computer science; Demography","score_opus":0.024178366419441173,"score_gpt":0.4299288176847695,"score_spread":0.4057504512653283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092975108","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99901307,0.000048320115,0.0000085471,0.000038020873,0.0000027374845,0.0000033529102,0.000012304267,4.4595987e-7,0.0008731908],"genre_scores_gemma":[0.99900997,0.00010254058,0.00001959449,0.000035217883,0.0000036334452,0.0000039466295,0.000028769615,3.83909e-7,0.000795936],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997117,0.00004092577,0.000020425305,0.000028559349,0.000109216286,0.0000893146],"domain_scores_gemma":[0.9989059,0.00017300213,0.0003761282,0.000040114006,0.00018022637,0.00032452878],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00065363705,0.00026132134,0.00024723404,0.0009664315,0.0010386815,0.0012757538,0.00016144125,0.0004429754,0.004238847],"category_scores_gemma":[0.0013906871,0.00019106969,0.00024085153,0.0005892784,0.00060187577,0.00039060478,0.00055145856,0.00080967945,0.0004470848],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042292595,0.0006244482,0.9889847,0.000023137947,0.000012727978,0.00012114946,0.0035967617,0.000025303649,0.00091745635,0.00011238557,0.00010360694,0.0054358733],"study_design_scores_gemma":[0.0000049285422,0.00017381483,0.99437237,0.000018745095,0.0000070783094,0.00007274088,0.004395511,0.000067084795,0.00018539443,0.00006532225,0.0006334403,0.0000035643911],"about_ca_topic_score_codex":0.006969387,"about_ca_topic_score_gemma":0.01235854,"teacher_disagreement_score":0.006969387,"about_ca_system_score_codex":0.00041023255,"about_ca_system_score_gemma":0.0006717985,"threshold_uncertainty_score":0.014180362},"labels":[],"label_agreement":null},{"id":"W2093446643","doi":"10.1002/tea.10111","title":"Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":105,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Quarter (Canadian coin); Conceptual change; Concept learning; Coherence (philosophical gambling strategy); Psychology; Science education; Variance (accounting); Conceptual framework; Mathematics; Sociology; Statistics","score_opus":0.16566097938181798,"score_gpt":0.5721715363524832,"score_spread":0.4065105569706652,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093446643","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99535924,0.00007992125,0.0032411462,0.00019010434,0.000009165388,0.000091618014,0.0000722527,0.000103335566,0.00085330463],"genre_scores_gemma":[0.9903178,0.00009688014,0.007815175,0.00014300559,0.000025306486,0.00017394262,0.0003622732,0.000041672563,0.0010240452],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.990244,0.0062899026,0.0007182653,0.00095107977,0.001430044,0.00036673894],"domain_scores_gemma":[0.87169355,0.09569398,0.015195465,0.006443126,0.00818863,0.002785268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008141885,0.00044670078,0.00044596623,0.0018807477,0.00096259307,0.0019927174,0.0012442542,0.0014872376,0.0010169685],"category_scores_gemma":[0.107738264,0.00034197723,0.000303002,0.0015590948,0.0009284026,0.0013527683,0.0017840643,0.001110961,0.0005969176],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052072696,0.0012976788,0.68128,0.00038597055,0.00010310168,0.00061591814,0.06357523,0.00093889073,0.030200278,0.0006334087,0.003592533,0.21685612],"study_design_scores_gemma":[0.0000551833,0.0010526957,0.93166655,0.00018350578,0.00007518231,0.000991738,0.03132058,0.0079146,0.011607775,0.0030211292,0.011989176,0.00012180005],"about_ca_topic_score_codex":0.0008819948,"about_ca_topic_score_gemma":0.002095452,"teacher_disagreement_score":0.008141885,"about_ca_system_score_codex":0.00075569213,"about_ca_system_score_gemma":0.00063866895,"threshold_uncertainty_score":0.04305893},"labels":[],"label_agreement":null},{"id":"W2093453559","doi":"10.1007/s11191-010-9284-5","title":"On the Concept of Force: A Comment on Lopes Coelho","year":2010,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"LOPES; Field (mathematics); Momentum (technical analysis); Philosophy; Epistemology; Theoretical physics; Physics; Mathematics; Astronomy; Pure mathematics; Economics","score_opus":0.04899610437303781,"score_gpt":0.4285966639186835,"score_spread":0.3796005595456457,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093453559","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00032929727,0.004309157,0.00021909022,0.98273426,0.009140468,0.0000067424257,0.000032467608,0.000011129672,0.0032174601],"genre_scores_gemma":[0.0048700464,0.0017623326,0.00017652164,0.9781821,0.01054972,0.000027532062,0.000009388383,0.00005488338,0.004367474],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9877253,0.0048197573,0.0009000088,0.0023840868,0.0026975053,0.0014732488],"domain_scores_gemma":[0.95521855,0.036545966,0.0017318996,0.0012057163,0.0038845097,0.0014134329],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015479882,0.0014535977,0.0028448151,0.0014949782,0.011864542,0.008361296,0.006251998,0.07595552,0.00612409],"category_scores_gemma":[0.047996383,0.0014635175,0.0024913931,0.0025870476,0.022932744,0.015223052,0.0069563542,0.09365307,0.0036427889],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006686881,0.000019265453,0.00030083663,0.00031187304,0.00003449584,0.000779162,0.011660043,0.00016281627,0.0002862312,0.1014472,0.88014174,0.0047894474],"study_design_scores_gemma":[0.000025164978,0.000013864299,0.0006060571,0.0011782363,0.000030018056,0.00036445638,0.0071069784,0.00013713713,0.0003053825,0.023006005,0.9671319,0.00009480124],"about_ca_topic_score_codex":0.046507336,"about_ca_topic_score_gemma":0.053199362,"teacher_disagreement_score":0.07595552,"about_ca_system_score_codex":0.007859822,"about_ca_system_score_gemma":0.008700668,"threshold_uncertainty_score":0.09247327},"labels":[],"label_agreement":null},{"id":"W2094468910","doi":"10.1007/s11165-011-9240-7","title":"Indigenous Elementary Students’ Science Instruction in Taiwan: Indigenous Knowledge and Western Science","year":2011,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":61,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"National Science Council","keywords":"Indigenous; Pride; Tribe; Science education; Ethnography; Traditional knowledge; Pedagogy; Indigenous culture; Sociology; Cultural knowledge; Mathematics education; Psychology; Anthropology; Political science; Ecology; Biology","score_opus":0.2350385385134947,"score_gpt":0.5480149498059602,"score_spread":0.3129764112924655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2094468910","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9986237,0.00003730004,0.000011162746,0.00006050382,0.0000020087264,0.0000028336146,0.000002589805,6.088201e-7,0.0012593062],"genre_scores_gemma":[0.999049,0.00005353304,0.000026192982,0.000020432197,0.0000013226047,0.0000046441723,0.0000074595905,5.375266e-7,0.00083682284],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9996562,0.00006865564,0.000021116457,0.000050303028,0.000044399334,0.00015931904],"domain_scores_gemma":[0.9990262,0.0002458894,0.00014333332,0.00003734191,0.00014992194,0.00039725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006266844,0.00018331711,0.00023914812,0.0007468862,0.0023135145,0.0015679708,0.00046142572,0.0004890805,0.0025608977],"category_scores_gemma":[0.0018068254,0.00015722144,0.00022700701,0.00083990715,0.0010197525,0.0011714034,0.0017998943,0.0009945494,0.00016634114],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002866873,0.0016028389,0.53338903,0.00017869861,0.00006120871,0.0019095254,0.4149355,0.00017587733,0.0048261676,0.0029673032,0.0006080155,0.039059162],"study_design_scores_gemma":[0.000037197908,0.00047252927,0.64182377,0.00014190676,0.00009198329,0.00027462761,0.35067728,0.00033715152,0.0013188589,0.00085453334,0.0039414316,0.000028780249],"about_ca_topic_score_codex":0.075102486,"about_ca_topic_score_gemma":0.1465336,"teacher_disagreement_score":0.075102486,"about_ca_system_score_codex":0.0016247852,"about_ca_system_score_gemma":0.0041630086,"threshold_uncertainty_score":0.14933068},"labels":[],"label_agreement":null},{"id":"W2094922081","doi":"10.1002/sce.20274","title":"Students' inventory of social actors concerned by the controversy surrounding cellular telephones: A case study","year":2008,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université Laval","funders":"","keywords":"Government (linguistics); Ethnography; Public relations; Sociology; Relevance (law); Representation (politics); Process (computing); Subject (documents); Political science; Law; Computer science; Politics; Library science","score_opus":0.07593601771687164,"score_gpt":0.42980230248918977,"score_spread":0.35386628477231813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2094922081","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99610955,0.000057930803,0.0003143535,0.0005654622,0.000010386074,0.0000567919,0.000017068876,0.000004709496,0.0028637708],"genre_scores_gemma":[0.997138,0.000103993414,0.00031935476,0.00014884851,0.000010086142,0.000035129706,0.000019397323,0.0000036942354,0.0022213724],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995675,0.0023461068,0.00009689207,0.0002925279,0.0005473888,0.0010420759],"domain_scores_gemma":[0.9937278,0.0029043276,0.0008874673,0.00021277482,0.0009002878,0.0013672026],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0041312557,0.0005792351,0.0004913393,0.002148792,0.021226758,0.0056334455,0.001875697,0.0028993285,0.003841011],"category_scores_gemma":[0.005504618,0.00040772816,0.00033260047,0.0021006174,0.008321545,0.0017589855,0.0034075542,0.002694778,0.00034435056],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000046271864,0.00021941584,0.023681613,0.00003195374,0.000003909988,0.002709398,0.96419096,0.000052159037,0.000833064,0.001675856,0.0007049863,0.0058504613],"study_design_scores_gemma":[0.000004629357,0.000055328033,0.00534587,0.000019833571,0.0000037286154,0.00032989282,0.9873586,0.00014679322,0.00028752562,0.00012474989,0.0063139433,0.00000901835],"about_ca_topic_score_codex":0.18199368,"about_ca_topic_score_gemma":0.34594002,"teacher_disagreement_score":0.97877324,"about_ca_system_score_codex":0.014657043,"about_ca_system_score_gemma":0.008286197,"threshold_uncertainty_score":0.36186868},"labels":[],"label_agreement":null},{"id":"W2096869812","doi":"","title":"Understanding what's hard in learning about complex systems","year":2004,"lang":"en","type":"article","venue":"International Conference of Learning Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dawson College","funders":"","keywords":"Set (abstract data type); Epistemology; Computer science; Cognitive science; Concept learning; Complex system; Cognitive psychology; Psychology; Artificial intelligence","score_opus":0.5118594632870335,"score_gpt":0.45232766668303537,"score_spread":0.0595317966039981,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096869812","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7150865,0.004427953,0.11260033,0.07603944,0.00050801,0.0003479306,0.00014044509,0.00025650562,0.09059289],"genre_scores_gemma":[0.93982875,0.0038938466,0.04797365,0.0026336121,0.00017055743,0.00017645431,0.00012370035,0.00006618021,0.005133268],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9971204,0.0014984608,0.00012338368,0.00035049993,0.00068875076,0.00021859282],"domain_scores_gemma":[0.9793052,0.015776576,0.0014661939,0.0014755643,0.0010580545,0.00091839366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047188755,0.0007082222,0.0005601619,0.0010471641,0.0017903501,0.007935332,0.0014029265,0.0025550956,0.004723139],"category_scores_gemma":[0.028104628,0.00039819637,0.00070032326,0.0007085979,0.006441034,0.016053125,0.003241873,0.0042145853,0.0005237338],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019472944,0.0014046396,0.044425637,0.0031576797,0.00022325477,0.0013430476,0.10712803,0.026496226,0.01312802,0.40971664,0.013884586,0.37889746],"study_design_scores_gemma":[0.00003893198,0.00022977349,0.016528845,0.000864543,0.000050499097,0.00067000964,0.046661135,0.018736549,0.004033947,0.87061626,0.041446384,0.0001230493],"about_ca_topic_score_codex":0.0015142572,"about_ca_topic_score_gemma":0.0018181716,"teacher_disagreement_score":0.007935332,"about_ca_system_score_codex":0.0015461147,"about_ca_system_score_gemma":0.0024290597,"threshold_uncertainty_score":0.024956048},"labels":[],"label_agreement":null},{"id":"W2098613158","doi":"10.1187/cbe.10-02-0012","title":"Using Invention to Change How Students Tackle Problems","year":2010,"lang":"en","type":"article","venue":"CBE—Life Sciences Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Class (philosophy); Mathematics education; Contrast (vision); Computer science; Psychology; Artificial intelligence","score_opus":0.32162926124400604,"score_gpt":0.5164175779915708,"score_spread":0.1947883167475648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098613158","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8625082,0.00038481024,0.07685417,0.002339395,0.0002299951,0.0006043318,0.00008333477,0.0010728154,0.055922914],"genre_scores_gemma":[0.87866634,0.0005100724,0.10317132,0.0007856526,0.00009394295,0.00063061295,0.00017341816,0.00014684245,0.015821725],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9955381,0.0018916022,0.00021118915,0.0009311431,0.0007603031,0.0006677211],"domain_scores_gemma":[0.9890294,0.0058016325,0.0013316785,0.0016343911,0.0007562737,0.0014466639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003033167,0.0010178481,0.0005991851,0.0010724355,0.0010069074,0.00489629,0.0020247735,0.00207393,0.008081241],"category_scores_gemma":[0.023656368,0.00042825803,0.0009766965,0.0005605216,0.0022428264,0.0032246339,0.004724807,0.0034010378,0.0019283979],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00082988077,0.01109002,0.08559845,0.0014966431,0.00025633775,0.0020032933,0.10269233,0.00925317,0.11399159,0.056757417,0.020976046,0.5950548],"study_design_scores_gemma":[0.0009068788,0.0071302536,0.11708276,0.0009903045,0.00041072883,0.005644073,0.062389888,0.037408467,0.08445832,0.17184457,0.5111333,0.0006004066],"about_ca_topic_score_codex":0.00024960111,"about_ca_topic_score_gemma":0.00041648673,"teacher_disagreement_score":0.008081241,"about_ca_system_score_codex":0.00074341655,"about_ca_system_score_gemma":0.001011035,"threshold_uncertainty_score":0.027034402},"labels":[],"label_agreement":null},{"id":"W2099144746","doi":"10.1007/s10956-006-9028-0","title":"Enhancing Inquiry, Understanding, and Achievement in an Astronomy Multimedia Learning Environment","year":2006,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Occupational Therapy Foundation; University of Georgia","keywords":"Curriculum; Science education; Mathematics education; Test (biology); Educational technology; Implementation; Achievement test; Computer science; Scale (ratio); Software; Next Generation Science Standards; Psychology; Pedagogy; Standardized test; Physics; Software engineering","score_opus":0.04414500406139876,"score_gpt":0.3593087396839082,"score_spread":0.31516373562250943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099144746","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9892237,0.000039820094,0.0017478577,0.0001150276,0.000006599872,0.000039189952,0.000014952228,0.000060939114,0.008751882],"genre_scores_gemma":[0.9872592,0.0001003671,0.0072543826,0.0000450025,0.000010209412,0.00007805521,0.000041365354,0.000014547357,0.005196859],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995778,0.00014308705,0.000020004367,0.000072753486,0.000115760995,0.00007057989],"domain_scores_gemma":[0.998487,0.00075754506,0.00016870054,0.00007683435,0.00012681601,0.00038313857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000711164,0.00028090618,0.00026842655,0.0003309229,0.00054309086,0.001749204,0.0005409742,0.00058522023,0.0041625225],"category_scores_gemma":[0.0031646881,0.00011537788,0.00023028003,0.00016546018,0.00022317962,0.0009576186,0.0015565488,0.0005569485,0.0004368432],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026378331,0.03949663,0.100442044,0.0007036784,0.0002222808,0.0007937315,0.02656891,0.0042426637,0.17711565,0.012576116,0.0045681433,0.63063234],"study_design_scores_gemma":[0.0009615824,0.02413098,0.61895525,0.0003990648,0.0013313092,0.0017373643,0.02493091,0.03390625,0.19980326,0.03302734,0.060561832,0.00025485983],"about_ca_topic_score_codex":0.0007236728,"about_ca_topic_score_gemma":0.0012164674,"teacher_disagreement_score":0.0041625225,"about_ca_system_score_codex":0.0002617118,"about_ca_system_score_gemma":0.0005818992,"threshold_uncertainty_score":0.013925016},"labels":[],"label_agreement":null},{"id":"W2099668390","doi":"10.1007/s11422-012-9472-5","title":"Discourse, the moral imperative and Faraday’s candle","year":2012,"lang":"en","type":"article","venue":"Cultural Studies of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Vision; Ideology; Power (physics); Sociology; CONTEST; Epistemology; Inclusion (mineral); Status quo; Aesthetics; Politics; Social science; Political science; Philosophy; Law","score_opus":0.1761831339231253,"score_gpt":0.5070581719967185,"score_spread":0.33087503807359325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099668390","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.064164326,0.009670367,0.009307804,0.17084627,0.0014694036,0.000025113794,0.00005617832,0.00004885687,0.7444117],"genre_scores_gemma":[0.9708298,0.000672255,0.0010784867,0.0055329213,0.00038979852,0.00002607446,0.0000108613385,0.000044848748,0.02141497],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99450666,0.0035085925,0.00014265768,0.00068666734,0.0005441799,0.0006112605],"domain_scores_gemma":[0.99100035,0.00630486,0.0005795251,0.0008034037,0.00087737775,0.00043441265],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.009659477,0.00052932004,0.0005748823,0.0019170073,0.015125137,0.008641743,0.0012429442,0.008117775,0.0067595216],"category_scores_gemma":[0.015980335,0.00031667834,0.00038275064,0.0012783409,0.064965196,0.012037737,0.005280049,0.008907418,0.0004927078],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000927585,0.000006446706,0.00009343597,0.000015021941,0.0000017037639,0.00002627452,0.012742058,0.00003048537,0.000031127878,0.982752,0.0025716785,0.0017205972],"study_design_scores_gemma":[0.000027412487,0.00001053603,0.00044020743,0.00014163555,0.00000687654,0.00006665145,0.012880602,0.00012826678,0.00019030433,0.8688192,0.11726715,0.000021182283],"about_ca_topic_score_codex":0.020185102,"about_ca_topic_score_gemma":0.022022758,"teacher_disagreement_score":0.98487484,"about_ca_system_score_codex":0.0075660083,"about_ca_system_score_gemma":0.005774374,"threshold_uncertainty_score":0.05489546},"labels":[],"label_agreement":null},{"id":"W2103198653","doi":"10.55016/ojs/ajer.v55i4.55338","title":"Assessment Techniques Corresponding to Scientific Texts in Commercial Reading Programs: Do They Promote Scientific Literacy?","year":2010,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Summative assessment; Formative assessment; Scientific literacy; Literacy; Reading (process); Psychology; Variety (cybernetics); Mathematics education; Quality (philosophy); Science education; Medical education; Pedagogy; Computer science; Political science; Medicine","score_opus":0.13100939506659193,"score_gpt":0.5433904142622716,"score_spread":0.4123810191956797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103198653","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9676801,0.0006108202,0.0054392093,0.0006774107,0.000048122725,0.0006053291,0.000111288486,0.00021667965,0.024611097],"genre_scores_gemma":[0.966519,0.00068840163,0.026971372,0.00017477243,0.000034828772,0.0006862186,0.00014104885,0.000060970015,0.0047233156],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98625493,0.006969624,0.00080168183,0.0009098078,0.0046454654,0.00041849798],"domain_scores_gemma":[0.86839175,0.09053052,0.016356476,0.0050620553,0.016718425,0.002940663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014942487,0.00043195032,0.0005122733,0.0030982562,0.001438445,0.0038744318,0.0015893165,0.00089143415,0.0038167161],"category_scores_gemma":[0.115399405,0.00027746032,0.00035800654,0.00243974,0.0013071588,0.0027866648,0.0018480477,0.0010498336,0.0008981669],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00060306047,0.004740209,0.09798481,0.0023048404,0.000095517615,0.00054718164,0.09908691,0.0003608982,0.014303493,0.002518571,0.0028564103,0.77459806],"study_design_scores_gemma":[0.0002794422,0.0059987744,0.7571471,0.0034808454,0.00035490436,0.0013176592,0.109315895,0.0032197991,0.026204206,0.006890293,0.08557715,0.00021395092],"about_ca_topic_score_codex":0.004986304,"about_ca_topic_score_gemma":0.017477404,"teacher_disagreement_score":0.014942487,"about_ca_system_score_codex":0.0020235463,"about_ca_system_score_gemma":0.0039144014,"threshold_uncertainty_score":0.079024315},"labels":[],"label_agreement":null},{"id":"W2104305473","doi":"10.1002/1098-237x(200101)85:1<6::aid-sce3>3.0.co;2-r","title":"Discovering indigenous science: Implications for science education","year":2000,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":492,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria","funders":"","keywords":"Traditional knowledge; Science education; Indigenous; Sociology; Science, technology, society and environment education; Philosophy of science; Sociology of scientific knowledge; Sustainability science; Curriculum; Nature of Science; Relativism; Science studies; Engineering ethics; Environmental ethics; Epistemology; Social science; Sustainability; Pedagogy; Ecology","score_opus":0.0515930161008073,"score_gpt":0.4628903657198734,"score_spread":0.4112973496190661,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104305473","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005372343,0.026394155,0.005079004,0.8781162,0.0031587027,0.00009764687,0.00005729824,0.000055160595,0.08166946],"genre_scores_gemma":[0.7074885,0.11281283,0.02401534,0.111024596,0.009079858,0.0007136982,0.00015086451,0.00011727744,0.034596995],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98798454,0.0077051027,0.00043348566,0.0009907357,0.0013693167,0.001516806],"domain_scores_gemma":[0.9349922,0.045830958,0.0021232862,0.0017034177,0.007382267,0.0079678055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0220245,0.00082206674,0.0015964798,0.0027844792,0.012885709,0.017755333,0.004455193,0.01149263,0.022294031],"category_scores_gemma":[0.046153788,0.00043549662,0.0008347422,0.0037148937,0.039773766,0.026350582,0.013727433,0.012482256,0.0021462361],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000460218,0.00020312685,0.0017889821,0.0010168685,0.00002465715,0.0007091968,0.030558381,0.00076607714,0.0001408815,0.8548859,0.042689618,0.06717027],"study_design_scores_gemma":[0.000021479296,0.00003458425,0.0012077648,0.0020142174,0.000017289116,0.00019162244,0.09925725,0.00080090924,0.00018222004,0.7585588,0.13765691,0.000056999892],"about_ca_topic_score_codex":0.03574434,"about_ca_topic_score_gemma":0.04258184,"teacher_disagreement_score":0.03574434,"about_ca_system_score_codex":0.01580583,"about_ca_system_score_gemma":0.042174052,"threshold_uncertainty_score":0.116478086},"labels":[],"label_agreement":null},{"id":"W2104380068","doi":"10.20355/c54g6n","title":"The iSPACES Framework for Rethinking a Culturally Responsive Secondary Science Curriculum in Tanzania","year":2014,"lang":"en","type":"article","venue":"Journal of Contemporary Issues in Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Tanzania; Restructuring; Science education; Mathematics education; Pedagogy; Sociology; Engineering ethics; Engineering; Psychology; Political science","score_opus":0.03682913303251047,"score_gpt":0.42316384390967193,"score_spread":0.3863347108771615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104380068","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.52942246,0.0015338531,0.2524917,0.03368857,0.00044377372,0.0024719923,0.0003367321,0.0014730917,0.17813787],"genre_scores_gemma":[0.78469914,0.00039179838,0.20220856,0.00077428325,0.000024977631,0.00095093204,0.00014474147,0.000080588274,0.010724909],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9978277,0.0013849098,0.00008833713,0.00013092664,0.00025413168,0.00031396226],"domain_scores_gemma":[0.99794024,0.000875888,0.00016778545,0.00014880554,0.00027970335,0.00058763835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004255484,0.00039251053,0.00017929327,0.0011507176,0.002777436,0.003603579,0.0017737234,0.0013030941,0.004345009],"category_scores_gemma":[0.0045194943,0.00038200684,0.00028557103,0.0007717064,0.005154234,0.0024089953,0.0048573227,0.001933823,0.00038554042],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011980317,0.000672082,0.008886611,0.0010195231,0.000017920409,0.002311526,0.20996433,0.0094266515,0.011637886,0.56230044,0.015819993,0.17782326],"study_design_scores_gemma":[0.00021902751,0.00064626156,0.014893579,0.0028944022,0.00007562293,0.0008462446,0.18744344,0.01850507,0.0059219184,0.12571137,0.6427395,0.00010362939],"about_ca_topic_score_codex":0.018744688,"about_ca_topic_score_gemma":0.037877433,"teacher_disagreement_score":0.018744688,"about_ca_system_score_codex":0.006782668,"about_ca_system_score_gemma":0.01691749,"threshold_uncertainty_score":0.04921192},"labels":[],"label_agreement":null},{"id":"W2105725601","doi":"","title":"“Don’t You Know That Only White Kids Like Science?”: Currere as Critical Autobiography","year":2014,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Biography; White (mutation); Art; Art history; Biology; Genetics","score_opus":0.2892783282754789,"score_gpt":0.6212172441159292,"score_spread":0.33193891584045027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105725601","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39438283,0.010285007,0.013142137,0.26961565,0.0062919855,0.00032191054,0.0001472635,0.00023207263,0.30558118],"genre_scores_gemma":[0.90735954,0.0043947552,0.0052605863,0.02115397,0.0009974912,0.0001993243,0.000053330732,0.00029941762,0.060281493],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99635124,0.0022859976,0.000077113575,0.00042140248,0.00054235256,0.00032194244],"domain_scores_gemma":[0.99260396,0.004842612,0.0006062659,0.00042227237,0.0010177346,0.00050711824],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005067806,0.0007407403,0.00039941331,0.0021585238,0.01672555,0.0074512432,0.0011855288,0.0025383509,0.003112279],"category_scores_gemma":[0.01404578,0.00045673607,0.0003313219,0.0007551037,0.028381756,0.009427588,0.00469146,0.009618024,0.0005860393],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013091193,0.000038514932,0.0006186561,0.00006356068,0.0000050524836,0.0008329169,0.88378596,0.000025995127,0.0004757114,0.07489383,0.028600698,0.0106459735],"study_design_scores_gemma":[0.0000032463065,0.000024615934,0.0010149108,0.00029938127,0.000009263544,0.0013340788,0.5946668,0.00012400052,0.001037401,0.012481015,0.38898054,0.000024807227],"about_ca_topic_score_codex":0.009953005,"about_ca_topic_score_gemma":0.01752033,"teacher_disagreement_score":0.98327446,"about_ca_system_score_codex":0.0044789664,"about_ca_system_score_gemma":0.0034315,"threshold_uncertainty_score":0.032497287},"labels":[],"label_agreement":null},{"id":"W2106422082","doi":"10.1080/09500690500336973","title":"Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction","year":2005,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":361,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Scholarship; Literacy; Scientific literacy; Science education; Reading (process); Pedagogy; Science, technology, society and environment education; Sociology; Field (mathematics); Professional development; Engineering ethics; Mathematics education; Educational research; Psychology; Political science","score_opus":0.05149072946147045,"score_gpt":0.5095297266885885,"score_spread":0.4580389972271181,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106422082","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.021710431,0.1338437,0.019901188,0.73539263,0.003444501,0.000055745775,0.000049695125,0.00013764067,0.085464515],"genre_scores_gemma":[0.75994164,0.14062922,0.032543145,0.043150906,0.004651343,0.0004477026,0.0000990508,0.00013248331,0.018404508],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98185873,0.014053246,0.00058085634,0.0007802989,0.0016992805,0.0010275104],"domain_scores_gemma":[0.95581293,0.035093408,0.0016130403,0.0020678667,0.0032532269,0.0021594428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0323924,0.00056135113,0.00083507475,0.0028888748,0.0053735543,0.028958978,0.0021620544,0.007525449,0.00646586],"category_scores_gemma":[0.022810489,0.00038543256,0.0006334773,0.0023809194,0.039907057,0.03516244,0.010148229,0.010109547,0.000934828],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005095019,0.000081526174,0.0013666243,0.0009476644,0.000019607076,0.00041945773,0.039559502,0.00022226026,0.0006564505,0.86205447,0.012025852,0.08259568],"study_design_scores_gemma":[0.000016718799,0.000079351215,0.00130277,0.0021252944,0.000021944319,0.000511715,0.08169229,0.00077722804,0.00076857867,0.61674345,0.29589123,0.00006936394],"about_ca_topic_score_codex":0.0020851705,"about_ca_topic_score_gemma":0.0034799154,"teacher_disagreement_score":0.0323924,"about_ca_system_score_codex":0.0056330343,"about_ca_system_score_gemma":0.011833489,"threshold_uncertainty_score":0.17130941},"labels":[],"label_agreement":null},{"id":"W2106552134","doi":"10.7202/031761ar","title":"Problématique de l’apprentissage et de l’enseignement des sciences au secondaire : un état de la question","year":2007,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.2544874830863896,"score_gpt":0.4834867124534603,"score_spread":0.22899922936707073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106552134","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16032614,0.022281222,0.14717568,0.4195593,0.0031512876,0.0003198783,0.00019163691,0.00021611252,0.24677871],"genre_scores_gemma":[0.92134714,0.008991719,0.029570406,0.0059643444,0.0010881749,0.00047261064,0.00010233396,0.00018044637,0.032282725],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.94503427,0.030976916,0.0025323199,0.0058216588,0.012988979,0.0026458185],"domain_scores_gemma":[0.89106,0.07546303,0.0087881945,0.0075808195,0.013312069,0.00379587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04302991,0.0009336732,0.0014971329,0.0041386643,0.0115493545,0.030168876,0.0030721538,0.009284117,0.009710328],"category_scores_gemma":[0.08792196,0.0008101406,0.0011731035,0.005195127,0.05180938,0.028920863,0.014706562,0.010263772,0.0014940042],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004342962,0.00006755672,0.003166021,0.00044922848,0.000024692481,0.00035117927,0.049875062,0.000588571,0.00042376367,0.912173,0.002464502,0.030372996],"study_design_scores_gemma":[0.000027206748,0.00007443962,0.004541162,0.000661592,0.000024935145,0.00085386744,0.06953198,0.0014997392,0.0011149634,0.7174755,0.20412113,0.00007358331],"about_ca_topic_score_codex":0.01096211,"about_ca_topic_score_gemma":0.007128719,"teacher_disagreement_score":0.04302991,"about_ca_system_score_codex":0.011883525,"about_ca_system_score_gemma":0.023132645,"threshold_uncertainty_score":0.22756666},"labels":[],"label_agreement":null},{"id":"W2108523574","doi":"","title":"Perspectives on scientific and technological literacy in Tonga: Moving forward in the 21st century","year":2005,"lang":"en","type":"article","venue":"PhDT","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Literacy; Political science; Sociology; Economic growth; Pedagogy; Economics","score_opus":0.04505056628046369,"score_gpt":0.39042597101301524,"score_spread":0.34537540473255157,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108523574","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6315133,0.019435398,0.0013413021,0.25144458,0.00048626136,0.0000471151,0.00022810463,0.000031688527,0.09547226],"genre_scores_gemma":[0.98002267,0.0050942735,0.00033500578,0.004748177,0.00009961279,0.000026349391,0.000048119,0.000007109408,0.009618695],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979221,0.0006853775,0.00007465114,0.00010849751,0.0001768885,0.0010323726],"domain_scores_gemma":[0.9971431,0.0009389136,0.00039706298,0.00009070591,0.0004895434,0.0009407142],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023983927,0.00034572388,0.0005593992,0.0020079575,0.0064507215,0.004713074,0.0006679387,0.002562105,0.0077248877],"category_scores_gemma":[0.0027856326,0.00026019017,0.0004502407,0.0033833764,0.010371607,0.0055750855,0.0045823934,0.0038362409,0.00027274218],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000095805866,0.00009905553,0.049869783,0.00082565297,0.000047633086,0.0027213136,0.47594592,0.0005261018,0.002631405,0.4265682,0.0062960736,0.034373026],"study_design_scores_gemma":[0.000056807516,0.00017371042,0.18829705,0.000941256,0.00009517243,0.00088564097,0.4103079,0.0011369871,0.0011736228,0.078063406,0.31871584,0.00015262548],"about_ca_topic_score_codex":0.2669074,"about_ca_topic_score_gemma":0.3164973,"teacher_disagreement_score":0.2669074,"about_ca_system_score_codex":0.015619531,"about_ca_system_score_gemma":0.028350648,"threshold_uncertainty_score":0.5307076},"labels":[],"label_agreement":null},{"id":"W2108611895","doi":"10.5539/ies.v6n5p104","title":"Turkish Science Student Teachers' Conceptions on the States of Matter","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; State of matter; Psychology; Mathematics education; Chemistry; Physics; Condensed matter physics","score_opus":0.12281418751711286,"score_gpt":0.5207895158324488,"score_spread":0.39797532831533594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108611895","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9909739,0.0006188963,0.0011095315,0.000504252,0.00002059453,0.000011411646,0.000011821685,0.000008781035,0.0067409575],"genre_scores_gemma":[0.998944,0.00023102958,0.00015239615,0.00006222656,0.0000034556122,0.000005963672,0.000010745159,0.0000024483566,0.0005877813],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99671835,0.001491007,0.00021612612,0.00024993913,0.00093269435,0.00039182062],"domain_scores_gemma":[0.9917664,0.003715624,0.0020396165,0.00034490065,0.0014703498,0.00066298427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044812527,0.00039800207,0.00040534558,0.0019477626,0.001638513,0.0037898836,0.0006003787,0.0011642056,0.0012018197],"category_scores_gemma":[0.007655402,0.00042422512,0.00036071124,0.0009990328,0.005735085,0.0022337001,0.0016118743,0.0017916594,0.00024314868],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014308281,0.0001645377,0.08714937,0.00030398977,0.000025002335,0.0007654425,0.8719769,0.00031547988,0.0061217593,0.015334919,0.00064946717,0.017050039],"study_design_scores_gemma":[0.00003097311,0.0004915322,0.11609485,0.00044344872,0.000083490966,0.0015427878,0.83061653,0.0013032726,0.0031230226,0.009517375,0.03660933,0.00014344005],"about_ca_topic_score_codex":0.004065957,"about_ca_topic_score_gemma":0.002629082,"teacher_disagreement_score":0.0044812527,"about_ca_system_score_codex":0.002163281,"about_ca_system_score_gemma":0.0016523502,"threshold_uncertainty_score":0.023699403},"labels":[],"label_agreement":null},{"id":"W2110214764","doi":"10.1002/tea.20025","title":"Impact of a school district's science reform effort on the achievement and attitudes of third‐ and fourth‐grade students","year":2004,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":52,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; Supervisor; Curriculum; Psychology; Science education; Student achievement; Perception; School district; Academic achievement; Pedagogy; Political science","score_opus":0.21541150902367928,"score_gpt":0.5773881491558533,"score_spread":0.36197664013217407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110214764","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99968576,0.000013567867,0.000011084907,0.000026230131,0.0000029402263,0.000004247936,0.000016845064,0.0000032176974,0.00023603516],"genre_scores_gemma":[0.99951136,0.000012791496,0.000031456504,0.000013553901,0.0000031196184,0.000008690063,0.000031418607,8.546834e-7,0.00038676333],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977622,0.0008737825,0.000104856146,0.00022577545,0.0005691459,0.00046416683],"domain_scores_gemma":[0.9929569,0.0014781394,0.0017866761,0.00053766626,0.0008213656,0.0024192375],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016731604,0.00021522546,0.00040898786,0.0007276371,0.0012616755,0.0017676777,0.00064347644,0.0004108648,0.003175898],"category_scores_gemma":[0.004365527,0.00023696647,0.00048239727,0.0005521688,0.00072318123,0.0002747754,0.0015436021,0.00092025794,0.0004793169],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010529925,0.005242384,0.9579469,0.00007243011,0.00017686457,0.00015601964,0.00445486,0.0005311666,0.0048976545,0.0002946294,0.000925548,0.024248412],"study_design_scores_gemma":[0.000020865667,0.001056909,0.99479264,0.000006582432,0.000032466087,0.000015691177,0.0024079087,0.00013908488,0.00091952336,0.000015590864,0.00058507134,0.0000075391777],"about_ca_topic_score_codex":0.017068276,"about_ca_topic_score_gemma":0.027385637,"teacher_disagreement_score":0.017068276,"about_ca_system_score_codex":0.0015495208,"about_ca_system_score_gemma":0.0020100093,"threshold_uncertainty_score":0.03393781},"labels":[],"label_agreement":null},{"id":"W2111358603","doi":"","title":"Assessment in History: The Case for “Decoding” the Discipline","year":2012,"lang":"en","type":"article","venue":"Indiana Magazine of History (Indiana University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Decoding methods; Psychology; Sociology; Computer science; Algorithm","score_opus":0.0835674150865971,"score_gpt":0.32840488979967464,"score_spread":0.24483747471307754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111358603","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06256541,0.028823005,0.07120971,0.4393645,0.005017135,0.0004044545,0.0001828008,0.00027395552,0.39215901],"genre_scores_gemma":[0.9062495,0.007811035,0.028165711,0.03585125,0.0028654726,0.0004648241,0.00020566909,0.00047020733,0.017916244],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9261538,0.05100673,0.0038745576,0.0048823347,0.011613357,0.0024692472],"domain_scores_gemma":[0.83689725,0.10178507,0.010224393,0.014067145,0.02783055,0.009195619],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06899485,0.001108567,0.0016561247,0.0147649795,0.011608375,0.024410464,0.004900799,0.010153268,0.006471422],"category_scores_gemma":[0.23213725,0.00080879853,0.0006118451,0.0067989836,0.11139222,0.065562084,0.031680416,0.015964987,0.0013726805],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048986694,0.00003849339,0.0062289573,0.00038200483,0.000021781581,0.0004896838,0.17254916,0.00019611725,0.00018527804,0.72691685,0.0137206325,0.07922209],"study_design_scores_gemma":[0.000018374509,0.000031200936,0.0021818043,0.0016343141,0.000016590788,0.0006012059,0.05384272,0.00059772166,0.0001705707,0.79001004,0.15082908,0.00006630281],"about_ca_topic_score_codex":0.015267535,"about_ca_topic_score_gemma":0.010054623,"teacher_disagreement_score":0.06899485,"about_ca_system_score_codex":0.010334179,"about_ca_system_score_gemma":0.016195744,"threshold_uncertainty_score":0.36488402},"labels":[],"label_agreement":null},{"id":"W2111772851","doi":"","title":"The notion of the relationship to knowledge: A theoretical tool for research in science education","year":2010,"lang":"en","type":"article","venue":"The International Journal of Environmental and Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Operationalization; Plural; Science education; Sociology of scientific knowledge; Mathematics education; Set (abstract data type); Field (mathematics); Knowledge level; Dual (grammatical number); Diversity (politics); Educational research; Sociology; Pedagogy; Scientific literacy; Psychology; Social science; Epistemology; Computer science","score_opus":0.08386026093728803,"score_gpt":0.47635156868361883,"score_spread":0.3924913077463308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111772851","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.038581725,0.04766085,0.34772456,0.09401352,0.0011603998,0.0002365216,0.0003368558,0.00020387492,0.47008172],"genre_scores_gemma":[0.9210537,0.012906428,0.051664624,0.0043218713,0.0009280324,0.0005015862,0.00012255553,0.000081356826,0.008419903],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9861216,0.010292152,0.00039130036,0.0010776232,0.0015285085,0.00058873807],"domain_scores_gemma":[0.9740673,0.020279543,0.0017707339,0.0019672578,0.0010260446,0.00088925817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015203357,0.00079150323,0.0012503458,0.0087996805,0.0071484996,0.016274706,0.0036255296,0.00422883,0.00487245],"category_scores_gemma":[0.012764564,0.00043864417,0.0009470229,0.009829773,0.09422878,0.022526277,0.007504591,0.0061148787,0.0008034927],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000003434588,0.0000068339737,0.00026419983,0.00006179998,0.000004648562,0.000051888514,0.008723606,0.00008141013,0.000028967444,0.98689926,0.00029865874,0.0035753157],"study_design_scores_gemma":[0.000009616051,0.000022578173,0.00077386835,0.00028158238,0.0000094214665,0.00021482562,0.011412072,0.0005733331,0.000070831906,0.9314943,0.055118263,0.000019329898],"about_ca_topic_score_codex":0.02321364,"about_ca_topic_score_gemma":0.018378638,"teacher_disagreement_score":0.02321364,"about_ca_system_score_codex":0.013264468,"about_ca_system_score_gemma":0.009168514,"threshold_uncertainty_score":0.09624094},"labels":[],"label_agreement":null},{"id":"W2112973645","doi":"10.1002/tea.20271","title":"Written extended‐response questions as classroom assessment tools for meaningful understanding of evolutionary theory","year":2008,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Schematic; Evolutionary theory; Mathematics education; Descriptive research; Computer science; Concept learning; Psychology; Science education; Knowledge level; Epistemology; Mathematics","score_opus":0.40413621639738323,"score_gpt":0.5753339453363949,"score_spread":0.1711977289390117,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112973645","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9817706,0.00006666746,0.013165692,0.00036687026,0.000032029675,0.00065588887,0.00015798323,0.00010118326,0.0036831],"genre_scores_gemma":[0.9795893,0.00006674638,0.017250538,0.0001158897,0.0000075941643,0.0011079939,0.00012996791,0.000029385514,0.0017026133],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.97599936,0.019315813,0.0009993248,0.0010200227,0.0019159216,0.00074958126],"domain_scores_gemma":[0.83451384,0.14074655,0.0082195895,0.0032895938,0.011283338,0.0019471416],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020148473,0.0006841179,0.00078609656,0.002063526,0.00071645185,0.0020530694,0.0017075455,0.0010357009,0.009421077],"category_scores_gemma":[0.115087494,0.0003899325,0.0003383379,0.0010369567,0.0021306064,0.003721461,0.0029399083,0.0014820866,0.001308387],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016136685,0.00467933,0.1013951,0.0028042465,0.00008373858,0.002099816,0.5412709,0.00291862,0.036134906,0.0071778367,0.0057223565,0.29409945],"study_design_scores_gemma":[0.0005545901,0.005940702,0.18591046,0.0031502838,0.00011397245,0.0017693026,0.67517185,0.02454189,0.04441665,0.015938407,0.04204193,0.00044994644],"about_ca_topic_score_codex":0.00037071618,"about_ca_topic_score_gemma":0.0005303998,"teacher_disagreement_score":0.020148473,"about_ca_system_score_codex":0.0012239295,"about_ca_system_score_gemma":0.0010080453,"threshold_uncertainty_score":0.106556594},"labels":[],"label_agreement":null},{"id":"W2116256308","doi":"10.7202/011402ar","title":"Étude qualitative d’évolutions conceptuelles en contexte d’explorations libres en physique-mécanique au secondaire","year":2005,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy; Sociology; Psychology","score_opus":0.4177571250426311,"score_gpt":0.5170418419941561,"score_spread":0.09928471695152508,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116256308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.50540113,0.002416086,0.42077187,0.0053582867,0.00024934285,0.000369413,0.00076185266,0.00047640112,0.06419558],"genre_scores_gemma":[0.92750394,0.0005850259,0.06123426,0.00021834006,0.000028476028,0.00037836953,0.00023377202,0.00016889158,0.009648915],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99303377,0.003195906,0.0002419668,0.0009562209,0.0021848155,0.00038733173],"domain_scores_gemma":[0.9620953,0.02744251,0.0024463253,0.0020692449,0.0054602316,0.0004864514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007920324,0.0005184322,0.00061127247,0.0030316215,0.002592429,0.0077542714,0.0011915779,0.0017591028,0.009017292],"category_scores_gemma":[0.041897714,0.000637446,0.00085779646,0.003498649,0.007647864,0.01027712,0.003154747,0.0027278545,0.0007228819],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004262151,0.00012849834,0.015256459,0.0013719393,0.000109001376,0.0012422844,0.42816547,0.006466253,0.0255976,0.43052158,0.0025598307,0.08815487],"study_design_scores_gemma":[0.00009934438,0.00029167405,0.03817866,0.00075614743,0.00012748761,0.002071525,0.2866815,0.035497956,0.031714052,0.43034118,0.17391244,0.00032802927],"about_ca_topic_score_codex":0.009412438,"about_ca_topic_score_gemma":0.006704324,"teacher_disagreement_score":0.009412438,"about_ca_system_score_codex":0.0059620463,"about_ca_system_score_gemma":0.002802503,"threshold_uncertainty_score":0.043257833},"labels":[],"label_agreement":null},{"id":"W2116792760","doi":"10.7202/1011669ar","title":"A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science Education","year":2012,"lang":"en","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Perspective (graphical); Argument (complex analysis); Curriculum; Conceptual change; Sociology; Science education; Pedagogy; Engineering ethics; Epistemology; Mathematics education; Psychology; Computer science","score_opus":0.5983454032162447,"score_gpt":0.5248652645465,"score_spread":0.07348013866974479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116792760","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40599272,0.010602548,0.06879249,0.1437131,0.0016865401,0.00020349195,0.000047810074,0.00007953226,0.36888176],"genre_scores_gemma":[0.99029946,0.0010887248,0.0047641536,0.0019409747,0.00009099326,0.000053943604,0.000008743398,0.00003841922,0.0017145949],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.96792835,0.02701754,0.00046038933,0.00086231343,0.002223993,0.0015074566],"domain_scores_gemma":[0.9672965,0.021961734,0.0022571567,0.0026066513,0.004427121,0.0014507348],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029034022,0.00072720164,0.0006362288,0.0039430615,0.010292944,0.013762759,0.0026807701,0.002861062,0.0015064096],"category_scores_gemma":[0.02537026,0.0003859817,0.0008202267,0.0028565817,0.07680564,0.019397097,0.009832112,0.01028818,0.00019069876],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020101166,0.00003932496,0.0011125307,0.000078139776,0.00001004574,0.00026476808,0.33557734,0.00022496391,0.00022637767,0.6533857,0.0007547574,0.008305947],"study_design_scores_gemma":[0.0000326783,0.00006691947,0.0022997353,0.000586513,0.000036610705,0.00046848942,0.5419078,0.001323646,0.00090568344,0.3823155,0.07001078,0.00004571836],"about_ca_topic_score_codex":0.011411097,"about_ca_topic_score_gemma":0.009535181,"teacher_disagreement_score":0.029034022,"about_ca_system_score_codex":0.013728103,"about_ca_system_score_gemma":0.012036194,"threshold_uncertainty_score":0.15354842},"labels":[],"label_agreement":null},{"id":"W2117962730","doi":"10.1002/tea.20153","title":"Concept maps: Experiments on dynamic thinking","year":2006,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":130,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Header; Focus (optics); Concept map; Task (project management); Mathematics education; Computer science; Psychology; Engineering; Physics","score_opus":0.2020900081355763,"score_gpt":0.5848167688805302,"score_spread":0.38272676074495393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2117962730","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9802406,0.00012382516,0.014124713,0.00017828372,0.00005609765,0.0009192042,0.000078759644,0.00010379719,0.0041747317],"genre_scores_gemma":[0.9684664,0.00014492095,0.027582722,0.00015787756,0.00003839536,0.002489599,0.00011833033,0.00005583584,0.0009458982],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9930622,0.0041400976,0.00040094377,0.000884623,0.001150806,0.00036131532],"domain_scores_gemma":[0.7693543,0.21751857,0.0045460477,0.004984174,0.0021478967,0.0014491113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009208957,0.001088415,0.000635926,0.0008317628,0.00089589733,0.0017738069,0.0015563716,0.0011643725,0.0066478797],"category_scores_gemma":[0.07727644,0.0008786299,0.0004853184,0.0009407633,0.0025807458,0.0039928243,0.0031201357,0.0025415656,0.0004761488],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.034165964,0.054486666,0.022541413,0.007065163,0.00059207523,0.0015396234,0.14895949,0.032362938,0.24115321,0.069058806,0.0046858895,0.38338885],"study_design_scores_gemma":[0.02476692,0.075973876,0.08843316,0.002273154,0.0009762598,0.001651408,0.03181368,0.14614303,0.34918162,0.2315853,0.045917198,0.0012844361],"about_ca_topic_score_codex":0.0004183737,"about_ca_topic_score_gemma":0.00023731489,"teacher_disagreement_score":0.009208957,"about_ca_system_score_codex":0.00078390667,"about_ca_system_score_gemma":0.000803989,"threshold_uncertainty_score":0.04870224},"labels":[],"label_agreement":null},{"id":"W2118257175","doi":"10.1002/sce.20063","title":"A theoretical framework for narrative explanation in science","year":2005,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":317,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Narrative; Narrative network; Narrative criticism; Narrative inquiry; Epistemology; Science education; Conceptual framework; Empirical research; Sociology; Psychology; Mathematics education; Linguistics; Philosophy","score_opus":0.04740235225820965,"score_gpt":0.48363719878059164,"score_spread":0.436234846522382,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118257175","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013353908,0.0067234277,0.71994823,0.04041299,0.00067791686,0.00045083262,0.00021831844,0.00026049156,0.2179538],"genre_scores_gemma":[0.7404735,0.0042799497,0.2336001,0.0026731275,0.00061807473,0.0012919228,0.0002888261,0.000121992634,0.016652519],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.990176,0.007684023,0.00034952117,0.000587238,0.0008334575,0.0003697782],"domain_scores_gemma":[0.9863717,0.010423665,0.0010802763,0.00076943374,0.00090872357,0.0004462498],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.010639458,0.000991898,0.0006280285,0.00375913,0.0038576352,0.0070747333,0.0029791314,0.004628534,0.009126159],"category_scores_gemma":[0.013544529,0.0005159486,0.0013664601,0.0024352565,0.026056282,0.015323325,0.004604691,0.0040375735,0.0009943519],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000022457398,0.0000040368614,0.000049798717,0.000031028845,0.000002140008,0.00003207028,0.0015708398,0.00031750815,0.0000116498295,0.99601495,0.00030356768,0.0016602391],"study_design_scores_gemma":[0.000012901173,0.0000069377593,0.00004588368,0.000103841994,0.0000039627657,0.00008440974,0.0012132518,0.0014974454,0.000042281234,0.97294307,0.024039198,0.000006774365],"about_ca_topic_score_codex":0.0030353782,"about_ca_topic_score_gemma":0.0019594484,"teacher_disagreement_score":0.9961424,"about_ca_system_score_codex":0.0051952647,"about_ca_system_score_gemma":0.004470826,"threshold_uncertainty_score":0.0562675},"labels":[],"label_agreement":null},{"id":"W2118979713","doi":"10.7202/031847ar","title":"La présence de l’enseignant de sciences dans la recherche : le cas des revues Science Education et Journal of Research in Science Teaching","year":2007,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Rimouski","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.8592496911056938,"score_gpt":0.6638517127896489,"score_spread":0.19539797831604488,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118979713","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.51824707,0.18744178,0.0058387336,0.12357155,0.006588931,0.00011221754,0.00040097313,0.00016458989,0.15763414],"genre_scores_gemma":[0.9283564,0.036126383,0.0031792382,0.0036725972,0.0032671052,0.00010272634,0.00014933772,0.00013028808,0.025015954],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.97743416,0.010527233,0.0020484612,0.0023189029,0.006424554,0.0012467174],"domain_scores_gemma":[0.8276075,0.13496855,0.01410599,0.0037374708,0.014225235,0.0053551965],"candidate_categories":["metaresearch","bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.02483924,0.0004558961,0.00085055927,0.007968197,0.0068205786,0.020014932,0.0011841998,0.0031713154,0.004730717],"category_scores_gemma":[0.054878384,0.00045241372,0.0005122779,0.009711925,0.012210128,0.011026099,0.0042895298,0.0034688457,0.00070907315],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032354542,0.00011062081,0.028503194,0.0038064371,0.00010255644,0.0032482818,0.60038406,0.00021409451,0.007090841,0.19735223,0.020183347,0.13868074],"study_design_scores_gemma":[0.000021875845,0.00016328758,0.055461276,0.0027994125,0.00007269617,0.002675453,0.2157421,0.0002497994,0.0021606616,0.010603133,0.70994514,0.000105165906],"about_ca_topic_score_codex":0.0061287503,"about_ca_topic_score_gemma":0.014003371,"teacher_disagreement_score":0.9920318,"about_ca_system_score_codex":0.0064541786,"about_ca_system_score_gemma":0.010297711,"threshold_uncertainty_score":0.13136399},"labels":[],"label_agreement":null},{"id":"W2120438851","doi":"10.5539/ass.v8n6p165","title":"Higher Secondary School Students’ Attitude towards Chemistry","year":2012,"lang":"en","type":"article","venue":"Asian Social Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Mathematics education; Khyber pakhtunkhwa; Chemistry education; Agency (philosophy); Chemistry; Population; Secondary education; Subject (documents); Psychology; Government (linguistics); Sample (material); Medical education; Pedagogy; Sociology; Social science; Medicine; Library science; Enthusiasm; Social psychology","score_opus":0.05278092624665549,"score_gpt":0.4253138437747803,"score_spread":0.37253291752812484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120438851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99771595,0.000058697224,0.000017965434,0.00008216281,0.000006863595,0.000009202821,0.000022423344,0.0000017802988,0.002084828],"genre_scores_gemma":[0.9974693,0.00016824612,0.000035098976,0.000106125364,0.0000078824205,0.000008683828,0.00003508623,8.600008e-7,0.0021688011],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99956197,0.000055748606,0.000031045107,0.00003825882,0.0002007253,0.00011210479],"domain_scores_gemma":[0.99820447,0.00029213438,0.0005717603,0.000051524767,0.00032579195,0.0005542748],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00068258744,0.00015970148,0.00030174767,0.00070207135,0.0009431869,0.0014114522,0.00013443718,0.00050285674,0.0062506055],"category_scores_gemma":[0.0014728676,0.00016989849,0.00032571953,0.0006577834,0.00048343555,0.0003715921,0.00054971175,0.0008366641,0.00085437245],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011358579,0.0013711808,0.95612276,0.00013734435,0.000024823084,0.0006113153,0.018740067,0.00005663326,0.0046032798,0.00029072972,0.00083188247,0.017096367],"study_design_scores_gemma":[0.000008276349,0.0009935779,0.9713225,0.000044424978,0.000020267691,0.00036888776,0.023037456,0.00008578316,0.0008537811,0.00012956603,0.0031198878,0.000015619416],"about_ca_topic_score_codex":0.0022933185,"about_ca_topic_score_gemma":0.0037298878,"teacher_disagreement_score":0.0062506055,"about_ca_system_score_codex":0.00031259705,"about_ca_system_score_gemma":0.00044544635,"threshold_uncertainty_score":0.020910382},"labels":[],"label_agreement":null},{"id":"W2121169557","doi":"10.1111/mbe.12043","title":"Differences in Brain Activation Between Novices and Experts in Science During a Task Involving a Common Misconception in Electricity","year":2014,"lang":"en","type":"article","venue":"Mind Brain and Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":158,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Correctness; Task (project management); Psychology; Science education; Order (exchange); Cognitive science; Cognitive psychology; Computer science; Neuroscience; Mathematics education; Engineering","score_opus":0.04200801248614157,"score_gpt":0.36259636350657176,"score_spread":0.3205883510204302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121169557","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993513,0.000015596577,0.00024057606,0.000016062182,0.0000026092428,0.0000047554176,0.000010854325,0.0000034411435,0.0003546841],"genre_scores_gemma":[0.99907756,0.000021563665,0.00034503508,0.0000337145,0.0000025003803,0.000011589605,0.000024920735,0.0000028395427,0.00048035997],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9997758,0.000045092347,0.000010675649,0.00007643638,0.0000460004,0.000045967074],"domain_scores_gemma":[0.9977506,0.0013447664,0.00033392047,0.00009778439,0.00014986238,0.00032312842],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004000924,0.00022098067,0.0002114841,0.00024130296,0.00013212157,0.0004909699,0.00017152312,0.0005339992,0.002719552],"category_scores_gemma":[0.0040902486,0.0001510091,0.00011838925,0.00007774401,0.00044970174,0.00043755438,0.00043548542,0.00054501055,0.00016612207],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003308872,0.0019268187,0.1485714,0.00030174278,0.00014386524,0.00060855906,0.0075840736,0.0009330419,0.8037437,0.0005284828,0.0005811398,0.03176834],"study_design_scores_gemma":[0.000118910975,0.002817049,0.95138687,0.000041631632,0.000046818375,0.00067570334,0.003313807,0.0029411754,0.036714416,0.0012666358,0.00063555746,0.00004137823],"about_ca_topic_score_codex":0.00035870634,"about_ca_topic_score_gemma":0.0005948152,"teacher_disagreement_score":0.002719552,"about_ca_system_score_codex":0.000119826655,"about_ca_system_score_gemma":0.00011718387,"threshold_uncertainty_score":0.009097815},"labels":[],"label_agreement":null},{"id":"W2121764246","doi":"10.7202/031785ar","title":"Représentation du rôle de l’enseignant de sciences telle qu’elle émerge de recherches qualitatives publiées de 1983 à 1993 dans les revues Science Education et Journal of Research in Science Teaching","year":2007,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.7662525916242439,"score_gpt":0.6418686072167846,"score_spread":0.12438398440745924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121764246","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6910464,0.024505807,0.042645913,0.06016886,0.00095058203,0.00046317466,0.00062971294,0.00008426502,0.17950533],"genre_scores_gemma":[0.9755898,0.0053661987,0.0028045368,0.0015372833,0.000087853194,0.00031647168,0.000079926125,0.000051277555,0.014166684],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9673921,0.02303257,0.0009818621,0.0016453592,0.0053585903,0.0015895682],"domain_scores_gemma":[0.8817056,0.097069085,0.0062497,0.0034276457,0.009508341,0.002039651],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.04483653,0.0004413089,0.00077937567,0.005338428,0.008929173,0.011819373,0.0012004783,0.002712179,0.005345624],"category_scores_gemma":[0.061889414,0.0004922431,0.0005037851,0.0074617555,0.026407713,0.010797822,0.0065186936,0.0043970393,0.00044567193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004007367,0.000024040382,0.0026593436,0.00045982344,0.000009176048,0.00012906537,0.88194597,0.000117214935,0.00077141216,0.096503325,0.0008414069,0.01649909],"study_design_scores_gemma":[0.000012839759,0.0000814183,0.012809166,0.001351871,0.000023609355,0.00021172685,0.837494,0.00023032013,0.0013484085,0.018008335,0.12837756,0.000050838345],"about_ca_topic_score_codex":0.027442774,"about_ca_topic_score_gemma":0.037529957,"teacher_disagreement_score":0.9551635,"about_ca_system_score_codex":0.017758043,"about_ca_system_score_gemma":0.021822402,"threshold_uncertainty_score":0.2371211},"labels":[],"label_agreement":null},{"id":"W2122211182","doi":"","title":"Learning the 'Grammar of Science': The Influence of a Physical Science Content Course on K-8 Teachers' Understanding of the Nature of Science and Inquiry","year":2005,"lang":"en","type":"article","venue":"MOspace Institutional Repository (University of Missouri)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Physical science; Mathematics education; Course (navigation); Grammar; Science education; Pedagogy; Psychology; Epistemology; Linguistics; Philosophy; Engineering","score_opus":0.051047708528024406,"score_gpt":0.3134202516897538,"score_spread":0.26237254316172937,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122211182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99467987,0.000027809288,0.000081822385,0.0006355389,0.000010952307,0.000015240645,0.000018051465,0.000011649424,0.004519176],"genre_scores_gemma":[0.9954684,0.000085068576,0.00039337078,0.00017271633,0.0000079840065,0.0000437446,0.000056699675,0.000027870963,0.0037440727],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972398,0.0013833481,0.00009280875,0.000402585,0.00046272617,0.00041865266],"domain_scores_gemma":[0.9657328,0.023581723,0.0047606593,0.0007078329,0.0018288142,0.0033881657],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0033871443,0.00031127277,0.00042303544,0.0005303576,0.0025882204,0.0069823847,0.0012876568,0.0011830882,0.0064422092],"category_scores_gemma":[0.039562084,0.0003392246,0.00032806187,0.0005064221,0.0029950948,0.0017423698,0.003223595,0.00332962,0.00072507135],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0047263615,0.022408484,0.332048,0.0005639598,0.00019745612,0.0015241458,0.45682737,0.0040685656,0.025505047,0.016171603,0.014027141,0.12193181],"study_design_scores_gemma":[0.00084587984,0.0026794448,0.68832517,0.0005060541,0.00032351248,0.0002337605,0.23379824,0.0064254194,0.009225132,0.023938151,0.03347011,0.00022903309],"about_ca_topic_score_codex":0.043060247,"about_ca_topic_score_gemma":0.07466096,"teacher_disagreement_score":0.9974118,"about_ca_system_score_codex":0.004365571,"about_ca_system_score_gemma":0.007550535,"threshold_uncertainty_score":0.08561921},"labels":[],"label_agreement":null},{"id":"W2122365622","doi":"10.5480/10-465","title":"Nursing Student Perceptions of Concept Maps: From Theory to Practice","year":2013,"lang":"en","type":"article","venue":"Nursing Education Perspectives","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Moncton","funders":"","keywords":"Perception; Nursing; Psychology; Nursing theory; Nursing practice; MEDLINE; Medical education; Medicine; Political science","score_opus":0.03714780916359682,"score_gpt":0.47225863446076377,"score_spread":0.43511082529716694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122365622","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9527253,0.0021898127,0.017027715,0.007787574,0.00019415324,0.00034435038,0.000037680773,0.000073944495,0.01961967],"genre_scores_gemma":[0.9945476,0.0012359248,0.0025235948,0.00050708244,0.000015763708,0.00013317225,0.000011536087,0.000014844391,0.0010105146],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98715836,0.008886242,0.00041509082,0.00040780863,0.002566061,0.00056642253],"domain_scores_gemma":[0.96957356,0.02458535,0.0012710476,0.0006322985,0.0027576003,0.0011801879],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017171131,0.0004454453,0.00048459473,0.0017521074,0.0028153437,0.005480522,0.0012225885,0.0012986825,0.0023421627],"category_scores_gemma":[0.037264466,0.00041103322,0.0003314328,0.0011747843,0.0073809824,0.004869182,0.0054387487,0.002501265,0.0003223071],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000293373,0.00011755924,0.008017401,0.00040261407,0.000008516839,0.0005109095,0.9479795,0.00015027453,0.00052642496,0.0036514534,0.0008994872,0.037706543],"study_design_scores_gemma":[0.000007784525,0.00017027624,0.002987401,0.00063272804,0.000009566477,0.00063461746,0.9769075,0.0005802367,0.0004373575,0.003648793,0.013959209,0.000024438665],"about_ca_topic_score_codex":0.0012483835,"about_ca_topic_score_gemma":0.0012460717,"teacher_disagreement_score":0.017171131,"about_ca_system_score_codex":0.0023068828,"about_ca_system_score_gemma":0.004498322,"threshold_uncertainty_score":0.090810716},"labels":[],"label_agreement":null},{"id":"W2122487450","doi":"10.1007/s11191-006-9024-z","title":"Building a Foundation for the Use of Historical Narratives","year":2006,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":113,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of Winnipeg","funders":"Natural Sciences and Engineering Research Council of Canada; University of Winnipeg","keywords":"Narrative; Argument (complex analysis); Variety (cybernetics); Foundation (evidence); Narrative inquiry; Epistemology; Sociology; Mathematics education; Engineering ethics; Computer science; Psychology; History; Literature; Engineering; Art; Philosophy; Archaeology","score_opus":0.1700958126724346,"score_gpt":0.4532606437767487,"score_spread":0.2831648311043141,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122487450","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06850142,0.0043764682,0.5304681,0.041730113,0.0010273153,0.0011319128,0.00074337923,0.0005649957,0.35145634],"genre_scores_gemma":[0.82707435,0.001672983,0.15936857,0.0009352028,0.00020979495,0.0013586892,0.00045524954,0.0003618159,0.008563398],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9769156,0.019293014,0.00085916225,0.0012027965,0.0010137737,0.00071571046],"domain_scores_gemma":[0.910924,0.06904154,0.0034795934,0.009903387,0.0048013856,0.0018501979],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03720328,0.0012270621,0.0009055285,0.0106374,0.009338277,0.018676098,0.0044582733,0.0034614687,0.012442948],"category_scores_gemma":[0.06521304,0.0011191383,0.0008818472,0.0057463166,0.036133606,0.04238811,0.010593695,0.005492475,0.0010807253],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015647238,0.000018491855,0.0004978055,0.00007555531,0.0000072450794,0.00011756656,0.057590593,0.0001689871,0.00013393347,0.9321593,0.0009837758,0.00823105],"study_design_scores_gemma":[0.000038570368,0.000027303993,0.0007188333,0.0011806011,0.000027309774,0.00028695763,0.10419275,0.0028609608,0.0009823459,0.7212385,0.16839726,0.000048557795],"about_ca_topic_score_codex":0.007896615,"about_ca_topic_score_gemma":0.0103670955,"teacher_disagreement_score":0.03720328,"about_ca_system_score_codex":0.008816991,"about_ca_system_score_gemma":0.006573096,"threshold_uncertainty_score":0.19675213},"labels":[],"label_agreement":null},{"id":"W2125955908","doi":"","title":"Capturing Urban Middle School Students' Voices on the Use of Science Inquiry in their Classrooms","year":2009,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Perception; Psychology; Mathematics education; Disposition; Middle level; Relevance (law); Science education; Survey research; Pedagogy; Knowledge level; Social psychology; Applied psychology; Developmental psychology","score_opus":0.37031901993585503,"score_gpt":0.4979610992504639,"score_spread":0.12764207931460886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125955908","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992537,0.00002552743,0.0000637354,0.000042639324,0.0000017488925,0.000003938455,0.000018888346,0.0000018602487,0.00058789854],"genre_scores_gemma":[0.99895537,0.00010762547,0.00013124544,0.000055698038,0.000005109918,0.000016694437,0.000052140804,0.0000025451693,0.0006735868],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992341,0.00025457217,0.000042604832,0.00009609997,0.00019306086,0.00017954283],"domain_scores_gemma":[0.9978403,0.00093503366,0.0005429601,0.00010632999,0.0002744326,0.0003008929],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001237783,0.00024921945,0.00036892854,0.001828398,0.0015951305,0.0018285408,0.00036455528,0.0005690693,0.0015878448],"category_scores_gemma":[0.0030820067,0.00023550849,0.00015229173,0.0010638995,0.00089727563,0.0010816931,0.0019371749,0.0006719729,0.00027172657],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015540847,0.00020473351,0.34802818,0.00008508148,0.000019394985,0.0005409271,0.607482,0.00005611767,0.012268493,0.00044122417,0.0006684459,0.030049957],"study_design_scores_gemma":[0.000005042923,0.00017377027,0.30761316,0.000045774348,0.000013935116,0.0001811169,0.68479425,0.00015403696,0.0014349082,0.00016716041,0.0053934087,0.000023442994],"about_ca_topic_score_codex":0.0052900407,"about_ca_topic_score_gemma":0.014752471,"teacher_disagreement_score":0.0052900407,"about_ca_system_score_codex":0.00068105,"about_ca_system_score_gemma":0.0005155477,"threshold_uncertainty_score":0.010518491},"labels":[],"label_agreement":null},{"id":"W2127329165","doi":"10.5206/cjsotl-rcacea.2013.1.4","title":"Calculations and Expectations: How engineering students describe three-dimensional forces","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal for the Scholarship of Teaching and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"","keywords":"Premise; Context (archaeology); Diagrammatic reasoning; Mathematics education; Visualization; Psychology; Humanities; Pedagogy; Computer science; Epistemology; Philosophy; Artificial intelligence","score_opus":0.06892496383987846,"score_gpt":0.35767034599490083,"score_spread":0.2887453821550224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127329165","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9511095,0.00019488882,0.030361656,0.0012782364,0.000045434706,0.00005765096,0.00006638116,0.00019888415,0.016687268],"genre_scores_gemma":[0.99529064,0.00007844758,0.0025570414,0.00011940228,0.0000053229646,0.000029402328,0.00005136486,0.00003905859,0.0018292938],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956477,0.0023409014,0.0001611171,0.00040736687,0.001209597,0.00023335512],"domain_scores_gemma":[0.987895,0.0075294394,0.0015518507,0.00052941625,0.0017400162,0.00075424154],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003965145,0.00044745422,0.00021145244,0.0007141716,0.00075322465,0.005833594,0.0011788467,0.0011872856,0.002718065],"category_scores_gemma":[0.030803006,0.00030419105,0.00040940446,0.00035856295,0.002757259,0.004476881,0.0020211644,0.0015088021,0.0008244028],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003274729,0.00040686372,0.15259574,0.00042376042,0.000083201776,0.0010540026,0.71783274,0.0069485577,0.019345805,0.020669341,0.005222057,0.07509038],"study_design_scores_gemma":[0.00008535273,0.0009517809,0.12312447,0.00062141113,0.000085794396,0.00202971,0.68628925,0.048412193,0.013919258,0.058332797,0.065571755,0.0005762766],"about_ca_topic_score_codex":0.002359711,"about_ca_topic_score_gemma":0.0016354985,"teacher_disagreement_score":0.005833594,"about_ca_system_score_codex":0.0009985052,"about_ca_system_score_gemma":0.0010136695,"threshold_uncertainty_score":0.020969927},"labels":[],"label_agreement":null},{"id":"W2128015884","doi":"10.5539/jel.v1n2p268","title":"Results of Using the Take-away Technique on Students’ Achievements and Attitudes in High School Physics and Physical Science Courses","year":2012,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Class (philosophy); Quarter (Canadian coin); Psychology; Group (periodic table); Control (management); Physical science; Physics; Computer science; Geography","score_opus":0.07490310280482348,"score_gpt":0.46872964896657077,"score_spread":0.3938265461617473,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128015884","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99978834,0.0000047315657,0.000013382337,0.000005985294,0.0000017818544,0.000006828774,0.000012997092,0.0000014505922,0.00016462684],"genre_scores_gemma":[0.99898666,0.000014632628,0.000096181044,0.000012783489,0.0000030909268,0.000032721015,0.00006549245,0.0000017279235,0.0007867362],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981067,0.00058250054,0.0001779263,0.000300742,0.0004701095,0.00036203067],"domain_scores_gemma":[0.9910029,0.003521237,0.0012773087,0.0007374181,0.00062867824,0.0028323687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021330784,0.00045235208,0.0006248564,0.0005279616,0.00050684484,0.00056647544,0.00044384037,0.00056476326,0.0020182165],"category_scores_gemma":[0.0052753254,0.00032437462,0.0006996142,0.00036890252,0.0006077584,0.00047397878,0.0008888041,0.0014428612,0.00040122622],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.04699316,0.18147425,0.54800826,0.00032783768,0.00069358706,0.0006260984,0.016955974,0.0010076814,0.09140376,0.0003470281,0.0012207022,0.1109416],"study_design_scores_gemma":[0.00034004622,0.045766488,0.94186676,0.00001206744,0.00015004793,0.000050359224,0.0018216409,0.00032681937,0.00908451,0.00006853434,0.00047905796,0.000033611355],"about_ca_topic_score_codex":0.0022155726,"about_ca_topic_score_gemma":0.0029567895,"teacher_disagreement_score":0.0022155726,"about_ca_system_score_codex":0.0003338044,"about_ca_system_score_gemma":0.0005005832,"threshold_uncertainty_score":0.011280894},"labels":[],"label_agreement":null},{"id":"W2128791044","doi":"10.20308/ejpe.65146","title":"The Symmetry and Packing Fraction of The Body Centered Tetragonal Structure","year":2013,"lang":"en","type":"article","venue":"European Journal Of Physics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Mathematics education; Science education; Psychology; Affect (linguistics); Natural (archaeology); Pedagogy; Geography","score_opus":0.02538177301567346,"score_gpt":0.3221805231855611,"score_spread":0.29679875016988766,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128791044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98354197,0.00026844096,0.005041377,0.000052432755,0.000050013743,0.000029152374,0.0005139361,0.00008230552,0.010420301],"genre_scores_gemma":[0.9966652,0.00010308171,0.0018552939,0.000010933083,0.0000075744247,0.000019127994,0.00042910487,0.000024590125,0.00088501035],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995995,0.00006272908,0.000031438492,0.00009724346,0.00012668566,0.00008238083],"domain_scores_gemma":[0.99912125,0.00016484193,0.0002809728,0.00013484526,0.00016993174,0.00012814857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00024971468,0.00021512144,0.00032770392,0.0014343604,0.0006898429,0.0008682535,0.00039837786,0.00024823364,0.009165906],"category_scores_gemma":[0.0013140003,0.00023514456,0.00033539924,0.00083568087,0.0006077674,0.0005366724,0.0005498724,0.00024731422,0.001320762],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027057305,0.0006029685,0.3969944,0.0009662127,0.00026667697,0.0006634337,0.0019364962,0.021995954,0.23813231,0.05557874,0.007690394,0.2724667],"study_design_scores_gemma":[0.00015257784,0.0024866636,0.7461867,0.00017618116,0.00023725069,0.0018740708,0.0040640905,0.07131239,0.09447502,0.036997024,0.041785162,0.00025290853],"about_ca_topic_score_codex":0.0016788825,"about_ca_topic_score_gemma":0.0017692923,"teacher_disagreement_score":0.009165906,"about_ca_system_score_codex":0.00032256043,"about_ca_system_score_gemma":0.00056861003,"threshold_uncertainty_score":0.030663013},"labels":[],"label_agreement":null},{"id":"W2129560781","doi":"","title":"Teaching and learning high school physics through analogies, case study of Kenyan classrooms","year":2001,"lang":"en","type":"dissertation","venue":"Library and Archives Canada (Government of Canada)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kenya; Mathematics education; Pedagogy; Psychology; Political science","score_opus":0.015320010755517383,"score_gpt":0.2561274397161689,"score_spread":0.24080742896065152,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129560781","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9927045,0.00010012185,0.00015024637,0.00023461315,0.0000046016316,0.00005971238,0.000012549526,0.0000033975957,0.006730221],"genre_scores_gemma":[0.9931359,0.00031118077,0.00085693214,0.00007581059,0.0000030933945,0.00003815902,0.000015044339,0.0000050744316,0.0055588013],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984333,0.0007964364,0.000055676308,0.0001541024,0.00020280501,0.00035766655],"domain_scores_gemma":[0.99773043,0.0012628355,0.00019881634,0.00010054846,0.0002211428,0.00048625024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002019211,0.00047508022,0.00042023635,0.0013482498,0.012040556,0.002623958,0.0018336506,0.0019457984,0.0043356866],"category_scores_gemma":[0.0037462586,0.0004905961,0.00023686481,0.0013240858,0.0034475126,0.0018019867,0.0024204003,0.001999845,0.00069455133],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005671449,0.0116862655,0.0345475,0.00038177174,0.00002776213,0.014470384,0.84002054,0.0012083887,0.0055829976,0.008335513,0.0024392216,0.08073251],"study_design_scores_gemma":[0.00014790356,0.002057206,0.041413195,0.00031780277,0.000045612254,0.0029003175,0.9198057,0.00095944153,0.0037304366,0.0016681104,0.026894243,0.000060082843],"about_ca_topic_score_codex":0.036242936,"about_ca_topic_score_gemma":0.17088868,"teacher_disagreement_score":0.036242936,"about_ca_system_score_codex":0.004743765,"about_ca_system_score_gemma":0.0036739137,"threshold_uncertainty_score":0.07206392},"labels":[],"label_agreement":null},{"id":"W2133556571","doi":"10.1187/cbe.13-11-0218","title":"Development of the Biological Experimental Design Concept Inventory (BEDCI)","year":2014,"lang":"en","type":"article","venue":"CBE—Life Sciences Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Variety (cybernetics); Concept inventory; Mathematics education; Test (biology); Psychology; Critical thinking; Computer science; Artificial intelligence; Biology","score_opus":0.2327402797171969,"score_gpt":0.43978933504582207,"score_spread":0.20704905532862516,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133556571","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15898529,0.0007114008,0.6724931,0.0012782009,0.000891202,0.14048882,0.0052208123,0.002194094,0.01773698],"genre_scores_gemma":[0.091518864,0.0004241386,0.7607267,0.0003644359,0.00008789038,0.14264494,0.0021945466,0.00015298417,0.0018854522],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9587801,0.022360563,0.005813792,0.0011500631,0.011038595,0.0008569338],"domain_scores_gemma":[0.7970936,0.12478075,0.010068204,0.011325914,0.053074457,0.0036571133],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.072240174,0.001053201,0.0011220472,0.0036829365,0.00073809293,0.0019653414,0.002484703,0.00083622214,0.004205841],"category_scores_gemma":[0.13222493,0.0010074457,0.001316413,0.0021610844,0.0014391697,0.0018861486,0.0029304395,0.0031992898,0.0011599615],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013018486,0.0036224867,0.061740033,0.0026306466,0.00022099566,0.0001790787,0.0054659774,0.008835331,0.0114477435,0.023402948,0.013730756,0.86742216],"study_design_scores_gemma":[0.0023189674,0.025746789,0.4586565,0.0030003015,0.000471065,0.00077466434,0.0076237177,0.07276408,0.051884644,0.053852037,0.32187256,0.0010346727],"about_ca_topic_score_codex":0.0014825029,"about_ca_topic_score_gemma":0.002426937,"teacher_disagreement_score":0.9277598,"about_ca_system_score_codex":0.003275191,"about_ca_system_score_gemma":0.008308892,"threshold_uncertainty_score":0.38204712},"labels":[],"label_agreement":null},{"id":"W2134123662","doi":"10.1186/2041-1480-5-51","title":"Comparative analysis of knowledge representation and reasoning requirements across a range of life sciences textbooks","year":2014,"lang":"en","type":"article","venue":"Journal of Biomedical Semantics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Linköpings Universitet; Imperial College London; American University of Beirut; University of Washington; University of California, San Diego; University of Toronto; Indian Institute of Technology Kanpur; Defense Advanced Research Projects Agency; Wellesley College","keywords":"Computer science; Representation (politics); Knowledge representation and reasoning; Ontology; Range (aeronautics); Question answering; Mathematics education; Artificial intelligence; Epistemology; Psychology","score_opus":0.1498770243765467,"score_gpt":0.4939653930434239,"score_spread":0.3440883686668772,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134123662","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9053231,0.0013422114,0.063033365,0.0012352272,0.000062484585,0.00086699193,0.0025551165,0.0020853747,0.023496263],"genre_scores_gemma":[0.8566754,0.0013200222,0.11974622,0.00029315494,0.000031601638,0.00088336214,0.014061134,0.00041430313,0.0065749036],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.987323,0.004359377,0.0018891077,0.0016717112,0.004241687,0.0005151414],"domain_scores_gemma":[0.85887444,0.11175511,0.0069195004,0.006333836,0.013757259,0.0023597204],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008670431,0.00068769744,0.0008404648,0.0051557748,0.00076861953,0.0065567936,0.0029498897,0.001612084,0.0057002585],"category_scores_gemma":[0.10791216,0.00059571356,0.0012891532,0.005817888,0.0010086899,0.00548822,0.0031171353,0.0014643945,0.001373004],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015825239,0.0023990273,0.13573352,0.006744872,0.0005337406,0.0023095016,0.017870009,0.045314364,0.03177009,0.03401876,0.01170101,0.7100225],"study_design_scores_gemma":[0.00065994216,0.002635251,0.33881506,0.0032805256,0.0014921963,0.0034625572,0.033485837,0.3303482,0.067757495,0.063270114,0.15426402,0.0005288331],"about_ca_topic_score_codex":0.003389619,"about_ca_topic_score_gemma":0.0033645062,"teacher_disagreement_score":0.008670431,"about_ca_system_score_codex":0.003702467,"about_ca_system_score_gemma":0.0026449931,"threshold_uncertainty_score":0.04585421},"labels":[],"label_agreement":null},{"id":"W2134245661","doi":"10.11606/d.81.2011.tde-28082012-092401","title":"Desenvolvimento da análise de vizinhança em mapas conceituais a partir do uso de um conceito obrigatório","year":2011,"lang":"pt","type":"dissertation","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Intensive Care Foundation","keywords":"Perspective (graphical); Meaningful learning; Set (abstract data type); Reading (process); Concept map; Selection (genetic algorithm); Computer science; Psychology; Mathematics education; Artificial intelligence; Linguistics; Philosophy","score_opus":0.11238651181311718,"score_gpt":0.41655919403177727,"score_spread":0.3041726822186601,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134245661","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.952333,0.0007863478,0.026391778,0.0009200028,0.00008121478,0.00033288202,0.0031448572,0.00046343883,0.015546467],"genre_scores_gemma":[0.97492224,0.0003235722,0.019898953,0.00006371283,0.000013579923,0.00018814387,0.0010741119,0.00006987069,0.003445967],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965731,0.0012305663,0.00021020249,0.0007026037,0.0010233499,0.00026029517],"domain_scores_gemma":[0.9861034,0.0064993002,0.0018412638,0.0011454045,0.004043326,0.00036728824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041025938,0.00059634726,0.0006244274,0.0032341366,0.0010283818,0.0045734844,0.00096318475,0.00066584477,0.003709857],"category_scores_gemma":[0.019583015,0.00044786927,0.00096717715,0.0064352877,0.0009652753,0.0028735062,0.0022338182,0.00088578375,0.00055784953],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00056085945,0.00018302289,0.65434444,0.0020709494,0.000843572,0.0005800554,0.06443699,0.0077094138,0.010052688,0.012181498,0.006033112,0.24100327],"study_design_scores_gemma":[0.000020572128,0.0003097216,0.8283244,0.00065792905,0.0003880697,0.00030918096,0.07988601,0.031916995,0.006409639,0.007154497,0.044475887,0.00014719262],"about_ca_topic_score_codex":0.058695804,"about_ca_topic_score_gemma":0.08105964,"teacher_disagreement_score":0.058695804,"about_ca_system_score_codex":0.0016873257,"about_ca_system_score_gemma":0.0025843582,"threshold_uncertainty_score":0.11670828},"labels":[],"label_agreement":null},{"id":"W2134245760","doi":"10.1017/s0814062600002160","title":"Epistemological Renewal and Environmental Education: Science in Context","year":2004,"lang":"en","type":"article","venue":"Australian Journal of Environmental Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Relevance (law); Epistemology; Environmental education; Context (archaeology); Field (mathematics); Sociology; Extension (predicate logic); Nature of Science; Science education; Social science; Philosophy; Political science; Pedagogy; Computer science; Law","score_opus":0.03410413504292508,"score_gpt":0.3544132789245068,"score_spread":0.3203091438815817,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134245760","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17256117,0.02708244,0.07942267,0.18476018,0.0019118984,0.0001236208,0.000049973143,0.00012597872,0.533962],"genre_scores_gemma":[0.9912288,0.0016243123,0.002992231,0.0013256366,0.00021584412,0.00003965211,0.000009679174,0.0000131971865,0.0025506008],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9918596,0.006034365,0.0002361763,0.00039505155,0.0009936492,0.00048112927],"domain_scores_gemma":[0.9820722,0.012886111,0.0012389868,0.0011413881,0.0014712246,0.0011901417],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011773587,0.00035803264,0.00068842695,0.003042505,0.006056871,0.01459406,0.0016427062,0.003833864,0.0036527032],"category_scores_gemma":[0.01737647,0.0003250284,0.00034521057,0.0026702045,0.077777565,0.014070017,0.0136073325,0.0067714215,0.00026451613],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000601531,0.000016552163,0.0003083671,0.000053231466,0.0000029792914,0.00006990054,0.012809663,0.00020434917,0.00004821534,0.9815345,0.00047090105,0.004475431],"study_design_scores_gemma":[0.000007780093,0.000013555997,0.00039441025,0.00016790707,0.000003742251,0.00010532677,0.011111641,0.00048411937,0.000113871494,0.9558886,0.031700257,0.000008799177],"about_ca_topic_score_codex":0.0024383522,"about_ca_topic_score_gemma":0.0027665473,"teacher_disagreement_score":0.01459406,"about_ca_system_score_codex":0.006100308,"about_ca_system_score_gemma":0.005957303,"threshold_uncertainty_score":0.062265396},"labels":[],"label_agreement":null},{"id":"W2134896971","doi":"10.4267/2042/23968","title":"Point de vue sur le nouveau programme science et technologie du secondaire au Québec : regards croisés sur les enjeux de part et d'autre de l'Atlantique / Focusing on Quebec's new science and technology curriculum in high school : a glance at what is at stake on both sides of the Atlantic","year":2007,"lang":"de","type":"article","venue":"Didaskalia","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Art","score_opus":0.03378205690886646,"score_gpt":0.31481731032340665,"score_spread":0.28103525341454016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2134896971","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37410337,0.03218201,0.0032307887,0.40148446,0.0023201082,0.00016294813,0.002252426,0.00014022875,0.1841237],"genre_scores_gemma":[0.8382167,0.005004454,0.000867497,0.018440321,0.00016002762,0.00006208002,0.0004176191,0.00006427816,0.13676701],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99822575,0.00023202933,0.000036825106,0.00016494599,0.00045847878,0.0008819578],"domain_scores_gemma":[0.9947436,0.0006688076,0.0002733822,0.000099805016,0.0021731057,0.0020412668],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021518816,0.00027654573,0.00033484696,0.0010726547,0.011485022,0.006546425,0.0011759615,0.0024424002,0.019280395],"category_scores_gemma":[0.0034092632,0.00023939248,0.00042750305,0.0020772093,0.005079567,0.0019460605,0.001612074,0.0040741195,0.0005700788],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053675985,0.00023513864,0.1143015,0.0010127515,0.00013349483,0.002371166,0.099883154,0.0021278013,0.007518827,0.3227961,0.27325073,0.17583269],"study_design_scores_gemma":[0.000044702574,0.00007478495,0.24420139,0.0007900421,0.000041372587,0.00015015308,0.06312385,0.00063235924,0.0008833272,0.0028949112,0.6870447,0.00011847134],"about_ca_topic_score_codex":0.9965217,"about_ca_topic_score_gemma":0.9979899,"teacher_disagreement_score":0.8702538,"about_ca_system_score_codex":0.12974617,"about_ca_system_score_gemma":0.17771879,"threshold_uncertainty_score":0.9413788},"labels":[],"label_agreement":null},{"id":"W2135807225","doi":"10.1080/09500690110067011","title":"Exploring culture, language and the perception of the nature of science","year":2002,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":86,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Likert scale; Science education; Indigenous; Perception; Government (linguistics); Scale (ratio); Psychology; Traditional knowledge; Pedagogy; Sociology; Social science; Developmental psychology; Ecology; Geography","score_opus":0.08937380329478266,"score_gpt":0.41964031077218505,"score_spread":0.3302665074774024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135807225","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978435,0.00008481971,0.000046689052,0.00011267003,0.0000035253113,0.0000052701653,0.000008042704,3.9564253e-7,0.0018950407],"genre_scores_gemma":[0.99883753,0.00020342767,0.00009026997,0.00006234764,0.0000013382692,0.000005700163,0.000010559402,7.97697e-7,0.0007879571],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9984194,0.00062002096,0.000072675066,0.00009211115,0.0004519882,0.00034367517],"domain_scores_gemma":[0.9941202,0.0022749049,0.00095663685,0.00012046957,0.0018067703,0.0007210033],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003288075,0.00024757822,0.0003034605,0.0011925447,0.0037396087,0.00384974,0.00058039976,0.00037582335,0.0014009044],"category_scores_gemma":[0.005523701,0.00018597077,0.0002700571,0.0014725428,0.0039273296,0.0010845533,0.0017278057,0.0010824873,0.00010687543],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000059631573,0.00009986305,0.37721387,0.00009998016,0.000028019693,0.0003874063,0.6075914,0.00010348908,0.0015653002,0.0014178925,0.00015976708,0.011273334],"study_design_scores_gemma":[0.000002600948,0.00006512013,0.1091849,0.00009719979,0.0000122738575,0.00007541917,0.88821125,0.00012282377,0.00029116488,0.00016605238,0.0017541246,0.000017067498],"about_ca_topic_score_codex":0.5510563,"about_ca_topic_score_gemma":0.73329157,"teacher_disagreement_score":0.9962604,"about_ca_system_score_codex":0.005680324,"about_ca_system_score_gemma":0.009951511,"threshold_uncertainty_score":0.9031752},"labels":[],"label_agreement":null},{"id":"W2136438922","doi":"10.1007/s11165-008-9116-7","title":"Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford","year":2009,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Curriculum; Mathematics education; Science education; Pedagogy; Psychology; Sociology","score_opus":0.23961555401738255,"score_gpt":0.5859929181322654,"score_spread":0.34637736411488285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136438922","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001325337,0.008105819,0.011454739,0.9587005,0.0046018823,0.00004046421,0.000046115427,0.00011667754,0.015608418],"genre_scores_gemma":[0.16611128,0.016466895,0.053910892,0.67776513,0.01718989,0.00084145984,0.00007597988,0.0006967523,0.066941746],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.97672516,0.010368375,0.0016747733,0.0035320849,0.006804095,0.00089550373],"domain_scores_gemma":[0.81626225,0.15027969,0.0026049998,0.009758791,0.016215904,0.0048784837],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.041032124,0.0006757015,0.0013967215,0.0015682962,0.009990189,0.0138190305,0.003218633,0.028673166,0.0031155637],"category_scores_gemma":[0.07263742,0.00080514746,0.0007112632,0.00081158476,0.043095853,0.024016451,0.008297109,0.023306198,0.002103632],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007409182,0.000063837586,0.00051361637,0.0004267819,0.00003074292,0.00016846397,0.02277723,0.0003052255,0.00052572624,0.5339389,0.4011154,0.040059898],"study_design_scores_gemma":[0.000032665645,0.000035517787,0.0002275269,0.00046933137,0.000012110173,0.00013880535,0.0034302834,0.00020860354,0.00053094263,0.21935408,0.7754974,0.00006274888],"about_ca_topic_score_codex":0.018423969,"about_ca_topic_score_gemma":0.018430049,"teacher_disagreement_score":0.041032124,"about_ca_system_score_codex":0.0053225155,"about_ca_system_score_gemma":0.013933156,"threshold_uncertainty_score":0.2170012},"labels":[],"label_agreement":null},{"id":"W2137970851","doi":"","title":"THE IMPACT OF PEDAGOGICAL PRACTICE ON STUDENT INTEREST IN ELEMENTARY SCIENCE CLASSROOMS","year":2009,"lang":"en","type":"article","venue":"QSpace (Queen's University Library)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Queen's University","keywords":"Novelty; Mathematics education; Science education; Student engagement; Class (philosophy); Relevance (law); Psychology; Science class; Active learning (machine learning); Pedagogy; Computer science; Social psychology","score_opus":0.06540889389452924,"score_gpt":0.38302921232596365,"score_spread":0.3176203184314344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137970851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99891114,0.00006665703,0.00022941484,0.00002998305,0.000004718127,0.00009357573,0.000013216411,0.000004440254,0.0006466671],"genre_scores_gemma":[0.9979954,0.00008042138,0.001044616,0.000032289576,0.000006818166,0.00037972777,0.000021954951,0.0000038994726,0.00043491725],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98980135,0.005498418,0.0006976978,0.0010537027,0.0022586056,0.0006901874],"domain_scores_gemma":[0.9581338,0.032305736,0.004583198,0.0015297672,0.0016602734,0.0017871629],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007370911,0.00030269218,0.0008131845,0.00093397475,0.0006784439,0.0023124216,0.0009190741,0.00079224806,0.0014409457],"category_scores_gemma":[0.03173809,0.00033337824,0.00047631108,0.00053167384,0.0011044067,0.00057758397,0.0018291553,0.0010203632,0.00016212261],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006351956,0.02703585,0.63742304,0.0011973779,0.0005841578,0.0004695669,0.1226268,0.0007322556,0.025979767,0.0011891009,0.0004350208,0.17597519],"study_design_scores_gemma":[0.0002520372,0.01754444,0.95014817,0.00019145089,0.00021196634,0.00010825583,0.022192774,0.0011678034,0.0051857796,0.0005115182,0.0024331638,0.000052759526],"about_ca_topic_score_codex":0.0006777999,"about_ca_topic_score_gemma":0.0012248177,"teacher_disagreement_score":0.007370911,"about_ca_system_score_codex":0.0010244776,"about_ca_system_score_gemma":0.0011969871,"threshold_uncertainty_score":0.038981557},"labels":[],"label_agreement":null},{"id":"W2138265364","doi":"10.1007/s10763-013-9470-4","title":"MORPHOLOGICAL DEVELOPMENT LEVELS OF SCIENCE CONTENT VOCABULARY: IMPLICATIONS FOR SCIENCE-BASED TEXTS IN ELEMENTARY CLASSROOMS","year":2013,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Vocabulary; Science education; Mathematics education; Vocabulary development; Reading (process); Curriculum; Christian ministry; Scientific literacy; Computer science; Science learning; Psychology; Pedagogy; Teaching method; Linguistics; Political science","score_opus":0.1550855613134366,"score_gpt":0.4326460869964441,"score_spread":0.2775605256830075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2138265364","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9931075,0.000085313055,0.0003036579,0.000092620765,0.0000055981295,0.000015258244,0.00016985372,0.00002595522,0.0061942283],"genre_scores_gemma":[0.99759114,0.00006618521,0.00035639454,0.0000132304285,0.0000026159635,0.000026943575,0.00014984357,0.000019974874,0.0017737792],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989008,0.00013898416,0.0001404623,0.00033439088,0.00033290684,0.00015237123],"domain_scores_gemma":[0.98897576,0.004809455,0.0023342774,0.0006571554,0.00227618,0.0009471683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009033594,0.0002977117,0.00038379288,0.0020380362,0.00072561123,0.0038949172,0.00055258686,0.00068300916,0.010882302],"category_scores_gemma":[0.013570981,0.00042654562,0.00039381708,0.0011408932,0.0011224417,0.0025964032,0.0020887773,0.0010162896,0.0018681659],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009478584,0.0008371708,0.76782656,0.0003152363,0.000076299264,0.0015897583,0.061363757,0.0005832963,0.08520315,0.009319666,0.00090502057,0.07103232],"study_design_scores_gemma":[0.000018136443,0.0002957693,0.9726362,0.0000842339,0.000040631552,0.00057689927,0.013956432,0.0006518356,0.0067919595,0.002699745,0.002222542,0.000025477766],"about_ca_topic_score_codex":0.0038401023,"about_ca_topic_score_gemma":0.0033992652,"teacher_disagreement_score":0.010882302,"about_ca_system_score_codex":0.0007491408,"about_ca_system_score_gemma":0.0012197556,"threshold_uncertainty_score":0.036404908},"labels":[],"label_agreement":null},{"id":"W2138437090","doi":"10.24908/pceea.v0i0.3859","title":"USE OF CONCEPT MAPS TO AID EARLY ENGINEERING DESIGN","year":2011,"lang":"en","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Interconnectivity; Computer science; Engineering design process; Systems engineering; Human–computer interaction; Knowledge management; Software engineering; Engineering; Artificial intelligence","score_opus":0.07031765833466548,"score_gpt":0.26710455283636514,"score_spread":0.19678689450169967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2138437090","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01690627,0.0010025002,0.9376059,0.0014202653,0.0002723458,0.00048037377,0.0002382448,0.0036578279,0.03841618],"genre_scores_gemma":[0.079753414,0.0006526453,0.9152811,0.0000986402,0.00003424705,0.000330681,0.00017514642,0.0002816826,0.0033924247],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99004155,0.006645473,0.0003912942,0.0005982318,0.0020693406,0.00025429408],"domain_scores_gemma":[0.9364904,0.05049916,0.0016353027,0.005006408,0.0054659024,0.00090280845],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013234711,0.0019304582,0.0007635379,0.0076300576,0.002246529,0.007387721,0.002585745,0.0016834899,0.012812623],"category_scores_gemma":[0.058944713,0.0012268166,0.0011420372,0.0033033784,0.002860084,0.011033148,0.007525827,0.002866304,0.0028662018],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025185777,0.00035365604,0.0026263634,0.0016872912,0.00010293304,0.0008870564,0.030836102,0.01931211,0.0051429253,0.19363436,0.014676413,0.7304889],"study_design_scores_gemma":[0.0002927806,0.00045818492,0.0027216873,0.00200865,0.0001682839,0.001631728,0.013037595,0.08543107,0.016797367,0.3684845,0.50855094,0.0004171395],"about_ca_topic_score_codex":0.0032690929,"about_ca_topic_score_gemma":0.004992871,"teacher_disagreement_score":0.013234711,"about_ca_system_score_codex":0.0018184963,"about_ca_system_score_gemma":0.0040749204,"threshold_uncertainty_score":0.06999266},"labels":[],"label_agreement":null},{"id":"W2140770236","doi":"","title":"An instructional challenge through problem solving for physics teacher candidates","year":2009,"lang":"en","type":"article","venue":"Research Online (University of Wollongong)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Constructivism (international relations); Physics education; Mathematics education; Teacher education; Science education; Pedagogy; Physics; Psychology; Political science","score_opus":0.1938108721832979,"score_gpt":0.4676578191026616,"score_spread":0.2738469469193637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2140770236","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9828046,0.000111827474,0.0019394184,0.00289687,0.000048826372,0.000082588864,0.000017079818,0.00003212652,0.012066558],"genre_scores_gemma":[0.976268,0.00018367975,0.004303172,0.00028493867,0.000020627014,0.00010459909,0.0000596669,0.000024205192,0.018751135],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987668,0.00058491156,0.000049533424,0.00015941563,0.00019207348,0.00024730485],"domain_scores_gemma":[0.9973116,0.0007437452,0.0003985401,0.00019303152,0.00034365957,0.0010094028],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018628067,0.000372305,0.00050378917,0.0005285275,0.004358513,0.005232603,0.0011097468,0.0012103798,0.0071164034],"category_scores_gemma":[0.0066143717,0.00028629616,0.0003392245,0.00034557626,0.001591038,0.0015684247,0.0035965762,0.0022740588,0.0017350262],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007465027,0.008819341,0.15536202,0.0008606635,0.00004165383,0.012074779,0.48920867,0.0012861585,0.025432851,0.036023688,0.026078276,0.24406534],"study_design_scores_gemma":[0.00025300632,0.005241848,0.092372864,0.00046343706,0.000055584154,0.010385052,0.6060189,0.0051963376,0.016500777,0.023690173,0.23968372,0.00013837502],"about_ca_topic_score_codex":0.0015874789,"about_ca_topic_score_gemma":0.0033028994,"teacher_disagreement_score":0.0071164034,"about_ca_system_score_codex":0.0009961625,"about_ca_system_score_gemma":0.003523889,"threshold_uncertainty_score":0.02380675},"labels":[],"label_agreement":null},{"id":"W2141663077","doi":"10.7202/1025014ar","title":"Développement et validation d’un test mesurant la compréhension des concepts cinématiques en physique au secondaire","year":2014,"lang":"fr","type":"article","venue":"Mesure et évaluation en éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; University of Ottawa","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.09130681192684213,"score_gpt":0.45652412064743364,"score_spread":0.3652173087205915,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141663077","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9162059,0.0010198595,0.061942402,0.00073069066,0.00028298012,0.0033118832,0.0006627314,0.0003523016,0.0154912425],"genre_scores_gemma":[0.8725798,0.0007294073,0.11064884,0.00043215332,0.000101228536,0.004821957,0.0014904905,0.00013049746,0.00906563],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9896123,0.0047567636,0.0008641562,0.0011316873,0.003145873,0.00048929796],"domain_scores_gemma":[0.9520052,0.027648687,0.002410935,0.0029832097,0.013631459,0.001320513],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016415553,0.00088089914,0.00057959516,0.0022404417,0.00051874283,0.001741167,0.0010223205,0.0016531708,0.0031448817],"category_scores_gemma":[0.042064585,0.00039070926,0.001175803,0.0009443995,0.0011659047,0.0016972796,0.0013263248,0.0012406512,0.0014275966],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020678781,0.0068217665,0.27569082,0.0011937047,0.00044375903,0.0006097952,0.013955986,0.0026576289,0.053264648,0.00451521,0.004011597,0.6347672],"study_design_scores_gemma":[0.0006423076,0.017820766,0.85844636,0.0007915519,0.00037836708,0.002175704,0.0048188027,0.017255835,0.066156164,0.00404817,0.027263122,0.00020282007],"about_ca_topic_score_codex":0.003658807,"about_ca_topic_score_gemma":0.0032721239,"teacher_disagreement_score":0.016415553,"about_ca_system_score_codex":0.0009088931,"about_ca_system_score_gemma":0.0032434913,"threshold_uncertainty_score":0.08681476},"labels":[],"label_agreement":null},{"id":"W2142529937","doi":"10.1039/b4rp90026j","title":"THE FUTURE SHAPE OF CHEMISTRY EDUCATION","year":2004,"lang":"en","type":"article","venue":"Chemistry Education Research and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":136,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"King's University College","funders":"","keywords":"Chemistry education; Metaphor; Curriculum; Scientific literacy; Chemistry; Science education; Mathematics education; Computer science; Engineering ethics; Nanotechnology; Engineering; Epistemology; Sociology; Pedagogy; Psychology; Materials science","score_opus":0.08986770392310722,"score_gpt":0.5201254966081471,"score_spread":0.4302577926850399,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142529937","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02428374,0.023096882,0.008719658,0.41099158,0.0036084712,0.000026496366,0.00013837908,0.00013169917,0.52900314],"genre_scores_gemma":[0.8712156,0.020634856,0.0074112723,0.026972646,0.00252092,0.00008253758,0.0001439375,0.00010541617,0.07091294],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.997004,0.0011881785,0.00007749906,0.0004356316,0.00081730605,0.00047740762],"domain_scores_gemma":[0.99747366,0.00050521956,0.00013174098,0.00023312474,0.00065099477,0.0010052397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038718672,0.00031017637,0.00027875663,0.0010114821,0.0043326435,0.010688931,0.0008489669,0.0032114065,0.017735641],"category_scores_gemma":[0.0050556166,0.00017613763,0.00033383784,0.0010730185,0.012709412,0.012486917,0.005562682,0.006376515,0.0020703706],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013154892,0.00002349288,0.00026894358,0.00003941396,0.0000015521072,0.000025652877,0.0015194957,0.00010077981,0.00016212577,0.96159834,0.010004089,0.026242899],"study_design_scores_gemma":[0.000014905146,0.00004498321,0.00094250287,0.00017578197,0.000003260189,0.00010198629,0.0045596506,0.0003507396,0.0002077274,0.40946594,0.58411586,0.000016666121],"about_ca_topic_score_codex":0.004758202,"about_ca_topic_score_gemma":0.005248074,"teacher_disagreement_score":0.017735641,"about_ca_system_score_codex":0.009550158,"about_ca_system_score_gemma":0.008495322,"threshold_uncertainty_score":0.06929153},"labels":[],"label_agreement":null},{"id":"W2142893074","doi":"10.12973/ejmste/75231","title":"Conceptual Change in Science:A Process of Argumentation","year":2010,"lang":"en","type":"article","venue":"Eurasia Journal of Mathematics Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Argumentation theory; Conceptual change; Process (computing); Epistemology; Argument (complex analysis); Irrational number; Conceptual framework; Order (exchange); Management science; Sociology; Psychology; Computer science; Social science; Engineering; Mathematics","score_opus":0.04590372054679056,"score_gpt":0.4313778256963264,"score_spread":0.38547410514953584,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142893074","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.045015596,0.0031434621,0.79273623,0.055514067,0.0014461249,0.0012339877,0.000071987364,0.000397614,0.100440934],"genre_scores_gemma":[0.6181672,0.0017480834,0.36387572,0.0029176096,0.00047127434,0.0010740946,0.000132337,0.0003219608,0.011291707],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.8775863,0.09780663,0.0031270564,0.0049015116,0.014861424,0.0017170296],"domain_scores_gemma":[0.83770776,0.13552003,0.0047815177,0.010423178,0.0088832425,0.0026842023],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.07724665,0.0012345026,0.0017736143,0.0062385686,0.010019699,0.018522307,0.005774648,0.009093103,0.004469275],"category_scores_gemma":[0.12568751,0.0010386494,0.0026893588,0.0027815136,0.06376529,0.024815666,0.021912696,0.013384831,0.0009656528],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004729867,0.00008041939,0.0003653977,0.0003088511,0.000055297536,0.0003789905,0.13597989,0.00092572835,0.0009545418,0.83695716,0.0024135748,0.021532854],"study_design_scores_gemma":[0.000057559588,0.000089435474,0.0002704354,0.00052302825,0.000031863245,0.00034305415,0.032053195,0.004335296,0.0007669819,0.8819196,0.07952751,0.0000820113],"about_ca_topic_score_codex":0.0014428083,"about_ca_topic_score_gemma":0.00095592946,"teacher_disagreement_score":0.9899803,"about_ca_system_score_codex":0.0075579383,"about_ca_system_score_gemma":0.009259068,"threshold_uncertainty_score":0.40852422},"labels":[],"label_agreement":null},{"id":"W2148250210","doi":"10.1080/09500693.2013.778438","title":"Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning","year":2013,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Metacognition; Mathematics education; Physics education; Reflection (computer programming); Science education; Style (visual arts); Active learning (machine learning); Experiential learning; Psychology; Physics; Cognition; Computer science; Artificial intelligence","score_opus":0.036778302891179976,"score_gpt":0.4076496291107583,"score_spread":0.3708713262195783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148250210","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95173734,0.0001440104,0.033266492,0.0007986414,0.00010124582,0.00040470666,0.000033940738,0.0005573398,0.012956327],"genre_scores_gemma":[0.9477939,0.00012913642,0.047031593,0.00020893195,0.000028241313,0.00046898794,0.00003907711,0.000045408076,0.0042546946],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9986401,0.00048021058,0.00007056756,0.00036930077,0.00028904184,0.0001507549],"domain_scores_gemma":[0.9955101,0.0025144354,0.00042297086,0.0007169869,0.00034347005,0.0004920798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014595697,0.00041553695,0.00036250695,0.0005221223,0.00057051715,0.0017800828,0.0007758267,0.00074907654,0.0031744838],"category_scores_gemma":[0.0067734485,0.00023032152,0.00039798787,0.00024899762,0.00067539536,0.0010243059,0.0020794817,0.0013094173,0.0006553412],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015906263,0.022078037,0.024722744,0.0016293947,0.00013247789,0.00088629004,0.064855546,0.0029945886,0.34323996,0.009620074,0.0034865614,0.52476364],"study_design_scores_gemma":[0.0042102784,0.030865,0.2222239,0.0016280519,0.0010383206,0.0031745515,0.043222718,0.030318148,0.41463175,0.03162653,0.21646059,0.0006001652],"about_ca_topic_score_codex":0.00023234122,"about_ca_topic_score_gemma":0.00064345833,"teacher_disagreement_score":0.0031744838,"about_ca_system_score_codex":0.0003494914,"about_ca_system_score_gemma":0.0008098034,"threshold_uncertainty_score":0.0106197},"labels":[],"label_agreement":null},{"id":"W2148398013","doi":"10.1002/tea.21078","title":"Interpreting Student Views of Learning Experiences in a Contextualized Science Discourse in Kenya","year":2013,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Kenya; Pedagogy; Science education; Mathematics education; Kali; Sociology; Nature of Science; Psychology; Political science","score_opus":0.23544101660320563,"score_gpt":0.6104382556159458,"score_spread":0.3749972390127402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148398013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9941327,0.00025168576,0.00035900806,0.0007390538,0.000014030717,0.000028408638,0.000021263011,0.0000039105244,0.004449968],"genre_scores_gemma":[0.9984837,0.0003038445,0.0001864776,0.00011299312,0.0000042080283,0.000021119527,0.000011990392,0.0000047922404,0.0008708804],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963613,0.002371312,0.00016585704,0.00022784411,0.00038323423,0.0004904242],"domain_scores_gemma":[0.9955017,0.0031051817,0.0006407373,0.00012408916,0.00031098048,0.00031741688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005010572,0.00057028746,0.0005988126,0.0017323154,0.009887723,0.0057476438,0.0009191915,0.002000659,0.002671603],"category_scores_gemma":[0.005831133,0.0005021608,0.0002308921,0.0018242039,0.011628104,0.004336144,0.004631399,0.0025111267,0.00033932817],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015897904,0.000017461482,0.001929309,0.00003870469,0.0000020493396,0.00051896996,0.99433595,0.0000313519,0.0009704608,0.0009359968,0.00008243931,0.0011213189],"study_design_scores_gemma":[0.0000025766942,0.000021210686,0.0016971892,0.00008612156,0.0000035662572,0.00015131476,0.9930321,0.00006780019,0.00041346825,0.00026658626,0.004246393,0.000011654552],"about_ca_topic_score_codex":0.011268263,"about_ca_topic_score_gemma":0.02208857,"teacher_disagreement_score":0.011268263,"about_ca_system_score_codex":0.005089097,"about_ca_system_score_gemma":0.0032727476,"threshold_uncertainty_score":0.036924183},"labels":[],"label_agreement":null},{"id":"W2148747309","doi":"","title":"The Humanistic and Cultural Aspects of Science & Technology Education","year":2004,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanism; Curriculum; Pedagogy; Everyday life; Sociology; Science education; Science, technology, society and environment education; Engineering ethics; Social science; Political science; Engineering","score_opus":0.04011441224656528,"score_gpt":0.41985719381699377,"score_spread":0.3797427815704285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148747309","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1266586,0.052692465,0.009182597,0.24311727,0.0024279465,0.000043690867,0.00006106424,0.00005742782,0.565759],"genre_scores_gemma":[0.9454859,0.019105803,0.00203384,0.013682296,0.00048645883,0.000033455468,0.000015250475,0.000029168077,0.019127836],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9930655,0.0042423266,0.00015501883,0.00036381625,0.0014256143,0.00074786844],"domain_scores_gemma":[0.99069035,0.006187222,0.00049706595,0.00052158575,0.0007334017,0.0013703628],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007299723,0.000259854,0.00023898951,0.0012604503,0.0074018366,0.010769139,0.0005651852,0.0013083634,0.0033570314],"category_scores_gemma":[0.0063439785,0.00023231396,0.00018688731,0.0012550552,0.043007355,0.003941071,0.0045275656,0.0030522617,0.0002657074],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028141698,0.000091081245,0.014088655,0.00031406805,0.00004294171,0.0005466183,0.2267076,0.00052097236,0.00085297227,0.5911338,0.024562564,0.14111057],"study_design_scores_gemma":[0.00000823544,0.0000592099,0.016930474,0.0006952497,0.000013092397,0.0007957884,0.15087096,0.00023364743,0.0005679146,0.2364569,0.59331834,0.000050173832],"about_ca_topic_score_codex":0.016518723,"about_ca_topic_score_gemma":0.03510594,"teacher_disagreement_score":0.9925982,"about_ca_system_score_codex":0.004842316,"about_ca_system_score_gemma":0.006622965,"threshold_uncertainty_score":0.038605094},"labels":[],"label_agreement":null},{"id":"W2148957058","doi":"10.1187/cbe.10-10-0133","title":"The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology","year":2011,"lang":"en","type":"article","venue":"CBE—Life Sciences Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":133,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Class (philosophy); Mathematics education; Perception; Likert scale; Science education; Biology; Psychology; Computer science; Artificial intelligence","score_opus":0.3063091352521994,"score_gpt":0.4976115232448255,"score_spread":0.1913023879926261,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148957058","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7971546,0.00057123567,0.008016612,0.0022894302,0.00033350603,0.014306321,0.087816566,0.0007139519,0.08879776],"genre_scores_gemma":[0.7094781,0.0018958958,0.030185584,0.0022072138,0.00042286818,0.056772344,0.14334433,0.00026836374,0.055425256],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980134,0.00051444187,0.0002508402,0.00021964761,0.0008123487,0.00018934104],"domain_scores_gemma":[0.9872121,0.0024678253,0.002782953,0.00088704727,0.00447334,0.0021766375],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002789787,0.00039681952,0.00046140654,0.0025186075,0.0010954776,0.00067527825,0.00082451873,0.000653495,0.013288822],"category_scores_gemma":[0.0062625473,0.00031943925,0.00037606028,0.0017616198,0.00031462268,0.0007153483,0.0013589989,0.0012573459,0.003431363],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042476624,0.0027754204,0.7152261,0.0003658389,0.000115276125,0.00013533738,0.0029027394,0.0008310502,0.0027774367,0.0010050904,0.11721277,0.15622823],"study_design_scores_gemma":[0.000084531675,0.00043208906,0.9327164,0.000044873887,0.000017572078,0.000055564415,0.0010519173,0.00040382877,0.0006427716,0.00024105256,0.06427634,0.000032999724],"about_ca_topic_score_codex":0.031707153,"about_ca_topic_score_gemma":0.089153975,"teacher_disagreement_score":0.031707153,"about_ca_system_score_codex":0.0017369806,"about_ca_system_score_gemma":0.0023487504,"threshold_uncertainty_score":0.0630452},"labels":[],"label_agreement":null},{"id":"W2149312596","doi":"10.1111/j.1751-228x.2010.01090.x","title":"Analyzing Learning About Conservation of Matter in Students While Adapting to the Needs of a School","year":2010,"lang":"en","type":"article","venue":"Mind Brain and Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Argumentation theory; Mathematics education; Curriculum; Quality (philosophy); Conceptual framework; Conceptual change; Pedagogy; Psychology; Sociology; Epistemology; Social science","score_opus":0.04553196208514473,"score_gpt":0.3924198176138178,"score_spread":0.3468878555286731,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149312596","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989772,0.000009568285,0.00038086335,0.000073578434,0.0000015379144,0.000034227396,0.000007305643,0.000007141549,0.00050855445],"genre_scores_gemma":[0.9959645,0.000075081596,0.0027466854,0.000064797016,0.0000034026732,0.000078743986,0.00004230685,0.000006263197,0.0010180395],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99856806,0.0005812806,0.00006788076,0.00024572396,0.00021868754,0.0003183703],"domain_scores_gemma":[0.993248,0.003796813,0.0010164238,0.00034802212,0.0008296554,0.00076112297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030261625,0.000531001,0.0006228378,0.0010306637,0.0019059052,0.0031160896,0.0012482116,0.0014582513,0.0019134706],"category_scores_gemma":[0.012154874,0.00038876315,0.0004220669,0.0006740061,0.0016452114,0.0013966039,0.001749433,0.0019622992,0.0005134142],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047828094,0.012814672,0.21653378,0.0005195363,0.000107821295,0.0011516797,0.5851017,0.0026933355,0.035049666,0.0021188955,0.0014075314,0.14202315],"study_design_scores_gemma":[0.000112012625,0.0059581613,0.28999618,0.00023536592,0.00015442904,0.0007819865,0.63688755,0.007609329,0.032463368,0.009183331,0.016429381,0.00018887797],"about_ca_topic_score_codex":0.0020851544,"about_ca_topic_score_gemma":0.005120891,"teacher_disagreement_score":0.0031160896,"about_ca_system_score_codex":0.0012985324,"about_ca_system_score_gemma":0.0021549875,"threshold_uncertainty_score":0.016004026},"labels":[],"label_agreement":null},{"id":"W2149588915","doi":"10.55016/ojs/ajer.v56i1.55383","title":"Aboriginal Students’ Achievement in Science Education: The Effect of Teaching Methods","year":2010,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Sherbrooke; Université Laval; Université de Moncton","funders":"","keywords":"Mathematics education; Science education; Teaching method; Psychology; Academic achievement; Educational research; Pedagogy","score_opus":0.08294340602454209,"score_gpt":0.6250030911567189,"score_spread":0.5420596851321768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2149588915","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979565,0.0003541453,0.000074385935,0.00007739067,0.0000097306975,0.000017828106,0.000024205052,0.0000032664295,0.0014824247],"genre_scores_gemma":[0.9982504,0.00023539773,0.00027297734,0.000020136853,0.000005019357,0.000016320342,0.000032338692,0.000005385297,0.0011619176],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9959985,0.0014453053,0.00026532664,0.00041728307,0.0013811323,0.0004924879],"domain_scores_gemma":[0.984329,0.007607392,0.0031819704,0.00062096294,0.0020635289,0.0021971767],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045995186,0.00050375366,0.00061894226,0.00070953585,0.0013587369,0.001515028,0.0007554078,0.00046711185,0.0028599724],"category_scores_gemma":[0.017924495,0.00023445883,0.00076883053,0.00077744195,0.0009046834,0.0005908731,0.0012774318,0.00082539674,0.00033887135],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004403353,0.0012533733,0.91565365,0.0005576107,0.00084013987,0.00030065584,0.027396653,0.00032380119,0.005067335,0.0003298719,0.00034262228,0.043530926],"study_design_scores_gemma":[0.000026608983,0.0011450506,0.9923922,0.00007405164,0.0001534248,0.00004163217,0.004675363,0.00017554112,0.0005851175,0.000092986855,0.00062460545,0.000013438662],"about_ca_topic_score_codex":0.14255686,"about_ca_topic_score_gemma":0.1728891,"teacher_disagreement_score":0.85744315,"about_ca_system_score_codex":0.0016334731,"about_ca_system_score_gemma":0.0033783717,"threshold_uncertainty_score":0.28345412},"labels":[],"label_agreement":null},{"id":"W2151323772","doi":"10.1002/tea.10109","title":"The value of an emergent notion of authenticity: Examples from two student/teacher–scientist partnership programs","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":117,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Meaning (existential); Curriculum; General partnership; Science education; Value (mathematics); Property (philosophy); Mathematics education; Pedagogy; Face (sociological concept); Epistemology; Norm (philosophy); Sociology; Psychology; Computer science; Social science; Political science","score_opus":0.34853020034477866,"score_gpt":0.5852288606081715,"score_spread":0.2366986602633928,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151323772","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90384245,0.0002037722,0.025366677,0.00650589,0.00010009002,0.00031096154,0.000034203404,0.00012629502,0.06350967],"genre_scores_gemma":[0.989922,0.00010737386,0.0048286966,0.0002212089,0.000015460384,0.0002071419,0.000028076496,0.000037562768,0.004632543],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98754984,0.0088073965,0.00020542963,0.00060665846,0.0014481603,0.0013825455],"domain_scores_gemma":[0.98654234,0.0059791515,0.00086800766,0.0014504916,0.0010956458,0.004064388],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008699669,0.00033359506,0.0004932755,0.0010291566,0.014144041,0.005195901,0.0021826853,0.002860511,0.0038685054],"category_scores_gemma":[0.01808631,0.0003415709,0.0005055168,0.0010017243,0.008269611,0.0049287574,0.016913472,0.004817798,0.0007500434],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046595186,0.004027086,0.01867293,0.0003029206,0.000041660307,0.00729498,0.648662,0.0030033952,0.0036671178,0.22204818,0.0072570825,0.08455677],"study_design_scores_gemma":[0.00040290976,0.0017902259,0.013478249,0.00027157506,0.00004559983,0.0044358643,0.52241796,0.014657641,0.010066186,0.1486774,0.28360862,0.0001478159],"about_ca_topic_score_codex":0.0018761007,"about_ca_topic_score_gemma":0.002978177,"teacher_disagreement_score":0.014144041,"about_ca_system_score_codex":0.002328993,"about_ca_system_score_gemma":0.0041255434,"threshold_uncertainty_score":0.046008825},"labels":[],"label_agreement":null},{"id":"W2151605842","doi":"10.1002/sce.10066","title":"How literacy in its fundamental sense is central to scientific literacy","year":2003,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1381,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Scientific literacy; Literacy; Reading (process); Critical literacy; Information literacy; Common sense; Mathematics education; Psychology; Science education; Pedagogy; Sociology; Epistemology; Linguistics; Philosophy","score_opus":0.04961545036757849,"score_gpt":0.43030229302437006,"score_spread":0.3806868426567916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151605842","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47620624,0.0045385216,0.06135131,0.07115715,0.0004671247,0.000046682628,0.000055844248,0.00014130352,0.3860358],"genre_scores_gemma":[0.99608177,0.00041178218,0.0018073219,0.00048502634,0.000059114565,0.000012903752,0.000009523617,0.000011430978,0.0011210012],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9958961,0.0026377495,0.00015950625,0.0004988001,0.00048683072,0.00032093664],"domain_scores_gemma":[0.98091847,0.013252397,0.0018200155,0.0013073847,0.001497044,0.0012047823],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.004401082,0.00017101117,0.00039721915,0.0011939303,0.0019478681,0.007643855,0.0004301358,0.0018077365,0.0027135836],"category_scores_gemma":[0.022679687,0.00023662647,0.00022644106,0.0007087718,0.023699718,0.008757302,0.005067174,0.0027965142,0.0002836553],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042666998,0.000038324255,0.004813226,0.00011807033,0.000011298591,0.00021166532,0.033341546,0.00027113745,0.001422725,0.93619555,0.0010258945,0.022507899],"study_design_scores_gemma":[0.000011523106,0.00004037104,0.0045185685,0.0001503644,0.000012799709,0.00032734819,0.0075486326,0.0004949463,0.0007680852,0.97293067,0.013176686,0.000020107294],"about_ca_topic_score_codex":0.00054808124,"about_ca_topic_score_gemma":0.00047676553,"teacher_disagreement_score":0.9980521,"about_ca_system_score_codex":0.0011824584,"about_ca_system_score_gemma":0.0021575997,"threshold_uncertainty_score":0.023275435},"labels":[],"label_agreement":null},{"id":"W2152849569","doi":"10.1139/p11-113","title":"Understanding of mechanical waves among second-year physics majors","year":2011,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Physics; Mathematics education; Test (biology); Class (philosophy); Perception; Physics education; Psychology; Computer science; Artificial intelligence","score_opus":0.24449708564414868,"score_gpt":0.33169462707436737,"score_spread":0.08719754143021868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152849569","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996432,0.000019120323,0.000013807978,0.000048886166,0.0000012823471,0.0000057739667,0.0000162494,0.0000013981878,0.00025025217],"genre_scores_gemma":[0.99865097,0.00006868478,0.000078480734,0.000059040147,0.0000024265257,0.000008423235,0.000081318205,0.0000015180958,0.0010493424],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99864334,0.00010682921,0.00004133093,0.00014388993,0.0006016406,0.0004629377],"domain_scores_gemma":[0.9954476,0.00068199524,0.0012180313,0.00012542443,0.0010690081,0.0014579734],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017099458,0.00061805215,0.0005803505,0.0017690614,0.003105412,0.0026859115,0.0012788932,0.001270035,0.0023764872],"category_scores_gemma":[0.0059886468,0.0005173506,0.0004036029,0.0008479155,0.0017031472,0.0009847418,0.0013468086,0.0019038283,0.0004723044],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013971524,0.001708675,0.88307774,0.000052175215,0.00002529992,0.00030604235,0.09382543,0.00012907469,0.003707778,0.00022554131,0.0010077351,0.015794681],"study_design_scores_gemma":[0.000012018628,0.00056440337,0.9558062,0.000023925135,0.000011032037,0.00020964308,0.039975733,0.00052303,0.0009279928,0.00011905173,0.0017898143,0.000037144215],"about_ca_topic_score_codex":0.3529494,"about_ca_topic_score_gemma":0.47723198,"teacher_disagreement_score":0.3529494,"about_ca_system_score_codex":0.0057452787,"about_ca_system_score_gemma":0.0064882357,"threshold_uncertainty_score":0.70179003},"labels":[],"label_agreement":null},{"id":"W2152936484","doi":"","title":"Pre-service Teachers' Misconceptions Regarding Three Environmental Issues.","year":2001,"lang":"en","type":"article","venue":"Canadian journal of environmental education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":90,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Environmental education; Pedagogy; Sociology; Humanities; Psychology; Art","score_opus":0.033031797024864404,"score_gpt":0.3264127850370789,"score_spread":0.29338098801221446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152936484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.961245,0.0057313223,0.0021468534,0.018149521,0.00024946756,0.000039062754,0.00004669327,0.000039886756,0.012352148],"genre_scores_gemma":[0.9921713,0.0025926982,0.0005048015,0.0020944446,0.000032682092,0.000020419151,0.000023114659,0.000009807611,0.0025508355],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99303234,0.0026895446,0.0005798858,0.0004035123,0.0026505857,0.00064409483],"domain_scores_gemma":[0.9587889,0.026523933,0.00758384,0.0013224491,0.004301107,0.0014798584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008113162,0.00025780723,0.0003007201,0.0018999504,0.0033882693,0.0030613977,0.0009964416,0.0017859958,0.0017812736],"category_scores_gemma":[0.029065918,0.00045100873,0.00029959777,0.0012149683,0.0065199784,0.002875927,0.0024770151,0.0026577422,0.00036287968],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037246224,0.000090441245,0.12402739,0.00037397194,0.00001538018,0.0018209328,0.82149416,0.00009127645,0.0013727705,0.0033291758,0.0022068764,0.045140438],"study_design_scores_gemma":[0.000007709715,0.00015929056,0.067873925,0.00071473885,0.00003428251,0.0022543557,0.8775437,0.00013987298,0.0012195522,0.0018264295,0.048177432,0.000048751717],"about_ca_topic_score_codex":0.020225784,"about_ca_topic_score_gemma":0.026008397,"teacher_disagreement_score":0.97977424,"about_ca_system_score_codex":0.0034106048,"about_ca_system_score_gemma":0.0050197206,"threshold_uncertainty_score":0.042907},"labels":[],"label_agreement":null},{"id":"W2153959234","doi":"10.5539/jedp.v4n2p74","title":"Exploring the Shift in Children’s Incline Motion Predictions: Fragmentation and Integration of Knowledge as Possible Contributors","year":2014,"lang":"en","type":"article","venue":"Journal of Educational and Developmental Psychology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Salience (neuroscience); Psychology; Ball (mathematics); Cognitive psychology; Mathematics; Geometry","score_opus":0.08717639016566732,"score_gpt":0.41066432417027204,"score_spread":0.32348793400460474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153959234","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99721706,0.00018526214,0.0008765492,0.00012268095,0.0000028418901,0.000011295588,0.00004901828,0.00000942013,0.0015257469],"genre_scores_gemma":[0.9985983,0.00011578385,0.00084619253,0.000011038098,0.0000012800041,0.000016055943,0.000065326036,0.0000060561592,0.00033993268],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99829453,0.00033863148,0.00010245933,0.00034367671,0.00061370805,0.0003070087],"domain_scores_gemma":[0.9886789,0.005590962,0.002888852,0.0010725462,0.0012117265,0.0005570917],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003148244,0.00041437495,0.00037141234,0.0017161334,0.0006181461,0.003607872,0.00076883234,0.00074399885,0.0027501842],"category_scores_gemma":[0.023117634,0.00072629546,0.00041491986,0.0010464032,0.001971983,0.0039671133,0.0027070672,0.0012420552,0.00014051629],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028177802,0.00021102287,0.7991886,0.00020135927,0.00008074808,0.001087493,0.13107565,0.0009448811,0.0078084874,0.004985636,0.00024013284,0.053894173],"study_design_scores_gemma":[0.000018681605,0.0001841473,0.9443857,0.00016658501,0.000101996215,0.0007111665,0.038943544,0.0027869297,0.004040287,0.0055206036,0.0030997163,0.000040624254],"about_ca_topic_score_codex":0.01517201,"about_ca_topic_score_gemma":0.019685468,"teacher_disagreement_score":0.01517201,"about_ca_system_score_codex":0.0016832751,"about_ca_system_score_gemma":0.0022508737,"threshold_uncertainty_score":0.0301674},"labels":[],"label_agreement":null},{"id":"W2155697205","doi":"10.1007/0-306-47215-5_15","title":"Nature of Science: Implications for Education an Undergraduate Course for Prospective Teachers","year":2005,"lang":"en","type":"book-chapter","venue":"Kluwer Academic Publishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Course (navigation); Mathematics education; Psychology; Sociology; Pedagogy; Engineering","score_opus":0.050335585689849256,"score_gpt":0.4243020932406414,"score_spread":0.37396650755079214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155697205","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010459488,0.019444423,0.0055592456,0.06507383,0.002437817,0.00007414603,0.00004735152,0.000040181767,0.8968636],"genre_scores_gemma":[0.24811634,0.03594628,0.012923222,0.008616993,0.0017187356,0.0003013164,0.0001107274,0.000065112654,0.6922012],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99947137,0.00020746213,0.00001895624,0.00005023021,0.00018893948,0.00006303141],"domain_scores_gemma":[0.99816954,0.0009795546,0.00005819217,0.000051335315,0.00019825804,0.00054310664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020775048,0.00021923751,0.00030812886,0.000546328,0.002238264,0.008213588,0.00068015006,0.0018372403,0.015576195],"category_scores_gemma":[0.0020561365,0.00022631284,0.00023442888,0.0007397379,0.004013664,0.00404806,0.001821633,0.0029708573,0.0015518294],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017811411,0.00018096087,0.0009498438,0.00008990753,0.0000012067095,0.00008040128,0.0035172116,0.00017988632,0.00018155361,0.8722619,0.042768616,0.07977078],"study_design_scores_gemma":[0.000016681166,0.000056734763,0.003431894,0.00042534072,0.0000039167035,0.00018105397,0.0074471757,0.00030670816,0.00017958588,0.36571726,0.62222064,0.000013000898],"about_ca_topic_score_codex":0.0050654146,"about_ca_topic_score_gemma":0.021733588,"teacher_disagreement_score":0.015576195,"about_ca_system_score_codex":0.0052346713,"about_ca_system_score_gemma":0.010083493,"threshold_uncertainty_score":0.052107513},"labels":[],"label_agreement":null},{"id":"W2155851554","doi":"10.4267/2042/23983","title":"La communauté d'apprentissage en réponse aux besoins de développement professionnel des enseignants en sciences et technologie / The learning community : a response to the needs of teachers' professional development in science education","year":2008,"lang":"en","type":"article","venue":"Didaskalia","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Professional development; Context (archaeology); Pedagogy; Sociology; Exploratory research; Learning community; Professional learning community; School teachers; Library science; Social science; Geography","score_opus":0.1943449462453745,"score_gpt":0.45788683777922734,"score_spread":0.2635418915338529,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155851554","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93401635,0.0010854857,0.0026800097,0.027928665,0.0002284159,0.00010106272,0.00011138123,0.000105298874,0.03374336],"genre_scores_gemma":[0.9865813,0.00034870158,0.0009671428,0.0006025524,0.000040853378,0.000046623594,0.00003263723,0.000023894625,0.0113563035],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.993979,0.0027133008,0.00020072988,0.00046169673,0.0015773817,0.0010679024],"domain_scores_gemma":[0.96591485,0.0072291945,0.0069868974,0.0015031233,0.008877746,0.009488207],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008221096,0.00024544203,0.00021655313,0.00079051056,0.0067252507,0.0042563183,0.0011534985,0.0016961616,0.004184187],"category_scores_gemma":[0.022214333,0.00028184886,0.00028083412,0.00059060036,0.005531633,0.0024352854,0.005339296,0.0021012723,0.00054475426],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035750604,0.00028252913,0.19881153,0.00023634032,0.000031815216,0.0018804504,0.64156455,0.00017292215,0.004974576,0.014464735,0.01519507,0.12202795],"study_design_scores_gemma":[0.000053891126,0.0003467106,0.37496057,0.00024165506,0.0000369334,0.00091231987,0.42939466,0.00081145234,0.0016440963,0.0026083945,0.1888971,0.00009204877],"about_ca_topic_score_codex":0.38005278,"about_ca_topic_score_gemma":0.52306193,"teacher_disagreement_score":0.38005278,"about_ca_system_score_codex":0.016332144,"about_ca_system_score_gemma":0.025566664,"threshold_uncertainty_score":0.7556813},"labels":[],"label_agreement":null},{"id":"W2155869166","doi":"10.1080/09500693.2011.636844","title":"New Vision and Challenges in Inquiry-Based Curriculum Change in Singapore","year":2011,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":60,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Division of Mathematical Sciences","keywords":"Curriculum; Syllabus; Vision; Pedagogy; Focus group; Thematic analysis; Perception; Science education; Mathematics education; Curriculum development; Teacher education; Psychology; Sociology; Qualitative research; Social science","score_opus":0.2933366202405284,"score_gpt":0.4780724416041751,"score_spread":0.1847358213636467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155869166","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83564675,0.00626142,0.00542935,0.12738237,0.00036428808,0.0000942737,0.000048457325,0.00007580381,0.024697287],"genre_scores_gemma":[0.9915249,0.0014468615,0.0032616542,0.001427882,0.00004287645,0.0000686051,0.000025038798,0.000012497361,0.0021897564],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97985923,0.0128262,0.0013448551,0.0012608528,0.0031001773,0.0016086852],"domain_scores_gemma":[0.98837614,0.004018864,0.0018722903,0.00091691274,0.0018454458,0.0029702901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023137713,0.00023174696,0.00047878237,0.00080336945,0.0035972309,0.0120812375,0.0015631485,0.002597584,0.0014080134],"category_scores_gemma":[0.013245394,0.00034893324,0.00036419526,0.0011864473,0.007556015,0.008128118,0.0079806335,0.0031747387,0.00027361469],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019648965,0.0005012819,0.05746096,0.0012632258,0.000047327103,0.0030633062,0.6017601,0.0010558835,0.0045247,0.09976342,0.008948276,0.22141498],"study_design_scores_gemma":[0.00003838662,0.00053109834,0.05031919,0.0007008633,0.000022855775,0.0014241164,0.72128916,0.003474676,0.001989805,0.049078178,0.17100903,0.00012264357],"about_ca_topic_score_codex":0.007409296,"about_ca_topic_score_gemma":0.010991524,"teacher_disagreement_score":0.023137713,"about_ca_system_score_codex":0.0069868765,"about_ca_system_score_gemma":0.0151089365,"threshold_uncertainty_score":0.122365415},"labels":[],"label_agreement":null},{"id":"W2156831557","doi":"10.24908/eoe-ese-rse.v14i0.4522","title":"Twenty-five years of Multicultural Science Education: Looking backward, looking forward","year":2013,"lang":"en","type":"article","venue":"Encounters in Theory and History of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"Ministère de l’Éducation, Gouvernement de l’Ontario; University of Cambridge; Government of Ontario","keywords":"Multiculturalism; Extrapolation; Field (mathematics); Order (exchange); Sociology; Work (physics); Mathematics education; Multicultural education; Pedagogy; Political science; Psychology; Mathematics; Engineering; Statistics; Economics","score_opus":0.014758154650427336,"score_gpt":0.3263139277508912,"score_spread":0.31155577310046384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156831557","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007778503,0.9381182,0.0002728956,0.04491539,0.0044540763,0.000008478273,0.000019445533,0.000009366764,0.004423599],"genre_scores_gemma":[0.16451018,0.7965041,0.0012986236,0.027963653,0.004559294,0.00006203758,0.000083842926,0.000020192485,0.0049981056],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99397165,0.0028601969,0.00072274316,0.00046816142,0.0013645132,0.0006126885],"domain_scores_gemma":[0.9795014,0.010419728,0.0021494739,0.00088069995,0.004147357,0.0029013513],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014509995,0.000559215,0.0009550397,0.0032488836,0.0035873316,0.00920796,0.0013210971,0.0028903133,0.004248047],"category_scores_gemma":[0.018499453,0.0003421716,0.0006363607,0.0036947392,0.007708917,0.0113459835,0.0059593683,0.0046919747,0.00043713622],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025907607,0.00030023002,0.009498334,0.0130635025,0.00021867396,0.0008160705,0.041065402,0.0004191313,0.0007638865,0.28184146,0.055889588,0.5958646],"study_design_scores_gemma":[0.000019474583,0.00025177732,0.011020127,0.016144605,0.00008353908,0.00060561905,0.034127712,0.000077889046,0.00047125106,0.030706387,0.9064046,0.00008699715],"about_ca_topic_score_codex":0.006635264,"about_ca_topic_score_gemma":0.012608424,"teacher_disagreement_score":0.014509995,"about_ca_system_score_codex":0.0072290874,"about_ca_system_score_gemma":0.021522969,"threshold_uncertainty_score":0.076737106},"labels":[],"label_agreement":null},{"id":"W2157101406","doi":"10.1187/cbe.07-09-0071","title":"Implementing Concept-based Learning in a Large Undergraduate Classroom","year":2008,"lang":"en","type":"article","venue":"CBE—Life Sciences Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Université de Montréal","funders":"","keywords":"Concept map; Mathematics education; Construct (python library); Peer instruction; Perception; Coherence (philosophical gambling strategy); Control (management); Computer science; Peer feedback; Group (periodic table); Psychology; Mathematics; Artificial intelligence; Statistics; Chemistry","score_opus":0.08017967734125084,"score_gpt":0.4237402473028971,"score_spread":0.3435605699616463,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157101406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99801934,0.000008502138,0.0012032498,0.00003481468,0.000004931409,0.00026098883,0.000010449554,0.000041444986,0.00041634985],"genre_scores_gemma":[0.9791004,0.000056274665,0.018922592,0.00007319519,0.00001169509,0.0006303354,0.000073462244,0.000011613477,0.0011204487],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9969265,0.0011737855,0.00013758068,0.0006985098,0.00074286945,0.00032071734],"domain_scores_gemma":[0.98809797,0.005754341,0.0008709764,0.0014845374,0.00080342585,0.002988711],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063271318,0.00091330044,0.00085097586,0.00059262576,0.0010117067,0.0021806767,0.0022856393,0.00088291796,0.0018437024],"category_scores_gemma":[0.015497398,0.0005499311,0.00038761448,0.00049230014,0.00093195244,0.0011554946,0.0020551719,0.0012932152,0.00063699426],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008072337,0.31006092,0.06572779,0.00071118417,0.00022685148,0.0008926328,0.049131505,0.011068434,0.1375535,0.0024424773,0.002068547,0.41204372],"study_design_scores_gemma":[0.011253398,0.37575796,0.3292977,0.00043536146,0.0006086767,0.0013098776,0.026530666,0.07264594,0.1371736,0.010186701,0.03415762,0.0006425021],"about_ca_topic_score_codex":0.0014490907,"about_ca_topic_score_gemma":0.0020748186,"teacher_disagreement_score":0.0063271318,"about_ca_system_score_codex":0.0010670841,"about_ca_system_score_gemma":0.001993478,"threshold_uncertainty_score":0.03346151},"labels":[],"label_agreement":null},{"id":"W2157281389","doi":"10.5539/ies.v5n3p1","title":"Student Teachers’ Ways of Thinking and Ways of Understanding Digestion and the Digestive System in Biology","year":2012,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Karadeniz Teknik Üniversitesi","keywords":"Memorization; Mathematics education; Teaching method; Critical thinking; Psychology; Pedagogy","score_opus":0.2930113926133739,"score_gpt":0.47760247939596906,"score_spread":0.18459108678259517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157281389","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98993707,0.0004866645,0.0051813265,0.0006157776,0.000009825061,0.000023174458,0.0000069050393,0.00001281305,0.0037265655],"genre_scores_gemma":[0.9952903,0.000424401,0.0028367296,0.00007791994,0.000003788213,0.000026100484,0.000011749587,0.00000897454,0.001320113],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963959,0.0021712421,0.00021383334,0.0002707978,0.0006066433,0.00034169442],"domain_scores_gemma":[0.99141824,0.0049250126,0.0020287323,0.00040493312,0.0007376885,0.0004853473],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004419515,0.0003198674,0.00047859715,0.0015394174,0.0016368071,0.005990296,0.0007088262,0.0012607726,0.0011004631],"category_scores_gemma":[0.012933304,0.0004184828,0.00034632455,0.00082304014,0.005098756,0.003314651,0.0024654907,0.002510656,0.0002532218],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004295489,0.00023076503,0.075479135,0.00020757676,0.00001762085,0.0007494063,0.88582146,0.00028217814,0.0046677943,0.01208784,0.00031008708,0.020103097],"study_design_scores_gemma":[0.000029733466,0.00030503364,0.06064494,0.00037961092,0.00003745559,0.0019163869,0.88354754,0.0014447758,0.0036562537,0.019719064,0.028225632,0.00009356733],"about_ca_topic_score_codex":0.001284335,"about_ca_topic_score_gemma":0.0022269704,"teacher_disagreement_score":0.005990296,"about_ca_system_score_codex":0.0010729014,"about_ca_system_score_gemma":0.0022287767,"threshold_uncertainty_score":0.023372948},"labels":[],"label_agreement":null},{"id":"W2157916919","doi":"10.5539/ies.v6n7p48","title":"St. Lucian Elementary School Teachers’ Applicability Beliefs and Beliefs about Science Teaching and Learning: Relevance to Their Level of Inquiry-Based Instructional Practices in Science","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Psychology; Mathematics education; Science education; Relevance (law); Scale (ratio); Population; Teaching method; Observational study; Pedagogy; Sociology; Mathematics","score_opus":0.20578156038015794,"score_gpt":0.5010110221354327,"score_spread":0.29522946175527476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157916919","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992281,0.000019071762,0.000022124454,0.000027448988,2.6764872e-7,0.0000018111996,0.0000139039585,0.0000013310726,0.0006859951],"genre_scores_gemma":[0.9993862,0.000032334265,0.00004566664,0.000008049272,7.8220603e-7,0.0000027086678,0.000025859323,3.9771368e-7,0.00049794547],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99965477,0.00006902753,0.000021980952,0.000042227723,0.00011774541,0.000094368064],"domain_scores_gemma":[0.99632204,0.0011174562,0.0013749589,0.0001298039,0.0006074642,0.00044818496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008190703,0.00011193164,0.00017420432,0.0007715259,0.00046839076,0.00066907814,0.00013939037,0.00016794905,0.0021826874],"category_scores_gemma":[0.0023897793,0.00011802066,0.00009961863,0.00055436546,0.00085258903,0.00026433787,0.00036727395,0.0003402389,0.00029205703],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065074186,0.00009235061,0.9736345,0.000030908628,0.000008067213,0.00015254297,0.011669308,0.000089365814,0.001762486,0.00019901918,0.00014037981,0.012156045],"study_design_scores_gemma":[0.000001518062,0.00005762568,0.9978434,0.000006534433,0.0000018765795,0.000030774783,0.0016641978,0.000051328716,0.00011755482,0.00002707737,0.00019635519,0.0000018159384],"about_ca_topic_score_codex":0.049052633,"about_ca_topic_score_gemma":0.1007453,"teacher_disagreement_score":0.049052633,"about_ca_system_score_codex":0.0011311505,"about_ca_system_score_gemma":0.0008917629,"threshold_uncertainty_score":0.09753424},"labels":[],"label_agreement":null},{"id":"W2157985956","doi":"10.1080/09500690010006554","title":"The development and use of an instrument to assess students' attitude to the study of chemistry","year":2001,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":99,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"National Research Foundation","keywords":"Remedial education; Context (archaeology); Mathematics education; Science education; Psychology; Multimethodology; Data collection; Action research; Sociology; Social science","score_opus":0.14437309748071464,"score_gpt":0.4916677814056479,"score_spread":0.34729468392493323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157985956","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9747799,0.00004987046,0.014883204,0.0002764607,0.000084745916,0.0037585713,0.00022660288,0.00011728376,0.0058233296],"genre_scores_gemma":[0.9119424,0.00015224083,0.07832107,0.00016385289,0.00003372713,0.007089978,0.0003167203,0.000030934436,0.0019490821],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99013066,0.0060016145,0.0010257725,0.00032862448,0.0020662104,0.00044713158],"domain_scores_gemma":[0.9441872,0.034721524,0.0043389364,0.0025960354,0.011897583,0.0022586442],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02340564,0.00045545894,0.00053890864,0.0028332893,0.00090268144,0.0017751566,0.00087773916,0.00080414943,0.0012014838],"category_scores_gemma":[0.047773827,0.00046375504,0.00056561636,0.0014147433,0.00102757,0.0011629979,0.0015667806,0.0015507902,0.000565172],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010191259,0.005062035,0.47690055,0.0007070918,0.00011134129,0.00027828873,0.06900378,0.001293845,0.02645386,0.003422217,0.0030133494,0.41273463],"study_design_scores_gemma":[0.00044169062,0.012100697,0.8612095,0.0005197518,0.00014588487,0.00038228347,0.06500285,0.014902831,0.023219138,0.0027864426,0.019099623,0.0001892249],"about_ca_topic_score_codex":0.00077209517,"about_ca_topic_score_gemma":0.00088143145,"teacher_disagreement_score":0.02340564,"about_ca_system_score_codex":0.00082632067,"about_ca_system_score_gemma":0.0022943234,"threshold_uncertainty_score":0.12378234},"labels":[],"label_agreement":null},{"id":"W2158013804","doi":"10.1080/01421590903049814","title":"Teaching basic science to optimize transfer","year":2009,"lang":"en","type":"review","venue":"Medical Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":181,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Context (archaeology); Phenomenon; Computer science; Cognition; Psychology; Mathematics education; Cognitive science; Cognitive psychology; Epistemology; Neuroscience","score_opus":0.17607960625901894,"score_gpt":0.5068401384730755,"score_spread":0.33076053221405655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158013804","genre_codex":"methods","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25079834,0.18657786,0.25616863,0.048085652,0.003062145,0.0031923244,0.00028268283,0.0017291488,0.25010318],"genre_scores_gemma":[0.6923526,0.07714321,0.2108174,0.005528864,0.00062382297,0.0011817709,0.00013298373,0.00021867277,0.012000749],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967282,0.0016017577,0.00021037277,0.00032000287,0.00095299433,0.00018660512],"domain_scores_gemma":[0.9881887,0.008128726,0.0014970326,0.0005146641,0.0012822334,0.00038872103],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059217317,0.00049318996,0.0003984411,0.0018959417,0.0007221382,0.0021570185,0.0009124698,0.0009792093,0.008317296],"category_scores_gemma":[0.022004196,0.0001882738,0.00053590233,0.0013316422,0.0014693121,0.0023446032,0.002120411,0.0010836461,0.0013545668],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012834456,0.0006462415,0.0056700287,0.012640124,0.0001301416,0.00037803472,0.0059357276,0.0014477739,0.007166549,0.049054287,0.012028943,0.90477383],"study_design_scores_gemma":[0.00043129228,0.0020958835,0.038786285,0.020904243,0.0007481139,0.0032705907,0.014035781,0.004036024,0.030020872,0.24083376,0.64472675,0.00011041597],"about_ca_topic_score_codex":0.00079954363,"about_ca_topic_score_gemma":0.0016706565,"teacher_disagreement_score":0.008317296,"about_ca_system_score_codex":0.0022446797,"about_ca_system_score_gemma":0.0065439255,"threshold_uncertainty_score":0.031317532},"labels":[],"label_agreement":null},{"id":"W2159470230","doi":"10.1007/978-0-387-09829-6_7","title":"The Gap Between University and the Workplace","year":2008,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Graduation (instrument); Mathematics education; Knowledge transfer; Institution; Psychology; Pedagogy; Sociology; Computer science; Mathematics; Social science; Knowledge management","score_opus":0.09899973846646858,"score_gpt":0.32596682769584945,"score_spread":0.22696708922938086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159470230","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010041616,0.034278978,0.0032233875,0.051931184,0.0019128543,0.000012203065,0.000025831105,0.00007309539,0.89850086],"genre_scores_gemma":[0.47181478,0.026457898,0.0039752396,0.012982533,0.0024812794,0.00010954707,0.00006210808,0.00020292174,0.4819137],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.998686,0.0006097998,0.000031969266,0.00015819275,0.00027180125,0.0002421419],"domain_scores_gemma":[0.99893636,0.00056318037,0.00003635945,0.000068266556,0.00009146842,0.0003044145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001233036,0.00028371153,0.00045931595,0.00080978405,0.0055882446,0.010046013,0.0009164547,0.0036367571,0.015988495],"category_scores_gemma":[0.0015689296,0.00020009222,0.00027726014,0.0014250728,0.00990293,0.009888844,0.0059278845,0.008131044,0.0023433487],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007884002,0.00003472665,0.00012324023,0.00003943911,0.0000010609028,0.000051003262,0.005524677,0.00005212431,0.000060024246,0.93294233,0.022688758,0.038474668],"study_design_scores_gemma":[0.000005180765,0.000020757832,0.0008706678,0.000343627,0.0000024505644,0.00014815197,0.010845328,0.00017512027,0.00011951666,0.38086933,0.60658926,0.0000105481995],"about_ca_topic_score_codex":0.0055041555,"about_ca_topic_score_gemma":0.014307042,"teacher_disagreement_score":0.015988495,"about_ca_system_score_codex":0.0046560843,"about_ca_system_score_gemma":0.008375035,"threshold_uncertainty_score":0.053486884},"labels":[],"label_agreement":null},{"id":"W2159729484","doi":"10.1080/14926156.2013.845324","title":"Développement d’une séquence pédagogique sur les nanotechnologies documentée par une analyse de controverses","year":2013,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.03363799224127439,"score_gpt":0.32713638261793493,"score_spread":0.29349839037666053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159729484","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12011061,0.069512516,0.5221927,0.105963975,0.0074977796,0.0014546562,0.0006654109,0.0011352776,0.17146704],"genre_scores_gemma":[0.4729965,0.066453114,0.34181026,0.007413084,0.002590712,0.0020503034,0.0010306629,0.0003817195,0.1052737],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99019146,0.0044074296,0.00053423666,0.00063737936,0.0037962329,0.00043315077],"domain_scores_gemma":[0.9732346,0.016495893,0.0013707506,0.0016221115,0.006618363,0.0006582241],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.013119172,0.0013655598,0.000954202,0.0042455527,0.0024913375,0.007093976,0.0015374039,0.0052280873,0.010190592],"category_scores_gemma":[0.02740368,0.00049413956,0.00127344,0.0032341075,0.004251699,0.008016808,0.002672077,0.0059000896,0.0025604274],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023167182,0.00047467722,0.0024197747,0.0025767263,0.00007634048,0.0007604808,0.013612544,0.0058210134,0.014392528,0.5168541,0.014020618,0.42875955],"study_design_scores_gemma":[0.00015081395,0.00043221124,0.005803272,0.0032656938,0.000071164024,0.0012083349,0.0074022138,0.006097484,0.018972741,0.1023571,0.85412246,0.000116598574],"about_ca_topic_score_codex":0.023045976,"about_ca_topic_score_gemma":0.019645685,"teacher_disagreement_score":0.99750865,"about_ca_system_score_codex":0.0088932505,"about_ca_system_score_gemma":0.021743191,"threshold_uncertainty_score":0.069381654},"labels":[],"label_agreement":null},{"id":"W2160940988","doi":"10.14569/ijacsa.2013.040920","title":"The Impact of Cognitive Tools on the Development of the Inquiry Skills of High School Students in Physics","year":2013,"lang":"en","type":"article","venue":"International Journal of Advanced Computer Science and Applications","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mathematics education; Class (philosophy); Cognition; Cognitive skill; Computer science; Test (biology); Artificial intelligence; Psychology","score_opus":0.045456179191764326,"score_gpt":0.4343196153522579,"score_spread":0.38886343616049357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160940988","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99963725,0.000035297413,0.00005209321,0.000010880547,0.0000012656386,0.000011734579,0.0000018944809,0.0000021028468,0.00024739225],"genre_scores_gemma":[0.99899834,0.000075893666,0.00052408094,0.000012074714,0.0000018907764,0.000030014508,0.000011138271,0.0000018397584,0.0003447691],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973705,0.0008881194,0.0001662952,0.00026471965,0.0008872449,0.00042313576],"domain_scores_gemma":[0.9880642,0.0062431227,0.002230627,0.0005116134,0.0009938605,0.0019565115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019442721,0.000470309,0.00047686734,0.000850159,0.00041274616,0.0013301008,0.0005691319,0.0004975363,0.00088186376],"category_scores_gemma":[0.0130849285,0.00023352029,0.000408993,0.00034096965,0.0007457774,0.0004665571,0.00086700683,0.0006843047,0.00018474704],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004165723,0.053925034,0.5218037,0.0008080037,0.0003529651,0.0014023742,0.037424643,0.0011304646,0.05896716,0.00090897083,0.00058961834,0.3185213],"study_design_scores_gemma":[0.00023560505,0.020347541,0.9567115,0.000092425595,0.00016207236,0.00031507178,0.008399792,0.0008991539,0.009936689,0.00051472604,0.0023245935,0.000060948823],"about_ca_topic_score_codex":0.0016928536,"about_ca_topic_score_gemma":0.0024443876,"teacher_disagreement_score":0.0019442721,"about_ca_system_score_codex":0.00060538494,"about_ca_system_score_gemma":0.0014191341,"threshold_uncertainty_score":0.010282397},"labels":[],"label_agreement":null},{"id":"W2162568344","doi":"10.7202/018995ar","title":"Pertinence de la prise en compte des dimensions sociales des sciences pour renouveler la conception des sciences au primaire : illustration de la position d’une future enseignante1","year":2008,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Humanities; Philosophy; Political science","score_opus":0.39007418667381855,"score_gpt":0.45116096516949455,"score_spread":0.06108677849567601,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2162568344","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14151444,0.026991662,0.122098595,0.26867533,0.002986802,0.0002468058,0.00009663083,0.00020657369,0.43718314],"genre_scores_gemma":[0.9487681,0.005330365,0.019889006,0.0028866136,0.0004857411,0.00018192062,0.000034528377,0.00010485051,0.02231877],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98358744,0.0100494865,0.0005858002,0.0012676602,0.003449129,0.001060565],"domain_scores_gemma":[0.96391666,0.021438148,0.001986787,0.002758966,0.006562541,0.0033370077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027069993,0.0009968517,0.00091081555,0.0056791604,0.0149822645,0.022151882,0.002119736,0.007214458,0.0076012677],"category_scores_gemma":[0.021063484,0.00065104576,0.0010509458,0.0037598673,0.07647518,0.024660196,0.013990043,0.011200137,0.001037307],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015049743,0.000024889427,0.00094437914,0.000088330526,0.000007202637,0.00015331934,0.049502153,0.000104639505,0.00022318114,0.94017595,0.0010562891,0.0077045895],"study_design_scores_gemma":[0.000015846173,0.00006789908,0.0024199185,0.0004815105,0.000021748174,0.00045634364,0.050326116,0.00097229914,0.00076097983,0.7159491,0.2284687,0.000059481128],"about_ca_topic_score_codex":0.010739437,"about_ca_topic_score_gemma":0.016204817,"teacher_disagreement_score":0.027069993,"about_ca_system_score_codex":0.01545097,"about_ca_system_score_gemma":0.018736048,"threshold_uncertainty_score":0.14316154},"labels":[],"label_agreement":null},{"id":"W2163913381","doi":"","title":"Moral and Ethical Dimensions of Socioscientific Decision-Making as Integral Components of Scientific Literacy.","year":2004,"lang":"en","type":"article","venue":"Science educator","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":109,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scientific literacy; Science education; Curriculum; Sociology; Argument (complex analysis); Context (archaeology); Science, technology, society and environment education; Political science; Social science education; Pedagogy; Engineering ethics; Chemistry","score_opus":0.06495427463272702,"score_gpt":0.44959594276144366,"score_spread":0.38464166812871664,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2163913381","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.046162758,0.01424393,0.08174951,0.18050718,0.0011545547,0.0002093584,0.00006249516,0.00006363284,0.6758467],"genre_scores_gemma":[0.9306716,0.005589487,0.029732794,0.01141813,0.000695811,0.00045388628,0.000054439923,0.000056787154,0.021327095],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98258245,0.011364794,0.0005573061,0.0008538692,0.0034298124,0.0012118475],"domain_scores_gemma":[0.9644368,0.023609577,0.0047703553,0.0019555136,0.003187919,0.002039835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016594391,0.00044834297,0.00040776294,0.0025955068,0.00568114,0.013911077,0.0010805319,0.0058467695,0.0037189408],"category_scores_gemma":[0.028794494,0.0004094693,0.00082699885,0.0016557681,0.062515564,0.013713507,0.010027151,0.008560446,0.00051971764],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004828548,0.000018561277,0.00044239222,0.000057832243,0.000003603766,0.00005685951,0.012981108,0.00008065466,0.00008574549,0.9796937,0.001035423,0.0055392296],"study_design_scores_gemma":[0.000007763723,0.000013806795,0.0012554069,0.0002910561,0.000010150033,0.00017781147,0.009105736,0.00041720894,0.00022378787,0.9314005,0.05708108,0.000015747386],"about_ca_topic_score_codex":0.0018507456,"about_ca_topic_score_gemma":0.0028649892,"teacher_disagreement_score":0.016594391,"about_ca_system_score_codex":0.0058211046,"about_ca_system_score_gemma":0.0093998425,"threshold_uncertainty_score":0.08776063},"labels":[],"label_agreement":null},{"id":"W2165823898","doi":"10.1139/p00-005","title":"An introduction to physics education research","year":2000,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"University of Oregon","keywords":"Curriculum; Physics; Physics education; Subject (documents); Engineering ethics; Curriculum development; Educational research; Discipline; Mathematics education; Subject matter; Pedagogy; Sociology; Psychology; Library science; Computer science; Engineering; Social science","score_opus":0.11218943111660552,"score_gpt":0.46456597831846363,"score_spread":0.3523765472018581,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165823898","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013122786,0.47205985,0.027276142,0.07520345,0.03718186,0.0004941992,0.0023138577,0.00094136834,0.38321704],"genre_scores_gemma":[0.016137062,0.5549484,0.046228103,0.030380918,0.04467774,0.0010274688,0.0031593943,0.000711217,0.30272967],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99740297,0.0007166748,0.00029014077,0.00042707112,0.0010080364,0.00015509989],"domain_scores_gemma":[0.99447757,0.0035514806,0.0002396351,0.00030212454,0.0008985301,0.0005308107],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00363136,0.0012148544,0.0009839226,0.006157125,0.002461179,0.005324606,0.0016033632,0.0040896833,0.074325435],"category_scores_gemma":[0.007306187,0.0008345171,0.00094032096,0.006714283,0.0024772014,0.005865672,0.0026865376,0.004873583,0.03237014],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029582734,0.00012353195,0.0005837816,0.0018685457,0.000015098392,0.00018841116,0.0007765208,0.00042004467,0.00061437924,0.115441956,0.558617,0.32132116],"study_design_scores_gemma":[0.0000028419536,0.000019223487,0.0004342315,0.0007346984,0.0000018823617,0.00014576787,0.000118069736,0.000042443575,0.000026526994,0.018750278,0.9797162,0.0000077770865],"about_ca_topic_score_codex":0.0034265677,"about_ca_topic_score_gemma":0.004595183,"teacher_disagreement_score":0.074325435,"about_ca_system_score_codex":0.0033683074,"about_ca_system_score_gemma":0.005480018,"threshold_uncertainty_score":0.2486434},"labels":[],"label_agreement":null},{"id":"W2167249116","doi":"","title":"Professional Development of Science Teachers: History of Reform and Contributions of the STS-Based Iowa Chautauqua Program.","year":2009,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Professional development; TRACE (psycholinguistics); Political science; Order (exchange); Professional association; Quarter (Canadian coin); Engineering ethics; Sociology; Pedagogy; Public relations; Engineering; History; Business","score_opus":0.06276413130251775,"score_gpt":0.4244439536484528,"score_spread":0.36167982234593504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167249116","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1266295,0.08154127,0.016686982,0.39527127,0.0064385184,0.0014406854,0.00073418487,0.0005221129,0.37073544],"genre_scores_gemma":[0.70260584,0.02955859,0.020585475,0.024019776,0.0006750887,0.001166354,0.0006545125,0.00013978928,0.22059458],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9970655,0.0011684544,0.00012971408,0.0003384572,0.000825049,0.00047293707],"domain_scores_gemma":[0.99025625,0.0028841493,0.00042182498,0.0005472525,0.0033878288,0.002502795],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0063573383,0.00030056993,0.00018762007,0.0017091566,0.004079845,0.0025897496,0.0011965807,0.002552138,0.005914289],"category_scores_gemma":[0.011032212,0.00035978793,0.00018969372,0.0014336032,0.005832433,0.0011316938,0.004687748,0.0037601262,0.00075595395],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011251984,0.00082192273,0.011487761,0.00078110845,0.000017990747,0.00033274048,0.01120458,0.0017294755,0.0018353459,0.16878678,0.106615946,0.6962738],"study_design_scores_gemma":[0.000038551283,0.00017762397,0.024313664,0.00051319075,0.000010337771,0.000112402726,0.003129942,0.00072547916,0.0012570219,0.006724842,0.962965,0.00003188971],"about_ca_topic_score_codex":0.19129476,"about_ca_topic_score_gemma":0.3040977,"teacher_disagreement_score":0.9959202,"about_ca_system_score_codex":0.020821739,"about_ca_system_score_gemma":0.063810594,"threshold_uncertainty_score":0.38036263},"labels":[],"label_agreement":null},{"id":"W2167804840","doi":"10.5539/jedp.v1n1p133","title":"Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching","year":2011,"lang":"en","type":"article","venue":"Journal of Educational and Developmental Psychology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Self-efficacy; Psychology; Expectancy theory; Data collection; Mathematics education; Medical education; Applied psychology; Social psychology; Medicine; Statistics","score_opus":0.17094705686088144,"score_gpt":0.5271428124576241,"score_spread":0.35619575559674266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167804840","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99902153,0.00009919902,0.00008661481,0.000038301492,0.000004252869,0.000011257515,0.000014323474,0.000004671861,0.00071984367],"genre_scores_gemma":[0.99941206,0.0000645946,0.00010746037,0.000014942953,0.0000040079767,0.000012322196,0.00003205353,0.0000015370864,0.0003509512],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999273,0.0001871383,0.00005425046,0.00009835788,0.00027980885,0.00010744337],"domain_scores_gemma":[0.99481285,0.0020469727,0.0013927972,0.00048869307,0.0007073045,0.00055140257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022379616,0.00015266945,0.0002246557,0.0008196469,0.0003955158,0.0007744982,0.000273688,0.0003893961,0.0015945649],"category_scores_gemma":[0.012005415,0.0001789312,0.0002616629,0.00036406438,0.0004789515,0.0006010128,0.00069568085,0.000749143,0.0002143138],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048622012,0.0026240041,0.8999875,0.00008369426,0.000044300345,0.00015101489,0.010488382,0.00013835932,0.0044217575,0.00015795029,0.00028638795,0.0811305],"study_design_scores_gemma":[0.000006088948,0.00045683995,0.99611276,0.000011594134,0.000010762007,0.00005859391,0.0016890455,0.00007961016,0.0010845831,0.000045185076,0.0004411259,0.0000037748703],"about_ca_topic_score_codex":0.0012595904,"about_ca_topic_score_gemma":0.00207801,"teacher_disagreement_score":0.0022379616,"about_ca_system_score_codex":0.0003578245,"about_ca_system_score_gemma":0.00047434962,"threshold_uncertainty_score":0.011835635},"labels":[],"label_agreement":null},{"id":"W2168188968","doi":"","title":"Explaining topics in physics: An international video study","year":2009,"lang":"en","type":"article","venue":"Griffith Research Online (Griffith University, Queensland, Australia)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Physics education; Mathematics education; Physics; Psychology","score_opus":0.36316607328437567,"score_gpt":0.5227460648706558,"score_spread":0.1595799915862801,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168188968","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99507964,0.00008941186,0.00059703144,0.00019728219,0.000018620118,0.000101473364,0.00009377229,0.000012415826,0.0038102993],"genre_scores_gemma":[0.9915691,0.0005588887,0.0011894543,0.00018679322,0.000030403951,0.00011271117,0.0003106928,0.00003508034,0.00600693],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99869484,0.00054207054,0.00005536152,0.00014290832,0.0002588851,0.00030588833],"domain_scores_gemma":[0.992765,0.004179694,0.0005989145,0.00019744031,0.001372298,0.0008865317],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002158381,0.0003446867,0.00035524415,0.0016111663,0.0026721533,0.0016794886,0.00077087036,0.00094289304,0.002399674],"category_scores_gemma":[0.017864343,0.00026308376,0.0002269637,0.0016623479,0.0012469717,0.0016410884,0.0014889522,0.0016695355,0.0004933794],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031752334,0.0040771463,0.073785335,0.00032465416,0.00003913364,0.0016482738,0.8270053,0.00028854143,0.010161716,0.0011903543,0.0040669353,0.07709503],"study_design_scores_gemma":[0.0000746003,0.002163588,0.2815721,0.00027144034,0.0000837955,0.001467273,0.6696868,0.0014693075,0.005152042,0.00035901903,0.03757503,0.00012499849],"about_ca_topic_score_codex":0.04511022,"about_ca_topic_score_gemma":0.08279981,"teacher_disagreement_score":0.04511022,"about_ca_system_score_codex":0.00196526,"about_ca_system_score_gemma":0.0016020996,"threshold_uncertainty_score":0.089695334},"labels":[],"label_agreement":null},{"id":"W2168447807","doi":"10.1119/1.4928349","title":"Comparative Cognitive Task Analyses of Experimental Science and Instructional Laboratory Courses","year":2015,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":104,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of British Columbia","keywords":"Task (project management); Mathematics education; Cognition; Science education; Physics education; Psychology; Engineering","score_opus":0.29951891044064366,"score_gpt":0.5143481347728258,"score_spread":0.21482922433218216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168447807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97955894,0.00013595157,0.0062807496,0.00008944606,0.00010450684,0.00044071168,0.0010756189,0.00010022338,0.012213818],"genre_scores_gemma":[0.9848476,0.00007905324,0.007889403,0.00015442872,0.00007357212,0.0012510034,0.002069881,0.000107392516,0.003527641],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9908236,0.004226979,0.0012955517,0.00096007204,0.002092709,0.0006010542],"domain_scores_gemma":[0.81355613,0.15550902,0.009446383,0.007912619,0.0109321885,0.0026436942],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0074256025,0.000516318,0.00053720566,0.0036313513,0.0007766982,0.00187184,0.0012327089,0.00075536745,0.0056498055],"category_scores_gemma":[0.108087026,0.00023659939,0.0007301912,0.0023716467,0.001174537,0.0013800333,0.0015321698,0.0014233583,0.00077877735],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02002886,0.015798,0.332016,0.0020108554,0.001426822,0.0010089356,0.06808872,0.0061555593,0.07328518,0.020804211,0.01576219,0.44361472],"study_design_scores_gemma":[0.0003209021,0.0051345215,0.95463634,0.00007653435,0.00013501653,0.00037462983,0.0078537315,0.0050275796,0.014082032,0.004339092,0.007853945,0.00016567753],"about_ca_topic_score_codex":0.0023743596,"about_ca_topic_score_gemma":0.0031221951,"teacher_disagreement_score":0.0074256025,"about_ca_system_score_codex":0.0011353743,"about_ca_system_score_gemma":0.000751369,"threshold_uncertainty_score":0.03927082},"labels":[],"label_agreement":null},{"id":"W2168571721","doi":"10.22329/jtl.v8i1.3004","title":"Gender Issues in Mathematics: An Ontario Perspective","year":2012,"lang":"en","type":"article","venue":"Journal of Teaching and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Perception; Perspective (graphical); Scale (ratio); Gender equality; Mathematics education; Psychology; Political science; Mathematics; Geography; Sociology; Gender studies","score_opus":0.10230874626957709,"score_gpt":0.4415958473419076,"score_spread":0.3392871010723305,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168571721","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24185744,0.11551411,0.004304328,0.37715727,0.0023143473,0.00020330444,0.0038859139,0.000055920664,0.25470743],"genre_scores_gemma":[0.829378,0.11412422,0.0029180017,0.023587862,0.00087809324,0.0001356844,0.00073011284,0.00008369875,0.028164338],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9932093,0.0020072171,0.00031140682,0.00056033826,0.0025107854,0.0014009259],"domain_scores_gemma":[0.9847003,0.006558573,0.0016488618,0.00037691856,0.004520651,0.00219465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008660034,0.00048362196,0.0010753189,0.0038067827,0.014470651,0.0074293357,0.0016975566,0.001714271,0.0055431337],"category_scores_gemma":[0.011719186,0.00044985776,0.00074508437,0.009213065,0.010532688,0.0038197231,0.0030482404,0.0018814069,0.0003134918],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044163645,0.00012667669,0.18062028,0.0026440998,0.0002641141,0.002607987,0.23502357,0.0011941072,0.0012910508,0.34143725,0.0726538,0.1616954],"study_design_scores_gemma":[0.00004981154,0.00009786177,0.2517768,0.003966084,0.00028166707,0.0006437686,0.18797107,0.00052408234,0.00048513073,0.031317893,0.52268064,0.00020513166],"about_ca_topic_score_codex":0.98604137,"about_ca_topic_score_gemma":0.99416405,"teacher_disagreement_score":0.09390955,"about_ca_system_score_codex":0.09390955,"about_ca_system_score_gemma":0.14831507,"threshold_uncertainty_score":0.68136466},"labels":[],"label_agreement":null},{"id":"W2168641814","doi":"","title":"Integration of Mathematics and Science: Views of Ontario Elementary School Teachers","year":2010,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Subject (documents); Christian ministry; Science education; Reform mathematics; Connected Mathematics; Mathematics; Pedagogy; Computer science; Sociology; Political science; Library science","score_opus":0.16574698552793768,"score_gpt":0.4050471785101645,"score_spread":0.2393001929822268,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2168641814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99049544,0.00023191456,0.00006883183,0.0013997832,0.000012748855,0.000016681199,0.0000362728,0.0000030866856,0.007735342],"genre_scores_gemma":[0.9944088,0.00053237745,0.00008531119,0.0002451391,0.0000062383674,0.000019507741,0.000030292193,0.00000433153,0.004667999],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972076,0.0005492162,0.00012904723,0.00020003588,0.0010954923,0.0008186537],"domain_scores_gemma":[0.9948072,0.0008685119,0.000909947,0.00010486914,0.0016068445,0.0017025952],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020293545,0.00023616667,0.00041526114,0.001160549,0.012363879,0.0034768016,0.0006300239,0.00088551757,0.0026606787],"category_scores_gemma":[0.004587917,0.00052014575,0.00029362438,0.0021620833,0.004560287,0.0013597861,0.002437848,0.0017747969,0.00023013933],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000070138434,0.00007666782,0.09838457,0.00007843529,0.0000084757785,0.0005646577,0.889869,0.000058145637,0.001802073,0.00088590477,0.0009833567,0.007218538],"study_design_scores_gemma":[0.000009699057,0.00006650846,0.12173863,0.000087444656,0.000014987534,0.00009861519,0.86167413,0.00009140703,0.00024869482,0.00012542016,0.015816608,0.000027909038],"about_ca_topic_score_codex":0.960831,"about_ca_topic_score_gemma":0.98255056,"teacher_disagreement_score":0.039169014,"about_ca_system_score_codex":0.03001729,"about_ca_system_score_gemma":0.039233517,"threshold_uncertainty_score":0.21779168},"labels":[],"label_agreement":null},{"id":"W2169127830","doi":"10.1186/1472-6920-6-37","title":"Using a conceptual framework during learning attenuates the loss of expert-type knowledge structure","year":2006,"lang":"en","type":"article","venue":"BMC Medical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Odds; Term (time); Scheme (mathematics); Classification scheme; Sorting; Odds ratio; Expert system; Medicine; Computer science; Logistic regression; Artificial intelligence; Machine learning; Mathematics; Pathology","score_opus":0.075553275835449,"score_gpt":0.44155813353433476,"score_spread":0.36600485769888574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169127830","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99779534,0.00007513688,0.001522944,0.00008013778,0.0000046862574,0.00001765444,0.0000070165065,0.000020227215,0.00047681315],"genre_scores_gemma":[0.9933489,0.00016031138,0.005841838,0.00005655619,0.0000064717474,0.000041785483,0.000052673902,0.0000051276165,0.00048623653],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9985721,0.0005709011,0.000054891585,0.0002242591,0.00044747125,0.00013035539],"domain_scores_gemma":[0.98600477,0.0078083375,0.0031555034,0.000915287,0.00078271923,0.0013334148],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019387908,0.00030047566,0.00030673077,0.00045767112,0.0002450562,0.0011368484,0.00068001944,0.0005744814,0.0014949946],"category_scores_gemma":[0.02087702,0.00021958584,0.00026241314,0.0002657682,0.0006842675,0.0009778524,0.001236562,0.0009631306,0.00017860087],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021475959,0.012715281,0.44952777,0.00083474437,0.00025541824,0.0006670339,0.019164985,0.004459366,0.043333113,0.0025306987,0.0024414717,0.46192247],"study_design_scores_gemma":[0.00044034136,0.011866087,0.910304,0.00048526324,0.00028768805,0.0011996528,0.0102694025,0.028243419,0.016974648,0.010519724,0.009277536,0.00013233631],"about_ca_topic_score_codex":0.0015047173,"about_ca_topic_score_gemma":0.0021136305,"teacher_disagreement_score":0.0019387908,"about_ca_system_score_codex":0.0005601699,"about_ca_system_score_gemma":0.0012507567,"threshold_uncertainty_score":0.010253429},"labels":[],"label_agreement":null},{"id":"W2169648177","doi":"10.7202/039860ar","title":"Démarche, cheminement et stratégies : une approche en trois phases pour favoriser la compréhension des concepts scientifiques","year":2010,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; University of Ottawa","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.3753934930466369,"score_gpt":0.5052423476927543,"score_spread":0.12984885464611745,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169648177","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017072408,0.0014023278,0.93877846,0.0071290927,0.00024046545,0.0010922122,0.0002792043,0.0026609146,0.031344805],"genre_scores_gemma":[0.10095768,0.0014043843,0.87384325,0.001186726,0.00007182513,0.00077898864,0.00061220006,0.00063474994,0.020510186],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9852261,0.008083676,0.0011225016,0.0022139684,0.0028692347,0.00048457723],"domain_scores_gemma":[0.978121,0.011412387,0.001314171,0.0034029316,0.0049815984,0.00076800934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01584107,0.0029561105,0.0012333979,0.0036432233,0.0031706265,0.011731541,0.003268799,0.004963013,0.012580198],"category_scores_gemma":[0.027733387,0.0017043524,0.0026801622,0.00268507,0.0077790013,0.017909477,0.0050860774,0.0049802656,0.0051169153],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043025723,0.00046226825,0.005317393,0.0037108182,0.00025508518,0.0009596272,0.09230493,0.0049211835,0.03567013,0.30326936,0.013839691,0.53885925],"study_design_scores_gemma":[0.00018816719,0.0006964687,0.0044970633,0.0028235444,0.00047443592,0.0021333375,0.03197777,0.029711409,0.05122069,0.32520285,0.5506919,0.00038242157],"about_ca_topic_score_codex":0.009773865,"about_ca_topic_score_gemma":0.010139381,"teacher_disagreement_score":0.01584107,"about_ca_system_score_codex":0.004127699,"about_ca_system_score_gemma":0.012482486,"threshold_uncertainty_score":0.08377659},"labels":[],"label_agreement":null},{"id":"W2170096574","doi":"10.20308/ejpe.12247","title":"Physics Education and STSE: Perspectives From the Literature","year":2013,"lang":"en","type":"article","venue":"European Journal Of Physics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Mathematics education; Science education; Physics education; Pedagogy; Teacher education; Psychology","score_opus":0.025589715534240817,"score_gpt":0.3364938741543459,"score_spread":0.31090415862010506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170096574","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.016711269,0.61828375,0.0026108094,0.27893242,0.0025395746,0.00001625285,0.00010449045,0.000017628712,0.08078379],"genre_scores_gemma":[0.3030732,0.654754,0.0013768119,0.03296232,0.0046885996,0.00006339546,0.00010636698,0.000027113712,0.0029481912],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99396414,0.0033588253,0.00037264387,0.00055336807,0.001323438,0.0004275787],"domain_scores_gemma":[0.93652785,0.057095855,0.0020254664,0.00054434704,0.0027491148,0.0010574344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009941504,0.0006041457,0.00096843956,0.013840544,0.006453065,0.01207822,0.0019152609,0.0072929845,0.005888852],"category_scores_gemma":[0.025321275,0.0004964482,0.0006675225,0.02047654,0.030549806,0.018549977,0.00877881,0.007930907,0.00053245586],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018001163,0.000074140204,0.0020777376,0.0028974381,0.000026848553,0.0006786154,0.030168697,0.00029414328,0.000060717844,0.8915717,0.015727594,0.05640431],"study_design_scores_gemma":[0.00001546203,0.000041556377,0.0052468204,0.020935595,0.00003411739,0.0012700781,0.10487038,0.00027312298,0.00012728796,0.42948872,0.437646,0.00005075058],"about_ca_topic_score_codex":0.007888259,"about_ca_topic_score_gemma":0.009897008,"teacher_disagreement_score":0.013840544,"about_ca_system_score_codex":0.008050362,"about_ca_system_score_gemma":0.01188484,"threshold_uncertainty_score":0.05840975},"labels":[],"label_agreement":null},{"id":"W2170997691","doi":"10.7202/900529ar","title":"La discipline dans les écoles secondaires","year":2009,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec en Outaouais","funders":"","keywords":"Humanities; Philosophy; Psychology","score_opus":0.49543387921046483,"score_gpt":0.5109065620148786,"score_spread":0.015472682804413773,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170997691","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97617143,0.0010904729,0.0004173227,0.0024031613,0.00010656313,0.000043955406,0.00024357652,0.0000149980215,0.019508472],"genre_scores_gemma":[0.9753459,0.0010769774,0.0005196501,0.0005096069,0.000058037953,0.0000835341,0.0002595404,0.000009898603,0.022136804],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99758434,0.0005180694,0.00011409655,0.00022526039,0.00078227866,0.000775963],"domain_scores_gemma":[0.99064434,0.0018146834,0.0016097892,0.00019220426,0.0024446333,0.003294367],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026261602,0.00036091177,0.00051997206,0.0028019196,0.004791034,0.0028963443,0.0006022545,0.0009722947,0.009959769],"category_scores_gemma":[0.007527811,0.00022761863,0.00036565677,0.0029884088,0.0019496295,0.0014089396,0.0021237715,0.0018144483,0.0008435557],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001913629,0.00040532742,0.78212154,0.00044855563,0.000055816912,0.0009711706,0.12659548,0.00071884895,0.0022461633,0.005244854,0.007493522,0.07350736],"study_design_scores_gemma":[0.000008403885,0.00011587891,0.93048316,0.00011950486,0.000007763033,0.00017098834,0.033197492,0.00019228512,0.00020090786,0.0003660533,0.035100352,0.00003721167],"about_ca_topic_score_codex":0.49240386,"about_ca_topic_score_gemma":0.61556697,"teacher_disagreement_score":0.49240386,"about_ca_system_score_codex":0.009066036,"about_ca_system_score_gemma":0.010688024,"threshold_uncertainty_score":0.9790755},"labels":[],"label_agreement":null},{"id":"W2171719283","doi":"10.1126/science.1201783","title":"Improved Learning in a Large-Enrollment Physics Class","year":2011,"lang":"en","type":"article","venue":"Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1266,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Attendance; Mathematics education; Class (philosophy); Set (abstract data type); Section (typography); Physics education; Psychology; Computer science; Artificial intelligence","score_opus":0.09687146757617451,"score_gpt":0.3939698361689189,"score_spread":0.2970983685927444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171719283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99966264,0.000008304142,0.0000725547,0.00001246181,0.0000037210282,0.000014609234,0.000014821688,0.000009529985,0.00020142805],"genre_scores_gemma":[0.99805176,0.000015521919,0.000557797,0.000017575107,0.000008653193,0.00003240208,0.00009050639,0.000005529973,0.001220173],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99931276,0.00015916894,0.000025277857,0.00023206147,0.00017234196,0.0000984181],"domain_scores_gemma":[0.99810153,0.0005114986,0.00021220234,0.0001546674,0.00014058541,0.0008794863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011668591,0.00035837703,0.00044112655,0.00029799226,0.00049079495,0.00077232363,0.00050690334,0.0003839411,0.004017524],"category_scores_gemma":[0.0033975986,0.00013167948,0.00019377311,0.00017038551,0.00035848995,0.00040633112,0.0009969762,0.00051225204,0.0005377116],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.026637265,0.0748158,0.16582088,0.0003545426,0.0002947635,0.0006736723,0.0068906453,0.0031079622,0.3247448,0.00045948042,0.0020731343,0.3941272],"study_design_scores_gemma":[0.001474586,0.050536755,0.9046099,0.00002598462,0.00010897574,0.00021602483,0.0010559764,0.0036704978,0.035160497,0.00032059423,0.0027518957,0.000068347115],"about_ca_topic_score_codex":0.0019945665,"about_ca_topic_score_gemma":0.003116214,"teacher_disagreement_score":0.004017524,"about_ca_system_score_codex":0.0006202919,"about_ca_system_score_gemma":0.00083049043,"threshold_uncertainty_score":0.013439953},"labels":[],"label_agreement":null},{"id":"W2171746206","doi":"10.5539/ies.v8n1p142","title":"Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students","year":2014,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Bioethics; Scientific literacy; Psychology; Mathematics education; Test (biology); Literacy; Engineering ethics; Pedagogy; Science education; Biology; Engineering","score_opus":0.06210291864664843,"score_gpt":0.5522911906516721,"score_spread":0.4901882720050237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171746206","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9948205,0.00012953785,0.001716268,0.00050153135,0.000022113536,0.00017993763,0.000009290825,0.00004101748,0.0025798029],"genre_scores_gemma":[0.97914803,0.000393926,0.018227749,0.00023774842,0.000030930456,0.00023537756,0.000038460515,0.000009483987,0.0016782586],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9977169,0.001078592,0.0001349383,0.00024216059,0.0004676833,0.00035970882],"domain_scores_gemma":[0.99161506,0.004000759,0.0014376165,0.0005625746,0.000536624,0.0018473415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035869225,0.00071415765,0.0008295477,0.0009440509,0.0012093419,0.002406778,0.00086246605,0.0011732867,0.003930664],"category_scores_gemma":[0.007967933,0.0004140297,0.00055484095,0.00056722,0.0011607751,0.001118255,0.0028197756,0.002086824,0.0006678435],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011964034,0.10363489,0.096601896,0.002325011,0.0001987723,0.0014949155,0.0944334,0.0030264994,0.11322135,0.004090379,0.0032402044,0.57653624],"study_design_scores_gemma":[0.0015288488,0.037282847,0.60950583,0.0022832958,0.0009833359,0.0024258432,0.102027334,0.00791449,0.119441904,0.028867071,0.08736291,0.0003762442],"about_ca_topic_score_codex":0.00025848555,"about_ca_topic_score_gemma":0.0006929111,"teacher_disagreement_score":0.003930664,"about_ca_system_score_codex":0.00050085265,"about_ca_system_score_gemma":0.0024177616,"threshold_uncertainty_score":0.018969655},"labels":[],"label_agreement":null},{"id":"W2172091626","doi":"10.1109/icsmc.1997.635442","title":"Graph theory-the key to AI applications in dynamics","year":2002,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Kinematics; Computer science; Blackboard system; Artificial intelligence; Graph; Solver; System dynamics; Theoretical computer science; Blackboard (design pattern); Programming language","score_opus":0.05122699211341651,"score_gpt":0.3848324860064459,"score_spread":0.33360549389302935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2172091626","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0035295377,0.004482154,0.9472366,0.006412921,0.0005484738,0.00011041434,0.00023363283,0.0010213343,0.036424987],"genre_scores_gemma":[0.16073063,0.015548726,0.8044798,0.0017180565,0.0014486207,0.00028414163,0.0006173482,0.0006443234,0.01452839],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99912256,0.00026173372,0.00004748907,0.00019961047,0.00031826468,0.000050344832],"domain_scores_gemma":[0.9969915,0.0020313915,0.00009328729,0.0004791897,0.0002638233,0.0001407495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001195393,0.00071575714,0.00085039233,0.0016167761,0.0010666877,0.003469787,0.0014760456,0.001622512,0.006911103],"category_scores_gemma":[0.0054698167,0.00059440744,0.0011069402,0.0016645724,0.0048351516,0.0064087715,0.0018267453,0.00430894,0.0027865015],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019407446,0.00003175573,0.00029671792,0.00039924332,0.000032591928,0.00009425734,0.0002286539,0.013835864,0.0015712507,0.88546926,0.009065633,0.08895534],"study_design_scores_gemma":[0.0000059591225,0.000008509519,0.00009757185,0.00004813593,0.000005557194,0.00006438474,0.000038215807,0.020345949,0.0004636824,0.9492609,0.029650208,0.000010899587],"about_ca_topic_score_codex":0.002204044,"about_ca_topic_score_gemma":0.0019115538,"teacher_disagreement_score":0.006911103,"about_ca_system_score_codex":0.0010109084,"about_ca_system_score_gemma":0.0011454218,"threshold_uncertainty_score":0.023119926},"labels":[],"label_agreement":null},{"id":"W2172683769","doi":"10.5539/ass.v11n28p77","title":"Enhancing Pre-service Science Teachers’ Practice according to SocioScientific Issue (SSI)-Based Teaching through Collaborative Action Research","year":2015,"lang":"en","type":"article","venue":"Asian Social Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentation theory; Action research; Class (philosophy); Mathematics education; Action (physics); Psychology; Microteaching; Service (business); Pedagogy; Teaching method; Computer science","score_opus":0.23717009689315952,"score_gpt":0.5657564221783753,"score_spread":0.3285863252852158,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2172683769","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.892681,0.000364792,0.045336258,0.0057943,0.00019861336,0.0016066761,0.000037372298,0.0002461907,0.053734854],"genre_scores_gemma":[0.9504376,0.00035436204,0.04191347,0.0004080919,0.0000341597,0.00066610344,0.000029034842,0.0000437148,0.006113509],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9814464,0.013412746,0.0005392253,0.0011654529,0.0022577588,0.001178501],"domain_scores_gemma":[0.9721469,0.017158534,0.0025452883,0.0027426989,0.0023117545,0.0030948725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016350485,0.00059221726,0.00040854563,0.0014065866,0.0042883726,0.006005027,0.0023132127,0.0019718073,0.0034116926],"category_scores_gemma":[0.017566577,0.00035484985,0.0007095902,0.0007453635,0.0069074784,0.003342907,0.007196765,0.0025770748,0.00081303035],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020217783,0.004649252,0.021179158,0.0016809851,0.00006953769,0.0028003906,0.6780266,0.0012972427,0.020313593,0.019547952,0.004703675,0.24552937],"study_design_scores_gemma":[0.00022690112,0.0025899296,0.030912498,0.0013420421,0.0001311671,0.0023515013,0.74186146,0.005802487,0.024112945,0.028480472,0.16202623,0.00016240684],"about_ca_topic_score_codex":0.00069266284,"about_ca_topic_score_gemma":0.0018482343,"teacher_disagreement_score":0.016350485,"about_ca_system_score_codex":0.0034561078,"about_ca_system_score_gemma":0.0065418025,"threshold_uncertainty_score":0.08647072},"labels":[],"label_agreement":null},{"id":"W2173729541","doi":"10.1007/978-1-4020-8427-0_1","title":"Education Research Meets the “Gold Standard”: Evaluation, Research Methods, and Statistics after No Child Left Behind","year":2009,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Variety (cybernetics); Public relations; Quality (philosophy); Politics; Craft; Curriculum; Political science; Generalizability theory; Psychology; Pedagogy; Computer science","score_opus":0.29252493598074947,"score_gpt":0.6159867218689488,"score_spread":0.3234617858881993,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2173729541","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.028523494,0.09478083,0.14333582,0.6530143,0.014460815,0.0014444812,0.0015206197,0.0007461971,0.062173475],"genre_scores_gemma":[0.44597235,0.056006063,0.33224666,0.12901555,0.006836781,0.003811027,0.0015958054,0.0008656994,0.023650093],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.7163521,0.21708968,0.01852551,0.006801133,0.038558695,0.0026728834],"domain_scores_gemma":[0.49314347,0.43362164,0.018614274,0.022667555,0.02684874,0.0051043653],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.2838935,0.0012552035,0.0034068679,0.0043381886,0.0031085517,0.011411753,0.0029323883,0.0072664265,0.002913436],"category_scores_gemma":[0.38258186,0.0012246087,0.0016466657,0.0035823646,0.019314962,0.023190532,0.0073549035,0.011244111,0.0015409845],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004892883,0.0004053728,0.01720295,0.002938895,0.00039417608,0.00030650443,0.010404788,0.00064784195,0.00073624053,0.347521,0.16393583,0.45501706],"study_design_scores_gemma":[0.00020972585,0.0010683974,0.018985245,0.011738157,0.00038856384,0.0009284415,0.010920739,0.0023421803,0.004000498,0.78717524,0.16195463,0.0002882581],"about_ca_topic_score_codex":0.0046899486,"about_ca_topic_score_gemma":0.009474523,"teacher_disagreement_score":0.71610653,"about_ca_system_score_codex":0.007602793,"about_ca_system_score_gemma":0.039433144,"threshold_uncertainty_score":0.8830868},"labels":[],"label_agreement":null},{"id":"W2175995238","doi":"10.5430/ijhe.v5n1p47","title":"Improving Astronomy Achievement and Attitude through Astronomy Summer Project: A Design, Implementation and Assessment","year":2015,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Türkiye Bilimsel ve Teknolojik Araştırma Kurumu","keywords":"Test (biology); Mathematics education; School teachers; Scope (computer science); Class (philosophy); Psychology; Astronomy; Physics; Computer science","score_opus":0.1497477047559849,"score_gpt":0.5054524562843504,"score_spread":0.35570475152836556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2175995238","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9505294,0.00013881784,0.009196641,0.00016447401,0.000073215866,0.036738496,0.0002637324,0.00020722182,0.0026879625],"genre_scores_gemma":[0.74579424,0.00063997746,0.138893,0.0002947176,0.000084590494,0.1076238,0.00057041197,0.00006275157,0.0060365875],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9955753,0.0019631567,0.00038712355,0.0006234391,0.0009660024,0.0004850304],"domain_scores_gemma":[0.9959298,0.0007866094,0.00040175178,0.00045686754,0.0012508009,0.0011741825],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008366243,0.0008432769,0.0008699127,0.001049524,0.0015185716,0.00091352756,0.0013961011,0.00092754094,0.0033541261],"category_scores_gemma":[0.004454455,0.0007957254,0.0011596235,0.000482644,0.000985802,0.00085405546,0.0015098109,0.0012828166,0.0007549292],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.010535976,0.3350658,0.08830117,0.0033874817,0.00023789753,0.0009904985,0.02329008,0.0039838175,0.04168189,0.0016987945,0.003602659,0.48722395],"study_design_scores_gemma":[0.009410253,0.50564975,0.38374156,0.0007123812,0.00062929443,0.0005417206,0.022047305,0.005138212,0.032819465,0.0014430957,0.03747661,0.00039033854],"about_ca_topic_score_codex":0.0014148585,"about_ca_topic_score_gemma":0.0019588405,"teacher_disagreement_score":0.008366243,"about_ca_system_score_codex":0.0011346872,"about_ca_system_score_gemma":0.004366211,"threshold_uncertainty_score":0.044245422},"labels":[],"label_agreement":null},{"id":"W2183044216","doi":"10.36510/learnland.v4i2.396","title":"Teacher Explorations of Science and Science Learning Generate Insights Into Inquiry and Teaching","year":2011,"lang":"en","type":"article","venue":"LEARNing Landscapes","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Science learning; Mathematics education; Nature of Science; Science education; Pedagogy; Exploratory research; Authentic learning; Psychology; Sociology; Social science","score_opus":0.08810972398403158,"score_gpt":0.36175598987046315,"score_spread":0.2736462658864316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2183044216","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6108666,0.002530763,0.110297054,0.0072567416,0.00030693412,0.00040045485,0.0002313931,0.00063839875,0.26747167],"genre_scores_gemma":[0.9629465,0.0008546879,0.016958114,0.00036267482,0.000054631546,0.00017232574,0.00007435185,0.00016075582,0.018415865],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981761,0.0009397088,0.000052989875,0.00017049641,0.00047350992,0.00018723423],"domain_scores_gemma":[0.9921246,0.0057337624,0.00053805695,0.00054647564,0.00041256478,0.0006446507],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021329557,0.00032640342,0.0003439134,0.0017108016,0.0020813101,0.0033230644,0.00056096975,0.0016186305,0.0031496796],"category_scores_gemma":[0.00782375,0.00034139934,0.00046408406,0.00077055895,0.0055244635,0.0038377119,0.002985563,0.0021666319,0.00072526344],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024492535,0.00067683647,0.034820974,0.0009020605,0.000054504497,0.003258103,0.67679524,0.0013479223,0.019815896,0.13766727,0.013793591,0.11062271],"study_design_scores_gemma":[0.00009861667,0.0007177352,0.033810824,0.0004858709,0.000052796273,0.0072177164,0.31350544,0.002444167,0.017252589,0.10336395,0.5209437,0.00010662374],"about_ca_topic_score_codex":0.0006627416,"about_ca_topic_score_gemma":0.0023101522,"teacher_disagreement_score":0.0033230644,"about_ca_system_score_codex":0.0011032037,"about_ca_system_score_gemma":0.0015517671,"threshold_uncertainty_score":0.011280239},"labels":[],"label_agreement":null},{"id":"W2185078077","doi":"10.36510/learnland.v2i2.301","title":"The Inquiry-Based Science Pedagogy Debate","year":2009,"lang":"en","type":"article","venue":"LEARNing Landscapes","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"St. Lawrence College","funders":"","keywords":"Curriculum; Pedagogy; Face (sociological concept); Sociology; Mathematics education; Psychology; Social science","score_opus":0.04326729171970955,"score_gpt":0.40173698300787025,"score_spread":0.3584696912881607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2185078077","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009328126,0.018650198,0.0069637597,0.800276,0.0014086185,0.00005535614,0.0000543738,0.000048821912,0.16321474],"genre_scores_gemma":[0.7328604,0.016041616,0.007181504,0.19379282,0.004152322,0.0004949442,0.00006521241,0.00016365138,0.04524749],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9538027,0.02975531,0.0006682965,0.0027842075,0.010623869,0.0023656117],"domain_scores_gemma":[0.92304724,0.05861699,0.0017730228,0.0028992605,0.0096414825,0.0040220227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05832085,0.00061015313,0.001167316,0.0016704983,0.012287503,0.018562399,0.0036969257,0.012823133,0.006175345],"category_scores_gemma":[0.048726197,0.00044108136,0.0007037125,0.0018023453,0.08542527,0.016039936,0.00782495,0.022133343,0.0011227358],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017252283,0.000040465486,0.00022059499,0.00012007068,0.000009974978,0.00003417924,0.010536818,0.00015541694,0.000086410124,0.95734376,0.01652385,0.014911244],"study_design_scores_gemma":[0.00008900906,0.000055542903,0.0015853333,0.0011638873,0.00001367586,0.0000644497,0.013029912,0.00055319193,0.0003702057,0.48531032,0.49772587,0.00003863994],"about_ca_topic_score_codex":0.2968753,"about_ca_topic_score_gemma":0.29116952,"teacher_disagreement_score":0.2968753,"about_ca_system_score_codex":0.055230714,"about_ca_system_score_gemma":0.059023682,"threshold_uncertainty_score":0.5902946},"labels":[],"label_agreement":null},{"id":"W2186670930","doi":"10.36510/learnland.v4i2.389","title":"The Languages of Inquiry: An English-French Lexicon of Inquiry Terminology in Education","year":2011,"lang":"en","type":"article","venue":"LEARNing Landscapes","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Terminology; Curriculum; Lexicon; Meaning (existential); Pedagogy; National curriculum; Inquiry-based learning; Sociology; Key (lock); Linguistics; Mathematics education; Psychology; Computer science; Philosophy","score_opus":0.07667891751328439,"score_gpt":0.3861093720650703,"score_spread":0.3094304545517859,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2186670930","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11698502,0.08929571,0.18244721,0.0957655,0.0034849572,0.00040785244,0.0017874633,0.001277844,0.5085485],"genre_scores_gemma":[0.89051694,0.015670585,0.06660219,0.004580579,0.0010213228,0.00034798935,0.0006844764,0.00038386,0.020191925],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974382,0.001722536,0.00019920821,0.00013703412,0.00029280764,0.0002101371],"domain_scores_gemma":[0.99723274,0.001566516,0.00026175342,0.00012334724,0.0006264161,0.00018930068],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031854273,0.0006021564,0.00037213555,0.003235188,0.0035538427,0.0073429863,0.00061468745,0.0018008574,0.0025142531],"category_scores_gemma":[0.003764176,0.00013940605,0.00035435546,0.0029820409,0.006465689,0.00497728,0.0020870038,0.0019079898,0.0007798883],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006910902,0.000035217872,0.0022614163,0.00028307398,0.000008152149,0.00058808975,0.14350371,0.00030295193,0.002241417,0.7129408,0.034359887,0.10340615],"study_design_scores_gemma":[0.000011473654,0.00004858253,0.004045804,0.000872912,0.000012051425,0.0014565325,0.03718464,0.00075987313,0.0006373401,0.044263374,0.91066384,0.000043589986],"about_ca_topic_score_codex":0.029918721,"about_ca_topic_score_gemma":0.023829542,"teacher_disagreement_score":0.029918721,"about_ca_system_score_codex":0.0057429913,"about_ca_system_score_gemma":0.0045071794,"threshold_uncertainty_score":0.05948919},"labels":[],"label_agreement":null},{"id":"W2187933843","doi":"10.36510/learnland.v3i1.322","title":"Inquiry Literacy: A Proposal for a Neologism","year":2009,"lang":"en","type":"article","venue":"LEARNing Landscapes","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Literacy; Fluency; Neologism; Mathematics education; Pedagogy; Information literacy; Scientific literacy; Psychology; Critical literacy; Science education; Linguistics","score_opus":0.048787211187503565,"score_gpt":0.402425948244513,"score_spread":0.35363873705700943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2187933843","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01584882,0.004164468,0.16334489,0.14501663,0.0020498435,0.00030121295,0.00016235853,0.00022725647,0.6688846],"genre_scores_gemma":[0.7968546,0.0033994066,0.11291165,0.02656799,0.0025078503,0.0020716314,0.00019268703,0.0003435116,0.05515064],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99491465,0.003108709,0.00022825829,0.0006099683,0.0007570675,0.00038132348],"domain_scores_gemma":[0.99366826,0.003781735,0.0003917053,0.0007038415,0.0009054218,0.00054900296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0092140045,0.0005606448,0.0005970331,0.0034723452,0.0050705457,0.009631647,0.0020696858,0.0041150423,0.0055670757],"category_scores_gemma":[0.010875591,0.0004539406,0.00096533034,0.0017093836,0.053727116,0.018641492,0.00650194,0.0071207276,0.001326465],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004075046,0.000006530823,0.00008179416,0.000013701465,8.312162e-7,0.000018179191,0.0020193846,0.000046011628,0.000020497957,0.99524,0.00085324596,0.0016958532],"study_design_scores_gemma":[0.000010455643,0.0000116884985,0.0001181224,0.00007010171,0.000001617166,0.00007370905,0.001579627,0.00038842278,0.00004164633,0.96339417,0.034303445,0.00000697827],"about_ca_topic_score_codex":0.002417994,"about_ca_topic_score_gemma":0.0021768266,"teacher_disagreement_score":0.009631647,"about_ca_system_score_codex":0.005392976,"about_ca_system_score_gemma":0.0057386938,"threshold_uncertainty_score":0.048728883},"labels":[],"label_agreement":null},{"id":"W2207256200","doi":"10.5539/jel.v5n1p7","title":"Elementary School Students’ Mental Models about Formation of Seasons: A Cross Sectional Study","year":2015,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Test (biology); Set (abstract data type); Computer science","score_opus":0.11375619269820993,"score_gpt":0.47830153469962405,"score_spread":0.36454534200141414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2207256200","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996996,0.0000248574,0.000028721683,0.00002180613,0.0000015175262,0.00001061578,0.000019386156,6.720913e-7,0.00019277651],"genre_scores_gemma":[0.9995962,0.00006374412,0.00005779615,0.0000215664,0.0000014798098,0.000021135822,0.000045976172,0.0000011306421,0.00019107094],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99914837,0.0002173517,0.00008860407,0.00010136443,0.0002363765,0.00020785922],"domain_scores_gemma":[0.99757165,0.00054443406,0.00075900205,0.00016273458,0.0004524541,0.0005097155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019072327,0.00029370782,0.00054327236,0.0011778297,0.0010523736,0.0017606852,0.0005026514,0.00068687083,0.0017085407],"category_scores_gemma":[0.003409075,0.00072377315,0.0006384922,0.0008561519,0.0007350641,0.0014754751,0.0010056228,0.0015168649,0.00040417217],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004925823,0.0006543622,0.9712487,0.00004121783,0.000028185481,0.00020334501,0.023652766,0.000035241897,0.00035563268,0.00011683204,0.000156488,0.0034580207],"study_design_scores_gemma":[0.0000052461774,0.0005932754,0.9262167,0.00004491046,0.000026816904,0.00030788057,0.07148601,0.00026531197,0.00015617454,0.00009313983,0.00078268605,0.00002173543],"about_ca_topic_score_codex":0.004898395,"about_ca_topic_score_gemma":0.006659077,"teacher_disagreement_score":0.004898395,"about_ca_system_score_codex":0.0006119836,"about_ca_system_score_gemma":0.000695779,"threshold_uncertainty_score":0.010086536},"labels":[],"label_agreement":null},{"id":"W2209507546","doi":"10.5430/wje.v5n6p96","title":"Discourse Analysis of Science Teachers Talk as a Self-reflective Tool for Promoting Effective NOS Teaching","year":2015,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Variety (cybernetics); Mathematics education; Pedagogy; Teacher education; Teaching method; Reflection (computer programming); Science education; Psychology; Discourse analysis; Sociology; Computer science","score_opus":0.03796735412440861,"score_gpt":0.46218518546899695,"score_spread":0.42421783134458835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2209507546","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6268188,0.0075196647,0.23848186,0.020322295,0.001206146,0.002584811,0.00050691684,0.0012431598,0.10131631],"genre_scores_gemma":[0.85872173,0.0028178694,0.12534219,0.0006781897,0.00020045986,0.0011887524,0.00027537905,0.0001799605,0.010595457],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97198975,0.02370429,0.00073911157,0.00080596714,0.0023761583,0.0003847073],"domain_scores_gemma":[0.95099306,0.04187363,0.002166922,0.001784705,0.0024614907,0.0007202097],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023238385,0.0010697249,0.0006659828,0.007891126,0.0041966606,0.0072278865,0.0015673566,0.002225352,0.0032875047],"category_scores_gemma":[0.029095056,0.0004174083,0.00050810253,0.0034270282,0.0066015976,0.0086511765,0.0062202634,0.0024373715,0.0005539046],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014806302,0.0002247708,0.001751628,0.0012643057,0.000026053023,0.00042440958,0.8442986,0.00028570462,0.009824793,0.03431927,0.002576274,0.10485619],"study_design_scores_gemma":[0.00011745862,0.00034079328,0.007448367,0.0035750251,0.000130194,0.0009595937,0.7273461,0.00648469,0.020529363,0.056479435,0.17641136,0.00017755304],"about_ca_topic_score_codex":0.00076374115,"about_ca_topic_score_gemma":0.0013967348,"teacher_disagreement_score":0.023238385,"about_ca_system_score_codex":0.0028414489,"about_ca_system_score_gemma":0.0035133278,"threshold_uncertainty_score":0.122897804},"labels":[],"label_agreement":null},{"id":"W2211190401","doi":"10.48550/arxiv.1210.3385","title":"Improving student's problem-solving ability as well as conceptual understanding without sacrificing the physics content of a class","year":2012,"lang":"en","type":"preprint","venue":"arXiv (Cornell University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; Group (periodic table); Quarter (Canadian coin); Section (typography); Measure (data warehouse); Motion (physics); Control (management); Psychology; Computer science; Physics; Artificial intelligence; Quantum mechanics","score_opus":0.3159377805859192,"score_gpt":0.3077936599917839,"score_spread":0.008144120594135329,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2211190401","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99513173,0.0001102435,0.00034764488,0.00011941043,0.000046587174,0.00009508887,0.00010330475,0.00004744861,0.003998631],"genre_scores_gemma":[0.99065864,0.00017182743,0.0017313884,0.000056019784,0.000045006764,0.00025412618,0.00044963052,0.000016048896,0.00661739],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990152,0.00022851505,0.000105523846,0.00019257437,0.00028209877,0.00017604619],"domain_scores_gemma":[0.995701,0.0013633266,0.0005125612,0.0006566344,0.00044270823,0.001323788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011646859,0.000643329,0.0009823486,0.0011072482,0.00036285876,0.00083476055,0.0006975746,0.00091422553,0.008178266],"category_scores_gemma":[0.0050244173,0.00016072165,0.0006279411,0.0005402852,0.0004611524,0.0006829938,0.0009758352,0.0009391597,0.0015817183],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.05177759,0.16463289,0.08055735,0.00091543474,0.0013054385,0.00022719013,0.0014650694,0.0076475483,0.06682926,0.003715654,0.005362155,0.61556447],"study_design_scores_gemma":[0.0076369843,0.2671478,0.61594856,0.00016941676,0.0012176157,0.00046043447,0.0017115538,0.011427904,0.073825866,0.0045047635,0.015825244,0.00012379934],"about_ca_topic_score_codex":0.0004500122,"about_ca_topic_score_gemma":0.00049549487,"teacher_disagreement_score":0.008178266,"about_ca_system_score_codex":0.00041155063,"about_ca_system_score_gemma":0.0007089988,"threshold_uncertainty_score":0.027359009},"labels":[],"label_agreement":null},{"id":"W2223087600","doi":"10.1139/cjp-2013-0369","title":"The use of intuitive rules in interpreting students’ difficulties in reading and creating kinematic graphs","year":2013,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinematics; Physics; Variety (cybernetics); Reading (process); Mathematics education; Epistemology; Theoretical physics; Psychology; Artificial intelligence; Linguistics; Computer science; Classical mechanics","score_opus":0.05878940880195889,"score_gpt":0.34238913594763487,"score_spread":0.283599727145676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2223087600","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73440313,0.0011207149,0.20486765,0.0068228156,0.00026453222,0.00022363503,0.00015248678,0.0013925673,0.05075243],"genre_scores_gemma":[0.9613553,0.00079810305,0.034130987,0.00044599024,0.000019951005,0.00006821594,0.00010147699,0.00016542464,0.0029145451],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9921147,0.0035634385,0.0007404799,0.0009712534,0.0021044237,0.00050568604],"domain_scores_gemma":[0.95307785,0.033133637,0.0049785604,0.0037294773,0.004266968,0.0008135411],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008192523,0.0010936793,0.0006162229,0.0023095058,0.0009767137,0.007882735,0.0022093377,0.0022877653,0.0036813759],"category_scores_gemma":[0.06233429,0.0006932218,0.0007375235,0.0014933029,0.0048462814,0.00893114,0.003629228,0.00486277,0.0010963613],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022065117,0.0007264368,0.06792561,0.0014882903,0.000114555434,0.0040912842,0.40013134,0.011501317,0.030766532,0.121809244,0.015420434,0.34580427],"study_design_scores_gemma":[0.000125381,0.0005520985,0.056726184,0.0017365603,0.0002637495,0.005216248,0.19003698,0.0428369,0.042589046,0.52526426,0.13403143,0.00062113063],"about_ca_topic_score_codex":0.0021868558,"about_ca_topic_score_gemma":0.002357494,"teacher_disagreement_score":0.008192523,"about_ca_system_score_codex":0.001085724,"about_ca_system_score_gemma":0.0020719278,"threshold_uncertainty_score":0.043326735},"labels":[],"label_agreement":null},{"id":"W2231786150","doi":"10.1007/978-94-007-2132-6_3","title":"Reading Science: How a Naive View of Reading Hinders So Much Else","year":2011,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Reading (process); Psychology; Computer science; Literature; Art; Philosophy; Linguistics","score_opus":0.1134794019062669,"score_gpt":0.4084490760039277,"score_spread":0.29496967409766084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2231786150","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.036152136,0.006824301,0.023936147,0.32318655,0.0046073985,0.000046265955,0.00006711946,0.00044450344,0.6047355],"genre_scores_gemma":[0.6806478,0.0058191787,0.018727021,0.065122515,0.0018346894,0.0001411259,0.0001477798,0.0012995003,0.22626041],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99037373,0.006053677,0.00022365201,0.0007859506,0.0020880753,0.00047500723],"domain_scores_gemma":[0.9707835,0.021521755,0.0007679484,0.0015635735,0.0040084324,0.0013548117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011672842,0.0004895339,0.00059852813,0.0012066311,0.007845341,0.0150135,0.0016907422,0.0061221425,0.007973166],"category_scores_gemma":[0.028885163,0.00043874476,0.0003895305,0.0011511106,0.020484056,0.023603996,0.005496078,0.016688483,0.0037145426],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003972299,0.0001021885,0.0015385709,0.00020639435,0.000021697944,0.00042949503,0.15924148,0.0001928013,0.00087679084,0.6429062,0.14340767,0.05103709],"study_design_scores_gemma":[0.000026662381,0.000037174836,0.0012012378,0.00045968406,0.000035380475,0.00071464776,0.057224322,0.00080692495,0.0009923695,0.5411147,0.3973216,0.00006515017],"about_ca_topic_score_codex":0.009168189,"about_ca_topic_score_gemma":0.014410957,"teacher_disagreement_score":0.0150135,"about_ca_system_score_codex":0.0037467247,"about_ca_system_score_gemma":0.0051915273,"threshold_uncertainty_score":0.06173259},"labels":[],"label_agreement":null},{"id":"W2237381157","doi":"10.5539/hes.v5n6p36","title":"Exploring the Use of Faded Worked Examples as a Problem Solving Approach for Underprepared Students","year":2015,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Perception; Process (computing); Computer science; Psychology; Programming language","score_opus":0.7793232310959713,"score_gpt":0.512870459332844,"score_spread":0.2664527717631273,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2237381157","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9872273,0.00020503027,0.006043158,0.0014326414,0.000048001504,0.00014305368,0.000016084961,0.000060944858,0.0048237937],"genre_scores_gemma":[0.97779775,0.00047770826,0.017523909,0.000499691,0.000016854521,0.00020987727,0.000047360372,0.00002624413,0.0034005486],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9930536,0.0041910848,0.00037817808,0.00046135578,0.0013463108,0.0005693198],"domain_scores_gemma":[0.97944343,0.01019055,0.003807304,0.0013035988,0.0027172621,0.0025379532],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066913045,0.0005713865,0.0004675551,0.0012883585,0.0022458022,0.0059518614,0.0020819067,0.0012537647,0.0028520557],"category_scores_gemma":[0.031059304,0.00044310334,0.0006250675,0.000525184,0.0024289803,0.0039176135,0.0044122306,0.0025718245,0.0005244406],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048288365,0.0065685012,0.07025844,0.00163226,0.00010287027,0.0039010963,0.5994491,0.0013514449,0.02341274,0.012737775,0.0058713467,0.2742315],"study_design_scores_gemma":[0.00023049381,0.0063271048,0.06715107,0.0019130433,0.00020707294,0.003995585,0.7638959,0.0055758846,0.015666902,0.014303305,0.12036109,0.00037245997],"about_ca_topic_score_codex":0.00086113124,"about_ca_topic_score_gemma":0.0019997072,"teacher_disagreement_score":0.0066913045,"about_ca_system_score_codex":0.0015483925,"about_ca_system_score_gemma":0.0027598878,"threshold_uncertainty_score":0.035387456},"labels":[],"label_agreement":null},{"id":"W2238564013","doi":"","title":"Metaphorical images of science: the perceptions and experiences of Aboriginal students who are successful in senior secondary science","year":2010,"lang":"en","type":"dissertation","venue":"UVic’s Research and Learning Repository (University of Victoria)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Victoria","keywords":"Perception; Mathematics education; Science education; Health science; Psychology; Medical education; Medicine; Neuroscience","score_opus":0.02461806972050687,"score_gpt":0.39494268825792844,"score_spread":0.3703246185374216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2238564013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99734926,0.0002956395,0.00009817967,0.00047824887,0.000019770323,0.00000872159,0.000005058314,0.000002841649,0.0017423412],"genre_scores_gemma":[0.9978017,0.00046754666,0.00015879101,0.00020458139,0.000008056615,0.000010554691,0.0000069653884,0.0000047752947,0.001336888],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980551,0.0010085324,0.000057568413,0.000095630145,0.00030994747,0.00047329863],"domain_scores_gemma":[0.9969152,0.001070028,0.0005183498,0.000110704284,0.00043491207,0.00095067936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034019044,0.0004706005,0.0008015713,0.0009818077,0.010118297,0.003764475,0.00095939677,0.001203381,0.002487901],"category_scores_gemma":[0.004945472,0.00043979497,0.00041776893,0.0008073416,0.0072590006,0.0017633103,0.004058578,0.0030699726,0.00046620079],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019766265,0.000032940025,0.005598549,0.00004068023,0.000004221585,0.00042133563,0.9912094,0.000008742116,0.0007320469,0.00029124704,0.00013849366,0.0015025428],"study_design_scores_gemma":[0.000001536839,0.00006383111,0.0032140575,0.000027740867,0.0000056727936,0.00021479875,0.99418193,0.000019071784,0.000105982,0.00010233837,0.0020545695,0.000008499532],"about_ca_topic_score_codex":0.04668518,"about_ca_topic_score_gemma":0.06512535,"teacher_disagreement_score":0.04668518,"about_ca_system_score_codex":0.0020417697,"about_ca_system_score_gemma":0.0032474308,"threshold_uncertainty_score":0.0928269},"labels":[],"label_agreement":null},{"id":"W22393249","doi":"10.1113/jphysiol.2011.225060","title":"Life processes and living things","year":2004,"lang":"en","type":"book-chapter","venue":"The Journal of Physiology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canadian Institutes of Health Research","keywords":"Key (lock); Context (archaeology); Epistemology; Sociology; Environmental ethics; Psychology; Engineering ethics; History; Computer science; Engineering; Philosophy","score_opus":0.0622121157497435,"score_gpt":0.3500943553661398,"score_spread":0.2878822396163963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W22393249","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023074124,0.05704489,0.21021104,0.051939968,0.0069183493,0.00037089732,0.002980879,0.001485764,0.64597404],"genre_scores_gemma":[0.55204654,0.06513217,0.17630225,0.016640367,0.0049900766,0.0018432478,0.005422199,0.0008968078,0.1767263],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993407,0.00023143363,0.000055006072,0.00018652325,0.00013021223,0.000056084442],"domain_scores_gemma":[0.9993092,0.00023102456,0.000109070636,0.00015242439,0.00009753904,0.00010069085],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072337117,0.0007026926,0.00073944504,0.0010251172,0.0014277535,0.004435148,0.0007244508,0.0017752022,0.017778715],"category_scores_gemma":[0.0016268557,0.0002516996,0.0007585974,0.0013111333,0.0054485565,0.005453582,0.003244563,0.0021296174,0.0049785455],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000065199865,0.000006565129,0.00015035234,0.00016877345,0.000015632491,0.00010936196,0.0005452586,0.0006893273,0.00038618004,0.9696838,0.010111218,0.018126959],"study_design_scores_gemma":[0.0000068223453,0.000018848403,0.0003021421,0.00017246416,0.000010131912,0.00024094753,0.0003136726,0.0010710285,0.00015630265,0.65195,0.34574053,0.000017101689],"about_ca_topic_score_codex":0.0017021382,"about_ca_topic_score_gemma":0.0012004616,"teacher_disagreement_score":0.017778715,"about_ca_system_score_codex":0.0012713155,"about_ca_system_score_gemma":0.0011796403,"threshold_uncertainty_score":0.05947578},"labels":[],"label_agreement":null},{"id":"W2249083638","doi":"10.1007/978-94-007-4357-1_5","title":"Closing the Science, Mathematics, and Reading Gaps from a Canadian Perspective: Implications for Stem Mainstream and Pipeline Literacy","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria","funders":"","keywords":"Closing (real estate); Mainstream; Perspective (graphical); Pipeline (software); Literacy; Reading (process); Mathematics education; Computer science; Political science; Pedagogy; Mathematics; Psychology; Artificial intelligence; Programming language","score_opus":0.06289381402045642,"score_gpt":0.37761180249790477,"score_spread":0.31471798847744836,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2249083638","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.025675263,0.036351163,0.0028502678,0.17658532,0.0020672325,0.000091819486,0.00067090645,0.0001864751,0.7555215],"genre_scores_gemma":[0.56953055,0.068310894,0.013811335,0.030489523,0.00074421667,0.0002475053,0.0008932976,0.0003657891,0.31560686],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9964819,0.00033058206,0.000097678676,0.0002839086,0.0013222967,0.0014836692],"domain_scores_gemma":[0.99098563,0.0021944277,0.00021801358,0.00014366952,0.0041613067,0.0022970685],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045948885,0.00090012205,0.0010436713,0.0055200798,0.024823919,0.015268345,0.0025470816,0.0036187458,0.020570707],"category_scores_gemma":[0.008631585,0.00036918433,0.0006560204,0.009186256,0.014405808,0.008088674,0.005434943,0.009337298,0.0012202017],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060338247,0.000077592675,0.0028095075,0.0004122091,0.0000107558135,0.00042978371,0.0534515,0.00023835614,0.00034520094,0.6858929,0.11666426,0.13960765],"study_design_scores_gemma":[0.00002291909,0.00002929563,0.012865257,0.0016203736,0.00004435873,0.00030272148,0.086090565,0.00039631754,0.00041403965,0.12199354,0.77612865,0.00009205018],"about_ca_topic_score_codex":0.9891663,"about_ca_topic_score_gemma":0.9971513,"teacher_disagreement_score":0.868596,"about_ca_system_score_codex":0.131404,"about_ca_system_score_gemma":0.40264317,"threshold_uncertainty_score":0.95340717},"labels":[],"label_agreement":null},{"id":"W2253711718","doi":"","title":"Les Lois de Mouvement et les Théorèmes en Mécanique Classique. Repérage de Quelques Difficultés et Obstacles Chez les Étudiants en Formation Professionnelle","year":2016,"lang":"fr","type":"article","venue":"Canadian social science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.05981044140202712,"score_gpt":0.3861888443448305,"score_spread":0.32637840294280335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2253711718","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10796252,0.014131563,0.50560164,0.030100234,0.00093595765,0.00014139853,0.00063273165,0.00039818013,0.3400958],"genre_scores_gemma":[0.784415,0.008118845,0.13078375,0.0018720434,0.00082974427,0.00041606775,0.00057489285,0.0003152813,0.07267435],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99439853,0.0018036054,0.00030603024,0.0014970521,0.0015187273,0.000475992],"domain_scores_gemma":[0.98440325,0.009987106,0.0012379339,0.0015404572,0.0023612124,0.0004700563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00683287,0.0007647357,0.00077704526,0.0029624177,0.0030695596,0.006824566,0.00167959,0.0023523117,0.015349392],"category_scores_gemma":[0.02106872,0.00057508505,0.0014819659,0.0022097141,0.012198596,0.010807494,0.00322127,0.0046260413,0.0024760752],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010624598,0.000008852668,0.00088467554,0.000086797976,0.000009908864,0.0000412416,0.0015553356,0.000988821,0.00021833062,0.9862882,0.0014898336,0.00841736],"study_design_scores_gemma":[0.000011729708,0.00003396467,0.0029905948,0.00017012974,0.000021228378,0.00013419113,0.0015601378,0.005567492,0.0007396064,0.9348749,0.053857762,0.000038281876],"about_ca_topic_score_codex":0.0141164465,"about_ca_topic_score_gemma":0.008242734,"teacher_disagreement_score":0.015349392,"about_ca_system_score_codex":0.0065006004,"about_ca_system_score_gemma":0.0034576664,"threshold_uncertainty_score":0.051348805},"labels":[],"label_agreement":null},{"id":"W2271210565","doi":"10.71781/6293","title":"Étude des conceptions alternatives et des processus de raisonnement des étudiants de chimie du niveau collégial sur la molécule, la polarité et les phénomènes macroscopiques","year":2014,"lang":"fr","type":"dissertation","venue":"Papyrus : Institutional Repository (Université de Montréal)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy","score_opus":0.020718389113711995,"score_gpt":0.2848527653354528,"score_spread":0.2641343762217408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2271210565","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3967965,0.010292973,0.120473936,0.035987347,0.00044453208,0.00039631675,0.00042137213,0.00018781085,0.43499914],"genre_scores_gemma":[0.9098669,0.0023971351,0.021628601,0.00087029865,0.000055965418,0.00019237243,0.000177911,0.000095054136,0.06471585],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9896026,0.0049851155,0.00022975045,0.0013812123,0.0030972257,0.00070402573],"domain_scores_gemma":[0.9865813,0.0056129755,0.0012167684,0.0010758326,0.0043552094,0.0011578529],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012244596,0.00081562705,0.00054221257,0.0037858998,0.008136791,0.014588918,0.0017026649,0.0027738477,0.013618966],"category_scores_gemma":[0.016116304,0.0004656796,0.0008454936,0.00384344,0.025250826,0.011133442,0.004427125,0.003802821,0.0013078935],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001145624,0.000051264116,0.006397253,0.00041294235,0.000035742276,0.000339629,0.1286151,0.0008716126,0.0018209709,0.811663,0.0030540784,0.046623938],"study_design_scores_gemma":[0.000050027753,0.00013972225,0.024327714,0.0009461563,0.00009649164,0.000582386,0.18070713,0.0057451515,0.003388935,0.41524935,0.36853367,0.00023320859],"about_ca_topic_score_codex":0.1393213,"about_ca_topic_score_gemma":0.15215126,"teacher_disagreement_score":0.1393213,"about_ca_system_score_codex":0.030873625,"about_ca_system_score_gemma":0.025343062,"threshold_uncertainty_score":0.2770207},"labels":[],"label_agreement":null},{"id":"W2272254492","doi":"10.4000/ere.3935","title":"La triade science, technologie et environnement : nouveaux enjeux théoriques curriculaires et pédagogiques","year":2007,"lang":"fr","type":"article","venue":"Éducation relative à l environnement","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.08420963322383732,"score_gpt":0.44910403396008175,"score_spread":0.36489440073624446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2272254492","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15856788,0.025270905,0.18379802,0.15064116,0.0010935703,0.00039081706,0.00018305868,0.0002626011,0.47979203],"genre_scores_gemma":[0.9367014,0.009948043,0.026062265,0.0040443465,0.000204505,0.00054533104,0.00006680768,0.00008703298,0.022340266],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933796,0.0039420975,0.00017427802,0.00077159517,0.0012686627,0.00046378523],"domain_scores_gemma":[0.9878302,0.0086722905,0.00083594496,0.0008941752,0.0010708717,0.00069643586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009396123,0.0007699978,0.0007344798,0.0033879443,0.0038493047,0.008815832,0.0016312071,0.003259542,0.0068970025],"category_scores_gemma":[0.011842424,0.0005020316,0.00067833654,0.0029937425,0.036698703,0.00944329,0.0047630253,0.004491066,0.0007474159],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010439042,0.00003703808,0.0014436287,0.00015483097,0.000010668379,0.00002245526,0.008816187,0.00060945645,0.00011779266,0.9757472,0.000530063,0.01250025],"study_design_scores_gemma":[0.000030946954,0.00008128221,0.004828742,0.00076279766,0.000034369754,0.00007833624,0.017165763,0.0021769006,0.00083638466,0.87280643,0.10115774,0.000040298903],"about_ca_topic_score_codex":0.022262737,"about_ca_topic_score_gemma":0.020850949,"teacher_disagreement_score":0.022262737,"about_ca_system_score_codex":0.013654703,"about_ca_system_score_gemma":0.014013315,"threshold_uncertainty_score":0.09907228},"labels":[],"label_agreement":null},{"id":"W2272439468","doi":"","title":"Developing engagement and literacy in science: What do the girls say?","year":2015,"lang":"en","type":"article","venue":"Murdoch Research Repository (Murdoch University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nomothetic and idiographic; Nomothetic; Literacy; Scientific literacy; Psychology; Test (biology); Science education; Focus group; Pedagogy; Mathematics education; Medical education; Sociology; Social psychology; Medicine","score_opus":0.26835293709096786,"score_gpt":0.4664288051233861,"score_spread":0.19807586803241822,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2272439468","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8184517,0.015402016,0.0018923581,0.12212115,0.0010964058,0.000078971214,0.00047221754,0.000027399767,0.040457796],"genre_scores_gemma":[0.98087215,0.008291236,0.00041267512,0.0057172305,0.00024832523,0.000059154794,0.00011944766,0.000039013343,0.004240613],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963821,0.0020459439,0.00017646063,0.00034434252,0.00054809736,0.00050304877],"domain_scores_gemma":[0.99171406,0.004745624,0.0013526783,0.00021735765,0.0007106563,0.0012596413],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058558513,0.00040570158,0.0007810665,0.0011074097,0.0034532922,0.0071528493,0.00079582055,0.0023232575,0.0034538188],"category_scores_gemma":[0.02057557,0.0004755251,0.00040402252,0.0011094174,0.0054425187,0.0065040076,0.004092339,0.004636513,0.0009832339],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008989542,0.00010674449,0.12148935,0.00044671135,0.000055278797,0.001295183,0.79800624,0.000051167448,0.001087075,0.010412554,0.006470862,0.060489066],"study_design_scores_gemma":[0.000013605671,0.00020311086,0.04726502,0.0010053547,0.00004988366,0.0013617544,0.86133486,0.00009387878,0.0007737846,0.006235163,0.08161756,0.000046048906],"about_ca_topic_score_codex":0.006549474,"about_ca_topic_score_gemma":0.008071393,"teacher_disagreement_score":0.0071528493,"about_ca_system_score_codex":0.0015417242,"about_ca_system_score_gemma":0.0017216278,"threshold_uncertainty_score":0.030969083},"labels":[],"label_agreement":null},{"id":"W2274209717","doi":"10.1119/1.4942141","title":"Dealing with the Ambiguities of Science Inquiry","year":2016,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Conceptualization; Science education; Contextual inquiry; Meaning (existential); Context (archaeology); Process (computing); Argument (complex analysis); Nature of Science; Epistemology; Concept learning; Conceptual change; Mathematics education; Engineering ethics; Sociology; Pedagogy; Psychology; Computer science; Knowledge management; Engineering; Chemistry","score_opus":0.13044138996893243,"score_gpt":0.4040111695668196,"score_spread":0.2735697795978872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2274209717","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1486502,0.022922497,0.31391734,0.35406122,0.0033453812,0.0005076807,0.00010441835,0.00034361615,0.15614772],"genre_scores_gemma":[0.9041681,0.004589507,0.07070421,0.012519618,0.0012098169,0.0004912628,0.00005130735,0.000247727,0.006018412],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.824542,0.13381681,0.00955924,0.008367608,0.020186739,0.003527694],"domain_scores_gemma":[0.72137374,0.21914324,0.019663969,0.018930404,0.016744815,0.0041437116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12803951,0.0009949015,0.0019406298,0.0058925655,0.023424083,0.025756266,0.0053459783,0.011408741,0.002966973],"category_scores_gemma":[0.21582423,0.0019097214,0.0013223819,0.0043079597,0.101960585,0.037198506,0.02523955,0.024700044,0.00072194665],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033883593,0.000026268122,0.0020762673,0.00028401084,0.00001928612,0.0013935338,0.20720951,0.0006871962,0.00040781734,0.76469374,0.002553218,0.020615278],"study_design_scores_gemma":[0.000023237393,0.000027386477,0.00074138073,0.0008745993,0.000016796672,0.0019383029,0.14925748,0.0016662512,0.00061760336,0.7409436,0.10381182,0.00008148684],"about_ca_topic_score_codex":0.0033036247,"about_ca_topic_score_gemma":0.0043019094,"teacher_disagreement_score":0.12803951,"about_ca_system_score_codex":0.0119843045,"about_ca_system_score_gemma":0.01624582,"threshold_uncertainty_score":0.6771457},"labels":[],"label_agreement":null},{"id":"W2279799881","doi":"10.1063/1.4937711","title":"Pedagogical changes in an astronomy course for non-physics majors: Student and professor perspectives","year":2015,"lang":"en","type":"article","venue":"AIP conference proceedings","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Course (navigation); Mathematics education; Astronomy; Physics education; Physics; Computer science; Psychology","score_opus":0.2269405632942888,"score_gpt":0.4674977726796936,"score_spread":0.2405572093854048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2279799881","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8519097,0.0012326373,0.0020542594,0.11674128,0.0012191705,0.0005092151,0.0000663807,0.00014709825,0.026120268],"genre_scores_gemma":[0.9764431,0.00074506254,0.0024431872,0.010347346,0.0003994343,0.0001775348,0.000043728574,0.000041077466,0.009359519],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9766449,0.012932445,0.0009068985,0.0011593807,0.004239142,0.0041171466],"domain_scores_gemma":[0.9601346,0.009044306,0.0028990828,0.0004990824,0.0069447285,0.020478182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020620475,0.00033479367,0.00029923898,0.00082144147,0.008695134,0.008176815,0.002722988,0.0045649176,0.006470941],"category_scores_gemma":[0.02984539,0.00035833672,0.000637296,0.0006201666,0.0018840797,0.0024967468,0.0053003985,0.005366062,0.0009370231],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012973287,0.013906237,0.1978529,0.0015068592,0.00014300445,0.0069197346,0.30711594,0.0014175343,0.018483149,0.014930846,0.07625142,0.36017504],"study_design_scores_gemma":[0.0004500086,0.0072065815,0.15449138,0.0007186901,0.00011567526,0.0023359503,0.64893275,0.0016755643,0.007250847,0.0026773247,0.17390025,0.00024489645],"about_ca_topic_score_codex":0.004123667,"about_ca_topic_score_gemma":0.009268272,"teacher_disagreement_score":0.020620475,"about_ca_system_score_codex":0.0052769273,"about_ca_system_score_gemma":0.00851691,"threshold_uncertainty_score":0.10905284},"labels":[],"label_agreement":null},{"id":"W2283892846","doi":"10.48550/arxiv.1210.3386","title":"A class where qualitative discussions, coming weeks before computationally complicated practice, helps students' problem solving abilities","year":2012,"lang":"en","type":"preprint","venue":"arXiv (Cornell University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Hierarchy; Quarter (Canadian coin); Class (philosophy); Mathematics education; Set (abstract data type); Psychology; Group (periodic table); Field (mathematics); Mathematics; Computer science; Physics; Artificial intelligence; Pure mathematics; Quantum mechanics","score_opus":0.1656605860597845,"score_gpt":0.3618320968101317,"score_spread":0.19617151075034717,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2283892846","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5302828,0.0008855248,0.11490746,0.05326216,0.013885314,0.014003982,0.009196536,0.00548575,0.2580905],"genre_scores_gemma":[0.5916265,0.0007354941,0.091866486,0.008091538,0.0015653175,0.017534904,0.0032270236,0.0008262761,0.28452653],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99760664,0.00093133893,0.000104366256,0.0004606155,0.00046930654,0.00042769845],"domain_scores_gemma":[0.9839426,0.005884844,0.0012480362,0.0017460767,0.0020370707,0.005141352],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067079356,0.0012105001,0.0012935343,0.0014179891,0.0057971627,0.0051059383,0.0027592818,0.0020274026,0.08333793],"category_scores_gemma":[0.014611522,0.0006315356,0.0009842217,0.0010799638,0.0025649276,0.0017253465,0.0051475978,0.003762894,0.017215464],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015869603,0.012504983,0.012194386,0.0009325158,0.00006338773,0.0008353395,0.06806076,0.0010260926,0.017518563,0.04766446,0.50819314,0.32941937],"study_design_scores_gemma":[0.0010892017,0.002759182,0.033208724,0.0006397679,0.00006342624,0.00048162075,0.062154133,0.0021938628,0.016917711,0.062137336,0.8181575,0.00019757223],"about_ca_topic_score_codex":0.0009843264,"about_ca_topic_score_gemma":0.0031854406,"teacher_disagreement_score":0.08333793,"about_ca_system_score_codex":0.003507688,"about_ca_system_score_gemma":0.0038626865,"threshold_uncertainty_score":0.27879316},"labels":[],"label_agreement":null},{"id":"W2286707839","doi":"10.3389/fpsyg.2016.00146","title":"Bang Your Head: Using Heavy Metal Music to Promote Scientific Thinking in the Classroom","year":2016,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Psychology; Front (military); Head (geology)","score_opus":0.1491583458087622,"score_gpt":0.4412518641235862,"score_spread":0.292093518314824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2286707839","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.57524806,0.013308424,0.029418025,0.11871406,0.024405256,0.0011689898,0.00069663615,0.0045254976,0.23251502],"genre_scores_gemma":[0.7164475,0.010683024,0.08582032,0.030342411,0.008329821,0.0011770371,0.00042965406,0.0011529169,0.1456173],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99952686,0.0001513625,0.000022475251,0.00007701501,0.00015272098,0.00006949357],"domain_scores_gemma":[0.9974613,0.0012334051,0.00018379251,0.00015774881,0.00019209375,0.00077147724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015702074,0.00054313877,0.00029240054,0.000672521,0.0014621196,0.0022042834,0.00085442746,0.0016705166,0.048170615],"category_scores_gemma":[0.0062807975,0.00018295442,0.00040550032,0.00022890378,0.0012776155,0.0014353852,0.0020941105,0.0016951908,0.010425232],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028055883,0.0043910667,0.0058314595,0.0029673642,0.00019279499,0.0006391088,0.0129966475,0.00018406192,0.03591319,0.0045710797,0.21023019,0.7192774],"study_design_scores_gemma":[0.0043311995,0.011645221,0.10765697,0.0052172616,0.0014045195,0.0019757897,0.057723653,0.0018852927,0.043385394,0.06521019,0.69918525,0.00037920958],"about_ca_topic_score_codex":0.00056516525,"about_ca_topic_score_gemma":0.0023153839,"teacher_disagreement_score":0.048170615,"about_ca_system_score_codex":0.00031646257,"about_ca_system_score_gemma":0.0008563815,"threshold_uncertainty_score":0.16114682},"labels":[],"label_agreement":null},{"id":"W2291429974","doi":"10.1080/0020739x.2015.1133854","title":"The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students","year":2016,"lang":"en","type":"article","venue":"International Journal of Mathematical Education in Science and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Perception; Set (abstract data type); Conceptualization; Disposition; Core-Plus Mathematics Project; Connected Mathematics; Psychology; Computer science; Social psychology","score_opus":0.09361423066896961,"score_gpt":0.4834879637928452,"score_spread":0.3898737331238756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2291429974","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99146855,0.000047574347,0.001938974,0.0002548076,0.000021638534,0.0007116559,0.001545268,0.000066136985,0.0039454987],"genre_scores_gemma":[0.9791397,0.00023053853,0.010743979,0.00030510855,0.00004263826,0.0027689317,0.0032604355,0.00003210127,0.0034767315],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979449,0.0007329727,0.00037798772,0.00011917982,0.0006654646,0.00015957211],"domain_scores_gemma":[0.98877084,0.002536857,0.003561666,0.0007264631,0.0022395458,0.0021645976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033636543,0.0003507352,0.00031121966,0.002091132,0.0005543935,0.00070614007,0.0004245338,0.00043297617,0.0032888737],"category_scores_gemma":[0.009057514,0.00030944948,0.0003734341,0.0013099844,0.00040844007,0.00097189867,0.0014799238,0.00097001344,0.0010354714],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019324027,0.0016789894,0.91668284,0.00013904324,0.00005007166,0.00010034182,0.0051416187,0.00040379335,0.0034981465,0.0005516993,0.005185131,0.06637514],"study_design_scores_gemma":[0.000041746578,0.0007451799,0.9852815,0.00002906221,0.000014000967,0.000108243155,0.00395362,0.00071959506,0.0012564086,0.00038753203,0.007437695,0.000025358473],"about_ca_topic_score_codex":0.0014407178,"about_ca_topic_score_gemma":0.00313334,"teacher_disagreement_score":0.0033636543,"about_ca_system_score_codex":0.0005137356,"about_ca_system_score_gemma":0.0011399372,"threshold_uncertainty_score":0.017788887},"labels":[],"label_agreement":null},{"id":"W2296868830","doi":"10.14288/1.0093125","title":"Investigation of the goals of the laboratory programme in secondary school chemistry courses in British Columbia","year":2010,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Pedagogy; Chemistry; Medical education; Sociology; Psychology; Medicine","score_opus":0.014113514655972128,"score_gpt":0.22574700143871923,"score_spread":0.2116334867827471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2296868830","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9878664,0.00011139753,0.00020835847,0.0007145982,0.000014018513,0.00014413752,0.00005800436,0.00001442747,0.01086854],"genre_scores_gemma":[0.9929547,0.00013810705,0.0005560812,0.00014383298,0.0000045289557,0.000110901776,0.0000700897,0.000008489508,0.006013459],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99211884,0.002072333,0.00026583127,0.00060808,0.0033368624,0.0015979445],"domain_scores_gemma":[0.97032386,0.005857169,0.0031320804,0.0004509488,0.008451337,0.011784611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006395907,0.00023443873,0.0003551844,0.0020099413,0.006261343,0.0063233674,0.0016695807,0.0007782521,0.0017891285],"category_scores_gemma":[0.019007986,0.00068680145,0.00014630442,0.0026309395,0.0027636348,0.0009176059,0.0029051322,0.001721631,0.0003253797],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005621882,0.001359626,0.6441315,0.0004106429,0.000022170098,0.0012230782,0.2238052,0.00045891336,0.0061460193,0.006021362,0.005870277,0.10998903],"study_design_scores_gemma":[0.000019473782,0.00031115205,0.86012894,0.00013623218,0.0000068906597,0.00005705107,0.123363316,0.0004797358,0.00060888176,0.00028078386,0.014570962,0.00003658494],"about_ca_topic_score_codex":0.6881042,"about_ca_topic_score_gemma":0.8492249,"teacher_disagreement_score":0.3118958,"about_ca_system_score_codex":0.032028355,"about_ca_system_score_gemma":0.04671639,"threshold_uncertainty_score":0.6274652},"labels":[],"label_agreement":null},{"id":"W2301049580","doi":"10.5539/jel.v5n2p149","title":"Developing an Achievement Test for the Subject of Sound in Science Education","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Mathematics education; Psychology; Subject (documents); Achievement test; Sound (geography); Reliability (semiconductor); Academic achievement; Student achievement; Standardized test; Computer science; Acoustics","score_opus":0.09107066778007121,"score_gpt":0.44998459125533413,"score_spread":0.3589139234752629,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2301049580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9336801,0.00014283537,0.049065802,0.00023527573,0.00011877842,0.002818726,0.0009181138,0.00043443116,0.012585989],"genre_scores_gemma":[0.8020867,0.00018767003,0.18627383,0.000121067445,0.000029756839,0.0023882717,0.0026122069,0.0000549722,0.006245477],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9968156,0.0012638894,0.00041174298,0.0002955842,0.0010357035,0.00017740304],"domain_scores_gemma":[0.9947048,0.0024514485,0.0005503267,0.0002723517,0.0017744782,0.00024653383],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048303683,0.0004261774,0.0004109159,0.001646284,0.00032834065,0.00087350537,0.00083748816,0.0006505021,0.0025350738],"category_scores_gemma":[0.0110759,0.00022137164,0.00044977266,0.0008260687,0.0004217948,0.0009954557,0.0008623658,0.0009101645,0.0011197942],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00087465387,0.0058338796,0.28638142,0.0005090919,0.00009447671,0.0005910494,0.003379612,0.0038876657,0.06571499,0.002740104,0.0049347486,0.6250584],"study_design_scores_gemma":[0.00039543086,0.014769221,0.87337965,0.00019176591,0.00009957997,0.001170553,0.003228504,0.015121524,0.06379368,0.0016061831,0.026136525,0.000107420645],"about_ca_topic_score_codex":0.0016164791,"about_ca_topic_score_gemma":0.001897086,"teacher_disagreement_score":0.0048303683,"about_ca_system_score_codex":0.00039833647,"about_ca_system_score_gemma":0.0019566044,"threshold_uncertainty_score":0.025545776},"labels":[],"label_agreement":null},{"id":"W2303833521","doi":"10.1080/09585176.2016.1147968","title":"A review of the school science curricula in eleven high achieving jurisdictions","year":2016,"lang":"en","type":"review","venue":"The Curriculum Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Prosperity; Curriculum; Scientific literacy; Australian Curriculum; Political science; Science education; Law","score_opus":0.059195298496720956,"score_gpt":0.4458337784766951,"score_spread":0.38663847997997414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2303833521","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00091919967,0.9982212,0.000040159135,0.00019586107,0.00006403254,0.000015306257,0.00011764666,0.000002661618,0.00042394322],"genre_scores_gemma":[0.00664421,0.99283993,0.00019310921,0.0001174021,0.000022970886,0.000017669217,0.00009118511,0.0000016201999,0.000071884075],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9976278,0.0006440661,0.0007003009,0.00029571555,0.0006482911,0.00008377233],"domain_scores_gemma":[0.99218506,0.004528664,0.0013680228,0.00013428561,0.0015837123,0.00020028182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003987251,0.0006562862,0.0020863842,0.010570648,0.0005619317,0.0017365922,0.0011129386,0.00078170566,0.0021471065],"category_scores_gemma":[0.012237948,0.0005357118,0.0010027895,0.0144921,0.00065586326,0.0014462961,0.0011025801,0.0007489923,0.00030795558],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010217733,0.00006763571,0.0029140695,0.3104531,0.0013424178,0.00018628908,0.0012728162,0.00019966545,0.0005636161,0.0019613109,0.009109959,0.67182696],"study_design_scores_gemma":[0.0000493159,0.00031156675,0.04020387,0.3998507,0.0064372285,0.00096141355,0.002538622,0.00007872501,0.0007669375,0.0007946142,0.547947,0.00006006374],"about_ca_topic_score_codex":0.011488606,"about_ca_topic_score_gemma":0.0330569,"teacher_disagreement_score":0.011488606,"about_ca_system_score_codex":0.002194329,"about_ca_system_score_gemma":0.010058696,"threshold_uncertainty_score":0.02284348},"labels":[],"label_agreement":null},{"id":"W2312171049","doi":"10.5539/jel.v5n2p187","title":"The Correlation between Pre-Service Science Teachers’ Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Test (biology); Psychology; Astronomy; Spatial ability; Service (business); Physics; Cognition","score_opus":0.02769843964000018,"score_gpt":0.36758908966465037,"score_spread":0.3398906500246502,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2312171049","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989976,0.000062553176,0.00002757033,0.000041761774,0.000003936349,0.0000038666717,0.000031346353,0.0000016250624,0.0008296612],"genre_scores_gemma":[0.998684,0.00008621031,0.000056544523,0.000013695042,0.000005389142,0.0000070019573,0.00009545279,0.0000010226242,0.0010506002],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99942076,0.00007224842,0.00006097066,0.00006602303,0.00020868228,0.00017127975],"domain_scores_gemma":[0.99231064,0.0018737993,0.002626995,0.0002081489,0.0011273593,0.001853103],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004851579,0.00014103173,0.00018213426,0.0007468701,0.00033536518,0.00063294504,0.00017792895,0.00031871677,0.0047520506],"category_scores_gemma":[0.0033707302,0.00015537137,0.00028411433,0.00048755822,0.0003640812,0.00029105687,0.00038168015,0.00063257205,0.0005006524],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004475664,0.00018629474,0.9929091,0.000027317106,0.000016203738,0.00010476092,0.0010892809,0.000042978834,0.00058262434,0.000028169357,0.00014445445,0.0048242356],"study_design_scores_gemma":[7.5211807e-7,0.000055547272,0.9987399,0.0000040079867,0.0000026871808,0.000042649524,0.0008426224,0.000030274494,0.00006499716,0.000008783224,0.00020615359,0.0000015720353],"about_ca_topic_score_codex":0.0077199102,"about_ca_topic_score_gemma":0.018428763,"teacher_disagreement_score":0.0077199102,"about_ca_system_score_codex":0.00037000864,"about_ca_system_score_gemma":0.00076204696,"threshold_uncertainty_score":0.015897155},"labels":[],"label_agreement":null},{"id":"W2317565478","doi":"10.5430/ijhe.v5n2p183","title":"Preservice Science Teachers’ Views on Science-Technology-Society","year":2016,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Science, technology, society and environment education; Science education; Nature of Science; Meaning (existential); Service (business); Technology and society; Sociology; Social science education; Outline of social science; Sociology of scientific knowledge; Science, technology and society; Mathematics education; Engineering ethics; Pedagogy; Psychology; Social science; Engineering","score_opus":0.06614918419155595,"score_gpt":0.4622240371577779,"score_spread":0.3960748529662219,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2317565478","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9952201,0.00027441402,0.000117384836,0.00075335684,0.000012939322,0.0000065407226,0.000010458914,0.000002071123,0.0036026556],"genre_scores_gemma":[0.99798584,0.00037014158,0.00005248658,0.00019509073,0.000009190389,0.0000070580904,0.000014264141,0.0000016604652,0.0013643897],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974788,0.0009654806,0.00012765102,0.00012531987,0.0008275068,0.00047525362],"domain_scores_gemma":[0.9882223,0.0045185396,0.0026062257,0.00032527698,0.0015112618,0.002816508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002880466,0.00015354746,0.00034977475,0.0011069045,0.0020908704,0.003230233,0.00030477945,0.00091321644,0.0026637742],"category_scores_gemma":[0.0075718146,0.00022829109,0.00029082748,0.0006544115,0.0029821654,0.0015896942,0.0016837664,0.0021974454,0.00037909517],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098275465,0.00035729003,0.30692306,0.00023612063,0.000025706833,0.0014237568,0.66066754,0.00011497689,0.0047399187,0.0024560834,0.0013607943,0.021596503],"study_design_scores_gemma":[0.0000079829815,0.00027874837,0.1283523,0.00012114739,0.000016241649,0.0009240165,0.8591474,0.00007337905,0.00065827393,0.0006274435,0.0097724125,0.000020623604],"about_ca_topic_score_codex":0.004184338,"about_ca_topic_score_gemma":0.00891844,"teacher_disagreement_score":0.004184338,"about_ca_system_score_codex":0.0013289289,"about_ca_system_score_gemma":0.0018391152,"threshold_uncertainty_score":0.015233576},"labels":[],"label_agreement":null},{"id":"W2318054957","doi":"10.1080/08940886.2013.753778","title":"Inquiry for Inspiration: The Students on the Beamlines Program at the Canadian Light Source","year":2013,"lang":"en","type":"article","venue":"Synchrotron Radiation News","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Canadian Light Source (Canada)","funders":"Western Economic Diversification Canada","keywords":"CLs upper limits; Mandate; Inclusion (mineral); Resource (disambiguation); Medical education; Psychology; Computer science; Political science; Medicine; Optometry","score_opus":0.07435547475108913,"score_gpt":0.4029096402433317,"score_spread":0.3285541654922426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2318054957","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.28014952,0.003576481,0.0030706131,0.4000228,0.004570739,0.0010807966,0.0022124539,0.0009205991,0.30439594],"genre_scores_gemma":[0.5035075,0.002360559,0.0050396095,0.059024986,0.00036593564,0.0005100403,0.000664982,0.00078859134,0.4277378],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9902096,0.0029364827,0.00010054893,0.0006826264,0.002916674,0.0031540266],"domain_scores_gemma":[0.97780937,0.0013366807,0.00041227572,0.0005179808,0.0048390827,0.015084598],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008200407,0.00066285976,0.0007509009,0.0013846938,0.052618623,0.011178174,0.0039839423,0.0045545115,0.025556661],"category_scores_gemma":[0.009798096,0.0008193428,0.0005211671,0.0016707502,0.013519786,0.0033813529,0.009692476,0.009966457,0.004535419],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054304346,0.00032982815,0.005790856,0.00005923302,0.0000059732815,0.0009449748,0.34661922,0.000058280508,0.0010803499,0.012971932,0.6027086,0.02937647],"study_design_scores_gemma":[0.0000099103,0.00004294931,0.0039615557,0.00009539376,0.0000033236527,0.00017401256,0.26812503,0.00005142438,0.00028135793,0.0010255723,0.72618705,0.000042390595],"about_ca_topic_score_codex":0.79715574,"about_ca_topic_score_gemma":0.94569063,"teacher_disagreement_score":0.9264497,"about_ca_system_score_codex":0.07355026,"about_ca_system_score_gemma":0.14265151,"threshold_uncertainty_score":0.533647},"labels":[],"label_agreement":null},{"id":"W2319103443","doi":"10.1017/s1743921314012010","title":"Guideline Principles for Designing Astronomy Activities","year":2012,"lang":"en","type":"article","venue":"Proceedings of the International Astronomical Union","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Institute for Theoretical Astrophysics","funders":"","keywords":"Outreach; Guideline; Engineering ethics; Astronomy; Work (physics); Computer science; Psychology; Medical education; Engineering; Physics; Medicine; Political science","score_opus":0.07111813606319076,"score_gpt":0.3555289075735567,"score_spread":0.284410771510366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2319103443","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0047432496,0.0006020013,0.78268856,0.011429324,0.0006178598,0.017062435,0.0019122579,0.0038916478,0.17705263],"genre_scores_gemma":[0.018952066,0.00045778905,0.9451519,0.0015564663,0.000041629828,0.009515246,0.0009014638,0.0004851718,0.022938289],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98106545,0.007564824,0.0033379097,0.0016148037,0.0053278585,0.0010891029],"domain_scores_gemma":[0.9729268,0.007957435,0.0011971946,0.003797705,0.012591968,0.0015289732],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015633792,0.0021023473,0.0009474385,0.003540503,0.0044148327,0.008581707,0.005009809,0.00943387,0.022091944],"category_scores_gemma":[0.038852394,0.0024632213,0.0015603958,0.002786491,0.005630591,0.0056015626,0.0036419374,0.007437896,0.018497847],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013745979,0.0006135388,0.0016905369,0.0023449413,0.000039862174,0.0009265684,0.017496068,0.0061877733,0.007454934,0.7028089,0.107929036,0.15237038],"study_design_scores_gemma":[0.00018234587,0.00015656794,0.00095679355,0.0022377863,0.000054720407,0.00048388485,0.0045573283,0.0063878773,0.005256592,0.16389804,0.8157114,0.00011666775],"about_ca_topic_score_codex":0.016779015,"about_ca_topic_score_gemma":0.031786934,"teacher_disagreement_score":0.022091944,"about_ca_system_score_codex":0.003923017,"about_ca_system_score_gemma":0.013552597,"threshold_uncertainty_score":0.082680404},"labels":[],"label_agreement":null},{"id":"W2319196674","doi":"10.1103/physrevstper.10.010112","title":"Correlating student interest and high school preparation with learning and performance in an introductory university physics course","year":2014,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Mathematics education; License; Course (navigation); Concept inventory; Attribution; Citation; Final examination; Psychology; Physics; Library science; Computer science","score_opus":0.0952671731160703,"score_gpt":0.49020717313280326,"score_spread":0.39494000001673296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2319196674","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992149,0.000050818522,0.000045528763,0.000023255856,0.0000024556368,0.00000486192,0.00003386861,0.0000032980925,0.0006209374],"genre_scores_gemma":[0.99919814,0.000034003973,0.000056867684,0.0000072817425,0.0000044568555,0.0000038069154,0.000097441094,0.0000016111086,0.0005964876],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990484,0.000273684,0.00007923136,0.00012093212,0.0002738062,0.00020395884],"domain_scores_gemma":[0.9889409,0.0034582184,0.0030939993,0.00042523307,0.0015325876,0.0025490744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020370248,0.00024214695,0.0002945606,0.001106545,0.0003700192,0.0008974458,0.00042457102,0.00045942722,0.0029416098],"category_scores_gemma":[0.010992747,0.00012227902,0.00033083046,0.00077057106,0.00031172266,0.00032150213,0.00059180957,0.000808315,0.00087781413],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011465517,0.00045189686,0.993327,0.0000071408645,0.000032226864,0.000028009146,0.00016758851,0.00009126117,0.00027856918,0.00003382155,0.00008351235,0.0053843427],"study_design_scores_gemma":[0.0000022776185,0.0003275213,0.999102,0.0000019198721,0.0000069645153,0.000018736831,0.0001314772,0.00009499707,0.00015892835,0.000020829157,0.00013185729,0.0000025500817],"about_ca_topic_score_codex":0.0028849,"about_ca_topic_score_gemma":0.0028351343,"teacher_disagreement_score":0.0029416098,"about_ca_system_score_codex":0.00035570675,"about_ca_system_score_gemma":0.0004056225,"threshold_uncertainty_score":0.010772884},"labels":[],"label_agreement":null},{"id":"W2320363418","doi":"10.5539/ies.v9n4p99","title":"Characteristics of 15-Year-Old Students Predicting Scientific Literacy Skills in Turkey","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Literacy; Scientific literacy; Sample (material); Construct (python library); Medical education; Pedagogy; Science education; Chemistry; Medicine","score_opus":0.06287847435321514,"score_gpt":0.4872953957313087,"score_spread":0.42441692137809356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2320363418","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993117,0.000058915255,0.000017918359,0.00003375194,0.0000031804695,0.0000051898924,0.00014429883,0.0000016354302,0.00042334702],"genre_scores_gemma":[0.9993549,0.00005720675,0.000039626637,0.000013936602,0.0000021613046,0.0000059531376,0.00023658774,8.7277135e-7,0.00028874213],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99977535,0.00003321499,0.000034568577,0.00003700375,0.00006179594,0.000058158188],"domain_scores_gemma":[0.9990792,0.00013249413,0.00033268574,0.00003709907,0.00015269233,0.000265796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004585965,0.00019305405,0.00026720218,0.00088582514,0.00041537415,0.0007704433,0.00027288342,0.00047378815,0.0025869948],"category_scores_gemma":[0.0014721279,0.0001569023,0.00046129263,0.0006299462,0.00021272138,0.00030896338,0.00038939537,0.00052334723,0.0006163556],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027442522,0.0000927864,0.9975304,0.000008462195,0.000009462126,0.00006956701,0.00025133239,0.000034975285,0.00010595893,0.000022209457,0.0001428283,0.0017045456],"study_design_scores_gemma":[0.0000018277797,0.000102786646,0.998771,0.000008555842,0.000008221523,0.00006946446,0.00058870105,0.00015362691,0.000047132093,0.000018240682,0.00022723236,0.000003159985],"about_ca_topic_score_codex":0.0073514334,"about_ca_topic_score_gemma":0.0073089893,"teacher_disagreement_score":0.0073514334,"about_ca_system_score_codex":0.00033882467,"about_ca_system_score_gemma":0.0005259404,"threshold_uncertainty_score":0.014617264},"labels":[],"label_agreement":null},{"id":"W2331134791","doi":"10.1119/perc.2014.pr.026","title":"The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics","year":2015,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Scientific reasoning; Physics education; Mathematics education; Computer science; Engineering ethics; Physics; Psychology; Engineering","score_opus":0.1364507872064388,"score_gpt":0.5084258037884882,"score_spread":0.37197501658204946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2331134791","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99754024,0.000040247953,0.0003625452,0.00023596543,0.000018969444,0.00005777819,0.000009889954,0.0000143101215,0.0017200593],"genre_scores_gemma":[0.9982115,0.000048993235,0.000979676,0.00011752822,0.000013025507,0.0000805048,0.000018610088,0.0000061082283,0.0005242363],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99458176,0.0029316791,0.00022082723,0.0005738643,0.001138609,0.000553207],"domain_scores_gemma":[0.9647516,0.025749741,0.0031811972,0.0014759549,0.0011582092,0.00368319],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050410884,0.00036034262,0.00029852087,0.0003488438,0.0007289355,0.0012198427,0.00073176133,0.0008164941,0.00525636],"category_scores_gemma":[0.02667077,0.0001876902,0.000539367,0.00031347745,0.0010606489,0.0006244667,0.0009539161,0.0015850094,0.00046440557],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0107245445,0.119824894,0.32715565,0.0011794661,0.0005676879,0.00032092206,0.019571649,0.0021336477,0.035092458,0.002876983,0.0016030546,0.47894907],"study_design_scores_gemma":[0.0010973947,0.047144394,0.90929055,0.00025270233,0.0005830788,0.000131522,0.0055341665,0.0026563124,0.025224458,0.0021784385,0.0058389874,0.00006803317],"about_ca_topic_score_codex":0.0016394821,"about_ca_topic_score_gemma":0.0024459858,"teacher_disagreement_score":0.00525636,"about_ca_system_score_codex":0.0010341775,"about_ca_system_score_gemma":0.0021906318,"threshold_uncertainty_score":0.026660144},"labels":[],"label_agreement":null},{"id":"W2332971270","doi":"10.7459/wse/03.2.03","title":"Education Students’ Views Towards Science for Children: Canada, Zimbabwe, England Comparisons","year":2002,"lang":"en","type":"article","venue":"World studies in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Sociology; Mathematics education; Pedagogy; Psychology","score_opus":0.1632947639451147,"score_gpt":0.4833785146531089,"score_spread":0.3200837507079942,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2332971270","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97468454,0.0017612396,0.000026647656,0.003132368,0.000013782997,0.000023021545,0.0005268074,0.0000035936312,0.019827973],"genre_scores_gemma":[0.9937004,0.0012827619,0.000045975034,0.00022613199,0.000002985728,0.000015564096,0.00015727726,0.000005883165,0.004563018],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99735177,0.00025055918,0.000089907415,0.00010600565,0.00058776414,0.0016140147],"domain_scores_gemma":[0.99702924,0.00050414464,0.00036302378,0.000046896508,0.0010474641,0.0010093249],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011861422,0.0002458233,0.0004767383,0.00306862,0.010386089,0.005448499,0.00088712,0.00085853937,0.004756608],"category_scores_gemma":[0.0042779017,0.0002752505,0.00029179538,0.0073892386,0.0029700962,0.0011820259,0.0031200852,0.001978627,0.00022938683],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007905719,0.00013952375,0.44164914,0.0005470072,0.0001547295,0.0019639658,0.4554659,0.0005451958,0.0020219001,0.0345813,0.010932934,0.051207915],"study_design_scores_gemma":[0.000029297447,0.00004340462,0.73681825,0.00028846163,0.0000776364,0.00016369551,0.23617576,0.0001327362,0.00042996774,0.00049923855,0.0252904,0.000051148214],"about_ca_topic_score_codex":0.9918882,"about_ca_topic_score_gemma":0.9972983,"teacher_disagreement_score":0.04855429,"about_ca_system_score_codex":0.04855429,"about_ca_system_score_gemma":0.03868667,"threshold_uncertainty_score":0.35228765},"labels":[],"label_agreement":null},{"id":"W2337657492","doi":"","title":"Shifting Towards Inquiry-Orientated Learning in a High School Outreach Program","year":2015,"lang":"en","type":"article","venue":"Research Online (University of Wollongong)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Logbook; Syllabus; Outreach; Mathematics education; Session (web analytics); Quarter (Canadian coin); Medical education; Psychology; Pedagogy; Computer science; Medicine; Political science; World Wide Web","score_opus":0.3250855566219885,"score_gpt":0.5055465861290201,"score_spread":0.18046102950703163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2337657492","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977003,0.000017890916,0.0002738689,0.00012937057,0.000016526206,0.00035408363,0.0000150494925,0.000053903554,0.0014391633],"genre_scores_gemma":[0.99389076,0.000057947753,0.0026399451,0.00022076622,0.00001560202,0.00063331553,0.000059585313,0.000014085279,0.0024679226],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9932793,0.0032867736,0.00027231645,0.00076891115,0.0010666959,0.0013259847],"domain_scores_gemma":[0.97715557,0.0098412875,0.0020368882,0.0015112686,0.002010275,0.007444718],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005602702,0.00058627425,0.00070265576,0.00088413444,0.0020555651,0.0019203604,0.0011821745,0.0008581022,0.0040349686],"category_scores_gemma":[0.01901696,0.00044050865,0.00056123716,0.0005413151,0.0008888939,0.0008586776,0.0036890951,0.0018401343,0.0006481576],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0046798815,0.1397567,0.1093373,0.0017379223,0.00025194944,0.0013756688,0.10379896,0.0020114125,0.03604506,0.00083516544,0.0044620708,0.5957079],"study_design_scores_gemma":[0.0014029092,0.038734954,0.8681492,0.00034840303,0.00017820703,0.00022329779,0.05512837,0.0013887114,0.010467599,0.00070978707,0.023143869,0.00012467711],"about_ca_topic_score_codex":0.0035383706,"about_ca_topic_score_gemma":0.0075935265,"teacher_disagreement_score":0.005602702,"about_ca_system_score_codex":0.0017307254,"about_ca_system_score_gemma":0.003632354,"threshold_uncertainty_score":0.029630303},"labels":[],"label_agreement":null},{"id":"W2344240311","doi":"10.1109/isecon.2016.7457546","title":"It Lives! A STEAM-based in-class workshop for promotion of creative and innovation thinking","year":2016,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Creativity; Curriculum; Critical thinking; Class (philosophy); Promotion (chess); Mathematics education; Demographics; Formal learning; 21st century skills; Computational thinking; Creative thinking; Creative class; Computer science; Pedagogy; Psychology; Sociology; Political science; Artificial intelligence","score_opus":0.13952007088761073,"score_gpt":0.4289549309398269,"score_spread":0.2894348600522162,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2344240311","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68786645,0.00056581583,0.03979282,0.010015462,0.004388882,0.0034958161,0.0030183983,0.006168847,0.24468736],"genre_scores_gemma":[0.79318583,0.00047328675,0.056507096,0.001308676,0.0007234429,0.0017537809,0.002479112,0.00071336486,0.14285544],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993986,0.00021252775,0.00001613235,0.00008407916,0.00009764075,0.00019103808],"domain_scores_gemma":[0.99632,0.0003986157,0.00010277974,0.00026777567,0.00023461047,0.0026762907],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022561841,0.000736143,0.00035791713,0.00045053844,0.0026943474,0.0015190946,0.0014595704,0.00069263874,0.034134954],"category_scores_gemma":[0.001895698,0.00041563142,0.00052853505,0.00019692573,0.00091808644,0.0009321674,0.003695954,0.0017150717,0.006219149],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019719747,0.016905973,0.012586235,0.00061542104,0.00006914467,0.002050899,0.018635701,0.0010204428,0.04699576,0.004488568,0.5910165,0.30364347],"study_design_scores_gemma":[0.00074437965,0.0066100294,0.07294657,0.00033378144,0.00005164196,0.0010505898,0.017185992,0.0028734573,0.023849046,0.0048123808,0.8693976,0.0001445113],"about_ca_topic_score_codex":0.0024778906,"about_ca_topic_score_gemma":0.013947694,"teacher_disagreement_score":0.034134954,"about_ca_system_score_codex":0.00080243597,"about_ca_system_score_gemma":0.0025989125,"threshold_uncertainty_score":0.114192784},"labels":[],"label_agreement":null},{"id":"W2344480469","doi":"10.7202/1035522ar","title":"Intégration des TIC dans l’enseignement des sciences physiques au Maroc dans le cadre du programme GENIE : difficultés et obstacles","year":2013,"lang":"fr","type":"article","venue":"Revue internationale des technologies en pédagogie universitaire","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.08503763460565565,"score_gpt":0.3196852517095735,"score_spread":0.23464761710391785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2344480469","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7452983,0.0137856575,0.024320884,0.030990425,0.0013206298,0.00065825076,0.0003645503,0.00025723185,0.183004],"genre_scores_gemma":[0.9472016,0.0043771034,0.01055769,0.0023092586,0.00021171443,0.0004995061,0.0002392995,0.0001258684,0.034477975],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.98123884,0.008666618,0.0007046559,0.0014560767,0.0053819413,0.0025518972],"domain_scores_gemma":[0.97354364,0.009019614,0.0021577904,0.0017676852,0.007718678,0.0057925438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02127894,0.00057924195,0.0009317678,0.0023589109,0.006725155,0.009984305,0.0015467281,0.0015942461,0.010664598],"category_scores_gemma":[0.024613041,0.0003755843,0.0007503208,0.0035974,0.005204122,0.0040671895,0.008000772,0.0032158194,0.0019439667],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046008648,0.0006638546,0.09305953,0.0029289357,0.00018752016,0.0008884806,0.33224025,0.0012104406,0.0047953664,0.10177894,0.011149023,0.4506375],"study_design_scores_gemma":[0.000050388113,0.0006662484,0.20714644,0.0032016237,0.00019543277,0.00054550153,0.2736621,0.0015146645,0.002993264,0.022948353,0.48695624,0.00011975208],"about_ca_topic_score_codex":0.037926514,"about_ca_topic_score_gemma":0.06254712,"teacher_disagreement_score":0.037926514,"about_ca_system_score_codex":0.014923936,"about_ca_system_score_gemma":0.0346593,"threshold_uncertainty_score":0.11253512},"labels":[],"label_agreement":null},{"id":"W2383446664","doi":"","title":"Rethinking K-6 Scientific literacy: A Case Study of Using Science Books as Tool to Cultivate a Fundamental Sense of Scientific Literacy","year":2007,"lang":"en","type":"article","venue":"Journal of The Korean Association For Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scientific literacy; Reading (process); Literacy; Science education; Praxis; Science, technology, society and environment education; Pedagogy; Scientific misconceptions; Sociology of scientific knowledge; Critical literacy; Mathematics education; Nature of Science; Citizen journalism; Sociology; Psychology; Epistemology; Social science; Computer science; Political science","score_opus":0.06756632788103101,"score_gpt":0.44666751429900864,"score_spread":0.37910118641797763,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2383446664","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9878414,0.00027118952,0.0015469894,0.0016725827,0.000028933253,0.0001225635,0.00003239447,0.000026981568,0.008456895],"genre_scores_gemma":[0.98527205,0.0009900179,0.005805379,0.0004807979,0.000022330036,0.00014315141,0.00004556479,0.00005799726,0.007182756],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98877794,0.0076490813,0.00045237713,0.0006651778,0.0014197322,0.001035706],"domain_scores_gemma":[0.983567,0.011368453,0.001440188,0.0012298228,0.0009686039,0.0014259703],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008525,0.00075982476,0.0009616869,0.0020928623,0.012940058,0.005772666,0.0029014342,0.0050101033,0.002731941],"category_scores_gemma":[0.022948282,0.0010456498,0.00081892323,0.0020685685,0.0105199795,0.006626627,0.007408069,0.005832228,0.00077153475],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035007706,0.00038964357,0.0043501616,0.00015650749,0.000008719195,0.01276885,0.9683008,0.0000665509,0.0015648288,0.002577189,0.00046180238,0.0093199285],"study_design_scores_gemma":[0.00003356888,0.0004462566,0.0069892537,0.00032843134,0.00004511177,0.013236561,0.9313618,0.00047080562,0.004073374,0.0017295541,0.04120714,0.000078176556],"about_ca_topic_score_codex":0.009381713,"about_ca_topic_score_gemma":0.02779193,"teacher_disagreement_score":0.012940058,"about_ca_system_score_codex":0.0046852725,"about_ca_system_score_gemma":0.004221563,"threshold_uncertainty_score":0.045085073},"labels":[],"label_agreement":null},{"id":"W2394905104","doi":"10.1088/0031-9120/51/4/045009","title":"Helping secondary school students develop a conceptual understanding of refraction","year":2016,"lang":"en","type":"article","venue":"Physics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Essar Steel Algoma (Canada)","funders":"","keywords":"Mathematics education; Refraction; Secondary education; Concept learning; Science education; Pedagogy; Psychology; Physics; Optics","score_opus":0.15439980235099193,"score_gpt":0.43913929298581644,"score_spread":0.2847394906348245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2394905104","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87132907,0.00061189034,0.04005972,0.0027352239,0.00015504849,0.0004523558,0.00009495014,0.0008869349,0.08367476],"genre_scores_gemma":[0.89774364,0.0012582438,0.06708065,0.00065397617,0.000026455149,0.00021145325,0.00021054412,0.000085368134,0.032729633],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999231,0.00022221905,0.000048904418,0.00013375573,0.00023350427,0.00013066389],"domain_scores_gemma":[0.9969637,0.0013284559,0.00033598684,0.00026765626,0.00063515425,0.0004690826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013719427,0.00069571997,0.00052685005,0.0008897434,0.0014611906,0.0043928097,0.0010916818,0.0021457789,0.007215414],"category_scores_gemma":[0.006109341,0.0003689222,0.00059665146,0.0004193422,0.0014215438,0.0023903137,0.0025600672,0.0023583635,0.0029124885],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028021776,0.007714526,0.060055155,0.0016966019,0.000054648644,0.0036096307,0.20520215,0.0062955655,0.07576168,0.045586873,0.048644662,0.54509836],"study_design_scores_gemma":[0.00022958971,0.0031818277,0.053906657,0.0019668136,0.00016139718,0.005864576,0.12953117,0.018957255,0.061737586,0.0738034,0.650374,0.00028575925],"about_ca_topic_score_codex":0.0012662393,"about_ca_topic_score_gemma":0.002492424,"teacher_disagreement_score":0.007215414,"about_ca_system_score_codex":0.0010283941,"about_ca_system_score_gemma":0.0021171928,"threshold_uncertainty_score":0.024137974},"labels":[],"label_agreement":null},{"id":"W2395990511","doi":"10.1039/c6rp00062b","title":"Closing the gap between beliefs and practice: Change of pre-service chemistry teachers' orientations during a PCK-based NOS course","year":2016,"lang":"en","type":"article","venue":"Chemistry Education Research and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Earl Haig Secondary School","funders":"","keywords":"Mathematics education; Psychology; Nature of Science; Orientation (vector space); Chemistry; Chemistry education; Science education; Pedagogy; Enthusiasm; Mathematics; Social psychology","score_opus":0.23503573733922933,"score_gpt":0.540279269254666,"score_spread":0.30524353191543663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2395990511","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99610966,0.00006609625,0.00080205954,0.0006799601,0.00001666995,0.00007181505,0.0000070510596,0.000016795631,0.0022299192],"genre_scores_gemma":[0.99666315,0.00010834998,0.0018321624,0.00017049439,0.000006170008,0.000071153605,0.000010005718,0.0000102628655,0.0011281921],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9944674,0.0027844638,0.00019608205,0.0005855548,0.0009536898,0.0010127819],"domain_scores_gemma":[0.99215466,0.0037417084,0.0010599197,0.00067730295,0.00087421323,0.0014921811],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050747856,0.00032947544,0.00041707655,0.00063022814,0.004264169,0.0025061856,0.0014688623,0.0014591069,0.0023219315],"category_scores_gemma":[0.012608144,0.0004992942,0.00041984316,0.0005093378,0.006752933,0.0014928401,0.004316913,0.0026119172,0.0005016811],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027720386,0.0029200749,0.031843927,0.00032779132,0.000018189348,0.0028628474,0.86957806,0.00015969446,0.0103852805,0.0011961304,0.00071319286,0.07971756],"study_design_scores_gemma":[0.00008135936,0.0014439079,0.057857703,0.000249981,0.000031221367,0.0008215351,0.9173147,0.00045634352,0.005102838,0.0014390943,0.015131072,0.00007013362],"about_ca_topic_score_codex":0.0055862525,"about_ca_topic_score_gemma":0.014505966,"teacher_disagreement_score":0.0055862525,"about_ca_system_score_codex":0.004296939,"about_ca_system_score_gemma":0.005543397,"threshold_uncertainty_score":0.031176627},"labels":[],"label_agreement":null},{"id":"W2396612284","doi":"10.4324/9780203994986-9","title":"DEVELOPING A CONCEPTUAL FRAMEWORK","year":2005,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Computer science","score_opus":0.1681258422066674,"score_gpt":0.4640802424742567,"score_spread":0.29595440026758935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2396612284","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04075875,0.01396403,0.38964617,0.15111694,0.0033334626,0.0034059687,0.0010071509,0.0003681183,0.39639932],"genre_scores_gemma":[0.53201056,0.010009317,0.4124773,0.011154995,0.0007290858,0.0063006505,0.0013082097,0.00018821427,0.025821667],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9847466,0.011191261,0.0006354622,0.0010958569,0.001378863,0.0009519913],"domain_scores_gemma":[0.988974,0.0063892542,0.0006374449,0.0004386605,0.0022195736,0.0013410203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024563076,0.0013710056,0.0010666411,0.0075336415,0.009372137,0.018195607,0.0054276614,0.006365992,0.0080349855],"category_scores_gemma":[0.015432774,0.0006838614,0.0012316264,0.007155017,0.0232938,0.023087338,0.007978739,0.009405665,0.0019282455],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000068242116,0.00003202306,0.0003122833,0.00011973627,0.0000036929055,0.00017280049,0.03463617,0.00037322164,0.000062785955,0.9478825,0.005128107,0.01126999],"study_design_scores_gemma":[0.000027186175,0.00005710901,0.00039533872,0.0016216479,0.000009758466,0.0003088432,0.073257014,0.0031402304,0.000114879964,0.6238946,0.29713845,0.000035023484],"about_ca_topic_score_codex":0.0115873255,"about_ca_topic_score_gemma":0.0077591226,"teacher_disagreement_score":0.024563076,"about_ca_system_score_codex":0.018172992,"about_ca_system_score_gemma":0.017713344,"threshold_uncertainty_score":0.13185489},"labels":[],"label_agreement":null},{"id":"W2397719342","doi":"10.1177/2158244016649011","title":"First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction","year":2016,"lang":"en","type":"article","venue":"SAGE Open","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Self-efficacy; Psychology; Mathematics education; Set (abstract data type); Pedagogy; Social psychology; Computer science","score_opus":0.13362676509810437,"score_gpt":0.44330212689686715,"score_spread":0.30967536179876276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2397719342","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99905914,0.00008614882,0.00011579774,0.00010911169,0.0000069596017,0.000012898887,0.000024441093,0.0000074898912,0.00057798024],"genre_scores_gemma":[0.9967573,0.000107535925,0.00030516827,0.00007151532,0.0000036249164,0.000029455992,0.00009044023,0.000004864656,0.0026299949],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99827456,0.00037644527,0.00009010455,0.00024273724,0.0004859036,0.0005303077],"domain_scores_gemma":[0.99133205,0.0014617308,0.001752587,0.00065184606,0.0025014302,0.002300382],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003644501,0.00032686957,0.00057483715,0.0012770408,0.003598431,0.0037615967,0.0010824028,0.00091443985,0.0018697103],"category_scores_gemma":[0.0105837425,0.0006985888,0.00037362924,0.00048540032,0.0017050861,0.0017341155,0.0027329195,0.0036179207,0.00074777636],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017891351,0.002475595,0.6423031,0.00008065663,0.000021404863,0.0008341237,0.30699885,0.00011352626,0.00571686,0.0007872439,0.001209504,0.039280258],"study_design_scores_gemma":[0.000025073008,0.0019642315,0.65965354,0.00014038492,0.000021392216,0.0012078651,0.3172704,0.00038833002,0.0034546151,0.00046288272,0.015333818,0.00007738704],"about_ca_topic_score_codex":0.01307097,"about_ca_topic_score_gemma":0.028302735,"teacher_disagreement_score":0.01307097,"about_ca_system_score_codex":0.001635145,"about_ca_system_score_gemma":0.002257132,"threshold_uncertainty_score":0.02598977},"labels":[],"label_agreement":null},{"id":"W2398914934","doi":"","title":"Two Strategies for Encouraging Functional Relationships in Concept Maps","year":2006,"lang":"en","type":"book-chapter","venue":"Universidad de Costa Rica eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Focus (optics); Selection (genetic algorithm); Concept map; Task (project management); Force dynamics; Root (linguistics); Computer science; Artificial intelligence; Engineering; Linguistics; Systems engineering; Mechanical engineering","score_opus":0.08820620414046712,"score_gpt":0.3342258360329386,"score_spread":0.24601963189247147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2398914934","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24377337,0.0012112402,0.70091355,0.0033861233,0.000099743746,0.0016483034,0.00006188731,0.0013066569,0.04759906],"genre_scores_gemma":[0.54794633,0.0005572553,0.4458984,0.00031709895,0.00003637259,0.0016908945,0.000057424273,0.00009698108,0.0033991947],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98876023,0.008355017,0.00028318414,0.0006510664,0.0016807246,0.00026979903],"domain_scores_gemma":[0.9196882,0.07118381,0.0028747572,0.00325065,0.0021984351,0.0008041665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011347304,0.0012920911,0.00040306867,0.0017707101,0.0009377666,0.0030736758,0.0020530655,0.001508374,0.003649401],"category_scores_gemma":[0.05193479,0.00073212193,0.0006313966,0.0012670127,0.0042572524,0.006942418,0.004228892,0.0023138972,0.00046131047],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046083334,0.0010772421,0.0062478185,0.0033534719,0.000082188744,0.00045993808,0.089616425,0.0062746024,0.044585355,0.351274,0.00419139,0.4923767],"study_design_scores_gemma":[0.0007955159,0.0029225096,0.028017988,0.002506372,0.00036088587,0.002512663,0.048209433,0.052149825,0.08767826,0.61487055,0.15961452,0.00036156658],"about_ca_topic_score_codex":0.00048142025,"about_ca_topic_score_gemma":0.00087587285,"teacher_disagreement_score":0.011347304,"about_ca_system_score_codex":0.000983003,"about_ca_system_score_gemma":0.0015211065,"threshold_uncertainty_score":0.06001103},"labels":[],"label_agreement":null},{"id":"W2406247668","doi":"10.5539/ies.v9n6p32","title":"Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Formative assessment; Mathematics education; Class (philosophy); Representation (politics); Instructional design; Mental model; Computer science; Mental representation; Teaching method; Psychology; Cognition; Artificial intelligence; Cognitive science","score_opus":0.1328915625911137,"score_gpt":0.514718226226041,"score_spread":0.38182666363492734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2406247668","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9365776,0.00014434017,0.04915964,0.00020324519,0.00005785757,0.00066990464,0.00011771402,0.00096019235,0.012109514],"genre_scores_gemma":[0.83528745,0.00023593963,0.15517914,0.00012443334,0.000029523111,0.0008262211,0.00023733113,0.00007382465,0.008006295],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99956053,0.000114055976,0.000027171836,0.00010607802,0.00012936247,0.000062776184],"domain_scores_gemma":[0.99887294,0.0005677982,0.00012864907,0.000118270254,0.00010559147,0.00020677532],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052625657,0.00049562403,0.00036801328,0.0004247194,0.00021624756,0.00069999095,0.0008215702,0.0004142794,0.008407212],"category_scores_gemma":[0.0025904842,0.00016757523,0.00030463943,0.0002270646,0.0002033145,0.0005018141,0.0011935333,0.000700408,0.0009451016],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011544104,0.025621815,0.010500201,0.0010503691,0.00005434543,0.00021245485,0.0021938314,0.0041226866,0.14823313,0.0040394496,0.0028009668,0.80001634],"study_design_scores_gemma":[0.0044714217,0.0799944,0.22129247,0.0007257021,0.0009726886,0.0015510935,0.0022079146,0.0747061,0.48941916,0.0132468445,0.11118434,0.00022783599],"about_ca_topic_score_codex":0.0002869074,"about_ca_topic_score_gemma":0.00053195114,"teacher_disagreement_score":0.008407212,"about_ca_system_score_codex":0.00027530274,"about_ca_system_score_gemma":0.00096836156,"threshold_uncertainty_score":0.028124928},"labels":[],"label_agreement":null},{"id":"W243360747","doi":"10.1007/978-94-6209-638-7_7","title":"Transformational Leadership in Science Education","year":2014,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Transformational leadership; Curriculum; Pedagogy; Leadership studies; Process (computing); Political science; Mathematics education; Engineering ethics; Sociology; Psychology; Public relations; Leadership style; Engineering; Computer science","score_opus":0.16792169747451557,"score_gpt":0.34583089219042923,"score_spread":0.17790919471591365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W243360747","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0121305855,0.019552143,0.0035399278,0.0144187175,0.0009854584,0.00007573467,0.000028520797,0.00014349593,0.94912535],"genre_scores_gemma":[0.3401235,0.015886065,0.0024364374,0.0036533074,0.00029813003,0.000076506236,0.00006718054,0.00009153088,0.6373673],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99923575,0.00022732922,0.000009288154,0.000038486323,0.00022563156,0.0002635152],"domain_scores_gemma":[0.999655,0.00006384954,0.00001653567,0.000015651627,0.000121432575,0.00012745349],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007101321,0.00028832318,0.00013437861,0.0004258162,0.0043400526,0.0035512014,0.00048040642,0.00060125,0.009203847],"category_scores_gemma":[0.0005623962,0.00010935821,0.0001648509,0.0006059928,0.004268145,0.0009845378,0.001230823,0.0021698868,0.0019149173],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013476805,0.000059764734,0.00066554884,0.00019265007,0.0000043807977,0.00043735091,0.033305433,0.0003270507,0.000494571,0.6977132,0.14300045,0.123786084],"study_design_scores_gemma":[0.0000037501618,0.000015789945,0.0009954121,0.00014957057,0.000001164016,0.00010297124,0.0044829873,0.00011835448,0.00011668781,0.014660028,0.9793479,0.000005384332],"about_ca_topic_score_codex":0.10335395,"about_ca_topic_score_gemma":0.31832856,"teacher_disagreement_score":0.10335395,"about_ca_system_score_codex":0.011934337,"about_ca_system_score_gemma":0.013616186,"threshold_uncertainty_score":0.20550472},"labels":[],"label_agreement":null},{"id":"W2460931028","doi":"10.1109/educon.2016.7474574","title":"Pioneering STEM in undergraduate education: A course for pre-service teachers","year":2016,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Bachelor; Course (navigation); Engineering education; Service (business); Medical education; Mathematics education; Teacher education; Engineering ethics; Engineering management; Engineering; Political science; Psychology; Medicine","score_opus":0.07314627962353032,"score_gpt":0.42603949805387636,"score_spread":0.35289321843034605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2460931028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9407434,0.00029714382,0.0024447201,0.031509418,0.00034580182,0.00040360139,0.000026773618,0.00011217733,0.024116961],"genre_scores_gemma":[0.9611746,0.00047499407,0.007727925,0.003803854,0.00013832387,0.00024611765,0.000048774094,0.000036925485,0.026348427],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990392,0.00035555867,0.000023177048,0.000043121083,0.00014116372,0.0003978075],"domain_scores_gemma":[0.994467,0.00066094357,0.00024310811,0.00014646,0.00026270765,0.0042196554],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001973499,0.00022380332,0.00017599745,0.00022772346,0.013135518,0.002652516,0.0011029688,0.00199379,0.004753828],"category_scores_gemma":[0.0032887207,0.00024750552,0.00017772158,0.00022186164,0.0031601952,0.0014871336,0.0036499973,0.0040932237,0.0009137444],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017423932,0.0052754274,0.06929893,0.00042469645,0.0000066114703,0.006656311,0.594965,0.00033513168,0.023893477,0.02865699,0.071097575,0.19921556],"study_design_scores_gemma":[0.000055455,0.001510196,0.04595724,0.0002564355,0.00000904579,0.002101585,0.6341175,0.00040218155,0.005565713,0.0035470289,0.3064313,0.000046392663],"about_ca_topic_score_codex":0.0041898647,"about_ca_topic_score_gemma":0.034030125,"teacher_disagreement_score":0.013135518,"about_ca_system_score_codex":0.0034833,"about_ca_system_score_gemma":0.01501532,"threshold_uncertainty_score":0.025273204},"labels":[],"label_agreement":null},{"id":"W2467081459","doi":"10.20533/ijcdse.2042.6364.2011.0063","title":"Number and Content Variability of Instructive Examples Promote Structurebased Learning","year":2011,"lang":"en","type":"article","venue":"International Journal for Cross-Disciplinary Subjects in Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Content (measure theory); Mathematics education; Statistics; Mathematics; Mathematical analysis","score_opus":0.12068438693445878,"score_gpt":0.44966473597389317,"score_spread":0.3289803490394344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2467081459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99034435,0.000094947995,0.0079594385,0.00005817992,0.000010749299,0.00011964632,0.000016622806,0.00013109998,0.0012650463],"genre_scores_gemma":[0.9545756,0.00012245319,0.043902367,0.000044479428,0.000023795343,0.00022510113,0.00008386456,0.0000538388,0.00096852233],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982982,0.0006509137,0.00016938307,0.00032388748,0.00048093285,0.0000767663],"domain_scores_gemma":[0.9591585,0.032486606,0.003887052,0.0026898657,0.00080808904,0.00097004266],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013386466,0.00045950932,0.0005318294,0.00049104105,0.00020193025,0.0010114749,0.0010785274,0.000805431,0.0020998628],"category_scores_gemma":[0.027969796,0.00033138317,0.0002872257,0.00034858682,0.00044878424,0.00089874526,0.0013243759,0.0009027567,0.0003143834],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0051931133,0.013660453,0.048544172,0.0014419262,0.00020575066,0.0006489547,0.005592171,0.015875185,0.42872038,0.001996138,0.001153155,0.47696865],"study_design_scores_gemma":[0.0015568022,0.04195177,0.481006,0.0007004033,0.00069957285,0.0036067828,0.0023802798,0.07921969,0.3575124,0.013889124,0.017185304,0.00029187909],"about_ca_topic_score_codex":0.00018611074,"about_ca_topic_score_gemma":0.000424199,"teacher_disagreement_score":0.0020998628,"about_ca_system_score_codex":0.00027126505,"about_ca_system_score_gemma":0.0003203716,"threshold_uncertainty_score":0.0070795417},"labels":[],"label_agreement":null},{"id":"W2469943281","doi":"10.12973/eurasia.2016.1242a","title":"The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study","year":2016,"lang":"en","type":"article","venue":"Eurasia Journal of Mathematics Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Mathematics education; Osmosis; Diffusion; Psychology; Pedagogy; Computer science; Chemistry; Physics; Membrane; Thermodynamics","score_opus":0.04238434584846023,"score_gpt":0.39364129139344867,"score_spread":0.35125694554498843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2469943281","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9589818,0.0015954298,0.012309664,0.0071299593,0.00007020376,0.00028403688,0.0000453232,0.00005984967,0.019523753],"genre_scores_gemma":[0.9870997,0.0016088883,0.0077239554,0.0003197873,0.000024214842,0.0001348311,0.000023953142,0.000020600317,0.003044039],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98728263,0.009455666,0.00033242354,0.00066190213,0.0012591718,0.0010082436],"domain_scores_gemma":[0.98022527,0.014847285,0.0015749685,0.0010407702,0.0011135719,0.0011981181],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008963491,0.00070497545,0.00076352875,0.0022536307,0.007409341,0.00600893,0.0027187038,0.0036808532,0.0018453994],"category_scores_gemma":[0.014862985,0.00049017684,0.0006694219,0.0021933143,0.010271821,0.006642183,0.004985048,0.003215124,0.00038742702],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000078349876,0.0010734492,0.016357642,0.000509945,0.00002147878,0.009976077,0.90479445,0.00042186814,0.0017111335,0.0119451815,0.0017410155,0.051369365],"study_design_scores_gemma":[0.000033329874,0.00032435203,0.0072473567,0.0006841579,0.000027845708,0.004724498,0.93746465,0.0011412216,0.0025952458,0.0041986443,0.04150117,0.000057594574],"about_ca_topic_score_codex":0.004343042,"about_ca_topic_score_gemma":0.010190755,"teacher_disagreement_score":0.008963491,"about_ca_system_score_codex":0.005234949,"about_ca_system_score_gemma":0.003193113,"threshold_uncertainty_score":0.04740405},"labels":[],"label_agreement":null},{"id":"W2477702554","doi":"10.1007/978-3-319-66140-7_6","title":"Educational Models Based Upon Philosophy of Science","year":2017,"lang":"en","type":"book-chapter","venue":"Innovation and change in professional education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Conceptual change; Philosophy of science; Epistemology; Philosophy of computer science; Sociology; Computer science; Philosophy; Western philosophy","score_opus":0.25118262120399304,"score_gpt":0.4737430246528054,"score_spread":0.22256040344881234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2477702554","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0033065383,0.0045730863,0.06336263,0.009358429,0.00074838515,0.00005177554,0.000028933859,0.000114392635,0.91845584],"genre_scores_gemma":[0.45310947,0.014585933,0.05557004,0.004061741,0.0011983581,0.000480238,0.00012127366,0.00024083155,0.47063223],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9988003,0.00059823337,0.000033714532,0.00008953732,0.00040445273,0.00007380678],"domain_scores_gemma":[0.9989016,0.00068224646,0.000050165872,0.000109987144,0.00016374243,0.00009222306],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017372386,0.0008641639,0.0004006468,0.001401527,0.0014028697,0.004411849,0.0011235683,0.001766527,0.0070420196],"category_scores_gemma":[0.0015335104,0.0002599759,0.0005334177,0.0009126468,0.008288803,0.0047966396,0.0018692662,0.0052505266,0.0017409746],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[8.19725e-7,0.00000791259,0.000009990458,0.0000152370585,7.289812e-7,0.0000028381007,0.00021449891,0.0002128593,0.000017367876,0.99379444,0.0015138899,0.004209423],"study_design_scores_gemma":[0.0000049504274,0.000008360729,0.00004190483,0.00007777313,0.000002499584,0.000020591442,0.00015932297,0.001211655,0.00010568806,0.8755034,0.12286009,0.0000037852788],"about_ca_topic_score_codex":0.002273478,"about_ca_topic_score_gemma":0.0042889654,"teacher_disagreement_score":0.0070420196,"about_ca_system_score_codex":0.005577132,"about_ca_system_score_gemma":0.0045525446,"threshold_uncertainty_score":0.040465117},"labels":[],"label_agreement":null},{"id":"W2482892724","doi":"10.1007/978-3-319-39132-8_3","title":"The Ethical Subject of Science Education","year":2016,"lang":"en","type":"book-chapter","venue":"Springer briefs in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Subject (documents); Action (physics); Position (finance); Politics; Sociology; Engineering ethics; Political science; Pedagogy; Law; Engineering; Library science","score_opus":0.04085610217505549,"score_gpt":0.3961153446001939,"score_spread":0.3552592424251384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2482892724","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001267636,0.044783186,0.0041095456,0.0648886,0.007255886,0.000028387509,0.000020126552,0.000028156981,0.8776184],"genre_scores_gemma":[0.16642627,0.042112693,0.005852321,0.038564667,0.017095244,0.00024205365,0.00007746037,0.00020808024,0.72942114],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9967428,0.0019304181,0.000090172965,0.00020920802,0.00079439854,0.00023295793],"domain_scores_gemma":[0.9973078,0.001916281,0.00011241457,0.00018531078,0.000299539,0.00017872428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031688183,0.000657722,0.0004624184,0.0010833477,0.003447932,0.007485812,0.0006837001,0.0054346262,0.00851714],"category_scores_gemma":[0.005086432,0.00027952684,0.00032596773,0.0007783874,0.02141101,0.0056237094,0.002469634,0.010385589,0.00215514],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000013781249,0.000006127936,0.000016569855,0.000020365589,7.391726e-7,0.000011713012,0.00095483556,0.00003367374,0.000017759407,0.968393,0.024710566,0.0058332956],"study_design_scores_gemma":[0.0000035424525,0.0000048303955,0.00006361986,0.00020494491,0.0000010918042,0.000034924495,0.0006212397,0.00008548073,0.000032640437,0.53928024,0.45966336,0.00000415226],"about_ca_topic_score_codex":0.0028030707,"about_ca_topic_score_gemma":0.00477556,"teacher_disagreement_score":0.00851714,"about_ca_system_score_codex":0.0039643217,"about_ca_system_score_gemma":0.007236377,"threshold_uncertainty_score":0.028763294},"labels":[],"label_agreement":null},{"id":"W2485048426","doi":"10.1007/978-94-007-7009-6","title":"Uncertainty and Graphing in Discovery Work","year":2014,"lang":"en","type":"book","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Work (physics); Computer science; Data science; Management science; Engineering; Mechanical engineering","score_opus":0.04243682842863702,"score_gpt":0.3533383989384939,"score_spread":0.3109015705098569,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2485048426","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004028354,0.027603207,0.566747,0.011448587,0.001408259,0.00005845612,0.0002538119,0.0006710946,0.38778117],"genre_scores_gemma":[0.29870558,0.03566187,0.33220145,0.0020909372,0.002932442,0.00034221145,0.0007312674,0.0011523562,0.3261819],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99901724,0.00038619683,0.00004676716,0.00012904381,0.0003850296,0.000035662244],"domain_scores_gemma":[0.9949032,0.0042816107,0.00007463997,0.00044855537,0.00021515146,0.00007691388],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014934792,0.0006407449,0.00070367666,0.002039841,0.0014192632,0.0041098944,0.0010721816,0.0015245997,0.009705227],"category_scores_gemma":[0.0059266794,0.0005306547,0.0006153596,0.003474636,0.007371842,0.009889637,0.0018291702,0.0024445248,0.0022669425],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000030130002,0.0000036045901,0.000032669286,0.000039792714,0.000003674717,0.000011362522,0.00019584346,0.0016878729,0.000041180025,0.9560903,0.008438367,0.0334523],"study_design_scores_gemma":[7.5402e-7,8.033064e-7,0.000014915359,0.000013643693,0.0000010748977,0.000012988024,0.000034057663,0.0015394256,0.000045514254,0.97339535,0.024938755,0.0000027201436],"about_ca_topic_score_codex":0.0029427372,"about_ca_topic_score_gemma":0.0038518582,"teacher_disagreement_score":0.009705227,"about_ca_system_score_codex":0.0022896142,"about_ca_system_score_gemma":0.0014410184,"threshold_uncertainty_score":0.032467186},"labels":[],"label_agreement":null},{"id":"W2503113045","doi":"10.1117/12.2070519","title":"Light and optics conceptual evaluation findings from first year optometry students","year":2014,"lang":"en","type":"article","venue":"Proceedings of SPIE, the International Society for Optical Engineering/Proceedings of SPIE","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Optometry; Computer science; Geometrical optics; Optics; Medicine; Physics","score_opus":0.026897120348229907,"score_gpt":0.32678672593259567,"score_spread":0.2998896055843658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2503113045","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99734074,0.00008693203,0.00007852217,0.00007530799,0.0000075220737,0.00001804648,0.000047199894,0.0000059884783,0.002339811],"genre_scores_gemma":[0.9976042,0.00007968655,0.00009295367,0.00004433973,0.0000044091507,0.000017930493,0.00009363627,0.0000052925557,0.0020576338],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979049,0.00021505647,0.00015379216,0.00019939915,0.0010911828,0.00043562625],"domain_scores_gemma":[0.9889521,0.0021278597,0.002560329,0.0004099508,0.0035040833,0.0024456342],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018729914,0.00041771636,0.00050883996,0.001975556,0.0006409364,0.0019330141,0.0004871336,0.0006288904,0.0042587747],"category_scores_gemma":[0.010075966,0.00020613807,0.00068681163,0.00083505886,0.0011297356,0.0007685393,0.0018093833,0.0013847055,0.00085540663],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033576414,0.0018314732,0.902305,0.00021991103,0.000045491663,0.00067891803,0.018815577,0.0004194171,0.010320268,0.00045857354,0.0028389208,0.061730567],"study_design_scores_gemma":[0.000012822504,0.0013933113,0.9806687,0.00004316771,0.000022227572,0.00067141274,0.010468962,0.0002967633,0.0026610713,0.00020608543,0.0035228007,0.00003264336],"about_ca_topic_score_codex":0.0031284809,"about_ca_topic_score_gemma":0.0039506233,"teacher_disagreement_score":0.0042587747,"about_ca_system_score_codex":0.00087820133,"about_ca_system_score_gemma":0.00096033956,"threshold_uncertainty_score":0.01424706},"labels":[],"label_agreement":null},{"id":"W2507969766","doi":"10.1080/14926150109556482","title":"Visitor perspectives on the nature and practice of science: Challenging beliefs through<i>a question of truth</i>","year":2001,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Ontario Science Centre; University of Toronto","funders":"","keywords":"Visitor pattern; Context (archaeology); Sociology; Epistemology; Science studies; Outline of social science; Nature of Science; Exhibition; Politics; Social science education; Science education; Social science; Political science; Geography; Pedagogy; Visual arts; Art; Law; Philosophy","score_opus":0.023521817555623305,"score_gpt":0.37354795275188263,"score_spread":0.3500261351962593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2507969766","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.39522228,0.004634146,0.0046001705,0.41969186,0.0011298793,0.000038447797,0.0001414717,0.00005679751,0.17448483],"genre_scores_gemma":[0.98489743,0.00081882253,0.0003453161,0.0073420657,0.00020077881,0.0000176002,0.00002491949,0.000038912134,0.006314112],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98465735,0.011668775,0.00026479192,0.00057923165,0.0010568283,0.00177306],"domain_scores_gemma":[0.97702026,0.014587583,0.001764357,0.0010045853,0.001891731,0.0037314696],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.010989917,0.00040309227,0.00058519654,0.0015421787,0.023676053,0.01904896,0.0019871376,0.011211607,0.0054402654],"category_scores_gemma":[0.0155546125,0.0005417046,0.000594896,0.0022619932,0.053483512,0.013111994,0.010636296,0.016792204,0.00039935624],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034122026,0.00001821279,0.0013644315,0.00003618058,0.000009709542,0.0003652078,0.8427085,0.00005716527,0.0001908277,0.14754443,0.0056938636,0.0019773275],"study_design_scores_gemma":[0.000009327669,0.000024320047,0.0012149035,0.0001391586,0.0000101455025,0.0003053963,0.8826618,0.0001559921,0.00013853624,0.027069794,0.0882433,0.000027306809],"about_ca_topic_score_codex":0.065984696,"about_ca_topic_score_gemma":0.082220204,"teacher_disagreement_score":0.97632396,"about_ca_system_score_codex":0.011379773,"about_ca_system_score_gemma":0.008971787,"threshold_uncertainty_score":0.13120127},"labels":[],"label_agreement":null},{"id":"W2508480583","doi":"10.1139/cjp-2016-0308","title":"Developing of an instrument for assessing students’ data analysis skills in the undergraduate physics laboratory","year":2016,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cronbach's alpha; Physics; Context (archaeology); Test (biology); Mathematics education; Physics education; Medical education; Survey instrument; Psychology; Medicine; Psychometrics; Applied psychology","score_opus":0.15580395494808305,"score_gpt":0.4468800784342438,"score_spread":0.29107612348616074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2508480583","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7424319,0.00034439252,0.2179564,0.0011493136,0.00034907277,0.020070499,0.0010348875,0.0022885087,0.014375015],"genre_scores_gemma":[0.39256278,0.00025485814,0.58903825,0.0003166419,0.00004240498,0.014490393,0.0009822752,0.00011942643,0.002192939],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98633134,0.0068475627,0.0017404185,0.0007981283,0.0035729432,0.00070966827],"domain_scores_gemma":[0.9293906,0.035908867,0.004429787,0.0035956034,0.024361784,0.0023133378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.033058636,0.00077369483,0.00072448945,0.0034494938,0.0008074343,0.0018896331,0.0012831368,0.00086324057,0.001490725],"category_scores_gemma":[0.07329733,0.00070154766,0.00089360867,0.0011260938,0.0007803984,0.002198057,0.0020071866,0.0017302361,0.0011431915],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00043221898,0.0033888037,0.27865574,0.0008842086,0.000110769884,0.00019493353,0.013850291,0.0020841132,0.035867736,0.0040513594,0.0076144063,0.65286535],"study_design_scores_gemma":[0.00073236856,0.01481283,0.7302969,0.0015204161,0.00022546398,0.001253805,0.025822865,0.047718685,0.083713435,0.007634673,0.08571276,0.0005557567],"about_ca_topic_score_codex":0.0011081509,"about_ca_topic_score_gemma":0.0011408351,"teacher_disagreement_score":0.033058636,"about_ca_system_score_codex":0.0015641251,"about_ca_system_score_gemma":0.0061197006,"threshold_uncertainty_score":0.17483282},"labels":[],"label_agreement":null},{"id":"W2509242415","doi":"10.1080/14926150409556599","title":"Students’ attitudes towards science: A long‐term perspective","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Science education; Psychology; Mathematics education; Term (time); Pedagogy","score_opus":0.03465684219323812,"score_gpt":0.4117556111965848,"score_spread":0.3770987690033467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2509242415","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99225146,0.00033638102,0.000041928022,0.0020849048,0.000035363144,0.000004740429,0.000047383703,0.0000022938634,0.005195526],"genre_scores_gemma":[0.9977289,0.00023026185,0.00001635122,0.00026135021,0.000020570924,0.0000046764185,0.000043523076,0.0000018842434,0.0016926636],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99783295,0.00047011682,0.0000960599,0.00013248542,0.00076210726,0.00070624636],"domain_scores_gemma":[0.98551404,0.0021666568,0.0027985673,0.00021635606,0.0041933474,0.005111058],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036974996,0.00020421055,0.00036194944,0.0016084388,0.0032444643,0.0052900915,0.0007180051,0.0018547676,0.003854503],"category_scores_gemma":[0.008090469,0.00017673941,0.00049448444,0.0013905307,0.002892956,0.0027958478,0.0021712696,0.0036154462,0.00067189167],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038160043,0.0018040208,0.8451105,0.000107501786,0.00009097492,0.0011016616,0.11020896,0.00024199669,0.0018701063,0.0043610698,0.0022712867,0.03245034],"study_design_scores_gemma":[0.0000143167845,0.00094215944,0.82396543,0.0001218534,0.00006140207,0.0002581519,0.1610088,0.00028089312,0.000746586,0.0010296232,0.011494595,0.00007619474],"about_ca_topic_score_codex":0.030310865,"about_ca_topic_score_gemma":0.053454358,"teacher_disagreement_score":0.030310865,"about_ca_system_score_codex":0.0028992184,"about_ca_system_score_gemma":0.0026663013,"threshold_uncertainty_score":0.06026888},"labels":[],"label_agreement":null},{"id":"W2509896337","doi":"10.1080/14926150509556653","title":"A reply to Roth","year":2005,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Situated; Argument (complex analysis); Humanities; Normative; Sociology; Philosophy; Epistemology; Ethnomethodology","score_opus":0.028027981255625924,"score_gpt":0.35346466795093395,"score_spread":0.325436686695308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2509896337","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000054799937,0.002413619,0.00004107196,0.9786921,0.017472913,0.000001200654,0.000009885446,0.0000059132985,0.001308388],"genre_scores_gemma":[0.0024017303,0.00085592235,0.00009081291,0.977689,0.0136575075,0.000008489906,0.0000066056114,0.000031204083,0.0052586636],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9845879,0.0046454594,0.0008796104,0.003589702,0.004367957,0.001929354],"domain_scores_gemma":[0.9437034,0.03513642,0.0027414423,0.003163611,0.009879934,0.005375172],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016772674,0.0013845849,0.002606354,0.001984878,0.009606585,0.013931656,0.0043575447,0.06301157,0.01850808],"category_scores_gemma":[0.10492236,0.0009458894,0.0016068675,0.0020117431,0.022837188,0.019038133,0.008737046,0.08000167,0.008753515],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014356925,0.000004655427,0.000055136006,0.000029226267,0.000010047278,0.000053518193,0.0002681806,0.0000135095715,0.000017782451,0.029170064,0.9685148,0.0018486505],"study_design_scores_gemma":[0.00005749806,0.00001451904,0.00029747203,0.00046810566,0.000027379054,0.00018605207,0.0017826344,0.000057432135,0.00010565824,0.05325608,0.94367945,0.000067822584],"about_ca_topic_score_codex":0.015114834,"about_ca_topic_score_gemma":0.019873017,"teacher_disagreement_score":0.06301157,"about_ca_system_score_codex":0.00944329,"about_ca_system_score_gemma":0.013436186,"threshold_uncertainty_score":0.08870345},"labels":[],"label_agreement":null},{"id":"W2513177742","doi":"10.1080/14926150409556603","title":"Educating for citizenship: Reappraising the role of science education","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":89,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université Laval; University of Victoria","funders":"","keywords":"Scientific literacy; CONTEST; Framing (construction); Citizenship; Democracy; Sociology; Literacy; Science education; Argument (complex analysis); Science, technology, society and environment education; Political science; Ethnography; Engineering ethics; Social science; Environmental ethics; Epistemology; Pedagogy; Law; Politics; Engineering","score_opus":0.026972969275613868,"score_gpt":0.3560444698160893,"score_spread":0.3290715005404754,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2513177742","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.066139445,0.07569891,0.010059449,0.6189312,0.0046087923,0.00006615169,0.00004360392,0.000110620866,0.22434188],"genre_scores_gemma":[0.9083757,0.03857983,0.0066748615,0.0306698,0.0013912426,0.00007864484,0.000026736285,0.00008879391,0.014114425],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9937065,0.0033183065,0.00011209018,0.00035169002,0.0011488657,0.001362637],"domain_scores_gemma":[0.98150164,0.010907631,0.0006409432,0.0009537088,0.002661318,0.003334636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014868886,0.000464493,0.0006598777,0.0020007894,0.00941371,0.014771363,0.0026737712,0.0063004163,0.0068309004],"category_scores_gemma":[0.014302806,0.00027981025,0.0005043044,0.001685468,0.0447195,0.015359484,0.00987668,0.0072474396,0.00056428683],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004598985,0.00016468014,0.0036931797,0.00060239213,0.000027460776,0.00027133717,0.1095218,0.0003111964,0.00024696498,0.5928113,0.038153213,0.25415045],"study_design_scores_gemma":[0.000029202958,0.00007906583,0.005396287,0.0020898837,0.00004677005,0.0002693667,0.11048222,0.00041720728,0.00044794183,0.31453916,0.5661434,0.000059426442],"about_ca_topic_score_codex":0.106605545,"about_ca_topic_score_gemma":0.21881676,"teacher_disagreement_score":0.106605545,"about_ca_system_score_codex":0.0137149,"about_ca_system_score_gemma":0.055638846,"threshold_uncertainty_score":0.21197003},"labels":[],"label_agreement":null},{"id":"W2513876902","doi":"10.1080/14926150209556497","title":"Taking science education beyond schooling","year":2002,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Praxis; Perspective (graphical); Citizenship; Science education; Scientific literacy; Sociology; Engineering ethics; Literacy; Epistemology; Pedagogy; Mathematics education; Political science; Computer science; Psychology; Engineering; Law","score_opus":0.03837819055928231,"score_gpt":0.34682383520844007,"score_spread":0.30844564464915775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2513876902","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12562388,0.0033063837,0.0016403041,0.26877162,0.0032365937,0.00006285793,0.00012464164,0.00015608789,0.59707755],"genre_scores_gemma":[0.76147413,0.001496273,0.0017774876,0.028183034,0.00046862388,0.00005642681,0.00009861557,0.00008592081,0.20635937],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9961909,0.00070325553,0.000085526866,0.00050825765,0.0010179491,0.0014941072],"domain_scores_gemma":[0.98963284,0.0009793898,0.00034011505,0.0004229503,0.0012183728,0.0074062864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033087928,0.00045318637,0.0005761467,0.0012255856,0.024327857,0.011866152,0.0011518669,0.00565252,0.030165082],"category_scores_gemma":[0.0071508014,0.00036513843,0.0006991669,0.0008839116,0.009115687,0.00789449,0.010132889,0.008220347,0.004599414],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007210699,0.00066102145,0.011250495,0.00016042015,0.000034240707,0.00083563494,0.06368993,0.0002908116,0.002077952,0.6522164,0.11935129,0.1493597],"study_design_scores_gemma":[0.000035695826,0.000121626435,0.012039388,0.00029917547,0.000036300335,0.00016336031,0.04379546,0.00011807633,0.0012632557,0.16013867,0.7819323,0.00005666948],"about_ca_topic_score_codex":0.20021965,"about_ca_topic_score_gemma":0.40651974,"teacher_disagreement_score":0.20021965,"about_ca_system_score_codex":0.016793683,"about_ca_system_score_gemma":0.06973455,"threshold_uncertainty_score":0.39810842},"labels":[],"label_agreement":null},{"id":"W2514113299","doi":"10.1080/14926150409556631","title":"Forme scolaire, éducation aux sciences et pratique de la critique","year":2004,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Humanities; Political science; Sociology; Art","score_opus":0.03892815919385281,"score_gpt":0.41281268477998595,"score_spread":0.37388452558613317,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2514113299","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017998477,0.065012425,0.012343449,0.22596571,0.0027642108,0.000049049846,0.00010465183,0.000100131634,0.6756619],"genre_scores_gemma":[0.8064767,0.018063141,0.005426475,0.010504298,0.0034834608,0.00016762072,0.000074388976,0.00020295924,0.15560097],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99524,0.0027197564,0.000119236676,0.0004165259,0.0010576394,0.0004468562],"domain_scores_gemma":[0.99374264,0.004157965,0.0002659162,0.0004178905,0.0011793654,0.00023611276],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00555756,0.0007601503,0.0008070505,0.0033321306,0.011667634,0.011746598,0.0015200011,0.007454618,0.00873591],"category_scores_gemma":[0.014697258,0.00038899077,0.0005202266,0.0030183927,0.053223122,0.0068157744,0.0033655856,0.009693634,0.001071696],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005077946,0.0000031024288,0.000060720977,0.000021115575,0.0000016615276,0.000041871408,0.0048239427,0.00004480637,0.000030918563,0.98721504,0.0052888314,0.002462868],"study_design_scores_gemma":[0.000027030555,0.000011254469,0.0004590396,0.00019109731,0.000007012152,0.00026418714,0.005057238,0.00031268588,0.00016227431,0.54715466,0.4463364,0.000017130227],"about_ca_topic_score_codex":0.16376093,"about_ca_topic_score_gemma":0.14803083,"teacher_disagreement_score":0.16376093,"about_ca_system_score_codex":0.020298861,"about_ca_system_score_gemma":0.016424226,"threshold_uncertainty_score":0.32561547},"labels":[],"label_agreement":null},{"id":"W2515340580","doi":"10.1080/14926150409556598","title":"A long‐term study of students’ explanations of transformations of matter","year":2004,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Philosophy","score_opus":0.03172515682199573,"score_gpt":0.37249213844719375,"score_spread":0.34076698162519803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2515340580","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99866045,0.00004634733,0.00012522313,0.000106897896,0.0000071995823,0.000015783344,0.00002705448,0.000007823648,0.0010032787],"genre_scores_gemma":[0.9966691,0.000055701676,0.00022355057,0.00005788093,0.000005923819,0.0000460712,0.0001250004,0.00001193533,0.0028048242],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9972677,0.0011457814,0.00017105068,0.00035475258,0.0008265443,0.00023404151],"domain_scores_gemma":[0.9016022,0.06504755,0.01106548,0.0070284107,0.011395068,0.003861328],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005404605,0.00044362238,0.0006411206,0.0016348105,0.0024592492,0.0042062285,0.002258522,0.002845171,0.0052804975],"category_scores_gemma":[0.08770538,0.0006636003,0.0005505313,0.0011952342,0.002474295,0.0029240435,0.0034458337,0.0038483925,0.001206341],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012705139,0.0060527627,0.39964417,0.00022120889,0.00020459013,0.0014274108,0.5308627,0.00088629493,0.006283951,0.0026430914,0.002067666,0.048435748],"study_design_scores_gemma":[0.00030535093,0.0037294484,0.6244017,0.00024230506,0.00020236091,0.0013774695,0.3199149,0.0069770487,0.0068675308,0.0046046963,0.031035444,0.00034167332],"about_ca_topic_score_codex":0.007812983,"about_ca_topic_score_gemma":0.010729224,"teacher_disagreement_score":0.007812983,"about_ca_system_score_codex":0.0022442108,"about_ca_system_score_gemma":0.0015067883,"threshold_uncertainty_score":0.028582633},"labels":[],"label_agreement":null},{"id":"W2516068509","doi":"10.1080/14926150309556560","title":"An inquiry into the integration of indigenous knowledges and skills in the Kenyan secondary science curriculum: A case of human health knowledge1","year":2003,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Government of the Republic of Kenya","keywords":"Syllabus; Curriculum; Kenya; Indigenous; Curriculum development; Pedagogy; Sociology; Medical education; Political science; Medicine; Biology; Ecology","score_opus":0.032558332781094594,"score_gpt":0.40534037720930816,"score_spread":0.37278204442821355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2516068509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8543009,0.00039628003,0.0015909736,0.009980294,0.000031665524,0.000080038735,0.0000148492445,0.000010304475,0.13359474],"genre_scores_gemma":[0.99384564,0.00017076035,0.0007177408,0.0003359078,0.0000054964685,0.000019514868,0.0000048559764,0.0000056061117,0.0048944964],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963517,0.0019373591,0.000060229937,0.00021352328,0.00040257757,0.0010346316],"domain_scores_gemma":[0.99600226,0.0025977953,0.00032578388,0.00018254788,0.00028435545,0.0006071696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006136992,0.0003317859,0.0003482613,0.0015994885,0.034741517,0.0070369295,0.002225817,0.0034767385,0.0049278154],"category_scores_gemma":[0.007816055,0.00053412566,0.00029061045,0.0016336994,0.031249769,0.006857037,0.010856296,0.0046695997,0.00022730199],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013616814,0.00007633595,0.0030798456,0.000036749512,0.0000023732737,0.0019317076,0.91803175,0.000058901114,0.00045696512,0.07103292,0.0005098291,0.0047689555],"study_design_scores_gemma":[0.0000061267992,0.000033216944,0.0038967861,0.0001324619,0.000006134271,0.0006589465,0.96306,0.00016256278,0.00031645136,0.00793836,0.023777023,0.000011910014],"about_ca_topic_score_codex":0.0879494,"about_ca_topic_score_gemma":0.2007382,"teacher_disagreement_score":0.0879494,"about_ca_system_score_codex":0.010052245,"about_ca_system_score_gemma":0.014853242,"threshold_uncertainty_score":0.17487496},"labels":[],"label_agreement":null},{"id":"W2518431725","doi":"10.1080/14926150209556513","title":"Literacy and Scientific Literacy: A Response to Fensham","year":2002,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Analogy; Scientific literacy; Curriculum; Literacy; Reading (process); Parallels; Mathematics education; Critical literacy; Information literacy; Pedagogy; Sociology; Psychology; Science education; Epistemology; Linguistics; Engineering; Philosophy","score_opus":0.03147191222669023,"score_gpt":0.35555451357241785,"score_spread":0.32408260134572764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2518431725","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011704832,0.0023422448,0.00004890674,0.9903594,0.0052537248,0.000005490414,0.000017533454,0.0000041792537,0.00079802977],"genre_scores_gemma":[0.01603106,0.0023804717,0.00016280958,0.97160125,0.006937412,0.000037811005,0.000019194698,0.00004063328,0.002789284],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9912635,0.0030465913,0.0006880639,0.0015218277,0.002188513,0.0012914925],"domain_scores_gemma":[0.92478764,0.056773506,0.0023401484,0.001298216,0.008772562,0.0060279192],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014438262,0.00096871256,0.0017969086,0.002418523,0.019663071,0.010692442,0.0037088771,0.05369702,0.009547668],"category_scores_gemma":[0.06792418,0.0009990742,0.0013979699,0.0030055442,0.014528688,0.015588373,0.010904271,0.055079345,0.0018125328],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010765481,0.00010024623,0.0028540667,0.00023487436,0.00003470895,0.0008654194,0.03937509,0.000060816445,0.00019177019,0.0220215,0.9184649,0.015688913],"study_design_scores_gemma":[0.00016758275,0.00007322216,0.0054630116,0.0015423385,0.00007082237,0.0010576133,0.11677426,0.0002417294,0.0005427274,0.024856156,0.8490107,0.00019983655],"about_ca_topic_score_codex":0.03709102,"about_ca_topic_score_gemma":0.05147861,"teacher_disagreement_score":0.05369702,"about_ca_system_score_codex":0.010722201,"about_ca_system_score_gemma":0.022329688,"threshold_uncertainty_score":0.07779539},"labels":[],"label_agreement":null},{"id":"W2521373146","doi":"","title":"LA FORMATION D'ENSEIGNANTS QUALIFIÉS EN SCIENCES: UNE SOLUTION ORIGINALE FONDÉE SUR LA COOPÉRATION ENTRE FACULTÉS","year":2003,"lang":"fr","type":"article","venue":"McGill Journal of Education / Revue des sciences de l'éducation de McGill","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"","keywords":"Humanities; Christian ministry; Political science; Library science; Sociology; Philosophy; Computer science","score_opus":0.372586540039524,"score_gpt":0.4842906523757758,"score_spread":0.11170411233625177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2521373146","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004739197,0.015605983,0.0063417796,0.8724199,0.06049193,0.000121067016,0.000095249874,0.00011393722,0.040070876],"genre_scores_gemma":[0.19967774,0.035170007,0.03301227,0.270317,0.06852703,0.00056823035,0.00032698773,0.00044744843,0.39195338],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.98418784,0.004218443,0.0008731997,0.0016396794,0.0066851554,0.0023956967],"domain_scores_gemma":[0.96918184,0.007182424,0.0019342749,0.0012430542,0.013493091,0.0069652926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01859368,0.0007399547,0.0008013165,0.0011917464,0.009895587,0.015664626,0.0024832378,0.008892835,0.014772562],"category_scores_gemma":[0.036879227,0.0004402387,0.00087093696,0.0011620584,0.011673992,0.007916776,0.0074413223,0.010750701,0.003746693],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007165039,0.00007432776,0.0015451967,0.0005488832,0.000027142074,0.0007215752,0.014741148,0.00021327712,0.00066417595,0.24219204,0.66627884,0.07292168],"study_design_scores_gemma":[0.000016510976,0.000023330798,0.0007703075,0.000270989,0.000010836613,0.00019799222,0.004770493,0.000121779194,0.00018649148,0.010378257,0.98322695,0.000026163565],"about_ca_topic_score_codex":0.04942062,"about_ca_topic_score_gemma":0.07763341,"teacher_disagreement_score":0.98235846,"about_ca_system_score_codex":0.017641522,"about_ca_system_score_gemma":0.04799091,"threshold_uncertainty_score":0.12799883},"labels":[],"label_agreement":null},{"id":"W2521420901","doi":"10.5539/jel.v6n1p1","title":"The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Test (biology); Significant difference; Achievement test; Chemistry; Chemistry education; Control (management); Social psychology; Mathematics; Standardized test; Computer science; Statistics","score_opus":0.03412112450108274,"score_gpt":0.3794493598686233,"score_spread":0.3453282353675406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2521420901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99912506,0.00006010311,0.00008299989,0.00002233013,0.0000062312934,0.000025720507,0.00001130953,0.0000046889772,0.0006615742],"genre_scores_gemma":[0.9978917,0.00014975326,0.00062545214,0.000030497486,0.00001206456,0.00006530441,0.000044839133,0.0000019248955,0.0011785001],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99894255,0.00037442605,0.00007006212,0.00013001308,0.00028756252,0.0001953668],"domain_scores_gemma":[0.99522394,0.0019425893,0.001064108,0.00023163203,0.0003474181,0.0011903502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009826145,0.0004180761,0.0004413444,0.00038389515,0.00030312393,0.0006415707,0.00026492297,0.00043022007,0.0024184447],"category_scores_gemma":[0.004000048,0.0001419527,0.0004631794,0.00019895175,0.00026730206,0.0002723363,0.0005280486,0.0006681535,0.000319679],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0087891845,0.1275893,0.48231336,0.0010299957,0.0004421047,0.0008750235,0.00758501,0.00083510054,0.052626085,0.00060088973,0.00081171386,0.3165022],"study_design_scores_gemma":[0.00021142222,0.029056996,0.95956004,0.000066413166,0.00015779,0.00014549083,0.0019850202,0.0005071965,0.006291123,0.00023124124,0.0017519011,0.00003547999],"about_ca_topic_score_codex":0.00033461113,"about_ca_topic_score_gemma":0.00047331775,"teacher_disagreement_score":0.0024184447,"about_ca_system_score_codex":0.00016462345,"about_ca_system_score_gemma":0.00035333214,"threshold_uncertainty_score":0.008090556},"labels":[],"label_agreement":null},{"id":"W2524715080","doi":"10.20343/teachlearninqu.4.2.10","title":"Representational Technologies and Learner Problem-Solving Strategies in Chemistry","year":2016,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Mount Royal University","keywords":"Phenomenography; Variety (cybernetics); Computer science; Resource (disambiguation); Mathematics education; Cognitive science; Management science; Psychology; Artificial intelligence; Engineering","score_opus":0.06008432300032194,"score_gpt":0.3956969242335379,"score_spread":0.33561260123321596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2524715080","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9663807,0.00051212386,0.013018242,0.0011369357,0.000011164977,0.000063634296,0.000016288677,0.000042946966,0.01881791],"genre_scores_gemma":[0.99253523,0.0004663736,0.0038842186,0.00009246398,0.0000033490262,0.00004854129,0.000014036601,0.00001914489,0.0029366673],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99394447,0.004389936,0.00016065047,0.00033053904,0.0008477485,0.0003265903],"domain_scores_gemma":[0.98997366,0.008490118,0.0006288928,0.00026784273,0.00037130713,0.00026827477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057246666,0.00033662052,0.00032032086,0.0010024351,0.0013040246,0.005809562,0.00078160956,0.0011126164,0.0022924764],"category_scores_gemma":[0.018262504,0.00025888882,0.00028674278,0.0006799887,0.004672692,0.0038796545,0.003369875,0.0015303334,0.0003501075],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054982407,0.00045788335,0.014923216,0.00031352433,0.000022166183,0.00053028495,0.8949943,0.0010160592,0.004638548,0.026173143,0.00054911454,0.056326862],"study_design_scores_gemma":[0.000064713204,0.0007978903,0.01835921,0.0006214569,0.00004768,0.0023477303,0.85870194,0.006625574,0.009907937,0.035482597,0.06693448,0.00010876436],"about_ca_topic_score_codex":0.00087686157,"about_ca_topic_score_gemma":0.00075506954,"teacher_disagreement_score":0.005809562,"about_ca_system_score_codex":0.0011564168,"about_ca_system_score_gemma":0.001500455,"threshold_uncertainty_score":0.030275285},"labels":[],"label_agreement":null},{"id":"W25255228","doi":"10.1007/978-94-007-7654-8_40","title":"Conceptions of Scientific Literacy: Identifying and Evaluating Their Programmatic Elements","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Kwantlen Polytechnic University; University of Alberta","funders":"","keywords":"Scientific literacy; Literacy; Value (mathematics); Point (geometry); Epistemology; Representation (politics); Engineering ethics; Mathematics education; Sociology; Management science; Computer science; Psychology; Political science; Pedagogy; Science education; Mathematics; Engineering; Politics; Philosophy","score_opus":0.24882627255652048,"score_gpt":0.4773980006463338,"score_spread":0.22857172808981333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W25255228","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16143036,0.007272528,0.08133064,0.0234187,0.00021282454,0.00026588482,0.00019154983,0.00017308175,0.72570443],"genre_scores_gemma":[0.9452709,0.0042684083,0.03350466,0.00060876005,0.00005894224,0.00053985923,0.00016700709,0.0001223116,0.01545913],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9938682,0.004022021,0.00022660998,0.00034597717,0.0012731341,0.00026399316],"domain_scores_gemma":[0.97174996,0.022404697,0.0014911008,0.0012502492,0.0022932552,0.000810786],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010430572,0.0003720346,0.00031347625,0.0030470209,0.0019631754,0.0077062175,0.0013677237,0.0010421461,0.0060149343],"category_scores_gemma":[0.026214555,0.00034385978,0.00031068097,0.00370533,0.017193897,0.013198423,0.0053642523,0.0032410303,0.0003894219],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001614433,0.000060802973,0.0029755824,0.00008950244,0.0000036561612,0.000030024285,0.01267157,0.000119614204,0.00014063626,0.9514077,0.00068235124,0.031802364],"study_design_scores_gemma":[0.000020560346,0.00006683003,0.008224727,0.0007378404,0.00002422185,0.00027196674,0.038568545,0.0013916075,0.0014398837,0.90353805,0.045697965,0.000017913346],"about_ca_topic_score_codex":0.0021114694,"about_ca_topic_score_gemma":0.00290164,"teacher_disagreement_score":0.010430572,"about_ca_system_score_codex":0.005765987,"about_ca_system_score_gemma":0.007162897,"threshold_uncertainty_score":0.055162787},"labels":[],"label_agreement":null},{"id":"W2528291234","doi":"10.1039/c6rp00126b","title":"Language of mechanisms: exam analysis reveals students' strengths, strategies, and errors when using the electron-pushing formalism (curved arrows) in new reactions","year":2016,"lang":"en","type":"article","venue":"Chemistry Education Research and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":82,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"University of Ottawa","keywords":"Fluency; Arrow; Formalism (music); Computer science; Mathematics education; Grading (engineering); Psychology; Programming language; Engineering; Literature","score_opus":0.12237385987965389,"score_gpt":0.5224269857213096,"score_spread":0.40005312584165575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2528291234","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99781466,0.000060704788,0.0011822717,0.00005672864,0.0000058197757,0.000022517586,0.000037349804,0.000028802931,0.0007911034],"genre_scores_gemma":[0.99644655,0.000073695584,0.0021529563,0.00004806159,0.00000522356,0.000029024193,0.00009810353,0.000018538885,0.0011278722],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99638164,0.0011894612,0.00048953894,0.0006618637,0.0009272857,0.00035025761],"domain_scores_gemma":[0.9753838,0.0111431945,0.007202406,0.0013319141,0.0036370826,0.0013016457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046057296,0.0009612802,0.0005771154,0.0016940662,0.00043283752,0.0026926217,0.0008782692,0.0009820735,0.002214677],"category_scores_gemma":[0.03452741,0.00030485852,0.0005277319,0.0005959609,0.00079404266,0.0020622637,0.0020365072,0.0010741267,0.0008098462],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00092084607,0.0019903148,0.7270411,0.00041511664,0.0001874131,0.0012173945,0.027957233,0.0022651062,0.049890444,0.00097641343,0.0013406628,0.18579783],"study_design_scores_gemma":[0.00011942923,0.0058649615,0.8677575,0.000297306,0.00020609738,0.0025697723,0.030204812,0.016330114,0.060340595,0.0047198525,0.011316729,0.00027286832],"about_ca_topic_score_codex":0.00059212075,"about_ca_topic_score_gemma":0.0007255331,"teacher_disagreement_score":0.0046057296,"about_ca_system_score_codex":0.00044086674,"about_ca_system_score_gemma":0.00048821815,"threshold_uncertainty_score":0.024357677},"labels":[],"label_agreement":null},{"id":"W2530165330","doi":"","title":"PROMOTING RESEARCH-BASED PHYSICS TEACHER EDUCATION IN CANADA :B UILDING BRIDGES BETWEEN THEORY AND PRACTICE","year":2014,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Pedagogy; Engineering ethics; Sociology; Engineering; Psychology","score_opus":0.13499666134841096,"score_gpt":0.4849579199453007,"score_spread":0.34996125859688976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2530165330","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21792427,0.009553401,0.005558933,0.62984663,0.0017399122,0.0005926413,0.0004906988,0.00043214986,0.13386133],"genre_scores_gemma":[0.9043651,0.005608185,0.011673028,0.038453642,0.00016986462,0.00022218678,0.0002825759,0.000112289825,0.039113145],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98414665,0.0030484153,0.0004782432,0.0009544512,0.0045373216,0.006834996],"domain_scores_gemma":[0.90500325,0.0141822975,0.0034021772,0.001772096,0.026956722,0.048683453],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015615558,0.00038438092,0.00062207045,0.0029729584,0.027082587,0.014785734,0.004167669,0.0059670988,0.012603053],"category_scores_gemma":[0.03652644,0.00081242045,0.00073641096,0.0035218236,0.009611753,0.00567108,0.009542028,0.009197178,0.00089852983],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00043313144,0.0013021675,0.094005115,0.002844498,0.00012582181,0.0015114602,0.079112396,0.0026761214,0.005023184,0.18277556,0.22004128,0.41014934],"study_design_scores_gemma":[0.00027917445,0.00027143894,0.20235442,0.0031799106,0.00011702539,0.00021839372,0.13845068,0.002928664,0.0024528385,0.026902977,0.6225614,0.00028310952],"about_ca_topic_score_codex":0.9930823,"about_ca_topic_score_gemma":0.9976422,"teacher_disagreement_score":0.79658705,"about_ca_system_score_codex":0.20341296,"about_ca_system_score_gemma":0.777194,"threshold_uncertainty_score":0.923928},"labels":[],"label_agreement":null},{"id":"W2533804717","doi":"10.1119/1.4965264","title":"Reversing the AAPT Photo Contest: A Physics Teacher Education Activity","year":2016,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"CONTEST; Physics education; Context (archaeology); Mathematics education; Science education; Physics; Psychology","score_opus":0.09247485836271495,"score_gpt":0.39159006389911716,"score_spread":0.2991152055364022,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2533804717","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4558853,0.00059374725,0.04904707,0.024052275,0.008234623,0.0018860342,0.0004328147,0.002937991,0.45693016],"genre_scores_gemma":[0.6876668,0.0006443682,0.04859256,0.0031743194,0.0011373502,0.0006449095,0.00047398434,0.00074029196,0.25692546],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990102,0.00035238336,0.000026204083,0.00015914108,0.00023206799,0.00021989699],"domain_scores_gemma":[0.9981462,0.00036173163,0.0000970856,0.00018449243,0.00014955022,0.0010609225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001529141,0.00040350747,0.0003026466,0.00042132905,0.0061903666,0.0025345904,0.00091719197,0.0016780036,0.032100078],"category_scores_gemma":[0.0033066124,0.00032074627,0.0005358696,0.0002866463,0.0016593633,0.0025225542,0.005010534,0.0043827696,0.0064401524],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00069157174,0.005517836,0.0076871826,0.0008909342,0.00003611309,0.005175987,0.08394714,0.0014117997,0.05228821,0.046146315,0.39123052,0.4049763],"study_design_scores_gemma":[0.00010248929,0.001088491,0.009338563,0.0001527118,0.000014084224,0.0020795472,0.022729356,0.0011069045,0.009409159,0.007457756,0.9464386,0.00008235521],"about_ca_topic_score_codex":0.0010948516,"about_ca_topic_score_gemma":0.004988874,"teacher_disagreement_score":0.032100078,"about_ca_system_score_codex":0.0010074491,"about_ca_system_score_gemma":0.0018306604,"threshold_uncertainty_score":0.10738546},"labels":[],"label_agreement":null},{"id":"W2535640595","doi":"","title":"Climate Change as an Integrating Context for Learning","year":2011,"lang":"en","type":"article","venue":"Journal for Activist Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Context (archaeology); Indigenous; Climate change; Science education; Arctic; Pedagogy; Mathematics education; Political science; Psychology; Sociology; Geography; Ecology","score_opus":0.1362061858861356,"score_gpt":0.45692775661298324,"score_spread":0.32072157072684765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2535640595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49307987,0.003988448,0.061478898,0.024775527,0.00061794266,0.00041942127,0.00016011232,0.0005273822,0.4149524],"genre_scores_gemma":[0.9809795,0.00075655035,0.014501696,0.0005715776,0.00005711741,0.00010947915,0.00004112781,0.00003978663,0.0029432399],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99543285,0.0029826863,0.00010654256,0.0004651207,0.0004999084,0.0005128693],"domain_scores_gemma":[0.9969375,0.0015395734,0.00022827087,0.0003306878,0.00021367043,0.00075026153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033858325,0.00043659777,0.00051348296,0.0009468713,0.00402459,0.008027638,0.0011335469,0.0016091067,0.0071125203],"category_scores_gemma":[0.0054627266,0.0002862285,0.0005527544,0.0008587996,0.0060702334,0.0066968338,0.011193807,0.0022679942,0.0005152723],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020826429,0.0014100148,0.048939474,0.0013785161,0.00011898878,0.0019513479,0.23816945,0.0049608694,0.008529163,0.37057903,0.008752178,0.31500268],"study_design_scores_gemma":[0.000097067226,0.0006154927,0.0264888,0.0010617865,0.00015803089,0.0011711072,0.19356921,0.0043927166,0.004100272,0.31895614,0.44925943,0.00012998634],"about_ca_topic_score_codex":0.0025138657,"about_ca_topic_score_gemma":0.0066346424,"teacher_disagreement_score":0.008027638,"about_ca_system_score_codex":0.0021688866,"about_ca_system_score_gemma":0.0037196353,"threshold_uncertainty_score":0.023793817},"labels":[],"label_agreement":null},{"id":"W2535779316","doi":"10.1007/s11422-016-9762-4","title":"Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan","year":2016,"lang":"en","type":"article","venue":"Cultural Studies of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":56,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Pedagogy; Negotiation; Science education; Identity (music); Sociology; Thematic analysis; Professional development; Teacher education; Qualitative research; Mathematics education; Psychology; Social science","score_opus":0.08484564682604868,"score_gpt":0.49904002706137607,"score_spread":0.4141943802353274,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2535779316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96567684,0.001362299,0.00052131695,0.016677959,0.00004960109,0.00002760116,0.000007404167,0.0000086691525,0.015668197],"genre_scores_gemma":[0.99787426,0.00029399383,0.000101547885,0.0004367899,0.0000073810784,0.00001443908,0.0000059832205,0.0000030554343,0.0012625431],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99504143,0.0027787078,0.00026448938,0.0003593042,0.0004183439,0.0011377016],"domain_scores_gemma":[0.99464744,0.0028256353,0.00071251777,0.00029935516,0.0005075669,0.0010074796],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0071951775,0.00022019175,0.0004338585,0.0013869823,0.011553553,0.008963346,0.00078687334,0.002986565,0.0015378556],"category_scores_gemma":[0.006099233,0.00033576984,0.00030902994,0.0018299897,0.01486932,0.0047582476,0.006169252,0.0042068996,0.0001264677],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019041412,0.00005317356,0.009549182,0.00007490433,0.0000062125678,0.0010797792,0.9604178,0.00016245402,0.00087765337,0.021108566,0.00046955878,0.0061817593],"study_design_scores_gemma":[0.00000956354,0.000056788933,0.010480936,0.00018238869,0.0000095643145,0.00016692484,0.9562635,0.00043791096,0.0005656805,0.004267666,0.027533041,0.000026065634],"about_ca_topic_score_codex":0.028056122,"about_ca_topic_score_gemma":0.024195408,"teacher_disagreement_score":0.9884465,"about_ca_system_score_codex":0.015003574,"about_ca_system_score_gemma":0.015924636,"threshold_uncertainty_score":0.10885906},"labels":[],"label_agreement":null},{"id":"W2536919248","doi":"10.21810/sfuer.v9i.303","title":"Synergistic, ecological education development: The Vietnam Consortium Fellowship Program","year":2016,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Simon Fraser University","keywords":"Vietnamese; Curriculum; Agency (philosophy); Curriculum development; Science education; Political science; Library science; International development; Medical education; Sociology; Pedagogy; Medicine; Social science; Computer science","score_opus":0.08064962042085118,"score_gpt":0.4454799723005204,"score_spread":0.3648303518796692,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2536919248","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16158286,0.51908034,0.0017414475,0.13179122,0.004589276,0.0008609567,0.0005932299,0.000041651194,0.17971894],"genre_scores_gemma":[0.75952727,0.18491837,0.002413605,0.00967337,0.00069620035,0.00044593553,0.0005899032,0.00002202268,0.04171337],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99803895,0.0011015746,0.00006720085,0.00012830773,0.00038115503,0.00028275565],"domain_scores_gemma":[0.99624616,0.0009649185,0.00033157502,0.00012069819,0.0011440838,0.0011925625],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066141086,0.000194014,0.00020136479,0.0007785503,0.0010064039,0.001408299,0.0007686111,0.00074092805,0.004998768],"category_scores_gemma":[0.0042023277,0.00009582824,0.0001737912,0.0013948147,0.00076439546,0.0011332408,0.0021182944,0.00070049317,0.00024760017],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020521939,0.00047597406,0.011466042,0.005717853,0.00010714815,0.0009576642,0.009946302,0.0005671138,0.0007221525,0.1147675,0.10075894,0.75430804],"study_design_scores_gemma":[0.000056732777,0.00033452315,0.020289773,0.0020913042,0.000036264613,0.00036876203,0.0064060134,0.00011259378,0.00047707243,0.0017664895,0.9680512,0.000009316063],"about_ca_topic_score_codex":0.0265587,"about_ca_topic_score_gemma":0.043688323,"teacher_disagreement_score":0.0265587,"about_ca_system_score_codex":0.0054115024,"about_ca_system_score_gemma":0.028831106,"threshold_uncertainty_score":0.052808225},"labels":[],"label_agreement":null},{"id":"W2539201578","doi":"","title":"Toward an Understanding of \"Teaching in the Making:\" Explaining Instructional Decision Making by Analyzing a Geology Instructor's Use of Metaphors.","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Metaphor; Curriculum; Embodied cognition; Mathematics education; Pedagogy; Jigsaw; Object (grammar); Psychology; Teaching method; Computer science","score_opus":0.26586275534526216,"score_gpt":0.40270984312725155,"score_spread":0.1368470877819894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2539201578","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15272203,0.014986945,0.65137964,0.072919175,0.00091771106,0.0009155536,0.00018677782,0.000735177,0.10523706],"genre_scores_gemma":[0.72753525,0.005232416,0.2543112,0.0046741543,0.00013775282,0.00081173587,0.00011100644,0.00015247296,0.0070340764],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99558395,0.0031777462,0.00016820493,0.00037806755,0.00046936132,0.00022264796],"domain_scores_gemma":[0.98879856,0.007939841,0.0014966413,0.00061554293,0.00073477894,0.0004145661],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009841103,0.0010243416,0.00046269578,0.004587109,0.003397347,0.008610015,0.0026402185,0.0035169986,0.0024141027],"category_scores_gemma":[0.016006894,0.0005127525,0.00061056204,0.0020236415,0.025525818,0.012475879,0.004017898,0.005604673,0.00033398808],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023943856,0.00025067365,0.010202615,0.00083320437,0.00002576055,0.0009738787,0.3499054,0.001926619,0.0029509913,0.5784446,0.005227064,0.04923528],"study_design_scores_gemma":[0.00003355486,0.0001584644,0.014616881,0.0024136484,0.000059912156,0.0027178533,0.22759461,0.013765894,0.002913103,0.5094402,0.22618496,0.00010094592],"about_ca_topic_score_codex":0.0068324595,"about_ca_topic_score_gemma":0.010118622,"teacher_disagreement_score":0.009841103,"about_ca_system_score_codex":0.004562892,"about_ca_system_score_gemma":0.009508715,"threshold_uncertainty_score":0.052045345},"labels":[],"label_agreement":null},{"id":"W2549269125","doi":"10.31129/lumat.v3i4.1015","title":"Epistemological rupture in the discourse of high school teachers: The case of the atomic theories","year":2015,"lang":"en","type":"article","venue":"LUMAT International Journal on Math Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa; Université du Québec à Montréal","funders":"","keywords":"Perspective (graphical); Epistemology; Discontinuity (linguistics); Theoretical physics; Philosophy; Sociology; Physics; Mathematics; Geometry; Linguistics","score_opus":0.0329302130143826,"score_gpt":0.4043648302906522,"score_spread":0.3714346172762696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2549269125","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7060958,0.009741444,0.016822344,0.062167976,0.0005196425,0.00009329268,0.00011969081,0.00011414487,0.20432566],"genre_scores_gemma":[0.9967249,0.00035357726,0.0004706686,0.0004957292,0.00003841745,0.0000136143435,0.000012263635,0.000020352145,0.0018705538],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9836631,0.011106835,0.0003771265,0.0009791848,0.002323922,0.0015498355],"domain_scores_gemma":[0.97319126,0.020179296,0.0016937592,0.0011859897,0.0024248462,0.0013249081],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015626265,0.0005292537,0.0010027436,0.003911801,0.028308807,0.018689405,0.0020542322,0.007281129,0.0029117034],"category_scores_gemma":[0.023602776,0.00060566224,0.00043990562,0.0038756686,0.07469384,0.014398223,0.008525515,0.008916325,0.00033527947],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002114281,0.000015287265,0.0009139123,0.000043843906,0.0000036333718,0.0004491479,0.76668507,0.00006365492,0.00019368505,0.22871758,0.0007253596,0.0021676447],"study_design_scores_gemma":[0.000018619074,0.000025534875,0.0017245515,0.0003801092,0.000015096716,0.00038051777,0.8035295,0.0006688697,0.00062393566,0.07849667,0.11408777,0.000048805356],"about_ca_topic_score_codex":0.11457074,"about_ca_topic_score_gemma":0.0871386,"teacher_disagreement_score":0.11457074,"about_ca_system_score_codex":0.037612684,"about_ca_system_score_gemma":0.015320051,"threshold_uncertainty_score":0.2729004},"labels":[],"label_agreement":null},{"id":"W2549614618","doi":"10.3991/ijep.v6i4.5965","title":"Pioneering STEM Education for Pre-Service Teachers","year":2016,"lang":"en","type":"article","venue":"International Journal of Engineering Pedagogy (iJEP)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Bachelor; Context (archaeology); Narrative; Teacher education; Pedagogy; Engineering education; Mathematics education; Medical education; Engineering ethics; Political science; Sociology; Engineering; Psychology; Engineering management; Medicine","score_opus":0.0442647593386686,"score_gpt":0.41333930916309936,"score_spread":0.3690745498244308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2549614618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7815582,0.0029570202,0.0052392576,0.058795765,0.0007153676,0.00050619926,0.00003510597,0.00012654402,0.15006661],"genre_scores_gemma":[0.95323,0.0016966092,0.0122020515,0.0034021942,0.00016148027,0.00013698159,0.00003008845,0.000023352952,0.029117292],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983412,0.00066140515,0.000031628108,0.0001182877,0.00028888613,0.0005585643],"domain_scores_gemma":[0.9962717,0.0005675962,0.00020527536,0.00014640209,0.00023210354,0.0025770108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003332777,0.00016417261,0.000111784124,0.0003715271,0.007387459,0.004606901,0.00094015076,0.0015345783,0.0035491246],"category_scores_gemma":[0.0033145424,0.00020059654,0.00014901698,0.00027311247,0.0044939322,0.001829932,0.005862859,0.0033784711,0.0006062196],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010399446,0.001924743,0.034741018,0.00069227995,0.000006822605,0.0016838904,0.35520282,0.00042777488,0.0110869575,0.21177968,0.04200987,0.34034005],"study_design_scores_gemma":[0.000041266107,0.0006011806,0.04004373,0.00070118095,0.00000773326,0.00071255385,0.1842471,0.00028394998,0.0033985192,0.021905921,0.74803203,0.000024741501],"about_ca_topic_score_codex":0.0065441704,"about_ca_topic_score_gemma":0.04774902,"teacher_disagreement_score":0.007387459,"about_ca_system_score_codex":0.0058761532,"about_ca_system_score_gemma":0.027544236,"threshold_uncertainty_score":0.042634666},"labels":[],"label_agreement":null},{"id":"W2550181897","doi":"10.5539/hes.v6n4p156","title":"Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson","year":2016,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Teaching method; Knowledge retention; Critical thinking; Psychological intervention; Pedagogy; Intervention (counseling); Metacognition; Medical education; Cognition; Medicine","score_opus":0.300954563550048,"score_gpt":0.5186661066269659,"score_spread":0.21771154307691787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2550181897","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968827,0.000029362927,0.0007902413,0.000037214202,0.000018115923,0.0010598772,0.000064256856,0.000052735606,0.0010656244],"genre_scores_gemma":[0.98247033,0.00014824573,0.0112019,0.000053941298,0.000021280584,0.003952639,0.00016518684,0.000018502438,0.0019680082],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9981104,0.0007350636,0.00019300568,0.00038239552,0.00028264054,0.00029650578],"domain_scores_gemma":[0.9909725,0.0055530914,0.00097343023,0.0006083626,0.000953577,0.0009390027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027840515,0.0008541014,0.0006869468,0.0007024485,0.000747323,0.00066912785,0.0010360088,0.00093406014,0.003631998],"category_scores_gemma":[0.011814518,0.00057584123,0.0005262089,0.00042622024,0.0007776698,0.0006462569,0.00074935,0.0013380297,0.0004903963],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.018409247,0.27610108,0.04253493,0.003067099,0.00030426166,0.00040699338,0.043505844,0.0018148728,0.17781468,0.00055640016,0.0021254981,0.43335903],"study_design_scores_gemma":[0.008933814,0.25709096,0.49630392,0.00049389247,0.0010402553,0.00034012803,0.016621355,0.0060632266,0.20429282,0.0007617027,0.007819901,0.00023801702],"about_ca_topic_score_codex":0.002350447,"about_ca_topic_score_gemma":0.0032534266,"teacher_disagreement_score":0.003631998,"about_ca_system_score_codex":0.00088099187,"about_ca_system_score_gemma":0.001581046,"threshold_uncertainty_score":0.014723659},"labels":[],"label_agreement":null},{"id":"W2554756882","doi":"10.1080/0020739x.2016.1256444","title":"Exploring high-achieving sixth grade students’ erroneous answers and misconceptions on the angle concept","year":2016,"lang":"en","type":"article","venue":"International Journal of Mathematical Education in Science and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Queen's University; Queen's University Belfast","keywords":"Mathematics education; Nonprobability sampling; Curriculum; Psychology; Set (abstract data type); Class (philosophy); Coding (social sciences); Concept learning; Mathematics; Pedagogy; Statistics; Computer science; Medicine; Population","score_opus":0.10728838922630426,"score_gpt":0.4213899948404714,"score_spread":0.3141016056141671,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2554756882","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982274,0.00015221031,0.0008427352,0.00011391168,0.0000073482934,0.00001805825,0.000013309339,0.0000083606765,0.00061668083],"genre_scores_gemma":[0.9978569,0.00021335026,0.0011697873,0.000066708395,0.0000044926915,0.000023410576,0.000038487757,0.000006826452,0.00061984744],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9843741,0.0055844397,0.0014526366,0.0008326803,0.006904957,0.0008511502],"domain_scores_gemma":[0.94168305,0.025409332,0.017487822,0.0030348452,0.010700074,0.0016849568],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014133943,0.00065071357,0.0008234631,0.003253136,0.0013297638,0.0033659216,0.0014723367,0.0013784033,0.0011848621],"category_scores_gemma":[0.046571627,0.00058099226,0.0004888633,0.0010538287,0.0025291343,0.0016152136,0.0025160653,0.0015435589,0.00042819415],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023230528,0.00039807518,0.5430559,0.00054749096,0.00009792593,0.0014122402,0.3867586,0.00034969483,0.008066544,0.0013228537,0.00063410535,0.057124265],"study_design_scores_gemma":[0.000023357878,0.0011768647,0.41991222,0.00079428067,0.00015686771,0.003959657,0.54891056,0.0027561919,0.008497954,0.0021942593,0.011420075,0.00019780347],"about_ca_topic_score_codex":0.0038213492,"about_ca_topic_score_gemma":0.004188053,"teacher_disagreement_score":0.014133943,"about_ca_system_score_codex":0.001448954,"about_ca_system_score_gemma":0.0016901329,"threshold_uncertainty_score":0.07474834},"labels":[],"label_agreement":null},{"id":"W2561417795","doi":"10.1007/978-94-6300-749-8_34","title":"Science Education and Indigenous Learners","year":2016,"lang":"en","type":"book-chapter","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Indigenous; Mathematics education; Sociology; Psychology; Biology; Ecology","score_opus":0.04774751854447438,"score_gpt":0.399740528760892,"score_spread":0.3519930102164176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2561417795","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07200031,0.022001969,0.00027908105,0.019699486,0.0007001265,0.000020618112,0.000024277537,0.00002710872,0.88524693],"genre_scores_gemma":[0.42037842,0.019086953,0.00054147944,0.006168184,0.0002520665,0.000038319075,0.000030693198,0.000041672345,0.55346227],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.999265,0.0002240655,0.000011449085,0.000054003543,0.0001763862,0.0002690035],"domain_scores_gemma":[0.99956125,0.00012149243,0.000018326056,0.000022183009,0.0000928199,0.00018385547],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00096085353,0.00022676644,0.00022777883,0.0006253839,0.014644555,0.0043046433,0.00060145115,0.0014923278,0.0077520185],"category_scores_gemma":[0.0010367375,0.00010402728,0.00014482827,0.0008575358,0.010448582,0.0034703063,0.004697378,0.0033913222,0.0007998804],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001822295,0.00010560337,0.001596072,0.00020107413,0.0000043454243,0.00051432755,0.49565226,0.000061895276,0.00034875897,0.3811046,0.047534745,0.07285817],"study_design_scores_gemma":[0.000004443084,0.000020621048,0.0024176934,0.00039375408,0.0000041637213,0.0001943635,0.15521723,0.000036116282,0.00013826985,0.022671634,0.81889236,0.000009279587],"about_ca_topic_score_codex":0.29236236,"about_ca_topic_score_gemma":0.60948765,"teacher_disagreement_score":0.29236236,"about_ca_system_score_codex":0.01001489,"about_ca_system_score_gemma":0.018283112,"threshold_uncertainty_score":0.58132124},"labels":[],"label_agreement":null},{"id":"W2564628558","doi":"10.5539/ies.v10n1p56","title":"Case Studies of the Development of Science Teachers’ Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program","year":2016,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enthusiasm; Context (archaeology); Teaching method; Psychology; Professional development; Science education; Mathematics education; Pedagogy; Medical education; Medicine","score_opus":0.3017040415584237,"score_gpt":0.5839012595175791,"score_spread":0.2821972179591554,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2564628558","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.980807,0.00023517766,0.0077713947,0.0009703481,0.00003604888,0.0006141573,0.000026423797,0.000031652242,0.009507834],"genre_scores_gemma":[0.979481,0.0005912419,0.014926129,0.00018197477,0.000019484698,0.0004650517,0.000035110876,0.000021139047,0.0042789574],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9794224,0.015571651,0.00056974724,0.0009375873,0.0018687744,0.0016297245],"domain_scores_gemma":[0.96242756,0.02456897,0.0031249735,0.0026726306,0.0032965306,0.0039093066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0148104895,0.00043651974,0.00044229566,0.0015363635,0.008657935,0.002595002,0.0025508674,0.0017729965,0.0019116802],"category_scores_gemma":[0.024993869,0.0005956094,0.00051126716,0.0015838667,0.004254141,0.002211258,0.0045384443,0.0023031083,0.00038901268],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027053757,0.005943231,0.045957264,0.00077800656,0.000038745344,0.012973746,0.81471485,0.0014065111,0.0046749427,0.006285474,0.0019957637,0.10496102],"study_design_scores_gemma":[0.00030045662,0.0033943458,0.03904099,0.0007153625,0.00006949985,0.009388353,0.84078807,0.0032243638,0.012167821,0.0034482433,0.0873595,0.00010298445],"about_ca_topic_score_codex":0.0032631955,"about_ca_topic_score_gemma":0.013008467,"teacher_disagreement_score":0.0148104895,"about_ca_system_score_codex":0.0054664067,"about_ca_system_score_gemma":0.006376923,"threshold_uncertainty_score":0.078326285},"labels":[],"label_agreement":null},{"id":"W2566325121","doi":"10.1007/s10763-016-9787-x","title":"Changes in Primary Students’ Informal Reasoning During an Environment-Related Curriculum on Socio-scientific Issues","year":2016,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":66,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Universiti Sains Malaysia","keywords":"Curriculum; Science education; Scientific reasoning; Mathematics education; Unit (ring theory); Environmental education; Psychology; Pedagogy; Sociology","score_opus":0.022706228960606516,"score_gpt":0.3781472936809632,"score_spread":0.3554410647203567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2566325121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999252,0.00001774249,0.00003683787,0.000017819562,0.0000055039045,0.000008945903,0.000016640066,0.0000045469296,0.00063989905],"genre_scores_gemma":[0.9979284,0.000026663127,0.0001041514,0.000023251378,0.0000035023006,0.000014226002,0.000052449886,0.0000031088227,0.0018443838],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99925214,0.00012338726,0.0000535593,0.00017595582,0.00017158288,0.00022333748],"domain_scores_gemma":[0.9952969,0.0011794871,0.00087700493,0.00026583474,0.00072352635,0.0016572198],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010099083,0.0003622216,0.00045621526,0.0005825745,0.000665389,0.0017214736,0.0005553325,0.00065879064,0.00389621],"category_scores_gemma":[0.007870613,0.0002644339,0.00038321578,0.00032242606,0.00064906356,0.0004619567,0.0014243842,0.0013139498,0.0008535262],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032389467,0.020899326,0.7580449,0.00027662373,0.00021661512,0.0017089287,0.094269,0.0010620034,0.0380145,0.0006513705,0.0018443454,0.07977347],"study_design_scores_gemma":[0.000072758456,0.002178045,0.9716476,0.000033721466,0.000053542102,0.0002259025,0.017916407,0.00057819654,0.0036161554,0.0005467788,0.0030902976,0.00004053207],"about_ca_topic_score_codex":0.0032342102,"about_ca_topic_score_gemma":0.0058878665,"teacher_disagreement_score":0.00389621,"about_ca_system_score_codex":0.0006265688,"about_ca_system_score_gemma":0.00084763,"threshold_uncertainty_score":0.013034105},"labels":[],"label_agreement":null},{"id":"W2572712191","doi":"10.5430/wje.v7n1p33","title":"An Investigation into How Grade 5 Teachers Teach Natural Science Concepts in Three Western Cape Primary Schools","year":2017,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Curriculum; Science education; Scientific literacy; Sample (material); Pedagogy; Natural (archaeology); Class (philosophy); Perception; Primary education; Data collection; Psychology; Sociology; Social science; Geography; Computer science","score_opus":0.0597663098869308,"score_gpt":0.43082905997929044,"score_spread":0.3710627500923596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2572712191","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991304,0.00004015223,0.00006115178,0.000034398337,0.0000017887494,0.00002625687,0.00001125462,0.0000017932261,0.0006928473],"genre_scores_gemma":[0.99766195,0.000098407145,0.00027490922,0.000042212607,0.0000011269433,0.000039359013,0.000026368354,0.00000238817,0.001853431],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987213,0.000302343,0.00010933098,0.00023348266,0.00029028888,0.00034323835],"domain_scores_gemma":[0.997366,0.0008440854,0.00073764473,0.00014199373,0.00043954316,0.00047072434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013883599,0.0004405183,0.00043263024,0.0014293357,0.004678153,0.002759572,0.0011301737,0.0008614508,0.0032644921],"category_scores_gemma":[0.0047669467,0.0006711182,0.00031120333,0.0011541316,0.0025898889,0.0012014459,0.0017559355,0.00087963225,0.0004710282],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098930774,0.00065043074,0.16115855,0.00025187992,0.000013991068,0.002345408,0.8125138,0.00006040785,0.0062519168,0.000579899,0.00031577217,0.01575896],"study_design_scores_gemma":[0.000018795878,0.00056709483,0.35618398,0.00025458814,0.000031863496,0.0004538626,0.62919456,0.0001214004,0.002410499,0.00018350399,0.010549497,0.000030401781],"about_ca_topic_score_codex":0.062182438,"about_ca_topic_score_gemma":0.16306233,"teacher_disagreement_score":0.062182438,"about_ca_system_score_codex":0.003861791,"about_ca_system_score_gemma":0.0038258191,"threshold_uncertainty_score":0.123640954},"labels":[],"label_agreement":null},{"id":"W2574815898","doi":"10.5430/wje.v7n1p44","title":"Teaching Trajectories and Students’ Understanding of Difficult Concepts in Biology in Obio/Akpor Local Government Area in Rivers State","year":2016,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Null hypothesis; Mathematics education; Local government area; Achievement test; Government (linguistics); Test (biology); Psychology; Significant difference; Sample (material); Local government; Mathematics; Standardized test; Biology; Statistics; Ecology; Geography; Chemistry","score_opus":0.059396069902734244,"score_gpt":0.4148451977435163,"score_spread":0.3554491278407821,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2574815898","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99975353,0.00001043694,0.000007970291,0.000024499892,5.4760386e-7,0.0000017245958,0.0000050322433,4.3554942e-7,0.00019580418],"genre_scores_gemma":[0.99936825,0.0000505064,0.000029573734,0.0000064738515,6.8791815e-7,0.000005769517,0.000020818976,6.459867e-7,0.0005172603],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99948514,0.00013160253,0.000036996254,0.00006796027,0.00013084951,0.00014739217],"domain_scores_gemma":[0.99780256,0.00038002137,0.00083796243,0.000059255897,0.00021239322,0.000707729],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007128987,0.00017742206,0.00019675739,0.00056410156,0.0013119202,0.0011862573,0.00038943952,0.00035659157,0.0021878465],"category_scores_gemma":[0.002005054,0.00022531944,0.00024274728,0.00045662813,0.00057413784,0.0005589483,0.0012167547,0.00077695237,0.0002663133],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000087224595,0.0008719694,0.9354087,0.00003315538,0.000013022585,0.00032584593,0.049535308,0.0001400331,0.0013717068,0.00020455102,0.00018769511,0.011820839],"study_design_scores_gemma":[0.000003274362,0.00023267469,0.9420771,0.000025242693,0.000006992216,0.00005521367,0.055916406,0.00022672386,0.000313337,0.00007787489,0.0010556377,0.000009455823],"about_ca_topic_score_codex":0.034195,"about_ca_topic_score_gemma":0.07436897,"teacher_disagreement_score":0.034195,"about_ca_system_score_codex":0.0013171535,"about_ca_system_score_gemma":0.0017212739,"threshold_uncertainty_score":0.06799191},"labels":[],"label_agreement":null},{"id":"W2575265871","doi":"10.1111/medu.13145","title":"Contexts, concepts and cognition: principles for the transfer of basic science knowledge","year":2017,"lang":"en","type":"article","venue":"Medical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":52,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Hamilton Health Sciences; The Wilson Centre; McMaster University; University of Toronto","funders":"","keywords":"Context (archaeology); Cognition; Transfer of training; Similarity (geometry); Analogy; Concept learning; Conceptual change; Variation (astronomy); Transfer of learning; Knowledge transfer; Psychology; Computer science; Cognitive psychology; Conceptual framework; Cognitive science; Mathematics education; Artificial intelligence; Epistemology; Knowledge management; Neuroscience","score_opus":0.10729313876594446,"score_gpt":0.49032133116493354,"score_spread":0.3830281923989891,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2575265871","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10844094,0.030315707,0.75453645,0.023250157,0.0009674206,0.0013579315,0.00026919926,0.00093005854,0.07993213],"genre_scores_gemma":[0.6978891,0.007449628,0.28460956,0.0026154956,0.000365982,0.002957515,0.00014196639,0.0001426342,0.0038282503],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9951343,0.0023206186,0.0004279951,0.0010418264,0.000859168,0.00021613235],"domain_scores_gemma":[0.98853856,0.008360148,0.000988526,0.0010182823,0.0006524291,0.00044205005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007015472,0.0012017157,0.0011337672,0.002793112,0.001753691,0.0067519993,0.0028813619,0.0047484823,0.005523733],"category_scores_gemma":[0.019538436,0.0012343981,0.0017044256,0.0010223342,0.02446621,0.012782916,0.006970892,0.004204002,0.0010287096],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026655043,0.0003317209,0.0033173703,0.0016202903,0.00013452004,0.00034357054,0.007948413,0.0053086733,0.0025921224,0.8412032,0.001956502,0.13497712],"study_design_scores_gemma":[0.000056914174,0.00022614824,0.0031066071,0.00043060936,0.00003700796,0.00033073162,0.0007061242,0.0042051794,0.0009433481,0.9822511,0.007640125,0.00006610671],"about_ca_topic_score_codex":0.0025278183,"about_ca_topic_score_gemma":0.0012866111,"teacher_disagreement_score":0.007015472,"about_ca_system_score_codex":0.0025275538,"about_ca_system_score_gemma":0.0029790848,"threshold_uncertainty_score":0.037101805},"labels":[],"label_agreement":null},{"id":"W2582939191","doi":"10.21810/sfuer.v9i.307","title":"Science Education: Defining the Scientifically Literate Person","year":2016,"lang":"en","type":"article","venue":"SFU Educational Review","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Scientific literacy; Literacy; Context (archaeology); Perspective (graphical); Nature of Science; Science education; Information literacy; Epistemology; Sociology; Engineering ethics; Mathematics education; Pedagogy; Psychology; Computer science; Engineering; History; Philosophy","score_opus":0.08910575782282576,"score_gpt":0.45913399262021065,"score_spread":0.3700282347973849,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2582939191","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10663638,0.26445404,0.04765869,0.24096543,0.002698179,0.00054771866,0.00034566227,0.00014461165,0.33654934],"genre_scores_gemma":[0.82006216,0.106155746,0.023739774,0.030712804,0.0021200527,0.0009806497,0.00024452052,0.000049521077,0.01593468],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9902046,0.0067973314,0.0005855507,0.0006344843,0.0011217757,0.0006563143],"domain_scores_gemma":[0.9936674,0.0031850978,0.0011535467,0.00032203694,0.0009067522,0.0007651379],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00794615,0.00035118926,0.0007505246,0.0046342337,0.0032573582,0.0076917335,0.0012889158,0.0054910732,0.0024260692],"category_scores_gemma":[0.011265946,0.00023519255,0.00039597,0.0035209917,0.019773727,0.012428384,0.0084035555,0.0036445232,0.00071898807],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026905327,0.00010167667,0.003337538,0.0012163835,0.000016296728,0.0005341082,0.1543181,0.00007658514,0.0005618614,0.7393476,0.008277662,0.09218525],"study_design_scores_gemma":[0.000032027066,0.00020808326,0.006819187,0.005624899,0.000028776938,0.0023011642,0.10751866,0.00023806498,0.00041418587,0.25109842,0.62564397,0.00007258052],"about_ca_topic_score_codex":0.0049199513,"about_ca_topic_score_gemma":0.0030748332,"teacher_disagreement_score":0.00794615,"about_ca_system_score_codex":0.0033523187,"about_ca_system_score_gemma":0.0070873797,"threshold_uncertainty_score":0.042023778},"labels":[],"label_agreement":null},{"id":"W2586716713","doi":"","title":"Teachers' Perspectives and Practices of Socioscientific Issues","year":2016,"lang":"en","type":"article","venue":"TSpace (University of Toronto)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science; Engineering ethics; Epistemology; Sociology; Philosophy; Engineering","score_opus":0.05986967039688302,"score_gpt":0.39766488700845587,"score_spread":0.33779521661157286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586716713","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9606519,0.0012171329,0.0044585927,0.00780533,0.00014805007,0.00010855182,0.000059747166,0.00004072111,0.025510024],"genre_scores_gemma":[0.99279743,0.00063993316,0.00067988294,0.0005710937,0.000024834231,0.00007939628,0.00001892959,0.000019266563,0.0051692612],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9779847,0.016051745,0.0007455175,0.0009189185,0.0024782117,0.0018207814],"domain_scores_gemma":[0.9637759,0.026820613,0.0032151986,0.0012703557,0.0025445549,0.0023733086],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016735654,0.00040062465,0.0007125258,0.0020544846,0.011798829,0.006898358,0.0017825867,0.0025008388,0.0034201415],"category_scores_gemma":[0.026591737,0.00080607715,0.0003967862,0.0018044723,0.01833202,0.0058250492,0.0072011473,0.0040496467,0.0004274199],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007778581,0.0000122643205,0.0015011263,0.00004098092,0.0000011770665,0.00022241886,0.9942239,0.000016070107,0.00028054346,0.0014866028,0.00014854166,0.002058524],"study_design_scores_gemma":[0.0000021044896,0.000014476688,0.000610177,0.000069483394,0.0000016463864,0.0001219481,0.9862408,0.000031801595,0.00015384374,0.000330054,0.012417259,0.0000064323963],"about_ca_topic_score_codex":0.010823078,"about_ca_topic_score_gemma":0.01830137,"teacher_disagreement_score":0.9891769,"about_ca_system_score_codex":0.006590699,"about_ca_system_score_gemma":0.006769603,"threshold_uncertainty_score":0.08850765},"labels":[],"label_agreement":null},{"id":"W2588783430","doi":"10.11575/prism/28688","title":"What Does it Mean to Teach Biology Well? A Hermeneutic Inquiry","year":2015,"lang":"en","type":"dissertation","venue":"PRISM (University of Calgary)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Epistemology; Psychology; Philosophy","score_opus":0.05127331061395731,"score_gpt":0.3548714039008802,"score_spread":0.3035980932869229,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2588783430","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78794533,0.0036642228,0.03316859,0.067006595,0.0006849381,0.0005374721,0.00008223503,0.000042122003,0.106868446],"genre_scores_gemma":[0.98865813,0.00090022146,0.0033367907,0.0023327356,0.000081057035,0.00017971527,0.000013695003,0.000022828564,0.0044748606],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97358423,0.021724876,0.0003764984,0.00086504663,0.0024645056,0.0009848627],"domain_scores_gemma":[0.9836082,0.013878526,0.00068026216,0.0004483255,0.0008400854,0.0005445025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025623605,0.0004489331,0.00050360314,0.0014985229,0.010069741,0.012381772,0.0015002692,0.0023568594,0.0011502687],"category_scores_gemma":[0.017879836,0.00041496713,0.00028504984,0.0012784823,0.05895008,0.006392632,0.0044114245,0.0060488204,0.00016077008],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000066907896,0.000026445356,0.0006978834,0.000026925287,0.0000023238456,0.0001157186,0.9323204,0.00004989998,0.00023602047,0.06345998,0.000518267,0.0025393958],"study_design_scores_gemma":[0.000004363744,0.000019984787,0.0008844015,0.00012068057,0.0000025787226,0.0001161177,0.9530919,0.00021964646,0.00018186787,0.016356196,0.02899131,0.000010911115],"about_ca_topic_score_codex":0.010921756,"about_ca_topic_score_gemma":0.011451488,"teacher_disagreement_score":0.025623605,"about_ca_system_score_codex":0.010373041,"about_ca_system_score_gemma":0.008197674,"threshold_uncertainty_score":0.13551217},"labels":[],"label_agreement":null},{"id":"W2589073004","doi":"","title":"Practices of Intermediate Teachers in the Development of Life-Long Scientific Literacy","year":2016,"lang":"en","type":"other","venue":"TSpace (University of Toronto)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Office of International Science and Engineering","keywords":"Literacy; Mathematics education; Pedagogy; Sociology; Psychology","score_opus":0.05812110026784339,"score_gpt":0.38538516385506116,"score_spread":0.32726406358721777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2589073004","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97622234,0.00048753398,0.0005059162,0.0022555685,0.000023826993,0.00004039937,0.000041828764,0.000020783937,0.020401731],"genre_scores_gemma":[0.994827,0.00028829565,0.00037398498,0.0002575492,0.0000027076233,0.000016336004,0.000027345606,0.000007210997,0.0041995463],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99583286,0.0012561551,0.00016591838,0.00039389005,0.0010810873,0.001270073],"domain_scores_gemma":[0.987895,0.003928411,0.001156181,0.00040309507,0.0029592756,0.0036579974],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047944114,0.00016001398,0.0002954674,0.0015378058,0.01027652,0.0038378085,0.0008372679,0.0008898443,0.0021530697],"category_scores_gemma":[0.012396236,0.0002660311,0.00017543651,0.0012060715,0.008102448,0.0012937321,0.0033861978,0.0017240938,0.00026642173],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026451224,0.000039968545,0.04030164,0.00007991586,0.0000025532256,0.0005703325,0.94114447,0.000034231896,0.0012209408,0.0024519148,0.0013479348,0.01277968],"study_design_scores_gemma":[0.000005297935,0.00004865641,0.037938654,0.00023547861,0.000005578067,0.00021908137,0.9257878,0.00006586345,0.0004195511,0.00065277616,0.034588955,0.00003231777],"about_ca_topic_score_codex":0.6732549,"about_ca_topic_score_gemma":0.81189185,"teacher_disagreement_score":0.6732549,"about_ca_system_score_codex":0.01990084,"about_ca_system_score_gemma":0.038247302,"threshold_uncertainty_score":0.65733874},"labels":[],"label_agreement":null},{"id":"W2592563112","doi":"10.5539/jel.v6n2p294","title":"The Contribution of Scientific Project Competitions upon High School Students’ Acquiring a Scientific Viewpoint (Geography Lesson Case)","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scope (computer science); Mathematics education; Data collection; Sociology; Psychology; Pedagogy; Social science; Computer science","score_opus":0.05471741788217675,"score_gpt":0.436372521632847,"score_spread":0.38165510375067024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2592563112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9831414,0.00011451043,0.00064327684,0.0014975525,0.000054028824,0.00008714502,0.000026643764,0.000013653333,0.014421798],"genre_scores_gemma":[0.9968058,0.00010106083,0.0004935593,0.000094956966,0.000021463888,0.000048834045,0.0000251091,0.0000060051866,0.0024031687],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98483616,0.008238137,0.0004977829,0.00074950774,0.0023764558,0.003301979],"domain_scores_gemma":[0.97451514,0.007974022,0.0031698784,0.0009701516,0.0018828389,0.011488052],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00798914,0.0003794363,0.00037618002,0.0017518438,0.0070651304,0.005019271,0.001719252,0.0024197532,0.006128788],"category_scores_gemma":[0.016145993,0.00032224474,0.00067087234,0.0012658746,0.0042665484,0.0024516876,0.007125175,0.0027480545,0.0005511437],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00055783463,0.004623229,0.20166941,0.0010258774,0.000108164226,0.048687287,0.58562636,0.0013497235,0.0049720965,0.03290043,0.017973503,0.10050612],"study_design_scores_gemma":[0.00007119237,0.0011024657,0.13219653,0.00042216005,0.00005037037,0.010316714,0.7584001,0.002199879,0.0022016312,0.005101932,0.087787636,0.00014940169],"about_ca_topic_score_codex":0.0032416433,"about_ca_topic_score_gemma":0.0078047183,"teacher_disagreement_score":0.00798914,"about_ca_system_score_codex":0.0038097985,"about_ca_system_score_gemma":0.0041325763,"threshold_uncertainty_score":0.04225111},"labels":[],"label_agreement":null},{"id":"W2592617666","doi":"","title":"Does more inquiry mean better literacy and engagement in science? An analysis of Australia, Canada and New Zealand using PISA","year":2016,"lang":"en","type":"article","venue":"Murdoch Research Repository (Murdoch University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Geography; Sociology; Psychology; Pedagogy","score_opus":0.18462068456424668,"score_gpt":0.4428862267062618,"score_spread":0.25826554214201514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2592617666","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9885718,0.0010061539,0.00010861737,0.0010151038,0.000013541965,0.00007367798,0.0008658348,0.000008342334,0.008336795],"genre_scores_gemma":[0.9946684,0.0011595992,0.00033249965,0.00019286506,0.00000516698,0.00011993138,0.00058131217,0.000016737074,0.0029233294],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99769884,0.00034524768,0.0002018777,0.00018753669,0.0010069809,0.00055955444],"domain_scores_gemma":[0.9919274,0.0019854452,0.0014914729,0.00018127232,0.0029680443,0.001446472],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003037802,0.00044455746,0.0009843417,0.0037530526,0.0038022972,0.0026204549,0.0009148181,0.0003810219,0.0028234879],"category_scores_gemma":[0.013484917,0.00037572932,0.0010023983,0.012520849,0.0020071839,0.0013936782,0.002782749,0.0013935646,0.000299937],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023868796,0.00010197888,0.8596744,0.00042023725,0.00013152594,0.00035502695,0.10012299,0.0001022109,0.0002661711,0.0016192062,0.0025272532,0.03444029],"study_design_scores_gemma":[0.000010040695,0.000040343857,0.9677077,0.000104572675,0.000049218746,0.00004006584,0.029096335,0.00012956101,0.00004332175,0.00007278105,0.0026913907,0.000014690674],"about_ca_topic_score_codex":0.9859261,"about_ca_topic_score_gemma":0.9909588,"teacher_disagreement_score":0.025603198,"about_ca_system_score_codex":0.025603198,"about_ca_system_score_gemma":0.047099806,"threshold_uncertainty_score":0.18576509},"labels":[],"label_agreement":null},{"id":"W2594147083","doi":"10.1080/14926156.2016.1271922","title":"Au-delà de la polémique, compléter l'approche macro consensuelle de la NOS avec l'approche micro de la recherche en train de se faire","year":2017,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.12072566700468115,"score_gpt":0.4308023354394534,"score_spread":0.3100766684347722,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594147083","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010358068,0.0006014222,0.90563715,0.01683888,0.0009965111,0.00026485362,0.00024900635,0.00094220927,0.06411201],"genre_scores_gemma":[0.2803598,0.00093817996,0.62247723,0.0041833743,0.0015956848,0.00081882987,0.0005403074,0.0013856922,0.08770095],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9735233,0.0105184475,0.0015048046,0.0043847333,0.008586872,0.0014817179],"domain_scores_gemma":[0.96576816,0.01148305,0.0011413029,0.00989595,0.010526732,0.0011847848],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.020664431,0.0014691917,0.00185693,0.00190153,0.004240979,0.009700141,0.004694082,0.0040606717,0.029323222],"category_scores_gemma":[0.04439252,0.0011514198,0.0024205626,0.0014977803,0.006835978,0.018524557,0.008377415,0.008738182,0.0085302],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012214488,0.00012114442,0.0024692966,0.00028801488,0.00009835634,0.00020765144,0.0021095437,0.0053764842,0.0029317876,0.9025437,0.00875949,0.07497226],"study_design_scores_gemma":[0.000064089436,0.00013589462,0.0032808203,0.00032355794,0.00012192905,0.00038224595,0.00187747,0.033594094,0.0038029212,0.73722476,0.21910095,0.000091294256],"about_ca_topic_score_codex":0.021870283,"about_ca_topic_score_gemma":0.03082471,"teacher_disagreement_score":0.995759,"about_ca_system_score_codex":0.0059191943,"about_ca_system_score_gemma":0.011498037,"threshold_uncertainty_score":0.109285295},"labels":[],"label_agreement":null},{"id":"W2594464949","doi":"10.5539/jel.v6n3p23","title":"Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Turkish; Mathematics education; Science education; Science learning; Psychology; Constructivist teaching methods; Teaching method; Learning sciences; Pedagogy; Perception; Experiential learning","score_opus":0.08598973479958122,"score_gpt":0.47494210182707014,"score_spread":0.3889523670274889,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594464949","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9994646,0.000121840705,0.00002141241,0.000033555665,0.0000020525247,0.0000034712327,0.000004189183,4.0061983e-7,0.00034845548],"genre_scores_gemma":[0.99956256,0.00013806741,0.000030892228,0.000032142878,0.0000018324374,0.000007772807,0.000012095092,0.0000010813908,0.0002134823],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9984425,0.0005230974,0.00011673786,0.00015671791,0.00032533705,0.00043569301],"domain_scores_gemma":[0.9967243,0.0014276952,0.0006316737,0.00012136258,0.00071897544,0.0003760916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026087586,0.00023080892,0.00052182627,0.0013414801,0.0024688,0.0017973353,0.0005058988,0.00075891695,0.0017416169],"category_scores_gemma":[0.005311107,0.0003431356,0.00031051633,0.0019891586,0.0017672174,0.0019699717,0.0012404444,0.0007925406,0.00021105928],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002841102,0.0008551599,0.18553671,0.00022273368,0.00003245112,0.0008660696,0.78560686,0.00006557671,0.0018968182,0.00093486765,0.00039242403,0.023306245],"study_design_scores_gemma":[0.00003477138,0.00050225644,0.31758195,0.00011148914,0.000042718246,0.0005418052,0.6757814,0.00013004763,0.0005271738,0.0001071794,0.0046118204,0.000027284248],"about_ca_topic_score_codex":0.023764465,"about_ca_topic_score_gemma":0.047687933,"teacher_disagreement_score":0.023764465,"about_ca_system_score_codex":0.0027363917,"about_ca_system_score_gemma":0.002390978,"threshold_uncertainty_score":0.047252297},"labels":[],"label_agreement":null},{"id":"W2594641482","doi":"10.1080/14926156.2016.1271924","title":"Opening the Black Box of NOS: Or Knowing How to Go On With Science Education, Wittgenstein, and STS in a Precarious World","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Nature of Science; Argument (complex analysis); Curriculum; Sociology; Performative utterance; Epistemology; Scope (computer science); Positivism; Situated; Science education; Social science; Pedagogy; Philosophy; Computer science","score_opus":0.03890704721315593,"score_gpt":0.3592228861292842,"score_spread":0.3203158389161283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2594641482","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12796097,0.0051955483,0.00995509,0.14688414,0.001054634,0.000022610124,0.00014705583,0.00011282746,0.70866704],"genre_scores_gemma":[0.9726093,0.000918665,0.0018637363,0.0028834871,0.00018817962,0.000015231049,0.000035854548,0.000094510106,0.02139113],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9983134,0.00063615857,0.00007846042,0.0002774526,0.00030488078,0.0003896481],"domain_scores_gemma":[0.9970426,0.0010391135,0.00034711533,0.0005392487,0.00038778098,0.0006441224],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003178127,0.00028327477,0.00046192584,0.001157547,0.006343693,0.0075682853,0.0007639854,0.0026000475,0.015681796],"category_scores_gemma":[0.006695051,0.00023925192,0.00028532447,0.00085269747,0.04479801,0.020806622,0.0057412027,0.0064204778,0.0011457283],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014333855,0.000010595301,0.0003920445,0.000018785446,0.0000022080492,0.000043515116,0.012534977,0.000040740313,0.0000757385,0.9771697,0.0025109088,0.007186335],"study_design_scores_gemma":[0.000005690727,0.0000067595042,0.0006773637,0.00009250596,0.000004958043,0.00009915859,0.0123776095,0.000098217715,0.00014172489,0.92659783,0.05988271,0.0000154473],"about_ca_topic_score_codex":0.015019649,"about_ca_topic_score_gemma":0.028674476,"teacher_disagreement_score":0.9936563,"about_ca_system_score_codex":0.0035976823,"about_ca_system_score_gemma":0.004592394,"threshold_uncertainty_score":0.05246085},"labels":[],"label_agreement":null},{"id":"W2597119501","doi":"10.5206/cjsotl-rcacea.2017.1.9","title":"The Presence of Gender Disparity on the Force Concept Inventory in a Sample of Canadian Undergraduate Students","year":2017,"lang":"en","type":"article","venue":"The Canadian Journal for the Scholarship of Teaching and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of New Brunswick","funders":"","keywords":"Gender gap; Discipline; Psychology; Conceptual change; Mathematics education; Multiple choice; Social psychology; Significant difference; Sociology; Mathematics; Social science; Statistics; Demographic economics","score_opus":0.17480283255555018,"score_gpt":0.4213977855037238,"score_spread":0.24659495294817363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2597119501","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99909544,0.000069978545,0.000031692565,0.000080027996,0.0000070005144,0.000015301717,0.00009976127,0.0000014272655,0.00059930625],"genre_scores_gemma":[0.999146,0.00009870365,0.00007087444,0.000065143446,0.000003360127,0.0000131589795,0.00013314164,0.0000019857862,0.0004676335],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979171,0.00013408271,0.00010253024,0.0002571099,0.0009673641,0.0006217763],"domain_scores_gemma":[0.9975278,0.00040144697,0.00038735836,0.00010301371,0.0009502869,0.00063026324],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0020439841,0.00033712326,0.0005146244,0.0023024753,0.0030406583,0.0014128974,0.0010354626,0.00047736286,0.0020665328],"category_scores_gemma":[0.006671051,0.00038058648,0.00042031828,0.0022098226,0.0014677081,0.0004667275,0.0011544395,0.00066047796,0.00026400163],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015330494,0.00009444599,0.9600627,0.000032787324,0.00002235349,0.00019555374,0.023980303,0.000029556035,0.00096736586,0.00027325808,0.00053090695,0.013657531],"study_design_scores_gemma":[0.00000322289,0.000073519106,0.9880718,0.00001300054,0.000007064376,0.0000935383,0.010934559,0.00008536763,0.00008969996,0.00003427317,0.0005823463,0.000011560913],"about_ca_topic_score_codex":0.8992691,"about_ca_topic_score_gemma":0.9235648,"teacher_disagreement_score":0.99795604,"about_ca_system_score_codex":0.0077384193,"about_ca_system_score_gemma":0.010482417,"threshold_uncertainty_score":0.20264822},"labels":[],"label_agreement":null},{"id":"W2602164119","doi":"10.2505/4/sc17_054_07_34","title":"Waiting for the Monarch: A Kindergarten Inquiry into Life Science Occurs just Outside the Classroom Window","year":2017,"lang":"en","type":"article","venue":"Science and Children","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Mathematics education; Science education; Pedagogy; Psychology; Sociology","score_opus":0.16237811651917222,"score_gpt":0.444486449819843,"score_spread":0.28210833330067075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2602164119","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75346094,0.00081941317,0.005336477,0.027815748,0.0011642989,0.00007491403,0.00016571341,0.00042464118,0.21073781],"genre_scores_gemma":[0.97264916,0.00019089071,0.0010983986,0.0015079221,0.00006288956,0.000044775337,0.00004805731,0.00016604688,0.024231827],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.996627,0.0010999533,0.0000867405,0.00049960293,0.0005039749,0.001182829],"domain_scores_gemma":[0.9942061,0.0022606947,0.0004490302,0.0005259592,0.00054560945,0.0020125182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003926231,0.00041031837,0.00074001146,0.0006473671,0.01794645,0.012252308,0.0013971751,0.0035719546,0.014042273],"category_scores_gemma":[0.012574761,0.00086518883,0.0005425771,0.000614638,0.007954297,0.010241969,0.010362439,0.008465236,0.0024842976],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005460816,0.0004441261,0.023119008,0.00014917256,0.000027823597,0.0040038903,0.8130136,0.00014068447,0.012529896,0.087581664,0.028846862,0.029597074],"study_design_scores_gemma":[0.00002104499,0.00015353055,0.025561133,0.00023028857,0.000030057283,0.0005797565,0.83583057,0.00017334888,0.0021219277,0.020212675,0.11500841,0.00007718086],"about_ca_topic_score_codex":0.020220513,"about_ca_topic_score_gemma":0.05105247,"teacher_disagreement_score":0.020220513,"about_ca_system_score_codex":0.0042220666,"about_ca_system_score_gemma":0.0067828516,"threshold_uncertainty_score":0.04697615},"labels":[],"label_agreement":null},{"id":"W2603090530","doi":"10.1007/s10648-017-9403-9","title":"Studying and Constructing Concept Maps: a Meta-Analysis","year":2017,"lang":"en","type":"article","venue":"Educational Psychology Review","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":250,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Moderation; Concept map; Educational psychology; Meta-analysis; Psychology; Diagram; Formal concept analysis; Mathematics; Mathematics education; Social psychology; Statistics","score_opus":0.5348885120143436,"score_gpt":0.5999654285960475,"score_spread":0.06507691658170389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2603090530","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.056582697,0.90847445,0.025772074,0.0010315024,0.0008543662,0.0051722,0.0010489579,0.00022576444,0.00083801395],"genre_scores_gemma":[0.62951446,0.28893316,0.06727036,0.0012146629,0.00035762164,0.01060403,0.0012320785,0.00024351236,0.0006301453],"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","domain_scores_codex":[0.89338624,0.06911631,0.020784354,0.006871204,0.009111708,0.0007302443],"domain_scores_gemma":[0.7266894,0.23982784,0.013023963,0.010182816,0.009327645,0.00094831217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08655988,0.0042956257,0.01756991,0.013664764,0.0018069965,0.0058263396,0.0037805154,0.002229765,0.0028700884],"category_scores_gemma":[0.24575296,0.002774267,0.036442798,0.01185717,0.002172121,0.0052718306,0.0044719893,0.0027760998,0.0002796713],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015945168,0.000106761596,0.008161209,0.14365803,0.8169834,0.000096322,0.0011216836,0.00061996584,0.00030126577,0.00039108325,0.00055268675,0.026413154],"study_design_scores_gemma":[0.0011944739,0.0005389022,0.0049900278,0.01889854,0.9694845,0.0001522928,0.0006604978,0.00054704683,0.00036140005,0.0013071417,0.0017680222,0.00009725365],"about_ca_topic_score_codex":0.008051447,"about_ca_topic_score_gemma":0.021683622,"teacher_disagreement_score":0.08655988,"about_ca_system_score_codex":0.005017211,"about_ca_system_score_gemma":0.007921156,"threshold_uncertainty_score":0.45777786},"labels":[],"label_agreement":null},{"id":"W2604565736","doi":"10.1002/tea.21396","title":"Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers","year":2017,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":104,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Scientific misconceptions; Conceptual change; Task (project management); Science education; Psychology; Mathematics education; Concept learning; Tracking (education); Cognition; Sociology of scientific knowledge; Scientific literacy; Pedagogy; Sociology; Social science","score_opus":0.2339594008709526,"score_gpt":0.547832849953404,"score_spread":0.3138734490824514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2604565736","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995011,0.00002311142,0.00012636768,0.000018813585,9.239993e-7,0.000004618979,0.000009748473,0.00000634321,0.00030895945],"genre_scores_gemma":[0.9994168,0.000028907592,0.00031343978,0.000012264385,0.0000016005258,0.00001433841,0.00003368121,0.000004291218,0.00017462413],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99759704,0.00074634654,0.00017351024,0.0004532276,0.00073048414,0.00029937286],"domain_scores_gemma":[0.95085216,0.030467931,0.010855131,0.002353793,0.0034425461,0.0020284231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003839794,0.0003698986,0.00053383684,0.001866878,0.0008438037,0.002585156,0.0006567983,0.00088952726,0.0018121663],"category_scores_gemma":[0.047716863,0.00056476623,0.0002616125,0.00045558467,0.0016353772,0.001154252,0.0025087832,0.0016133039,0.00022695486],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011495985,0.001037265,0.88551337,0.00013132057,0.00008809949,0.00034269548,0.06326463,0.00020282727,0.026191728,0.00034060405,0.00015226756,0.021585649],"study_design_scores_gemma":[0.00001218461,0.0005013743,0.9822451,0.000020987405,0.000034626013,0.00021700203,0.011817543,0.0005509708,0.0039292104,0.00025387874,0.00039059695,0.000026436004],"about_ca_topic_score_codex":0.0059535126,"about_ca_topic_score_gemma":0.00394158,"teacher_disagreement_score":0.0059535126,"about_ca_system_score_codex":0.0008030969,"about_ca_system_score_gemma":0.0007400453,"threshold_uncertainty_score":0.020307004},"labels":[],"label_agreement":null},{"id":"W2610852508","doi":"","title":"Threshold Concepts in Physics","year":2017,"lang":"en","type":"article","venue":"Practice and evidence of scholarship of teaching and learning in higher education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Perspective (graphical); Liminality; Mathematics education; Motion (physics); Epistemology; Sociology; Pedagogy; Psychology; Mathematics; Computer science; Geometry; Artificial intelligence; Philosophy","score_opus":0.2037342180434567,"score_gpt":0.5075460265269767,"score_spread":0.30381180848351996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610852508","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11096473,0.021305056,0.32823652,0.022966934,0.001360685,0.00027908315,0.00011654945,0.00042579987,0.5143446],"genre_scores_gemma":[0.9190768,0.006706887,0.049771935,0.0017976988,0.0004896913,0.00042171977,0.00007569302,0.00011065372,0.021548878],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99740195,0.0010428282,0.0001603005,0.00034980872,0.0008784844,0.00016667867],"domain_scores_gemma":[0.99535406,0.0034872664,0.0003729668,0.00025752228,0.00033268097,0.00019551281],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026641213,0.00048583592,0.00040273526,0.0023533022,0.0025207503,0.004856655,0.0010420603,0.002025048,0.0071350997],"category_scores_gemma":[0.008754562,0.000291653,0.0004640903,0.0019873702,0.024419194,0.010484267,0.0037399835,0.005027834,0.0009544097],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004250919,0.000013386554,0.00022055686,0.00007967726,0.0000014215511,0.000045905894,0.0054875426,0.00016794226,0.00020440549,0.9834778,0.0006877307,0.009609441],"study_design_scores_gemma":[0.0000052034416,0.000027485885,0.00037537186,0.000120517194,0.0000018637395,0.00021792584,0.0020182515,0.0007603499,0.00018042755,0.9551744,0.041109473,0.000008795764],"about_ca_topic_score_codex":0.0012275664,"about_ca_topic_score_gemma":0.0006905885,"teacher_disagreement_score":0.0071350997,"about_ca_system_score_codex":0.0033923183,"about_ca_system_score_gemma":0.0022726355,"threshold_uncertainty_score":0.024613142},"labels":[],"label_agreement":null},{"id":"W2611045125","doi":"10.1139/cjp-2016-0580","title":"Cultivating conceptual understanding in public secondary school students in rural areas of Pakistan","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Physics; Power point; Power (physics); Library science; Sociology; Mathematics education; Medicine; Psychology","score_opus":0.167769790454705,"score_gpt":0.418897736321004,"score_spread":0.25112794586629905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611045125","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99630934,0.000058953356,0.00012280597,0.00038481096,0.000007956389,0.0000243439,0.000011331734,0.0000038029495,0.0030767473],"genre_scores_gemma":[0.99845123,0.0001491145,0.00019003605,0.00010910584,0.0000028088425,0.00001682067,0.000014720512,0.0000029055625,0.001063287],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.998725,0.0003795811,0.000039042723,0.00015716042,0.00023942675,0.00045976884],"domain_scores_gemma":[0.9967648,0.0012147039,0.0005923851,0.00015747758,0.00048347455,0.00078722497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027630632,0.0005420263,0.000687284,0.0012884567,0.01085795,0.006563208,0.001008774,0.0011548426,0.0036550122],"category_scores_gemma":[0.0037974506,0.0005026526,0.00040954986,0.0010434417,0.0069766673,0.0024824962,0.0048898817,0.0033654515,0.00047745477],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045830606,0.0009867153,0.037393425,0.000101593374,0.000009612289,0.0009951188,0.94342744,0.000084056,0.0015597371,0.0020484787,0.0010427993,0.012305081],"study_design_scores_gemma":[0.000013571425,0.00022052928,0.022787688,0.000067492416,0.000009361448,0.00026939405,0.96549445,0.00018501116,0.00046355216,0.0016069665,0.008863397,0.000018624884],"about_ca_topic_score_codex":0.026445357,"about_ca_topic_score_gemma":0.0414109,"teacher_disagreement_score":0.026445357,"about_ca_system_score_codex":0.0031165609,"about_ca_system_score_gemma":0.008509633,"threshold_uncertainty_score":0.05258286},"labels":[],"label_agreement":null},{"id":"W2612174460","doi":"10.18260/1-2--18008","title":"Frequency Analysis of Terminology on Engineering Examinations","year":2020,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"American Society for Engineering Education","keywords":"Terminology; Diversity (politics); Context (archaeology); Test (biology); Vocabulary; Set (abstract data type); Computer science; Population; Mathematics education; Compromise; Subject (documents); Divergence (linguistics); Psychology; Linguistics; Sociology; Social science","score_opus":0.12554766179397633,"score_gpt":0.39176620804920476,"score_spread":0.26621854625522845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2612174460","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9809008,0.0005348964,0.008695807,0.00017324206,0.00012056485,0.00018096354,0.0021700857,0.00015950114,0.0070641553],"genre_scores_gemma":[0.9900288,0.00021314801,0.0048471126,0.000044569133,0.0001112164,0.00017321408,0.0026929507,0.00005541294,0.0018335113],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9853124,0.0046990016,0.0016658761,0.0009560435,0.006642488,0.0007241742],"domain_scores_gemma":[0.8610915,0.09490381,0.01773373,0.007695433,0.016326787,0.0022486914],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003744572,0.00033466888,0.00047748117,0.009149179,0.0007728611,0.0016796163,0.0005394763,0.000786756,0.0044357227],"category_scores_gemma":[0.07754914,0.00016852705,0.0006050028,0.0075964346,0.0007871085,0.0014121683,0.0021031958,0.00090845244,0.0008160857],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013738389,0.0002850746,0.7261962,0.00062019686,0.00021828673,0.0006559631,0.0045014494,0.001665218,0.013014679,0.0040403563,0.004529604,0.2428991],"study_design_scores_gemma":[0.00002025225,0.00040979302,0.97408956,0.00016297377,0.00010375963,0.0009139642,0.0031622155,0.0053750942,0.004114091,0.002376458,0.009185964,0.00008601893],"about_ca_topic_score_codex":0.0013103256,"about_ca_topic_score_gemma":0.0010884939,"teacher_disagreement_score":0.009149179,"about_ca_system_score_codex":0.00096431596,"about_ca_system_score_gemma":0.00043803325,"threshold_uncertainty_score":0.019803405},"labels":[],"label_agreement":null},{"id":"W2614230090","doi":"","title":"Constitutions of Nature by Teacher Practice and Discourse in Ontario Grade 9 and 10 Academic Science","year":2016,"lang":"en","type":"dissertation","venue":"TSpace (University of Toronto)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Pedagogy; Sociology; Political science; Psychology","score_opus":0.026073659827079012,"score_gpt":0.3861175146044308,"score_spread":0.3600438547773518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2614230090","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9892663,0.00019972007,0.00042764528,0.000738261,0.000017945755,0.000055791068,0.000066921646,0.000010532695,0.009216899],"genre_scores_gemma":[0.9948555,0.00023530074,0.0003505411,0.000083264895,0.000004649035,0.000062643274,0.000044250002,0.000013836132,0.004349927],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99467283,0.0020205555,0.0002610573,0.0006317895,0.0011821762,0.0012315239],"domain_scores_gemma":[0.9906082,0.005136463,0.0011826546,0.0003719963,0.0015131779,0.0011874205],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0044175372,0.00034555135,0.00073050894,0.0030303146,0.015326303,0.0063648126,0.0016080583,0.0012908704,0.0030203622],"category_scores_gemma":[0.0095394645,0.0006431935,0.00027234515,0.003078134,0.01761225,0.0023132327,0.00480157,0.0017466132,0.00018608535],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015069764,0.000010698564,0.0052955807,0.000028462164,0.000001565322,0.00015502535,0.99089724,0.000017571643,0.00055954646,0.0008999246,0.00013001665,0.0019893637],"study_design_scores_gemma":[0.00000442984,0.000023625149,0.018483767,0.000073767966,0.0000059697454,0.000055201515,0.9608715,0.00006893506,0.0002894745,0.0002683981,0.01983564,0.000019291318],"about_ca_topic_score_codex":0.75025177,"about_ca_topic_score_gemma":0.8893644,"teacher_disagreement_score":0.9846737,"about_ca_system_score_codex":0.044828318,"about_ca_system_score_gemma":0.031787507,"threshold_uncertainty_score":0.50243807},"labels":[],"label_agreement":null},{"id":"W2616170831","doi":"10.18260/1-2--4189","title":"Scaffolding Student’s Conceptions Of Proportional Size And Scale Cognition With Analogies And Metaphors","year":2020,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Artificial Intelligence in Medicine (Canada)","funders":"","keywords":"Scale (ratio); Cognition; Mathematics education; Class (philosophy); Proportional reasoning; Similarity (geometry); Cognitive science; Process (computing); Epistemology; Computer science; Psychology; Cognitive psychology; Artificial intelligence","score_opus":0.06932378693231245,"score_gpt":0.3775018317097297,"score_spread":0.3081780447774172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2616170831","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99606436,0.000022185912,0.002425079,0.00005207724,0.000003596367,0.00004433475,0.000010685123,0.000017988868,0.0013598532],"genre_scores_gemma":[0.994616,0.000040863077,0.0046943314,0.000023317167,0.0000021201251,0.0000773265,0.00002849948,0.00000519227,0.0005124716],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9980216,0.0009826747,0.0001254621,0.00035700563,0.00034796252,0.00016516661],"domain_scores_gemma":[0.988482,0.007593039,0.0016421317,0.0010983959,0.0007353546,0.0004491503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003437498,0.0004353846,0.0004854808,0.0010298952,0.00067015854,0.0034909223,0.00077906233,0.00063972775,0.0032263156],"category_scores_gemma":[0.020174505,0.00034894573,0.00037974567,0.0005047642,0.001975822,0.0020652392,0.001969534,0.0014525944,0.0003312638],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013903487,0.010531643,0.32350326,0.00066567655,0.00014730699,0.00067256624,0.3598183,0.0029855492,0.053433742,0.03149679,0.002038616,0.21331619],"study_design_scores_gemma":[0.0005447559,0.008352566,0.5254852,0.00057962316,0.00035975143,0.0010277432,0.25161746,0.035846647,0.053691994,0.08706369,0.03497921,0.00045134212],"about_ca_topic_score_codex":0.0011797487,"about_ca_topic_score_gemma":0.0015095946,"teacher_disagreement_score":0.0034909223,"about_ca_system_score_codex":0.000612554,"about_ca_system_score_gemma":0.0009669736,"threshold_uncertainty_score":0.018179476},"labels":[],"label_agreement":null},{"id":"W2617733253","doi":"10.5539/ies.v10n6p100","title":"“Careful, Now You Are both the Learner and the Teacher!”: Student Teachers’ Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Class (philosophy); Subject matter; Presentation (obstetrics); Teacher education; Teaching method; Student teacher; Pedagogy; Science education; Computer science; Curriculum","score_opus":0.3390136409266007,"score_gpt":0.548909935741378,"score_spread":0.20989629481477734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2617733253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985812,0.000020646343,0.00041676563,0.00003317231,0.0000066897114,0.000036773385,0.00000848436,0.000009283644,0.00088711636],"genre_scores_gemma":[0.9978479,0.00004316412,0.00057853665,0.00003121848,0.0000058604714,0.00008495496,0.000034948003,0.000010876193,0.0013626383],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99492633,0.0035046996,0.00027464872,0.00038582203,0.00053096056,0.00037749688],"domain_scores_gemma":[0.9849498,0.0097030895,0.0013027195,0.0009458443,0.00196881,0.0011297258],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057010967,0.0003704152,0.00048619768,0.0004780099,0.0008736465,0.0015072512,0.0007720304,0.0009122256,0.0022520465],"category_scores_gemma":[0.0256276,0.00021387817,0.00035042103,0.0002576303,0.0009938158,0.00088019815,0.0016909392,0.000951687,0.00081942556],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005593214,0.010852146,0.1770121,0.00093060476,0.0001538929,0.0013833519,0.54310834,0.0011942765,0.048009537,0.00059234723,0.0020890082,0.20908116],"study_design_scores_gemma":[0.0006747951,0.03884576,0.38374177,0.00035054752,0.00028590523,0.0017112271,0.48439458,0.005366987,0.06396945,0.0007418533,0.019663785,0.00025329908],"about_ca_topic_score_codex":0.00070240465,"about_ca_topic_score_gemma":0.0008079665,"teacher_disagreement_score":0.0057010967,"about_ca_system_score_codex":0.00041252235,"about_ca_system_score_gemma":0.0005363004,"threshold_uncertainty_score":0.030150652},"labels":[],"label_agreement":null},{"id":"W2618585566","doi":"","title":"Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics","year":2013,"lang":"en","type":"article","venue":"TSpace (University of Toronto)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Physics education; Identity (music); Phenomenology (philosophy); Physics; Psychology; Epistemology","score_opus":0.19691174232132796,"score_gpt":0.37678371755329404,"score_spread":0.17987197523196607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2618585566","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99704653,0.00000970502,0.000041045485,0.0002000753,0.000002520614,0.000015410447,0.00006726694,0.0000016577258,0.002615824],"genre_scores_gemma":[0.9947712,0.000059282545,0.00008919383,0.00009252392,0.0000014259087,0.000024653416,0.00009759211,0.0000024877495,0.0048616645],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99883765,0.00018205271,0.00005831509,0.00011168221,0.00037041388,0.00043984532],"domain_scores_gemma":[0.9954359,0.0011601918,0.00095134316,0.00008188043,0.0009156292,0.0014550573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016966857,0.00018097616,0.0002096271,0.0009108229,0.0036073271,0.003348556,0.00075728534,0.00067139463,0.0054140845],"category_scores_gemma":[0.0047960705,0.000271174,0.00025106658,0.0011001413,0.0017480912,0.00074683846,0.0013276063,0.001211378,0.00077232806],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027814248,0.000653438,0.7180091,0.000081164544,0.000016181963,0.00059746957,0.25489733,0.00015809272,0.0024511826,0.0012808864,0.002100942,0.01947601],"study_design_scores_gemma":[0.000012645269,0.00026485886,0.542513,0.00007135585,0.000012486521,0.000055692162,0.4470353,0.0003484869,0.0007754219,0.00024753856,0.008623794,0.000039361486],"about_ca_topic_score_codex":0.4630734,"about_ca_topic_score_gemma":0.7608649,"teacher_disagreement_score":0.5369266,"about_ca_system_score_codex":0.011336007,"about_ca_system_score_gemma":0.008770047,"threshold_uncertainty_score":0.92075604},"labels":[],"label_agreement":null},{"id":"W2619590783","doi":"10.12973/eurasia.2017.00686a","title":"The Status of Science and Technology Relative to Other School Subjects. Results of a Study Conducted on Primary and Secondary School Students in Quebec","year":2017,"lang":"en","type":"article","venue":"Eurasia Journal of Mathematics Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université de Sherbrooke","funders":"","keywords":"Curriculum; Preference; Psychology; Mathematics education; Pedagogy; Mathematics","score_opus":0.03422890506194772,"score_gpt":0.4005153892771961,"score_spread":0.3662864842152484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2619590783","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99739337,0.0001049123,0.000018658235,0.000044551507,0.0000028638963,0.000014698254,0.00036872365,0.0000026809894,0.002049605],"genre_scores_gemma":[0.9976411,0.000061489016,0.0000353677,0.000016015698,0.0000011403482,0.000007772016,0.00020798531,0.0000013511486,0.0020278667],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995803,0.000051384242,0.000025454396,0.00006483732,0.00015139124,0.0001265668],"domain_scores_gemma":[0.99774677,0.0003358394,0.00041325207,0.00005183107,0.00075711164,0.0006953211],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055707904,0.00020023195,0.00022568149,0.0013582464,0.0018083809,0.0010082278,0.0004994977,0.00036782515,0.004656473],"category_scores_gemma":[0.001569563,0.00014421268,0.00024559628,0.001577169,0.0006258338,0.0002640895,0.00036480182,0.00048207506,0.000566725],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062579886,0.00014844666,0.9814517,0.000044755016,0.000013673873,0.00011808729,0.008436188,0.00004600427,0.00079937873,0.00009152724,0.0006294971,0.008158267],"study_design_scores_gemma":[0.0000011465174,0.000031836367,0.996567,0.0000058611768,0.0000020319048,0.000009608649,0.0027334786,0.0000352386,0.000040656352,0.0000032253954,0.0005676323,0.0000022145189],"about_ca_topic_score_codex":0.8982687,"about_ca_topic_score_gemma":0.95123494,"teacher_disagreement_score":0.1017313,"about_ca_system_score_codex":0.0055971234,"about_ca_system_score_gemma":0.004594725,"threshold_uncertainty_score":0.20466077},"labels":[],"label_agreement":null},{"id":"W2624188489","doi":"10.4018/978-1-5225-2528-8.ch010","title":"A Case Study of Infusing Collaborative STEM Inquiry Learning With Available Technology Into Undergraduate Student Learning","year":2017,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Bachelor; Transferability; Mathematics education; Context (archaeology); Undergraduate research; Pedagogy; Content (measure theory); Content analysis; Psychology; Medical education; Computer science; Sociology; Medicine; Political science; Mathematics","score_opus":0.054914546737832755,"score_gpt":0.364954616495597,"score_spread":0.31004006975776427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2624188489","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93088216,0.00078019913,0.023087833,0.007823148,0.00029967763,0.00062202103,0.00014454665,0.00033808406,0.036022186],"genre_scores_gemma":[0.9484469,0.00088009384,0.02135645,0.001683206,0.00011007065,0.00032763567,0.000116486066,0.00019303894,0.026886122],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9836301,0.010535881,0.0005307864,0.0011459035,0.0027418262,0.0014154204],"domain_scores_gemma":[0.97805244,0.014129222,0.0011155028,0.0015860351,0.0014820556,0.0036348081],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010756431,0.0010768556,0.00089831545,0.0015761595,0.009951215,0.007951475,0.0046148985,0.0069290544,0.0041404357],"category_scores_gemma":[0.027768372,0.00080364355,0.0010567161,0.0017392087,0.00658975,0.005898465,0.009050636,0.005729263,0.0017362342],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024940903,0.002687238,0.009879109,0.0005144464,0.000047342677,0.038626026,0.819359,0.0015843118,0.0055197016,0.019296652,0.009740214,0.09249659],"study_design_scores_gemma":[0.000105019346,0.0025660237,0.007934734,0.00080043945,0.000067016525,0.035973452,0.7311285,0.0069380067,0.008741883,0.009311208,0.19626005,0.0001737186],"about_ca_topic_score_codex":0.002714495,"about_ca_topic_score_gemma":0.0077567953,"teacher_disagreement_score":0.010756431,"about_ca_system_score_codex":0.00393179,"about_ca_system_score_gemma":0.0036763374,"threshold_uncertainty_score":0.056886137},"labels":[],"label_agreement":null},{"id":"W2625069957","doi":"10.1007/s11165-016-9605-z","title":"Encouraging Students with Different Profiles of Perceptions to Pursue Science by Choosing Appropriate Teaching Methods for Each Age Group","year":2017,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Université du Québec à Montréal","funders":"","keywords":"Science education; Group (periodic table); Mathematics education; Perception; Psychology; Teaching method; Medical education; Chemistry; Medicine; Organic chemistry; Neuroscience","score_opus":0.24988658702122912,"score_gpt":0.6426678767142843,"score_spread":0.39278128969305515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625069957","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999059,0.000025133286,0.00031499096,0.000036667127,0.0000020686255,0.000024355488,0.000016932949,0.0000067298884,0.00051418855],"genre_scores_gemma":[0.99707055,0.00006061181,0.0016510854,0.00003920542,0.0000032524654,0.000052959662,0.00007165668,0.0000041121048,0.0010465608],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991892,0.0002074354,0.00008763178,0.00011710145,0.00022504105,0.0001736172],"domain_scores_gemma":[0.9954201,0.0011969357,0.0013156106,0.00027621348,0.0007615129,0.0010296545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016997836,0.00018196346,0.00025413846,0.00081505795,0.0007086729,0.0014116673,0.00033337125,0.00040692245,0.0017332038],"category_scores_gemma":[0.0070743356,0.00017864513,0.00033789035,0.0004941063,0.00024890577,0.00058571907,0.00095710426,0.0005354788,0.00060844957],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031458642,0.001116396,0.89737725,0.000086739456,0.000031760497,0.000121337674,0.0142374905,0.00034948613,0.010420886,0.00025220084,0.0003765717,0.0753153],"study_design_scores_gemma":[0.000033614902,0.0019264006,0.95535934,0.00005771713,0.000046476638,0.00040010977,0.029029362,0.0014366149,0.0060654087,0.0005245063,0.00506053,0.000059983482],"about_ca_topic_score_codex":0.000847966,"about_ca_topic_score_gemma":0.0019982925,"teacher_disagreement_score":0.0017332038,"about_ca_system_score_codex":0.00030809714,"about_ca_system_score_gemma":0.0007753282,"threshold_uncertainty_score":0.008989453},"labels":[],"label_agreement":null},{"id":"W2625540154","doi":"","title":"Understanding of the Nature of Science: A Comparative Study of Canadian and Korean Students","year":2012,"lang":"en","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Political science; Engineering ethics; Social science; Sociology; Psychology; Engineering","score_opus":0.23270024092773076,"score_gpt":0.5169558582300021,"score_spread":0.28425561730227134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2625540154","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979366,0.00015653606,0.00004413787,0.00014843466,0.0000065612653,0.000015684247,0.000054279422,0.0000016015424,0.0016362254],"genre_scores_gemma":[0.9975829,0.00039406127,0.00018838097,0.00016292788,0.0000030312572,0.000015964777,0.00010434535,0.0000052161986,0.0015431182],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977749,0.00026346615,0.00013465958,0.00023606034,0.00083442166,0.0007564845],"domain_scores_gemma":[0.99434763,0.0006381566,0.0007002573,0.000117518386,0.0025793933,0.0016169238],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0025317231,0.0004383658,0.0007782525,0.0024139187,0.0077453097,0.003869523,0.0008522686,0.00076368777,0.0025809016],"category_scores_gemma":[0.004362583,0.00045757167,0.00064184016,0.004223099,0.0025064119,0.0013342878,0.0018878623,0.001436038,0.00031751365],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025483183,0.00031998858,0.35631025,0.00016246193,0.00003396507,0.00079971075,0.6140095,0.00006359347,0.0024960733,0.0010046482,0.0011413256,0.023403602],"study_design_scores_gemma":[0.000012257528,0.00021056393,0.26612824,0.00012458401,0.000028558321,0.00032354722,0.7208419,0.00012851717,0.00035665918,0.00009527906,0.011675716,0.00007418861],"about_ca_topic_score_codex":0.85493344,"about_ca_topic_score_gemma":0.93808466,"teacher_disagreement_score":0.9922547,"about_ca_system_score_codex":0.0146304015,"about_ca_system_score_gemma":0.023928322,"threshold_uncertainty_score":0.29184175},"labels":[],"label_agreement":null},{"id":"W26599726","doi":"10.1016/j.protis.2015.10.003","title":"Science Education in Canadian School System","year":2010,"lang":"en","type":"article","venue":"Protist","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science; Mathematics education; Psychology","score_opus":0.0227798351216913,"score_gpt":0.39917644972085015,"score_spread":0.37639661459915885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W26599726","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014877816,0.001146274,0.00036936358,0.00963661,0.0010067554,0.00018534476,0.02607709,0.00054127595,0.9461594],"genre_scores_gemma":[0.035240903,0.0013044466,0.0007366518,0.0017191874,0.000102978105,0.00010625975,0.009676048,0.00011751701,0.9509961],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99879336,0.000064595086,0.00004332773,0.00016762456,0.00041874842,0.000512322],"domain_scores_gemma":[0.9965732,0.000069998474,0.00009157644,0.00010056679,0.0016282779,0.0015363162],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00041168637,0.0005628668,0.00048664236,0.0032145386,0.010042883,0.0030381398,0.0013710636,0.0009146864,0.43853694],"category_scores_gemma":[0.002008744,0.00032322627,0.0003197284,0.005670454,0.0008065907,0.0016088141,0.0033306787,0.0014058006,0.10336917],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036070567,0.000096326614,0.0160009,0.00018298537,0.000008597779,0.00028263946,0.0010189675,0.00007527358,0.00033654895,0.020033503,0.8185043,0.14342397],"study_design_scores_gemma":[0.00000541701,0.000008744842,0.024169378,0.000072751856,0.0000027997573,0.00006197678,0.00096563133,0.0000629607,0.00006599654,0.00039901485,0.97417676,0.000008509686],"about_ca_topic_score_codex":0.8293754,"about_ca_topic_score_gemma":0.9424452,"teacher_disagreement_score":0.98108137,"about_ca_system_score_codex":0.01891863,"about_ca_system_score_gemma":0.06358684,"threshold_uncertainty_score":0.8008589},"labels":[],"label_agreement":null},{"id":"W2663011566","doi":"10.1007/978-3-319-55505-8_9","title":"Students’ Uses of Actor-Network Theory to Contextualize Socioscientific Actions","year":2017,"lang":"en","type":"book-chapter","venue":"Cultural studies of science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Sociology of Education; Science education; Mathematics education; Epistemology; Sociology; Pedagogy; Psychology; Philosophy","score_opus":0.303451844358482,"score_gpt":0.5240291962811239,"score_spread":0.22057735192264188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2663011566","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1497327,0.001902155,0.139963,0.012318422,0.00033212744,0.00008084687,0.00011731132,0.0001513748,0.6954021],"genre_scores_gemma":[0.9596246,0.0007563032,0.017067704,0.00026858054,0.00004227821,0.00006995919,0.00005559147,0.00009216497,0.022022808],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9983646,0.001232869,0.000030561678,0.00015676937,0.00013047007,0.00008468614],"domain_scores_gemma":[0.9962543,0.0031655864,0.00013239925,0.00020942323,0.00011032619,0.00012789009],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0029525962,0.00044635838,0.00017019878,0.0012074341,0.0022222237,0.007197,0.0010805478,0.0012926846,0.007660486],"category_scores_gemma":[0.005692175,0.00021067928,0.00034317892,0.0011280897,0.010217808,0.009594616,0.0032327273,0.0029273597,0.0004759015],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000053373988,0.000012442923,0.00071988645,0.000023028786,0.0000038337594,0.000058443828,0.054935034,0.00056466396,0.000106599655,0.9327773,0.0009993952,0.009793944],"study_design_scores_gemma":[0.000005780793,0.000009887419,0.0011463751,0.00012892926,0.000007515871,0.00010157957,0.04441373,0.005286273,0.00052961253,0.8215496,0.12680788,0.000012819698],"about_ca_topic_score_codex":0.0033669902,"about_ca_topic_score_gemma":0.007771048,"teacher_disagreement_score":0.99777776,"about_ca_system_score_codex":0.0033318535,"about_ca_system_score_gemma":0.0013334303,"threshold_uncertainty_score":0.025626838},"labels":[{"model":"gemma","categories":["sts"],"domain":null,"study_design":"qualitative","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":["sts"],"domain":null,"study_design":"qualitative","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"high"}],"label_agreement":"agree"},{"id":"W2729418804","doi":"","title":"How the application of physics education research improved student success in first-year physics","year":2017,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Physics education; Mathematics education; Physics; Pedagogy; Engineering physics; Psychology","score_opus":0.2573694973638141,"score_gpt":0.4755032392204691,"score_spread":0.21813374185665502,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2729418804","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9036787,0.0021707953,0.011680159,0.019325612,0.0010918572,0.00036978204,0.0005006635,0.0017005644,0.05948192],"genre_scores_gemma":[0.9657426,0.0014862193,0.01637084,0.0015645825,0.00012092947,0.00013485075,0.00034550938,0.00022480622,0.014009742],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9924694,0.0038017542,0.00029896895,0.0010523516,0.0017961229,0.00058151304],"domain_scores_gemma":[0.9776375,0.012020239,0.001806508,0.0019580997,0.0029855038,0.0035921189],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0122241,0.00042687551,0.00033244386,0.00091451046,0.0014371591,0.008020211,0.0010234865,0.0014795883,0.010111962],"category_scores_gemma":[0.04548543,0.00028170247,0.0007910207,0.0009306392,0.0012144886,0.0045065996,0.00350565,0.0016929391,0.0028076996],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009058231,0.00743646,0.09956518,0.0017127222,0.00048580632,0.0003574999,0.010355026,0.005448481,0.008158555,0.013431836,0.042465918,0.8096766],"study_design_scores_gemma":[0.001148393,0.019677209,0.4059273,0.0024938465,0.0021544665,0.00091948616,0.022642583,0.029963525,0.05258604,0.055378195,0.40642482,0.00068423204],"about_ca_topic_score_codex":0.0043073646,"about_ca_topic_score_gemma":0.0081324475,"teacher_disagreement_score":0.0122241,"about_ca_system_score_codex":0.0020711462,"about_ca_system_score_gemma":0.0039955466,"threshold_uncertainty_score":0.06464797},"labels":[],"label_agreement":null},{"id":"W2730152189","doi":"","title":"‘More than particle theory’: Action-oriented citizenship through science education in a school setting","year":2009,"lang":"en","type":"article","venue":"Journal for Activist Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Citizenship; Empowerment; Action (physics); Pedagogy; Sociology; Science education; Class (philosophy); Scientific literacy; Action research; Literacy; Mathematics education; Political science; Public relations; Psychology; Politics; Epistemology","score_opus":0.03772942799930627,"score_gpt":0.4434448991833711,"score_spread":0.4057154711840648,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2730152189","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5064773,0.0014480673,0.060795445,0.0333244,0.0003889776,0.00024556785,0.00003473999,0.00014408269,0.39714146],"genre_scores_gemma":[0.9900433,0.00020094686,0.0039546965,0.00052369386,0.000032087293,0.00005828739,0.000008057959,0.000022972687,0.0051560253],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9925689,0.0057739867,0.00009770107,0.0005498288,0.00038942977,0.00062007806],"domain_scores_gemma":[0.9958138,0.0027741496,0.0002542841,0.00054768287,0.00015813149,0.00045200973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053711315,0.0003802137,0.00038385784,0.001260724,0.008508341,0.009617983,0.0015961751,0.0026157359,0.0066163326],"category_scores_gemma":[0.0049542156,0.00036252802,0.00071706803,0.00079448964,0.031319655,0.008621064,0.007931399,0.0032300425,0.00048909686],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055767625,0.00041486754,0.007916451,0.00021490258,0.000030408855,0.0010927339,0.35923648,0.00081887667,0.0006892483,0.58398294,0.0026602063,0.042887084],"study_design_scores_gemma":[0.00007464191,0.00031655494,0.00926104,0.00035165978,0.000046227826,0.00076799595,0.28431123,0.0030637556,0.0016202644,0.5649743,0.13514964,0.00006268963],"about_ca_topic_score_codex":0.0026124015,"about_ca_topic_score_gemma":0.005167518,"teacher_disagreement_score":0.009617983,"about_ca_system_score_codex":0.0032356388,"about_ca_system_score_gemma":0.0032852448,"threshold_uncertainty_score":0.028405607},"labels":[],"label_agreement":null},{"id":"W2738825649","doi":"10.1119/1.4991371","title":"Concepts first: A course with improved educational outcomes and parity for underrepresented minority groups","year":2017,"lang":"en","type":"article","venue":"American Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"University of California, Davis","keywords":"Underrepresented Minority; Mathematics education; Graduation (instrument); Class (philosophy); Course (navigation); Physics; Quarter (Canadian coin); Physics education; Psychology; Medical education; Medicine; Mathematics; Computer science; Astronomy","score_opus":0.05198721206427521,"score_gpt":0.4348561891274913,"score_spread":0.3828689770632161,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2738825649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993925,0.000034047684,0.000058603062,0.000044849814,0.000023098357,0.000022699925,0.000026592612,0.000003471873,0.00039410742],"genre_scores_gemma":[0.9985514,0.00003895056,0.00023987696,0.000060500537,0.0000291112,0.00006602961,0.00008250349,0.0000031437817,0.00092833163],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99959093,0.00007370582,0.000023832332,0.00008389252,0.00007429298,0.00015344878],"domain_scores_gemma":[0.9986399,0.00015600816,0.00017682387,0.00006541817,0.000081159495,0.0008807117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008797466,0.00026770937,0.0004783205,0.00093717343,0.00088023883,0.0008363246,0.00043494217,0.00068992085,0.0041684327],"category_scores_gemma":[0.0018793474,0.00011008821,0.0003306088,0.0003352769,0.00035491752,0.0007716502,0.001244742,0.00052774296,0.0005555631],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.050552614,0.047233593,0.61914164,0.00015816907,0.00017844366,0.00086100446,0.0032145923,0.00046937258,0.027918149,0.0017586162,0.002404023,0.2461098],"study_design_scores_gemma":[0.0028134699,0.061439205,0.9150414,0.00007383487,0.00015192773,0.0007350701,0.0033021597,0.0012587759,0.009378421,0.0009665448,0.0047890553,0.000050309103],"about_ca_topic_score_codex":0.0025173165,"about_ca_topic_score_gemma":0.0035504338,"teacher_disagreement_score":0.0041684327,"about_ca_system_score_codex":0.00066873647,"about_ca_system_score_gemma":0.0012139186,"threshold_uncertainty_score":0.013944745},"labels":[],"label_agreement":null},{"id":"W2739842982","doi":"","title":"A second order cybernetic model of scientific conceptual understanding with pedagogical applications to kinematics","year":2012,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; University of Ottawa","funders":"","keywords":"Cybernetics; Computer science; Order (exchange); Kinematics; Mathematics education; Management science; Engineering ethics; Artificial intelligence; Psychology; Engineering","score_opus":0.7437005371875292,"score_gpt":0.6438181144740948,"score_spread":0.0998824227134344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2739842982","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.033624247,0.0011021474,0.80112517,0.0066727293,0.00028541777,0.00017233829,0.00019913136,0.0002710715,0.15654778],"genre_scores_gemma":[0.81729466,0.0013211628,0.16052447,0.00041131067,0.0001988828,0.0005550393,0.00017019542,0.00006952375,0.019454783],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9988777,0.0005134796,0.00007031802,0.00018701538,0.0002454188,0.000105996856],"domain_scores_gemma":[0.99824995,0.0008958427,0.00023234007,0.0001800761,0.0002857137,0.00015614857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001358101,0.00072070136,0.0004417982,0.0021603846,0.00081940804,0.003583536,0.0009773932,0.001301082,0.007688128],"category_scores_gemma":[0.0026125296,0.00032176674,0.0010891323,0.0009796573,0.0054631545,0.0065708077,0.0015151087,0.0016063665,0.0010137251],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000068262048,0.00001480104,0.0002970706,0.000041209078,0.0000058554183,0.00004982976,0.00082982075,0.004582222,0.00017887694,0.9902918,0.0002385739,0.0034632245],"study_design_scores_gemma":[0.000017676472,0.00005617169,0.00053487584,0.00005764081,0.000012460161,0.00014418692,0.0004622435,0.038372613,0.00016032177,0.9506347,0.009531764,0.000015326656],"about_ca_topic_score_codex":0.0026937874,"about_ca_topic_score_gemma":0.0016265156,"teacher_disagreement_score":0.007688128,"about_ca_system_score_codex":0.0020781117,"about_ca_system_score_gemma":0.0022323276,"threshold_uncertainty_score":0.025719345},"labels":[],"label_agreement":null},{"id":"W2743069023","doi":"10.1007/978-981-10-5448-8_6","title":"Making STEM Curriculum Useful, Relevant, and Motivating for Students","year":2017,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Curriculum; Mathematics education; Psychology; Pedagogy","score_opus":0.24703233687688614,"score_gpt":0.4849888404601607,"score_spread":0.23795650358327458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2743069023","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008183647,0.0082207285,0.0134505415,0.016595418,0.003197542,0.00010813266,0.00014627559,0.00040394033,0.94969374],"genre_scores_gemma":[0.06571183,0.019745769,0.041605547,0.005547803,0.0018800837,0.00018739146,0.00048265804,0.00030289497,0.86453605],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997632,0.00004674993,0.000005975516,0.000024103616,0.00013045513,0.00002951424],"domain_scores_gemma":[0.99955004,0.00014635583,0.000032146305,0.000021074946,0.00010349066,0.00014683677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048475552,0.0005160337,0.00020102027,0.00056567695,0.0007731944,0.0038270475,0.00041786034,0.000956514,0.019694762],"category_scores_gemma":[0.0011044145,0.0001434537,0.00020475705,0.000535741,0.0008669949,0.002097506,0.0019715333,0.0020751937,0.008203961],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012335074,0.00018220629,0.0004349408,0.00037066574,0.000004177706,0.00009666627,0.0017571631,0.00033703493,0.0024094703,0.21234219,0.29624677,0.48580638],"study_design_scores_gemma":[0.0000040218247,0.000016636046,0.00079851155,0.00035095328,0.0000037549034,0.00007004992,0.00088610867,0.00016311639,0.0010432089,0.08310808,0.9135502,0.000005332429],"about_ca_topic_score_codex":0.0006123713,"about_ca_topic_score_gemma":0.0034670674,"teacher_disagreement_score":0.019694762,"about_ca_system_score_codex":0.00085759704,"about_ca_system_score_gemma":0.0025098165,"threshold_uncertainty_score":0.0658856},"labels":[],"label_agreement":null},{"id":"W2745318664","doi":"10.17239/l1esll-2008.08.01.01","title":"Culture, language, knowledge about nature and naturally occurring events, and science literacy for all: She says, he says, they say","year":2008,"lang":"en","type":"article","venue":"L1 Educational Studies in Language and Literature","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Literacy; Scientific literacy; Deliberation; Conversation; Perspective (graphical); Sociology; Science education; Pedagogy; Epistemology; Psychology; Political science; Politics; Computer science; Communication","score_opus":0.03316480015997433,"score_gpt":0.4526826731862743,"score_spread":0.4195178730263,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2745318664","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007163151,0.0061876373,0.00051002897,0.9732693,0.0017925904,0.000005586102,0.00001579114,0.000018182966,0.011037727],"genre_scores_gemma":[0.30792767,0.018663755,0.0022279609,0.60364425,0.002604251,0.000086130596,0.00005674569,0.000090821035,0.064698465],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9986305,0.0006531168,0.000047948222,0.00012889093,0.0003766693,0.00016285699],"domain_scores_gemma":[0.9931069,0.004644838,0.00033720734,0.0001509255,0.0007971272,0.00096311263],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028806508,0.00036675925,0.00048790732,0.0004885612,0.0052093286,0.004682269,0.00064410875,0.004707617,0.0037653348],"category_scores_gemma":[0.0078601455,0.00027880288,0.0003477096,0.000404388,0.009013688,0.008550372,0.00203352,0.010240527,0.0008155622],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000113083865,0.000103460916,0.008618701,0.00038000377,0.000042949192,0.00081497605,0.14948633,0.00014753446,0.0018966767,0.06989642,0.6878877,0.080612145],"study_design_scores_gemma":[0.000024342195,0.00010194123,0.008486325,0.001210503,0.000047356734,0.0013431703,0.2240528,0.00037155062,0.0016740968,0.054915395,0.70762026,0.00015225224],"about_ca_topic_score_codex":0.030990055,"about_ca_topic_score_gemma":0.046090443,"teacher_disagreement_score":0.030990055,"about_ca_system_score_codex":0.0026227043,"about_ca_system_score_gemma":0.0042063543,"threshold_uncertainty_score":0.06161934},"labels":[],"label_agreement":null},{"id":"W2747705596","doi":"10.1119/1.4999734","title":"Living Ethnoastronomy: Discovering the Connectedness of the Human Spirit Beneath the Night Sky","year":2017,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Constellation; Social connectedness; Work (physics); Sociology; Media studies; History; Political science; Psychology; Astronomy; Engineering","score_opus":0.10318786655261067,"score_gpt":0.4058350133109907,"score_spread":0.30264714675838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2747705596","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92008626,0.001609765,0.0050184624,0.0074067093,0.00034600054,0.00003465152,0.00006287776,0.00003021938,0.06540498],"genre_scores_gemma":[0.99721646,0.00034585272,0.00045467072,0.0004921667,0.0000436256,0.00001465323,0.0000139100575,0.000018982066,0.0013996138],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99694186,0.0024477658,0.00003132257,0.00019364187,0.00015013384,0.00023523247],"domain_scores_gemma":[0.99718493,0.0014713358,0.00038979974,0.0003893049,0.00015830708,0.00040629978],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032494797,0.00027082313,0.00029718282,0.0014212385,0.0075318874,0.0068982635,0.0006755235,0.00091205304,0.0025413334],"category_scores_gemma":[0.005913361,0.000235108,0.00023839642,0.0009584109,0.025786674,0.0058968635,0.008351579,0.002380565,0.00021098541],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027034348,0.000017426677,0.0065044323,0.000062179264,0.000014918369,0.00026921518,0.9588167,0.000036510275,0.00056323415,0.0243195,0.0013387637,0.00803011],"study_design_scores_gemma":[0.0000035640464,0.00002584849,0.0065865773,0.00007950704,0.000008937473,0.00025850476,0.9593208,0.00005809314,0.0001897921,0.011959907,0.021493558,0.000014855646],"about_ca_topic_score_codex":0.003232784,"about_ca_topic_score_gemma":0.0060769026,"teacher_disagreement_score":0.0075318874,"about_ca_system_score_codex":0.0010157325,"about_ca_system_score_gemma":0.00095394615,"threshold_uncertainty_score":0.017185092},"labels":[],"label_agreement":null},{"id":"W2748446970","doi":"10.5539/hes.v7n3p148","title":"Relating the Learned Knowledge and Acquired Skills to Real Life: Function Sample","year":2017,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Everyday life; Mathematics education; Function (biology); Sample (material); Subject (documents); Mathematics; Computer science; Epistemology; Biology","score_opus":0.20615009855200506,"score_gpt":0.49863710828347585,"score_spread":0.2924870097314708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2748446970","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99655885,0.000067050656,0.0006914566,0.000026542715,0.00000498769,0.000109604414,0.00016673817,0.000012553924,0.002362168],"genre_scores_gemma":[0.9973242,0.000047191686,0.00077228097,0.000016625205,0.0000054078114,0.00018789923,0.00024480073,0.000007756601,0.001393844],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981481,0.00059619104,0.0002085937,0.00023785395,0.0005931258,0.00021610984],"domain_scores_gemma":[0.9912827,0.003490095,0.0010181048,0.0009236452,0.0026228677,0.00066252064],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021624218,0.00052757695,0.00057141157,0.002701374,0.0007678999,0.0011615836,0.00090262253,0.00075225026,0.0067120255],"category_scores_gemma":[0.014026914,0.00015989851,0.0006274374,0.0012561926,0.0011404342,0.0012703369,0.001331779,0.0006946569,0.0013613163],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024010267,0.0050363787,0.7794173,0.0009685976,0.00023913068,0.0025969832,0.060035717,0.0017090512,0.008202768,0.0019363444,0.0022591576,0.13519752],"study_design_scores_gemma":[0.000037634996,0.0031324585,0.95507,0.00008019249,0.000082430684,0.0009722935,0.026971012,0.0013197856,0.0066536404,0.00095199037,0.0046689054,0.000059616003],"about_ca_topic_score_codex":0.001373779,"about_ca_topic_score_gemma":0.0013872313,"teacher_disagreement_score":0.0067120255,"about_ca_system_score_codex":0.001029183,"about_ca_system_score_gemma":0.0005346901,"threshold_uncertainty_score":0.022453964},"labels":[],"label_agreement":null},{"id":"W2758230080","doi":"","title":"Motivating High School Students to Persist in Science through Teacher-Scientist Partnerships","year":2014,"lang":"en","type":"article","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Office of International Science and Engineering; University of Toronto","keywords":"Mathematics education; Science education; Pedagogy; Sociology; Engineering ethics; Psychology; Engineering","score_opus":0.13922020399756066,"score_gpt":0.48634388535087797,"score_spread":0.3471236813533173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2758230080","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99233586,0.00012682316,0.00092056685,0.0021442086,0.000032652308,0.00012122828,0.0000106366215,0.00002184094,0.004286187],"genre_scores_gemma":[0.9962424,0.00019114255,0.00096639065,0.00032733724,0.00001679332,0.00012395313,0.000012066671,0.0000068690833,0.0021131418],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9924908,0.005035429,0.00015546787,0.00033585614,0.0006388292,0.0013436308],"domain_scores_gemma":[0.9836218,0.0051307008,0.002256783,0.00057599245,0.0010855283,0.0073291934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007314873,0.00035878658,0.00061873137,0.0011922529,0.011133363,0.0059428974,0.0014485456,0.0020102866,0.003151559],"category_scores_gemma":[0.011661445,0.00044082222,0.00041932942,0.00070037664,0.005126248,0.0026407184,0.008963346,0.0028946744,0.00063370855],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008307758,0.0017733226,0.08771956,0.00029783303,0.00002864963,0.001673343,0.86230314,0.00016661604,0.0033982832,0.0052589085,0.0031725897,0.034124665],"study_design_scores_gemma":[0.000036699123,0.00058500725,0.020036278,0.0001399663,0.000021645814,0.00053667615,0.9417646,0.00021255537,0.0012624449,0.0024700642,0.032897655,0.00003637868],"about_ca_topic_score_codex":0.0015178228,"about_ca_topic_score_gemma":0.005458767,"teacher_disagreement_score":0.011133363,"about_ca_system_score_codex":0.0018097716,"about_ca_system_score_gemma":0.0061798594,"threshold_uncertainty_score":0.038685203},"labels":[],"label_agreement":null},{"id":"W2759609948","doi":"10.1002/sce.21314","title":"Learning progressions in context: Tensions and insights from a semester‐long middle school modeling curriculum","year":2017,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"National Science Foundation","keywords":"Generalizability theory; Context (archaeology); Curriculum; Mathematics education; Diagrammatic reasoning; Science education; Articulation (sociology); Concept learning; Psychology; Computer science; Cognitive science; Pedagogy; Developmental psychology","score_opus":0.08587327576219579,"score_gpt":0.4189616741269486,"score_spread":0.33308839836475285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2759609948","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99641633,0.000048578764,0.0009455545,0.00027249742,0.0000043165564,0.000015666641,0.000025091105,0.000010920798,0.0022609986],"genre_scores_gemma":[0.9986908,0.000033077325,0.0007628534,0.000029934698,0.0000019029058,0.000018425813,0.000036033627,0.0000071312948,0.00041984918],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9971269,0.0014699684,0.00011455884,0.00040586642,0.00061425276,0.00026837416],"domain_scores_gemma":[0.99371356,0.00362443,0.0006741905,0.00042392494,0.00072133134,0.0008426385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004995252,0.00028332853,0.00046777973,0.0018502146,0.0034751743,0.0053004264,0.0013195014,0.00089038746,0.0017221089],"category_scores_gemma":[0.015867714,0.00034306018,0.00022461115,0.0014089792,0.003288486,0.0032938907,0.0055727595,0.0021981157,0.00020386465],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029764365,0.00256223,0.18215512,0.00022054893,0.000039514987,0.0015141,0.6975014,0.0018469108,0.008575523,0.026806628,0.0015319112,0.07694848],"study_design_scores_gemma":[0.000039122955,0.0008918128,0.26157275,0.00026583407,0.0000363419,0.0006605615,0.67495996,0.008063941,0.0052009285,0.025385318,0.022754658,0.00016875565],"about_ca_topic_score_codex":0.0043615745,"about_ca_topic_score_gemma":0.010678468,"teacher_disagreement_score":0.0053004264,"about_ca_system_score_codex":0.002670842,"about_ca_system_score_gemma":0.0020226173,"threshold_uncertainty_score":0.026417732},"labels":[],"label_agreement":null},{"id":"W2761983534","doi":"10.1007/978-3-319-66140-7_5","title":"What Is the Students’ Worldview?","year":2017,"lang":"en","type":"book-chapter","venue":"Innovation and change in professional education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Reading (process); Subject (documents); Epistemology; Set (abstract data type); Mathematics education; Class (philosophy); Conceptual change; Psychology; Pedagogy; Sociology; Computer science; Philosophy; Linguistics; Library science","score_opus":0.21815216572489315,"score_gpt":0.5138239163197434,"score_spread":0.2956717505948503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2761983534","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.124257185,0.008061282,0.0099623175,0.08078999,0.002799406,0.000037537076,0.0001428741,0.000054871056,0.7738946],"genre_scores_gemma":[0.9452816,0.0039347494,0.00096441974,0.0030451587,0.00037841307,0.000025738638,0.000055902226,0.000062594096,0.046251304],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9982284,0.001223844,0.000027541297,0.00011348067,0.00023315988,0.00017370253],"domain_scores_gemma":[0.9977616,0.00089639344,0.000175751,0.00012337617,0.00041129446,0.0006315669],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024339166,0.00024082258,0.00026066168,0.000580905,0.0016236579,0.010794868,0.00050738576,0.0010577206,0.004376966],"category_scores_gemma":[0.0044771656,0.00013429152,0.00028329124,0.0006903813,0.008339823,0.005844201,0.0019174333,0.003992906,0.000880947],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041705796,0.00007780241,0.010128846,0.00012519253,0.000036386085,0.000303538,0.18054536,0.00020068978,0.0008789987,0.6824866,0.02301783,0.10215713],"study_design_scores_gemma":[0.000009195725,0.00006803008,0.013798872,0.00069506513,0.000025718136,0.00067238463,0.20684826,0.000659191,0.0013564992,0.28831637,0.48749658,0.000053932286],"about_ca_topic_score_codex":0.0020830005,"about_ca_topic_score_gemma":0.002324457,"teacher_disagreement_score":0.010794868,"about_ca_system_score_codex":0.0014054232,"about_ca_system_score_gemma":0.0012482443,"threshold_uncertainty_score":0.014642477},"labels":[],"label_agreement":null},{"id":"W2763295025","doi":"10.1080/09500693.2017.1387947","title":"Instructional practices and science performance of 10 top-performing regions in PISA 2015","year":2017,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":95,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; China; Construct (python library); Science education; Class (philosophy); Psychology; Teaching method; Pedagogy; Computer science; Geography","score_opus":0.08778300589541452,"score_gpt":0.4970238607514761,"score_spread":0.40924085485606154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2763295025","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9988207,0.00007086684,0.000044346747,0.000030171273,0.000002183321,0.0000034996438,0.00014528706,0.000005711026,0.0008772253],"genre_scores_gemma":[0.9990404,0.000070528426,0.00009413575,0.0000088889155,0.0000021432868,0.000006955955,0.0002379733,0.000002019501,0.0005368207],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995919,0.00006470488,0.000040977335,0.0000896854,0.00006925131,0.00014350767],"domain_scores_gemma":[0.99896955,0.00018803054,0.00031393656,0.000078325924,0.00020563071,0.00024455722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060101884,0.0002587178,0.00041230276,0.0015959198,0.0010776392,0.0011008794,0.0003267842,0.00022046317,0.0017395986],"category_scores_gemma":[0.0016018791,0.0001821624,0.0002989766,0.0022485403,0.00063510466,0.00048157285,0.0015366897,0.000347785,0.0006009042],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010383397,0.00007031173,0.9663322,0.00006458342,0.000042612966,0.0002693695,0.008499807,0.000258038,0.001166414,0.00013669247,0.00043071364,0.02262533],"study_design_scores_gemma":[4.978654e-7,0.000051739116,0.9948783,0.0000063914663,0.0000064807473,0.000040788615,0.0042202254,0.00006862777,0.00021011275,0.0000149575735,0.0004972375,0.0000045893626],"about_ca_topic_score_codex":0.015613469,"about_ca_topic_score_gemma":0.03155152,"teacher_disagreement_score":0.015613469,"about_ca_system_score_codex":0.0014210984,"about_ca_system_score_gemma":0.00084504375,"threshold_uncertainty_score":0.031045198},"labels":[],"label_agreement":null},{"id":"W2765083570","doi":"10.5539/ies.v10n11p135","title":"Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tacit knowledge; Science education; Psychology; Professional development; Cognitive development; Pedagogy; Mathematics education; Faculty development; Cognition; Knowledge management; Computer science","score_opus":0.30645404780717017,"score_gpt":0.5468420866368098,"score_spread":0.2403880388296396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765083570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974566,0.0002403495,0.00025452388,0.00022893447,0.0000039991664,0.000012146778,0.0000056831914,0.0000021495962,0.0017955585],"genre_scores_gemma":[0.9986908,0.0003080702,0.00014351167,0.000109740155,0.000003152258,0.000012292559,0.00000807848,0.0000024997344,0.0007219866],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946865,0.0025083225,0.00029350215,0.000446329,0.0013546445,0.0007107784],"domain_scores_gemma":[0.98175836,0.012060934,0.0021732426,0.0005900374,0.0019590629,0.001458363],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008122231,0.00026523307,0.0006261184,0.0019009718,0.002395315,0.004594184,0.0005427356,0.0013069995,0.0012603663],"category_scores_gemma":[0.013157789,0.000540303,0.00043693752,0.0012156507,0.0048597897,0.0023291083,0.0027281956,0.002200512,0.00022443007],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003591929,0.00011150387,0.06621498,0.00013498907,0.000014807851,0.000788778,0.9208626,0.00003471944,0.0022419882,0.0005524785,0.00015083364,0.00885638],"study_design_scores_gemma":[0.00001356638,0.00041064457,0.12696664,0.00023601066,0.00003523825,0.00089733367,0.86086965,0.00014172739,0.0008272078,0.00055789447,0.009013931,0.000030186955],"about_ca_topic_score_codex":0.007864911,"about_ca_topic_score_gemma":0.012440112,"teacher_disagreement_score":0.008122231,"about_ca_system_score_codex":0.0019757205,"about_ca_system_score_gemma":0.0016449913,"threshold_uncertainty_score":0.04295498},"labels":[],"label_agreement":null},{"id":"W2769037100","doi":"10.7939/dvn/10476","title":"Science Education Citation Network for Canadian Journal of Mathematics, Science, and Technology Education 2001-2014","year":2015,"lang":"en","type":"dataset","venue":"Borealis","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Science education; Citation; Science, technology, society and environment education; Sociology; Computer science; Mathematics; Library science","score_opus":0.053632498981770436,"score_gpt":0.39682341457020115,"score_spread":0.34319091558843073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2769037100","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016118718,0.00013814539,0.0000133187195,0.000045064167,0.000013617373,0.0000050462136,0.9986871,0.00007943038,0.00085714157],"genre_scores_gemma":[0.0008027649,0.00020316645,0.0000946426,0.000021534144,0.000009856118,0.000022282773,0.9977671,0.000024321627,0.0010543484],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99801815,0.00007616961,0.00019492186,0.0003085696,0.0009939009,0.0004083928],"domain_scores_gemma":[0.99272,0.0007018988,0.0007312465,0.00047024785,0.0045009586,0.0008756441],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.0007982342,0.0021330288,0.0017374181,0.024049915,0.0021335708,0.003427538,0.003188304,0.0012733102,0.048942473],"category_scores_gemma":[0.010421633,0.000701751,0.0012225716,0.042372677,0.00056447316,0.0011791202,0.001994036,0.0019624738,0.027775053],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033542474,0.000008417201,0.0017260291,0.00069665926,0.000048957467,0.00002360102,0.000041734726,0.00019071277,0.000047572594,0.0008617181,0.99351996,0.0028011969],"study_design_scores_gemma":[0.00011114478,0.000008195869,0.028135218,0.00051142526,0.00009128624,0.000077741475,0.0001441744,0.0004350291,0.00020543658,0.0006957674,0.9695341,0.000050512186],"about_ca_topic_score_codex":0.8570486,"about_ca_topic_score_gemma":0.92285097,"teacher_disagreement_score":0.9891049,"about_ca_system_score_codex":0.010895048,"about_ca_system_score_gemma":0.033489376,"threshold_uncertainty_score":0.28758657},"labels":[],"label_agreement":null},{"id":"W2769365142","doi":"","title":"Gestures: A Mode of Conceptualization in Science Gestures: A Mode of Conceptualization in Science","year":2003,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Conceptualization; Gesture; Deixis; Process (computing); Psychology; Concept learning; Computer science; Mathematics education; Cognitive science; Linguistics; Artificial intelligence","score_opus":0.03398780401914002,"score_gpt":0.3478647942942789,"score_spread":0.3138769902751389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2769365142","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11952463,0.0021353913,0.5992179,0.009785993,0.0006243867,0.00038337155,0.0005970442,0.0009537814,0.26677752],"genre_scores_gemma":[0.92885065,0.00048527852,0.051453896,0.0003671787,0.00017496855,0.00045922163,0.00025476207,0.00040916709,0.017544918],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99476445,0.0029508048,0.0002803306,0.0007760742,0.0008030231,0.0004252566],"domain_scores_gemma":[0.9953766,0.0023207588,0.00039952766,0.0006803889,0.0008645952,0.0003582045],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0035539255,0.0013229349,0.00066292076,0.0030743876,0.0034441852,0.013723147,0.0017864421,0.0042413417,0.016486311],"category_scores_gemma":[0.011364832,0.0008227814,0.0014392567,0.0029155032,0.01579237,0.0254141,0.0063281152,0.004112729,0.0019617009],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006929969,0.000013047977,0.00069258496,0.00013692986,0.000014234616,0.00022712487,0.104197405,0.0002604131,0.005058888,0.87264335,0.0014814116,0.01520537],"study_design_scores_gemma":[0.000073895106,0.00017817612,0.0032824792,0.00056257914,0.00007847959,0.0014214925,0.107756674,0.008604083,0.0058013652,0.77068174,0.10139017,0.00016897972],"about_ca_topic_score_codex":0.0022416678,"about_ca_topic_score_gemma":0.0008323975,"teacher_disagreement_score":0.9965558,"about_ca_system_score_codex":0.0019166651,"about_ca_system_score_gemma":0.0015700901,"threshold_uncertainty_score":0.055152237},"labels":[],"label_agreement":null},{"id":"W2770315337","doi":"10.3390/educsci7040084","title":"What Really Makes Secondary School Students “Want” to Study Physics?","year":2017,"lang":"en","type":"article","venue":"Education Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Mathematics education; Sample (material); Science education; Psychology; Physics","score_opus":0.15103456093506315,"score_gpt":0.5448196424720316,"score_spread":0.39378508153696845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2770315337","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982936,0.00015560596,0.00025274712,0.00021193615,0.00001678728,0.000085553125,0.000024159623,0.0000028019008,0.0009567544],"genre_scores_gemma":[0.9978371,0.00026546506,0.00048509747,0.00044140854,0.000021715061,0.00017773139,0.000046410365,0.000006175756,0.0007188617],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960569,0.0019659542,0.00026598215,0.0005320171,0.0006041957,0.0005750082],"domain_scores_gemma":[0.99178094,0.005041135,0.001401834,0.00026226358,0.00049798697,0.0010157931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063458574,0.0002997898,0.0009176098,0.0013502642,0.0020885286,0.0050997674,0.0006980181,0.0013058933,0.0019109799],"category_scores_gemma":[0.009557142,0.0005697691,0.00041960413,0.000907765,0.0027060916,0.0016681555,0.001841197,0.001359744,0.00039216474],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036740882,0.0024828247,0.3846647,0.0008396624,0.000120136974,0.0006538381,0.5683254,0.00005734566,0.003537453,0.0014809329,0.00086027314,0.036609966],"study_design_scores_gemma":[0.000049095797,0.0011102135,0.24717811,0.0002171785,0.0000701447,0.0003664851,0.7385486,0.00016756856,0.0011046677,0.0011698491,0.009963062,0.000055070388],"about_ca_topic_score_codex":0.0012362712,"about_ca_topic_score_gemma":0.0032788306,"teacher_disagreement_score":0.0063458574,"about_ca_system_score_codex":0.0009604274,"about_ca_system_score_gemma":0.00155052,"threshold_uncertainty_score":0.033560455},"labels":[],"label_agreement":null},{"id":"W2771294419","doi":"10.5296/gjes.v3i2.12107","title":"Interest in Science: A Comparative Analysis of the Aims of School Science Syllabi","year":2017,"lang":"en","type":"article","venue":"Global Journal of Educational Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Syllabus; Curriculum; Science education; Political science; Mathematics education; Sociology; Pedagogy; Psychology","score_opus":0.30566574089126003,"score_gpt":0.562498109084903,"score_spread":0.256832368193643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2771294419","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9937216,0.00056707836,0.00012459091,0.000065369706,0.0000059972576,0.000016129128,0.00009401135,0.0000035220066,0.0054017194],"genre_scores_gemma":[0.99898607,0.00031351898,0.0002488403,0.000016715934,0.0000032801058,0.000015509757,0.00012166349,0.0000051039915,0.000289252],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99642247,0.0013843284,0.00037420166,0.0001361166,0.0013881788,0.0002946364],"domain_scores_gemma":[0.97199583,0.016429247,0.004521428,0.00067584374,0.004453224,0.0019243853],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00581692,0.00008590303,0.0003069894,0.0051015653,0.00063516037,0.0022751063,0.00034159582,0.00032849092,0.0015450551],"category_scores_gemma":[0.028769998,0.00012324711,0.00025865075,0.0043998747,0.00079862116,0.0013252066,0.0016138331,0.00039099524,0.00018684134],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010361908,0.00032989468,0.83849746,0.0005692751,0.00016666701,0.00026040705,0.057823893,0.00020397191,0.0029629904,0.0033397886,0.00084633875,0.093963124],"study_design_scores_gemma":[0.000021247153,0.00034877245,0.9590285,0.00015476123,0.00004649594,0.00010480081,0.034615453,0.0002070626,0.000850562,0.00038031777,0.004222933,0.000019087865],"about_ca_topic_score_codex":0.0046951645,"about_ca_topic_score_gemma":0.008479549,"teacher_disagreement_score":0.00581692,"about_ca_system_score_codex":0.0016599123,"about_ca_system_score_gemma":0.0019117447,"threshold_uncertainty_score":0.030763209},"labels":[],"label_agreement":null},{"id":"W2772944567","doi":"10.1186/s12909-017-1076-z","title":"Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners","year":2017,"lang":"en","type":"article","venue":"BMC Medical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Montreal General Hospital; Centre de Santé et de Services Sociaux Cavendish; Université de Montréal; Centre for Interdisciplinary Research in Rehabilitation","funders":"Université de Montréal","keywords":"Concept map; Test (biology); Psychology; Intervention (counseling); Mathematics education; Concept learning; Medical education; Medicine","score_opus":0.11342107671458032,"score_gpt":0.4952456725525148,"score_spread":0.3818245958379345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2772944567","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991616,0.00010172758,0.00029838667,0.000015335414,0.0000070120973,0.00015509814,0.00001096673,0.000009281213,0.00024063456],"genre_scores_gemma":[0.9933189,0.00038537083,0.0046029473,0.000051539628,0.000021288928,0.0007766486,0.00008215965,0.000008410821,0.0007526175],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99767774,0.0010033649,0.00017730282,0.00034896785,0.0005899113,0.00020275575],"domain_scores_gemma":[0.98423034,0.01065476,0.0015378384,0.00060539035,0.0006742112,0.0022975497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035999685,0.00060542044,0.0009678344,0.0009885046,0.00037879875,0.0010062319,0.00086862134,0.0008977918,0.0016098705],"category_scores_gemma":[0.02124643,0.00037510213,0.0006272269,0.0003325209,0.00061031856,0.001367281,0.0015582955,0.0010491518,0.00033416355],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.068347074,0.16929685,0.08137914,0.0038284692,0.0007640471,0.0005970109,0.023667986,0.0035300856,0.042282496,0.0006665316,0.0012032731,0.60443705],"study_design_scores_gemma":[0.012284881,0.48994625,0.41241854,0.0008040148,0.0010107752,0.0010447226,0.008078898,0.008929205,0.05614714,0.0023220289,0.0066497335,0.00036372538],"about_ca_topic_score_codex":0.00038119595,"about_ca_topic_score_gemma":0.0004619305,"teacher_disagreement_score":0.0035999685,"about_ca_system_score_codex":0.00043637474,"about_ca_system_score_gemma":0.0008709183,"threshold_uncertainty_score":0.019038677},"labels":[],"label_agreement":null},{"id":"W277767761","doi":"","title":"Expérimentation d’un modèle d’évaluation certificative dans un contexte d’enseignement scientifique","year":2010,"lang":"fr","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Humanities; Competence (human resources); Sociology; Psychology; Philosophy; Social psychology","score_opus":0.11706666960168094,"score_gpt":0.3438959419048256,"score_spread":0.22682927230314465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W277767761","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66080344,0.00095223356,0.23941506,0.0049266764,0.00021360855,0.0033016703,0.0010141099,0.0005841095,0.088789165],"genre_scores_gemma":[0.8886776,0.00036480586,0.10107648,0.00019944717,0.000013070406,0.0016540145,0.00044069308,0.000068750436,0.007505228],"study_design_codex":"simulation_or_modeling","study_design_gemma":"observational","domain_scores_codex":[0.97594005,0.016185481,0.0009146645,0.001959723,0.0042481567,0.000751833],"domain_scores_gemma":[0.9260966,0.05001279,0.0023452942,0.003115704,0.017378582,0.0010509737],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.037344422,0.001194065,0.0010167273,0.00206823,0.0022377071,0.008755678,0.0019973437,0.0022581534,0.0069887326],"category_scores_gemma":[0.07155004,0.00073910586,0.0018753196,0.0017626036,0.0030096308,0.0043299785,0.0022764662,0.0021681818,0.00074101775],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025047138,0.003067485,0.120859884,0.0030066185,0.0009506794,0.0006110329,0.04285913,0.3063816,0.009088385,0.26338416,0.009677997,0.23760828],"study_design_scores_gemma":[0.00076141674,0.0021933436,0.06324306,0.0018993585,0.00062433217,0.0001259644,0.0143096335,0.84114146,0.009158514,0.03013846,0.035947435,0.00045704524],"about_ca_topic_score_codex":0.4326914,"about_ca_topic_score_gemma":0.3248902,"teacher_disagreement_score":0.96372986,"about_ca_system_score_codex":0.036270157,"about_ca_system_score_gemma":0.024340272,"threshold_uncertainty_score":0.8603457},"labels":[],"label_agreement":null},{"id":"W2778359159","doi":"10.55016/ojs/pplt.v2y2017.42287","title":"The Role of Interactive Digital Simulations in Student Conversations About Visualizing Molecules","year":2017,"lang":"en","type":"article","venue":"Papers on postsecondary learning and teaching.","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Visualization; Computer science; Human–computer interaction; Multimedia; Artificial intelligence","score_opus":0.014676689245653202,"score_gpt":0.38950808756334027,"score_spread":0.3748313983176871,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2778359159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9330055,0.00031573488,0.030308295,0.0026251678,0.00008234151,0.00009739153,0.00006836541,0.00037365867,0.03312348],"genre_scores_gemma":[0.991646,0.00014371754,0.0065253214,0.00008832355,0.000010018458,0.00007687857,0.000025640573,0.000044311346,0.001439843],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9922464,0.006321264,0.0001649855,0.00038824417,0.0005328444,0.00034620392],"domain_scores_gemma":[0.97531575,0.021082696,0.0009263681,0.0013006354,0.00033266997,0.001041872],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052125617,0.00060806837,0.00036172743,0.0009343352,0.003157683,0.0076030046,0.0015018536,0.002437893,0.0054056817],"category_scores_gemma":[0.023770338,0.00047316734,0.0005529032,0.00061504,0.005982907,0.0055136806,0.011140583,0.0019576745,0.0007665407],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010269342,0.0006626271,0.02286564,0.0007419833,0.000081502854,0.0018466351,0.78611785,0.008244837,0.030637274,0.06105856,0.0022931108,0.08442306],"study_design_scores_gemma":[0.0005806885,0.0024923775,0.026142523,0.0019349628,0.00030754006,0.004123059,0.48546162,0.06796007,0.047493283,0.12443299,0.23851474,0.00055618724],"about_ca_topic_score_codex":0.00077646977,"about_ca_topic_score_gemma":0.0007481417,"teacher_disagreement_score":0.0076030046,"about_ca_system_score_codex":0.0010071952,"about_ca_system_score_gemma":0.0012359344,"threshold_uncertainty_score":0.02756697},"labels":[],"label_agreement":null},{"id":"W2780347539","doi":"10.17975/sfj-2017-020","title":"Dear STEM Student: Thank You For Choosing To Pursue Science","year":2017,"lang":"en","type":"article","venue":"STEM Fellowship Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology","score_opus":0.2073875293213626,"score_gpt":0.5062094662481628,"score_spread":0.29882193692680015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2780347539","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0059987702,0.006028316,0.00059241254,0.716575,0.25302795,0.00018281462,0.0004921897,0.00036003807,0.016742453],"genre_scores_gemma":[0.019830575,0.005057975,0.0025021979,0.48236582,0.058216415,0.00038041399,0.00040877826,0.00038956897,0.43084815],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99638796,0.00054401887,0.00015561435,0.00039340928,0.0014152757,0.001103801],"domain_scores_gemma":[0.93885064,0.00098477,0.0013527642,0.00059321866,0.017840855,0.040377706],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032379155,0.0012104113,0.0019514043,0.0014924173,0.010868453,0.009838808,0.0014240491,0.0074498183,0.075064726],"category_scores_gemma":[0.024152007,0.0004787315,0.0014607761,0.00079824525,0.002729418,0.004482438,0.0075128805,0.019776864,0.07470576],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026086664,0.0000906627,0.0011649358,0.000045161793,0.000009584126,0.00022429264,0.00047074977,0.00001107863,0.0001975455,0.00048305557,0.984696,0.012580911],"study_design_scores_gemma":[0.000036474103,0.000096409756,0.0027987212,0.00026788635,0.000026032956,0.0019928047,0.010314239,0.000054024476,0.00025200637,0.0023223443,0.9817656,0.00007357727],"about_ca_topic_score_codex":0.0037273704,"about_ca_topic_score_gemma":0.014622593,"teacher_disagreement_score":0.075064726,"about_ca_system_score_codex":0.0018441464,"about_ca_system_score_gemma":0.011409048,"threshold_uncertainty_score":0.2511165},"labels":[],"label_agreement":null},{"id":"W2787883557","doi":"10.1139/cjp-2017-0776","title":"An integrative approach to develop practicing skills of physics pre-service teachers regarding laboratory applications","year":2018,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Scope (computer science); Mathematics education; Physics education; Physics; Process (computing); Action research; Medical education; Service (business); Psychology; Computer science; Medicine","score_opus":0.04461677889339707,"score_gpt":0.3742229410496233,"score_spread":0.32960616215622623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2787883557","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9521791,0.0004936131,0.021801353,0.000908689,0.000046657457,0.001999746,0.00003931928,0.00025951074,0.022272082],"genre_scores_gemma":[0.82673794,0.0009513965,0.15751569,0.00061805843,0.00002495243,0.0026800705,0.000107968925,0.000056893346,0.011306979],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9957676,0.0017875307,0.00019589627,0.0006182969,0.0011610324,0.00046970806],"domain_scores_gemma":[0.99205184,0.0032611287,0.0008404556,0.0008389301,0.001629118,0.0013783884],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052218223,0.0007139668,0.00063997594,0.0017677913,0.0018065098,0.0021556253,0.0015606381,0.00079681684,0.003437702],"category_scores_gemma":[0.008045417,0.00048615318,0.0005793234,0.00062040816,0.001551813,0.001802473,0.004572942,0.0016262495,0.0008610717],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025915646,0.013385849,0.04643811,0.0017223204,0.00006629096,0.00096335425,0.13609777,0.0004972818,0.05863185,0.004072819,0.002870983,0.7349942],"study_design_scores_gemma":[0.00040087118,0.019337412,0.4432446,0.0036785004,0.00038600405,0.0050465195,0.31919733,0.0045803874,0.064041235,0.012464295,0.12733422,0.0002885594],"about_ca_topic_score_codex":0.0016893343,"about_ca_topic_score_gemma":0.005819317,"teacher_disagreement_score":0.0052218223,"about_ca_system_score_codex":0.0015670834,"about_ca_system_score_gemma":0.008122945,"threshold_uncertainty_score":0.027616024},"labels":[],"label_agreement":null},{"id":"W2789716286","doi":"10.18192/jpds-sjpd.v1i0.2175","title":"Le Tableau ST: un site web pour diffuser des pratiques gagnantes en sciences et technologies","year":2018,"lang":"fr","type":"article","venue":"Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Political science; Art","score_opus":0.0201819480726549,"score_gpt":0.31031463459031344,"score_spread":0.29013268651765856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789716286","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013129182,0.005122877,0.4337781,0.017897146,0.004692956,0.0018730245,0.021918938,0.020542191,0.48104566],"genre_scores_gemma":[0.09910013,0.008524231,0.38858423,0.0056108185,0.0018045469,0.002952246,0.022807516,0.0102654705,0.4603507],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9918609,0.0029313643,0.00071085914,0.0008115542,0.0033657078,0.00031969175],"domain_scores_gemma":[0.9797177,0.009690856,0.0008289608,0.003357895,0.0053908364,0.0010137311],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048844134,0.0012663032,0.0009635956,0.0057672174,0.0027923165,0.012401391,0.0016312475,0.0031497034,0.10443254],"category_scores_gemma":[0.020354738,0.00076574204,0.0011730593,0.0079988465,0.0030381398,0.013735408,0.0050642155,0.004087371,0.050505083],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024813757,0.00016599824,0.0030395158,0.0021101702,0.00008275453,0.00090209034,0.0093756905,0.0013961088,0.008277935,0.33208013,0.3187151,0.32360637],"study_design_scores_gemma":[0.000021497779,0.000045834644,0.0011255257,0.00040784394,0.000019026334,0.00031602927,0.0017937262,0.0010675932,0.0019584529,0.022796381,0.97039086,0.000057219208],"about_ca_topic_score_codex":0.010094708,"about_ca_topic_score_gemma":0.01238218,"teacher_disagreement_score":0.10443254,"about_ca_system_score_codex":0.0021393674,"about_ca_system_score_gemma":0.006499976,"threshold_uncertainty_score":0.34936166},"labels":[],"label_agreement":null},{"id":"W2793492139","doi":"10.1177/0306419018754396","title":"Misconceptions in engineering thermodynamics: A review","year":2018,"lang":"en","type":"review","venue":"International Journal of Mechanical Engineering Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"University of Waterloo","keywords":"Thermodynamics; Mathematics education; Epistemology; Psychology; Physics; Philosophy","score_opus":0.06642654636120034,"score_gpt":0.4410693050444815,"score_spread":0.3746427586832812,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793492139","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004471035,0.9975963,0.00023861876,0.0007641176,0.00016597017,0.0000060321768,0.000016536165,0.0000071915406,0.0007579984],"genre_scores_gemma":[0.0034299253,0.9954086,0.00026883205,0.0004955405,0.00015613565,0.000009766745,0.00002848321,0.0000029427651,0.00019980302],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99782985,0.00070648297,0.00038157447,0.0002364442,0.00077819446,0.0000674568],"domain_scores_gemma":[0.98269236,0.014264208,0.0013183308,0.00018056006,0.0013698105,0.00017472981],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040299394,0.0008729018,0.0012903522,0.0051740496,0.0006467168,0.0018202567,0.0015036889,0.0017037434,0.0028176152],"category_scores_gemma":[0.012271026,0.00047000693,0.0009207829,0.0040623555,0.0017363764,0.003204644,0.0014390278,0.0018047309,0.00073362567],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056063207,0.00006934062,0.0017647198,0.073771276,0.00029617187,0.00046068823,0.0014681069,0.0005169447,0.0006238044,0.0077269375,0.018749764,0.89449614],"study_design_scores_gemma":[0.000020804362,0.00014060091,0.006575262,0.10676181,0.00097194937,0.0056583546,0.001977883,0.00025425397,0.0016109379,0.010358688,0.8655583,0.00011104345],"about_ca_topic_score_codex":0.002030703,"about_ca_topic_score_gemma":0.0029749295,"teacher_disagreement_score":0.0051740496,"about_ca_system_score_codex":0.0012668269,"about_ca_system_score_gemma":0.0038473175,"threshold_uncertainty_score":0.021312654},"labels":[],"label_agreement":null},{"id":"W2794195210","doi":"","title":"The right chemistry: a constructivist approach to learning chemistry","year":2003,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Chemistry; Chemistry education; Mathematics education; Epistemology; Psychology; Philosophy; Quality (philosophy)","score_opus":0.025841518728604317,"score_gpt":0.32953966268349677,"score_spread":0.3036981439548925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794195210","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007601163,0.0021798827,0.8156573,0.02122493,0.0003462091,0.0005761604,0.00010040833,0.0005578528,0.15175606],"genre_scores_gemma":[0.25665852,0.003172335,0.700077,0.0035181637,0.00019939285,0.0019403519,0.00021548403,0.00044195232,0.033776894],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99136907,0.006212762,0.00019998185,0.0006128394,0.0012947638,0.00031058033],"domain_scores_gemma":[0.995745,0.0028838892,0.00014834969,0.0004911817,0.00033381963,0.00039770693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009046724,0.00078740437,0.0005223326,0.0027176605,0.0033392708,0.012240012,0.0026640124,0.0020441427,0.0036040756],"category_scores_gemma":[0.006066417,0.0005280083,0.0007094645,0.0017756713,0.034269728,0.006061672,0.0058289277,0.005018104,0.0009123538],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000100184925,0.00005286511,0.0002122638,0.00017616947,0.00001476465,0.00004536366,0.01562088,0.0011278987,0.00028301688,0.9558151,0.0039253584,0.022716222],"study_design_scores_gemma":[0.00003335595,0.00003180987,0.00024012463,0.00023309793,0.000011136166,0.00009887586,0.0051436815,0.0034183098,0.00044338027,0.860321,0.13000463,0.000020644804],"about_ca_topic_score_codex":0.0050363736,"about_ca_topic_score_gemma":0.008837889,"teacher_disagreement_score":0.012240012,"about_ca_system_score_codex":0.0070251017,"about_ca_system_score_gemma":0.01002107,"threshold_uncertainty_score":0.05097097},"labels":[],"label_agreement":null},{"id":"W2797191877","doi":"10.4236/ce.2018.94041","title":"Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics","year":2018,"lang":"en","type":"article","venue":"Creative Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University; Concordia University","funders":"","keywords":"Motion (physics); Class (philosophy); Conceptual change; Mathematics education; Course (navigation); Intervention (counseling); Pedagogy; Psychology; Computer science; Physics; Artificial intelligence","score_opus":0.1319498408875316,"score_gpt":0.502442451417874,"score_spread":0.37049261053034244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2797191877","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99212146,0.00014907488,0.0024648842,0.00040881647,0.000040802322,0.000113949434,0.0000058444316,0.00007842437,0.004616625],"genre_scores_gemma":[0.99321777,0.00012842297,0.0049114367,0.00014304527,0.000017525246,0.00014659078,0.000011925722,0.000025116688,0.0013981469],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9790875,0.014038809,0.000929861,0.001911919,0.0031971964,0.00083471445],"domain_scores_gemma":[0.8457775,0.13029985,0.009177137,0.0062445784,0.0034030376,0.005097889],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014058822,0.0006491907,0.00061472354,0.0009109271,0.0018992262,0.004409908,0.0014199757,0.0012542133,0.0042615985],"category_scores_gemma":[0.13465281,0.00043256403,0.0005786667,0.00037672513,0.0027106276,0.0021778285,0.0046014297,0.0026730911,0.0005345362],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028462063,0.015256789,0.04331598,0.0012415337,0.0001694573,0.0007769861,0.2995135,0.0013443411,0.026189385,0.0026116387,0.0014016974,0.6053325],"study_design_scores_gemma":[0.002633159,0.043885414,0.43068653,0.0024808994,0.0012265161,0.002833299,0.36092696,0.011586133,0.076895416,0.01924303,0.04698996,0.0006127495],"about_ca_topic_score_codex":0.00034024086,"about_ca_topic_score_gemma":0.0005371845,"teacher_disagreement_score":0.014058822,"about_ca_system_score_codex":0.0010860168,"about_ca_system_score_gemma":0.002039282,"threshold_uncertainty_score":0.07435107},"labels":[],"label_agreement":null},{"id":"W2798731485","doi":"10.1007/978-94-007-6165-0_177-1","title":"Science, Technology and Society (STS)","year":2013,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Engineering ethics; Political science; Sociology; Engineering","score_opus":0.050899813684238474,"score_gpt":0.36265389304582063,"score_spread":0.31175407936158217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2798731485","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000439863,0.00919272,0.0023474868,0.0014392929,0.0019382909,0.000020933181,0.0000722047,0.00006811175,0.9844811],"genre_scores_gemma":[0.005549519,0.008115341,0.0010865554,0.0003785116,0.00034467786,0.000034521294,0.00010261775,0.000071076756,0.9843173],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99975866,0.0000427389,0.00001052681,0.000035707508,0.00012155676,0.000030897998],"domain_scores_gemma":[0.99990356,0.000026365018,0.000006333309,0.000011452404,0.000031982916,0.000020346026],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00029940106,0.00080427714,0.00033492103,0.0010511676,0.0013599253,0.003493058,0.0007316466,0.0011505417,0.058243893],"category_scores_gemma":[0.00044386197,0.00019325242,0.00021321968,0.0020959238,0.001792759,0.0026110415,0.001691949,0.0026012422,0.024961226],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007292157,0.000028612149,0.00007045233,0.00013712826,0.0000017631173,0.000040328323,0.0008743924,0.00029841054,0.00027360118,0.49535015,0.30259505,0.20032276],"study_design_scores_gemma":[6.863408e-7,0.0000032623361,0.000063044194,0.00007367282,8.7179046e-7,0.000029018573,0.00012995167,0.000043052267,0.00005918823,0.022635711,0.97696006,0.0000014948276],"about_ca_topic_score_codex":0.008989978,"about_ca_topic_score_gemma":0.025859265,"teacher_disagreement_score":0.99864006,"about_ca_system_score_codex":0.00290774,"about_ca_system_score_gemma":0.0047032847,"threshold_uncertainty_score":0.19484526},"labels":[],"label_agreement":null},{"id":"W2800413136","doi":"10.29333/ejmste/90267","title":"Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards","year":2018,"lang":"en","type":"article","venue":"Eurasia Journal of Mathematics Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"McKnight Foundation","keywords":"Next Generation Science Standards; Physical science; Learning standards; Curriculum; Mathematics education; Space Science; Science education; Engineering ethics; Engineering; Mathematics; Pedagogy; Sociology","score_opus":0.05636140901830321,"score_gpt":0.4391478555003601,"score_spread":0.3827864464820569,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2800413136","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98049325,0.00014126212,0.0014169867,0.00019394442,0.000017849312,0.00004188938,0.000087741006,0.000018863564,0.01758807],"genre_scores_gemma":[0.99580514,0.00009749187,0.002228456,0.0000587702,0.0000049170203,0.000051182025,0.00025678167,0.000014536563,0.001482733],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.992979,0.001495959,0.0009289728,0.00052175915,0.003777112,0.00029711777],"domain_scores_gemma":[0.9664828,0.009795899,0.0060190014,0.0017299391,0.0149204545,0.00105188],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008165755,0.00019079988,0.0002939908,0.004313496,0.0011027992,0.0030132586,0.0006662157,0.0004094861,0.0026829015],"category_scores_gemma":[0.03091063,0.00015421817,0.0003087976,0.004507543,0.0017361391,0.0023683447,0.0027402956,0.00083439425,0.0003808427],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032474712,0.00041764518,0.7353568,0.00057561125,0.00008705336,0.00028163346,0.05598801,0.0015079132,0.005451704,0.019131044,0.0017831556,0.17909473],"study_design_scores_gemma":[0.000020279393,0.00033897444,0.89342856,0.00028271723,0.00004748049,0.0002043756,0.06714162,0.002479043,0.00554037,0.0059067053,0.02456827,0.00004169236],"about_ca_topic_score_codex":0.00431761,"about_ca_topic_score_gemma":0.0058771893,"teacher_disagreement_score":0.008165755,"about_ca_system_score_codex":0.0032591375,"about_ca_system_score_gemma":0.0045685377,"threshold_uncertainty_score":0.043185174},"labels":[],"label_agreement":null},{"id":"W2801172364","doi":"","title":"Highlighting Context Effects in a Pedagogical Innovation on Geothermal Energy in the Caribbean and North America","year":2016,"lang":"en","type":"preprint","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université TÉLUQ; Université du Québec à Montréal","funders":"","keywords":"Geothermal gradient; Contextualization; Context (archaeology); Geothermal energy; Electricity; Precambrian; Earth science; Architectural engineering; Geography; Geology; Engineering; Archaeology; Computer science; Geochemistry; Electrical engineering; Geophysics","score_opus":0.050179424266295375,"score_gpt":0.31302846932529094,"score_spread":0.26284904505899553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2801172364","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84486115,0.00082434545,0.007504499,0.006592997,0.00019594717,0.00008697806,0.000052716736,0.00014908124,0.13973232],"genre_scores_gemma":[0.9929892,0.00031904393,0.0023813427,0.0002948002,0.00002084998,0.00004016701,0.000012405906,0.000039686558,0.003902523],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990067,0.00052831817,0.000023820308,0.0001362301,0.00014700684,0.00015795976],"domain_scores_gemma":[0.9931029,0.0054941033,0.00031068292,0.00021450364,0.00041814495,0.0004597047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017710768,0.00026733289,0.00022889308,0.0008905924,0.003153143,0.00492095,0.00060998276,0.0012280465,0.008053165],"category_scores_gemma":[0.008104667,0.00012662796,0.00019651365,0.0011074651,0.0027444477,0.0021391506,0.0054738335,0.0014805694,0.00021918296],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040600818,0.00043040092,0.025208397,0.0013418923,0.000052146406,0.002802329,0.65747595,0.0024505868,0.028447341,0.08872619,0.008664855,0.18399392],"study_design_scores_gemma":[0.00009447085,0.00033397268,0.09693258,0.0012343758,0.0002587746,0.00042942053,0.5562922,0.004895681,0.012654428,0.03978473,0.2869895,0.00009987136],"about_ca_topic_score_codex":0.031869262,"about_ca_topic_score_gemma":0.08195415,"teacher_disagreement_score":0.031869262,"about_ca_system_score_codex":0.0034166102,"about_ca_system_score_gemma":0.0036656146,"threshold_uncertainty_score":0.063367546},"labels":[],"label_agreement":null},{"id":"W2802067306","doi":"10.5539/ass.v14n5p1","title":"Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program","year":2018,"lang":"en","type":"article","venue":"Asian Social Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scientific literacy; Best practice; Science education; Psychology; Mathematics education; Teaching method; Pedagogy; Teacher education; Professional development; Medical education; Political science; Medicine","score_opus":0.1742213282885968,"score_gpt":0.5025853077673976,"score_spread":0.3283639794788008,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2802067306","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.962288,0.00033898157,0.0045919325,0.0028026763,0.00008871092,0.00033887068,0.00003431084,0.00009516085,0.02942132],"genre_scores_gemma":[0.98225456,0.0006094465,0.006847902,0.0003924041,0.000039498776,0.00024276879,0.000042217674,0.000016920272,0.009554299],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99845326,0.000930036,0.000065968045,0.00007838367,0.0002288138,0.00024355942],"domain_scores_gemma":[0.994158,0.002174943,0.00078626024,0.0003379943,0.00048263362,0.002060279],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024942982,0.0002546177,0.0001250863,0.00045670016,0.0029632966,0.0020728824,0.00057738,0.0007019028,0.005249157],"category_scores_gemma":[0.004356105,0.00012668785,0.0002896208,0.0005006579,0.0017056023,0.0015594622,0.0035417983,0.0015059126,0.000610441],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019475013,0.0038813758,0.083369344,0.0015197896,0.00003307866,0.0045799864,0.4101931,0.00052743405,0.015153722,0.0055644447,0.009043127,0.46593976],"study_design_scores_gemma":[0.00010411024,0.0029611825,0.13157733,0.0011440949,0.00008360595,0.003076231,0.5710247,0.0017119371,0.014757572,0.0067650853,0.26668692,0.000107212814],"about_ca_topic_score_codex":0.0008414376,"about_ca_topic_score_gemma":0.0030192782,"teacher_disagreement_score":0.005249157,"about_ca_system_score_codex":0.0011037457,"about_ca_system_score_gemma":0.004757471,"threshold_uncertainty_score":0.017560124},"labels":[],"label_agreement":null},{"id":"W2802967058","doi":"10.5539/ies.v11n5p25","title":"The Process of Facilitating Knowledge Acquisition and Retention: An Inquiry into Magnetic Poles with Challenging Questions","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Process (computing); Magnet; Knowledge acquisition; Psychology; Mathematics education; Computer science; Artificial intelligence; Engineering; Electrical engineering","score_opus":0.127740996026085,"score_gpt":0.5075010899257739,"score_spread":0.3797600938996889,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2802967058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9108781,0.00044578995,0.059367366,0.004002161,0.000046164172,0.00094987283,0.000026713748,0.00011924799,0.024164544],"genre_scores_gemma":[0.9763347,0.00020603447,0.021090524,0.00020145332,0.000013934376,0.00040581138,0.000012843745,0.000019172543,0.0017154048],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.97581077,0.01978652,0.0004330701,0.0009596844,0.0018019928,0.0012078916],"domain_scores_gemma":[0.94034225,0.04940879,0.0025344638,0.0031640022,0.0029237578,0.0016267818],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027327955,0.0004440664,0.00059888966,0.0012540484,0.0032768396,0.0054671355,0.0022134737,0.0018440649,0.001997033],"category_scores_gemma":[0.050492037,0.00041813467,0.00048382094,0.00083305564,0.007385379,0.007195341,0.006419672,0.0024087066,0.0004197021],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028114766,0.002068515,0.009416841,0.00072047417,0.000024410849,0.0006405733,0.7837037,0.0005061157,0.009329624,0.028356733,0.00072464073,0.1642273],"study_design_scores_gemma":[0.00024610065,0.0037877366,0.020711165,0.0010712036,0.00011042006,0.0011981797,0.8309136,0.0045186346,0.019283293,0.061798204,0.05620544,0.00015594106],"about_ca_topic_score_codex":0.00093584845,"about_ca_topic_score_gemma":0.0009593236,"teacher_disagreement_score":0.027327955,"about_ca_system_score_codex":0.0019322434,"about_ca_system_score_gemma":0.005337154,"threshold_uncertainty_score":0.14452577},"labels":[],"label_agreement":null},{"id":"W2804143744","doi":"10.1109/educon.2018.8363297","title":"Forming and transforming STEM teacher education: A follow up to pioneering STEM education","year":2018,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Cornerstone; Pedagogy; Process (computing); Mathematics education; Engineering ethics; Psychology; Engineering; Computer science","score_opus":0.06997977222237549,"score_gpt":0.38776367664385614,"score_spread":0.31778390442148063,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804143744","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.776334,0.01594849,0.05065413,0.09188211,0.0034900443,0.0009785523,0.00008580506,0.00048738605,0.060139496],"genre_scores_gemma":[0.8706952,0.0062724873,0.060178205,0.011692379,0.0006851068,0.00037827707,0.00010973382,0.00034617985,0.049642432],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99155176,0.0049103573,0.0002457102,0.0011000452,0.001360249,0.000831893],"domain_scores_gemma":[0.98441976,0.00636167,0.00078465353,0.0020311216,0.0024149907,0.00398781],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010290423,0.0005235451,0.00047369875,0.0019893309,0.008478618,0.0082724625,0.0019079616,0.0034941202,0.0024516154],"category_scores_gemma":[0.0178303,0.00037630074,0.0005312088,0.0010852324,0.0118145235,0.0065183877,0.008760323,0.0075753047,0.000641255],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020061039,0.0027320543,0.016325133,0.0007427464,0.00004530283,0.00352421,0.5612237,0.0006154892,0.0130717475,0.096063204,0.015587739,0.2898681],"study_design_scores_gemma":[0.000068336776,0.0017854993,0.011083029,0.0011438883,0.000042801967,0.004511122,0.23325782,0.0013649133,0.012044318,0.032077096,0.70245826,0.00016299015],"about_ca_topic_score_codex":0.0034678963,"about_ca_topic_score_gemma":0.0062722946,"teacher_disagreement_score":0.010290423,"about_ca_system_score_codex":0.0040353592,"about_ca_system_score_gemma":0.0070045246,"threshold_uncertainty_score":0.054421663},"labels":[],"label_agreement":null},{"id":"W2804158705","doi":"10.5539/jel.v7n4p191","title":"An Overview of Problem Solving Studies in Physics Education","year":2018,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":134,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Physics education; Problem-based learning; Field (mathematics); Management science; Engineering ethics; Computer science; Mathematics; Engineering","score_opus":0.2493326317911749,"score_gpt":0.5345222497942981,"score_spread":0.28518961800312315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804158705","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01857961,0.89167714,0.019822061,0.0038970478,0.0009369324,0.00023918768,0.00020416996,0.00011035435,0.06453357],"genre_scores_gemma":[0.078334905,0.8822906,0.025988182,0.0013054718,0.0011190006,0.0004470486,0.0004393084,0.00007255384,0.010003011],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99784803,0.00088742765,0.00031601405,0.0003283038,0.0004588778,0.00016121005],"domain_scores_gemma":[0.9957968,0.0030986064,0.00029279705,0.00012636666,0.00054620154,0.00013919649],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016133569,0.0007192649,0.00074110535,0.008001465,0.0014775061,0.0038664402,0.00074662606,0.001456959,0.004402449],"category_scores_gemma":[0.0038464991,0.00040056047,0.00064409187,0.012792783,0.0015023213,0.0037882132,0.001548321,0.0017099655,0.0010326338],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010748788,0.00048522197,0.0058539016,0.014129413,0.00006904239,0.0004875103,0.011327962,0.0009491967,0.0016639185,0.09692305,0.013476738,0.8545265],"study_design_scores_gemma":[0.000013580704,0.00025104175,0.017745053,0.010580498,0.000070869566,0.0020572774,0.0060640997,0.00068012404,0.0011973608,0.03395562,0.9273297,0.000054778488],"about_ca_topic_score_codex":0.0019762265,"about_ca_topic_score_gemma":0.0016428839,"teacher_disagreement_score":0.008001465,"about_ca_system_score_codex":0.0023939777,"about_ca_system_score_gemma":0.0036329872,"threshold_uncertainty_score":0.017369568},"labels":[],"label_agreement":null},{"id":"W2804182699","doi":"10.5539/jel.v7n4p122","title":"Secondary School Students’ Mental Models Regarding the Space","year":2018,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Space (punctuation); Psychology; Context (archaeology); Mathematics education; Mental model; Descriptive statistics; Emptiness; Descriptive research; Mathematics; Geography; Computer science; Statistics","score_opus":0.05075434045707781,"score_gpt":0.42141468464081655,"score_spread":0.3706603441837387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804182699","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981218,0.00007428907,0.00031842964,0.00010545946,0.0000062115455,0.000019407982,0.000008492728,0.000003867075,0.0013420265],"genre_scores_gemma":[0.9992169,0.00012697832,0.0002193773,0.000029927454,0.0000018775844,0.000012885566,0.00001649954,0.0000011813273,0.00037437872],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99833363,0.00053924276,0.0001072604,0.0001258657,0.00060735206,0.00028674633],"domain_scores_gemma":[0.9965341,0.0010728431,0.00096813316,0.00022304691,0.00053516024,0.0006666461],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002632584,0.0005790507,0.00055143726,0.0016718036,0.0012681162,0.0048575145,0.00074010063,0.00092797587,0.0014445935],"category_scores_gemma":[0.0061467756,0.00036055123,0.0007319514,0.0006043729,0.0033848512,0.0017951004,0.0024176869,0.0019644052,0.00022838339],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002461212,0.0010476778,0.44862506,0.00032924823,0.000094141134,0.0013721491,0.49730733,0.0012348017,0.008392236,0.006809329,0.0010527247,0.033489138],"study_design_scores_gemma":[0.00003322957,0.0010800209,0.22529705,0.0003270003,0.00008962525,0.0011225515,0.7495503,0.002675758,0.0024387266,0.004556143,0.012664822,0.00016478321],"about_ca_topic_score_codex":0.0036591268,"about_ca_topic_score_gemma":0.0042783953,"teacher_disagreement_score":0.0048575145,"about_ca_system_score_codex":0.0011399394,"about_ca_system_score_gemma":0.0012200518,"threshold_uncertainty_score":0.013922632},"labels":[],"label_agreement":null},{"id":"W2804512894","doi":"10.82308/38395","title":"Student outcomes in inquiry instruction","year":2011,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"Mathematics education; Pedagogy; Political science; Public relations; Psychology","score_opus":0.08008025635061483,"score_gpt":0.3826573445283713,"score_spread":0.30257708817775647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804512894","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94058985,0.0347818,0.0050370824,0.0009296319,0.00010640778,0.00023586872,0.001309787,0.00014481632,0.016864857],"genre_scores_gemma":[0.9859,0.010128286,0.0017138007,0.00010273463,0.000041391453,0.00016345273,0.000888797,0.000033548924,0.0010279828],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9878034,0.0038048103,0.0017842024,0.00048117404,0.0059027164,0.00022364692],"domain_scores_gemma":[0.95136386,0.028701482,0.009274302,0.00096742116,0.008788336,0.0009045452],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011638516,0.00023712782,0.00097640476,0.0044034543,0.0005046497,0.0024323738,0.0007914033,0.0004625207,0.0019175594],"category_scores_gemma":[0.055626977,0.00014736332,0.0009479216,0.00435541,0.0007364391,0.001582862,0.0019328559,0.0006019409,0.0005151427],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005945855,0.00086447096,0.33797044,0.005925595,0.00064736744,0.0003611702,0.0058935108,0.00042858376,0.0012413468,0.0013435134,0.0015276765,0.6432017],"study_design_scores_gemma":[0.000081547834,0.0048767515,0.93735677,0.004953604,0.0012174672,0.0018064205,0.007671333,0.0007208179,0.010310869,0.0029955446,0.02791666,0.000092393464],"about_ca_topic_score_codex":0.00053129287,"about_ca_topic_score_gemma":0.0010810781,"teacher_disagreement_score":0.011638516,"about_ca_system_score_codex":0.00074986793,"about_ca_system_score_gemma":0.0016887706,"threshold_uncertainty_score":0.061551094},"labels":[],"label_agreement":null},{"id":"W2804605546","doi":"10.5539/jel.v7n4p201","title":"Students’ Opinions about Their Ninth Grade Biology Textbook: From the Perspective of Constructivist Learning Approach","year":2018,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cronbach's alpha; Constructivist teaching methods; Ninth; Mathematics education; Psychology; Perspective (graphical); Constructivism (international relations); Teaching method; Mathematics; Psychometrics; Developmental psychology","score_opus":0.05935553262224207,"score_gpt":0.4273294389268052,"score_spread":0.3679739063045631,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2804605546","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975706,0.000119250275,0.0004830074,0.00023630771,0.0000096604645,0.000020419438,0.000018269946,0.00000314435,0.0015393923],"genre_scores_gemma":[0.9986382,0.00016613495,0.00033500814,0.00008240905,0.0000047511908,0.000017253247,0.000029987266,0.000001778946,0.00072436855],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99788123,0.00067882636,0.00021775695,0.0001375119,0.00086434017,0.00022023222],"domain_scores_gemma":[0.9948355,0.0017634794,0.0011886851,0.00011915025,0.0015276094,0.00056564633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034017493,0.00018512511,0.00034744336,0.00093044376,0.00054638117,0.001798559,0.0003468784,0.0006286716,0.0012584476],"category_scores_gemma":[0.007756494,0.00017522686,0.00040486958,0.00061308173,0.0008069251,0.0007757339,0.00082147,0.0009071947,0.00026416554],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029043877,0.0005805478,0.7435344,0.0005369138,0.00007514842,0.0010357884,0.16062064,0.00071058737,0.013272342,0.0012838976,0.0012992602,0.07675999],"study_design_scores_gemma":[0.0000357271,0.001419587,0.64958894,0.00036162636,0.00008789808,0.0007270649,0.3270228,0.0017542638,0.0050459835,0.00092368823,0.0129190795,0.000113335474],"about_ca_topic_score_codex":0.0014867067,"about_ca_topic_score_gemma":0.002371488,"teacher_disagreement_score":0.0034017493,"about_ca_system_score_codex":0.0009102026,"about_ca_system_score_gemma":0.00081315776,"threshold_uncertainty_score":0.01799041},"labels":[],"label_agreement":null},{"id":"W2807153132","doi":"10.5430/ijhe.v7n3p107","title":"An Investigation of Primary Student Teachers’ Drawings of the Human Internal Organs","year":2018,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Stomach; Pancreas; Class (philosophy); Human anatomy; Spleen; Medicine; Mathematics education; Medical education; Psychology; Internal medicine; Anatomy; Computer science","score_opus":0.04519592457881297,"score_gpt":0.43741305880641074,"score_spread":0.39221713422759774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807153132","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9949923,0.00014407674,0.00079508213,0.00014243132,0.0000143805,0.000024893288,0.000025997317,0.000008710377,0.003852224],"genre_scores_gemma":[0.9960368,0.00034048565,0.000764368,0.000041679916,0.0000068985246,0.000029304905,0.000023829447,0.000006915605,0.0027497127],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985045,0.0007102134,0.000079961435,0.00012168687,0.00041619982,0.00016736033],"domain_scores_gemma":[0.99363893,0.003014174,0.001505786,0.00035264663,0.0010941008,0.00039434177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018932231,0.0003094123,0.00033615308,0.0011619283,0.0010304252,0.0017276017,0.00054090435,0.00063954486,0.0043306304],"category_scores_gemma":[0.00866313,0.0004214244,0.00022857488,0.00068385387,0.0015080946,0.0008258853,0.0008775928,0.0009647185,0.0006914068],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013625863,0.00046885814,0.14466332,0.00081313675,0.000012491202,0.00566776,0.77583814,0.00018756461,0.015222804,0.0014367705,0.0024823253,0.053070474],"study_design_scores_gemma":[0.0000096719195,0.0004505382,0.108636536,0.00030990713,0.000014447255,0.0036708454,0.85794824,0.0002465125,0.002353658,0.00022477671,0.026102012,0.000032823948],"about_ca_topic_score_codex":0.001310401,"about_ca_topic_score_gemma":0.0034970222,"teacher_disagreement_score":0.0043306304,"about_ca_system_score_codex":0.00068634446,"about_ca_system_score_gemma":0.00080879,"threshold_uncertainty_score":0.014487445},"labels":[],"label_agreement":null},{"id":"W2809896975","doi":"10.22329/celt.v11i0.5039","title":"What are students’ learning and experiences in an online learning tool designed for cognitive and metacognitive skill development?","year":2018,"lang":"en","type":"article","venue":"Collected Essays on Learning and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Metacognition; Cognition; Psychology; Mathematics education; Instructional design; Educational technology; Computer science","score_opus":0.07135111836111716,"score_gpt":0.41391360518471254,"score_spread":0.34256248682359536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2809896975","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99520713,0.00009281003,0.0003156698,0.0004905277,0.00001373377,0.00002174871,0.000044926375,0.000018382565,0.0037951306],"genre_scores_gemma":[0.99721515,0.00017039807,0.00037194588,0.00017704762,0.00001031831,0.000029109142,0.00006537388,0.000008209116,0.0019522912],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9975815,0.0007701451,0.00011259308,0.00022767214,0.0006916521,0.00061635964],"domain_scores_gemma":[0.9887587,0.00497604,0.0020481367,0.0003362853,0.0011699563,0.0027109066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032012567,0.0002958533,0.0003749577,0.001431372,0.0010081197,0.004799046,0.00072851544,0.0011372307,0.0034222633],"category_scores_gemma":[0.01825156,0.0002739,0.00063378713,0.0006443694,0.0011514002,0.0034802742,0.0019778353,0.0014981198,0.0010502782],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027438463,0.0052959835,0.6123538,0.00035001023,0.00014128145,0.0010063092,0.1742464,0.0005191616,0.003700466,0.0010153434,0.0037241045,0.19737281],"study_design_scores_gemma":[0.00004568656,0.0019026157,0.657566,0.00035002,0.00009024225,0.0014435276,0.31393948,0.0016220934,0.003643963,0.0015842426,0.017645644,0.00016645342],"about_ca_topic_score_codex":0.0014592778,"about_ca_topic_score_gemma":0.002626424,"teacher_disagreement_score":0.004799046,"about_ca_system_score_codex":0.00078223215,"about_ca_system_score_gemma":0.0006690437,"threshold_uncertainty_score":0.016930103},"labels":[],"label_agreement":null},{"id":"W2884293121","doi":"10.1039/c8rp00120k","title":"Patterns of reactions: a card sort task to investigate students’ organization of organic chemistry reactions","year":2018,"lang":"en","type":"article","venue":"Chemistry Education Research and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"University of Ottawa","keywords":"sort; Card sorting; Curriculum; Mathematics education; Chemistry; Chemistry education; Concept learning; Task (project management); Psychology; Computer science; Social psychology; Pedagogy; Information retrieval; Engineering","score_opus":0.11302223641745573,"score_gpt":0.4989552068517193,"score_spread":0.38593297043426356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2884293121","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9899697,0.000044174976,0.004689502,0.00009900677,0.000050039856,0.001407727,0.000859872,0.000147434,0.0027325673],"genre_scores_gemma":[0.94989055,0.00012804232,0.03650949,0.0003091907,0.000037490492,0.0043300996,0.002497803,0.00008138988,0.006215798],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99762565,0.00056244514,0.00032490326,0.00063950557,0.00053185713,0.00031561236],"domain_scores_gemma":[0.9783045,0.012418697,0.0034596934,0.001581076,0.0023907926,0.0018451822],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029267154,0.001331661,0.0010727257,0.0017078432,0.0010935741,0.0024177788,0.001745099,0.0022426227,0.007286786],"category_scores_gemma":[0.026355958,0.0006136605,0.0006380983,0.0013530711,0.0008483838,0.0027630671,0.0018869424,0.0023221117,0.001960982],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0094257975,0.028500382,0.35955998,0.0025861233,0.00044174565,0.001521043,0.15104613,0.009791569,0.13341759,0.008099859,0.022396944,0.27321285],"study_design_scores_gemma":[0.0029391588,0.016333437,0.7292,0.00040792735,0.00024333542,0.0010830468,0.06658575,0.07384026,0.04107451,0.016095245,0.050913725,0.0012836476],"about_ca_topic_score_codex":0.0025998608,"about_ca_topic_score_gemma":0.0033290694,"teacher_disagreement_score":0.007286786,"about_ca_system_score_codex":0.0007968442,"about_ca_system_score_gemma":0.0010573328,"threshold_uncertainty_score":0.02437675},"labels":[],"label_agreement":null},{"id":"W2890167180","doi":"10.4000/ere.817","title":"Conception des sciences d’élèves de 4e secondaire engagés dans une démarche interdisciplinaire d’enseignement des sciences sur les changements climatiques","year":2014,"lang":"fr","type":"article","venue":"Éducation relative à l environnement","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science; Humanities; Art","score_opus":0.17654159062190491,"score_gpt":0.4062592220702108,"score_spread":0.2297176314483059,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2890167180","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.33626124,0.008369594,0.03145588,0.039623044,0.0004862467,0.00023446046,0.00040496534,0.0001470818,0.5830175],"genre_scores_gemma":[0.88654757,0.0032387343,0.006967635,0.0013677374,0.00009360744,0.00021350892,0.00017593744,0.00005217253,0.101343066],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9977895,0.00068169425,0.00007441747,0.00027602233,0.0006415215,0.0005368718],"domain_scores_gemma":[0.99641055,0.0008233901,0.0003279831,0.00022873886,0.0013514623,0.0008578522],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002775716,0.00049357343,0.00048751314,0.0026030454,0.008521804,0.00841128,0.0013319104,0.0018268174,0.010048772],"category_scores_gemma":[0.0026981055,0.00025408782,0.0005367709,0.0021304716,0.016444404,0.0043295547,0.005025738,0.0034236084,0.0008114409],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029618966,0.0000525545,0.012969672,0.00029133848,0.000025118983,0.0004852246,0.2324065,0.0010669227,0.0020657182,0.712058,0.0044276817,0.034121722],"study_design_scores_gemma":[0.000007621282,0.00007832585,0.04947117,0.0006822532,0.000029307168,0.0002348977,0.1603595,0.00079252344,0.0007686193,0.08106444,0.7064407,0.00007069298],"about_ca_topic_score_codex":0.33931318,"about_ca_topic_score_gemma":0.41169336,"teacher_disagreement_score":0.33931318,"about_ca_system_score_codex":0.024995893,"about_ca_system_score_gemma":0.029862812,"threshold_uncertainty_score":0.6746763},"labels":[],"label_agreement":null},{"id":"W2890390961","doi":"10.22201/fq.18708404e.1998.6.66515","title":"Designing and Developing Science-Technology-Society (STS) Video Resources for High School Chemistry Students in Alberta, Canada","year":2018,"lang":"en","type":"article","venue":"Educación Química","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Science education; Curriculum development; Technology and society; Engineering ethics; Library science; Mathematics education; Engineering; Sociology; Computer science; Pedagogy; Psychology; Social science","score_opus":0.02183273915136903,"score_gpt":0.3478023561124049,"score_spread":0.3259696169610359,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2890390961","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8389827,0.0011221925,0.018093362,0.003712247,0.00022286813,0.0033051255,0.0027906154,0.0013792387,0.13039178],"genre_scores_gemma":[0.8316475,0.0021526234,0.074720785,0.00069644797,0.000037076134,0.0011210549,0.0032721541,0.00024636174,0.08610595],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99921536,0.00017198431,0.00002184597,0.00007986611,0.0001951529,0.00031583893],"domain_scores_gemma":[0.99709225,0.00029229405,0.000064442764,0.000047820475,0.0011268934,0.0013762502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021866902,0.0003925341,0.00023018081,0.002472434,0.005280307,0.0029521694,0.002002508,0.0005999217,0.011789815],"category_scores_gemma":[0.0027964504,0.00039638148,0.00016531526,0.0018727881,0.00087504485,0.0009059493,0.0015296239,0.00058863853,0.0013453447],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006924144,0.0036368188,0.05467754,0.0014021385,0.00003225652,0.0030946955,0.0646376,0.00786055,0.037125085,0.010285042,0.113832995,0.7027228],"study_design_scores_gemma":[0.00031448682,0.001059406,0.18022716,0.0011708764,0.00010857931,0.0004745042,0.17283966,0.012700929,0.023500733,0.0017528712,0.6055841,0.0002667384],"about_ca_topic_score_codex":0.92748165,"about_ca_topic_score_gemma":0.9842992,"teacher_disagreement_score":0.07251835,"about_ca_system_score_codex":0.02199381,"about_ca_system_score_gemma":0.07619615,"threshold_uncertainty_score":0.15957701},"labels":[],"label_agreement":null},{"id":"W2893390967","doi":"10.7202/1050973ar","title":"Les rapports aux savoirs d’élèves de 3e secondaire de la région de Montréal : la place des sciences et des mathématiques 1","year":2018,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Collège de Maisonneuve","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.326357245592347,"score_gpt":0.47153842580755645,"score_spread":0.14518118021520943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2893390967","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98851585,0.0009409181,0.00050450105,0.0005679609,0.000030562627,0.00003118629,0.0003140268,0.000015521891,0.009079421],"genre_scores_gemma":[0.9893701,0.00043115026,0.00045225304,0.000086716274,0.000008862427,0.000020167932,0.00011037756,0.000013977396,0.009506514],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99866855,0.00026068333,0.000033736138,0.00025123046,0.00031299968,0.0004728566],"domain_scores_gemma":[0.99674207,0.0007550668,0.0004887365,0.00014079658,0.0010565748,0.000816851],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001252254,0.00038455173,0.00051000336,0.0019878272,0.0054211146,0.0040396983,0.0009933104,0.0007111788,0.007404724],"category_scores_gemma":[0.003548956,0.00032884063,0.00033755356,0.0028669487,0.00296145,0.0013109354,0.002844527,0.0009615591,0.0005598],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021056987,0.00006343735,0.4551348,0.0003545378,0.00010383914,0.0011900972,0.47802356,0.00030811562,0.0054530622,0.006031961,0.003155724,0.04997024],"study_design_scores_gemma":[0.000005045288,0.00009247517,0.68993986,0.00018281834,0.000031817093,0.00016614208,0.26588187,0.0002437477,0.0005866697,0.00036463648,0.042438984,0.0000659451],"about_ca_topic_score_codex":0.8597861,"about_ca_topic_score_gemma":0.951252,"teacher_disagreement_score":0.1402139,"about_ca_system_score_codex":0.009655126,"about_ca_system_score_gemma":0.0114711225,"threshold_uncertainty_score":0.28207928},"labels":[],"label_agreement":null},{"id":"W2894696100","doi":"10.1186/s40594-018-0134-3","title":"Seeding long-term, sustainable change in teacher preparation programs: the case of PhysTEC","year":2018,"lang":"en","type":"article","venue":"International Journal of STEM Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Sustainability; Champion; Teacher preparation; Science education; Process (computing); Higher education; Institution; Political science; Public relations; Medical education; Pedagogy; Teacher education; Sociology; Medicine; Ecology; Computer science; Social science","score_opus":0.10276850011776356,"score_gpt":0.47871338074111364,"score_spread":0.3759448806233501,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2894696100","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9895717,0.000037585836,0.00050261867,0.0015316183,0.000014181521,0.00005120803,0.000024265297,0.000022786639,0.008244165],"genre_scores_gemma":[0.9940631,0.0000734339,0.0013901424,0.00023748355,0.000009587907,0.0000621628,0.000040008028,0.0000196642,0.0041044457],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9967301,0.0015995422,0.000074901356,0.00026986728,0.00044980217,0.00087576953],"domain_scores_gemma":[0.9920625,0.0021882686,0.0007623424,0.00069886394,0.0006562174,0.0036318167],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034148167,0.00020720929,0.00019042839,0.00082454534,0.014245454,0.0040751393,0.001988901,0.0016776968,0.0037943819],"category_scores_gemma":[0.007501264,0.00035948053,0.00024290144,0.001212437,0.007447579,0.0019686727,0.007523573,0.0026479142,0.0004022144],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002509613,0.0028072258,0.28069162,0.00033681007,0.000052662697,0.025862359,0.5242539,0.0027655917,0.0037140576,0.023803491,0.010423571,0.12503779],"study_design_scores_gemma":[0.00005337926,0.00070825877,0.15584388,0.00015581975,0.000035993908,0.005499917,0.73458475,0.0016183471,0.0027463825,0.0043343185,0.0943504,0.00006858656],"about_ca_topic_score_codex":0.026660288,"about_ca_topic_score_gemma":0.10637393,"teacher_disagreement_score":0.026660288,"about_ca_system_score_codex":0.009169792,"about_ca_system_score_gemma":0.012765676,"threshold_uncertainty_score":0.06653178},"labels":[],"label_agreement":null},{"id":"W2897327379","doi":"10.1007/s42330-018-0023-2","title":"Beyond Tinkering and Tailoring: Re-de/signing Methodologies in STEM Education","year":2018,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Engineering ethics; Sign (mathematics); Science education; Sociology; Epistemology; Political science; Pedagogy; Engineering; Philosophy","score_opus":0.09891059498119392,"score_gpt":0.4052386905620348,"score_spread":0.3063280955808409,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2897327379","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12584059,0.0009651081,0.82256293,0.0034700811,0.00034586727,0.00039758618,0.00006371135,0.0029118403,0.043442223],"genre_scores_gemma":[0.5792136,0.000780717,0.38272673,0.00078957115,0.00013344944,0.00021084516,0.00017758802,0.0011979318,0.03476958],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.98112273,0.0108857425,0.0010248356,0.001896274,0.0042542694,0.000816215],"domain_scores_gemma":[0.9317402,0.033558063,0.003951213,0.021814253,0.0072898488,0.0016463905],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01777835,0.00067923806,0.00058040256,0.0016115622,0.0020851824,0.006436333,0.0023204035,0.002302554,0.008652697],"category_scores_gemma":[0.055704825,0.00046944054,0.00059121905,0.0015884255,0.0039993664,0.009400118,0.005498443,0.003329552,0.002723805],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012351474,0.000363583,0.0071921158,0.0002850847,0.000022934379,0.00019330253,0.012074194,0.0038970027,0.011082391,0.050119195,0.0027213015,0.91192544],"study_design_scores_gemma":[0.00008979829,0.0013520271,0.016035812,0.0023162619,0.00019181117,0.0020674062,0.03322653,0.10620935,0.09787439,0.44886672,0.29142627,0.00034361114],"about_ca_topic_score_codex":0.0010252926,"about_ca_topic_score_gemma":0.0018539635,"teacher_disagreement_score":0.01777835,"about_ca_system_score_codex":0.0009291609,"about_ca_system_score_gemma":0.0033970934,"threshold_uncertainty_score":0.094022036},"labels":[],"label_agreement":null},{"id":"W2897846097","doi":"10.5539/ies.v11n11p34","title":"Middle School Students’ Misconceptions about the Concepts of Astronomy","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Data collection; Perception; Statistical analysis; Sociology; Social science; Mathematics; Statistics","score_opus":0.21986165388880521,"score_gpt":0.5522544658649124,"score_spread":0.33239281197610726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2897846097","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989281,0.0001705048,0.00010765333,0.00009056091,0.000005558023,0.000010476099,0.0000046545256,0.0000024440392,0.000679992],"genre_scores_gemma":[0.9991629,0.00017861264,0.00014228134,0.000075900294,0.0000029488572,0.0000122117435,0.0000083507975,0.000001423846,0.0004153242],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99609995,0.0010011788,0.00038570582,0.00026982863,0.0017203528,0.00052301364],"domain_scores_gemma":[0.9872126,0.0055029606,0.0039635203,0.00046697722,0.0017789034,0.0010750452],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060479976,0.00035303517,0.00063461816,0.0026515105,0.0021188296,0.0040702615,0.0009209868,0.0010852282,0.0019108515],"category_scores_gemma":[0.0134479925,0.00039638055,0.0004305466,0.0011659891,0.0030097195,0.0021064768,0.0025344107,0.0015157365,0.00027210012],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020335981,0.00063827785,0.4718762,0.00032514008,0.000041917232,0.0012484106,0.47835985,0.00007540627,0.0049075754,0.0013698186,0.00033758572,0.040616497],"study_design_scores_gemma":[0.0000120675395,0.00088998885,0.39200464,0.00037664716,0.00006603571,0.0015808117,0.5927245,0.00026524952,0.0027026902,0.0009704654,0.008343451,0.00006341309],"about_ca_topic_score_codex":0.004177302,"about_ca_topic_score_gemma":0.005254735,"teacher_disagreement_score":0.0060479976,"about_ca_system_score_codex":0.0017751813,"about_ca_system_score_gemma":0.0022087365,"threshold_uncertainty_score":0.031985223},"labels":[],"label_agreement":null},{"id":"W2898498150","doi":"10.18260/1-2--31013","title":"Student performance on drawing Free Body Diagrams and the effect on Problem Solving","year":2020,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"MacEwan University","funders":"","keywords":"Rubric; Diagram; Rigid body; Computer science; Quality (philosophy); Engineering drawing; Calculus (dental); Mathematics; Physics; Statistics; Classical mechanics; Engineering; Mathematics education; Orthodontics","score_opus":0.03418271906477399,"score_gpt":0.3517537002854417,"score_spread":0.3175709812206677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2898498150","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99751294,0.0000616882,0.00043843265,0.000054203472,0.000019598572,0.000016132512,0.00010094501,0.00007182492,0.0017241911],"genre_scores_gemma":[0.9973821,0.000058801383,0.00049542397,0.000017461172,0.000007344641,0.000022754992,0.00023436252,0.000024752519,0.0017569195],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9944807,0.0020725776,0.0006492786,0.00056843244,0.0017941043,0.0004347948],"domain_scores_gemma":[0.8964112,0.06800698,0.013950619,0.005119173,0.009802774,0.0067092064],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037571178,0.0007352732,0.00054871273,0.0015910132,0.00032936898,0.0019123271,0.0008762635,0.0006386933,0.0062728506],"category_scores_gemma":[0.06940947,0.00024585234,0.0005981073,0.0007117101,0.000666459,0.00085308106,0.001377598,0.0012319607,0.0017158075],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0023690108,0.0061088214,0.7877982,0.0003652555,0.00039321725,0.0007652751,0.008512492,0.006348018,0.011921307,0.0007291958,0.004181459,0.17050768],"study_design_scores_gemma":[0.00013006253,0.005404656,0.96409047,0.000120963225,0.00012093531,0.00045980143,0.00326274,0.008510072,0.012475101,0.0012194945,0.004115166,0.00009060366],"about_ca_topic_score_codex":0.0009872344,"about_ca_topic_score_gemma":0.0007984632,"teacher_disagreement_score":0.0062728506,"about_ca_system_score_codex":0.00042555504,"about_ca_system_score_gemma":0.00037335543,"threshold_uncertainty_score":0.020984769},"labels":[],"label_agreement":null},{"id":"W2900682652","doi":"","title":"Elementary students' views of mathematics and mathematicians: boys' and girls' perspectives","year":2011,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mathematics education; Pedagogy; Mathematics; Psychology","score_opus":0.14730891557593287,"score_gpt":0.4285555787145483,"score_spread":0.28124666313861546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900682652","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9390453,0.001850349,0.0001526196,0.017728323,0.00015667155,0.000013448551,0.00011896096,0.000008332052,0.040926],"genre_scores_gemma":[0.9941176,0.00067674933,0.000028772174,0.00087162136,0.0000450711,0.000011393988,0.000021863285,0.0000093525005,0.004217622],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99637336,0.0016650066,0.00009176884,0.00018623508,0.00046903602,0.0012145548],"domain_scores_gemma":[0.9949039,0.0017531093,0.0006390552,0.00007959526,0.0005613428,0.0020629782],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029481328,0.00035932462,0.0008318262,0.0020637263,0.009305338,0.009389458,0.0008459545,0.0022849827,0.008914594],"category_scores_gemma":[0.004895551,0.0005405765,0.0005400502,0.0015378329,0.0060200794,0.0039395588,0.00625267,0.006765902,0.00064680807],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013149832,0.000111738766,0.04334207,0.00008826931,0.000023344737,0.00095218915,0.922148,0.000049137612,0.00054814643,0.020563895,0.003812649,0.008229026],"study_design_scores_gemma":[0.000017534732,0.00006757203,0.023690902,0.00010895473,0.00002068565,0.00023937911,0.953946,0.0000355825,0.0002503466,0.0012167705,0.020390766,0.000015412343],"about_ca_topic_score_codex":0.02331054,"about_ca_topic_score_gemma":0.03275369,"teacher_disagreement_score":0.02331054,"about_ca_system_score_codex":0.002944789,"about_ca_system_score_gemma":0.0025364633,"threshold_uncertainty_score":0.046349704},"labels":[],"label_agreement":null},{"id":"W2901298139","doi":"10.1080/09500693.2018.1548044","title":"Navigating the divide between scientific practice and science studies to support undergraduate teaching of epistemic knowledge","year":2018,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Science education; Mathematics education; Epistemology; Sociology; Knowledge level; Teaching method; Pedagogy; Psychology; Engineering ethics; Engineering; Philosophy","score_opus":0.11905002355212763,"score_gpt":0.5532393671299249,"score_spread":0.4341893435777973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2901298139","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.735607,0.0027721606,0.14154886,0.06480403,0.0005993554,0.00057777634,0.00002809201,0.0004648709,0.05359782],"genre_scores_gemma":[0.96732706,0.00044100426,0.026977038,0.0018544304,0.00009681833,0.00041925098,0.000018582577,0.000059659986,0.0028060651],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96811926,0.019293394,0.0018742196,0.002833379,0.0054807155,0.0023989496],"domain_scores_gemma":[0.89046425,0.06428941,0.011903438,0.008491963,0.0073055453,0.017545402],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.04735002,0.0005431501,0.0010800373,0.003627887,0.0127053205,0.021758247,0.0027968585,0.0039677746,0.003745367],"category_scores_gemma":[0.069643974,0.0009014652,0.00053484907,0.0018803173,0.018568171,0.017875465,0.03257222,0.008494483,0.0010410373],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013418582,0.0012508709,0.021285705,0.00064731616,0.00002872915,0.00090729963,0.64475113,0.00038681648,0.008716401,0.14505288,0.00336742,0.17347132],"study_design_scores_gemma":[0.00016617362,0.0012300039,0.02181708,0.0020528226,0.000053314146,0.0010926405,0.54113364,0.0029713467,0.004304175,0.27418602,0.15075745,0.00023530878],"about_ca_topic_score_codex":0.0016992602,"about_ca_topic_score_gemma":0.0034435668,"teacher_disagreement_score":0.9872947,"about_ca_system_score_codex":0.0068030353,"about_ca_system_score_gemma":0.026899144,"threshold_uncertainty_score":0.25041384},"labels":[],"label_agreement":null},{"id":"W2902330045","doi":"10.4018/978-1-5225-5873-6.ch005","title":"CoS and Effect","year":2018,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Mathematics education; Psychology; Significant difference; Pedagogy; Mathematics; Statistics","score_opus":0.026448900202854876,"score_gpt":0.33219539569973233,"score_spread":0.30574649549687744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902330045","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06721413,0.022360787,0.004380012,0.011987723,0.0031576022,0.0008089827,0.0031513236,0.0005078311,0.8864317],"genre_scores_gemma":[0.74895674,0.011617266,0.005321938,0.00987171,0.0013461891,0.0014150088,0.0020948933,0.00072431244,0.21865202],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99571484,0.0013587013,0.00024734845,0.0013356048,0.00092291425,0.00042062436],"domain_scores_gemma":[0.9870432,0.0086744055,0.0010215623,0.0009428428,0.0009755674,0.0013424533],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060314923,0.00095977297,0.001065569,0.0014362398,0.0015714039,0.004076554,0.0012044756,0.0015458069,0.20339838],"category_scores_gemma":[0.027995335,0.0004223303,0.0014942125,0.0011250558,0.0029227133,0.005209521,0.004129105,0.0023407103,0.010652963],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0045165108,0.0009705751,0.0328805,0.0034905716,0.0006307214,0.00036189918,0.0048981095,0.00083478,0.0014419977,0.5759164,0.07406418,0.2999938],"study_design_scores_gemma":[0.0015665535,0.0013357758,0.12119605,0.0027503744,0.0013452617,0.00087431475,0.0056197653,0.0005477148,0.0014934009,0.22017916,0.64298993,0.00010164784],"about_ca_topic_score_codex":0.0045079864,"about_ca_topic_score_gemma":0.0039742175,"teacher_disagreement_score":0.20339838,"about_ca_system_score_codex":0.0037261525,"about_ca_system_score_gemma":0.0034740285,"threshold_uncertainty_score":0.68043536},"labels":[],"label_agreement":null},{"id":"W2902448067","doi":"10.17501/26307413.2018.1109","title":"CONTEXTUALIZED SCIENCE LEARNING AND STUDENT’S TRANSITION FROM SECONDARY SCHOOL TO UNIVERSITY: THE CASE OF A PUBLIC DAY SECONDARY SCHOOL IN KENYA","year":2018,"lang":"en","type":"article","venue":"˜The œinternational conference on future of education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Transition (genetics); Pedagogy; Sociology; Psychology; Chemistry","score_opus":0.045035184003851314,"score_gpt":0.37320787487596446,"score_spread":0.32817269087211315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902448067","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99413633,0.000096620905,0.00014754244,0.0013844662,0.000015978669,0.000023098346,0.000028386698,0.000005265443,0.0041621975],"genre_scores_gemma":[0.998268,0.0001122053,0.00019638256,0.00014894047,0.0000049884693,0.000011508125,0.000018793315,0.0000041662497,0.0012349825],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99822825,0.000768098,0.00004377924,0.00015566582,0.00012671326,0.0006774738],"domain_scores_gemma":[0.99810153,0.0004471465,0.00020806344,0.000059965034,0.00014640599,0.001036901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001451764,0.00029943243,0.00038206673,0.00085168896,0.01671438,0.0038769282,0.0013758201,0.002614864,0.0042023854],"category_scores_gemma":[0.002244072,0.0003418848,0.00048777036,0.0008921743,0.004312806,0.0018846008,0.004007428,0.0031738502,0.000475769],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032091825,0.002052135,0.12364799,0.00018278135,0.000046051446,0.04259975,0.792731,0.00089235307,0.0024518834,0.008464134,0.0038754512,0.022735503],"study_design_scores_gemma":[0.000018813684,0.0002858859,0.04941427,0.00012159482,0.000021995676,0.0020275163,0.93111825,0.0006304236,0.0005720186,0.0010709349,0.014664178,0.000054186537],"about_ca_topic_score_codex":0.054510377,"about_ca_topic_score_gemma":0.14369033,"teacher_disagreement_score":0.054510377,"about_ca_system_score_codex":0.0061003165,"about_ca_system_score_gemma":0.0043697404,"threshold_uncertainty_score":0.10838622},"labels":[],"label_agreement":null},{"id":"W2906795379","doi":"","title":"Design, implementation and evaluation of a research-informed teaching sequence about energy","year":2019,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Mathematics education; Curriculum; Energy (signal processing); Sequence (biology); Perspective (graphical); Computer science; Psychology; Pedagogy; Mathematics; Artificial intelligence","score_opus":0.5373569957081309,"score_gpt":0.5941837492029203,"score_spread":0.056826753494789384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906795379","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4833086,0.00032769382,0.07533211,0.00082570757,0.00036059576,0.4294158,0.00085251447,0.0014954505,0.008081515],"genre_scores_gemma":[0.266034,0.0002943709,0.41320148,0.00068193284,0.00010086713,0.31466195,0.00064579013,0.00017715433,0.0042024185],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.93112296,0.050477836,0.0038061119,0.0045066923,0.0075117666,0.0025746308],"domain_scores_gemma":[0.88929343,0.05299993,0.010788975,0.016723108,0.021154221,0.009040423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07823116,0.001952757,0.0012398278,0.0022963153,0.0034684206,0.0033520206,0.005858475,0.0033649364,0.0067016315],"category_scores_gemma":[0.10635512,0.0017853864,0.0010841504,0.0015470594,0.00328067,0.0024371939,0.00359957,0.0028235714,0.0020027738],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.022616718,0.16137825,0.011475195,0.0064384313,0.0002667003,0.0006910383,0.030177288,0.011731165,0.023852443,0.0069629457,0.0051846984,0.71922517],"study_design_scores_gemma":[0.11093432,0.47367698,0.06301444,0.0036124228,0.0013945998,0.00062268967,0.04022483,0.031318907,0.13584046,0.013506411,0.12473476,0.0011192061],"about_ca_topic_score_codex":0.0030549907,"about_ca_topic_score_gemma":0.004346245,"teacher_disagreement_score":0.07823116,"about_ca_system_score_codex":0.0103925355,"about_ca_system_score_gemma":0.024624124,"threshold_uncertainty_score":0.41373086},"labels":[],"label_agreement":null},{"id":"W2907191304","doi":"","title":"STEM and LEAF","year":2018,"lang":"en","type":"article","venue":"International Journal of Innovation in Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Engineering ethics; Politics; Analogy; Curriculum; Metaphor; Environmental ethics; Sociology; Inclusion (mineral); Epistemology; Political science; Social science; Pedagogy; Law; Engineering","score_opus":0.08342477084081927,"score_gpt":0.4568571405241493,"score_spread":0.37343236968333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907191304","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.028772414,0.009001686,0.0136907725,0.09185355,0.0020467567,0.000055902125,0.00013337038,0.00021453071,0.85423106],"genre_scores_gemma":[0.6733281,0.008042922,0.0103091365,0.05906978,0.0015158457,0.00012069682,0.00027027924,0.00038041125,0.24696288],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981974,0.00081870036,0.000054520562,0.00025666587,0.0004494032,0.0002233033],"domain_scores_gemma":[0.99807894,0.0010683143,0.00011986177,0.00019866094,0.0002464057,0.00028784404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020784817,0.0003099656,0.0002829131,0.0009982022,0.005312223,0.0071928855,0.0007377491,0.0032633273,0.021573164],"category_scores_gemma":[0.004565234,0.00011958832,0.00039393498,0.0012564809,0.015860753,0.008081444,0.0056011504,0.00459493,0.003555358],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022862348,0.000018802577,0.0005405228,0.00010901359,0.0000024879678,0.00012010277,0.015620937,0.00008892434,0.00021843312,0.92750114,0.019610776,0.036145974],"study_design_scores_gemma":[0.0000066215352,0.000035960256,0.00047158956,0.00019877075,0.00000283405,0.0002545451,0.0075664786,0.00015915117,0.00021633331,0.22872365,0.762357,0.0000071412155],"about_ca_topic_score_codex":0.0016995037,"about_ca_topic_score_gemma":0.0038916366,"teacher_disagreement_score":0.021573164,"about_ca_system_score_codex":0.0035198529,"about_ca_system_score_gemma":0.0028091285,"threshold_uncertainty_score":0.07216942},"labels":[],"label_agreement":null},{"id":"W2908845237","doi":"10.4018/978-1-5225-5873-6.ch001","title":"Methodological Pluralism and Graduate Student Research in Education","year":2018,"lang":"en","type":"book-chapter","venue":"Advances in educational technologies and instructional design book series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Pluralism (philosophy); Educational research; Epistemology; Sociology; Graduate students; Social science; Engineering ethics; Pedagogy; Philosophy","score_opus":0.46668656887679294,"score_gpt":0.5263872906057668,"score_spread":0.05970072172897389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908845237","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012587293,0.22151528,0.07784914,0.17234266,0.011504362,0.00020793846,0.000086915075,0.00025156187,0.50365484],"genre_scores_gemma":[0.4657378,0.14388378,0.10305894,0.07301892,0.016706353,0.0012277553,0.0002917898,0.00078366726,0.19529113],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9688344,0.022938436,0.0009434665,0.0015348245,0.0052626026,0.0004862319],"domain_scores_gemma":[0.93804824,0.054363407,0.0012283932,0.0029521836,0.0024741313,0.00093372824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.033624347,0.0007109908,0.00087680225,0.0027137296,0.0035469632,0.0117129525,0.0015392635,0.0028180091,0.0038913316],"category_scores_gemma":[0.03328355,0.00043793116,0.00048262242,0.0035221563,0.026262786,0.011138813,0.006719125,0.010739849,0.001001077],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005053564,0.000019782052,0.00016227431,0.0002135549,0.0000063306456,0.000025825695,0.015913142,0.00007655353,0.000056252124,0.94441897,0.009047311,0.030055],"study_design_scores_gemma":[0.000010238396,0.000027202275,0.00025784568,0.0011791359,0.0000054110124,0.00015309258,0.005237219,0.00017467572,0.00011140144,0.67700243,0.3158306,0.000010747812],"about_ca_topic_score_codex":0.00075076456,"about_ca_topic_score_gemma":0.001760664,"teacher_disagreement_score":0.033624347,"about_ca_system_score_codex":0.005258617,"about_ca_system_score_gemma":0.005083429,"threshold_uncertainty_score":0.17782468},"labels":[],"label_agreement":null},{"id":"W2908877616","doi":"","title":"Résoudre des problèmes scientifiques et technologiques au préscolaire et au primaire","year":2011,"lang":"fr","type":"book","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.1571385596936829,"score_gpt":0.399744045482774,"score_spread":0.24260548578909108,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2908877616","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09984217,0.025422525,0.026895113,0.26900008,0.009356818,0.00084612536,0.00064345426,0.0007469199,0.5672468],"genre_scores_gemma":[0.40796867,0.016732888,0.020354813,0.026862174,0.0008399681,0.0006219947,0.0005059365,0.00048972154,0.5256239],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9899548,0.0035496515,0.00030616092,0.0010566588,0.0035840245,0.0015486588],"domain_scores_gemma":[0.97772527,0.0050913137,0.0014509253,0.0012382402,0.0101194605,0.004374774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010485919,0.001017755,0.00078513526,0.0015801362,0.01758801,0.015443965,0.0024685345,0.0045523955,0.037910894],"category_scores_gemma":[0.018805364,0.000528814,0.0007919209,0.0020720933,0.009890556,0.0064100255,0.007621643,0.007438692,0.0060415003],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002362918,0.00025401908,0.016535519,0.0027508521,0.000074094634,0.0035561072,0.26828137,0.00079606543,0.0065426617,0.1664911,0.25596315,0.27851877],"study_design_scores_gemma":[0.000009568684,0.000055627886,0.0072202394,0.0010158353,0.000023400891,0.00050550053,0.07782762,0.00020444646,0.00096930336,0.008556496,0.9035605,0.00005142443],"about_ca_topic_score_codex":0.39257166,"about_ca_topic_score_gemma":0.58444256,"teacher_disagreement_score":0.39257166,"about_ca_system_score_codex":0.043141376,"about_ca_system_score_gemma":0.08222256,"threshold_uncertainty_score":0.78057325},"labels":[],"label_agreement":null},{"id":"W2910634871","doi":"10.14288/1.0372169","title":"Teachers’ perspectives on culturally diverse classrooms and responsive science and mathematics teaching","year":2018,"lang":"en","type":"article","venue":"cIRcle (University of British Columbia)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Pedagogy; Science education; Sociology; Psychology","score_opus":0.0262449518424574,"score_gpt":0.2829700028673458,"score_spread":0.2567250510248884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2910634871","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9736751,0.0010917305,0.0013807225,0.0038049363,0.00007996607,0.000035806825,0.000027502027,0.00001460318,0.019889714],"genre_scores_gemma":[0.9969021,0.0004846829,0.00026757567,0.0003030252,0.000009139379,0.000016839671,0.000008811881,0.000009445911,0.0019983628],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9898037,0.006181793,0.00042278942,0.00064279005,0.0014775355,0.0014714163],"domain_scores_gemma":[0.9898056,0.0053069666,0.0011499833,0.000378578,0.0014495247,0.0019094298],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007087923,0.0004397899,0.0006488795,0.0013797395,0.01678952,0.009026871,0.0010344047,0.0016138162,0.001769203],"category_scores_gemma":[0.009206178,0.0006846931,0.00037376818,0.0012020293,0.014504882,0.0029030847,0.007839787,0.0044031786,0.00023643025],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000048704464,0.000007473279,0.0020346472,0.000022830905,0.0000015421601,0.0003963325,0.9948821,0.000015249692,0.00040423812,0.0009247664,0.00009549591,0.0012103406],"study_design_scores_gemma":[0.0000015205635,0.000010295102,0.0010734993,0.00004691845,0.0000029276218,0.00018420434,0.99237275,0.000017705122,0.00016488052,0.0002590459,0.0058589308,0.0000073826623],"about_ca_topic_score_codex":0.07839308,"about_ca_topic_score_gemma":0.13444665,"teacher_disagreement_score":0.07839308,"about_ca_system_score_codex":0.007593488,"about_ca_system_score_gemma":0.00971153,"threshold_uncertainty_score":0.15587354},"labels":[],"label_agreement":null},{"id":"W2911173955","doi":"10.4000/rdst.2016","title":"Intégration d’enjeux relatifs au vivant en classe : points de vue d’enseignants et d’enseignantes en biologie au Québec","year":2018,"lang":"fr","type":"article","venue":"RDST","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.08117971068185964,"score_gpt":0.3850833130367279,"score_spread":0.30390360235486824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911173955","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94004774,0.0006662433,0.0039047603,0.0070436974,0.00010650692,0.00009608197,0.000114083625,0.00006618067,0.047954775],"genre_scores_gemma":[0.97592044,0.00023184724,0.0007123407,0.000302614,0.0000093618355,0.000038691986,0.00005405253,0.000035546214,0.022695111],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99554414,0.0017082446,0.00009409364,0.0006262231,0.0009943969,0.0010329022],"domain_scores_gemma":[0.99076194,0.0025502031,0.0005997219,0.00034451732,0.0031220897,0.0026214782],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005896888,0.00053116883,0.00048758538,0.0020879584,0.01979622,0.0116569,0.0018743977,0.0019035155,0.009518471],"category_scores_gemma":[0.009572609,0.00039626003,0.00032860588,0.0022827436,0.013973497,0.0037831208,0.0049505034,0.0031986847,0.00053847634],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028439352,0.000028291379,0.009070717,0.00004303147,0.0000053677954,0.00024108455,0.9713046,0.00007644256,0.0010081914,0.0068060714,0.0013036171,0.010084189],"study_design_scores_gemma":[0.000002428814,0.000022182925,0.024196632,0.00009018189,0.000009367803,0.000056151042,0.9292081,0.00019037073,0.00039432605,0.0008710424,0.044931002,0.000028333752],"about_ca_topic_score_codex":0.84133047,"about_ca_topic_score_gemma":0.875757,"teacher_disagreement_score":0.15866953,"about_ca_system_score_codex":0.04774062,"about_ca_system_score_gemma":0.035499636,"threshold_uncertainty_score":0.3463841},"labels":[],"label_agreement":null},{"id":"W2912500398","doi":"10.1187/cbe.17-12-0267","title":"Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence","year":2019,"lang":"en","type":"article","venue":"CBE—Life Sciences Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada; University of Toronto Mississauga; University of Toronto; National Science Foundation","keywords":"Agency (philosophy); Perception; Psychology; Mathematics education; Population; Undergraduate education; Conceptual change; Medical education; Medicine; Sociology","score_opus":0.046049911580412176,"score_gpt":0.4362623540434807,"score_spread":0.3902124424630685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912500398","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975314,0.000066242996,0.0012059469,0.00009046344,0.0000026877276,0.000025447029,0.00000759743,0.00001545778,0.0010546725],"genre_scores_gemma":[0.998142,0.00004734547,0.0015060343,0.000036634938,0.0000017535066,0.000025647436,0.000012876518,0.0000020266405,0.0002257436],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9962334,0.001536955,0.00020923656,0.0003677743,0.0014656009,0.00018704793],"domain_scores_gemma":[0.9291945,0.047658212,0.011625313,0.003462206,0.0059348554,0.002124945],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007530487,0.00029701798,0.00029868798,0.0014153698,0.00056774763,0.0017243457,0.0008819641,0.00069484,0.00095098326],"category_scores_gemma":[0.05674531,0.000234199,0.00024859223,0.00046754436,0.0014384723,0.001301274,0.0015652619,0.0013935626,0.00015092676],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031330725,0.0013731762,0.8025215,0.00022700263,0.00007403799,0.00015338146,0.042917076,0.0010974215,0.01143702,0.001859015,0.00045448463,0.1375726],"study_design_scores_gemma":[0.000046711277,0.003861821,0.91387475,0.00023170018,0.00010240856,0.0007528778,0.037620455,0.013399871,0.017463764,0.006083962,0.006420058,0.0001415631],"about_ca_topic_score_codex":0.0016875594,"about_ca_topic_score_gemma":0.002330496,"teacher_disagreement_score":0.007530487,"about_ca_system_score_codex":0.0011160386,"about_ca_system_score_gemma":0.0015109429,"threshold_uncertainty_score":0.03982544},"labels":[],"label_agreement":null},{"id":"W2913729666","doi":"10.1007/s10763-019-09953-8","title":"“How Can I Build a Model if I Don’t Know the Answer to the Question?”: Developing Student and Teacher Sky Scientist Ontologies Through Making","year":2019,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Science education; Mathematics education; Pedagogy; Psychology; Sociology","score_opus":0.056012680619233424,"score_gpt":0.4508665822601239,"score_spread":0.39485390164089046,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2913729666","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.056318246,0.0003466141,0.831127,0.033059895,0.00045511863,0.000413815,0.0011899275,0.0016075952,0.07548176],"genre_scores_gemma":[0.36052337,0.00048685123,0.624182,0.0020602539,0.00006292795,0.0003298534,0.0022881704,0.0005220828,0.009544415],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9925734,0.0039940816,0.0007168048,0.0007959817,0.0015837309,0.00033599988],"domain_scores_gemma":[0.9820156,0.009634975,0.0013258461,0.0033617772,0.0029350533,0.0007266873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013561723,0.0004947508,0.00056699023,0.0020599598,0.002880996,0.006487129,0.0022385952,0.0023004266,0.005467475],"category_scores_gemma":[0.033671763,0.0006103526,0.0015554952,0.0016367034,0.00467923,0.022451991,0.00732875,0.0038566329,0.0012900457],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001002181,0.00018364166,0.0069399993,0.0003593332,0.00009010976,0.0003096578,0.027686933,0.007206278,0.0019368588,0.83981615,0.017136712,0.09823413],"study_design_scores_gemma":[0.000034178964,0.000050473023,0.0016954083,0.0005801711,0.0001197398,0.000335981,0.02220003,0.049823835,0.004721778,0.6897991,0.23054813,0.00009114164],"about_ca_topic_score_codex":0.010458214,"about_ca_topic_score_gemma":0.017012784,"teacher_disagreement_score":0.013561723,"about_ca_system_score_codex":0.0028580774,"about_ca_system_score_gemma":0.007560908,"threshold_uncertainty_score":0.07172209},"labels":[],"label_agreement":null},{"id":"W2914307145","doi":"10.19030/jaese.v5i2.10221","title":"To Teach Or Not To Teach Astronomy, That Is The Question: Results Of A Survey Of Québec’s Elementary Teachers","year":2018,"lang":"en","type":"article","venue":"Journal of Astronomy & Earth Sciences Education (JAESE)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"Université du Québec à Montréal","keywords":"Class (philosophy); Astronomy; Service (business); Physics; Reading (process); Mathematics education; Perception; Psychology; Computer science; Political science; Artificial intelligence","score_opus":0.09303128084627005,"score_gpt":0.4250342765788612,"score_spread":0.3320029957325912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914307145","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98753333,0.0005427906,0.00014028823,0.0010579807,0.000017303248,0.0000921204,0.0028693804,0.000025458032,0.0077211983],"genre_scores_gemma":[0.99199235,0.00037415727,0.00016336479,0.0004414622,0.000009029311,0.000068540896,0.0013556948,0.000011882077,0.005583568],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99893886,0.00017223098,0.00006793913,0.00016552539,0.00037470474,0.0002805836],"domain_scores_gemma":[0.9908682,0.0014714404,0.0016272116,0.00019455577,0.003840472,0.0019981517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014249099,0.00022181342,0.0002504168,0.00082327786,0.0021571468,0.0012507127,0.000907506,0.0005268797,0.005574829],"category_scores_gemma":[0.0046833893,0.000263605,0.0002890189,0.0016839644,0.0006351446,0.0005526869,0.00059557817,0.0006366273,0.0006567849],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012741286,0.0001411322,0.94436127,0.00019506243,0.00003553103,0.00018131983,0.019182654,0.00021809962,0.0009311758,0.0001442388,0.012059445,0.022422753],"study_design_scores_gemma":[0.0000058133364,0.000032003278,0.98769116,0.00005284621,0.0000065786335,0.000018807817,0.0080342805,0.00018379978,0.00006434099,0.000005086106,0.0038958222,0.000009418301],"about_ca_topic_score_codex":0.98712313,"about_ca_topic_score_gemma":0.9938379,"teacher_disagreement_score":0.01616771,"about_ca_system_score_codex":0.01616771,"about_ca_system_score_gemma":0.01351798,"threshold_uncertainty_score":0.11730546},"labels":[],"label_agreement":null},{"id":"W2914840118","doi":"10.1187/cbe.18-07-0117","title":"GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of <i>Vision and Change</i> Core Concepts across General Biology Programs","year":2019,"lang":"en","type":"article","venue":"CBE—Life Sciences Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of Washington; Division of Undergraduate Education; National Science Foundation","keywords":"Measure (data warehouse); Core (optical fiber); Mathematics education; Biology; Psychology; Computer science","score_opus":0.27355712012275607,"score_gpt":0.5393964726383444,"score_spread":0.2658393525155884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914840118","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94977957,0.000144957,0.013473981,0.0009949687,0.00010502968,0.0018104251,0.005460807,0.0013955907,0.026834672],"genre_scores_gemma":[0.9311546,0.0003401149,0.044562373,0.00035636735,0.00005046051,0.004304816,0.0076291226,0.0002273849,0.011374755],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99810684,0.00056085305,0.00017860907,0.00028432926,0.00067113666,0.00019817792],"domain_scores_gemma":[0.9888875,0.0023548254,0.0030966278,0.0005504714,0.003107799,0.0020028665],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039909966,0.0006210423,0.0005148106,0.0020542322,0.0007872019,0.0012079247,0.00082721,0.0004415544,0.006241528],"category_scores_gemma":[0.010323718,0.0002586088,0.0005024562,0.0013098402,0.00045877602,0.0010812007,0.0023024892,0.0013585156,0.0018238106],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051597354,0.0034027912,0.6437835,0.00027633342,0.00010804028,0.00007721622,0.0030722986,0.0014339428,0.0047751577,0.0017936067,0.026720382,0.31404075],"study_design_scores_gemma":[0.000067630564,0.0015222039,0.9714111,0.000062603074,0.000032571224,0.00007135715,0.0012416604,0.0020755087,0.004527469,0.001695991,0.01724451,0.000047409387],"about_ca_topic_score_codex":0.0026153517,"about_ca_topic_score_gemma":0.008724249,"teacher_disagreement_score":0.006241528,"about_ca_system_score_codex":0.001047002,"about_ca_system_score_gemma":0.0029229356,"threshold_uncertainty_score":0.02110666},"labels":[],"label_agreement":null},{"id":"W2915547150","doi":"10.1119/1.5092465","title":"Comments on “Letting students discover the power, and the limits, of simple models: Coulomb’s law”","year":2019,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"John Abbott College","funders":"","keywords":"Simple (philosophy); Physics education; Coulomb; Mathematics education; Theoretical physics; Coulomb's law; Statistical physics; Physics; Calculus (dental); Computer science; Mathematical economics; Law; Epistemology; Mathematics; Political science; Philosophy; Quantum mechanics; Electron","score_opus":0.0924127444662739,"score_gpt":0.4138979212240072,"score_spread":0.3214851767577333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915547150","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009819366,0.00053332635,0.0009294084,0.9160061,0.06381511,0.000058902166,0.00034054072,0.00034738547,0.016987227],"genre_scores_gemma":[0.0073424643,0.00052240025,0.0006768544,0.8759378,0.023493683,0.00017462848,0.00018229523,0.00037489767,0.09129496],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9931766,0.0018595528,0.00058934034,0.00064588623,0.0027780335,0.00095054996],"domain_scores_gemma":[0.9639942,0.020082721,0.0016884949,0.0008943385,0.010917366,0.002422867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057978877,0.001115188,0.0011266334,0.0010123599,0.008194918,0.00477256,0.0025922377,0.029232504,0.044870153],"category_scores_gemma":[0.07194583,0.0008327093,0.0013108678,0.0009641599,0.0036493908,0.0054004984,0.004391027,0.02565889,0.018393183],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000149531525,0.0000057923708,0.000083912266,0.00003425057,0.0000020254788,0.00006751832,0.00044698076,0.000022160424,0.00008888711,0.0012910138,0.9967121,0.0012304469],"study_design_scores_gemma":[0.000019449475,0.000018307788,0.0007714202,0.00019873855,0.000009047434,0.000097997196,0.0022000535,0.00015772422,0.0004007258,0.0017850396,0.99429446,0.00004711064],"about_ca_topic_score_codex":0.024134988,"about_ca_topic_score_gemma":0.03406714,"teacher_disagreement_score":0.044870153,"about_ca_system_score_codex":0.004423386,"about_ca_system_score_gemma":0.0059084664,"threshold_uncertainty_score":0.15010566},"labels":[],"label_agreement":null},{"id":"W2916218335","doi":"10.15273/pnsis.v44i2.3693","title":"THE NOVA SCOTIAN INSTITUTE OF SCIENCE STUDENT SCIENCE AWARDS 2007","year":2008,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nova (rocket); Nova scotia; Political science; History; Engineering; Aeronautics; Archaeology","score_opus":0.1299537408002855,"score_gpt":0.4723241055967035,"score_spread":0.342370364796418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2916218335","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07071286,0.0043603578,0.00069707754,0.13750577,0.058876883,0.0005839643,0.019130638,0.00042169652,0.70771074],"genre_scores_gemma":[0.04068424,0.0007242324,0.0002724396,0.0018660716,0.0007078308,0.00004211098,0.0018839205,0.00004277164,0.95377636],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99740595,0.00009805789,0.000071237475,0.00011456173,0.0011807927,0.0011293539],"domain_scores_gemma":[0.9911534,0.00032196712,0.00017410517,0.0002863733,0.003920293,0.0041438364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020516112,0.0005790361,0.0008496524,0.0020782067,0.0035162922,0.0049048867,0.0010781417,0.0036153193,0.082066625],"category_scores_gemma":[0.0062748217,0.00050685473,0.0005177013,0.0014476983,0.0007345183,0.00083959906,0.0033275937,0.002886873,0.019954367],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048023908,0.00007994037,0.006421194,0.000073097406,0.000022346963,0.00035052878,0.00021108394,0.00021218936,0.00071451825,0.011349673,0.95324105,0.026844043],"study_design_scores_gemma":[0.00007329965,0.0000552053,0.0464817,0.00007357488,0.000014290999,0.00009177708,0.00049388,0.00038962002,0.0003897739,0.0007429748,0.9511698,0.00002402595],"about_ca_topic_score_codex":0.5482204,"about_ca_topic_score_gemma":0.870161,"teacher_disagreement_score":0.4517796,"about_ca_system_score_codex":0.01985826,"about_ca_system_score_gemma":0.055998232,"threshold_uncertainty_score":0.9088805},"labels":[],"label_agreement":null},{"id":"W2916314504","doi":"10.1007/978-3-319-96163-7_16","title":"Diversity, Human Rights and Physics Education: Theoretical Perspectives and Critical Awareness","year":2019,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Diversity (politics); Perspective (graphical); Promotion (chess); Workforce; Physics education; Empowerment; Sociology; Engineering ethics; Political science; Pedagogy; Engineering; Mathematics; Law","score_opus":0.06001259647502978,"score_gpt":0.4040588427157517,"score_spread":0.34404624624072194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2916314504","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0043745814,0.027957272,0.0066968827,0.027239423,0.0011845996,0.000027280214,0.000022975879,0.000021925012,0.93247503],"genre_scores_gemma":[0.5671637,0.04039525,0.007192617,0.009669452,0.004275765,0.00024124632,0.00007224356,0.00010854325,0.37088114],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9991442,0.00050910335,0.000019731433,0.000076414246,0.00017495618,0.00007550427],"domain_scores_gemma":[0.9982374,0.0014787007,0.000057875826,0.00006630442,0.00008835343,0.000071525545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016927916,0.00053961074,0.00043080427,0.0012999338,0.0034278133,0.0073380354,0.00086148904,0.0032063243,0.008129241],"category_scores_gemma":[0.0018122499,0.00024314245,0.0002150064,0.0015673887,0.025973331,0.008048481,0.0030280696,0.00569998,0.0007429874],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[9.887716e-7,0.000006571709,0.0000131179295,0.000016134558,3.499549e-7,0.00001044003,0.0015075466,0.000034755358,0.000016224267,0.99144125,0.0035238196,0.003428772],"study_design_scores_gemma":[0.0000026521511,0.0000044079243,0.000091098605,0.00013056131,9.254282e-7,0.000052257532,0.002046284,0.00010653371,0.000051525967,0.866014,0.1314966,0.0000032246508],"about_ca_topic_score_codex":0.0034071254,"about_ca_topic_score_gemma":0.0052691884,"teacher_disagreement_score":0.008129241,"about_ca_system_score_codex":0.0036182594,"about_ca_system_score_gemma":0.0038800307,"threshold_uncertainty_score":0.027195036},"labels":[],"label_agreement":null},{"id":"W2917098423","doi":"10.1080/09500693.2018.1550274","title":"Research trends in science education from 2013 to 2017: a systematic content analysis of publications in selected journals","year":2018,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":121,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"National Taiwan Normal University; Ministry of Science and Technology, Taiwan; Ministry of Education","keywords":"Context (archaeology); Science education; Period (music); Curriculum; Content analysis; Educational research; Mathematics education; Conceptual change; Social science; Sociology; Pedagogy; Psychology; Geography","score_opus":0.3166800952474974,"score_gpt":0.5771411437819296,"score_spread":0.2604610485344322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2917098423","genre_codex":"review","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11492409,0.8401119,0.0017980222,0.0032423623,0.0008335433,0.0014962734,0.033696238,0.00017348983,0.0037241094],"genre_scores_gemma":[0.21015634,0.7523695,0.008878963,0.0021591946,0.0005581965,0.0045239306,0.019757586,0.0001471432,0.0014490562],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9757287,0.0037154863,0.012320927,0.0022872358,0.005075877,0.0008717906],"domain_scores_gemma":[0.87603253,0.06826331,0.030302694,0.0023711936,0.021354096,0.001676219],"candidate_categories":["metaresearch","bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.01597281,0.0010213694,0.00256869,0.104974404,0.0012456867,0.004022077,0.0010378051,0.001080168,0.002268033],"category_scores_gemma":[0.06714819,0.0009191621,0.003591894,0.09288255,0.001241695,0.005746903,0.002712727,0.00090255763,0.0006261178],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00081929145,0.00011290184,0.11467325,0.53273773,0.0057782396,0.0010065959,0.014900833,0.00027901694,0.004355868,0.0016700488,0.015551076,0.30811518],"study_design_scores_gemma":[0.00018275027,0.00060084567,0.30530283,0.47547066,0.017454818,0.0034794665,0.02588945,0.00031552333,0.003483273,0.0013618005,0.16619378,0.00026476558],"about_ca_topic_score_codex":0.0045858203,"about_ca_topic_score_gemma":0.013940285,"teacher_disagreement_score":0.9840272,"about_ca_system_score_codex":0.0033020424,"about_ca_system_score_gemma":0.012602666,"threshold_uncertainty_score":0.08447331},"labels":[],"label_agreement":null},{"id":"W2917529407","doi":"10.3390/educsci9010045","title":"Exploring Secondary Students’ Alternative Conceptions about Engineering Design Technology","year":2019,"lang":"en","type":"article","venue":"Education Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; McGill University","funders":"Université du Québec à Montréal; McGill University","keywords":"Curriculum; Mathematics education; Science education; Next Generation Science Standards; Scientific reasoning; Technology education; Engineering ethics; Computer science; Pedagogy; Psychology; Engineering","score_opus":0.28561788258376336,"score_gpt":0.4546490611378342,"score_spread":0.16903117855407085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2917529407","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.975295,0.00017826694,0.0045797545,0.0007271502,0.000016784228,0.000094177165,0.000054737207,0.000022390916,0.01903176],"genre_scores_gemma":[0.9880619,0.0002936097,0.0030415077,0.00019573644,0.000004230577,0.000056975157,0.00007734895,0.000008761171,0.008259826],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963819,0.0011729519,0.00016587629,0.00036578445,0.0014001547,0.0005133218],"domain_scores_gemma":[0.9911999,0.0044743856,0.0010250506,0.00038531152,0.0018941171,0.0010212238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055948202,0.00081809686,0.0005151515,0.0019162237,0.0027775273,0.009221809,0.0015128707,0.0020766438,0.0058822925],"category_scores_gemma":[0.008541625,0.00046237477,0.00058668543,0.0008795463,0.0054079746,0.0019769366,0.0022844307,0.003590261,0.00073525147],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027863408,0.0014787317,0.1451888,0.000515392,0.00004600135,0.0026843194,0.679164,0.0045617325,0.026955422,0.06198239,0.0054079695,0.07173663],"study_design_scores_gemma":[0.000112075526,0.001064525,0.10691659,0.00080746494,0.00007397425,0.0022814954,0.6376245,0.0120565165,0.011446245,0.03009804,0.19724448,0.00027410145],"about_ca_topic_score_codex":0.055862952,"about_ca_topic_score_gemma":0.09977578,"teacher_disagreement_score":0.055862952,"about_ca_system_score_codex":0.008900886,"about_ca_system_score_gemma":0.007843704,"threshold_uncertainty_score":0.11107558},"labels":[],"label_agreement":null},{"id":"W2920976038","doi":"10.1088/1742-6596/1157/3/032046","title":"Profile of inquiry skills pre-service physics teacher in Aceh","year":2019,"lang":"en","type":"article","venue":"Journal of Physics Conference Series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Ryerson University","keywords":"Mathematics education; Physics; Pedagogy; Psychology","score_opus":0.06680701785542707,"score_gpt":0.378310967221288,"score_spread":0.3115039493658609,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2920976038","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998351,0.000102266065,0.00003980982,0.000093758645,0.0000045335496,0.000008884644,0.00004947972,0.000004458286,0.0013458842],"genre_scores_gemma":[0.9980557,0.00015490076,0.000051945513,0.0000399048,0.0000044561007,0.000011575653,0.00008609883,0.0000020637121,0.0015935116],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994647,0.00004573971,0.000050355826,0.000043783875,0.00019060267,0.0002047731],"domain_scores_gemma":[0.9974927,0.00034270156,0.0005856082,0.00006248366,0.0006363037,0.00088026683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002761342,0.00013702916,0.00024256542,0.0010190139,0.0007217956,0.0006294304,0.00021225924,0.00032346457,0.004675401],"category_scores_gemma":[0.0029486108,0.00014344003,0.0001462786,0.00057289953,0.00035482142,0.00041900232,0.0005172959,0.0005615778,0.0009011668],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058665933,0.00035115072,0.96328515,0.000097674274,0.000005609794,0.0011020144,0.011336014,0.000053518943,0.0020964476,0.000115484334,0.0008041934,0.020694073],"study_design_scores_gemma":[0.000002559721,0.0002822872,0.9799739,0.000037840702,0.0000035433802,0.0012127118,0.015102406,0.000106368134,0.00042219853,0.00006952381,0.0027771692,0.0000094947845],"about_ca_topic_score_codex":0.0060680727,"about_ca_topic_score_gemma":0.009170558,"teacher_disagreement_score":0.0060680727,"about_ca_system_score_codex":0.0005375745,"about_ca_system_score_gemma":0.001135502,"threshold_uncertainty_score":0.015640736},"labels":[],"label_agreement":null},{"id":"W2921840450","doi":"10.1088/1742-6596/1157/3/032040","title":"Profile of the prospective teachers response to the development of scientific communication skills through physics learning","year":2019,"lang":"en","type":"article","venue":"Journal of Physics Conference Series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Encana (Canada)","funders":"","keywords":"Mathematics education; Physics; Psychology","score_opus":0.05191328363775441,"score_gpt":0.36096234858907744,"score_spread":0.309049064951323,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2921840450","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978269,0.000093199014,0.00046370734,0.0001246829,0.000010142049,0.00004417529,0.00010534839,0.0000108471995,0.0013211009],"genre_scores_gemma":[0.9966627,0.00024284965,0.00030873058,0.00006428937,0.000008526056,0.0001228964,0.00018390491,0.00000772519,0.0023984637],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979705,0.00066755613,0.00026530665,0.0001802932,0.00061241165,0.00030387143],"domain_scores_gemma":[0.9892805,0.0033167473,0.0028661273,0.0004064692,0.0028349601,0.0012952166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002085478,0.00014806249,0.0002969735,0.0010613292,0.00066344754,0.001040769,0.00026724805,0.0005586088,0.0018985766],"category_scores_gemma":[0.014262829,0.00026230735,0.00020878293,0.0005478504,0.00033678018,0.00052646676,0.00079995784,0.0006330419,0.0009790759],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002738494,0.0003222425,0.88563263,0.00020234857,0.000013891896,0.000987699,0.07692933,0.00011570449,0.0043008975,0.00013305433,0.0007583279,0.03032992],"study_design_scores_gemma":[0.000011104754,0.0008543251,0.85337853,0.000116385636,0.000014397656,0.0017715048,0.13400052,0.00021729045,0.0017555658,0.000090877176,0.007741449,0.000047961214],"about_ca_topic_score_codex":0.0008913692,"about_ca_topic_score_gemma":0.0011319175,"teacher_disagreement_score":0.002085478,"about_ca_system_score_codex":0.00044173712,"about_ca_system_score_gemma":0.0008999329,"threshold_uncertainty_score":0.011029184},"labels":[],"label_agreement":null},{"id":"W2922419542","doi":"10.55016/ojs/jet.v42i2.52466","title":"Envisioning Technological Literacy in Science Education: Building Sustainable Human-Technology-Lifeworld Relationships","year":2018,"lang":"en","type":"article","venue":"Journal of educational thought.","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Lifeworld; Scientific literacy; Science education; Literacy; Science, technology, society and environment education; Sociology; Engineering ethics; Sustainable development; Pedagogy; Psychology; Social science; Political science; Engineering","score_opus":0.0574614663199384,"score_gpt":0.4574357584458784,"score_spread":0.39997429212594005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2922419542","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10226657,0.008817441,0.16458955,0.18074088,0.0010282098,0.00027805,0.000057471025,0.00018681318,0.54203504],"genre_scores_gemma":[0.9669794,0.0035458761,0.01711213,0.0025337995,0.00023344961,0.00025097752,0.0000350045,0.000031988464,0.009277433],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9947777,0.0039515966,0.000115763694,0.00028071366,0.0005433759,0.00033095526],"domain_scores_gemma":[0.9937959,0.0044250046,0.00048014626,0.0003452724,0.00043256851,0.00052116753],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009586711,0.00062501983,0.0004482936,0.0025382843,0.0072229644,0.01466382,0.0014589112,0.0045732544,0.0033269166],"category_scores_gemma":[0.0075801713,0.00035544168,0.00052270765,0.0016754605,0.04873798,0.01763112,0.009055274,0.006048726,0.00043977986],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000034124305,0.000034131284,0.00035149284,0.00006211167,0.0000026431608,0.00009024097,0.03217805,0.0002526554,0.00012245006,0.9598026,0.0009839212,0.0061161737],"study_design_scores_gemma":[0.0000068275717,0.000027250495,0.00039373664,0.00022515435,0.0000047303574,0.00011267862,0.027241353,0.00063004886,0.00041425414,0.8906961,0.08023214,0.00001568724],"about_ca_topic_score_codex":0.0012872798,"about_ca_topic_score_gemma":0.001665552,"teacher_disagreement_score":0.01466382,"about_ca_system_score_codex":0.0050510354,"about_ca_system_score_gemma":0.007700969,"threshold_uncertainty_score":0.05069995},"labels":[],"label_agreement":null},{"id":"W2928776272","doi":"","title":"Where STEM binds, and ST(eee)EM flows: A case for the where in STEM discourse and practice","year":2018,"lang":"en","type":"article","venue":"2019 Conference of the Canadian Society for the Study of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Reification (Marxism); Stem cell; Relevance (law); Environmental ethics; Biology; Political science; Law; Genetics","score_opus":0.09527045118625593,"score_gpt":0.3997774537024127,"score_spread":0.30450700251615676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2928776272","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17022496,0.006159933,0.04588738,0.10208819,0.0013508388,0.00012273683,0.00009521915,0.00019026722,0.6738805],"genre_scores_gemma":[0.9760573,0.00101504,0.0036032875,0.0025944842,0.00015045711,0.00005528957,0.000025018975,0.00008690393,0.016412226],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9898936,0.0072100875,0.00023568366,0.00081329746,0.000821977,0.0010253617],"domain_scores_gemma":[0.9915486,0.0058119185,0.00041204304,0.00072543265,0.0006689809,0.0008329923],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011051937,0.00065873703,0.0005159963,0.0032710726,0.020067718,0.022540519,0.0013468388,0.0061628963,0.0091720885],"category_scores_gemma":[0.009716971,0.00037667126,0.0005054226,0.002898179,0.06864659,0.027812745,0.014670243,0.0056543,0.0008836068],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014399774,0.0000193369,0.0006617099,0.000048481936,0.0000026240148,0.0004015547,0.19766432,0.000084210944,0.00018727039,0.79129475,0.0018507134,0.0077705965],"study_design_scores_gemma":[0.000010363867,0.000021823571,0.0012071262,0.00059967674,0.000009731199,0.00037089543,0.45966437,0.0005458547,0.00032855786,0.3157084,0.22150126,0.000031891006],"about_ca_topic_score_codex":0.018824343,"about_ca_topic_score_gemma":0.026547715,"teacher_disagreement_score":0.9799323,"about_ca_system_score_codex":0.011694707,"about_ca_system_score_gemma":0.010396494,"threshold_uncertainty_score":0.0848515},"labels":[],"label_agreement":null},{"id":"W2937788601","doi":"","title":"Learning Study in Teacher Education: Pre-service Teachers’ Experiences in Planning Lessons with Variation Theory","year":2018,"lang":"en","type":"article","venue":"2019 Conference of the Canadian Society for the Study of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Phenomenography; Mathematics education; Pedagogy; Curriculum; Teacher education; Variation (astronomy); Professional development; Plan (archaeology); Grounded theory; Psychology; Qualitative research; Sociology","score_opus":0.08074916254116185,"score_gpt":0.3909118839676719,"score_spread":0.31016272142651,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2937788601","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97838414,0.0008552616,0.0045981,0.0030463333,0.00014905121,0.00031586536,0.0000401862,0.0000956243,0.012515441],"genre_scores_gemma":[0.9883441,0.0007910446,0.0022714897,0.00060693827,0.000046740675,0.0001495054,0.000042946664,0.00006426947,0.0076829144],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98966974,0.0065656975,0.00034563226,0.0006384725,0.0009078752,0.0018725429],"domain_scores_gemma":[0.9799081,0.012333975,0.0010246832,0.0010615939,0.0015756352,0.0040960168],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010426655,0.00078299246,0.001326196,0.0014785222,0.015322879,0.0071832556,0.0023662196,0.0032701585,0.0044325953],"category_scores_gemma":[0.022265531,0.0012863324,0.00083435886,0.0015155128,0.012824281,0.004799488,0.008637483,0.007837892,0.001176437],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003601277,0.00020415158,0.0025241377,0.00010088249,0.0000041596827,0.0015721439,0.98725045,0.00005515708,0.0006653725,0.00062830513,0.00061504624,0.006344208],"study_design_scores_gemma":[0.00001469704,0.0002427866,0.0020057403,0.00010920741,0.0000072303806,0.0014964127,0.9743569,0.000077431454,0.00062429067,0.00038101542,0.020661218,0.000023015758],"about_ca_topic_score_codex":0.009850512,"about_ca_topic_score_gemma":0.022680745,"teacher_disagreement_score":0.015322879,"about_ca_system_score_codex":0.005156342,"about_ca_system_score_gemma":0.005067628,"threshold_uncertainty_score":0.055142105},"labels":[],"label_agreement":null},{"id":"W2939467283","doi":"10.1039/c9rp00060g","title":"Working with mental models to learn and visualize a new reaction mechanism","year":2019,"lang":"en","type":"article","venue":"Chemistry Education Research and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"University of Ottawa","keywords":"Mechanism (biology); Task (project management); Process (computing); Mental model; Computer science; Mental representation; Cognitive psychology; Working memory; Psychology; Cognitive science; Cognition; Epistemology; Engineering","score_opus":0.27125802069309846,"score_gpt":0.523189897408751,"score_spread":0.25193187671565254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2939467283","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7317728,0.0005479802,0.22939144,0.005531549,0.00011085883,0.00038185524,0.00014039982,0.000597792,0.031525385],"genre_scores_gemma":[0.9280648,0.00044621763,0.06714757,0.00035932232,0.000020099538,0.00024635522,0.00011938836,0.000090367605,0.003505783],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933468,0.004119234,0.00021091392,0.00043145102,0.0014882867,0.0004033303],"domain_scores_gemma":[0.98108566,0.012232709,0.0018553754,0.0023910282,0.0014158795,0.0010194161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010361202,0.0010253756,0.00036735428,0.0019120388,0.0014077874,0.0071206936,0.0018911229,0.0018558821,0.00280239],"category_scores_gemma":[0.028087346,0.0006257291,0.0015161992,0.0006972705,0.009032811,0.01047082,0.0054731634,0.003860172,0.0007980361],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001373453,0.0004196354,0.02709405,0.0006327133,0.000111494934,0.00089961005,0.73839647,0.00617546,0.020624433,0.13054308,0.0036949439,0.07127071],"study_design_scores_gemma":[0.00013335711,0.000773654,0.026096992,0.001433009,0.00024740075,0.0031651175,0.48898852,0.05345909,0.017005444,0.24989104,0.15807718,0.0007291109],"about_ca_topic_score_codex":0.0016381948,"about_ca_topic_score_gemma":0.0016326646,"teacher_disagreement_score":0.010361202,"about_ca_system_score_codex":0.002057914,"about_ca_system_score_gemma":0.0026517918,"threshold_uncertainty_score":0.05479598},"labels":[],"label_agreement":null},{"id":"W2939645427","doi":"","title":"The Integration of Science Process Skills: A Content Analysis of the 2016 Ontario Kindergarten Program","year":2018,"lang":"en","type":"article","venue":"2019 Conference of the Canadian Society for the Study of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Science education; Context (archaeology); Content analysis; Process (computing); Mathematics education; Psychology; Content (measure theory); Science learning; Pedagogy; Computer science; Sociology; Social science; Mathematics","score_opus":0.10658978948613225,"score_gpt":0.40048676357308577,"score_spread":0.29389697408695353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2939645427","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98618096,0.000385538,0.0009303764,0.00047550938,0.000022457081,0.00036935325,0.0021327238,0.00003834042,0.009464844],"genre_scores_gemma":[0.98082316,0.001863585,0.0044814865,0.000114491486,0.000020991747,0.0008045912,0.0037461775,0.00006748913,0.008077996],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99804735,0.00035323793,0.00020994764,0.00020749556,0.0009421637,0.00023971927],"domain_scores_gemma":[0.98759913,0.0055406014,0.0015938089,0.0004345336,0.0043905717,0.0004413441],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002545743,0.00024167687,0.00032570184,0.0059779384,0.0018465073,0.0020311775,0.00043331622,0.00031827224,0.0011940007],"category_scores_gemma":[0.011673068,0.00018998732,0.0002386443,0.007997995,0.0021782606,0.0009905947,0.0013317474,0.00054381246,0.00014184418],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019205315,0.00016938194,0.119715214,0.0016247341,0.000025289113,0.0008072133,0.6903728,0.00034062448,0.009031295,0.0017535309,0.0030802467,0.17288753],"study_design_scores_gemma":[0.000008413784,0.00009921961,0.62795,0.0011958043,0.00004983293,0.00018081862,0.30819517,0.00047825172,0.0031825518,0.0003128708,0.058302622,0.000044486038],"about_ca_topic_score_codex":0.3217719,"about_ca_topic_score_gemma":0.45028955,"teacher_disagreement_score":0.67822814,"about_ca_system_score_codex":0.018275304,"about_ca_system_score_gemma":0.02263249,"threshold_uncertainty_score":0.6397979},"labels":[],"label_agreement":null},{"id":"W2939842105","doi":"","title":"The READ Dress Project: Student-directed STEAM inquiry and change in practice","year":2018,"lang":"en","type":"article","venue":"2019 Conference of the Canadian Society for the Study of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Bishop's University","funders":"","keywords":"Participatory action research; Pedagogy; Action research; The arts; Process (computing); Action (physics); Mathematics education; Sociology; Psychology; Political science; Computer science","score_opus":0.16791856722634452,"score_gpt":0.4584138368523822,"score_spread":0.29049526962603767,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2939842105","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9102238,0.0006166818,0.0338786,0.00910234,0.0007559982,0.0013454203,0.00025739113,0.00041134516,0.043408424],"genre_scores_gemma":[0.9461957,0.00043027903,0.0357553,0.0010998962,0.00009663705,0.0013812447,0.00018899102,0.00016183306,0.014690121],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9801911,0.016414978,0.00034244536,0.0007853123,0.0013883694,0.0008777626],"domain_scores_gemma":[0.9778081,0.012392082,0.0009943317,0.0026784553,0.001438422,0.0046886085],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019368865,0.00050471467,0.0006046794,0.0008906429,0.0044086874,0.006574058,0.0015569666,0.0027084525,0.0054960027],"category_scores_gemma":[0.024437262,0.000519418,0.00063198264,0.0006044898,0.009796948,0.0046653594,0.010519835,0.0043717846,0.0008679392],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006638745,0.0043121674,0.015180328,0.0010320004,0.00012351798,0.0011728266,0.74980927,0.0010861406,0.0044681313,0.028806102,0.017292773,0.17605287],"study_design_scores_gemma":[0.00059925206,0.0054380777,0.024641419,0.0008817974,0.00011842158,0.0017384773,0.6360785,0.0028625547,0.008835947,0.033230644,0.28536153,0.00021335653],"about_ca_topic_score_codex":0.00095735415,"about_ca_topic_score_gemma":0.0027785152,"teacher_disagreement_score":0.019368865,"about_ca_system_score_codex":0.0018937277,"about_ca_system_score_gemma":0.0048618102,"threshold_uncertainty_score":0.10243362},"labels":[],"label_agreement":null},{"id":"W2941216829","doi":"10.4000/ere.1508","title":"Changements climatiques à l'école : Pour une éducation sociopolitique aux sciences et à l'environnement","year":2011,"lang":"fr","type":"article","venue":"Éducation relative à l environnement","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Forestry; Environmental science; Geography","score_opus":0.3123747887300721,"score_gpt":0.4497886779808407,"score_spread":0.13741388925076864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2941216829","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26194477,0.050789993,0.037939996,0.32272255,0.0015171743,0.00017159307,0.00045512954,0.0002341927,0.32422462],"genre_scores_gemma":[0.9611511,0.012165055,0.006193268,0.0035600255,0.00048440014,0.0001357638,0.00008794465,0.00007708428,0.01614537],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.994882,0.0023695135,0.00015974186,0.0008346392,0.0010610909,0.00069303985],"domain_scores_gemma":[0.9891924,0.006172034,0.0012085205,0.0007792198,0.0017965101,0.0008512188],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006807867,0.00051002303,0.0007598885,0.0023572755,0.005472362,0.012218233,0.001236875,0.0028412016,0.012523603],"category_scores_gemma":[0.01361048,0.00028356552,0.0005997016,0.003282476,0.016108043,0.012828711,0.0060922704,0.004323471,0.0007847452],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007711569,0.00011415682,0.018947087,0.00074946985,0.000066366905,0.00044119524,0.064405486,0.0018094387,0.00090287137,0.8359487,0.005083776,0.07145432],"study_design_scores_gemma":[0.000024264515,0.00012566154,0.053457085,0.0013773364,0.000050147806,0.00030503867,0.09896828,0.0010871184,0.0010605397,0.38573214,0.45769668,0.00011563661],"about_ca_topic_score_codex":0.0205515,"about_ca_topic_score_gemma":0.024203183,"teacher_disagreement_score":0.0205515,"about_ca_system_score_codex":0.009748004,"about_ca_system_score_gemma":0.0093507385,"threshold_uncertainty_score":0.07072699},"labels":[],"label_agreement":null},{"id":"W2944562805","doi":"","title":"Twelfth Grade Students’ Understandings of Scientific Inquiry: An International Collaborative Study","year":2018,"lang":"en","type":"article","venue":"2019 Conference of the Canadian Society for the Study of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Presentation (obstetrics); Mathematics education; Scale (ratio); Science education; Pedagogy; Baseline (sea); International education; Psychology; Political science; Geography; Higher education; Medicine; Cartography","score_opus":0.16713920134860333,"score_gpt":0.4451386596873196,"score_spread":0.27799945833871625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2944562805","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969567,0.00007476678,0.00008982159,0.00019212771,0.000012085807,0.000038762762,0.00004100779,0.000005233965,0.0025894004],"genre_scores_gemma":[0.995904,0.0002125533,0.00027351663,0.00015472359,0.000005860837,0.00012063234,0.0001128438,0.0000130673525,0.0032028654],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99463636,0.0014110997,0.00037364633,0.0005310813,0.0014935593,0.0015543511],"domain_scores_gemma":[0.9809203,0.004751085,0.0021297473,0.0010017863,0.0067521343,0.004444851],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012457687,0.0005844064,0.0014975009,0.004115728,0.008642425,0.011159926,0.0015986337,0.0019311943,0.002727656],"category_scores_gemma":[0.016901352,0.0007935597,0.00060775434,0.0024723832,0.0042537022,0.003954299,0.005686999,0.0055778935,0.00079916086],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010437387,0.0011361775,0.11810014,0.000056608656,0.000024433071,0.0004767811,0.8646201,0.000049927577,0.0012231454,0.0007686126,0.0009781147,0.012461605],"study_design_scores_gemma":[0.000018621866,0.00050223235,0.119363174,0.000115125105,0.000020622418,0.00019677026,0.87048817,0.00017259266,0.0006139353,0.00018009894,0.008269273,0.000059384998],"about_ca_topic_score_codex":0.126527,"about_ca_topic_score_gemma":0.18653688,"teacher_disagreement_score":0.126527,"about_ca_system_score_codex":0.0055503934,"about_ca_system_score_gemma":0.0069508487,"threshold_uncertainty_score":0.25158107},"labels":[],"label_agreement":null},{"id":"W2945371758","doi":"10.1080/09500693.2019.1615656","title":"From science teacher to ‘teacher scientist’: exploring the experiences of research-active science teachers in the UK","year":2019,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Royal Commission for the Exhibition of 1851; W. Garfield Weston Foundation","keywords":"Enthusiasm; Thematic analysis; Incentive; Professional development; Pedagogy; Science education; Identity (music); Psychology; Variety (cybernetics); Professional learning community; Teacher leadership; Mathematics education; Teacher education; Qualitative research; Sociology; Social psychology; Educational leadership; Social science","score_opus":0.18100166054098363,"score_gpt":0.51833858726249,"score_spread":0.3373369267215064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945371758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98951906,0.0013784706,0.00071181793,0.0031068032,0.00011329838,0.000052902025,0.00003804925,0.00001589522,0.0050637256],"genre_scores_gemma":[0.99439645,0.00090130384,0.0002644271,0.0009040944,0.000031982516,0.00005551967,0.000029650786,0.000023032957,0.00339351],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9810968,0.01214805,0.0007158336,0.0011354164,0.0019548023,0.0029490977],"domain_scores_gemma":[0.96819687,0.018468995,0.003734447,0.00079446007,0.0028168848,0.005988324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010546826,0.0005131608,0.0011967021,0.0023146549,0.01778477,0.010085611,0.0017739951,0.003588276,0.0030271597],"category_scores_gemma":[0.024147844,0.0010642057,0.00036845787,0.0018219972,0.015808797,0.0063588414,0.00865866,0.004082701,0.00079308497],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002080139,0.000014536606,0.0016969071,0.000044674467,0.0000016222936,0.00061992183,0.99567896,0.000005190374,0.00024865574,0.00024151549,0.0002791321,0.0011480884],"study_design_scores_gemma":[0.00000396234,0.000040380844,0.0016451441,0.0000689079,0.0000023068128,0.0003177366,0.98869765,0.000013293007,0.00007299325,0.00010072857,0.009026634,0.000010205837],"about_ca_topic_score_codex":0.04532064,"about_ca_topic_score_gemma":0.089428954,"teacher_disagreement_score":0.04532064,"about_ca_system_score_codex":0.008020996,"about_ca_system_score_gemma":0.008931119,"threshold_uncertainty_score":0.09011364},"labels":[],"label_agreement":null},{"id":"W2945389409","doi":"10.5539/jel.v8n3p187","title":"The Status and Connotation of Senior High School Students’ Life Concept on the Background of Core Literacy","year":2019,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Connotation; Curriculum; Mathematics education; Value (mathematics); Pedagogy; Core curriculum; Literacy; China; Sociology; Psychology; Political science; Computer science","score_opus":0.04803788765310202,"score_gpt":0.42139696759511924,"score_spread":0.3733590799420172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945389409","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9611497,0.00093028275,0.0010092125,0.0018015034,0.000105208856,0.0000180326,0.000044019824,0.000009606872,0.034932498],"genre_scores_gemma":[0.99821174,0.00022658722,0.00020994619,0.00010458513,0.000015112132,0.000010778814,0.000024762288,0.0000029894143,0.0011935771],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9993481,0.00024620403,0.00003726833,0.00007249176,0.00018249488,0.000113408576],"domain_scores_gemma":[0.99824476,0.00058967667,0.00027965402,0.000075639444,0.00034427628,0.00046601464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012175182,0.00016794153,0.00015333647,0.0013351261,0.0012791808,0.0020426705,0.00022577103,0.0003626454,0.0016308189],"category_scores_gemma":[0.0039004155,0.00008414508,0.00013683148,0.0009619751,0.003792486,0.0016612799,0.0020551719,0.0012083403,0.00012038854],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016366708,0.00021025073,0.290552,0.00038544126,0.000027566639,0.00081009994,0.4176304,0.00011278105,0.005218271,0.11038907,0.003693129,0.17080736],"study_design_scores_gemma":[0.000013278707,0.00028059696,0.6563238,0.00051483535,0.000041950232,0.00076487876,0.2666511,0.0005988275,0.001693842,0.025572667,0.047470197,0.00007413859],"about_ca_topic_score_codex":0.0023237492,"about_ca_topic_score_gemma":0.002725519,"teacher_disagreement_score":0.0023237492,"about_ca_system_score_codex":0.001178333,"about_ca_system_score_gemma":0.0013337891,"threshold_uncertainty_score":0.008549511},"labels":[],"label_agreement":null},{"id":"W2945883691","doi":"","title":"An examination of select science curricula from Europe, Africa, and North America.","year":2018,"lang":"en","type":"article","venue":"Discovery Research Portal (University of Dundee)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Political science; Geography; History; Law","score_opus":0.09990574724318284,"score_gpt":0.38804778520357164,"score_spread":0.2881420379603888,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2945883691","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.787168,0.025876405,0.0021206127,0.013337943,0.00065988285,0.0005439374,0.0037615045,0.00012178345,0.16640991],"genre_scores_gemma":[0.9276339,0.022053802,0.006309723,0.0032036374,0.00014756885,0.0005469754,0.0045274557,0.00008908179,0.03548798],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.998288,0.00020091984,0.00020428326,0.00012729729,0.000907032,0.000272376],"domain_scores_gemma":[0.9945268,0.00096970703,0.0009686419,0.00012850446,0.0023447517,0.0010616775],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025084275,0.00041399078,0.0003194855,0.008925507,0.0021700438,0.0020786054,0.0004094008,0.00042747986,0.0050346777],"category_scores_gemma":[0.010038608,0.00025519662,0.00025574662,0.011328437,0.00053286355,0.0019943016,0.0032738426,0.00062655174,0.0006318878],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016352504,0.0003930431,0.16186282,0.0013494508,0.00006408601,0.00047726138,0.02442842,0.00023031911,0.0039758263,0.005458473,0.05315656,0.74844027],"study_design_scores_gemma":[0.000026371154,0.00024028608,0.6913901,0.002204721,0.000042675965,0.0005112218,0.048331704,0.00010955001,0.002110726,0.0013106326,0.2536921,0.000029833456],"about_ca_topic_score_codex":0.012125687,"about_ca_topic_score_gemma":0.056823526,"teacher_disagreement_score":0.012125687,"about_ca_system_score_codex":0.0020330767,"about_ca_system_score_gemma":0.008798407,"threshold_uncertainty_score":0.024110258},"labels":[],"label_agreement":null},{"id":"W2946296307","doi":"10.1007/s11165-019-9850-z","title":"Science and Language Integration in Elementary Classrooms: Instructional Enactments and Student Learning Outcomes","year":2019,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Science education; Vocabulary; Curriculum; Pedagogy; Psychology; Instructional design; Comprehension; Literacy; Science learning; Scientific literacy; Reading comprehension; Computer science; Reading (process)","score_opus":0.10627542537884122,"score_gpt":0.5552967566860036,"score_spread":0.44902133130716243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2946296307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99875367,0.000042507825,0.00007209231,0.000027831888,0.0000052559303,0.000017876633,0.000020395808,0.000015267264,0.0010451296],"genre_scores_gemma":[0.9961169,0.00008728405,0.00040018908,0.00003015084,0.000006509884,0.000048117447,0.00009491479,0.000010889244,0.0032050426],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99818975,0.00032040154,0.00017298367,0.00031730387,0.0006156935,0.0003838672],"domain_scores_gemma":[0.99420714,0.0014765854,0.0010517564,0.00037490216,0.00093264616,0.0019570498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025270118,0.00040767144,0.0008625642,0.0011351429,0.000938648,0.0037273688,0.0007948338,0.00085329893,0.0044049597],"category_scores_gemma":[0.008667873,0.00027424307,0.0005835167,0.00053259445,0.0006157913,0.001536768,0.0035487318,0.0016633772,0.0011826402],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005186597,0.047246702,0.562272,0.00032287653,0.00036842408,0.00067659206,0.03393388,0.0009850066,0.036462266,0.0010783705,0.0013665865,0.31010073],"study_design_scores_gemma":[0.00021869829,0.0075538754,0.9462899,0.000121624595,0.00034106153,0.00026907507,0.019832209,0.001279392,0.019264359,0.00095271936,0.0038001528,0.00007694646],"about_ca_topic_score_codex":0.002565806,"about_ca_topic_score_gemma":0.0033322526,"teacher_disagreement_score":0.0044049597,"about_ca_system_score_codex":0.00071488146,"about_ca_system_score_gemma":0.002492001,"threshold_uncertainty_score":0.014736056},"labels":[],"label_agreement":null},{"id":"W2947133172","doi":"","title":"L'intérêt des élèves du premier cycle du secondaire lors des périodes d'enseignement des sciences à l'extérieur et à proximité de l'école","year":2018,"lang":"fr","type":"article","venue":"Archipelago (University of Quebec in Montreal)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.03209316334045064,"score_gpt":0.2841093703727421,"score_spread":0.25201620703229144,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947133172","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8082327,0.005623756,0.02405737,0.005947281,0.0005445491,0.00021655801,0.0029545203,0.00028483203,0.15213841],"genre_scores_gemma":[0.9406106,0.0015092829,0.0059436103,0.0004312727,0.0001411882,0.00022581917,0.001009441,0.00013669391,0.049992118],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970673,0.00051426375,0.00014269665,0.00074075063,0.0009858339,0.0005491044],"domain_scores_gemma":[0.9849473,0.004977133,0.0029742646,0.0008927483,0.0032334821,0.0029751097],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028111837,0.00040965178,0.00059177686,0.0027496547,0.002326588,0.0064475676,0.00090962864,0.001378354,0.02141105],"category_scores_gemma":[0.012609403,0.00037336932,0.00076662033,0.0030904952,0.0017006771,0.0031083478,0.0041749226,0.0019177601,0.0025276297],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00094553485,0.0003666364,0.5818998,0.0010685737,0.00030481967,0.000701459,0.037657496,0.0028143155,0.0065439874,0.10988855,0.008671761,0.24913704],"study_design_scores_gemma":[0.000021839676,0.00024944608,0.82578427,0.0004256811,0.000084992134,0.00026895854,0.011765235,0.0011668619,0.0013734996,0.018845413,0.13992424,0.000089616304],"about_ca_topic_score_codex":0.028999561,"about_ca_topic_score_gemma":0.040983386,"teacher_disagreement_score":0.97100043,"about_ca_system_score_codex":0.00432235,"about_ca_system_score_gemma":0.007188324,"threshold_uncertainty_score":0.07162714},"labels":[],"label_agreement":null},{"id":"W2947402112","doi":"10.5430/jct.v8n2p32","title":"Utility of Metric Conversion for Success in Introductory College Science Courses","year":2019,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Metric system; Metric (unit); Next Generation Science Standards; Bridge (graph theory); Common core; Computer science; Core (optical fiber); Psychology; Science education; Engineering; Medicine","score_opus":0.02502166057173524,"score_gpt":0.37973491886764327,"score_spread":0.35471325829590805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947402112","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9667327,0.0002911214,0.004081662,0.00041408194,0.00008254576,0.0002405324,0.0007349966,0.00022454279,0.027197938],"genre_scores_gemma":[0.99747014,0.00004886477,0.0012998864,0.000019897034,0.000009970167,0.00006842924,0.00028235556,0.000026856578,0.00077365723],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9793409,0.009600057,0.0016175405,0.0012794376,0.007312057,0.00085004966],"domain_scores_gemma":[0.8647973,0.088638455,0.019257113,0.007475115,0.015403854,0.0044281622],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01759799,0.00059691875,0.0004943266,0.0046769143,0.0009451615,0.003338693,0.001379157,0.00068729674,0.006945029],"category_scores_gemma":[0.13439299,0.0002504359,0.00092308165,0.003882722,0.0014271981,0.003620612,0.00292162,0.0015708953,0.0015034296],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003288678,0.0002538342,0.95884657,0.000053604876,0.000095590825,0.000047718735,0.0012471253,0.00039382887,0.0001724719,0.00067716494,0.001000158,0.03688306],"study_design_scores_gemma":[0.000017413804,0.00090066646,0.9887993,0.00006970458,0.00006508146,0.000110006054,0.0024493525,0.0037889725,0.00084211596,0.000942192,0.00197277,0.000042597127],"about_ca_topic_score_codex":0.004881904,"about_ca_topic_score_gemma":0.008179782,"teacher_disagreement_score":0.01759799,"about_ca_system_score_codex":0.0016828763,"about_ca_system_score_gemma":0.001620484,"threshold_uncertainty_score":0.09306818},"labels":[],"label_agreement":null},{"id":"W2949529506","doi":"10.37119/ojs2019.v25i1.423","title":"The Iglu and the Tent: Centring the Northern Voice in Mathematics Teaching","year":2019,"lang":"en","type":"article","venue":"in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Context (archaeology); Assertiveness; Meaning (existential); Pedagogy; Sociology; Geography; Archaeology; Epistemology; Psychology; Social psychology; Philosophy","score_opus":0.025281415485658897,"score_gpt":0.36384655661487186,"score_spread":0.338565141129213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2949529506","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.748663,0.002704685,0.004868208,0.03767666,0.00032798506,0.000034042576,0.00001734859,0.000080888945,0.20562713],"genre_scores_gemma":[0.9968328,0.00016627753,0.00028435895,0.0005642254,0.000019014382,0.0000063431426,0.0000018560942,0.000018177041,0.002106868],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99418056,0.0039377674,0.00007798121,0.00031321796,0.0003721475,0.0011184114],"domain_scores_gemma":[0.9951363,0.0028194892,0.0005422014,0.00030885867,0.00041211682,0.0007809613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007874158,0.00047554463,0.0004830532,0.0015195943,0.026230304,0.011114915,0.0016082551,0.0027851055,0.0036013592],"category_scores_gemma":[0.0076665636,0.00043396643,0.00022768503,0.0018498818,0.05310852,0.007956453,0.011147319,0.004867369,0.00040701768],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003500547,0.000013506276,0.0025190033,0.00003221166,0.0000021711471,0.00031233378,0.9338693,0.000038048664,0.00032663677,0.056724522,0.000649296,0.0054779253],"study_design_scores_gemma":[0.00000814482,0.000043227094,0.0021900514,0.00017806003,0.00001026291,0.00022093795,0.94621474,0.0002028988,0.00032000898,0.013521724,0.037068963,0.000021087586],"about_ca_topic_score_codex":0.120573126,"about_ca_topic_score_gemma":0.18836345,"teacher_disagreement_score":0.120573126,"about_ca_system_score_codex":0.016113311,"about_ca_system_score_gemma":0.010028296,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W2949918636","doi":"10.1080/1046560x.2019.1629220","title":"<i>JSTE</i> as a Forum for Engaging in Knowledge Generation and Discourses in Science Teacher Education, Equity and Justice-Focused Science Teacher Education, and Professional Learning for Science Teacher Education Scholars","year":2019,"lang":"en","type":"article","venue":"Journal of Science Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Science education; Teacher education; Equity (law); Pedagogy; Sociology; National Science Education Standards; Mathematics education; Professional development; Higher education; Psychology; Political science; Education policy","score_opus":0.06471357589305396,"score_gpt":0.47524743692809684,"score_spread":0.41053386103504286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2949918636","genre_codex":"commentary","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0040126094,0.0022908468,0.0056391223,0.57450634,0.11363809,0.00025172785,0.0019788349,0.0018197303,0.29586273],"genre_scores_gemma":[0.06411155,0.0028438943,0.011879926,0.23919438,0.09025279,0.0018611662,0.002915851,0.006080723,0.58085984],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9936865,0.0029488557,0.00042691862,0.00036902484,0.0017098712,0.0008587587],"domain_scores_gemma":[0.95962226,0.016423533,0.0019421732,0.0031748055,0.007790052,0.011047195],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011875733,0.0008712926,0.0008798531,0.002386737,0.011254643,0.024139373,0.0016377072,0.008910179,0.097062126],"category_scores_gemma":[0.032696847,0.0005618457,0.00078396936,0.0035432104,0.0075054434,0.014246854,0.022690948,0.010350817,0.0441472],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011805496,0.000012694604,0.00011384336,0.00006139574,0.0000024532637,0.00011988953,0.0067596203,0.000016914737,0.00039283096,0.011995777,0.9753666,0.005146255],"study_design_scores_gemma":[0.000004409838,0.0000048428387,0.0001990371,0.00013235406,0.0000017017887,0.00011932418,0.00451418,0.000042915304,0.0001051224,0.0028703848,0.99199474,0.00001097293],"about_ca_topic_score_codex":0.002106935,"about_ca_topic_score_gemma":0.012732606,"teacher_disagreement_score":0.98874533,"about_ca_system_score_codex":0.0032310665,"about_ca_system_score_gemma":0.0089548575,"threshold_uncertainty_score":0.32470518},"labels":[],"label_agreement":null},{"id":"W2950992489","doi":"10.1007/s11191-019-00050-4","title":"Sedimentation of Modeling Practices","year":2019,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"National Science Foundation","keywords":"Action (physics); Transformation (genetics); Mathematics education; Best practice; Psychology; Action research; Scale (ratio); Science education; Sociology; Pedagogy; Computer science; Political science; Chemistry; Geography; Physics","score_opus":0.11061344754041832,"score_gpt":0.5043635532263181,"score_spread":0.39375010568589974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2950992489","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48011094,0.00082250324,0.27978817,0.004673198,0.0002801681,0.00020008282,0.00039080807,0.0014209751,0.23231317],"genre_scores_gemma":[0.95395696,0.00025235416,0.031798694,0.000106435364,0.000035684512,0.00006346987,0.00020588888,0.00034939626,0.013231034],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99642,0.0013153915,0.00017745326,0.0006853576,0.0010180904,0.00038367408],"domain_scores_gemma":[0.98569065,0.0035171427,0.0008957652,0.007137973,0.0021832169,0.0005752731],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0037500104,0.00047032782,0.0006287723,0.0033945034,0.0042509483,0.006000054,0.0014690399,0.0019099296,0.013178876],"category_scores_gemma":[0.0346877,0.00084702845,0.0010066973,0.0025291834,0.0047059865,0.0046514175,0.0047872136,0.0031472985,0.0014536689],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000121645855,0.00007587926,0.01769609,0.000103873135,0.000052773346,0.00038909656,0.013385259,0.02725456,0.0030408234,0.8450709,0.0025865168,0.09022258],"study_design_scores_gemma":[0.00007079861,0.00017665177,0.02953717,0.0005396036,0.00008324567,0.0006488431,0.013075914,0.15799026,0.008119653,0.6253841,0.16423307,0.00014070174],"about_ca_topic_score_codex":0.017886912,"about_ca_topic_score_gemma":0.012649432,"teacher_disagreement_score":0.99574906,"about_ca_system_score_codex":0.0053919065,"about_ca_system_score_gemma":0.0038211045,"threshold_uncertainty_score":0.044087768},"labels":[],"label_agreement":null},{"id":"W2953019934","doi":"10.1103/physrevstper.4.010103","title":"Why we should teach the Bohr model and how to teach it effectively","year":2008,"lang":"en","type":"article","venue":"Physical Review Special Topics - Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":75,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"William and Flora Hewlett Foundation; National Science Foundation","keywords":"Bohr model; Curriculum; Atom (system on chip); Mathematics education; Atomic model; Computer science; Physics; Quantum mechanics; Pedagogy; Psychology; Atomic physics","score_opus":0.3269798550093867,"score_gpt":0.5395966759339549,"score_spread":0.21261682092456818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2953019934","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03377012,0.026602158,0.045616873,0.8374885,0.004499083,0.00025026017,0.00009543305,0.0006711664,0.051006433],"genre_scores_gemma":[0.54789543,0.046593696,0.17595115,0.18794023,0.0027246529,0.001932315,0.00025440202,0.0005990387,0.03610911],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99247897,0.0036587224,0.00019793632,0.0005898668,0.0024485232,0.00062602764],"domain_scores_gemma":[0.9878087,0.0062478534,0.0011185883,0.0010743303,0.001985899,0.0017646247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011873786,0.00047483822,0.00064976787,0.0010094994,0.0016303934,0.0032402894,0.002079548,0.0043311133,0.0041224705],"category_scores_gemma":[0.025235845,0.00039133138,0.0006331429,0.0006071126,0.00609272,0.01070871,0.0025945567,0.0054948167,0.0023713107],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000103731865,0.00096418615,0.0048235385,0.0036066596,0.000119803546,0.00018379164,0.008643968,0.0025409027,0.003341314,0.47818047,0.21136533,0.28612638],"study_design_scores_gemma":[0.0002684984,0.00042235974,0.0047574285,0.002528676,0.00007888856,0.00027112168,0.0064720307,0.0027930725,0.004077569,0.41907927,0.55915207,0.00009898741],"about_ca_topic_score_codex":0.005699278,"about_ca_topic_score_gemma":0.005656059,"teacher_disagreement_score":0.011873786,"about_ca_system_score_codex":0.004827515,"about_ca_system_score_gemma":0.010850689,"threshold_uncertainty_score":0.06279528},"labels":[],"label_agreement":null},{"id":"W2954668065","doi":"10.1007/978-3-030-06191-3_1","title":"Introduction: Setting the Scene for a Meso-level Analysis of Canadian Science Education","year":2019,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa; University of Victoria","funders":"","keywords":"Mathematics education; Geography; Psychology","score_opus":0.09677986827347511,"score_gpt":0.3834502757889539,"score_spread":0.2866704075154788,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954668065","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0066021313,0.01281575,0.012800274,0.06673418,0.0056092883,0.00021449328,0.0049279174,0.00058299984,0.889713],"genre_scores_gemma":[0.114433065,0.012624343,0.022278978,0.014547148,0.0017674979,0.00022811808,0.0023605865,0.0007128565,0.8310475],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9994678,0.00006107654,0.000012826828,0.00007282031,0.00021967046,0.00016572664],"domain_scores_gemma":[0.9991321,0.00017769629,0.000022052332,0.000028055612,0.0004882351,0.00015186392],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.00074783445,0.00063474284,0.00034787605,0.0032878392,0.0065893847,0.005184039,0.0010168053,0.0013705159,0.045671348],"category_scores_gemma":[0.0016224032,0.0003381517,0.00042028865,0.0057008234,0.0029548064,0.0026329984,0.0013813805,0.003117691,0.0055121463],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013708791,0.00001461477,0.0010733794,0.0001708626,0.000003433348,0.00009377877,0.0036771062,0.00052346813,0.00028018325,0.45896116,0.487683,0.047505308],"study_design_scores_gemma":[0.0000019437466,0.0000040337095,0.0047157323,0.00020440637,0.00000421558,0.00005313654,0.0026702734,0.00031377736,0.00012662442,0.029775074,0.962108,0.000022862961],"about_ca_topic_score_codex":0.9462569,"about_ca_topic_score_gemma":0.9834472,"teacher_disagreement_score":0.99925214,"about_ca_system_score_codex":0.051280342,"about_ca_system_score_gemma":0.043974828,"threshold_uncertainty_score":0.37206668},"labels":[],"label_agreement":null},{"id":"W2954802563","doi":"10.1139/cjp-2019-0019","title":"Students’ mental models of wave–particle duality","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Duality (order theory); Physics; Context (archaeology); Mental model; Wave–particle duality; Quantum; Mathematics education; Theoretical physics; Psychology; Quantum mechanics; Pure mathematics; Cognitive science; Mathematics","score_opus":0.12638412748958408,"score_gpt":0.3935195099799879,"score_spread":0.2671353824904038,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954802563","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9922593,0.0001014154,0.0037110543,0.00067706313,0.000017980268,0.00003760678,0.000009774071,0.000017796774,0.0031678975],"genre_scores_gemma":[0.99815255,0.00009417487,0.0009975315,0.00013304235,0.0000038063677,0.000023397599,0.0000148267045,0.000004540332,0.0005761845],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99508023,0.0024894339,0.00018341585,0.0003166788,0.0014799646,0.00045031976],"domain_scores_gemma":[0.98470116,0.008155723,0.0024256166,0.0010367059,0.0016291842,0.0020515951],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008107516,0.0006423683,0.0004984216,0.0014765321,0.0018522419,0.009100233,0.0012874673,0.001906386,0.0024392155],"category_scores_gemma":[0.024712348,0.00055108784,0.0005857356,0.00057417975,0.0057012103,0.005600455,0.004150761,0.005067852,0.00039330494],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002091586,0.001101922,0.14556327,0.0002026481,0.00006861713,0.00077800313,0.7898177,0.0015997178,0.0073778215,0.028212298,0.0014151988,0.02365359],"study_design_scores_gemma":[0.00010233409,0.0011864878,0.05269085,0.00036548614,0.00010158973,0.0015581199,0.8561301,0.016440438,0.0045477436,0.040990017,0.025526209,0.00036060147],"about_ca_topic_score_codex":0.00222698,"about_ca_topic_score_gemma":0.001836643,"teacher_disagreement_score":0.009100233,"about_ca_system_score_codex":0.0016568556,"about_ca_system_score_gemma":0.0021143437,"threshold_uncertainty_score":0.042877138},"labels":[],"label_agreement":null},{"id":"W2954819005","doi":"10.5430/ijhe.v8n3p257","title":"Evaluate the Attıtudes of the Pre-Servıce Teachers towards STEM and STEM’s Sub Dımensıons","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Scale (ratio); Mathematics education; Openness to experience; Data collection; Service (business); Psychology; Mathematics; Statistics; Social psychology; Cartography; Biology; Geography","score_opus":0.062328675075510966,"score_gpt":0.4312776656190455,"score_spread":0.3689489905435345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954819005","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983296,0.00010493379,0.000102345635,0.00008324761,0.0000082580045,0.000019062536,0.000017393191,0.0000029528335,0.0013322679],"genre_scores_gemma":[0.99697554,0.00030067284,0.00026257083,0.000072148265,0.0000056432045,0.00003842348,0.00006955743,0.0000026995278,0.002272774],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99883157,0.00020328684,0.00009911567,0.00008265565,0.0005361056,0.00024737752],"domain_scores_gemma":[0.9947531,0.0010620446,0.0013877935,0.00016121799,0.0015909005,0.0010448796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018952831,0.00026732858,0.00036484198,0.0008160659,0.00078683207,0.001359338,0.00029492902,0.0005678729,0.0028484291],"category_scores_gemma":[0.0054417495,0.00025277818,0.00044568148,0.00043841486,0.00066425797,0.0005516578,0.001070315,0.0008968004,0.00079872156],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024206616,0.00086696446,0.889949,0.00030930783,0.000042815365,0.00054543954,0.059019685,0.00014390597,0.0038669987,0.0003130559,0.00090664387,0.043794118],"study_design_scores_gemma":[0.000013350136,0.0009269926,0.8779186,0.00013440769,0.000038117203,0.00040660324,0.11137254,0.00033017193,0.0022143784,0.00022730722,0.006381428,0.000036167887],"about_ca_topic_score_codex":0.0023024904,"about_ca_topic_score_gemma":0.0049105175,"teacher_disagreement_score":0.0028484291,"about_ca_system_score_codex":0.0008175183,"about_ca_system_score_gemma":0.00088448625,"threshold_uncertainty_score":0.010023296},"labels":[],"label_agreement":null},{"id":"W2958395594","doi":"10.5539/jel.v8n4p124","title":"Science Teachers’ Instructional Practices in Malaysian and German Secondary Schools","year":2019,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Universiti Sains Malaysia; Deutscher Akademischer Austauschdienst","keywords":"German; Interactivity; Mathematics education; Psychology; Pedagogy; Instructional design; Teaching method; Science education; Geography; Computer science; Multimedia","score_opus":0.034208343411032224,"score_gpt":0.4294526340360005,"score_spread":0.39524429062496824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2958395594","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99904436,0.00009915948,0.000017770992,0.00004350073,0.0000013080004,0.000006141239,0.00001664118,0.0000023254115,0.0007687285],"genre_scores_gemma":[0.9982674,0.00013573494,0.00011914844,0.0000461995,0.000001012011,0.000011647891,0.000028753137,0.0000015373157,0.0013883831],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988918,0.0003032613,0.00012518062,0.00018198568,0.00020760993,0.00029032072],"domain_scores_gemma":[0.9976355,0.00054308295,0.00066243694,0.00008566404,0.0004403329,0.0006330005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012628392,0.00016923994,0.00031943983,0.0016725757,0.0021660714,0.0017342279,0.0004024127,0.0004785305,0.0012736298],"category_scores_gemma":[0.0026001118,0.0002862282,0.00019881995,0.001152082,0.0012302669,0.0005382415,0.0009829061,0.00050974725,0.00025950812],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000109502565,0.0003053015,0.45279667,0.0002645136,0.0000145498425,0.00067667506,0.51461285,0.00009921596,0.0042672823,0.0005680973,0.0006360983,0.025649348],"study_design_scores_gemma":[0.00001051556,0.00032376446,0.56911576,0.00018719598,0.000018903418,0.00034984158,0.41877228,0.0001239404,0.001429962,0.000056206372,0.009583402,0.000028177084],"about_ca_topic_score_codex":0.029451543,"about_ca_topic_score_gemma":0.080147594,"teacher_disagreement_score":0.029451543,"about_ca_system_score_codex":0.002867524,"about_ca_system_score_gemma":0.0026002268,"threshold_uncertainty_score":0.058560252},"labels":[],"label_agreement":null},{"id":"W2962009529","doi":"","title":"Exploration de la résolution de problèmes à la maternelle à l’aide d’une approche interdisciplinaire en sciences et en arts","year":2019,"lang":"fr","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières","funders":"","keywords":"The arts; Psychology; Pedagogy; Mathematics education; Humanities; Sociology; Art; Visual arts","score_opus":0.08374798933584268,"score_gpt":0.37769282588692926,"score_spread":0.2939448365510866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2962009529","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93252283,0.003404617,0.022189533,0.012504353,0.00018474957,0.00038415182,0.0001020979,0.0000831592,0.028624367],"genre_scores_gemma":[0.9778522,0.0019051514,0.013143113,0.00050048047,0.000021546088,0.00016926571,0.000042029227,0.000024458215,0.0063417046],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9886564,0.008208646,0.00034425483,0.000572511,0.0011948163,0.0010233807],"domain_scores_gemma":[0.98663086,0.009253783,0.001140583,0.0005780207,0.0013742492,0.0010224528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013270616,0.00063566817,0.0006000618,0.0010071626,0.006207869,0.0039100815,0.0023056571,0.001811691,0.002963012],"category_scores_gemma":[0.0182362,0.0005543135,0.0007053716,0.0008269693,0.008310114,0.0026155903,0.005297445,0.002734313,0.0003065197],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047696936,0.00013682281,0.0082771,0.00042804825,0.000017184067,0.0031320446,0.9403042,0.00022712746,0.0022473668,0.006421597,0.0012313626,0.037529334],"study_design_scores_gemma":[0.000012213087,0.00013036787,0.0063124388,0.00055044657,0.000019851113,0.0019298784,0.9337798,0.00028769785,0.0014582817,0.0023520472,0.053135693,0.000031205567],"about_ca_topic_score_codex":0.01993239,"about_ca_topic_score_gemma":0.032926824,"teacher_disagreement_score":0.01993239,"about_ca_system_score_codex":0.0057599405,"about_ca_system_score_gemma":0.012435404,"threshold_uncertainty_score":0.07018256},"labels":[],"label_agreement":null},{"id":"W2962744571","doi":"10.1002/tea.21586","title":"An online categorization task to investigate changes in students' interpretations of organic chemistry reactions","year":2019,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"University of Ottawa","keywords":"Categorization; Curriculum; Set (abstract data type); Chemistry; Task (project management); Mathematics education; Reactivity (psychology); Psychology; Concept learning; Computer science; Pedagogy; Artificial intelligence; Engineering","score_opus":0.16946401834738847,"score_gpt":0.5505185873432168,"score_spread":0.38105456899582835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2962744571","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950128,0.000024840017,0.0026733426,0.00003688375,0.000026799946,0.000187413,0.00021811166,0.00006328631,0.0017564759],"genre_scores_gemma":[0.9884503,0.000040342493,0.00784395,0.00009171569,0.00001778987,0.00069255894,0.0005047135,0.000026813505,0.002331806],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99750936,0.00079759344,0.00019741719,0.00065794936,0.00059874356,0.0002389475],"domain_scores_gemma":[0.96294403,0.024186425,0.0056473664,0.002881521,0.0026034084,0.001737192],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034718188,0.0008454376,0.0008176496,0.0011239509,0.00061109214,0.0021541857,0.0012675474,0.0013423727,0.0056437277],"category_scores_gemma":[0.03290388,0.00036603483,0.0004701949,0.0007931462,0.00059729576,0.0025266996,0.0017014132,0.0019851793,0.0011514155],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0054699956,0.0311083,0.38624743,0.001122572,0.00030479985,0.0006427334,0.06931824,0.0053873486,0.17456251,0.003992747,0.005999199,0.31584418],"study_design_scores_gemma":[0.0008277429,0.0122321285,0.8654647,0.00021111016,0.00016004272,0.00029189073,0.02684766,0.029564073,0.040991705,0.0070412043,0.015883196,0.00048444673],"about_ca_topic_score_codex":0.0008891654,"about_ca_topic_score_gemma":0.0012630551,"teacher_disagreement_score":0.0056437277,"about_ca_system_score_codex":0.0005949884,"about_ca_system_score_gemma":0.00056738243,"threshold_uncertainty_score":0.018880129},"labels":[],"label_agreement":null},{"id":"W2963877740","doi":"10.1007/s42330-019-00055-9","title":"How Does Inquiry-Based Scientific Investigation Relate to the Development of Students’ Science Knowledge, Knowing, Applying, and Reasoning? An Examination of TIMSS Data","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Division of Mathematical Sciences","keywords":"Mathematics education; Scientific reasoning; Cognition; Psychology; Academic achievement; Science education; Cognitive development; Achievement test; Standardized test","score_opus":0.0641197931760103,"score_gpt":0.3731247104960452,"score_spread":0.3090049173200349,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2963877740","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9617429,0.00021912232,0.006301485,0.0011094147,0.000021813701,0.00015307534,0.0013367126,0.00007445157,0.029041085],"genre_scores_gemma":[0.99238825,0.00020970721,0.004109239,0.00010622926,0.000011553823,0.00018194571,0.0007714311,0.000040449442,0.002181229],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98982143,0.00338092,0.0012390708,0.00053305266,0.0045241886,0.0005013164],"domain_scores_gemma":[0.8302999,0.113231674,0.017587576,0.010417402,0.026879735,0.0015837144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01632623,0.00023020845,0.0005028126,0.006036797,0.0017581668,0.0040942887,0.0010400732,0.0006551985,0.0040482427],"category_scores_gemma":[0.13521983,0.00035474094,0.00043269666,0.0064393133,0.0039367103,0.0040351003,0.004583581,0.0014937053,0.0007702624],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037397514,0.00026429872,0.5024189,0.00066845515,0.00011615134,0.00029511465,0.3494,0.0006018742,0.0046546063,0.023914022,0.002431364,0.11486127],"study_design_scores_gemma":[0.000015296997,0.00019273873,0.72422904,0.00047950647,0.000072603376,0.00033203972,0.21684852,0.0020411883,0.005368502,0.009603926,0.040713314,0.00010339146],"about_ca_topic_score_codex":0.021485293,"about_ca_topic_score_gemma":0.03631451,"teacher_disagreement_score":0.021485293,"about_ca_system_score_codex":0.0037908596,"about_ca_system_score_gemma":0.004125226,"threshold_uncertainty_score":0.086342394},"labels":[],"label_agreement":null},{"id":"W2965386119","doi":"","title":"THE IMPORTANCE OF A LABORATORY SECTION ON STUDENT LEARNING OUTCOMES IN A UNIVERSITY INTRODUCTORY EARTH SCIENCE COURSE","year":2012,"lang":"en","type":"article","venue":"2012 GSA Annual Meeting in Charlotte","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Course (navigation); Mathematics education; Concept inventory; Section (typography); Significant difference; Medical education; Psychology; Computer science; Engineering; Mathematics; Medicine; Statistics","score_opus":0.02230646625586382,"score_gpt":0.35492636532709676,"score_spread":0.33261989907123296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2965386119","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999241,0.000012394731,0.0000340246,0.0000334415,0.0000042458396,0.0000041283492,0.000014712933,0.0000032699195,0.00065277476],"genre_scores_gemma":[0.9993861,0.000009739396,0.00007191321,0.000019481271,0.000004736537,0.0000071567806,0.00004233313,0.000002403452,0.00045601118],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998447,0.0005346128,0.000110308654,0.00017083374,0.0005110704,0.00022611492],"domain_scores_gemma":[0.9798362,0.010283118,0.0027376937,0.00050547643,0.0017049934,0.0049324916],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021733078,0.00021148511,0.00022041945,0.0005034814,0.00046166944,0.0012235198,0.00044261003,0.00048849464,0.0050540892],"category_scores_gemma":[0.013070465,0.00012079031,0.00027181127,0.00026121098,0.00038108314,0.00055922836,0.0010055945,0.00083506445,0.00072314264],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0058262493,0.007951071,0.83315784,0.00009530997,0.000115805495,0.0003233829,0.002551171,0.0008343803,0.022496577,0.00026251507,0.0018109172,0.124574825],"study_design_scores_gemma":[0.000043709817,0.004807115,0.98618174,0.000026503685,0.000029937584,0.000049305196,0.0012245874,0.00046197098,0.0065818396,0.000081964834,0.0004939431,0.000017243696],"about_ca_topic_score_codex":0.001471123,"about_ca_topic_score_gemma":0.0028599275,"teacher_disagreement_score":0.0050540892,"about_ca_system_score_codex":0.0005662196,"about_ca_system_score_gemma":0.0007512828,"threshold_uncertainty_score":0.016907632},"labels":[],"label_agreement":null},{"id":"W2968208106","doi":"10.1088/1742-6596/1286/1/012041","title":"Quebec children and elementary pre-service teacher’s conceptions of force and motion","year":2019,"lang":"en","type":"article","venue":"Journal of Physics Conference Series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa; Université du Québec à Montréal","funders":"","keywords":"Motion (physics); Object (grammar); Rest (music); Mathematics education; Service (business); Dynamics (music); Epistemology; Sociology; Psychology; Pedagogy; Physics; Computer science; Classical mechanics; Philosophy; Artificial intelligence; Acoustics","score_opus":0.031068444464577214,"score_gpt":0.3299819732508786,"score_spread":0.29891352878630134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2968208106","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99573404,0.00012839396,0.00003274082,0.00016491664,0.000004995005,0.000012322501,0.00010202397,0.000002819434,0.0038177697],"genre_scores_gemma":[0.997552,0.00010907308,0.000036123485,0.000033711785,0.0000016514022,0.000016761374,0.00007865123,0.0000016820069,0.0021703527],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99819547,0.00037080378,0.000084133135,0.00019366416,0.000507127,0.0006488177],"domain_scores_gemma":[0.99023026,0.0026668361,0.002378145,0.00024556625,0.0031433078,0.0013358509],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018516912,0.0003217005,0.0004123004,0.0022548286,0.0035166997,0.0025598113,0.0007540032,0.00074291555,0.0070480267],"category_scores_gemma":[0.00938765,0.00029042433,0.0002652513,0.0018281222,0.0034313058,0.00082227035,0.00094505027,0.0012488229,0.00033082793],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009145106,0.00012545618,0.65636843,0.00007488016,0.000013688314,0.0004968593,0.33051664,0.00014707989,0.00074438256,0.0018763127,0.0016129229,0.0079318695],"study_design_scores_gemma":[0.000007658183,0.00006088167,0.83304244,0.000078337725,0.000008619217,0.00013189451,0.1611597,0.00016139616,0.0001619943,0.00010877028,0.005056656,0.000021706122],"about_ca_topic_score_codex":0.9375769,"about_ca_topic_score_gemma":0.9601841,"teacher_disagreement_score":0.06242311,"about_ca_system_score_codex":0.018831694,"about_ca_system_score_gemma":0.009095664,"threshold_uncertainty_score":0.13663411},"labels":[],"label_agreement":null},{"id":"W2968421074","doi":"10.1007/s42330-019-00058-6","title":"Évolution du sentiment d’efficacité des enseignants du primaire ayant suivi un programme de formation et d’accompagnement en sciences et technologie","year":2019,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Cégep Marie-Victorin; Collège de Bois-de-Boulogne; Université du Québec à Montréal","funders":"","keywords":"Psychology; Pedagogy; Perspective (graphical); Sociology; Computer science","score_opus":0.05221212599885565,"score_gpt":0.32731881246827016,"score_spread":0.2751066864694145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2968421074","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99243224,0.00010438786,0.00014264633,0.0021290067,0.00003965027,0.0000074406425,0.00009023632,0.000009164111,0.0050453646],"genre_scores_gemma":[0.9954638,0.00006001636,0.000100998426,0.00017877619,0.000024559124,0.000008320356,0.00007780098,0.0000053513477,0.00408047],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981603,0.0006088967,0.00009522748,0.00018278926,0.00044925621,0.00050346664],"domain_scores_gemma":[0.9772613,0.006580265,0.0055624014,0.0004087568,0.0047394424,0.0054479185],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002567625,0.00011952379,0.00023880499,0.00063939305,0.0011124357,0.0022076943,0.00049554114,0.0013935036,0.0056023225],"category_scores_gemma":[0.018782057,0.00016103029,0.00025763083,0.0005244111,0.0010906865,0.0011015586,0.0012277155,0.001820949,0.00081212394],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00083840813,0.0003560062,0.9182345,0.00009818707,0.00010470446,0.0003560062,0.04026576,0.00036759823,0.0018853518,0.0030120814,0.004672797,0.02980849],"study_design_scores_gemma":[0.000012653556,0.00023424858,0.958575,0.00004816635,0.00002269968,0.00010090686,0.029561445,0.00048891763,0.0004298364,0.00026094812,0.010244114,0.000020910129],"about_ca_topic_score_codex":0.050221656,"about_ca_topic_score_gemma":0.038297974,"teacher_disagreement_score":0.9497783,"about_ca_system_score_codex":0.002710624,"about_ca_system_score_gemma":0.0019044763,"threshold_uncertainty_score":0.09985864},"labels":[],"label_agreement":null},{"id":"W2969899013","doi":"","title":"Perceptions of Primary School Teachers Regarding New Science and Technology Curriculum of Turkey in terms of Teaching and Assessment Methods","year":2008,"lang":"en","type":"article","venue":"Essays in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Curriculum; Mathematics education; School teachers; Perception; Pedagogy; Medical education; Psychology; Medicine","score_opus":0.0407542836822936,"score_gpt":0.45660182535567073,"score_spread":0.4158475416733771,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2969899013","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982828,0.00016589284,0.0000532589,0.000179973,0.000010392595,0.000011424574,0.000011331864,0.0000021927717,0.0012827074],"genre_scores_gemma":[0.998252,0.0001998055,0.00011540477,0.00011211151,0.000005357694,0.000009517216,0.000018035478,0.0000021059334,0.0012856481],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99826187,0.0004512089,0.00019404494,0.00016489455,0.0004834767,0.00044448584],"domain_scores_gemma":[0.99331045,0.001708556,0.0010904381,0.00012297662,0.0019800127,0.0017876115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024549342,0.00021054212,0.000329608,0.0007215191,0.0015450299,0.0017316929,0.00031882132,0.00079506484,0.0018462401],"category_scores_gemma":[0.0055029504,0.00032665618,0.00025522753,0.00048002697,0.00067915063,0.0005955307,0.0006751241,0.0009145022,0.00025871632],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00064272736,0.0011456101,0.59618,0.00047684455,0.000037412236,0.001496005,0.34394217,0.00028135412,0.017956987,0.0011327255,0.002215486,0.03449275],"study_design_scores_gemma":[0.000023945055,0.0009711816,0.7237812,0.00018785452,0.000037028938,0.00061650487,0.2615472,0.00023911521,0.002075011,0.00015394524,0.010318559,0.000048425172],"about_ca_topic_score_codex":0.009069399,"about_ca_topic_score_gemma":0.015992405,"teacher_disagreement_score":0.009069399,"about_ca_system_score_codex":0.0018038326,"about_ca_system_score_gemma":0.0020535148,"threshold_uncertainty_score":0.018033266},"labels":[],"label_agreement":null},{"id":"W2970757166","doi":"10.5539/ies.v12n9p1","title":"Synthesis Study on Argumentation in Science Education","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentation theory; Science education; Mathematics education; Psychology; Engineering ethics; Sociology; Epistemology; Engineering","score_opus":0.13967825275937093,"score_gpt":0.5409215257375557,"score_spread":0.40124327297818474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970757166","genre_codex":"empirical","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.36739954,0.2206721,0.07370305,0.018424554,0.011358077,0.0266437,0.008756022,0.0002352101,0.2728078],"genre_scores_gemma":[0.7703142,0.10413477,0.047482554,0.0054975557,0.0016666942,0.028321493,0.003927047,0.00012052503,0.03853516],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.9938753,0.0037866195,0.00085371983,0.0005773357,0.0006552317,0.00025177182],"domain_scores_gemma":[0.96144915,0.03178919,0.0013864757,0.0009819432,0.0039134505,0.00047979425],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009205768,0.00061373535,0.0014032705,0.0069136824,0.0024933883,0.0034925218,0.0006658524,0.0013639987,0.020076789],"category_scores_gemma":[0.02459711,0.00022964615,0.0013577156,0.005978168,0.0012036585,0.003235025,0.0023460267,0.0016577312,0.001350868],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021950342,0.0010501703,0.0066860695,0.1138379,0.0007229806,0.001109865,0.20325774,0.0009289981,0.005273679,0.15865575,0.023722945,0.48255885],"study_design_scores_gemma":[0.00041660902,0.0015168212,0.014036333,0.073814,0.0013588985,0.0005279798,0.27785814,0.0007560892,0.004766199,0.040694308,0.58418787,0.00006669515],"about_ca_topic_score_codex":0.0008821721,"about_ca_topic_score_gemma":0.0013146293,"teacher_disagreement_score":0.020076789,"about_ca_system_score_codex":0.004192247,"about_ca_system_score_gemma":0.0057816165,"threshold_uncertainty_score":0.06716353},"labels":[],"label_agreement":null},{"id":"W2971436429","doi":"10.1007/s11191-019-00069-7","title":"Learning to Interpret Measurement and Motion in Fourth Grade Computational Modeling","year":2019,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"National Science Foundation","keywords":"Sensemaking; Scientific modelling; Construct (python library); Agency (philosophy); Interpretation (philosophy); Computer science; Process (computing); Meaning (existential); Perspective (graphical); Epistemology; Philosophy of science; Perception; Cognitive science; Motion (physics); Artificial intelligence; Psychology; Human–computer interaction","score_opus":0.07933467388218368,"score_gpt":0.4016401206266842,"score_spread":0.3223054467445005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2971436429","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3458071,0.00013166148,0.6218917,0.0036619557,0.000057779453,0.00008466255,0.00017841747,0.0006636668,0.027523035],"genre_scores_gemma":[0.8460054,0.00013467124,0.14385419,0.00021123473,0.0000140301345,0.000069413116,0.00025353825,0.000100145335,0.009357452],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9989489,0.0006192734,0.00005128209,0.00019776562,0.00012359486,0.000059147493],"domain_scores_gemma":[0.98835343,0.0093856845,0.0005218719,0.0009577754,0.00054889906,0.00023234467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024748715,0.0007418392,0.0003495422,0.0003055551,0.0005157052,0.003321269,0.0010726071,0.0014042772,0.0052546426],"category_scores_gemma":[0.021483162,0.0007402802,0.00059934246,0.00023053792,0.001173503,0.0051149814,0.0024691431,0.00284896,0.0010076909],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002748263,0.0005761829,0.04542079,0.00026964257,0.000118396885,0.00033834146,0.01112438,0.20213456,0.006951441,0.4159636,0.009740686,0.30708712],"study_design_scores_gemma":[0.000023628732,0.00011933071,0.00291767,0.00015119553,0.000030628747,0.00007297963,0.0018166441,0.65447986,0.008399516,0.32006648,0.011887449,0.000034561555],"about_ca_topic_score_codex":0.0060359165,"about_ca_topic_score_gemma":0.010309254,"teacher_disagreement_score":0.0060359165,"about_ca_system_score_codex":0.0012170416,"about_ca_system_score_gemma":0.0014260733,"threshold_uncertainty_score":0.017578602},"labels":[],"label_agreement":null},{"id":"W2975646018","doi":"10.1002/ecs2.2873","title":"Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework","year":2019,"lang":"en","type":"article","venue":"Ecosphere","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Division of Undergraduate Education","keywords":"Ecology; Measure (data warehouse); Student achievement; Mathematics education; Psychology; Computer science; Academic achievement; Biology; Data mining","score_opus":0.06435107637053368,"score_gpt":0.4471317456969177,"score_spread":0.38278066932638405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2975646018","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95268613,0.00010002962,0.024025159,0.0008252936,0.00008594562,0.0005847469,0.0029690587,0.00051875587,0.018204877],"genre_scores_gemma":[0.9464736,0.00010202595,0.04585401,0.00011582331,0.000015902328,0.0014918132,0.0027276701,0.000063918465,0.003155301],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9947242,0.0018227167,0.00067435764,0.00050760683,0.0018458695,0.0004252972],"domain_scores_gemma":[0.9804967,0.0065991073,0.0032769341,0.0015191202,0.005940992,0.0021670833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006451393,0.00047661038,0.0004379579,0.003853787,0.0007221782,0.0029349783,0.00085049967,0.00063917984,0.0043908833],"category_scores_gemma":[0.022083124,0.00021099306,0.00079657126,0.0025004486,0.000668165,0.0018453968,0.003781958,0.0014330905,0.00080370443],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001797031,0.0014803489,0.78210866,0.00021986589,0.000109545974,0.000050158636,0.0024940649,0.0047916397,0.0021229798,0.0051069264,0.008911991,0.19242406],"study_design_scores_gemma":[0.00005377214,0.0005983138,0.9425326,0.00016356303,0.000038675993,0.00006550647,0.003007246,0.015419884,0.0076491944,0.010292796,0.020084113,0.00009434767],"about_ca_topic_score_codex":0.0036805787,"about_ca_topic_score_gemma":0.0077745235,"teacher_disagreement_score":0.006451393,"about_ca_system_score_codex":0.0016232166,"about_ca_system_score_gemma":0.0028354903,"threshold_uncertainty_score":0.034118652},"labels":[],"label_agreement":null},{"id":"W2977452686","doi":"10.5539/hes.v9n4p71","title":"The Determination of Biology Teacher Candidates’ Mental Models and the Misconceptions Related to Catabolism and Anabolism by Drawing-Writing Technique","year":2019,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anabolism; Catabolism; Mathematics education; Psychology; Teaching method; Biology; Biochemistry","score_opus":0.03984533895539503,"score_gpt":0.42277209902272816,"score_spread":0.3829267600673331,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977452686","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972747,0.000058593316,0.0013887475,0.00017301456,0.0000055641913,0.000035739988,0.000009946354,0.0000055782016,0.0010480398],"genre_scores_gemma":[0.99748117,0.000099971134,0.001613633,0.000042217274,0.0000027883364,0.00005323547,0.000024348581,0.0000029821938,0.0006796572],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9918243,0.0051303217,0.00045578985,0.0003350637,0.0018209456,0.0004335288],"domain_scores_gemma":[0.95299304,0.029142983,0.010040616,0.001794047,0.004983447,0.0010459499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009473924,0.0003794399,0.0003193987,0.0022412338,0.0012415373,0.002954309,0.0006440725,0.0006617259,0.0018500648],"category_scores_gemma":[0.040148027,0.00039246565,0.00033167555,0.00084157713,0.001785948,0.0012344351,0.0012794837,0.0011958554,0.00043246758],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038383415,0.00083348836,0.4964231,0.0002951314,0.000037639842,0.0013853847,0.41654813,0.000394443,0.009510047,0.0027712756,0.001056053,0.07036145],"study_design_scores_gemma":[0.00005321434,0.0012216675,0.2785353,0.00042599614,0.00009167514,0.002291046,0.6890646,0.0051742224,0.0097064795,0.0020849907,0.01120552,0.00014522976],"about_ca_topic_score_codex":0.0012879868,"about_ca_topic_score_gemma":0.0017999936,"teacher_disagreement_score":0.009473924,"about_ca_system_score_codex":0.0009800998,"about_ca_system_score_gemma":0.0011453715,"threshold_uncertainty_score":0.050103486},"labels":[],"label_agreement":null},{"id":"W2977505980","doi":"10.48550/arxiv.1910.02762","title":"Electric fluid to electric current: The problematic attempts of abstraction to concretization","year":2019,"lang":"en","type":"preprint","venue":"arXiv (Cornell University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Current (fluid); Abstraction; Electric current; Epistemology; Engineering; Electrical engineering; Philosophy","score_opus":0.13631203443968348,"score_gpt":0.28989780044927194,"score_spread":0.15358576600958845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977505980","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.048620295,0.014888213,0.25429627,0.0921641,0.0029960442,0.00011806438,0.000092554,0.00048124947,0.58634317],"genre_scores_gemma":[0.92148095,0.006253822,0.024005188,0.008782126,0.0014522519,0.00015274339,0.00004872065,0.0006572278,0.03716705],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9954236,0.0027289118,0.00015946341,0.00061227556,0.0008578758,0.00021785716],"domain_scores_gemma":[0.99537367,0.0027820568,0.00031073324,0.00073079416,0.0006760978,0.00012658731],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.004564172,0.0006399488,0.0005802673,0.0017331492,0.0041681756,0.0051521123,0.0016020928,0.0023697352,0.0040452676],"category_scores_gemma":[0.01223369,0.00042585333,0.0005828497,0.0011704782,0.057058673,0.011940181,0.0053531863,0.0073743653,0.0009315516],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000042278757,0.0000027294823,0.000035500656,0.000017603908,0.0000012279637,0.000023098779,0.0057523493,0.00005538668,0.000042812782,0.98975414,0.0009057871,0.0034050923],"study_design_scores_gemma":[0.000009123435,0.000019355246,0.00017905279,0.000109716035,0.0000052912887,0.00014528596,0.0034052113,0.0004859794,0.000456717,0.8418899,0.15327692,0.000017433791],"about_ca_topic_score_codex":0.0036409395,"about_ca_topic_score_gemma":0.0021360076,"teacher_disagreement_score":0.99583185,"about_ca_system_score_codex":0.005086039,"about_ca_system_score_gemma":0.0026284931,"threshold_uncertainty_score":0.03690195},"labels":[],"label_agreement":null},{"id":"W2981322222","doi":"10.1002/1098-237x(200101)85:1&lt;3::aid-sce2&gt;3.0.co;2-2","title":"Introduction: Shifting Perspectives from Universalism to Cross-Culturalism","year":2001,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Universalism; Multiculturalism; Culturalism; Context (archaeology); Epistemology; Sociology; Sociology of scientific knowledge; Value (mathematics); Curriculum; Storytelling; Social science; Environmental ethics; Political science; Pedagogy; Narrative; Geography; Law; Politics; Philosophy","score_opus":0.0587927278963048,"score_gpt":0.38285789313835894,"score_spread":0.32406516524205414,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981322222","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0074385717,0.0919357,0.00787608,0.08510885,0.007941722,0.000019807618,0.000089049274,0.000101270656,0.799489],"genre_scores_gemma":[0.27234498,0.10579024,0.007388369,0.03679663,0.011592396,0.0001443995,0.00034911884,0.00044392236,0.56514996],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990767,0.00046036916,0.000023982386,0.00014445254,0.00022306138,0.00007138512],"domain_scores_gemma":[0.9972905,0.0020314408,0.00007051777,0.00018923945,0.00028596495,0.00013246393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015147554,0.00063691894,0.00044904934,0.0013891787,0.002497936,0.006392399,0.0010363735,0.0020093073,0.012502049],"category_scores_gemma":[0.0025912651,0.00024183822,0.00038556065,0.0018653407,0.00984344,0.011698069,0.0025913725,0.005305052,0.0018047969],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011473982,0.000019274843,0.00021321201,0.00018126555,0.0000036661756,0.00007336122,0.008896658,0.00012734531,0.00007784054,0.88261205,0.07671114,0.031072747],"study_design_scores_gemma":[0.0000035107344,0.000010197726,0.0005618025,0.00069073396,0.0000044966487,0.00022135614,0.00455203,0.00019748298,0.00010963181,0.27058575,0.72305447,0.000008541281],"about_ca_topic_score_codex":0.0026005867,"about_ca_topic_score_gemma":0.003612404,"teacher_disagreement_score":0.012502049,"about_ca_system_score_codex":0.0035031538,"about_ca_system_score_gemma":0.0014719617,"threshold_uncertainty_score":0.041823506},"labels":[],"label_agreement":null},{"id":"W2981465715","doi":"10.1088/1742-6596/1340/1/012069","title":"Trends and Research Issues of STEM Education: A Review of Academic Publications from 2007 to 2017","year":2019,"lang":"en","type":"review","venue":"Journal of Physics Conference Series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scopus; Nationality; Stem cell; Library science; Medical education; Political science; Medicine; MEDLINE; Computer science; Immigration","score_opus":0.5239097581574115,"score_gpt":0.5925670393140214,"score_spread":0.06865728115660996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981465715","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011115829,0.99759847,0.000057295772,0.00045138944,0.00013380618,0.000013143774,0.0001584359,0.000004865034,0.00047087335],"genre_scores_gemma":[0.005005025,0.9942159,0.00013936531,0.00025488457,0.00010222696,0.000014402892,0.00013541697,0.000002503709,0.00013023232],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9973483,0.0004137419,0.0009215758,0.00035427464,0.0008379089,0.00012417087],"domain_scores_gemma":[0.9862438,0.0071714493,0.003032051,0.0001652906,0.00303638,0.0003511739],"candidate_categories":["metaresearch","bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.0035535155,0.0007512279,0.0014234959,0.025460793,0.0006189482,0.0022348196,0.00092683773,0.000927525,0.0026894647],"category_scores_gemma":[0.011376668,0.0005051924,0.001480157,0.02836439,0.0006169927,0.0028340141,0.0010111247,0.0008457905,0.00052263786],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021639338,0.000060089526,0.008188004,0.32563326,0.0011463914,0.0007232727,0.001492858,0.00022119684,0.0011469327,0.0016898488,0.020918066,0.6385637],"study_design_scores_gemma":[0.000046764788,0.00029347933,0.04775605,0.3401959,0.008082423,0.004869651,0.0043119066,0.00017214743,0.0011101131,0.0014154353,0.59164184,0.00010432471],"about_ca_topic_score_codex":0.003768848,"about_ca_topic_score_gemma":0.010329762,"teacher_disagreement_score":0.9964465,"about_ca_system_score_codex":0.0016516629,"about_ca_system_score_gemma":0.006746003,"threshold_uncertainty_score":0.018792987},"labels":[],"label_agreement":null},{"id":"W2982671318","doi":"10.1108/ijlls-04-2019-0038","title":"Towards a conceptual-based, student-centred pedagogy","year":2019,"lang":"en","type":"article","venue":"International Journal for Lesson and Learning Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Originality; Phenomenography; Fieldnotes; Mathematics education; Psychology; Pedagogy; Framing (construction); Lesson plan; Craft; Variation (astronomy); Sociology; Creativity; Engineering; Social psychology","score_opus":0.13826846078856775,"score_gpt":0.510348269192813,"score_spread":0.3720798084042452,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982671318","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08190814,0.0012898394,0.8034711,0.019485338,0.000499172,0.0010831569,0.00011512769,0.0008073233,0.091340795],"genre_scores_gemma":[0.5154216,0.0008349379,0.46248436,0.0023545441,0.00014527093,0.0012701504,0.00022553602,0.00033794288,0.016925579],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9714417,0.021169564,0.0007041305,0.0022853625,0.0035550105,0.0008443528],"domain_scores_gemma":[0.9731103,0.016233893,0.0014856331,0.003949859,0.0028720784,0.0023481953],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02514701,0.0007070323,0.00072266493,0.002612937,0.0029279527,0.0112383235,0.0037626992,0.0025762487,0.005108933],"category_scores_gemma":[0.03069319,0.0005097941,0.0011181809,0.0015684091,0.016338687,0.00686278,0.012252458,0.0063304994,0.0016018488],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000061850944,0.00061904464,0.004972776,0.0012085811,0.000039313538,0.0005634636,0.23703983,0.0024903726,0.003185445,0.5919949,0.00874051,0.14908393],"study_design_scores_gemma":[0.00009979773,0.0005288516,0.0029919297,0.001629307,0.00004183515,0.0013396486,0.109324366,0.007252917,0.003999269,0.56867003,0.30403993,0.00008206109],"about_ca_topic_score_codex":0.0010218994,"about_ca_topic_score_gemma":0.0012758183,"teacher_disagreement_score":0.02514701,"about_ca_system_score_codex":0.0040998803,"about_ca_system_score_gemma":0.009395244,"threshold_uncertainty_score":0.13299167},"labels":[],"label_agreement":null},{"id":"W2990979129","doi":"10.1007/s42330-019-00063-9","title":"Scientific Reasoning Competencies: a Case of Preservice Teacher Education","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"University of Dundee","keywords":"Mathematics education; Curriculum; Science education; Psychology; Scientific reasoning; Teacher education; Sample (material); Teacher preparation; Pedagogy; Chemistry","score_opus":0.022367378602013963,"score_gpt":0.3333223989301889,"score_spread":0.3109550203281749,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2990979129","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99413115,0.00017363715,0.00037373567,0.0008325725,0.000009360051,0.000028550914,0.000017589138,0.000008551,0.0044247946],"genre_scores_gemma":[0.9974075,0.00010481727,0.0004653166,0.00015202425,0.000003578648,0.000011515587,0.000018048582,0.0000057763586,0.0018314406],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9953675,0.0010076427,0.00014176694,0.00032544497,0.0013454489,0.0018121939],"domain_scores_gemma":[0.9838855,0.006427549,0.0014060402,0.0010892596,0.0034052501,0.003786396],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045815012,0.00028438368,0.00043411335,0.0030226028,0.0084144855,0.0038435678,0.0014333089,0.0017688196,0.002380684],"category_scores_gemma":[0.016931089,0.0004149624,0.00030339658,0.0018378017,0.006482475,0.0016605494,0.0031769942,0.0031234943,0.00024101736],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006334471,0.00043325755,0.22255075,0.00007204835,0.000008466098,0.01565516,0.7259185,0.00014544968,0.0012237022,0.0050935084,0.0011457405,0.027690021],"study_design_scores_gemma":[0.000018186855,0.00011151514,0.20147316,0.0001700685,0.000016746033,0.014003723,0.7605471,0.0006584616,0.0009987181,0.0022469144,0.019709092,0.00004631164],"about_ca_topic_score_codex":0.43095142,"about_ca_topic_score_gemma":0.63766104,"teacher_disagreement_score":0.43095142,"about_ca_system_score_codex":0.011115333,"about_ca_system_score_gemma":0.02157618,"threshold_uncertainty_score":0.856886},"labels":[],"label_agreement":null},{"id":"W2991691813","doi":"10.1139/cjp-2019-0428","title":"Panel debate on energy production in high school physics teaching","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Magyar Tudományos Akadémia","keywords":"Production (economics); Energy (signal processing); Argumentation theory; Curriculum; Mathematics education; Physics; Test (biology); Psychology; Pedagogy; Epistemology; Economics","score_opus":0.05404331282109004,"score_gpt":0.3146802734699321,"score_spread":0.26063696064884206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991691813","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.58415794,0.0013825578,0.17483774,0.011933998,0.0012512695,0.0026362797,0.0002011742,0.00030651278,0.2232926],"genre_scores_gemma":[0.92436266,0.00056913216,0.055838004,0.0011372087,0.00023014126,0.0016539394,0.00015104121,0.00011188041,0.015945856],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9373388,0.053023808,0.0015031153,0.002388837,0.004420129,0.001325311],"domain_scores_gemma":[0.8840993,0.10062789,0.0049407235,0.0039712894,0.004383024,0.0019778328],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03671381,0.0007983601,0.00087024225,0.0030027595,0.008667272,0.0066144336,0.0024856545,0.004624691,0.010387217],"category_scores_gemma":[0.059816025,0.0006518957,0.00081334915,0.0016996249,0.0062411525,0.00844173,0.011432623,0.005781532,0.0018472949],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00085656234,0.0022087854,0.009713818,0.0012498277,0.000103953294,0.001916672,0.5986252,0.0027374858,0.015113959,0.1466158,0.012006956,0.208851],"study_design_scores_gemma":[0.00029529052,0.001033663,0.010934152,0.0020160652,0.00014376949,0.0010706664,0.2814993,0.008577339,0.025821991,0.11828281,0.5500482,0.00027682708],"about_ca_topic_score_codex":0.0003748528,"about_ca_topic_score_gemma":0.00048514543,"teacher_disagreement_score":0.03671381,"about_ca_system_score_codex":0.0030434784,"about_ca_system_score_gemma":0.0032178054,"threshold_uncertainty_score":0.1941635},"labels":[],"label_agreement":null},{"id":"W2991755475","doi":"","title":"Preschool Vision Screening: Comparison of Two Autorefractors and Traditional Subjective Methods","year":2003,"lang":"en","type":"article","venue":"Investigative Ophthalmology & Visual Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Optometry; Psychology; Computer science; Artificial intelligence; Computer vision; Medicine","score_opus":0.20921617826543004,"score_gpt":0.527119521707146,"score_spread":0.317903343441716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991755475","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99430156,0.0012970614,0.0019866002,0.00004535594,0.00003931921,0.00016260953,0.00024624172,0.000059591977,0.0018616724],"genre_scores_gemma":[0.9880234,0.001476062,0.008302525,0.00009089259,0.000039503346,0.00016173434,0.00037899983,0.000022905624,0.0015039608],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99690384,0.0013229309,0.00026781918,0.00043402397,0.0009033603,0.00016807042],"domain_scores_gemma":[0.9920923,0.004823856,0.0005829409,0.0005210676,0.0013366607,0.0006431296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004200781,0.00078000943,0.0008442264,0.0018549293,0.00039258332,0.00052747614,0.0008156823,0.0007598288,0.0025950873],"category_scores_gemma":[0.00931226,0.0003482985,0.00053478894,0.0007398641,0.0004233475,0.00095730583,0.00083559216,0.00043702102,0.00026120825],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.06219973,0.005838556,0.57533807,0.0019915276,0.0010729213,0.0006750639,0.003383996,0.00092054636,0.022202473,0.0007212216,0.001297642,0.32435822],"study_design_scores_gemma":[0.0016373526,0.029279117,0.9520899,0.00012590401,0.00099794,0.0022842395,0.00209504,0.0027150202,0.006932224,0.00021511852,0.0015077599,0.000120444056],"about_ca_topic_score_codex":0.0048560943,"about_ca_topic_score_gemma":0.009726056,"teacher_disagreement_score":0.0048560943,"about_ca_system_score_codex":0.00066086935,"about_ca_system_score_gemma":0.00076113903,"threshold_uncertainty_score":0.022216141},"labels":[],"label_agreement":null},{"id":"W2991976865","doi":"10.1088/1361-6552/ab537d","title":"The giant, the wintermaker, and the hunter: contextual ethnoastronomy towards cultivating empathy","year":2019,"lang":"en","type":"article","venue":"Physics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Manitoba","keywords":"Empathy; Science education; Psychology; Mathematics education; Pedagogy; Sociology; Social psychology","score_opus":0.030009279465367352,"score_gpt":0.3640737755793154,"score_spread":0.33406449611394806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2991976865","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9609174,0.0005900892,0.0036155945,0.0040395367,0.000068215435,0.00007251509,0.000013925049,0.00001894408,0.03066374],"genre_scores_gemma":[0.9984805,0.00016669271,0.00053938327,0.00022960766,0.000009246837,0.000032409418,0.000002555388,0.000008514069,0.0005310784],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98167086,0.015968034,0.00017569972,0.00055406895,0.00056861655,0.0010627928],"domain_scores_gemma":[0.98731714,0.01026731,0.00077969726,0.00056691916,0.00033767734,0.0007312015],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014871164,0.0004911609,0.000474094,0.0027217332,0.021057924,0.010166303,0.0015599977,0.0018076926,0.0027176247],"category_scores_gemma":[0.012574086,0.0004641584,0.00022359795,0.0015280633,0.055951722,0.0073965066,0.01746534,0.003449394,0.00012639513],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008827932,0.000030039124,0.0014896769,0.000035817462,0.0000022321062,0.00022178367,0.9868717,0.000019347664,0.00029440632,0.0090473015,0.00019387883,0.0017849113],"study_design_scores_gemma":[0.00000243077,0.0000129519785,0.0010354095,0.00007047724,0.0000021091703,0.00009495595,0.990998,0.000034440753,0.00014884499,0.002540541,0.0050554075,0.0000043726586],"about_ca_topic_score_codex":0.005057083,"about_ca_topic_score_gemma":0.012650421,"teacher_disagreement_score":0.021057924,"about_ca_system_score_codex":0.003979693,"about_ca_system_score_gemma":0.0041055637,"threshold_uncertainty_score":0.0786472},"labels":[],"label_agreement":null},{"id":"W2994245331","doi":"","title":"Improving the teaching of Astronomy 101 through Tutorials","year":2000,"lang":"en","type":"article","venue":"Journal of the Royal Astronomical Society of Canada","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Astronomy; Mathematics education; Computer science; Physics; Psychology","score_opus":0.01610748878033238,"score_gpt":0.27772271506747415,"score_spread":0.2616152262871418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2994245331","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71421367,0.004423708,0.043658573,0.019917123,0.0025927857,0.0006162895,0.00026344488,0.0035013442,0.21081318],"genre_scores_gemma":[0.8484212,0.0057076393,0.055466864,0.0017393376,0.0008210731,0.00029676783,0.00049688166,0.00030797377,0.08674227],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987281,0.00047688736,0.00004995571,0.00012724621,0.0003951692,0.0002226098],"domain_scores_gemma":[0.9928208,0.002332922,0.0004790034,0.00027014985,0.0014932784,0.0026039227],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023342173,0.00068723,0.00040193924,0.0010878351,0.00097406795,0.0027893162,0.0015437411,0.0012440046,0.016049549],"category_scores_gemma":[0.014608626,0.00023085884,0.00027788308,0.0005664053,0.00037796874,0.00163252,0.0030394834,0.0011558523,0.003479135],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029201029,0.005217025,0.0074805804,0.00074691814,0.000027446784,0.0005817676,0.0064589884,0.004554538,0.01317969,0.009432557,0.09777449,0.8542538],"study_design_scores_gemma":[0.0005124051,0.0030531744,0.09100861,0.002841634,0.00028382157,0.0021274718,0.014266869,0.028729761,0.030258797,0.04744088,0.7792159,0.00026082728],"about_ca_topic_score_codex":0.0049469457,"about_ca_topic_score_gemma":0.013965772,"teacher_disagreement_score":0.016049549,"about_ca_system_score_codex":0.0019497417,"about_ca_system_score_gemma":0.0049187304,"threshold_uncertainty_score":0.05369103},"labels":[],"label_agreement":null},{"id":"W2995994734","doi":"10.1111/ssm.12375","title":"Representing scientific activity: Affordances and constraints of central design and enactment features of a model‐based inquiry unit","year":2019,"lang":"en","type":"article","venue":"School Science and Mathematics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Affordance; Phenomenon; Framing (construction); Salient; Mathematics education; Unit (ring theory); Context (archaeology); Qualitative research; Psychology; Pedagogy; Epistemology; Computer science; Sociology; Cognitive psychology; Engineering; Social science","score_opus":0.13666902739950676,"score_gpt":0.40339861266444277,"score_spread":0.266729585264936,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995994734","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43799028,0.00044046907,0.5158279,0.0023161038,0.000081250764,0.0006854674,0.00013107802,0.0008472735,0.041680228],"genre_scores_gemma":[0.8920857,0.0001033493,0.10599877,0.00006062031,0.000006107214,0.00054420764,0.000044941316,0.00010769187,0.0010486655],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.95351994,0.0369716,0.0021131965,0.002427186,0.003691013,0.0012769747],"domain_scores_gemma":[0.9287801,0.04679413,0.004631646,0.014722569,0.002791714,0.002279974],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.030148415,0.00078787835,0.0007994575,0.0017772864,0.0030225657,0.011066298,0.0024117494,0.0017731433,0.004703053],"category_scores_gemma":[0.07240213,0.0011587903,0.0011858281,0.0014261866,0.0136741195,0.010492042,0.010044973,0.0021318397,0.00044762166],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00051215437,0.0004655758,0.022926582,0.0016905479,0.000106518564,0.00095422013,0.4531329,0.0085632065,0.03097993,0.36732584,0.0012514483,0.11209119],"study_design_scores_gemma":[0.0003037239,0.0021554923,0.027182912,0.0028704205,0.0004800089,0.0027110314,0.2754023,0.07394473,0.032382682,0.38298383,0.19905962,0.00052335067],"about_ca_topic_score_codex":0.0016708879,"about_ca_topic_score_gemma":0.0017990788,"teacher_disagreement_score":0.030148415,"about_ca_system_score_codex":0.0029647534,"about_ca_system_score_gemma":0.0032031303,"threshold_uncertainty_score":0.15944195},"labels":[],"label_agreement":null},{"id":"W2996394951","doi":"","title":"Pre-service and In-service Early Childhood Teachers' Beliefs about the Nature of Mathematics","year":2010,"lang":"en","type":"article","venue":"Early childhood education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Service (business); Psychology; Early childhood; Mathematics education; Pedagogy; Developmental psychology; Business; Marketing","score_opus":0.012305887997167596,"score_gpt":0.31036736873148935,"score_spread":0.29806148073432176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2996394951","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99780923,0.000075065655,0.000017395301,0.000121119854,0.000006774316,0.000004290269,0.000011289327,0.0000015542206,0.0019533685],"genre_scores_gemma":[0.99727803,0.00013154217,0.000023064085,0.000054070686,0.0000028352447,0.000008160509,0.000025913529,0.0000027908359,0.0024736864],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987357,0.00027557043,0.00007691546,0.00008728822,0.0003000746,0.0005244871],"domain_scores_gemma":[0.98458046,0.006367971,0.002809709,0.00047038714,0.0023367074,0.003434724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002192996,0.00032360488,0.0006616908,0.001175962,0.0028880374,0.003748452,0.0007305503,0.0012201017,0.0066454425],"category_scores_gemma":[0.014420095,0.00058132375,0.00036948375,0.0009478082,0.002750392,0.0016464001,0.0021056912,0.0038197015,0.0007880443],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00074104726,0.0016738806,0.54915434,0.00013068017,0.000035152203,0.0008343992,0.4329112,0.00009604731,0.002137625,0.0013009144,0.00064693566,0.01033781],"study_design_scores_gemma":[0.000036046255,0.0003669712,0.5581661,0.000103546394,0.000033301843,0.00043581025,0.43789464,0.000095538446,0.0005453622,0.00035489863,0.0019452918,0.00002250618],"about_ca_topic_score_codex":0.041445382,"about_ca_topic_score_gemma":0.081125595,"teacher_disagreement_score":0.041445382,"about_ca_system_score_codex":0.002359169,"about_ca_system_score_gemma":0.0028156117,"threshold_uncertainty_score":0.08240825},"labels":[],"label_agreement":null},{"id":"W3000204423","doi":"10.3390/educsci10010023","title":"Physical Science Teacher Skills in a Conceptual Explanation","year":2020,"lang":"en","type":"article","venue":"Education Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Science education; Physical science; Mathematics education; Conceptual change; Nature of Science; History and philosophy of science; History of science; Constructivist teaching methods; Work (physics); Sociology; Epistemology; Teaching method; Psychology; Social science; Physics","score_opus":0.12337898459580746,"score_gpt":0.47926019357716376,"score_spread":0.35588120898135633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3000204423","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5800486,0.0031960455,0.18493477,0.028602082,0.0004176449,0.00055075105,0.00016217628,0.0010531129,0.20103484],"genre_scores_gemma":[0.94623405,0.0011822764,0.03635436,0.0012233673,0.00003880019,0.00013264065,0.00009836414,0.00009219954,0.014643884],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.995207,0.0024275412,0.00024128756,0.0006386719,0.0011495635,0.0003357952],"domain_scores_gemma":[0.9689544,0.024083551,0.0021350125,0.0020271488,0.0019913102,0.00080847205],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059066718,0.00023682103,0.00031375463,0.0009836761,0.0015070811,0.004065461,0.0009100014,0.001444425,0.010299416],"category_scores_gemma":[0.025353383,0.000432135,0.00070927996,0.00060113566,0.0046392623,0.0047681523,0.0056125135,0.0034636443,0.001645119],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006761639,0.00074791186,0.0474199,0.0015837175,0.000055449877,0.0025176178,0.42435306,0.0030937872,0.011610407,0.24066529,0.027551072,0.24033423],"study_design_scores_gemma":[0.00014868399,0.00040826827,0.027935944,0.0017421049,0.000091846654,0.0054307897,0.1332904,0.01091691,0.006271407,0.27618948,0.53744864,0.00012549819],"about_ca_topic_score_codex":0.001873513,"about_ca_topic_score_gemma":0.002661834,"teacher_disagreement_score":0.010299416,"about_ca_system_score_codex":0.0013327542,"about_ca_system_score_gemma":0.0051575066,"threshold_uncertainty_score":0.034455},"labels":[],"label_agreement":null},{"id":"W3000337031","doi":"10.1007/s10699-019-09643-2","title":"Science Education: Principles","year":2020,"lang":"en","type":"article","venue":"Foundations of Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Philosophy of science; Epistemology; Science education; Philosophy; Engineering ethics; Sociology; Management science; Engineering; Pedagogy","score_opus":0.1835005543594844,"score_gpt":0.46213475311363944,"score_spread":0.27863419875415507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3000337031","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0032785865,0.008829335,0.06291816,0.08922935,0.0032509973,0.0002641088,0.00016360806,0.00020878186,0.8318571],"genre_scores_gemma":[0.47254902,0.011372698,0.07702546,0.030812623,0.00808454,0.0019941982,0.00022776294,0.00031746575,0.39761633],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9959812,0.0014867181,0.0001698482,0.00044177513,0.0015411491,0.00037922713],"domain_scores_gemma":[0.9969849,0.0013402028,0.00014543081,0.00040535492,0.00079934864,0.00032466176],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006241682,0.0008232873,0.000926053,0.0016624208,0.006354417,0.008775192,0.0015454561,0.0054202327,0.008810151],"category_scores_gemma":[0.00633419,0.00061442977,0.00070847606,0.0011630263,0.027741458,0.006662626,0.00516765,0.009533906,0.0034742847],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000001414908,0.000015663136,0.000029907034,0.000021483416,0.0000012856324,0.000004065745,0.00041518582,0.00008538552,0.000009688285,0.9860984,0.009707733,0.0036097763],"study_design_scores_gemma":[0.0000079876345,0.0000048506813,0.00007005225,0.00006108784,0.000001914374,0.000017100032,0.0001873857,0.00009966349,0.000029833513,0.8833842,0.11613232,0.0000036066597],"about_ca_topic_score_codex":0.0052574896,"about_ca_topic_score_gemma":0.006703146,"teacher_disagreement_score":0.008810151,"about_ca_system_score_codex":0.005195336,"about_ca_system_score_gemma":0.011688073,"threshold_uncertainty_score":0.03769499},"labels":[],"label_agreement":null},{"id":"W3002111031","doi":"10.24908/pceea.vi0.13814","title":"MIROIR, MIROIR? COMMENT PUIS-JE ME RATTRAPER POUR ENGAGER DES JEUNES EN GÉNIE?","year":2019,"lang":"fr","type":"article","venue":"Proceedings of the Canadian Engineering Education Association (CEEA)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Philosophy; Political science","score_opus":0.017617352047930232,"score_gpt":0.2684690595911071,"score_spread":0.25085170754317687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3002111031","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2532597,0.03284234,0.007899538,0.44623542,0.0126958275,0.00010702862,0.00021874814,0.00034035236,0.24640118],"genre_scores_gemma":[0.6627302,0.01244144,0.0040755933,0.073865354,0.001057731,0.00012252021,0.000114708084,0.00036405548,0.2452284],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9958268,0.0021087993,0.00008332147,0.00038649543,0.0006948481,0.00089970365],"domain_scores_gemma":[0.9967636,0.0006734826,0.00025913812,0.00019963244,0.00105885,0.0010453071],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044108564,0.0007627517,0.00062587886,0.0008244609,0.017005393,0.008282863,0.00110584,0.004970016,0.011390975],"category_scores_gemma":[0.009097774,0.00045188188,0.00048462773,0.0008237051,0.011994239,0.007827027,0.0041675796,0.008219448,0.004594049],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007621981,0.00007309395,0.0100632375,0.00029226014,0.000031743042,0.0017060727,0.8038144,0.000049554295,0.0014976223,0.047642913,0.10055753,0.0341954],"study_design_scores_gemma":[0.0000071816835,0.000054864613,0.003114323,0.000458746,0.00001659976,0.00075185596,0.5675324,0.000052817155,0.0002994928,0.0033964324,0.42426673,0.00004861023],"about_ca_topic_score_codex":0.053998392,"about_ca_topic_score_gemma":0.11886253,"teacher_disagreement_score":0.053998392,"about_ca_system_score_codex":0.003354467,"about_ca_system_score_gemma":0.004562916,"threshold_uncertainty_score":0.10736817},"labels":[],"label_agreement":null},{"id":"W3002229367","doi":"10.31756/jrsmte.312","title":"Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community","year":2020,"lang":"en","type":"article","venue":"Journal of Research in Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières; Université de Sherbrooke; Université du Québec à Montréal","funders":"","keywords":"Context (archaeology); Intervention (counseling); Psychological intervention; Mathematics education; Psychology; Pedagogy","score_opus":0.5418321922756766,"score_gpt":0.5467010048752596,"score_spread":0.00486881259958305,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3002229367","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.996396,0.00001658586,0.00082445453,0.00013859308,0.000018785751,0.0002631495,0.000010078617,0.00002142409,0.0023109273],"genre_scores_gemma":[0.9899912,0.000054616106,0.0053219697,0.00010561479,0.000014533042,0.00047431458,0.000041847998,0.0000070024716,0.003988943],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9988827,0.00047889948,0.000042753447,0.00017324362,0.00018547267,0.00023690528],"domain_scores_gemma":[0.9962049,0.0010729112,0.0003488522,0.00034719385,0.0004932693,0.0015328344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024771271,0.00027071033,0.0004541884,0.0004843518,0.0015064146,0.0011738703,0.0007372729,0.0006747465,0.0039949147],"category_scores_gemma":[0.003918373,0.00022364059,0.000410505,0.00021582838,0.0006162458,0.0004940729,0.001782333,0.0010218322,0.00090197724],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0025354354,0.19331026,0.12675625,0.0012476555,0.00015098654,0.00091063185,0.08499286,0.0006681799,0.1156254,0.0033459885,0.004290589,0.46616575],"study_design_scores_gemma":[0.003854877,0.11604415,0.60682184,0.00043066128,0.0005088008,0.0011584517,0.0854852,0.004627079,0.10281204,0.00486989,0.07317585,0.00021116507],"about_ca_topic_score_codex":0.00093222555,"about_ca_topic_score_gemma":0.0023481871,"teacher_disagreement_score":0.0039949147,"about_ca_system_score_codex":0.00048187477,"about_ca_system_score_gemma":0.0028344241,"threshold_uncertainty_score":0.013364315},"labels":[],"label_agreement":null},{"id":"W3002482731","doi":"10.1007/s11422-019-09968-1","title":"The resurgence of everyday experiences in school science learning activities","year":2020,"lang":"en","type":"article","venue":"Cultural Studies of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Helsingin Yliopisto","keywords":"Science education; Embodied cognition; Learning sciences; Narrative; Sociology of Education; Concept learning; Everyday life; Set (abstract data type); Psychology; Interpretation (philosophy); Epistemology; Sociology; Pedagogy; Mathematics education; Experiential learning; Computer science","score_opus":0.1673154818620819,"score_gpt":0.47096052841061925,"score_spread":0.30364504654853736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3002482731","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9940135,0.0000731171,0.0008675202,0.000109641565,0.0000092266755,0.0000071732743,0.000019299474,0.000015600566,0.0048849164],"genre_scores_gemma":[0.9991073,0.000042840245,0.00017529576,0.000027213264,0.0000031291772,0.000008160429,0.000011171176,0.000008380544,0.00061648083],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99768484,0.0012229747,0.00007783681,0.00034313847,0.00040451455,0.00026681504],"domain_scores_gemma":[0.995741,0.00240808,0.00062856765,0.00050802034,0.000245111,0.00046926254],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001723874,0.00026129917,0.00042604926,0.0011579021,0.0026066268,0.005567522,0.0007043348,0.0009985241,0.003381036],"category_scores_gemma":[0.0057362076,0.0002586929,0.00032821298,0.0007588888,0.0076816403,0.0025817193,0.0056910636,0.0014226219,0.00033180552],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000085594205,0.00015548897,0.04110335,0.00019317136,0.0000401229,0.0012331851,0.9241528,0.00021257323,0.010505045,0.0048259124,0.0005246765,0.016968088],"study_design_scores_gemma":[0.000010743258,0.00019600036,0.092648484,0.00014073367,0.0000273987,0.0011997722,0.878518,0.00027935248,0.0032245193,0.0034185762,0.020277208,0.000059269933],"about_ca_topic_score_codex":0.0012443104,"about_ca_topic_score_gemma":0.0026268999,"teacher_disagreement_score":0.005567522,"about_ca_system_score_codex":0.00086684455,"about_ca_system_score_gemma":0.00044161564,"threshold_uncertainty_score":0.011310697},"labels":[],"label_agreement":null},{"id":"W3003131239","doi":"10.19030/jaese.v6i1.10288","title":"A Logistic Regression Model Comparing Astronomy And Non-Astronomy Teachers In Québec’s Elementary Schools","year":2019,"lang":"en","type":"article","venue":"Journal of Astronomy & Earth Sciences Education (JAESE)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Curriculum; Astronomy; Mathematics education; Class (philosophy); School teachers; Physics; Psychology; Pedagogy; Computer science; Artificial intelligence","score_opus":0.05601966193883521,"score_gpt":0.38074267055758104,"score_spread":0.3247230086187458,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3003131239","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.980298,0.0004733275,0.0048749847,0.0034794768,0.00017290392,0.00047585397,0.0065229153,0.00017660158,0.003525871],"genre_scores_gemma":[0.98392534,0.00018557224,0.0029445987,0.0003217348,0.000050212777,0.0007530614,0.00432861,0.00002356017,0.007467337],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9926771,0.0036368575,0.0003679426,0.0012689442,0.00065914827,0.0013900032],"domain_scores_gemma":[0.97083133,0.01739739,0.0032207635,0.0009953596,0.0053995536,0.002155645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011405213,0.0016001756,0.0016591019,0.0023892496,0.0026882489,0.0025151945,0.0054016868,0.0020299822,0.016594796],"category_scores_gemma":[0.02243276,0.0006602565,0.0020806566,0.0027838212,0.001379358,0.0017302593,0.001629118,0.003937408,0.0017462615],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011660447,0.00082375953,0.9620248,0.00017640778,0.0010399146,0.00053882925,0.0019932596,0.009997618,0.00031871264,0.0021615045,0.009390379,0.010368817],"study_design_scores_gemma":[0.00047838874,0.0013097948,0.6589384,0.00031804986,0.0012023447,0.000323313,0.012399098,0.31593174,0.00023328017,0.0012458464,0.0074700145,0.00014973948],"about_ca_topic_score_codex":0.820051,"about_ca_topic_score_gemma":0.6161392,"teacher_disagreement_score":0.17994899,"about_ca_system_score_codex":0.00892213,"about_ca_system_score_gemma":0.010787946,"threshold_uncertainty_score":0.36201745},"labels":[],"label_agreement":null},{"id":"W3003135982","doi":"","title":"Inquiry-based, Teacher directed and adaptive instruction in secondary science: A cross-national analysis of associations with science literary and interest using PISA 2015","year":2019,"lang":"en","type":"article","venue":"Murdoch Research Repository (Murdoch University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Science education; Mathematics education; Pedagogy; Psychology; Sociology","score_opus":0.1548172069824311,"score_gpt":0.4476305680465093,"score_spread":0.2928133610640782,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3003135982","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9987243,0.0000798054,0.00008157663,0.00008045119,0.000004501462,0.000008615597,0.00018317827,0.0000016110113,0.0008358989],"genre_scores_gemma":[0.9987748,0.00013911369,0.00017743754,0.00004545254,0.000006324591,0.000041136638,0.00045061792,0.0000046900886,0.00036043744],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99862814,0.0004304885,0.00015446414,0.00029966995,0.00029679085,0.00019040244],"domain_scores_gemma":[0.9955317,0.001623455,0.0013111236,0.00040600274,0.00055910257,0.0005685867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024746764,0.00016752123,0.00051087793,0.0018364928,0.0012527783,0.0020033151,0.00078713585,0.000564559,0.0019230089],"category_scores_gemma":[0.0052011777,0.0003264613,0.0006402542,0.0033282419,0.00091795705,0.0016914344,0.003967607,0.0011340717,0.0005314101],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005532237,0.00016382725,0.9702105,0.00007475472,0.00014351528,0.000097144446,0.018619947,0.00006268654,0.00044189845,0.0003546405,0.00046296165,0.009312749],"study_design_scores_gemma":[0.0000015316801,0.000036523194,0.98456186,0.000037692127,0.000031580137,0.000051510677,0.014262391,0.00012653746,0.000080831036,0.000061032104,0.0007412813,0.0000071783306],"about_ca_topic_score_codex":0.016304558,"about_ca_topic_score_gemma":0.0312967,"teacher_disagreement_score":0.016304558,"about_ca_system_score_codex":0.00065575755,"about_ca_system_score_gemma":0.0010745903,"threshold_uncertainty_score":0.032419324},"labels":[],"label_agreement":null},{"id":"W3004354279","doi":"10.2505/4/jcst20_049_03_66","title":"Building First-Year Science Writing Skills With an Embedded Writing Instruction Program","year":2020,"lang":"en","type":"article","venue":"Journal of College Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Science education; Teaching method; Pedagogy; Higher education; Psychology; Political science","score_opus":0.03593482139247465,"score_gpt":0.40400952736373874,"score_spread":0.36807470597126407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004354279","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9633618,0.00008655347,0.016420085,0.0010140345,0.00022962564,0.0034274717,0.0003218803,0.0023324303,0.012806165],"genre_scores_gemma":[0.70698893,0.0002736033,0.2488347,0.0012194458,0.00017486532,0.0047759423,0.0014528973,0.0004049951,0.035874687],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99797755,0.0004224914,0.00011670408,0.00034698503,0.0006577762,0.00047844747],"domain_scores_gemma":[0.98546267,0.0014257589,0.000805095,0.0011625419,0.0020741082,0.0090698525],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044026705,0.00086539827,0.00048320816,0.0013181387,0.002038593,0.0022137424,0.002808964,0.00062815903,0.014548015],"category_scores_gemma":[0.009117944,0.00047164282,0.0005219494,0.0005124208,0.00064885785,0.0014001749,0.0056058057,0.0020222564,0.0041925577],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007646962,0.0924174,0.035505667,0.0006425998,0.00003431048,0.0008688651,0.011510808,0.0013713589,0.036582302,0.0012390257,0.026614381,0.7924486],"study_design_scores_gemma":[0.0025135663,0.05960815,0.44023567,0.001050547,0.00024056423,0.0033551748,0.014591798,0.018116485,0.12057974,0.0073357243,0.33193055,0.0004419934],"about_ca_topic_score_codex":0.0012561005,"about_ca_topic_score_gemma":0.0042243726,"teacher_disagreement_score":0.014548015,"about_ca_system_score_codex":0.0012749721,"about_ca_system_score_gemma":0.008007224,"threshold_uncertainty_score":0.048667908},"labels":[],"label_agreement":null},{"id":"W3004751115","doi":"10.1002/sce.21567","title":"Evaluating a learning progression for the solar system: Progress along gravity and dynamical properties dimensions","year":2020,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Bell (Canada)","funders":"National Science Foundation","keywords":"Construct (python library); Mathematics education; Discipline; Domain (mathematical analysis); Psychology; Computer science; Data science; Mathematics; Sociology","score_opus":0.15633397345961156,"score_gpt":0.4737784806911266,"score_spread":0.31744450723151507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004751115","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9958203,0.000024072591,0.002580126,0.00009012938,0.0000075396138,0.0001302836,0.000055973866,0.000051629562,0.0012399382],"genre_scores_gemma":[0.9930943,0.00003490323,0.006205232,0.000010968417,0.0000033611675,0.00010105211,0.00010201741,0.000005847234,0.0004424652],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975044,0.0012275849,0.00018245952,0.00025985256,0.00067416835,0.00015159757],"domain_scores_gemma":[0.9722955,0.01499659,0.004863334,0.001788875,0.0034397617,0.002615912],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006380033,0.000527261,0.00055765995,0.00138522,0.000675008,0.002787233,0.0010875236,0.00096578855,0.0025539594],"category_scores_gemma":[0.041072775,0.00017980173,0.0006448286,0.0006776006,0.0011793015,0.0022227175,0.0021223936,0.0014218146,0.0003960455],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019080831,0.008213399,0.5550351,0.0010459138,0.00020893484,0.0004268502,0.08292119,0.013386457,0.029577274,0.006565529,0.0017010112,0.29901025],"study_design_scores_gemma":[0.00022560362,0.018177185,0.8181709,0.00048589334,0.00018898722,0.00028908195,0.059854805,0.043806527,0.036296617,0.013259804,0.008932511,0.00031203107],"about_ca_topic_score_codex":0.00092480227,"about_ca_topic_score_gemma":0.0014165707,"teacher_disagreement_score":0.006380033,"about_ca_system_score_codex":0.0011916346,"about_ca_system_score_gemma":0.0011697308,"threshold_uncertainty_score":0.033741236},"labels":[],"label_agreement":null},{"id":"W3005918408","doi":"10.26522/brocked.v29i1.768","title":"The Influence of Hands-On Experimentation and Inquiry-Based Learning in Elementary Science and Technology (S&amp;T) Education","year":2020,"lang":"en","type":"article","venue":"Brock Education Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Brock University","funders":"","keywords":"Mathematics education; Psychology; Pedagogy","score_opus":0.05087916915472167,"score_gpt":0.41894926595514054,"score_spread":0.36807009680041886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3005918408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9977992,0.000043052987,0.00014453486,0.00010100211,0.0000030039248,0.00002385213,0.000004990427,0.000002961042,0.001877312],"genre_scores_gemma":[0.9993449,0.000044026492,0.00015818,0.00005273388,0.0000028623606,0.000021699705,0.0000051200586,0.0000019518895,0.00036843264],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9870301,0.0077272933,0.00059749745,0.00064288016,0.0026352308,0.0013670491],"domain_scores_gemma":[0.91280115,0.060894497,0.011507435,0.0022055074,0.0029304456,0.009660879],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009019363,0.00020785494,0.00035293424,0.0006290148,0.0019917549,0.0046634134,0.00074843084,0.0007943609,0.004008646],"category_scores_gemma":[0.04914078,0.00043043087,0.0004069044,0.00035461973,0.005060757,0.0014009285,0.003537886,0.0015843456,0.00027158437],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007078366,0.004286144,0.6329433,0.00036153028,0.00010096901,0.0012518128,0.2850476,0.00033756724,0.007996674,0.0012492926,0.0005263203,0.06519096],"study_design_scores_gemma":[0.00006612019,0.002549445,0.73251307,0.00035393747,0.00005775179,0.00079189864,0.25382504,0.00059432234,0.0025888446,0.000853532,0.005711801,0.00009413675],"about_ca_topic_score_codex":0.010517988,"about_ca_topic_score_gemma":0.018980742,"teacher_disagreement_score":0.010517988,"about_ca_system_score_codex":0.002756348,"about_ca_system_score_gemma":0.00378323,"threshold_uncertainty_score":0.04769951},"labels":[],"label_agreement":null},{"id":"W3008955145","doi":"10.82308/14818","title":"Physics students' approaches to learning and cognitive processes in solving physics problems","year":2005,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Physics education; Physics; Epistemology; Cognitive science; Theoretical physics; Psychology","score_opus":0.1236556180670332,"score_gpt":0.3438007530540724,"score_spread":0.22014513498703925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3008955145","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99648005,0.00014318798,0.000736009,0.00012099958,0.0000061443325,0.000036004098,0.0000098995315,0.000008689673,0.0024590811],"genre_scores_gemma":[0.99591786,0.00033901734,0.0011721475,0.000078693316,0.0000062311487,0.00004041724,0.000026167103,0.0000047228464,0.002414804],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9987239,0.00030726148,0.000072961644,0.00018818252,0.0005422052,0.0001654322],"domain_scores_gemma":[0.9958169,0.0013995735,0.0011992652,0.00019784321,0.00058517687,0.0008013743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015899695,0.00028011456,0.00025902485,0.0011031716,0.00077678065,0.0036547554,0.00065739267,0.0006344864,0.0019893716],"category_scores_gemma":[0.009692769,0.0002834701,0.0004120403,0.00065780664,0.0010820667,0.0010770649,0.0016679768,0.0016805833,0.00049627357],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003317858,0.008984577,0.63362914,0.0007878804,0.00020726955,0.001053392,0.13041548,0.0031730148,0.045247413,0.0066588097,0.0011486037,0.1683626],"study_design_scores_gemma":[0.0001155953,0.0033397947,0.8811507,0.0002416475,0.00019065423,0.00179415,0.062797785,0.004023687,0.010950524,0.0091330595,0.026135268,0.00012712028],"about_ca_topic_score_codex":0.0013328888,"about_ca_topic_score_gemma":0.0022105156,"teacher_disagreement_score":0.0036547554,"about_ca_system_score_codex":0.0007242178,"about_ca_system_score_gemma":0.0019165693,"threshold_uncertainty_score":0.008408666},"labels":[],"label_agreement":null},{"id":"W3009701214","doi":"","title":"The Determination of Biology Teacher Candidates’ Mental Models and the Misconceptions Related to Catabolism and Anabolism by Drawing-Writing Technique","year":2019,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anabolism; Catabolism; Mathematics education; Psychology; Biology; Biochemistry","score_opus":0.04136282186185751,"score_gpt":0.42439657276085635,"score_spread":0.3830337508989988,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3009701214","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99361825,0.000099265955,0.0042954953,0.0002547403,0.000008090095,0.00006397586,0.000014078463,0.000010403533,0.0016356298],"genre_scores_gemma":[0.99505913,0.000144039,0.0040807375,0.00005260923,0.0000033993108,0.00007903819,0.000026029998,0.0000035924495,0.00055150513],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.987608,0.008657991,0.0006099602,0.000443857,0.0022516714,0.00042856546],"domain_scores_gemma":[0.93246186,0.04814967,0.010620031,0.002515406,0.00550197,0.0007510286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011164894,0.00042400093,0.0003170055,0.0024188405,0.0010402001,0.002691426,0.00079730374,0.000666892,0.0014310832],"category_scores_gemma":[0.049264662,0.00038770263,0.00036891605,0.00094421144,0.0022666384,0.0015039109,0.0013673283,0.0013324597,0.000288749],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00038605274,0.0008441384,0.3499403,0.00046054582,0.00005726381,0.0012946961,0.52547437,0.0006021924,0.011282734,0.0047298823,0.0010620162,0.10386575],"study_design_scores_gemma":[0.000078794306,0.0012590964,0.22237325,0.0007037167,0.00014982079,0.0031703163,0.7294251,0.009356187,0.014801795,0.0053149527,0.013171814,0.00019523477],"about_ca_topic_score_codex":0.0011338714,"about_ca_topic_score_gemma":0.0014176767,"teacher_disagreement_score":0.011164894,"about_ca_system_score_codex":0.001135535,"about_ca_system_score_gemma":0.0013410783,"threshold_uncertainty_score":0.05904627},"labels":[],"label_agreement":null},{"id":"W3010697245","doi":"10.1007/s42330-020-00076-9","title":"Modelling and Argumentation with Elementary School Students","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentation theory; Science education; Process (computing); Mathematics education; Psychology; Epistemology; Computer science","score_opus":0.03888341603897689,"score_gpt":0.346916335273217,"score_spread":0.30803291923424014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3010697245","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95905995,0.0002458832,0.007939648,0.0020943587,0.000053485197,0.000118196316,0.00007535777,0.000088702756,0.030324325],"genre_scores_gemma":[0.9916386,0.00008923184,0.0030284985,0.000092881695,0.000005983362,0.00004907777,0.000062497966,0.000018454853,0.005014708],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98812604,0.009168022,0.00034749406,0.00079006434,0.00097267464,0.00059571327],"domain_scores_gemma":[0.91225517,0.07564266,0.00239153,0.0036695187,0.003982414,0.0020587414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012265832,0.0011585513,0.0011628241,0.0017367284,0.0058904374,0.01307799,0.0019281968,0.006877326,0.00893806],"category_scores_gemma":[0.06550786,0.00076753116,0.0011768837,0.0013620938,0.0042587686,0.009106789,0.0047207344,0.0072725723,0.0013150545],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010633712,0.004479264,0.06957779,0.0002642346,0.00013460332,0.0023667356,0.7737468,0.010639677,0.001794143,0.07358038,0.0066726003,0.05568047],"study_design_scores_gemma":[0.000584757,0.0017180041,0.036989048,0.0010159656,0.0003163451,0.0024042546,0.51316166,0.11415726,0.009363637,0.21750304,0.10227428,0.00051182974],"about_ca_topic_score_codex":0.010724098,"about_ca_topic_score_gemma":0.010236483,"teacher_disagreement_score":0.01307799,"about_ca_system_score_codex":0.00409453,"about_ca_system_score_gemma":0.0029770657,"threshold_uncertainty_score":0.06486869},"labels":[],"label_agreement":null},{"id":"W3011142251","doi":"10.5539/gjhs.v12n5p1","title":"Assessment of the Efficacy of Creativity-Based Instructional Model on Scientific Attitude in Basic Science and Technology Among Pupils","year":2020,"lang":"en","type":"article","venue":"Global Journal of Health Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Creativity; Psychology; Analysis of covariance; Mathematics education; Data collection; Positive attitude; Test (biology); Null hypothesis; Scale (ratio); Structural equation modeling; Sample (material); Social psychology; Social science; Mathematics; Sociology; Statistics","score_opus":0.0833822427673742,"score_gpt":0.45085484136380477,"score_spread":0.36747259859643056,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011142251","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991048,0.00004821587,0.00010925693,0.000030804404,0.0000033348235,0.000025287522,0.0000055106034,0.0000021161031,0.000670524],"genre_scores_gemma":[0.999044,0.00009455222,0.0004180296,0.000014245247,0.0000064681844,0.000028055572,0.000013383551,0.0000012398098,0.00038004646],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988188,0.0004436043,0.000104260034,0.00007129472,0.0004465232,0.00011549079],"domain_scores_gemma":[0.99619246,0.0015460348,0.0009437162,0.00026251553,0.0006666674,0.00038856728],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027189043,0.00018540527,0.00032666398,0.00047290087,0.00025862435,0.0005286454,0.0001984355,0.0003105566,0.0009520071],"category_scores_gemma":[0.0067338557,0.00016239553,0.0004769428,0.0001580602,0.00023833688,0.00029998878,0.00037616855,0.0004541503,0.00019016293],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007071552,0.006338049,0.8756959,0.0003545489,0.00015767198,0.0002599403,0.014490213,0.0002834166,0.016968613,0.0003087801,0.00033369387,0.08410201],"study_design_scores_gemma":[0.000056145676,0.005727976,0.9843938,0.00006456765,0.000105894615,0.0001980898,0.0047768787,0.0005105055,0.0029531808,0.00014539836,0.00104521,0.000022337168],"about_ca_topic_score_codex":0.0003763219,"about_ca_topic_score_gemma":0.00042760576,"teacher_disagreement_score":0.0027189043,"about_ca_system_score_codex":0.00021879356,"about_ca_system_score_gemma":0.0004505352,"threshold_uncertainty_score":0.014379144},"labels":[],"label_agreement":null},{"id":"W3011320512","doi":"10.5539/hes.v10n2p66","title":"The Effect of Argumentation-Based Learning Environments on Pre-service Science Teachers&amp;#39; Conceptual Understanding and Decision Making Styles","year":2020,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Türkiye Bilimsel ve Teknolojik Araştırma Kurumu","keywords":"Argumentation theory; Likert scale; Mathematics education; Test (biology); Science education; Scope (computer science); Psychology; Teaching method; Pedagogy; Computer science","score_opus":0.17511029990338564,"score_gpt":0.4615480307325432,"score_spread":0.2864377308291576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011320512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997703,0.0000617321,0.0004443287,0.00011265556,0.000007978536,0.000029404024,0.0000058376777,0.000011644161,0.0016234952],"genre_scores_gemma":[0.9974152,0.00013987739,0.0014614676,0.000043326865,0.000007964058,0.000057783232,0.000022798582,0.0000066262414,0.0008449353],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99195623,0.004841215,0.00038331054,0.0006476854,0.0015452284,0.00062628597],"domain_scores_gemma":[0.94015,0.04289143,0.007850086,0.0018532379,0.0026720155,0.004583255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004880408,0.0005513731,0.00042113086,0.00084761984,0.0008975455,0.0039676973,0.0007798839,0.0010353777,0.0029028142],"category_scores_gemma":[0.04365685,0.00033015083,0.0007029732,0.0004225423,0.0011476371,0.0016519498,0.0021703069,0.0019350603,0.00043156033],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029100394,0.02016705,0.35754526,0.0010970649,0.0003759743,0.0024864292,0.30997187,0.0021568832,0.030589463,0.0026441282,0.0017747809,0.26828113],"study_design_scores_gemma":[0.0005789929,0.011292179,0.6397861,0.00080151384,0.00045270225,0.0016112688,0.30131558,0.0062904763,0.01322965,0.006267757,0.018126402,0.00024733352],"about_ca_topic_score_codex":0.00040644774,"about_ca_topic_score_gemma":0.0006148674,"teacher_disagreement_score":0.004880408,"about_ca_system_score_codex":0.0007066416,"about_ca_system_score_gemma":0.0009159632,"threshold_uncertainty_score":0.02581042},"labels":[],"label_agreement":null},{"id":"W3011937607","doi":"","title":"Canadian Geoscience Education Network (CGEN): Fostering Excellence in Earth Science Education and Outreach","year":2009,"lang":"en","type":"article","venue":"AGUSM","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Outreach; Excellence; Earth (classical element); Earth science; Science education; Earth system science; Astrobiology; Political science; Pedagogy; Sociology; Geology; Astronomy; Physics","score_opus":0.03638889138710382,"score_gpt":0.36807681030379275,"score_spread":0.3316879189166889,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3011937607","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02862021,0.0100010745,0.01087921,0.40745434,0.009803119,0.00078650546,0.009937675,0.0025457027,0.51997215],"genre_scores_gemma":[0.31742963,0.009633256,0.046946842,0.0253847,0.0007926051,0.0002712363,0.006884335,0.000430974,0.59222645],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99533623,0.00030746846,0.00007646849,0.00014245325,0.00298597,0.0011515601],"domain_scores_gemma":[0.9845834,0.00068124617,0.00025121597,0.0002800866,0.0071782484,0.007025938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004603946,0.00057219935,0.00028387606,0.0019728257,0.0049649584,0.0030244412,0.0016749941,0.0027601547,0.025298767],"category_scores_gemma":[0.009314653,0.00025309532,0.00030581478,0.0030171545,0.0012097665,0.0016072645,0.003679301,0.0024636257,0.0026007795],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036512956,0.00009319971,0.0023721477,0.00012608635,0.0000058368378,0.00007633693,0.00040520108,0.0002945237,0.0004088179,0.028218431,0.8393005,0.12866238],"study_design_scores_gemma":[0.000039598093,0.000036831105,0.022966942,0.00015360513,0.000012599853,0.000054149787,0.0009792774,0.001096711,0.00088655314,0.005925805,0.96782076,0.00002708459],"about_ca_topic_score_codex":0.9333504,"about_ca_topic_score_gemma":0.9719926,"teacher_disagreement_score":0.9715798,"about_ca_system_score_codex":0.028420202,"about_ca_system_score_gemma":0.25101656,"threshold_uncertainty_score":0.20620394},"labels":[],"label_agreement":null},{"id":"W3012663742","doi":"","title":"Expanding Their Universe: Helping Ontario Teachers With Astronomy","year":2000,"lang":"en","type":"article","venue":"Journal of the Royal Astronomical Society of Canada","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Astronomy; Universe; Physics; Astrophysics","score_opus":0.015174138311170536,"score_gpt":0.2422682564307521,"score_spread":0.22709411811958155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3012663742","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.63326687,0.0074567553,0.0016290421,0.17775902,0.0021188105,0.0005663883,0.00043346747,0.000241141,0.17652851],"genre_scores_gemma":[0.8500339,0.010390936,0.0055956435,0.013746817,0.00020420225,0.00043529508,0.00028893663,0.00013973555,0.11916457],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973889,0.0006055344,0.00007654789,0.00016342165,0.0006323759,0.0011331217],"domain_scores_gemma":[0.9819774,0.0011532935,0.0008625933,0.00024293835,0.002315605,0.013448156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003316796,0.0003681963,0.00036119146,0.00072550273,0.027364608,0.0050804685,0.0020637969,0.0025350775,0.011891243],"category_scores_gemma":[0.007633803,0.00053376437,0.00044033607,0.0012184156,0.004696598,0.0029717388,0.0073188697,0.0039157663,0.0012648061],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015730182,0.0005709621,0.058442045,0.0004649494,0.000020864967,0.0013748807,0.50733346,0.00030938387,0.001953959,0.007780562,0.31698248,0.104609214],"study_design_scores_gemma":[0.00006258912,0.00010612189,0.03815251,0.0003340253,0.00004747912,0.0002466681,0.36591446,0.00014840417,0.00041771884,0.0022391311,0.5922639,0.000067046894],"about_ca_topic_score_codex":0.91284406,"about_ca_topic_score_gemma":0.9885231,"teacher_disagreement_score":0.08715594,"about_ca_system_score_codex":0.050088093,"about_ca_system_score_gemma":0.20153193,"threshold_uncertainty_score":0.36341625},"labels":[],"label_agreement":null},{"id":"W3015025593","doi":"10.5539/jel.v9n3p37","title":"Education for Enhancing the Abilities of Engineers: A Survey Conducted in Japan and Its Analyses","year":2020,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Class (philosophy); Science education; Science class; Computer science; Artificial intelligence","score_opus":0.19182387202098003,"score_gpt":0.46383776369994995,"score_spread":0.27201389167896994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3015025593","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982926,0.00011411452,0.00010383193,0.00011372579,0.0000058847513,0.000050878883,0.00026276603,0.0000037293055,0.0010524287],"genre_scores_gemma":[0.9972209,0.00037810922,0.0003166484,0.00021705656,0.000014984959,0.00013465631,0.00036692712,0.0000042378983,0.0013465857],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986179,0.00034055,0.00023279084,0.00014219014,0.00036590462,0.00030074277],"domain_scores_gemma":[0.9953852,0.0009757245,0.0011360924,0.00013381959,0.0013638174,0.0010053435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020133895,0.00022844631,0.0002937151,0.0015755435,0.00072196,0.0006491511,0.00024255732,0.0005931544,0.001649144],"category_scores_gemma":[0.0040732315,0.00036497298,0.0004258777,0.0014812674,0.00031433336,0.0006653113,0.0007327498,0.000563537,0.00046245608],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002501532,0.00022100916,0.97873515,0.00011776392,0.000016525071,0.00021332243,0.011382747,0.00002853063,0.0007659826,0.000031003663,0.0006156813,0.0078472],"study_design_scores_gemma":[0.000001890925,0.00008365161,0.9894432,0.000012268798,0.000006236766,0.00007127214,0.009323318,0.000053315496,0.00007658579,0.000005284107,0.00091778924,0.000005214711],"about_ca_topic_score_codex":0.011156627,"about_ca_topic_score_gemma":0.015319613,"teacher_disagreement_score":0.011156627,"about_ca_system_score_codex":0.0007286279,"about_ca_system_score_gemma":0.001388762,"threshold_uncertainty_score":0.022183359},"labels":[],"label_agreement":null},{"id":"W3015342089","doi":"10.1139/cjp-2018-0444","title":"Development and application of a concept test on the subject of stars","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Optimal distinctiveness theory; Test (biology); Cronbach's alpha; Conformity; Subject (documents); Reliability (semiconductor); Mathematics education; Subject matter; Physics; Psychology; Statistics; Social psychology; Computer science; Pedagogy; Curriculum; Psychometrics; Mathematics","score_opus":0.0762980186924499,"score_gpt":0.32008530736006996,"score_spread":0.24378728866762006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3015342089","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7745902,0.00030031538,0.17629078,0.0007880042,0.00042086988,0.008794746,0.00064833916,0.0006634829,0.037503295],"genre_scores_gemma":[0.71549815,0.00043372923,0.26982746,0.00023691225,0.00008041147,0.008432388,0.0011880855,0.00012676296,0.0041761664],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9872115,0.007117988,0.0011510239,0.0005505514,0.0035576061,0.0004112586],"domain_scores_gemma":[0.9421424,0.038007423,0.0028887885,0.002369561,0.013421936,0.0011698138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018514752,0.0006026926,0.00073066284,0.0031245572,0.0006427195,0.0019697524,0.0013538599,0.0009409927,0.0036627755],"category_scores_gemma":[0.055677835,0.00033323935,0.0011378282,0.001878861,0.0012830128,0.003007095,0.0016381361,0.0013019039,0.001118898],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008294074,0.0042781564,0.19824988,0.0014973194,0.00015635433,0.0006328484,0.014908286,0.010229707,0.015588543,0.032405622,0.008625,0.7125989],"study_design_scores_gemma":[0.000981907,0.022253277,0.5576084,0.0022872253,0.00027890736,0.0028671455,0.04817231,0.15243594,0.047730863,0.055036254,0.10976952,0.00057815586],"about_ca_topic_score_codex":0.0008676829,"about_ca_topic_score_gemma":0.00080083264,"teacher_disagreement_score":0.018514752,"about_ca_system_score_codex":0.0011611504,"about_ca_system_score_gemma":0.0040554143,"threshold_uncertainty_score":0.09791654},"labels":[],"label_agreement":null},{"id":"W3017165640","doi":"10.1080/03057267.2020.1744796","title":"Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals","year":2020,"lang":"en","type":"article","venue":"Studies in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Conceptual change; Field (mathematics); Interpretation (philosophy); Computer science; Position (finance); Epistemology; Order (exchange); Conceptual model; Management science; Data science; Mathematics education; Psychology; Mathematics","score_opus":0.31927497475703515,"score_gpt":0.4817052536459942,"score_spread":0.16243027888895906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3017165640","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7941623,0.035769522,0.07824353,0.017624458,0.0005154066,0.0017589214,0.0039031974,0.00039135778,0.067631334],"genre_scores_gemma":[0.9679937,0.0047084596,0.024052378,0.00038675158,0.00012827621,0.0006242357,0.0015628233,0.000046048866,0.0004971822],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9606662,0.015389776,0.0063745123,0.002861544,0.013482789,0.0012251318],"domain_scores_gemma":[0.5147147,0.37847438,0.043449607,0.02328665,0.03579724,0.004277424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.060894635,0.0009479965,0.0011339606,0.05212092,0.0030942687,0.013386644,0.0023930147,0.0016655759,0.0036689898],"category_scores_gemma":[0.24035174,0.0006636787,0.0016627461,0.03832858,0.0072365343,0.021046462,0.0067213685,0.0017826485,0.0004826889],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006980082,0.00024684914,0.38746986,0.00806377,0.0008309319,0.0008759954,0.08731827,0.0032228911,0.0017564415,0.15249732,0.0060853297,0.35093418],"study_design_scores_gemma":[0.00016984926,0.000992896,0.34241283,0.016167942,0.0016200802,0.003044254,0.23216449,0.026964225,0.0032471714,0.24240725,0.13025276,0.0005562778],"about_ca_topic_score_codex":0.0038572852,"about_ca_topic_score_gemma":0.003206861,"teacher_disagreement_score":0.060894635,"about_ca_system_score_codex":0.007237391,"about_ca_system_score_gemma":0.009119512,"threshold_uncertainty_score":0.3220455},"labels":[],"label_agreement":null},{"id":"W3030563713","doi":"10.1007/s42330-020-00093-8","title":"The “M” in STEM as a Note of Caution: Resilient to What and Responsive to Whose Culture","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Stem cell; Biology","score_opus":0.02816507105166534,"score_gpt":0.356737654023345,"score_spread":0.3285725829716797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3030563713","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03143905,0.0016332837,0.003392942,0.900691,0.00424762,0.000025661633,0.00002203805,0.0000615124,0.05848688],"genre_scores_gemma":[0.6276068,0.00089429383,0.0037345777,0.336308,0.0013503628,0.00008564347,0.000023302577,0.000239019,0.029758003],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9767883,0.012281035,0.00092251983,0.002687515,0.0046489625,0.0026716078],"domain_scores_gemma":[0.9686706,0.010571305,0.0023311074,0.0024626122,0.006333562,0.009630819],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022123236,0.00041814346,0.00070384267,0.0008903039,0.034282386,0.0150238685,0.003033624,0.014417785,0.0058332514],"category_scores_gemma":[0.058956314,0.0005113054,0.0004715947,0.0008106337,0.06372777,0.015827324,0.015935102,0.039788593,0.0014529162],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000078337405,0.0000915513,0.00617682,0.00012760363,0.00003223766,0.0010639575,0.38664472,0.0001244409,0.0015311048,0.38440332,0.18597002,0.033755846],"study_design_scores_gemma":[0.000025846564,0.000054130585,0.0023396928,0.0007120582,0.000023654487,0.0006787875,0.30152053,0.00020869171,0.0008722498,0.23713548,0.45631245,0.000116387055],"about_ca_topic_score_codex":0.042849593,"about_ca_topic_score_gemma":0.08481412,"teacher_disagreement_score":0.042849593,"about_ca_system_score_codex":0.007887975,"about_ca_system_score_gemma":0.03620674,"threshold_uncertainty_score":0.11700022},"labels":[],"label_agreement":null},{"id":"W3031171953","doi":"10.5539/res.v12n2p64","title":"Examining the Scientific Argumentation Implemented Through a Social Constructivism-Based Curriculum Designed for Primary Science Education in a Confucian Heritage Culture: A Case Study in Vietnam","year":2020,"lang":"en","type":"article","venue":"Review of European Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentation theory; Curriculum; Social constructivism; Constructivism (international relations); Sociology; Pedagogy; Engineering ethics; Mathematics education; Epistemology; Psychology; Political science; Engineering; Law; Politics; Philosophy","score_opus":0.20085005556503205,"score_gpt":0.4727595484665085,"score_spread":0.2719094929014764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3031171953","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99089515,0.00024729472,0.0012300092,0.00037036755,0.000016598347,0.0002133386,0.00001406604,0.000005625201,0.007007476],"genre_scores_gemma":[0.9931874,0.0004578427,0.0030648038,0.000087565,0.0000058474366,0.000106455416,0.000019802084,0.00000780628,0.0030625085],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99546945,0.0031374628,0.00015243357,0.00027247347,0.00046901513,0.0004991331],"domain_scores_gemma":[0.9939757,0.003495614,0.0005410556,0.0003226217,0.00072139985,0.000943638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066385274,0.00030938222,0.00044676827,0.0010018154,0.00492423,0.0031103091,0.0011768288,0.0010158172,0.0018852387],"category_scores_gemma":[0.0060860887,0.0002478964,0.00032690106,0.0010710062,0.0029955108,0.0014475232,0.0020601107,0.0014198729,0.00021112668],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012878607,0.003144407,0.04277093,0.0013010838,0.00003883963,0.011334487,0.824624,0.00078638934,0.0047639124,0.009734423,0.0015768601,0.099795915],"study_design_scores_gemma":[0.00010368976,0.0011999072,0.050199065,0.0008241274,0.000057762372,0.002263438,0.8751747,0.0015182596,0.0046875845,0.0022609516,0.061672516,0.000038124894],"about_ca_topic_score_codex":0.010745245,"about_ca_topic_score_gemma":0.023541069,"teacher_disagreement_score":0.010745245,"about_ca_system_score_codex":0.0061968593,"about_ca_system_score_gemma":0.010147419,"threshold_uncertainty_score":0.04496157},"labels":[],"label_agreement":null},{"id":"W3033436012","doi":"10.5539/jel.v9n3p154","title":"Secondary School Students’ Perceptions About Space Camp: Space Camp Turkey","year":2020,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Space (punctuation); Adventure; Psychology; Focus group; Mathematics education; Feeling; Perception; Space exploration; Medical education; Pedagogy; Sociology; Engineering; Computer science; Social psychology; Medicine","score_opus":0.03700559569997368,"score_gpt":0.3984002418724128,"score_spread":0.3613946461724391,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033436012","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9978849,0.00007537136,0.000045677298,0.00015150302,0.000010078249,0.000009242661,0.000017467459,0.000003276303,0.0018024705],"genre_scores_gemma":[0.9991671,0.00008531343,0.000045583583,0.000058657493,0.000003356569,0.000008175655,0.0000229407,0.0000019135864,0.00060714036],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989511,0.00036915918,0.000046090052,0.00009423664,0.00018701344,0.0003523934],"domain_scores_gemma":[0.99847883,0.00019946494,0.00036821218,0.000043869695,0.00020933231,0.000700261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011394308,0.00030333988,0.00035154852,0.00046938483,0.0028270413,0.002294079,0.0006215465,0.0007317955,0.0049438016],"category_scores_gemma":[0.0014563916,0.00018336273,0.0002756665,0.0004697626,0.0018232223,0.00095135294,0.00219032,0.0011144127,0.00042117204],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003330942,0.0015071769,0.4936676,0.0007171136,0.000042726417,0.003909319,0.4481479,0.00033913372,0.0065670535,0.002835247,0.0051284223,0.0368053],"study_design_scores_gemma":[0.00000881619,0.00041072076,0.25641546,0.00012364493,0.00001371454,0.00042435355,0.7321894,0.000113835056,0.0005403293,0.00020819774,0.0095275575,0.000023854549],"about_ca_topic_score_codex":0.0059923744,"about_ca_topic_score_gemma":0.013168039,"teacher_disagreement_score":0.0059923744,"about_ca_system_score_codex":0.0014358766,"about_ca_system_score_gemma":0.0015893528,"threshold_uncertainty_score":0.01653862},"labels":[],"label_agreement":null},{"id":"W3033962706","doi":"10.1007/s42330-020-00096-5","title":"Building Knowledge in a Time of Physical Distancing","year":2020,"lang":"en","type":"editorial","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Distancing; Psychology; Computer science; Coronavirus disease 2019 (COVID-19); Medicine; Infectious disease (medical specialty)","score_opus":0.016170033691673146,"score_gpt":0.3560384212670148,"score_spread":0.33986838757534166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3033962706","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0000258746,0.008248466,0.000051655396,0.04558566,0.94467914,0.000007583708,0.000023868715,0.000012520184,0.0013652772],"genre_scores_gemma":[0.0009294243,0.0103234565,0.00010797722,0.023335408,0.9570287,0.000026714057,0.0000219391,0.000033036315,0.008193275],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9897022,0.0018929929,0.0010634973,0.00090480153,0.005625072,0.0008115026],"domain_scores_gemma":[0.9568539,0.025032831,0.0010627779,0.00080732733,0.011101398,0.005141867],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011599374,0.003708155,0.0037003853,0.0060523623,0.00815555,0.017605131,0.004708397,0.035207,0.011679247],"category_scores_gemma":[0.04273788,0.0011655805,0.0023375778,0.0028836357,0.0077772564,0.007168026,0.004019843,0.035209782,0.0051146243],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018806868,0.000008065001,0.000012794324,0.00024997533,0.000011841281,0.00009504621,0.00008167049,0.00001839619,0.0000219639,0.0010096165,0.99494994,0.003521758],"study_design_scores_gemma":[0.000034191118,0.000012288195,0.00021351076,0.0008133559,0.000048524755,0.00015361703,0.00034204198,0.000055137923,0.000051002466,0.0019370441,0.996318,0.000021185275],"about_ca_topic_score_codex":0.024277775,"about_ca_topic_score_gemma":0.07836869,"teacher_disagreement_score":0.035207,"about_ca_system_score_codex":0.012196178,"about_ca_system_score_gemma":0.017305689,"threshold_uncertainty_score":0.08848989},"labels":[],"label_agreement":null},{"id":"W3034124217","doi":"10.36315/2019v2end019","title":"FRENCH IMMERSION TEACHER AND STUDENT PERCEPTIONS ABOUT SCIENCE INSTRUCTION IN A SECOND LANGUAGE SETTING","year":2019,"lang":"en","type":"article","venue":"Education and new developments","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Laurentian University","funders":"","keywords":"Perception; Mathematics education; Employability; Christian ministry; Psychology; Pedagogy; Political science","score_opus":0.021920071485249115,"score_gpt":0.38882709962523265,"score_spread":0.36690702813998355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034124217","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99799865,0.00007855868,0.0000446928,0.00013061866,0.000003655463,0.000012943684,0.000020319316,0.0000037953062,0.0017067522],"genre_scores_gemma":[0.99835086,0.00013576634,0.000067011904,0.00007689578,0.0000025151078,0.000015390719,0.000027201608,0.0000026515502,0.0013218134],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982352,0.0004691723,0.00009240982,0.00017011573,0.00057716493,0.0004559124],"domain_scores_gemma":[0.99514043,0.0010376006,0.0010972836,0.00008998328,0.0011578532,0.0014768252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022379998,0.00024710398,0.00045119404,0.00096829556,0.003989363,0.0036025585,0.00059865107,0.00064703036,0.0030056671],"category_scores_gemma":[0.003965495,0.00031463915,0.0003489677,0.00072406256,0.0021538597,0.000751644,0.0014501509,0.0010277545,0.0002929335],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012832483,0.00042070835,0.31506705,0.0001379741,0.000023949062,0.0005896289,0.66754806,0.000060449984,0.003097874,0.000456365,0.000940432,0.0115291905],"study_design_scores_gemma":[0.000012515189,0.00048606208,0.35090798,0.0001089418,0.000015721129,0.00024600828,0.6374307,0.00013259512,0.00043787263,0.00008307432,0.010101664,0.000036833542],"about_ca_topic_score_codex":0.44198078,"about_ca_topic_score_gemma":0.64164376,"teacher_disagreement_score":0.44198078,"about_ca_system_score_codex":0.008291496,"about_ca_system_score_gemma":0.007750068,"threshold_uncertainty_score":0.8788163},"labels":[],"label_agreement":null},{"id":"W3034381896","doi":"10.37870/joqie.v3i3.91","title":"Regard didactique sur l'explication des différences de performance des élèves marocains et québécois aux évaluations internationales","year":2012,"lang":"fr","type":"article","venue":"The Journal of Quality in Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.2289878808102612,"score_gpt":0.4881475478190985,"score_spread":0.2591596670088373,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034381896","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9340144,0.0020295868,0.0065453476,0.003166408,0.00012010789,0.00015923096,0.0003600403,0.000024482095,0.053580508],"genre_scores_gemma":[0.99492997,0.0003905343,0.0013566194,0.000193971,0.000013654327,0.00010008949,0.00008744709,0.000008678207,0.0029191163],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9923159,0.0036245324,0.00027648333,0.00094116287,0.0022278195,0.00061416667],"domain_scores_gemma":[0.9669233,0.017772883,0.00391073,0.0010047302,0.0092585655,0.0011298042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015839763,0.0006031613,0.0006463379,0.002659998,0.0028467986,0.005282985,0.00095526944,0.00060490135,0.0042852852],"category_scores_gemma":[0.03082988,0.0002221832,0.00049294485,0.0033778884,0.00533598,0.002002666,0.0022369162,0.001426207,0.0002129919],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050274987,0.00018465002,0.4796953,0.0008894545,0.00043513707,0.0003074422,0.38950565,0.0011765779,0.0025329164,0.04449002,0.0017717099,0.07850834],"study_design_scores_gemma":[0.000021703032,0.00030444207,0.81227237,0.0008094142,0.00021591726,0.00005761279,0.15962368,0.0009997366,0.0008914274,0.0069787647,0.0177332,0.00009175818],"about_ca_topic_score_codex":0.383585,"about_ca_topic_score_gemma":0.47583896,"teacher_disagreement_score":0.616415,"about_ca_system_score_codex":0.012835501,"about_ca_system_score_gemma":0.0109016225,"threshold_uncertainty_score":0.7627046},"labels":[],"label_agreement":null},{"id":"W303473616","doi":"","title":"A New Metaphor for Teaching: Science Teacher as Anthropologist.","year":2002,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Possession (linguistics); Metaphor; Set (abstract data type); Sociology; Element (criminal law); Epistemology; Social psychology; Psychology; Pedagogy; Linguistics; Computer science; Political science","score_opus":0.1499784779315728,"score_gpt":0.4792642961690689,"score_spread":0.32928581823749614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W303473616","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009991482,0.09236241,0.03593357,0.27783242,0.029567273,0.00013593351,0.00012960246,0.00054067816,0.5535066],"genre_scores_gemma":[0.6088448,0.04083068,0.044857033,0.08862008,0.013425002,0.000894666,0.00018450769,0.00083262543,0.20151061],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99233574,0.0062302123,0.00018509448,0.00039101386,0.0005307182,0.0003272174],"domain_scores_gemma":[0.99502724,0.0030708676,0.00032387007,0.00035490983,0.00043604703,0.0007871556],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041694245,0.00084084045,0.00056932477,0.0033755903,0.007939173,0.008368071,0.0015410807,0.004872612,0.008193953],"category_scores_gemma":[0.0061406083,0.0004013471,0.00048933586,0.0021258965,0.036791842,0.018612932,0.00632715,0.009746215,0.0023033714],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024975749,0.000034299144,0.00030462464,0.00023614263,0.0000049999067,0.00035080744,0.094325155,0.000051852774,0.00023472094,0.81615883,0.056846924,0.031426594],"study_design_scores_gemma":[0.000012755416,0.00003176838,0.0001927213,0.000393501,0.000003929227,0.00072900864,0.03707787,0.00015907236,0.00007139289,0.0896872,0.8716281,0.00001265649],"about_ca_topic_score_codex":0.0032903485,"about_ca_topic_score_gemma":0.006149267,"teacher_disagreement_score":0.008368071,"about_ca_system_score_codex":0.004649709,"about_ca_system_score_gemma":0.0036986398,"threshold_uncertainty_score":0.03373617},"labels":[],"label_agreement":null},{"id":"W3035495270","doi":"10.33524/cjar.v20i2.398","title":"Using Activity Worksheets to Remediate Pre-Service Teachers’ Alternative Conceptions about Word Equations","year":2019,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Worksheet; Conversation; Mathematics education; Psychology; Action research; Qualitative property; Qualitative research; Data collection; Pedagogy; Computer science; Mathematics; Communication; Sociology","score_opus":0.560448747485121,"score_gpt":0.5695129405922921,"score_spread":0.009064193107171103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3035495270","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9467578,0.0003658431,0.043210946,0.0011023458,0.00009838659,0.00080862595,0.000097277814,0.00041436186,0.0071443925],"genre_scores_gemma":[0.85985196,0.00072616345,0.13236658,0.00022549494,0.00001895797,0.000588092,0.00020378338,0.000050460418,0.005968472],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9970481,0.0011739646,0.00026737124,0.0004085951,0.0007891425,0.0003128878],"domain_scores_gemma":[0.9944602,0.0032144804,0.00066303747,0.00056387996,0.00062849704,0.00046987153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002830346,0.00068237475,0.0005086794,0.0010735077,0.0011925186,0.0013871889,0.0015027742,0.0008763316,0.0026237622],"category_scores_gemma":[0.01380645,0.0002972789,0.0005125348,0.00044591326,0.0012336094,0.0012959401,0.0030888093,0.002231565,0.0006224298],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005863487,0.008332711,0.036339976,0.0015955232,0.00005948898,0.002005253,0.13655394,0.0033790774,0.037084233,0.0036358663,0.0033595492,0.76706797],"study_design_scores_gemma":[0.0011296534,0.01855773,0.21449912,0.0030725915,0.000355159,0.012256965,0.31902188,0.020478697,0.12347248,0.039067324,0.24730437,0.00078402454],"about_ca_topic_score_codex":0.0015807999,"about_ca_topic_score_gemma":0.0056906804,"teacher_disagreement_score":0.002830346,"about_ca_system_score_codex":0.0009741728,"about_ca_system_score_gemma":0.002860277,"threshold_uncertainty_score":0.014968455},"labels":[],"label_agreement":null},{"id":"W3035712492","doi":"10.1007/s42330-020-00098-3","title":"Introduction au numéro spécial sur la ré-imagination de l’élément « M » des STEM : démarches mathématiques pour des communautés innovantes, résilientes et riches en culture","year":2020,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Calgary; University of Alberta; University of Regina; University of British Columbia","funders":"","keywords":"Humanities; Philosophy","score_opus":0.04046066826042498,"score_gpt":0.3402830401147881,"score_spread":0.2998223718543631,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3035712492","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03710476,0.12587696,0.052206445,0.2771641,0.022096232,0.00007349863,0.0005057764,0.00035431242,0.48461786],"genre_scores_gemma":[0.6070151,0.07780892,0.034541316,0.027786996,0.02246924,0.00029112166,0.00042359545,0.00048750234,0.22917639],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99879515,0.0003792578,0.00005252258,0.00025349442,0.00038097848,0.00013857798],"domain_scores_gemma":[0.996646,0.0021713085,0.00015776485,0.00018171199,0.000541361,0.00030181807],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022019793,0.0004988413,0.00038495188,0.0016255674,0.0035933906,0.00531732,0.0007990082,0.0025740077,0.013908755],"category_scores_gemma":[0.004726653,0.00019425947,0.0003477628,0.0017017274,0.009662498,0.0054475307,0.003026642,0.004537673,0.0013665922],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019715142,0.000008460871,0.00031714293,0.00020067047,0.0000032590303,0.00004123234,0.0038143338,0.00019367487,0.0003421911,0.9375471,0.025975298,0.03153688],"study_design_scores_gemma":[0.00000434512,0.000017558392,0.001187538,0.00034589187,0.0000043138148,0.0001465749,0.0017860718,0.00031539545,0.00035288572,0.20407146,0.791747,0.000020903251],"about_ca_topic_score_codex":0.016822549,"about_ca_topic_score_gemma":0.016679056,"teacher_disagreement_score":0.016822549,"about_ca_system_score_codex":0.006402635,"about_ca_system_score_gemma":0.005037344,"threshold_uncertainty_score":0.046529412},"labels":[],"label_agreement":null},{"id":"W3035893672","doi":"","title":"Croissance et objectifs: version indépendante","year":2020,"lang":"fr","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.13561392038771064,"score_gpt":0.41489689738672897,"score_spread":0.27928297699901833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3035893672","genre_codex":"methods","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.041824453,0.0023755708,0.62216794,0.0042875754,0.0027350308,0.003981585,0.011447321,0.117770754,0.1934097],"genre_scores_gemma":[0.19744818,0.0022474627,0.4440773,0.0030274745,0.0013869647,0.0049774675,0.0259308,0.046446607,0.27445775],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9915696,0.0016646897,0.0012715167,0.00170492,0.0033010936,0.00048819787],"domain_scores_gemma":[0.96565306,0.00919279,0.0017821112,0.013357482,0.008569966,0.0014446118],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012617135,0.0017740299,0.00093941926,0.0027897512,0.001307845,0.008536889,0.0031737837,0.0022494146,0.04893608],"category_scores_gemma":[0.049425993,0.0013794807,0.0019939335,0.0016809842,0.0016280628,0.0136018675,0.006095395,0.0036378633,0.03307],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011776041,0.000740464,0.011503913,0.001772307,0.00022312338,0.00067205477,0.008825203,0.0022445698,0.016905017,0.06320291,0.13064918,0.7620836],"study_design_scores_gemma":[0.0001170256,0.0004140159,0.006850587,0.001032506,0.00016729573,0.00077098404,0.00071605697,0.0069185314,0.016942695,0.029562188,0.9362702,0.00023790267],"about_ca_topic_score_codex":0.003161242,"about_ca_topic_score_gemma":0.0019088845,"teacher_disagreement_score":0.04893608,"about_ca_system_score_codex":0.0015054238,"about_ca_system_score_gemma":0.0027302552,"threshold_uncertainty_score":0.1637075},"labels":[],"label_agreement":null},{"id":"W3045815317","doi":"10.1103/physrevphyseducres.16.020107","title":"Development and validation of the moon phases concept inventory for middle school","year":2020,"lang":"en","type":"article","venue":"Physical Review Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture; Université du Québec à Montréal","keywords":"Cronbach's alpha; Readability; Test (biology); Psychology; Reading (process); Reliability (semiconductor); Construct validity; Face validity; Perspective (graphical); Statistics; Psychometrics; Clinical psychology; Computer science; Mathematics; Artificial intelligence; Physics","score_opus":0.45189588099384703,"score_gpt":0.5574689975373768,"score_spread":0.10557311654352974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3045815317","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9676591,0.0006591266,0.019868469,0.00046512656,0.0002379829,0.0028217877,0.0012792683,0.0002942797,0.006714854],"genre_scores_gemma":[0.89935637,0.00066584646,0.0873075,0.00020482363,0.00010471839,0.0064431513,0.0031439045,0.00009366632,0.0026800174],"study_design_codex":"observational","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9942719,0.0014254269,0.0009266946,0.00043769155,0.002587556,0.0003507916],"domain_scores_gemma":[0.9838628,0.003855679,0.0021908625,0.0012983477,0.0074524526,0.0013398108],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012750486,0.000608572,0.000629188,0.0030583662,0.00056780333,0.0013549576,0.001332098,0.00058927166,0.002373166],"category_scores_gemma":[0.020502383,0.00043274058,0.000804652,0.001273278,0.0005738247,0.0019352888,0.00199813,0.0015764169,0.0011648834],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029383344,0.0014311437,0.65295863,0.00022992601,0.000083404586,0.00014882676,0.0050399737,0.0006985815,0.0036277983,0.0011289835,0.0038568445,0.33050197],"study_design_scores_gemma":[0.00009880775,0.0020026956,0.97043884,0.00023485725,0.00006724142,0.0001952068,0.002049412,0.002718638,0.003345953,0.0009054454,0.017874567,0.000068517234],"about_ca_topic_score_codex":0.0024375152,"about_ca_topic_score_gemma":0.0038779303,"teacher_disagreement_score":0.012750486,"about_ca_system_score_codex":0.0010298648,"about_ca_system_score_gemma":0.0032797032,"threshold_uncertainty_score":0.06743187},"labels":[],"label_agreement":null},{"id":"W3046658518","doi":"10.21125/edulearn.2020.1072","title":"IDENTIFYING HIGH SCHOOL STUDENTS’ CONCEPTIONS OF ACCELERATION IN RECTILINEAR MOTION USING COMPUTER-ASSISTED SCIENTIFIC INVESTIGATION","year":2020,"lang":"en","type":"article","venue":"EDULEARN proceedings","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Acceleration; Motion (physics); Computer science; Mathematics education; Computer aided instruction; Multimedia; Artificial intelligence; Psychology; Physics; Classical mechanics","score_opus":0.22189766873060188,"score_gpt":0.41638938884584425,"score_spread":0.19449172011524238,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3046658518","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983581,0.000016692715,0.0010388157,0.000016819566,5.8915015e-7,0.000028308015,0.000014841855,0.00000831989,0.0005176277],"genre_scores_gemma":[0.9978383,0.000043734977,0.001706583,0.0000066122197,6.939318e-7,0.000032522625,0.000034746907,0.0000014525867,0.0003353786],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99914,0.00026697168,0.00007660145,0.00023381301,0.00015910926,0.00012340672],"domain_scores_gemma":[0.99573344,0.0020160426,0.0010698675,0.00034160973,0.00045461932,0.0003845029],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00179771,0.00042343987,0.00026651015,0.0013788916,0.0006295048,0.002938047,0.00061878184,0.0008194693,0.0014036368],"category_scores_gemma":[0.0062345783,0.00042021196,0.00033708985,0.0005537661,0.0010944527,0.0012937937,0.0009556651,0.00085659086,0.00027816644],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024962425,0.0013099816,0.8698435,0.00012945222,0.00003763192,0.00039155252,0.06536631,0.0013601701,0.019004803,0.0016763152,0.00024607428,0.040384587],"study_design_scores_gemma":[0.00003704068,0.0010812709,0.91379464,0.00006714101,0.00005281308,0.00044391988,0.059314765,0.009699571,0.00953126,0.001826642,0.0040540495,0.00009681813],"about_ca_topic_score_codex":0.0046758223,"about_ca_topic_score_gemma":0.006638644,"teacher_disagreement_score":0.0046758223,"about_ca_system_score_codex":0.00092267763,"about_ca_system_score_gemma":0.00086158427,"threshold_uncertainty_score":0.0095072985},"labels":[],"label_agreement":null},{"id":"W3047232728","doi":"10.25071/1916-4467.40452","title":"Understanding the Use of Academic Research in Science Education Practitioner Journals","year":2020,"lang":"en","type":"article","venue":"Journal of the Canadian Association for Curriculum Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"Leibniz-Gemeinschaft","keywords":"Citation; Science education; Presentation (obstetrics); Sociology; Library science; Pedagogy; Medicine; Computer science","score_opus":0.6843432643597055,"score_gpt":0.5416726300922777,"score_spread":0.14267063426742776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3047232728","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8917592,0.019547164,0.005514464,0.014506159,0.0002764292,0.00013114548,0.0015384612,0.00012179071,0.06660511],"genre_scores_gemma":[0.989081,0.0053982236,0.0029673614,0.00052046316,0.00025714302,0.00005682739,0.0005591215,0.00002852538,0.0011311724],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9223508,0.029257169,0.011184518,0.0035778258,0.031803213,0.0018264815],"domain_scores_gemma":[0.5594458,0.31407347,0.06247057,0.013627728,0.04517864,0.0052038277],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.044975128,0.00025950046,0.0008591409,0.059533723,0.0020968136,0.015933897,0.0018555481,0.0016351597,0.0027623419],"category_scores_gemma":[0.33871147,0.00037547923,0.00063081767,0.065941125,0.0032721737,0.014049459,0.0055172895,0.00084676134,0.000660163],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012096039,0.00014493075,0.6517464,0.0043273177,0.0005727466,0.00047415303,0.08365995,0.0005047469,0.0021478562,0.023120053,0.0036530446,0.22952785],"study_design_scores_gemma":[0.000025696083,0.00020074815,0.80223536,0.004030768,0.00037105594,0.002058164,0.08721904,0.0017161551,0.0013745755,0.016465493,0.084176086,0.00012673941],"about_ca_topic_score_codex":0.0056733633,"about_ca_topic_score_gemma":0.007428823,"teacher_disagreement_score":0.9550249,"about_ca_system_score_codex":0.005023318,"about_ca_system_score_gemma":0.0063476283,"threshold_uncertainty_score":0.23785406},"labels":[],"label_agreement":null},{"id":"W3047536781","doi":"10.25071/1916-4467.40531","title":"Enhancing Instruction in Inquiry-Based Early Literacy Classrooms","year":2020,"lang":"en","type":"article","venue":"Journal of the Canadian Association for Curriculum Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Lakehead University","funders":"","keywords":"Literacy; Pedagogy; Christian ministry; Psychology; Teacher education; Early childhood education; Mathematics education; Sociology; Political science","score_opus":0.07250299423236992,"score_gpt":0.38469037405177975,"score_spread":0.3121873798194098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3047536781","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89313406,0.0010517263,0.02129742,0.00237299,0.000070592425,0.0009480628,0.00011999601,0.0007193323,0.08028583],"genre_scores_gemma":[0.914075,0.0014858402,0.06364131,0.00048521615,0.000030133477,0.00069673033,0.00013500368,0.00007391328,0.019376772],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99749434,0.00090717827,0.00010049188,0.0002675407,0.0007505074,0.00047992406],"domain_scores_gemma":[0.9962837,0.0016363,0.0003793,0.00023289348,0.0006305124,0.00083724875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024547498,0.00030886824,0.0003593779,0.0008856462,0.0016207425,0.0022560554,0.0013942908,0.0006468423,0.0031531414],"category_scores_gemma":[0.0063919993,0.00025701354,0.0003097792,0.000464648,0.0014295956,0.0011398526,0.0047864006,0.0009954803,0.0008027653],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020679322,0.00510228,0.04497057,0.0018389933,0.000030419444,0.0017102186,0.2663633,0.0009992021,0.03735649,0.007967961,0.011435401,0.62201846],"study_design_scores_gemma":[0.00050798856,0.003124034,0.32680503,0.003878306,0.00018997303,0.0015707131,0.13229066,0.0033232074,0.029223073,0.019403666,0.4794704,0.00021294727],"about_ca_topic_score_codex":0.04385824,"about_ca_topic_score_gemma":0.16672504,"teacher_disagreement_score":0.04385824,"about_ca_system_score_codex":0.003979608,"about_ca_system_score_gemma":0.01198432,"threshold_uncertainty_score":0.08720589},"labels":[],"label_agreement":null},{"id":"W3048306825","doi":"","title":"Does teaching sequence matter when teaching high school chemistry with scientific visualisations","year":2012,"lang":"en","type":"article","venue":"Griffith Research Online (Griffith University, Queensland, Australia)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Context (archaeology); Session (web analytics); Conceptual change; Visualization; Class (philosophy); Chemistry education; Concept learning; Teaching method; Psychology; Chemistry; Pedagogy; Computer science; Social psychology","score_opus":0.22803298205232492,"score_gpt":0.46576245562389956,"score_spread":0.23772947357157465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3048306825","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99826413,0.000044922348,0.00024276317,0.00004692049,0.000003250941,0.000033655582,0.000008870529,0.000007816957,0.0013477148],"genre_scores_gemma":[0.99781185,0.0000991133,0.001290178,0.000025551588,0.0000025674735,0.00003558876,0.00003405149,0.000008258578,0.0006928148],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.996452,0.0012670782,0.00018539384,0.0005431906,0.0010674479,0.00048490593],"domain_scores_gemma":[0.97008127,0.019725459,0.0048257923,0.00084434554,0.001495427,0.003027756],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046581537,0.00028872202,0.00046748374,0.0006677986,0.0010183869,0.0038709997,0.00094707654,0.0007316846,0.0026392217],"category_scores_gemma":[0.038584515,0.0003771506,0.00031810204,0.00069281994,0.0011004704,0.0016674362,0.0012625753,0.0007529681,0.00032771207],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.005032723,0.009136924,0.6018776,0.00081208535,0.00030734608,0.00054777454,0.09733568,0.004884807,0.037825223,0.0045161378,0.0009919124,0.23673174],"study_design_scores_gemma":[0.00046494944,0.0071305344,0.90815014,0.00032868906,0.00042414464,0.00025535558,0.0479508,0.006466253,0.016165419,0.0068780542,0.0056573986,0.00012822781],"about_ca_topic_score_codex":0.01853962,"about_ca_topic_score_gemma":0.045217186,"teacher_disagreement_score":0.01853962,"about_ca_system_score_codex":0.0023807394,"about_ca_system_score_gemma":0.0050094356,"threshold_uncertainty_score":0.036863387},"labels":[],"label_agreement":null},{"id":"W3049050","doi":"10.1210/endo-123-5-2432","title":"THE PERSISTENCE OF STUDENTS’ UNFOUNDED BELIEFS ABOUT ELECTRICAL CIRCUITS: THE CASE OF KIRCHHOFF’S LAWS","year":2012,"lang":"en","type":"article","venue":"EDULEARN12 Proceedings","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Mathematics education; Persistence (discontinuity); Law; Psychology; Political science; Engineering","score_opus":0.07069184279360262,"score_gpt":0.3880452383877315,"score_spread":0.31735339559412884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3049050","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19782975,0.0129977595,0.09939922,0.24908502,0.0036111393,0.00005769773,0.00009789399,0.00033743907,0.43658414],"genre_scores_gemma":[0.97302294,0.0027435946,0.008112406,0.0043743183,0.00092484505,0.00004102504,0.000016799095,0.00008879909,0.010675349],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9977725,0.00097150693,0.00007578008,0.00041252875,0.0005115617,0.00025604357],"domain_scores_gemma":[0.99139214,0.005516018,0.00047136497,0.0013410539,0.00077528396,0.000504199],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006994609,0.00024267669,0.0006373076,0.000990776,0.0031531113,0.0053067054,0.0014125064,0.0049611903,0.0038906196],"category_scores_gemma":[0.02196908,0.00042820908,0.00032406737,0.0005254183,0.03978349,0.010551426,0.002723555,0.0076501477,0.0006507241],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014538933,0.0000060772363,0.00019064223,0.000012987379,0.000005010893,0.00017065671,0.0021488187,0.0004431195,0.00008008885,0.9912316,0.0020412977,0.0036552271],"study_design_scores_gemma":[0.000008648089,0.0000064140027,0.00008895094,0.000023325982,0.0000018082056,0.00011863842,0.00032643633,0.001210154,0.00006682206,0.98592883,0.01220912,0.000010837889],"about_ca_topic_score_codex":0.0020652942,"about_ca_topic_score_gemma":0.0013347721,"teacher_disagreement_score":0.006994609,"about_ca_system_score_codex":0.002605417,"about_ca_system_score_gemma":0.0010157765,"threshold_uncertainty_score":0.036991477},"labels":[],"label_agreement":null},{"id":"W3081786720","doi":"10.5539/ies.v13n9p10","title":"Investigation of Three-Tier Diagnostic and Multiple Choice Tests on Chemistry Concepts with Response Change Behaviour","year":2020,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Test (biology); Mathematics education; Descriptive statistics; Disadvantage; Psychology; Chemistry; Mathematics; Statistics; Computer science","score_opus":0.26876780705826525,"score_gpt":0.4708770704796423,"score_spread":0.20210926342137703,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3081786720","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9958027,0.00010024227,0.0025808224,0.00008309148,0.000015138996,0.00012968789,0.000056551555,0.000018448993,0.0012133175],"genre_scores_gemma":[0.99657047,0.00004991305,0.0027445022,0.000043576852,0.000008396674,0.00016506367,0.00007787647,0.0000060813964,0.000334111],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9822155,0.010153769,0.0012072437,0.0008972902,0.0050208196,0.0005054158],"domain_scores_gemma":[0.958482,0.028247753,0.0068157697,0.0015995201,0.004024489,0.00083048793],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010880978,0.00032146013,0.00032822703,0.0014569209,0.0002458315,0.0007128504,0.0004998118,0.0005570082,0.0009483682],"category_scores_gemma":[0.051888358,0.00018805006,0.0005708125,0.0008195036,0.00057809474,0.0007091431,0.0007519159,0.0005862106,0.0002584454],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007473929,0.0011352486,0.9007593,0.00020248687,0.00016710466,0.0001781633,0.0062023387,0.00046579159,0.0031689566,0.00035955926,0.00030935335,0.08630442],"study_design_scores_gemma":[0.00003394957,0.0019622354,0.9875572,0.0000419855,0.000040423565,0.0006145498,0.0023559302,0.0028696798,0.0030204507,0.00034861235,0.0011232223,0.00003184954],"about_ca_topic_score_codex":0.000825451,"about_ca_topic_score_gemma":0.0008886407,"teacher_disagreement_score":0.010880978,"about_ca_system_score_codex":0.00043926682,"about_ca_system_score_gemma":0.0005934259,"threshold_uncertainty_score":0.057544768},"labels":[],"label_agreement":null},{"id":"W3085122212","doi":"","title":"Doing Science: Pre-Service Teachers' Attitudes and Confidence Teaching Elementary Science and Technology.","year":2020,"lang":"en","type":"article","venue":"Brock Education Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Science education; Mathematics education; Psychology; Service (business); Pedagogy; Sociology; Business","score_opus":0.030900242138014206,"score_gpt":0.3949684861831185,"score_spread":0.3640682440451043,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3085122212","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9983267,0.00014050052,0.000017769104,0.00017771721,0.000015915091,0.000005320578,0.000019116806,0.0000030205988,0.0012939218],"genre_scores_gemma":[0.9982102,0.0001123786,0.000017457445,0.00006220066,0.0000052390974,0.000006920556,0.000025571006,0.000002183635,0.0015577172],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99895585,0.00024715008,0.000056559267,0.000086196036,0.00034269106,0.0003115026],"domain_scores_gemma":[0.98546916,0.004071485,0.0033949108,0.00035027534,0.0022242637,0.004489962],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015675223,0.00019241344,0.00032027476,0.0008660173,0.0011785913,0.0019521093,0.00047591986,0.0011936306,0.004314647],"category_scores_gemma":[0.011232099,0.00039249443,0.00034228264,0.00056680926,0.0014638995,0.00086205517,0.000992528,0.0025760944,0.0012086878],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028279095,0.0016881557,0.92860806,0.000073179515,0.00003386435,0.00044645244,0.049100056,0.000057901794,0.0010348068,0.00021084154,0.0012487165,0.017215166],"study_design_scores_gemma":[0.000016255603,0.00047216084,0.94924915,0.000047427675,0.00001856841,0.00020378354,0.04815685,0.00008894428,0.0002579268,0.00009231303,0.001380914,0.000015747628],"about_ca_topic_score_codex":0.018494423,"about_ca_topic_score_gemma":0.02765483,"teacher_disagreement_score":0.018494423,"about_ca_system_score_codex":0.0008232962,"about_ca_system_score_gemma":0.0012358816,"threshold_uncertainty_score":0.036773562},"labels":[],"label_agreement":null},{"id":"W3091278193","doi":"10.1002/jee.20360","title":"Using schema training to facilitate students' understanding of challenging engineering concepts in heat transfer and thermodynamics","year":2020,"lang":"en","type":"article","venue":"Journal of Engineering Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"National Science Foundation","keywords":"Schema (genetic algorithms); Conceptual change; Psychology; Mathematics education; Computer science","score_opus":0.2678869883834496,"score_gpt":0.4099784027787236,"score_spread":0.142091414395274,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3091278193","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9876416,0.00013650824,0.008860483,0.00041082947,0.00003185056,0.000371755,0.000028736795,0.00017326439,0.0023449718],"genre_scores_gemma":[0.9456898,0.00034648113,0.051093817,0.00030494237,0.000017913162,0.0007673872,0.000099198754,0.000026668244,0.0016538624],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989932,0.00041882897,0.0000612138,0.00023311033,0.00017437343,0.00011923268],"domain_scores_gemma":[0.9885683,0.007536512,0.0012519401,0.00092640443,0.0007066794,0.0010101951],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002352165,0.0006838917,0.0005733884,0.00061406766,0.00045489706,0.0014315745,0.0014637511,0.00090026605,0.0038330678],"category_scores_gemma":[0.011373606,0.00034154567,0.0004160715,0.00038855584,0.00088623463,0.0014195403,0.001878471,0.0016708832,0.0005437881],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014365882,0.063755736,0.050542917,0.0029606055,0.00014100152,0.0009311961,0.06213432,0.0065565235,0.12488353,0.0054633794,0.009463264,0.67173105],"study_design_scores_gemma":[0.0037636964,0.06086499,0.32572207,0.0034655274,0.0012367872,0.004535168,0.0690385,0.07741595,0.2927772,0.04546712,0.114903845,0.0008091949],"about_ca_topic_score_codex":0.00027726754,"about_ca_topic_score_gemma":0.00049126014,"teacher_disagreement_score":0.0038330678,"about_ca_system_score_codex":0.00045946552,"about_ca_system_score_gemma":0.0012123269,"threshold_uncertainty_score":0.012822866},"labels":[],"label_agreement":null},{"id":"W3092527903","doi":"10.31756/jrsmte.331","title":"The effects of a Full-Year Pedagogical Treatment Based on a Collaborative Learning Environment on 7&lt;sup&gt;th&lt;/sup&gt; Graders’ Interest in Science and Technology and Conceptual Change","year":2020,"lang":"en","type":"article","venue":"Journal of Research in Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Popularity; Conceptual change; Mathematics education; Science learning; Collaborative learning; Test (biology); Psychology; Conceptual framework; Science education; Computer science; Sociology; Social psychology; Social science","score_opus":0.21809147494044429,"score_gpt":0.4567999564872143,"score_spread":0.23870848154677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3092527903","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.999116,0.000047287605,0.000057240442,0.00004414378,0.000032154236,0.000095296935,0.000031045878,0.000011522119,0.00056525756],"genre_scores_gemma":[0.99423283,0.0001057891,0.00086611893,0.000042077463,0.00002091246,0.00048104848,0.00014782086,0.000006331222,0.00409708],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9977005,0.000848839,0.00024658727,0.00035587556,0.00038430307,0.00046398767],"domain_scores_gemma":[0.98645693,0.0065503893,0.0015236075,0.0012883422,0.0007066508,0.003474158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025901108,0.0005567078,0.0011798813,0.0008941619,0.000935795,0.0016666419,0.0011041515,0.0010743657,0.0059644324],"category_scores_gemma":[0.010807004,0.00047259242,0.0008493642,0.00043333462,0.0010280644,0.0005510794,0.0015261554,0.001977633,0.00061665825],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.070677124,0.41794077,0.08528763,0.0012025235,0.0011356252,0.0008354335,0.029227434,0.002366108,0.043497156,0.002652881,0.0034708164,0.3417065],"study_design_scores_gemma":[0.009865684,0.21724938,0.72600055,0.00028518582,0.0010564962,0.00016016496,0.012272453,0.0040449305,0.018002305,0.0012565624,0.0095510855,0.00025524342],"about_ca_topic_score_codex":0.0047870795,"about_ca_topic_score_gemma":0.008206402,"teacher_disagreement_score":0.0059644324,"about_ca_system_score_codex":0.0013601856,"about_ca_system_score_gemma":0.0019469379,"threshold_uncertainty_score":0.019953012},"labels":[],"label_agreement":null},{"id":"W3093763585","doi":"10.29333/ejmste/8941","title":"Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion","year":2020,"lang":"en","type":"article","venue":"Eurasia Journal of Mathematics Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Content (measure theory); Motion (physics); Mathematics education; Pedagogy; Psychology; Sociology; Computer science; Mathematics; Artificial intelligence","score_opus":0.16578172533778518,"score_gpt":0.4241791211732516,"score_spread":0.25839739583546645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3093763585","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9846192,0.00033546283,0.003899919,0.0006430658,0.000016800886,0.000050678864,0.00010270103,0.000023752049,0.01030846],"genre_scores_gemma":[0.995867,0.00035265155,0.0010761056,0.000054245123,0.000008025595,0.00005973546,0.000051487325,0.000020520127,0.002510321],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9971866,0.0016404105,0.00012486996,0.0003083619,0.000319998,0.00041981717],"domain_scores_gemma":[0.98825186,0.009199505,0.00095096166,0.000459576,0.00053250213,0.0006055895],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036829626,0.00043780703,0.00042286568,0.0030478972,0.0046417047,0.0046152966,0.0009813126,0.0011349883,0.0035078425],"category_scores_gemma":[0.013905982,0.00063788635,0.0002829525,0.0019662227,0.007490943,0.004404604,0.0038888461,0.0015343146,0.00034658174],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014861947,0.000011983082,0.003485054,0.00003578545,0.0000024918586,0.00046374105,0.9914267,0.000024905987,0.0004891082,0.0008564079,0.000111459296,0.0030774917],"study_design_scores_gemma":[0.0000033586743,0.00003161184,0.0056996765,0.00010441098,0.000008197472,0.00091215514,0.9774703,0.00014066068,0.0011465034,0.0006942773,0.013776824,0.000012146581],"about_ca_topic_score_codex":0.004269199,"about_ca_topic_score_gemma":0.008978663,"teacher_disagreement_score":0.0046417047,"about_ca_system_score_codex":0.0024578855,"about_ca_system_score_gemma":0.0013834033,"threshold_uncertainty_score":0.019477546},"labels":[],"label_agreement":null},{"id":"W3094807234","doi":"10.4000/ree.1643","title":"L’absence de savoir conceptuel lors de démarches d’investigation scientifique mises en œuvre en classe : une crainte devenue réalité ?","year":2020,"lang":"fr","type":"article","venue":"Recherches en éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Philosophy; Sociology","score_opus":0.3352036401398105,"score_gpt":0.4270582401084197,"score_spread":0.09185459996860917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3094807234","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.63429624,0.02072219,0.07366504,0.11768805,0.0031263519,0.0008603649,0.0009513512,0.00020854393,0.14848176],"genre_scores_gemma":[0.9732309,0.0033040147,0.010332361,0.0035432081,0.00026849372,0.0007392297,0.0002000531,0.00015212473,0.008229714],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.89218825,0.06567176,0.0056598056,0.0073998296,0.025500998,0.003579402],"domain_scores_gemma":[0.66510725,0.21781641,0.029227758,0.03294462,0.047352158,0.0075518033],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12659755,0.0007094368,0.001336301,0.0058959853,0.007390746,0.019887488,0.0034410853,0.0028434086,0.008344675],"category_scores_gemma":[0.22236525,0.00088274846,0.001132379,0.0066660293,0.025912618,0.024278073,0.008929832,0.0071304366,0.0012567479],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029124663,0.0001556482,0.050101392,0.0019812724,0.00017473166,0.00023360905,0.62438774,0.00013277502,0.001386649,0.18949293,0.0058003427,0.1258617],"study_design_scores_gemma":[0.000073924595,0.00034650933,0.103252046,0.0058480874,0.00022301504,0.0005469764,0.548817,0.00074303057,0.0030337463,0.093940206,0.24292517,0.00025039175],"about_ca_topic_score_codex":0.027128706,"about_ca_topic_score_gemma":0.035823423,"teacher_disagreement_score":0.12659755,"about_ca_system_score_codex":0.01567975,"about_ca_system_score_gemma":0.024296356,"threshold_uncertainty_score":0.6695199},"labels":[],"label_agreement":null},{"id":"W3098005853","doi":"","title":"Design and validation of the Quantum Mechanics Conceptual Survey","year":2010,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":111,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"National Science Foundation","keywords":"Syllabus; Mathematics education; Graduate students; Test (biology); Psychology; Medical education; Pedagogy; Medicine","score_opus":0.5361597401360363,"score_gpt":0.6116988289412382,"score_spread":0.07553908880520188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3098005853","genre_codex":"protocol","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17010261,0.00027610708,0.08437646,0.0020297617,0.0011606297,0.72736317,0.0029919734,0.00061187084,0.011087509],"genre_scores_gemma":[0.048305493,0.00016785061,0.06671789,0.0013975704,0.00020732397,0.88015616,0.0011085512,0.00010985133,0.001829351],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.91652954,0.05696319,0.008686907,0.004870732,0.009403371,0.0035461884],"domain_scores_gemma":[0.8004211,0.0771915,0.009315485,0.024549803,0.083171844,0.005350178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12770115,0.001516379,0.0018028738,0.005102316,0.0029044775,0.0029283282,0.0023372609,0.0028125753,0.014490608],"category_scores_gemma":[0.19315974,0.0022429994,0.0015630138,0.0029654738,0.0031644383,0.0030540877,0.003135025,0.004073947,0.006190223],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.021065725,0.04373385,0.096184805,0.006559804,0.00027761087,0.0016675375,0.060362913,0.009631332,0.014180799,0.043674927,0.052494224,0.6501665],"study_design_scores_gemma":[0.021299955,0.06987163,0.23812614,0.0031411261,0.0004965845,0.000680143,0.05274447,0.029577078,0.024599867,0.03251506,0.5260671,0.0008807977],"about_ca_topic_score_codex":0.0023508854,"about_ca_topic_score_gemma":0.0026065388,"teacher_disagreement_score":0.12770115,"about_ca_system_score_codex":0.0050162827,"about_ca_system_score_gemma":0.01670913,"threshold_uncertainty_score":0.67535627},"labels":[],"label_agreement":null},{"id":"W3099170373","doi":"10.22329/celt.v13i0.6013","title":"Sequential Writing Assignments to Critically Evaluate Primary Scientific Literature","year":2020,"lang":"fr","type":"article","venue":"Collected Essays on Learning and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Society for the Teaching of Psychology","keywords":"Humanities; Sociology; Art","score_opus":0.05995147083484235,"score_gpt":0.3797353792530115,"score_spread":0.3197839084181691,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3099170373","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2327095,0.0014193649,0.5647883,0.00886072,0.012266991,0.026910082,0.0010012527,0.009578316,0.1424655],"genre_scores_gemma":[0.23363964,0.0012995676,0.65211195,0.001911573,0.0021935184,0.015501276,0.001178187,0.0011072772,0.091057025],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.971402,0.01421616,0.003038562,0.0034433405,0.006698471,0.0012014743],"domain_scores_gemma":[0.7930256,0.09775364,0.01849917,0.014073351,0.062478594,0.014169689],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.030651685,0.0026420425,0.0013668649,0.00428073,0.0034545246,0.0061382693,0.003955039,0.0017775926,0.030817246],"category_scores_gemma":[0.15019344,0.0007749068,0.0010720969,0.0017777068,0.002868922,0.0039907824,0.007252838,0.0038218831,0.013648828],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014362823,0.0023055503,0.0042977603,0.0017251206,0.00006816617,0.000523502,0.022195421,0.001984602,0.028888794,0.013656255,0.06269349,0.860225],"study_design_scores_gemma":[0.0010094319,0.0060293847,0.017274173,0.0023379778,0.00023566,0.0013455423,0.02958044,0.015828991,0.04103406,0.09574987,0.7888995,0.00067498314],"about_ca_topic_score_codex":0.0004013674,"about_ca_topic_score_gemma":0.0017338993,"teacher_disagreement_score":0.030817246,"about_ca_system_score_codex":0.0028202853,"about_ca_system_score_gemma":0.008665653,"threshold_uncertainty_score":0.16210353},"labels":[],"label_agreement":null},{"id":"W3100707700","doi":"10.1007/s42330-020-00116-4","title":"Confusions on “Guidance” in Inquiry-Based Science Teaching: a Response to Aditomo and Klieme (2020)","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Confusion; Contrast (vision); Science education; Epistemology; Mathematics education; Pedagogy; Psychology; Engineering ethics; Computer science","score_opus":0.04531010510798286,"score_gpt":0.37520472056710685,"score_spread":0.329894615459124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3100707700","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0009345447,0.0017557231,0.00015888296,0.9900095,0.006194738,0.000006924689,0.000017869374,0.000021069953,0.00090070866],"genre_scores_gemma":[0.02095272,0.0019778127,0.0006176699,0.9659691,0.0076081357,0.00008422872,0.000035757042,0.00009311132,0.0026614645],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9199269,0.03227235,0.008656442,0.0056780484,0.026208686,0.007257668],"domain_scores_gemma":[0.7261697,0.14987724,0.017326333,0.0042069377,0.061339352,0.041080512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05863162,0.0009736602,0.0014563258,0.0023148332,0.027082566,0.017355477,0.0064577595,0.07174259,0.006215673],"category_scores_gemma":[0.15930545,0.0016602546,0.0014399326,0.003864856,0.031319447,0.016301882,0.02320504,0.07831825,0.0026624748],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012959092,0.00008817481,0.001649757,0.00042992466,0.000021065487,0.0005668818,0.062545516,0.00011832269,0.00040121685,0.020032147,0.8848888,0.029128551],"study_design_scores_gemma":[0.00006734253,0.00006318202,0.0030389533,0.0016208524,0.000018016666,0.0006753268,0.06666406,0.0002109686,0.00033866268,0.011191579,0.9159311,0.00018003055],"about_ca_topic_score_codex":0.100407556,"about_ca_topic_score_gemma":0.12859398,"teacher_disagreement_score":0.100407556,"about_ca_system_score_codex":0.030223377,"about_ca_system_score_gemma":0.06569531,"threshold_uncertainty_score":0.3100773},"labels":[],"label_agreement":null},{"id":"W310522554","doi":"10.1023/a:1027350722296","title":"Paradigmatic Road Blocks in Elementary School Science “Reform”: Reconsidering Nature-of-Science Teaching Within a Rational-Realist Milieu","year":2003,"lang":"en","type":"article","venue":"Systemic Practice and Action Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Scientific literacy; Science education; Government (linguistics); Mathematics education; Curriculum; Action (physics); Limiting; Pedagogy; Compromise; Nature of Science; Ethnography; Psychology; Sociology; Social science; Engineering","score_opus":0.15256704212046257,"score_gpt":0.5019027132939352,"score_spread":0.34933567117347264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W310522554","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09412345,0.0026820747,0.15367804,0.3325726,0.0012038315,0.00031424148,0.00011327159,0.00040621468,0.41490626],"genre_scores_gemma":[0.9741047,0.00026738882,0.01743545,0.002881663,0.00016107742,0.00026414666,0.000022140193,0.00010109725,0.0047623003],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.982525,0.012829947,0.00037257472,0.0015438478,0.0015621103,0.001166504],"domain_scores_gemma":[0.98530966,0.008479213,0.0010727422,0.0019254084,0.00161806,0.0015949247],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.021138763,0.00065844605,0.0010648145,0.0020602215,0.011053433,0.016633578,0.003738516,0.009021669,0.006471735],"category_scores_gemma":[0.01829373,0.00089455,0.00081140694,0.0014158128,0.09608002,0.021373775,0.007620016,0.013218231,0.0006693307],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005463397,0.000012197284,0.000042073305,0.000011942982,0.0000016798358,0.0000061606847,0.0017943705,0.00017895784,0.000037140828,0.9964449,0.0004164453,0.001048597],"study_design_scores_gemma":[0.000020938809,0.000011321631,0.00008882193,0.00002029484,0.0000032311975,0.000007682254,0.0019706674,0.0007670827,0.00011759646,0.9892291,0.0077561247,0.000007231609],"about_ca_topic_score_codex":0.0071612694,"about_ca_topic_score_gemma":0.0118567515,"teacher_disagreement_score":0.98894656,"about_ca_system_score_codex":0.015672687,"about_ca_system_score_gemma":0.029089883,"threshold_uncertainty_score":0.1137138},"labels":[],"label_agreement":null},{"id":"W3110410946","doi":"10.37467/gka-revedu.v8.2639","title":"Conceptions About Electrical Circuits Of English And French Pupils From Nova Scotia In Canada: English And French Conceptions On Electric Circuits","year":2020,"lang":"en","type":"article","venue":"EDU REVIEW International Education and Learning Review / Revista Internacional de Educación y Aprendizaje","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Nova scotia; Mathematics education; English language; Conceptual framework; Sociology; Psychology; Pedagogy; Social science","score_opus":0.033271738280498724,"score_gpt":0.3418906033382228,"score_spread":0.30861886505772407,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110410946","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9633637,0.018366646,0.00025545844,0.0017413934,0.00005051928,0.000036479018,0.00008657428,0.000004622496,0.016094632],"genre_scores_gemma":[0.9853882,0.010849041,0.00015011593,0.00035214174,0.000009034976,0.000014419922,0.00006888991,0.0000030075214,0.0031651135],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9986442,0.00028120953,0.000062609506,0.00015363538,0.00048372414,0.00037471138],"domain_scores_gemma":[0.9970503,0.0009594858,0.00050513755,0.00005019525,0.0010194691,0.0004154023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002067666,0.00035679492,0.0004680215,0.0016628482,0.0031500075,0.004508455,0.0007369523,0.00090239855,0.0014040772],"category_scores_gemma":[0.0036917971,0.00022499828,0.00032721882,0.0016743587,0.0037197112,0.0010189498,0.0014532317,0.0009356942,0.00015331937],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014506653,0.00010683679,0.19840243,0.0009796666,0.000076177166,0.0020024404,0.7066353,0.00036618987,0.0024927454,0.008485535,0.0028746629,0.077433005],"study_design_scores_gemma":[0.0000131986,0.00014841558,0.4108849,0.0016801781,0.00006367759,0.0008872275,0.53569883,0.00017146561,0.0004924282,0.00066357054,0.04922761,0.000068424444],"about_ca_topic_score_codex":0.8935729,"about_ca_topic_score_gemma":0.89900446,"teacher_disagreement_score":0.10642707,"about_ca_system_score_codex":0.0151741905,"about_ca_system_score_gemma":0.022429174,"threshold_uncertainty_score":0.21410763},"labels":[],"label_agreement":null},{"id":"W3111575593","doi":"10.7202/1073736ar","title":"L’initiation à l’épistémologie des sciences à l’école : peut-on envisager d’autres conceptualisations que le modèle Nature of science (NOS)?","year":2020,"lang":"fr","type":"article","venue":"Éthique en éducation et en formation Les Dossiers du GREE","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Philosophy","score_opus":0.15869394699303627,"score_gpt":0.4001274624997658,"score_spread":0.2414335155067295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3111575593","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08236362,0.013202026,0.21146809,0.17887229,0.0020890161,0.00019996993,0.00018660945,0.00021079883,0.51140755],"genre_scores_gemma":[0.92541856,0.0069451835,0.030282808,0.0053393412,0.00083848124,0.00040956325,0.000119816636,0.00017554675,0.030470632],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9813328,0.0122416895,0.00058324385,0.0016216768,0.0030184065,0.0012022398],"domain_scores_gemma":[0.97853905,0.012482726,0.001717386,0.0025000712,0.003209471,0.0015513839],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.017597076,0.00084241154,0.00085008645,0.0029906684,0.0066840886,0.017099304,0.002291244,0.006113082,0.0060510742],"category_scores_gemma":[0.017868085,0.00055848126,0.0011648213,0.0025217757,0.05727807,0.02258343,0.010318628,0.010245459,0.0013383643],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000100775205,0.000011336274,0.00038732274,0.000048386766,0.0000034171217,0.00003267621,0.009888313,0.00013819832,0.0000981764,0.985981,0.00036972077,0.0030315367],"study_design_scores_gemma":[0.000014340972,0.000037001253,0.0009945924,0.00035633676,0.000009517326,0.0001059331,0.014685008,0.00068044,0.00033184365,0.8682424,0.11451105,0.00003167101],"about_ca_topic_score_codex":0.0063200933,"about_ca_topic_score_gemma":0.006234192,"teacher_disagreement_score":0.99331594,"about_ca_system_score_codex":0.0112556415,"about_ca_system_score_gemma":0.0141965775,"threshold_uncertainty_score":0.093063354},"labels":[],"label_agreement":null},{"id":"W3114800932","doi":"10.1111/cdev.13481","title":"The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision","year":2020,"lang":"en","type":"article","venue":"Child Development","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Test (biology); Alternative hypothesis; Developmental psychology; Presentation (obstetrics); Null hypothesis; Statistics","score_opus":0.03863730333352038,"score_gpt":0.32961795980885655,"score_spread":0.29098065647533616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3114800932","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990244,0.00007518769,0.00028617543,0.00004294787,0.0000030745707,0.000008175409,0.000009800559,0.0000075763046,0.00054264924],"genre_scores_gemma":[0.9979336,0.000106613705,0.0016749649,0.000020009937,0.0000028587467,0.00001981151,0.0000401158,0.0000044738986,0.00019750943],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9946943,0.0017888836,0.0005613107,0.00070472417,0.0018539628,0.00039677386],"domain_scores_gemma":[0.9288137,0.048714004,0.014660974,0.004024063,0.001749092,0.0020381527],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005805344,0.00042012843,0.00037638197,0.0006777663,0.00040395974,0.0021640398,0.0005136181,0.0008710867,0.0020455467],"category_scores_gemma":[0.047372673,0.0008163965,0.00048274823,0.00025323266,0.0015494012,0.0022317192,0.0016600484,0.0019402807,0.00019317596],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017925686,0.0021497924,0.8353932,0.00037527725,0.00015167982,0.0012027957,0.02626007,0.00095271814,0.045177925,0.0021356153,0.0002571705,0.08415121],"study_design_scores_gemma":[0.00015227408,0.0032367858,0.96152174,0.00021690261,0.00025535884,0.0018040716,0.0077197463,0.002671887,0.017087173,0.0035962858,0.0016240338,0.00011373336],"about_ca_topic_score_codex":0.002039909,"about_ca_topic_score_gemma":0.0031918364,"teacher_disagreement_score":0.005805344,"about_ca_system_score_codex":0.00050669967,"about_ca_system_score_gemma":0.0010712086,"threshold_uncertainty_score":0.030701935},"labels":[],"label_agreement":null},{"id":"W3115602025","doi":"10.3390/educsci11010013","title":"Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry: Opportunities, Obstacles, and Suggestions to Improve Students’ Motivation in Science Classrooms","year":2021,"lang":"en","type":"article","venue":"Education Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Perception; Relevance (law); Chemistry; Mathematics education; Chemistry education; Value (mathematics); Psychology; Medical education; Pedagogy; Computer science; Medicine; Political science","score_opus":0.40924388683389773,"score_gpt":0.49869394200794226,"score_spread":0.08945005517404453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3115602025","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96029454,0.0009206389,0.015970318,0.008148813,0.0001658996,0.0004466574,0.000027388647,0.0001855459,0.013840252],"genre_scores_gemma":[0.9731747,0.0009085802,0.019792626,0.0012206465,0.00006844656,0.00032491877,0.000035957117,0.00005165209,0.0044224593],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9798059,0.013416236,0.00057447626,0.001017666,0.0040209955,0.0011647954],"domain_scores_gemma":[0.95149314,0.028328564,0.006440672,0.0021256974,0.0062903645,0.0053215395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027496787,0.00048413879,0.0005551867,0.0019295159,0.0031704486,0.007919807,0.002016126,0.0012210825,0.0030480972],"category_scores_gemma":[0.056790195,0.00046591094,0.0006234982,0.0010602323,0.0017069791,0.0029865282,0.00450543,0.0019771934,0.00076534157],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029835675,0.0036764904,0.21494167,0.0013469993,0.00014058244,0.0005462349,0.20657805,0.0004760685,0.022234732,0.006114738,0.009459426,0.5341866],"study_design_scores_gemma":[0.00035867325,0.004114761,0.31764495,0.0014145348,0.0003783421,0.0018062696,0.37742686,0.005460184,0.031836916,0.01037951,0.24882528,0.00035362577],"about_ca_topic_score_codex":0.0009774612,"about_ca_topic_score_gemma":0.0034832472,"teacher_disagreement_score":0.027496787,"about_ca_system_score_codex":0.0023976716,"about_ca_system_score_gemma":0.0064308257,"threshold_uncertainty_score":0.14541864},"labels":[],"label_agreement":null},{"id":"W3118200454","doi":"10.1002/tea.21678","title":"Editors' report: Reflections for the <i>Journal of Research in Science Teaching</i> (2015–2020)","year":2020,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Leibniz-Gemeinschaft; University of Massachusetts Boston; Rutgers, The State University of New Jersey; University of Missouri; University of Montana; Syracuse University","keywords":"Science education; Mathematics education; Educational research; Sociology; Engineering ethics; Psychology; Engineering","score_opus":0.4180721690196503,"score_gpt":0.6376624201663403,"score_spread":0.21959025114669006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3118200454","genre_codex":"commentary","genre_gemma":"editorial","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0005214151,0.0034908592,0.0005622442,0.5769933,0.4129626,0.00008067182,0.0008443534,0.00033193058,0.0042126295],"genre_scores_gemma":[0.008614364,0.00892457,0.005192239,0.6575936,0.2580872,0.0005500767,0.0017127976,0.0008952794,0.058429852],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9526887,0.0060728504,0.004089998,0.003748357,0.027172182,0.0062279347],"domain_scores_gemma":[0.77218777,0.038793206,0.0150650805,0.006224201,0.094557784,0.07317195],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.079130925,0.0020814787,0.0016384419,0.0035199097,0.0081589725,0.034810815,0.0070103947,0.025200784,0.026152574],"category_scores_gemma":[0.17342094,0.00125744,0.003568379,0.003002845,0.0053035268,0.016575089,0.009090237,0.034069736,0.02598194],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000031105028,0.0000319576,0.00022082288,0.00011429339,0.000007905099,0.00006511322,0.00014782963,0.00002787434,0.00006885819,0.0011076828,0.9930988,0.0050778342],"study_design_scores_gemma":[0.000027182057,0.000054718625,0.0008730005,0.00028833546,0.0000201132,0.000090156755,0.00051210896,0.00007278668,0.00018539019,0.0010507063,0.99677175,0.000053752257],"about_ca_topic_score_codex":0.0074538314,"about_ca_topic_score_gemma":0.012944571,"teacher_disagreement_score":0.92086905,"about_ca_system_score_codex":0.0077039246,"about_ca_system_score_gemma":0.049202498,"threshold_uncertainty_score":0.41848934},"labels":[],"label_agreement":null},{"id":"W3118758197","doi":"10.1007/s42330-020-00115-5","title":"School Science and Mathematics Storylines","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Trajectory; Mathematics education; TRACE (psycholinguistics); Indigenous; Science education; Mathematics; Physics","score_opus":0.041526632512420475,"score_gpt":0.34056569950205695,"score_spread":0.29903906698963645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3118758197","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0121428985,0.0076859207,0.0004254094,0.43040895,0.032061517,0.00003817371,0.0022134143,0.00017738676,0.5148464],"genre_scores_gemma":[0.21448267,0.0076908483,0.000326539,0.06468763,0.0121222595,0.00007543625,0.0012464938,0.00033537025,0.6990327],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9989575,0.00024729196,0.000026590063,0.00008773822,0.00045350502,0.00022737756],"domain_scores_gemma":[0.9967715,0.0010647641,0.00018559571,0.000087586304,0.00089822937,0.0009923396],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010006774,0.00046509426,0.00033478922,0.0018501275,0.0077555296,0.006417081,0.00077646977,0.003535453,0.076976605],"category_scores_gemma":[0.0063334997,0.00027270112,0.00044179545,0.0021447367,0.0026649868,0.0029795833,0.0028348432,0.0069605913,0.007736519],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004232325,0.000018004026,0.0005097615,0.000046084948,0.000003760951,0.00018981917,0.0046834867,0.000030385929,0.00004413468,0.036479585,0.9489544,0.008998195],"study_design_scores_gemma":[0.0000043765717,0.0000048896873,0.0012371076,0.00003152526,0.0000019065745,0.000040598814,0.0033171296,0.000010261484,0.000028303133,0.0015678129,0.99375206,0.000003972529],"about_ca_topic_score_codex":0.13606727,"about_ca_topic_score_gemma":0.30316067,"teacher_disagreement_score":0.13606727,"about_ca_system_score_codex":0.0073449574,"about_ca_system_score_gemma":0.0040830756,"threshold_uncertainty_score":0.27055055},"labels":[],"label_agreement":null},{"id":"W3118790449","doi":"10.1007/s42330-020-00114-6","title":"Going Beyond STS Education: Building a Curriculum for Sociopolitical Activism","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":97,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Curriculum; Engineering ethics; Competence (human resources); Politics; Literacy; Scientific literacy; Public relations; Sociology; Political science; Pedagogy; Psychology; Science education; Social psychology; Engineering","score_opus":0.03261111573754841,"score_gpt":0.37098686928479324,"score_spread":0.3383757535472448,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3118790449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41569802,0.004100949,0.10360235,0.16230963,0.008537845,0.0081275655,0.00056170544,0.002145048,0.29491693],"genre_scores_gemma":[0.68738407,0.004309918,0.22525005,0.012721517,0.0017184493,0.005702674,0.00087729335,0.00029457675,0.061741564],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965353,0.0012244383,0.00023345003,0.00034792096,0.0007855867,0.00087331334],"domain_scores_gemma":[0.98801863,0.002167748,0.000775519,0.00045068804,0.0010060455,0.007581439],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0075031174,0.0010559768,0.0006772062,0.00203608,0.004757385,0.0065299785,0.0032068198,0.003981551,0.014100767],"category_scores_gemma":[0.008977,0.0006190888,0.000792156,0.0008761152,0.0034597667,0.0055580707,0.014226465,0.006898034,0.0041120965],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014441446,0.015554892,0.013003623,0.0025647606,0.00002683543,0.0016054256,0.06449969,0.0054622716,0.013706881,0.16072056,0.15449612,0.56821454],"study_design_scores_gemma":[0.00015023175,0.001240374,0.019303165,0.0033526672,0.000032450724,0.00062271114,0.02981,0.004975851,0.0066828155,0.12301827,0.8106925,0.00011893177],"about_ca_topic_score_codex":0.0009107301,"about_ca_topic_score_gemma":0.0026412723,"teacher_disagreement_score":0.9952426,"about_ca_system_score_codex":0.0046905456,"about_ca_system_score_gemma":0.02010695,"threshold_uncertainty_score":0.04717177},"labels":[],"label_agreement":null},{"id":"W3119303509","doi":"10.1007/s42330-020-00120-8","title":"CJSMTE: 20 Years Strong","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Library science; Social science; Political science; Sociology; Computer science","score_opus":0.04450974124914531,"score_gpt":0.34432095643761684,"score_spread":0.29981121518847154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3119303509","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0018866507,0.007426978,0.002434526,0.55297524,0.286119,0.00020330717,0.0012856855,0.0009514776,0.14671707],"genre_scores_gemma":[0.01728292,0.006798864,0.0023572645,0.1445977,0.066099994,0.0003427048,0.0014923967,0.0012561134,0.759772],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9894315,0.0009908737,0.00038201126,0.00056546414,0.0052388306,0.0033912335],"domain_scores_gemma":[0.8971164,0.002491487,0.0010191154,0.0017727644,0.025305636,0.07229467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01886493,0.0010400891,0.001079413,0.0032341671,0.008538936,0.015656805,0.002937216,0.009899722,0.20912644],"category_scores_gemma":[0.0390814,0.00077763054,0.0010798738,0.0015973975,0.0036695998,0.0057476163,0.012992865,0.012264486,0.10731659],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027924625,0.000043115593,0.00019428208,0.000043952095,0.000004401348,0.00007867918,0.00005137447,0.000023968165,0.0000656921,0.0024917342,0.9809318,0.016043223],"study_design_scores_gemma":[0.000023635623,0.000031277465,0.0005037582,0.00017409651,0.0000049452137,0.00011247722,0.000121028635,0.000059737224,0.000086401946,0.0018976206,0.9969722,0.000012863094],"about_ca_topic_score_codex":0.012373292,"about_ca_topic_score_gemma":0.04752206,"teacher_disagreement_score":0.20912644,"about_ca_system_score_codex":0.006424945,"about_ca_system_score_gemma":0.05028202,"threshold_uncertainty_score":0.69959766},"labels":[],"label_agreement":null},{"id":"W3120513624","doi":"10.1177/2096531120966782","title":"Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada","year":2021,"lang":"en","type":"article","venue":"ECNU Review of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"","keywords":"Nature of Science; China; Scientific literacy; Science education; Mathematics education; Curriculum; Pedagogy; Psychology; Sociology; Political science","score_opus":0.17647383621024101,"score_gpt":0.46571917028320786,"score_spread":0.2892453340729668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3120513624","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9971572,0.00026749948,0.00003078476,0.00029489107,0.000006002287,0.000013762649,0.000060839528,0.0000017100792,0.0021673862],"genre_scores_gemma":[0.9976852,0.00044880842,0.00007805792,0.00016830068,0.0000024532037,0.000015895343,0.00009416875,0.0000037385917,0.001503348],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997832,0.0002444258,0.000087740635,0.00023551346,0.0005959068,0.0010043606],"domain_scores_gemma":[0.9951427,0.0009057044,0.0004929859,0.000114048395,0.0017977307,0.0015467707],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021907173,0.00035044094,0.0007258211,0.0025839377,0.014373079,0.0029161603,0.0009804146,0.00068120257,0.002598596],"category_scores_gemma":[0.0039429828,0.0003995127,0.00035940311,0.006768818,0.003191445,0.001216366,0.0024106542,0.0012728416,0.00014983112],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001575952,0.00016446004,0.28638616,0.00020435572,0.00003461719,0.0012522221,0.68622047,0.00009731602,0.0016155397,0.0019436727,0.0013320469,0.020591525],"study_design_scores_gemma":[0.000008826807,0.000066960216,0.3895323,0.00012587951,0.000020380581,0.0001326761,0.6034544,0.00013174747,0.00020541124,0.00007857125,0.0062042964,0.000038605016],"about_ca_topic_score_codex":0.987916,"about_ca_topic_score_gemma":0.9959258,"teacher_disagreement_score":0.049816497,"about_ca_system_score_codex":0.049816497,"about_ca_system_score_gemma":0.08641099,"threshold_uncertainty_score":0.36144567},"labels":[],"label_agreement":null},{"id":"W3121983839","doi":"10.1007/s42330-020-00119-1","title":"Professional Learning and the Canadian Journal of Science, Mathematics and Technology Education: Reflections of a Science Teacher Educator","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Mathematics education; Science education; Sociology; Pedagogy; Psychology","score_opus":0.036285030133801695,"score_gpt":0.3802236212569631,"score_spread":0.3439385911231614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3121983839","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12741736,0.0047375844,0.00041466387,0.7334448,0.005221561,0.00012210918,0.00009076936,0.00004227682,0.12850882],"genre_scores_gemma":[0.7342634,0.0049524694,0.0010201463,0.11760746,0.0012155464,0.0000851532,0.000059460297,0.00022909245,0.14056717],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9829959,0.0043859314,0.0003764203,0.0009092252,0.0056080227,0.005724584],"domain_scores_gemma":[0.94000053,0.010613767,0.00129718,0.00049908884,0.016042251,0.031547196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012959897,0.0003892467,0.0006369906,0.0021749197,0.07206042,0.020992456,0.0036113004,0.010773951,0.011878442],"category_scores_gemma":[0.0318534,0.0007014294,0.00070245087,0.002496519,0.028935999,0.006643605,0.012513369,0.02222156,0.0012405377],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000746278,0.00034989326,0.0069928416,0.00013342939,0.000014887787,0.0026673186,0.74510974,0.000087893044,0.00054379966,0.038804483,0.1818864,0.02333466],"study_design_scores_gemma":[0.00003321441,0.000054168864,0.0054791844,0.00014364965,0.000011432687,0.00042123653,0.57340133,0.00006479431,0.00017253222,0.002658428,0.41748887,0.00007113813],"about_ca_topic_score_codex":0.86393666,"about_ca_topic_score_gemma":0.9504109,"teacher_disagreement_score":0.86393666,"about_ca_system_score_codex":0.07730369,"about_ca_system_score_gemma":0.21484862,"threshold_uncertainty_score":0.5608802},"labels":[],"label_agreement":null},{"id":"W3123923868","doi":"10.1063/9780735421356_007","title":"<i>Lecture Materials and Supplements</i>","year":2003,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Legend; Tribe; Geography; History; Genealogy; Zoology; Archaeology; Biology; Sociology; Anthropology","score_opus":0.05401801635788671,"score_gpt":0.35816506498867823,"score_spread":0.3041470486307915,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3123923868","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00021032924,0.0016074642,0.0016728059,0.0014383418,0.0070854705,0.00011264137,0.0014196932,0.001349624,0.98510367],"genre_scores_gemma":[0.0005907217,0.00089090655,0.0007355263,0.00056279165,0.0011308533,0.000060050657,0.0009166369,0.00037833533,0.99473405],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99975663,0.000024030105,0.000010300367,0.000036562265,0.000148699,0.000023732373],"domain_scores_gemma":[0.9992206,0.00015227126,0.0000390624,0.00008011064,0.00029652574,0.0002114454],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00028720463,0.0011341015,0.0006680389,0.0013046607,0.0009743065,0.0032029734,0.0012687142,0.00085998606,0.65673137],"category_scores_gemma":[0.0019449502,0.00030519234,0.00045564456,0.0019131392,0.00037164733,0.0024110153,0.0014602023,0.0018388386,0.551528],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006306558,0.000023658133,0.000011061506,0.000049308772,3.8339826e-7,0.000012413252,0.00002073111,0.000025797675,0.00013440763,0.0015866485,0.96482265,0.033306606],"study_design_scores_gemma":[0.0000024647607,0.000009639048,0.00015837055,0.00006406876,5.041265e-7,0.000029614965,0.00003309013,0.00002671043,0.00006759604,0.0007616466,0.9988431,0.0000031275563],"about_ca_topic_score_codex":0.0027670353,"about_ca_topic_score_gemma":0.006410706,"teacher_disagreement_score":0.34326863,"about_ca_system_score_codex":0.0012531709,"about_ca_system_score_gemma":0.0008431813,"threshold_uncertainty_score":0.489631},"labels":[],"label_agreement":null},{"id":"W3125070182","doi":"10.1007/s42330-020-00124-4","title":"A Generation of the Canadian Journal of Science, Mathematics and Technology Education","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Mathematics education; Engineering ethics; Library science; Computer science; Mathematics; Engineering","score_opus":0.06051686850773914,"score_gpt":0.33806977583978115,"score_spread":0.277552907332042,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3125070182","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22053093,0.015684418,0.0020969405,0.11084197,0.021157619,0.0010767845,0.010596321,0.0003725184,0.6176426],"genre_scores_gemma":[0.19299467,0.006307069,0.001997967,0.02429603,0.0013441377,0.00029621538,0.0033557871,0.00023551965,0.7691726],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.997042,0.00016960138,0.00009395909,0.0002777901,0.0015705016,0.0008461288],"domain_scores_gemma":[0.98558676,0.00032961534,0.00035798142,0.00032326495,0.007975399,0.005426905],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022791037,0.00052431563,0.00045908793,0.0055833817,0.0075335777,0.007732354,0.0009670836,0.0013315312,0.057975534],"category_scores_gemma":[0.005762822,0.00033300754,0.0005246596,0.005120512,0.0015256229,0.0016018304,0.003085352,0.0019962813,0.0077219857],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018311242,0.00029586616,0.03554919,0.0003570623,0.000055237215,0.00084045244,0.01991069,0.000113788316,0.003219653,0.06943844,0.70485616,0.16518041],"study_design_scores_gemma":[0.000013855176,0.000024245386,0.018899933,0.00006441342,0.00001033119,0.00013032557,0.0037699845,0.000087565066,0.00013243144,0.0007711887,0.9760676,0.000028144188],"about_ca_topic_score_codex":0.685767,"about_ca_topic_score_gemma":0.84805715,"teacher_disagreement_score":0.685767,"about_ca_system_score_codex":0.01623938,"about_ca_system_score_gemma":0.060228728,"threshold_uncertainty_score":0.63216716},"labels":[],"label_agreement":null},{"id":"W3125244687","doi":"10.5539/jel.v10n1p82","title":"Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables","year":2021,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cronbach's alpha; Turkish; Scale (ratio); Mathematics education; Psychology; Geography; Psychometrics; Cartography","score_opus":0.25175473263565085,"score_gpt":0.44002506487902,"score_spread":0.18827033224336914,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3125244687","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99919397,0.000058406145,0.00010135524,0.000024902087,0.0000025012705,0.000008785148,0.000025196276,0.0000016366916,0.0005832947],"genre_scores_gemma":[0.99915457,0.00007664268,0.0001324633,0.00001210461,0.0000023556015,0.000016537293,0.00007110578,0.0000011378198,0.0005331014],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991793,0.000106386404,0.0000973785,0.000088820874,0.00036906943,0.00015887684],"domain_scores_gemma":[0.9941188,0.0017724624,0.0015875937,0.00024284505,0.0012658414,0.0010125214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012807351,0.00014978627,0.00027058026,0.00091049366,0.00030331127,0.0009004231,0.0002377343,0.00032356786,0.0026114488],"category_scores_gemma":[0.0063080103,0.00014146706,0.0002376738,0.00052713335,0.00034085265,0.0005167205,0.0005595717,0.00056170166,0.00043668225],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007986544,0.0005013526,0.96333086,0.00009408697,0.000022510694,0.00016331188,0.01119075,0.000059236216,0.0012239453,0.00013830747,0.00025722868,0.02293854],"study_design_scores_gemma":[0.0000044102694,0.0003154274,0.98166007,0.000035980895,0.000013283015,0.00021177057,0.015676217,0.00018079611,0.0006119016,0.00009983557,0.0011811715,0.000009233047],"about_ca_topic_score_codex":0.0018299103,"about_ca_topic_score_gemma":0.0028907808,"teacher_disagreement_score":0.0026114488,"about_ca_system_score_codex":0.0003811974,"about_ca_system_score_gemma":0.0006999116,"threshold_uncertainty_score":0.008736193},"labels":[],"label_agreement":null},{"id":"W3132043774","doi":"10.1007/s42330-020-00132-4","title":"When I Believe, I Can: Success STEMs from My Perceptions","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Descriptive statistics; Perception; Workforce; Mathematics education; Sample (material); Psychology; Medical education; Mathematics; Medicine; Statistics; Physics; Political science","score_opus":0.03037014562378426,"score_gpt":0.3347538347529464,"score_spread":0.30438368912916214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3132043774","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6008369,0.0024531584,0.0037065865,0.18448782,0.0037385533,0.00020726644,0.00028335868,0.00024674664,0.2040396],"genre_scores_gemma":[0.9628146,0.0009491443,0.0009971999,0.014468728,0.00052360626,0.000095436284,0.00009370711,0.00010968309,0.01994782],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9866545,0.0039638802,0.00039597106,0.000590276,0.0061614346,0.0022338754],"domain_scores_gemma":[0.9236964,0.014583441,0.008298371,0.0017609845,0.012965847,0.03869498],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008075433,0.0005670365,0.0005815801,0.001475331,0.006129354,0.011105652,0.0012090057,0.0035336963,0.010050585],"category_scores_gemma":[0.057189126,0.0004219148,0.00061735394,0.0006632967,0.008791645,0.004777534,0.005229043,0.008832048,0.0055442327],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029731245,0.0014348634,0.25409907,0.0005076988,0.0003889239,0.002320473,0.3873574,0.00026169358,0.0047704848,0.029788783,0.24155675,0.07721663],"study_design_scores_gemma":[0.00010428171,0.0005634247,0.090273604,0.0007011348,0.00021131964,0.0022505105,0.6951286,0.000637405,0.001673042,0.024000473,0.18407962,0.00037661183],"about_ca_topic_score_codex":0.0060853413,"about_ca_topic_score_gemma":0.009977548,"teacher_disagreement_score":0.011105652,"about_ca_system_score_codex":0.0019992485,"about_ca_system_score_gemma":0.006138115,"threshold_uncertainty_score":0.042707443},"labels":[],"label_agreement":null},{"id":"W3133840627","doi":"10.46827/ejes.v8i3.3615","title":"REPRÉSENTATIONS CONCEPTUELLES D'ÉTUDIANTS DU SECONDAIRE PROFESSIONNEL: PROPRIÉTÉS PHYSIQUES DE LA DIODE NON POLARISÉE / CONCEPTUAL REPRESENTATIONS OF STUDENTS PROFESSIONAL SECONDARY: PHYSICAL PROPERTIES OF THE NON-POLARIZED DIODE","year":2021,"lang":"fr","type":"article","venue":"European Journal of Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.07786930521200998,"score_gpt":0.4396431760519414,"score_spread":0.36177387083993146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133840627","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92946446,0.00022512705,0.0230358,0.0012920274,0.000032010386,0.00012346925,0.0001199842,0.00003175695,0.045675334],"genre_scores_gemma":[0.9883845,0.00014460782,0.0033877257,0.00008180673,0.0000035324954,0.00007968589,0.000048343267,0.0000101262385,0.007859645],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99798715,0.000826423,0.00006262466,0.0002071175,0.0006767626,0.00023985666],"domain_scores_gemma":[0.99559915,0.0018252579,0.0005252518,0.0003025717,0.0013899278,0.00035780054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030051344,0.00025873902,0.00023137803,0.0012837528,0.0024485455,0.0048957993,0.0007102079,0.00084324676,0.007713007],"category_scores_gemma":[0.0058490983,0.00019814623,0.00037616282,0.0013047012,0.007016757,0.0026473424,0.0024185013,0.0016043092,0.0004428031],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006623276,0.000091343434,0.0370541,0.00023313977,0.000014115398,0.00028004212,0.83819544,0.00047166276,0.00973611,0.080790006,0.0010472862,0.03202055],"study_design_scores_gemma":[0.000016241902,0.00013263937,0.07674076,0.00023766047,0.000022938111,0.00042410046,0.8427512,0.0020594974,0.0037798383,0.015597796,0.058167167,0.00007021961],"about_ca_topic_score_codex":0.067453094,"about_ca_topic_score_gemma":0.07083487,"teacher_disagreement_score":0.067453094,"about_ca_system_score_codex":0.006043645,"about_ca_system_score_gemma":0.0061178934,"threshold_uncertainty_score":0.13412094},"labels":[],"label_agreement":null},{"id":"W3136831729","doi":"","title":"Comparative Analysis of Science Education Systems of Turkey and Canada","year":2011,"lang":"en","type":"article","venue":"Journal of Turkish Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Art; Political science","score_opus":0.07543916914123454,"score_gpt":0.403081971798766,"score_spread":0.32764280265753143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3136831729","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9393306,0.0027471161,0.00027761483,0.0014312257,0.000036496775,0.00009339361,0.0064724945,0.000078083904,0.049532976],"genre_scores_gemma":[0.9890932,0.0008494168,0.00021901232,0.00007393516,0.0000057010557,0.000025893334,0.0023012997,0.000018170937,0.0074133994],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99669194,0.00024694603,0.00012410062,0.00027504636,0.0009728103,0.0016891429],"domain_scores_gemma":[0.99300873,0.00058896263,0.0006451633,0.0001890144,0.0039006225,0.0016675588],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00094641984,0.00029514727,0.00042827846,0.00689264,0.003558574,0.0037874663,0.0010858853,0.00049724145,0.00983103],"category_scores_gemma":[0.0062033935,0.00026694906,0.0007046863,0.016470894,0.0012038661,0.00084867375,0.0021509258,0.0005814138,0.0007263234],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000782577,0.0001117565,0.8495187,0.00046781913,0.00027046836,0.00064227637,0.010685889,0.0027283237,0.0009172259,0.02269691,0.013062829,0.09811524],"study_design_scores_gemma":[0.0000146272005,0.000041597705,0.97555757,0.00007459285,0.000038856353,0.00007952015,0.011156446,0.00057841936,0.00016801569,0.00014619454,0.012125306,0.000018763418],"about_ca_topic_score_codex":0.98535895,"about_ca_topic_score_gemma":0.9902648,"teacher_disagreement_score":0.93111753,"about_ca_system_score_codex":0.06888246,"about_ca_system_score_gemma":0.08904205,"threshold_uncertainty_score":0.49977952},"labels":[],"label_agreement":null},{"id":"W3137183807","doi":"10.33921/mdab9396","title":"Communication Problems During Laboratory Work: Interaction Professor-Student and Student-Student","year":2017,"lang":"en","type":"article","venue":"Journal of Interpersonal Relations Intergroup Relations and Identity","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Affect (linguistics); Witness; Nonverbal communication; Process (computing); Psychology; Computer science; Engineering ethics; Communication; Engineering","score_opus":0.04055583626185332,"score_gpt":0.4280314803039684,"score_spread":0.3874756440421151,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3137183807","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97668046,0.0010477346,0.012692796,0.0016682551,0.00010525863,0.00013997238,0.000044338936,0.00013330833,0.007487854],"genre_scores_gemma":[0.9950027,0.00034488866,0.0029322149,0.0002234449,0.000039611692,0.000090938105,0.000028808914,0.000021455528,0.0013159164],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96020144,0.030083798,0.001655353,0.001756982,0.004961759,0.0013406315],"domain_scores_gemma":[0.9344689,0.04480968,0.01115543,0.003610933,0.0034680397,0.0024870248],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011203823,0.0005923886,0.0006139384,0.0020686944,0.004307397,0.0046583256,0.0012448255,0.0018816333,0.002149876],"category_scores_gemma":[0.064919114,0.0005157364,0.00043784184,0.0010184326,0.003945851,0.0026094103,0.004048333,0.0023206351,0.00058414164],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006071545,0.00096590165,0.20514615,0.00077102747,0.00027695118,0.004890775,0.57541835,0.0006022742,0.027615685,0.004105307,0.003063425,0.17653696],"study_design_scores_gemma":[0.000090446054,0.002104831,0.26537943,0.000428241,0.00018703076,0.010169347,0.6541593,0.0023602478,0.014865376,0.006714756,0.043176312,0.00036472274],"about_ca_topic_score_codex":0.0010130386,"about_ca_topic_score_gemma":0.0008105055,"teacher_disagreement_score":0.011203823,"about_ca_system_score_codex":0.0013405974,"about_ca_system_score_gemma":0.0017143788,"threshold_uncertainty_score":0.059252203},"labels":[],"label_agreement":null},{"id":"W3139537119","doi":"10.5539/jsd.v14n2p122","title":"Nurturing Environmental Transformation and Scholastic Success in Northern Manitoba","year":2021,"lang":"en","type":"article","venue":"Journal of Sustainable Development","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University College of the North","funders":"","keywords":"Context (archaeology); Sustainability; Experiential learning; Indigenous; Curriculum; Environmental education; Psychology; Safeguarding; Normative; Sociology; Pedagogy; Geography; Political science; Ecology","score_opus":0.018209044865593396,"score_gpt":0.28674323476072155,"score_spread":0.2685341898951282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3139537119","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962202,0.00007923923,0.00004890082,0.00035263028,0.000003838893,0.000015452102,0.000028201152,0.0000056241865,0.003246012],"genre_scores_gemma":[0.99719477,0.00014248004,0.00018406523,0.0000588406,0.0000019455367,0.000017003496,0.000033935536,0.0000033549245,0.0023635512],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995572,0.00010728192,0.000009580408,0.000035543057,0.0000924574,0.00019798157],"domain_scores_gemma":[0.9984308,0.0001316244,0.00017226607,0.000053486958,0.0003353434,0.00087650784],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011426046,0.00026417713,0.00021320343,0.00067107315,0.0045873574,0.0021527687,0.0010567653,0.00026797826,0.002320452],"category_scores_gemma":[0.0015347551,0.00025451212,0.00014783592,0.0009159767,0.0021513728,0.0004444534,0.002244812,0.0007335288,0.00025620006],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012835927,0.00076972466,0.86353815,0.00007715175,0.00004161596,0.00084182114,0.09050144,0.00021965662,0.0043326053,0.0018284664,0.0015734071,0.036147628],"study_design_scores_gemma":[0.000007057442,0.0001563438,0.9252656,0.000078969344,0.000019526497,0.000060769114,0.06703614,0.00031326408,0.0006323503,0.00022148366,0.006191052,0.000017414046],"about_ca_topic_score_codex":0.8317572,"about_ca_topic_score_gemma":0.9604739,"teacher_disagreement_score":0.16824281,"about_ca_system_score_codex":0.012498578,"about_ca_system_score_gemma":0.026231954,"threshold_uncertainty_score":0.33846724},"labels":[],"label_agreement":null},{"id":"W3145443060","doi":"","title":"Connecting mathematics and sciences through children’s literature: an experience with Pre-service Preschool Educators","year":2020,"lang":"en","type":"article","venue":"RepositóriUM (Universidade do Minho)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"European Regional Development Fund; Fundação para a Ciência e a Tecnologia; Universidade do Minho; Ministério da Ciência, Tecnologia e Ensino Superior; International Council for Canadian Studies","keywords":"Mathematics education; Pedagogy; Psychology; Sociology","score_opus":0.03747426188401186,"score_gpt":0.3278855547786053,"score_spread":0.29041129289459344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3145443060","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9881805,0.0013864702,0.0005695757,0.0011743592,0.000058978698,0.000059874747,0.00004260028,0.000042309093,0.008485298],"genre_scores_gemma":[0.9873893,0.0023247437,0.0019491952,0.0006116189,0.000036508533,0.00007574302,0.000065638065,0.000045854056,0.007501252],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995698,0.0023167254,0.00023551234,0.00037304548,0.0004908148,0.00088596233],"domain_scores_gemma":[0.99097705,0.0056174123,0.00063445774,0.0003759529,0.0006454214,0.001749703],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006899116,0.0009124042,0.0012798139,0.0039513777,0.015135725,0.007739858,0.0022592056,0.0029504409,0.00402419],"category_scores_gemma":[0.011399618,0.0009628174,0.0006579549,0.0028705017,0.00888194,0.006773914,0.010456793,0.004512131,0.00068250415],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019478792,0.00015928685,0.0036170136,0.00009972242,0.0000041523795,0.0025760557,0.9845524,0.000011005109,0.00041530133,0.0006212434,0.00046104475,0.007463261],"study_design_scores_gemma":[0.0000067163005,0.00008419956,0.0028377257,0.00011847595,0.000011720766,0.0015144304,0.9744397,0.000022037026,0.00030788142,0.00019908142,0.020442521,0.000015617565],"about_ca_topic_score_codex":0.01326591,"about_ca_topic_score_gemma":0.048744943,"teacher_disagreement_score":0.015135725,"about_ca_system_score_codex":0.0050071045,"about_ca_system_score_gemma":0.0051274807,"threshold_uncertainty_score":0.036486447},"labels":[],"label_agreement":null},{"id":"W3146051553","doi":"10.5539/ies.v14n4p72","title":"The Views of Pre-Service Science Teachers on the History of Science After Taking the Course of the Course of Nature and History of Science: A Profile from Turkey","year":2021,"lang":"en","type":"article","venue":"International Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Meaning (existential); Science education; Qualitative research; Nature of Science; Mathematics education; Sociology; Psychology; Social science education; Higher education; Social science; Political science","score_opus":0.09392769156378539,"score_gpt":0.44655758416388447,"score_spread":0.3526298926000991,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3146051553","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990426,0.00014722424,0.000032891487,0.00013280184,0.0000039868582,0.0000087261715,0.000039750797,9.537921e-7,0.00059107476],"genre_scores_gemma":[0.99769574,0.00056857965,0.00007047112,0.00013712505,0.0000052481105,0.000021469326,0.00012572005,0.000002996738,0.0013726435],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99947125,0.000091630944,0.00005177953,0.000048710885,0.00014689451,0.00018966013],"domain_scores_gemma":[0.9987538,0.00020526814,0.00034619102,0.000030610172,0.000266153,0.00039795836],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00062259234,0.00017279631,0.00031509608,0.0010857659,0.0021398102,0.0013606579,0.00039887836,0.000650504,0.0017414279],"category_scores_gemma":[0.0016001688,0.00036743502,0.00026486893,0.0010725239,0.00061343296,0.00093515095,0.00068344077,0.0008017669,0.0006062305],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009185304,0.00018307343,0.53138024,0.00022076628,0.000008965671,0.004206244,0.4453116,0.000056100736,0.0032821707,0.00021176356,0.0013081591,0.013739107],"study_design_scores_gemma":[0.0000025283475,0.00013118684,0.26478165,0.00009796967,0.000006406942,0.0025359255,0.7254831,0.000058135636,0.00036869108,0.000041898133,0.006472304,0.00002022513],"about_ca_topic_score_codex":0.01700367,"about_ca_topic_score_gemma":0.030258825,"teacher_disagreement_score":0.01700367,"about_ca_system_score_codex":0.0014279758,"about_ca_system_score_gemma":0.0015578134,"threshold_uncertainty_score":0.033809364},"labels":[{"model":"gemma","categories":[],"domain":null,"study_design":"observational","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":[],"domain":null,"study_design":"design_other","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"}],"label_agreement":"split"},{"id":"W3149038816","doi":"","title":"Putting Your Money Where Your Mouth Is: Towards an Action-oriented Science Curriculum","year":2009,"lang":"en","type":"article","venue":"Journal for Activist Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Action (physics); Curriculum; Business; Engineering ethics; Engineering; Sociology; Pedagogy","score_opus":0.05690990161500349,"score_gpt":0.4542709619066203,"score_spread":0.39736106029161683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3149038816","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22711337,0.0010073239,0.080843434,0.20207573,0.0023982376,0.0011676629,0.00008122163,0.00050404755,0.48480886],"genre_scores_gemma":[0.8557938,0.0007593044,0.07228683,0.013689381,0.00024010919,0.00079576083,0.00009709571,0.00011283921,0.05622485],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.996197,0.0018386702,0.00011734015,0.00042345893,0.00091760076,0.00050597225],"domain_scores_gemma":[0.9943673,0.001318968,0.00044153564,0.00022967083,0.0006687354,0.0029736427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008903082,0.00040920687,0.00023350601,0.0009279321,0.0056735785,0.009541379,0.0020210037,0.0046655345,0.010743389],"category_scores_gemma":[0.007724021,0.00039614935,0.00035751198,0.00047734554,0.006073569,0.0046545486,0.009325312,0.006123156,0.0023129606],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000999735,0.0043127146,0.0065364535,0.0005194182,0.000017063972,0.00024440832,0.049685925,0.0012486002,0.004132923,0.6957751,0.036791433,0.200636],"study_design_scores_gemma":[0.00019350625,0.00053704216,0.012176775,0.0014076604,0.00004846074,0.0001864294,0.06643539,0.005153889,0.005461961,0.32374257,0.5845778,0.00007859694],"about_ca_topic_score_codex":0.0034125648,"about_ca_topic_score_gemma":0.007417829,"teacher_disagreement_score":0.010743389,"about_ca_system_score_codex":0.004915275,"about_ca_system_score_gemma":0.024752248,"threshold_uncertainty_score":0.04708457},"labels":[],"label_agreement":null},{"id":"W3153230321","doi":"","title":"Development of Disciplined Interpretation Using Computational Modeling in the Elementary Science Classroom","year":2016,"lang":"en","type":"article","venue":"arXiv (Cornell University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Interpretation (philosophy); Salient; Subjectivity; Computer science; Computational model; Mathematics education; Development (topology); Epistemology; Scientific modelling; Cognitive science; Management science; Artificial intelligence; Psychology; Mathematics; Engineering","score_opus":0.23166376016664572,"score_gpt":0.3096779138051098,"score_spread":0.07801415363846406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3153230321","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9552312,0.0002118832,0.017835578,0.0009959,0.000016446233,0.00004414768,0.00001418088,0.00008217425,0.025568599],"genre_scores_gemma":[0.9926645,0.00012071136,0.0063619586,0.00005995922,0.0000021765832,0.000026137002,0.000009325195,0.000017636705,0.00073763274],"study_design_codex":"qualitative","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9930656,0.0034425105,0.0002898391,0.00079991244,0.001881709,0.0005204948],"domain_scores_gemma":[0.9810269,0.010886615,0.002773615,0.0023579358,0.0018338282,0.0011210341],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076180873,0.00039409086,0.0006090605,0.0015053141,0.0024584422,0.006533422,0.0012309584,0.0014121453,0.0013108611],"category_scores_gemma":[0.020577235,0.0006829125,0.00051598647,0.0007284026,0.009041552,0.003675974,0.0063942894,0.0050057056,0.00026284636],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039541497,0.000536284,0.06338607,0.00016838481,0.000024200963,0.0013460942,0.7642095,0.0010996076,0.015810564,0.08594983,0.000633155,0.066796705],"study_design_scores_gemma":[0.000061271574,0.0006866412,0.11054797,0.00095560565,0.000090546004,0.00393886,0.5702236,0.011827525,0.021072183,0.19510207,0.08523743,0.0002562213],"about_ca_topic_score_codex":0.0023141704,"about_ca_topic_score_gemma":0.0044996184,"teacher_disagreement_score":0.0076180873,"about_ca_system_score_codex":0.002613427,"about_ca_system_score_gemma":0.004359964,"threshold_uncertainty_score":0.040288746},"labels":[],"label_agreement":null},{"id":"W3153876211","doi":"10.1039/d0rp00320d","title":"Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items","year":2021,"lang":"en","type":"article","venue":"Chemistry Education Research and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Argumentation theory; Granularity; Mathematics education; Epistemology; Psychology; Chemistry; Computer science; Philosophy","score_opus":0.13791106933372638,"score_gpt":0.5482287230435098,"score_spread":0.4103176537097834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3153876211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9858526,0.00014211229,0.003912883,0.0008070339,0.00006988806,0.00012902037,0.000105198764,0.00004653933,0.008934705],"genre_scores_gemma":[0.98481166,0.0001842662,0.009588138,0.00042910397,0.000029060904,0.00022674924,0.000301198,0.000047022328,0.0043826746],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9883343,0.0053675203,0.0013240996,0.0015556338,0.002649855,0.00076858245],"domain_scores_gemma":[0.913592,0.06862715,0.00703883,0.0025087623,0.0059447056,0.002288545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009951272,0.000927837,0.0007942974,0.001564414,0.0017065769,0.0072764256,0.0014063925,0.0031326164,0.010181299],"category_scores_gemma":[0.08058648,0.000411561,0.00092727144,0.0009847601,0.0033593902,0.004612682,0.004180326,0.0036513538,0.001643192],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0032982505,0.00555158,0.26698452,0.0031112153,0.00040384018,0.0047994363,0.30963537,0.010986507,0.06690793,0.054742876,0.018717822,0.25486067],"study_design_scores_gemma":[0.00074301736,0.0045611667,0.31481886,0.002843153,0.00045071097,0.0035722207,0.23213324,0.040424116,0.07861909,0.15015973,0.17069475,0.0009799228],"about_ca_topic_score_codex":0.0007140974,"about_ca_topic_score_gemma":0.0011042014,"teacher_disagreement_score":0.010181299,"about_ca_system_score_codex":0.0017570598,"about_ca_system_score_gemma":0.0013161296,"threshold_uncertainty_score":0.05262804},"labels":[],"label_agreement":null},{"id":"W3154481809","doi":"10.1163/9789004389663_012","title":"Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia","year":2018,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Downtown; Port (circuit theory); Transshipment (information security); Political science; Sociology; Geography; Archaeology; Engineering; Operations research","score_opus":0.13039663300069054,"score_gpt":0.4236678859402454,"score_spread":0.29327125293955486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3154481809","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.014103115,0.02354495,0.0064402255,0.09539567,0.0033240654,0.000066616645,0.000069298294,0.00011359961,0.8569425],"genre_scores_gemma":[0.3840109,0.014157782,0.0057018646,0.02879662,0.0017247038,0.00015510406,0.00011017926,0.00027989288,0.5650629],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99551636,0.002504265,0.0000664381,0.00036693033,0.0009956515,0.0005502911],"domain_scores_gemma":[0.99518424,0.0033268656,0.00015553742,0.00021586675,0.00068156974,0.00043594762],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.006188892,0.0005725228,0.00047267214,0.0011833102,0.017498504,0.014523146,0.0014351406,0.0052202125,0.0060479664],"category_scores_gemma":[0.0044419733,0.0003016994,0.00032410785,0.0016941337,0.04359187,0.0075723017,0.0036644882,0.0077586155,0.0015515736],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006925993,0.00001271904,0.00021596988,0.00009204359,0.0000024245005,0.0002163302,0.12376078,0.00004145653,0.00022750394,0.81477714,0.04830924,0.012337521],"study_design_scores_gemma":[0.0000032064622,0.0000051643997,0.00022628283,0.0002601414,0.0000025657814,0.00015805135,0.024789263,0.00005766117,0.000110499896,0.039582126,0.93479687,0.000008184771],"about_ca_topic_score_codex":0.1566736,"about_ca_topic_score_gemma":0.35130727,"teacher_disagreement_score":0.9825015,"about_ca_system_score_codex":0.030242097,"about_ca_system_score_gemma":0.027776126,"threshold_uncertainty_score":0.31152332},"labels":[],"label_agreement":null},{"id":"W3155104092","doi":"10.12973/eu-jer.10.2.891","title":"Turkish Adaptation of Preschool Children’s Science Motivation Scale: A Validity and Reliability Study","year":2021,"lang":"en","type":"article","venue":"European Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Turkish; Psychology; Confirmatory factor analysis; Cronbach's alpha; Scale (ratio); Exploratory factor analysis; Reliability (semiconductor); Validity; Goodness of fit; Developmental psychology; Construct validity; Adaptation (eye); Structural equation modeling; Mathematics education; Psychometrics; Statistics; Mathematics; Geography","score_opus":0.25432793477275323,"score_gpt":0.48187453749906173,"score_spread":0.2275466027263085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3155104092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99731666,0.00016126072,0.0006363142,0.000045018125,0.00002884382,0.00017551187,0.00043154162,0.000026586344,0.0011782041],"genre_scores_gemma":[0.99177164,0.00028091893,0.00524069,0.000030603514,0.000013511966,0.00063126825,0.0013364829,0.000023308052,0.00067169586],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985252,0.0002915913,0.00027715787,0.0002115051,0.0005558596,0.00013869574],"domain_scores_gemma":[0.99782664,0.0005222914,0.00031117984,0.00017572223,0.0010170338,0.00014711409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024839148,0.0005248434,0.0005322118,0.0014360427,0.0006108126,0.00053520454,0.00047314996,0.00036549958,0.0014150834],"category_scores_gemma":[0.0047131544,0.00029874008,0.0007828063,0.0010273875,0.00039645252,0.0003866846,0.0007212074,0.0005667968,0.00042506956],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005377559,0.0005609493,0.8412448,0.0005448186,0.00021924687,0.0009056091,0.008663682,0.00076128554,0.0069574295,0.0006485251,0.0033944622,0.13556151],"study_design_scores_gemma":[0.00005637358,0.00039674988,0.9905515,0.000060780294,0.000046430763,0.00044794122,0.0026698185,0.00067632715,0.0011010546,0.000120630175,0.0038483243,0.000024075998],"about_ca_topic_score_codex":0.0069720084,"about_ca_topic_score_gemma":0.010448853,"teacher_disagreement_score":0.0069720084,"about_ca_system_score_codex":0.00094831496,"about_ca_system_score_gemma":0.0013348355,"threshold_uncertainty_score":0.013862848},"labels":[],"label_agreement":null},{"id":"W3155783501","doi":"10.12973/eu-jer.10.2.989","title":"Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment","year":2021,"lang":"en","type":"article","venue":"European Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Comprehension; Computer science; Mathematics education; Intervention (counseling); Cognition; Test (biology); Discovery learning; Psychology; Cognitive load; Mental model; Cognitive science","score_opus":0.2437961168210857,"score_gpt":0.4859562431773347,"score_spread":0.242160126356249,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3155783501","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98741156,0.00004248367,0.0104076825,0.00010503173,0.000018785358,0.00044164422,0.00004356603,0.00042194023,0.0011072624],"genre_scores_gemma":[0.9293003,0.00012845479,0.068363674,0.00008629889,0.000019132163,0.0009765069,0.00010025387,0.000043323595,0.0009821175],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99805045,0.0011948397,0.00014927116,0.000267842,0.00022085433,0.00011678854],"domain_scores_gemma":[0.97904396,0.017095456,0.0011825148,0.0009671168,0.00040569092,0.0013053083],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027428549,0.0006873731,0.00059479306,0.00041746878,0.00024146982,0.0008384227,0.0009836475,0.00079925836,0.0034620052],"category_scores_gemma":[0.01761512,0.00021903402,0.00028346226,0.00028747995,0.00047277287,0.0007082833,0.0012715657,0.00058115646,0.0004605023],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.020009713,0.067710765,0.027209548,0.0029594225,0.00026524716,0.0010440436,0.017242035,0.017928096,0.1964052,0.0020515143,0.002800763,0.6443737],"study_design_scores_gemma":[0.02335039,0.266599,0.19290115,0.0012365036,0.0012791813,0.0026514316,0.0093381945,0.13513482,0.30815488,0.0136935795,0.04494599,0.0007149289],"about_ca_topic_score_codex":0.0002284067,"about_ca_topic_score_gemma":0.00035198763,"teacher_disagreement_score":0.0034620052,"about_ca_system_score_codex":0.00025012618,"about_ca_system_score_gemma":0.00074834813,"threshold_uncertainty_score":0.014505804},"labels":[],"label_agreement":null},{"id":"W3156429910","doi":"10.11591/ijere.v10i2.21173","title":"Students’ attitudes towards physics in Nine Years Basic Education in Rwanda","year":2021,"lang":"en","type":"article","venue":"International Journal of Evaluation and Research in Education (IJERE)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda","keywords":"Mathematics education; Quarter (Canadian coin); Physics education; Attention span; Span (engineering); Test (biology); Psychology; Engineering; Cognition; Geography; Biology","score_opus":0.27588509290446445,"score_gpt":0.6207760216377554,"score_spread":0.3448909287332909,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3156429910","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99929655,0.000022233826,0.00001576745,0.000055400793,0.0000035760352,0.0000047270382,0.000010381445,0.0000011992928,0.00059016544],"genre_scores_gemma":[0.9989104,0.00007762786,0.00003048896,0.000032523185,0.000002096418,0.000009516984,0.000018374565,8.315103e-7,0.0009180539],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999566,0.00010943682,0.000030452084,0.000040475792,0.0001076078,0.00014597275],"domain_scores_gemma":[0.9986957,0.0002001942,0.0004223437,0.000022328624,0.00014531349,0.0005140503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083923317,0.00019628668,0.00022666334,0.0006898222,0.0010140911,0.0009957207,0.00024121923,0.00038750772,0.0029087258],"category_scores_gemma":[0.0013245883,0.00023474741,0.00029335215,0.00043003185,0.000572537,0.00038235314,0.0007346513,0.00087680225,0.00059120834],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000104687126,0.00062206696,0.94749755,0.000095802825,0.000024275474,0.00046690454,0.03041701,0.00010258949,0.004418414,0.00027861993,0.0006533774,0.015318697],"study_design_scores_gemma":[0.0000068236363,0.00043091335,0.9722297,0.00004009273,0.000010666855,0.00019057817,0.024247605,0.00009216259,0.0005484429,0.000041485546,0.0021488373,0.000012597451],"about_ca_topic_score_codex":0.008856999,"about_ca_topic_score_gemma":0.015708545,"teacher_disagreement_score":0.008856999,"about_ca_system_score_codex":0.0006399095,"about_ca_system_score_gemma":0.0006632971,"threshold_uncertainty_score":0.017610908},"labels":[],"label_agreement":null},{"id":"W3161156500","doi":"10.1080/09500693.2021.1894500","title":"International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?","year":2021,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia; Laurentian University","funders":"","keywords":"Pedagogy; Sociology; Library science; Computer science","score_opus":0.056394228952000705,"score_gpt":0.42977214614087683,"score_spread":0.37337791718887614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3161156500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9916762,0.0001572078,0.00070393767,0.00066665944,0.00006129655,0.00030031594,0.0005346386,0.000039738698,0.005859929],"genre_scores_gemma":[0.989721,0.0002545572,0.0019311581,0.00048892584,0.000027521375,0.0010681265,0.0012779455,0.0000316574,0.005199178],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99539137,0.0013208861,0.00035378576,0.00080428703,0.0010628451,0.0010667216],"domain_scores_gemma":[0.97071296,0.0042560105,0.0034630287,0.0035685573,0.01252841,0.0054710857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014218282,0.00044139283,0.0009199068,0.0028825772,0.005320039,0.0036857754,0.0010588903,0.001264626,0.004026335],"category_scores_gemma":[0.019407883,0.00055699574,0.00081762264,0.0023725247,0.0019086956,0.0030927865,0.0061535635,0.0046658465,0.0015790648],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046561123,0.0061251293,0.48471725,0.0003560742,0.00014342641,0.0005392155,0.3773405,0.0001637026,0.0038241046,0.0020051652,0.014407326,0.10991246],"study_design_scores_gemma":[0.000061438324,0.00230924,0.56772643,0.0003098083,0.00010649702,0.00017232794,0.39579082,0.00023580508,0.0042347414,0.0010604598,0.02789265,0.00009976001],"about_ca_topic_score_codex":0.007478988,"about_ca_topic_score_gemma":0.016160604,"teacher_disagreement_score":0.014218282,"about_ca_system_score_codex":0.0028613107,"about_ca_system_score_gemma":0.0056187124,"threshold_uncertainty_score":0.07519436},"labels":[],"label_agreement":null},{"id":"W3164786649","doi":"10.1002/tea.21714","title":"Science engagement as insight into the science identity work nurtured in community‐based science clubs","year":2021,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Club; Enthusiasm; Science education; Context (archaeology); Identity (music); Psychology; Pedagogy; Sociology; Social psychology; Medicine; Geography","score_opus":0.346290947944668,"score_gpt":0.5952801136289666,"score_spread":0.24898916568429857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3164786649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9596914,0.0006928709,0.0034867008,0.0028145963,0.00015732953,0.00010158762,0.0000946416,0.00006292231,0.03289798],"genre_scores_gemma":[0.99586546,0.00030470308,0.0012380683,0.00024465445,0.000023444027,0.00007050679,0.00004421751,0.00003609328,0.0021729532],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9888287,0.0074600843,0.00018619421,0.00068825274,0.0012963164,0.0015403669],"domain_scores_gemma":[0.9875838,0.0063411226,0.0012927529,0.00063920126,0.0010977035,0.003045381],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008329163,0.0007303739,0.00069815153,0.0031143525,0.017316405,0.010614491,0.00258545,0.0021344612,0.0034954704],"category_scores_gemma":[0.010670255,0.000621095,0.0007058417,0.0014932866,0.02064299,0.0045181494,0.01716373,0.004814514,0.00040617428],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018112354,0.000050713228,0.0053638965,0.000060137758,0.0000053723993,0.0009599389,0.98686856,0.00003536905,0.00048132188,0.0023919744,0.00057573157,0.003188822],"study_design_scores_gemma":[0.0000048287125,0.000033983164,0.0062759123,0.0001086289,0.000005757022,0.0004931724,0.9699822,0.00009015,0.00025427094,0.0011423884,0.021590626,0.000017944334],"about_ca_topic_score_codex":0.022336036,"about_ca_topic_score_gemma":0.0556686,"teacher_disagreement_score":0.9826836,"about_ca_system_score_codex":0.0068637747,"about_ca_system_score_gemma":0.0066259145,"threshold_uncertainty_score":0.049800396},"labels":[],"label_agreement":null},{"id":"W3165125243","doi":"10.24106/kefdergi.770393","title":"Thematic Review of Studies about Preschool Astronomy Education in Turkey1","year":2021,"lang":"en","type":"article","venue":"Kastamonu Eğitim Dergisi","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Subject (documents); Psychology; Mathematics education; Geography; Library science; Computer science","score_opus":0.061361481057793155,"score_gpt":0.45557263089350514,"score_spread":0.394211149835712,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3165125243","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026483132,0.9517098,0.0023958138,0.0031904147,0.0012066616,0.0011554254,0.0012824099,0.000026864407,0.012549564],"genre_scores_gemma":[0.1650001,0.8205258,0.0068731885,0.0016059031,0.0005051182,0.0020715457,0.0014483677,0.000050381226,0.0019196421],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9916524,0.004188046,0.0019181955,0.00046272835,0.001462475,0.00031617505],"domain_scores_gemma":[0.9739872,0.017666575,0.0027401603,0.00063568586,0.0046553724,0.0003150552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011746588,0.0007446241,0.0017753798,0.030666588,0.0018768589,0.0029371865,0.001217619,0.00077614543,0.0031571186],"category_scores_gemma":[0.025954526,0.0004123266,0.0014583638,0.028546287,0.0016945743,0.003405361,0.0015990927,0.00067836826,0.00029438402],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00045006908,0.00010920597,0.011451523,0.4940486,0.0013240268,0.0023203546,0.09291075,0.00032486307,0.0028968055,0.021378864,0.022466643,0.35031834],"study_design_scores_gemma":[0.000037855785,0.00016174269,0.0292278,0.44849613,0.0021480592,0.002440065,0.12433654,0.0001678469,0.0013518974,0.0029802604,0.38858482,0.00006694359],"about_ca_topic_score_codex":0.0043213693,"about_ca_topic_score_gemma":0.00574733,"teacher_disagreement_score":0.030666588,"about_ca_system_score_codex":0.004984868,"about_ca_system_score_gemma":0.01177973,"threshold_uncertainty_score":0.062122643},"labels":[],"label_agreement":null},{"id":"W3168112336","doi":"10.1080/00368555.2020.12293568","title":"Using Drama to Uncover and Expand Student Understandings of the Nature of Science","year":2020,"lang":"en","type":"article","venue":"The Science Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Drama; Sociology; Library science; Media studies; Art; Visual arts","score_opus":0.1585057325361784,"score_gpt":0.4557934550960232,"score_spread":0.2972877225598448,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3168112336","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14604242,0.003744695,0.093523234,0.021866791,0.0031747161,0.0005861005,0.008070838,0.01360918,0.709382],"genre_scores_gemma":[0.59874564,0.004386498,0.10260895,0.0048290035,0.0009752613,0.0010864248,0.0057269903,0.0036820373,0.2779591],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9992549,0.00025219342,0.000026045547,0.00013433739,0.00023067475,0.00010190964],"domain_scores_gemma":[0.9972894,0.0013222777,0.00018847665,0.0003684348,0.00030540137,0.0005260201],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010829489,0.00061035436,0.00035876158,0.0018728854,0.0017558201,0.0056598736,0.0009626279,0.0007593836,0.107076734],"category_scores_gemma":[0.007032333,0.0003145981,0.0006476405,0.0010333385,0.0009541047,0.005920811,0.0052396664,0.0020625442,0.019086353],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034129678,0.00031415,0.008713939,0.0012573918,0.000052051844,0.00078930234,0.062981054,0.0005330022,0.01328898,0.0281625,0.45421612,0.4293501],"study_design_scores_gemma":[0.000041277748,0.00012428181,0.009217675,0.00051909604,0.000038674963,0.0005058157,0.021878801,0.00178818,0.0046795704,0.015551371,0.9455838,0.00007143169],"about_ca_topic_score_codex":0.0008963144,"about_ca_topic_score_gemma":0.004362508,"teacher_disagreement_score":0.107076734,"about_ca_system_score_codex":0.00094032363,"about_ca_system_score_gemma":0.0007584962,"threshold_uncertainty_score":0.35820735},"labels":[],"label_agreement":null},{"id":"W3168659998","doi":"10.15402/esj.v7i1.70770","title":"Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education","year":2021,"lang":"en","type":"article","venue":"Engaged Scholar Journal Community-Engaged Research Teaching and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Workforce; Native american; Indigenous; Science education; Curriculum; Native American studies; The arts; Sociology; Pedagogy; Engineering ethics; Political science; Engineering; Gender studies; Anthropology","score_opus":0.2125535304402158,"score_gpt":0.5153168952173324,"score_spread":0.3027633647771166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3168659998","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"incentives","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"incentives","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9453472,0.00050512474,0.0016134806,0.009129703,0.00017692865,0.00006174919,0.000008363876,0.000027350228,0.04313012],"genre_scores_gemma":[0.987762,0.0008183434,0.0016989816,0.002764244,0.00003895347,0.00007135115,0.0000129228765,0.000008169422,0.0068250364],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9982077,0.001109394,0.000024885101,0.00009805692,0.00017890672,0.0003811693],"domain_scores_gemma":[0.9987004,0.00037986014,0.00008620523,0.0000481247,0.00014538999,0.00064007455],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0030897139,0.00019921675,0.00014178481,0.00039260165,0.0077654505,0.003427315,0.00052577374,0.0008060933,0.0022040997],"category_scores_gemma":[0.003402708,0.000111107605,0.00016699843,0.0002819956,0.0026630168,0.0019615542,0.006144699,0.0015133958,0.0003163015],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006295826,0.0012835152,0.026888708,0.0001825375,0.000014590157,0.00044330413,0.8165631,0.00009121449,0.0044195545,0.011656641,0.0060214577,0.13237241],"study_design_scores_gemma":[0.000016311542,0.000560774,0.018814856,0.00016789963,0.000025811427,0.0002686034,0.9171899,0.00013933501,0.0013948497,0.0050913435,0.056309253,0.000021052172],"about_ca_topic_score_codex":0.00728619,"about_ca_topic_score_gemma":0.022833774,"teacher_disagreement_score":0.9969103,"about_ca_system_score_codex":0.0008252662,"about_ca_system_score_gemma":0.006267689,"threshold_uncertainty_score":0.016340137},"labels":[],"label_agreement":null},{"id":"W3168927308","doi":"10.12973/ejmse.2.1.23","title":"Two-tier Multiple-choice Questionnaires to Detect the Students’ Misconceptions about Heat and Temperature","year":2021,"lang":"en","type":"article","venue":"European Journal of Mathematics and Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; University of Ottawa","funders":"","keywords":"Multiple choice; Mathematics education; Tier 2 network; Psychology; Thermometer; Test (biology); Significant difference; Mathematics; Computer science; Statistics; Thermodynamics; Physics","score_opus":0.04529310460118132,"score_gpt":0.39110803114002246,"score_spread":0.34581492653884116,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3168927308","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98782,0.00004199712,0.003876797,0.00026452125,0.000053878128,0.0040214933,0.0010486881,0.00015378807,0.0027188258],"genre_scores_gemma":[0.9477801,0.00015729683,0.024256174,0.0005913939,0.000036193764,0.017095031,0.0017050866,0.00006859389,0.00831017],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99290574,0.0024074707,0.0011493332,0.00077716773,0.0019305986,0.0008296571],"domain_scores_gemma":[0.9611003,0.017907055,0.007820287,0.001933592,0.009042117,0.0021967043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010051947,0.00100844,0.0012004251,0.003154153,0.0015238835,0.0017869966,0.001347678,0.0013712354,0.008480137],"category_scores_gemma":[0.03557434,0.0007079455,0.0008060168,0.0017024688,0.0010629178,0.0021368647,0.0019091008,0.0023333682,0.0022793934],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013954641,0.011927508,0.6198861,0.001148393,0.0001722587,0.001057804,0.112424515,0.001995175,0.013324299,0.0022934165,0.021272635,0.21310243],"study_design_scores_gemma":[0.00038947674,0.00489845,0.8865635,0.0002691189,0.000062393345,0.00043419653,0.06644877,0.0083086975,0.0074821655,0.0016206476,0.023203162,0.0003194344],"about_ca_topic_score_codex":0.0076707,"about_ca_topic_score_gemma":0.013786189,"teacher_disagreement_score":0.010051947,"about_ca_system_score_codex":0.0027148977,"about_ca_system_score_gemma":0.0029225617,"threshold_uncertainty_score":0.05316043},"labels":[],"label_agreement":null},{"id":"W3169260211","doi":"10.1007/s11422-021-10040-0","title":"Expanding young children’s lifeworld","year":2021,"lang":"en","type":"article","venue":"Cultural Studies of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Fundação de Amparo à Pesquisa do Estado de Minas Gerais; Conselho Nacional de Desenvolvimento Científico e Tecnológico","keywords":"Lifeworld; Sociology of Education; Science education; Early childhood education; Early childhood; Pedagogy; Psychology; Sociology; Developmental psychology; Mathematics education; Social science","score_opus":0.12126031238643122,"score_gpt":0.4745482310151619,"score_spread":0.3532879186287307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3169260211","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78588486,0.0025063804,0.0018088021,0.0052557457,0.000118339914,0.000038825907,0.0001471485,0.000056001085,0.20418386],"genre_scores_gemma":[0.9921028,0.0012800433,0.0011512077,0.00023745981,0.000013250899,0.000035014902,0.000051501327,0.000013742222,0.0051150955],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99902606,0.00044379028,0.000024813944,0.00009765453,0.00010846433,0.00029929174],"domain_scores_gemma":[0.99774027,0.0006365259,0.00016961677,0.00023034091,0.0003148684,0.0009084393],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018034978,0.00026127524,0.00020019854,0.0013339238,0.003962327,0.0062658866,0.0006575493,0.00076867297,0.0065449364],"category_scores_gemma":[0.0023831155,0.00018773315,0.0002882039,0.000814839,0.0037182765,0.004334022,0.0073401164,0.0012080962,0.00037537472],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000058355414,0.00035390453,0.045962665,0.0001988569,0.00001848793,0.001152915,0.59759915,0.0002800953,0.0040444136,0.17595792,0.0095481025,0.16482516],"study_design_scores_gemma":[0.000012276211,0.00008726621,0.048449554,0.00032884208,0.000021827205,0.0006155481,0.39536536,0.00014397358,0.0014694972,0.01943556,0.5340438,0.000026482829],"about_ca_topic_score_codex":0.012977409,"about_ca_topic_score_gemma":0.031970903,"teacher_disagreement_score":0.012977409,"about_ca_system_score_codex":0.0034464248,"about_ca_system_score_gemma":0.004449911,"threshold_uncertainty_score":0.025803745},"labels":[],"label_agreement":null},{"id":"W3173097157","doi":"10.31129/lumat.9.1.1519","title":"A study of future physics teachers’ knowledge for teaching: A case of a decibel sound level scale","year":2021,"lang":"en","type":"article","venue":"LUMAT International Journal on Math Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; University of British Columbia","funders":"","keywords":"Decibel; Mathematics education; Scale (ratio); Meaning (existential); Scripting language; Confusion; Task (project management); Psychology; The Imaginary; Computer science; Engineering; Physics","score_opus":0.08092143900103793,"score_gpt":0.46144982554773206,"score_spread":0.38052838654669413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3173097157","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9659325,0.00037627688,0.004389318,0.0054685157,0.0000742859,0.00009098704,0.00003054956,0.0000474317,0.023590202],"genre_scores_gemma":[0.99291044,0.00021579026,0.0016644974,0.00035610507,0.000028400515,0.000039032686,0.000014281669,0.000042692198,0.004728797],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98464197,0.010366248,0.00044634176,0.0012319789,0.002117863,0.0011955387],"domain_scores_gemma":[0.9584429,0.029857326,0.0029245785,0.0024117744,0.0024380274,0.0039254143],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013597076,0.00045604154,0.0007663187,0.002061763,0.015192317,0.009142706,0.0021875582,0.0032599864,0.0046124696],"category_scores_gemma":[0.041536786,0.00091174414,0.0004729962,0.0014129519,0.020022174,0.0077727586,0.006317797,0.005978794,0.00064341543],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009485778,0.000053848482,0.0016709393,0.000023140758,0.0000010869529,0.0015781664,0.99100924,0.000016519463,0.00039424447,0.0026953823,0.0002861051,0.0022617457],"study_design_scores_gemma":[0.000009171499,0.00005883072,0.0038004552,0.00007568516,0.000003920322,0.0023576813,0.96305203,0.00024969137,0.00062565727,0.0020742184,0.027664721,0.000027905002],"about_ca_topic_score_codex":0.011330823,"about_ca_topic_score_gemma":0.017388785,"teacher_disagreement_score":0.015192317,"about_ca_system_score_codex":0.0056355083,"about_ca_system_score_gemma":0.005517512,"threshold_uncertainty_score":0.07190907},"labels":[],"label_agreement":null},{"id":"W3183482183","doi":"10.1007/s42330-021-00152-8","title":"Resolving Conflicting Subcultures Within School Mathematics: Towards A Humanistic School Mathematics","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Humanism; Antithesis; Mathematics education; Math wars; Curriculum; Reform mathematics; Connected Mathematics; Core-Plus Mathematics Project; Axiology; Mathematics; Pedagogy; Sociology; Epistemology; Philosophy; Theology","score_opus":0.037140532319967556,"score_gpt":0.3596784702923176,"score_spread":0.32253793797235003,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3183482183","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6301748,0.0012414535,0.1234349,0.035541702,0.0004190129,0.00025064405,0.00007565544,0.00024979358,0.208612],"genre_scores_gemma":[0.96535915,0.00014624873,0.028768389,0.0009728395,0.000021409327,0.00004845878,0.000035521294,0.000070911505,0.004577125],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9864943,0.00877902,0.00029111598,0.0011208974,0.0022896517,0.0010250196],"domain_scores_gemma":[0.98644584,0.004722362,0.0016429775,0.0024833735,0.0028032337,0.0019022663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011473198,0.00039556102,0.0004986625,0.0015342253,0.0136342,0.01553334,0.0028961198,0.0023922075,0.0047699767],"category_scores_gemma":[0.017517082,0.0005819754,0.0004707506,0.0011702464,0.025765995,0.008325647,0.014542255,0.0029674426,0.000598824],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016565267,0.00029939236,0.019931372,0.0002224997,0.00005615221,0.0004051491,0.5196898,0.0011058819,0.003727905,0.340948,0.0069611673,0.10648705],"study_design_scores_gemma":[0.000033783777,0.000077203615,0.006729723,0.00027332475,0.00004445569,0.0003107347,0.52495587,0.0036642945,0.002110383,0.3299055,0.13183504,0.00005973673],"about_ca_topic_score_codex":0.026045198,"about_ca_topic_score_gemma":0.06289942,"teacher_disagreement_score":0.026045198,"about_ca_system_score_codex":0.0060058497,"about_ca_system_score_gemma":0.020257283,"threshold_uncertainty_score":0.060676754},"labels":[],"label_agreement":null},{"id":"W3196271628","doi":"10.1103/physrevphyseducres.17.020109","title":"Student behavior in undergraduate physics laboratories: Designing experiments","year":2021,"lang":"en","type":"article","venue":"Physical Review Physics Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"Queen's University; National Science Foundation","keywords":"Mathematics education; Engineering physics; Physics; Psychology","score_opus":0.2911388720143689,"score_gpt":0.6187056358976099,"score_spread":0.32756676388324096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3196271628","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92639726,0.00008615073,0.052216437,0.00025239258,0.000060255254,0.01800865,0.00015909792,0.00021687993,0.0026027937],"genre_scores_gemma":[0.750141,0.00024172712,0.2085544,0.0006146947,0.00008258107,0.038056,0.00029282446,0.00007654177,0.0019402696],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.95011896,0.03946784,0.0024617063,0.003694853,0.0024603542,0.0017963793],"domain_scores_gemma":[0.9070362,0.07006185,0.0056187683,0.0072811153,0.0074042585,0.0025979585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.047461774,0.001314863,0.00095610897,0.0011307553,0.0023470905,0.002422099,0.0026306852,0.0019229613,0.0018223365],"category_scores_gemma":[0.077604786,0.0012335894,0.0010698528,0.00071251154,0.0027726684,0.0018517721,0.0021791467,0.0018754293,0.0005890791],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.008944177,0.083863,0.1779651,0.004032618,0.0005168814,0.0011171162,0.20790814,0.019479685,0.17227869,0.008570286,0.0035381736,0.31178617],"study_design_scores_gemma":[0.007957269,0.2738634,0.19792962,0.0015889065,0.0015843769,0.0012090888,0.11745387,0.051516134,0.26190558,0.020336013,0.063749634,0.00090623996],"about_ca_topic_score_codex":0.0008445784,"about_ca_topic_score_gemma":0.0013203141,"teacher_disagreement_score":0.047461774,"about_ca_system_score_codex":0.0024615114,"about_ca_system_score_gemma":0.0029504353,"threshold_uncertainty_score":0.25100487},"labels":[],"label_agreement":null},{"id":"W3197086727","doi":"10.3390/educsci11090472","title":"Analyzing Cognitive Demands of a Scientific Reasoning Test Using the Linear Logistic Test Model (LLTM)","year":2021,"lang":"en","type":"article","venue":"Education Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Test (biology); Construct (python library); Cognition; Computer science; Variance (accounting); Psychology; Multiple choice; Science education; Mathematics education; Scientific reasoning; Item response theory; Logistic regression; Cognitive psychology; Artificial intelligence; Natural language processing; Machine learning; Psychometrics; Mathematics; Developmental psychology; Statistics","score_opus":0.26631112005065477,"score_gpt":0.49526467756404363,"score_spread":0.22895355751338886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3197086727","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97436506,0.00007009071,0.023156604,0.00009256324,0.0000172035,0.0002541939,0.00026775507,0.00012333864,0.0016532686],"genre_scores_gemma":[0.98008096,0.000033458397,0.018058952,0.00004134978,0.000010314785,0.00059730146,0.0005473144,0.0000431676,0.0005872476],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97787744,0.013999726,0.0016985668,0.001928414,0.0039162366,0.0005795845],"domain_scores_gemma":[0.75584954,0.22155675,0.010738515,0.006271915,0.0044486336,0.0011345983],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020586291,0.001216808,0.0010170407,0.0023488372,0.000547597,0.0028453777,0.0015551554,0.00097631646,0.0038282785],"category_scores_gemma":[0.13057868,0.00059186714,0.00237559,0.002427489,0.0011160036,0.002300616,0.0021751162,0.0019105732,0.0006325829],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002303881,0.0017837931,0.9081673,0.00031284097,0.0010177048,0.00050401257,0.0028782303,0.014169213,0.004365291,0.0018995433,0.00085411564,0.061744012],"study_design_scores_gemma":[0.00031119367,0.00459663,0.7709567,0.00010082882,0.00029043836,0.000650835,0.0027396264,0.20806962,0.0046219537,0.0058987117,0.0015892482,0.00017424632],"about_ca_topic_score_codex":0.004875022,"about_ca_topic_score_gemma":0.0049443454,"teacher_disagreement_score":0.020586291,"about_ca_system_score_codex":0.0015437484,"about_ca_system_score_gemma":0.0020404847,"threshold_uncertainty_score":0.108872056},"labels":[],"label_agreement":null},{"id":"W3197247776","doi":"10.33225/balticste/2015.70","title":"ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?","year":2015,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Competence (human resources); Christian ministry; Curriculum; Mathematics education; Psychology; Pedagogy; Medical education; Political science; Medicine","score_opus":0.12692510529518258,"score_gpt":0.4252412998872731,"score_spread":0.2983161945920905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3197247776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.979006,0.0007465324,0.0008797073,0.0039831805,0.000050753984,0.000109128116,0.000054796084,0.000008935112,0.015160964],"genre_scores_gemma":[0.99676704,0.00029019456,0.0002809469,0.00027080154,0.000008867156,0.00005017979,0.0000159243,0.0000029355756,0.0023131405],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9940988,0.002646118,0.00014603374,0.000489041,0.0014271992,0.0011929588],"domain_scores_gemma":[0.99030334,0.004938992,0.001030755,0.00055656495,0.0020646371,0.0011057116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006654757,0.0002554169,0.00046437836,0.0008729883,0.004342724,0.004646691,0.0009970764,0.0011030377,0.0040554665],"category_scores_gemma":[0.011115181,0.00026182737,0.00018150339,0.0007621508,0.010763304,0.0018055618,0.0016853205,0.0014222425,0.00028813575],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043247186,0.00016937367,0.033843797,0.00042779124,0.0000064022165,0.00063647254,0.9410288,0.000026501044,0.0014423375,0.0031006774,0.0009286614,0.018345961],"study_design_scores_gemma":[0.000005578014,0.00010838077,0.029783526,0.000250892,0.0000050157073,0.00034082765,0.9602318,0.00004307444,0.0005111983,0.0003524538,0.008355249,0.00001209651],"about_ca_topic_score_codex":0.09386044,"about_ca_topic_score_gemma":0.14013863,"teacher_disagreement_score":0.09386044,"about_ca_system_score_codex":0.008789297,"about_ca_system_score_gemma":0.012235862,"threshold_uncertainty_score":0.18662822},"labels":[],"label_agreement":null},{"id":"W3198176842","doi":"10.5430/jct.v10n3p58","title":"Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?","year":2021,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Science education; Nature of Science; Pedagogy; Qualitative research; Psychology; Teacher education; Coding (social sciences); Sociology","score_opus":0.05622052976327012,"score_gpt":0.41937727802113833,"score_spread":0.3631567482578682,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3198176842","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994249,0.000343445,0.00044487673,0.0009858103,0.000015893862,0.000016078391,0.0000097506145,0.0000075387447,0.003927636],"genre_scores_gemma":[0.9994611,0.00007219514,0.00013431322,0.00007406137,0.0000031534469,0.00000933201,0.0000038328712,0.0000025595714,0.00023958198],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97636354,0.013463937,0.001654715,0.0014911088,0.003912815,0.0031138253],"domain_scores_gemma":[0.92758536,0.030990338,0.022109242,0.0035506587,0.004958587,0.0108057475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018908847,0.0002107739,0.0006617681,0.0020841646,0.005932371,0.008548097,0.0013529062,0.0011523361,0.0019821518],"category_scores_gemma":[0.04350022,0.0007600141,0.00041141588,0.0018606413,0.012962238,0.0034278997,0.0062930887,0.002252023,0.00026004185],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010922255,0.00021948323,0.39002737,0.00023408598,0.000026399108,0.00057096925,0.5789752,0.000104582505,0.0012960118,0.0123732565,0.0005074675,0.01555595],"study_design_scores_gemma":[0.000029166244,0.00019182464,0.3048722,0.0004003099,0.00003318992,0.00033677928,0.67696476,0.00024366648,0.00058262463,0.00357217,0.012714416,0.000058985566],"about_ca_topic_score_codex":0.0119253555,"about_ca_topic_score_gemma":0.021957219,"teacher_disagreement_score":0.018908847,"about_ca_system_score_codex":0.007813153,"about_ca_system_score_gemma":0.0114920605,"threshold_uncertainty_score":0.10000074},"labels":[],"label_agreement":null},{"id":"W3200783061","doi":"10.7202/1080655ar","title":"Le constructivisme en didactique des sciences","year":2021,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.08216972530463405,"score_gpt":0.40240871500228675,"score_spread":0.3202389896976527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200783061","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08458147,0.058011975,0.26032797,0.0907819,0.0019215783,0.00032895076,0.00042073638,0.00023289224,0.50339264],"genre_scores_gemma":[0.9256136,0.018573752,0.03249257,0.0030998075,0.00056846876,0.00043076047,0.00014925889,0.00011283632,0.018958934],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9791126,0.014760925,0.0006871997,0.0016105637,0.0031604522,0.000668213],"domain_scores_gemma":[0.9789387,0.015247896,0.0012888524,0.0018534015,0.0019086228,0.00076258753],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018256677,0.0007801544,0.0007685939,0.00493758,0.0036520928,0.0122263795,0.00094234117,0.0018666303,0.0036610584],"category_scores_gemma":[0.016647521,0.00046559857,0.0008593308,0.0043832753,0.039999742,0.009821376,0.0047902134,0.006822313,0.0006385235],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012085282,0.000012696698,0.0010659246,0.0001289318,0.000013747427,0.000027908387,0.012255661,0.00032815163,0.00013096031,0.97155374,0.0006504694,0.013819574],"study_design_scores_gemma":[0.000024627017,0.000055186345,0.004009157,0.0006985658,0.000024747538,0.00016691825,0.012424734,0.0010576193,0.00061852887,0.82163465,0.15924177,0.000043585853],"about_ca_topic_score_codex":0.015452798,"about_ca_topic_score_gemma":0.009654821,"teacher_disagreement_score":0.018256677,"about_ca_system_score_codex":0.013796078,"about_ca_system_score_gemma":0.012614794,"threshold_uncertainty_score":0.100098014},"labels":[],"label_agreement":null},{"id":"W3200819915","doi":"10.7202/1080450ar","title":"De la nature du savoir scientifique à l’enseignement des sciences : l’urgence d’une approche constructiviste dans la formation des enseignants de sciences","year":2021,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Humanities; Philosophy","score_opus":0.08530989306902564,"score_gpt":0.36170316218992415,"score_spread":0.2763932691208985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200819915","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.075991996,0.034052394,0.10045619,0.3924062,0.0042364015,0.00013857606,0.00006455568,0.00016257375,0.3924911],"genre_scores_gemma":[0.941996,0.014174653,0.011836161,0.012375095,0.0014229594,0.00024118104,0.00005247233,0.00015330252,0.017748225],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9515938,0.036106832,0.0010370725,0.0028929906,0.0064516296,0.0019177044],"domain_scores_gemma":[0.9339579,0.048390552,0.0036870237,0.0037751505,0.006242777,0.003946699],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.042714458,0.0010283294,0.0010719774,0.0046324614,0.016023695,0.031412113,0.0025684275,0.007628029,0.00569763],"category_scores_gemma":[0.03738325,0.00057740445,0.0009135115,0.004131419,0.09249451,0.029455712,0.011284275,0.014042373,0.001039012],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001382367,0.000017678787,0.0006529302,0.00013988135,0.000009360925,0.00005790363,0.050360575,0.00010423609,0.000092625014,0.93894625,0.0014895035,0.00811524],"study_design_scores_gemma":[0.000022493889,0.000048072474,0.0014961769,0.00096589344,0.000021277783,0.00016830354,0.05829846,0.0006602409,0.00029415346,0.7367702,0.20121962,0.000035063105],"about_ca_topic_score_codex":0.010120021,"about_ca_topic_score_gemma":0.013066007,"teacher_disagreement_score":0.042714458,"about_ca_system_score_codex":0.017772788,"about_ca_system_score_gemma":0.031166932,"threshold_uncertainty_score":0.22589839},"labels":[],"label_agreement":null},{"id":"W3205218069","doi":"10.33225/jbse/21.20.840","title":"THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE","year":2021,"lang":"en","type":"article","venue":"Journal of Baltic Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Scientific evidence; Scientific reasoning; Scientific misconceptions; Psychology; Scientific literature; Point (geometry); Process (computing); Scientific method; Sociology of scientific knowledge; Epistemology; Scientific thinking; Nature of Science; Science education; Mathematics education; Engineering ethics; Computer science; Mathematics; Engineering","score_opus":0.0921821928883248,"score_gpt":0.4974758230280882,"score_spread":0.4052936301397634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3205218069","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20208573,0.05850506,0.1978688,0.32522994,0.003831297,0.0014268525,0.00025369626,0.00017565103,0.210623],"genre_scores_gemma":[0.904282,0.012324944,0.07492273,0.0053549623,0.0004486296,0.0004663751,0.00006028275,0.000026785612,0.0021133362],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.809833,0.1508982,0.011564631,0.002803095,0.023640962,0.0012600258],"domain_scores_gemma":[0.31990075,0.6283574,0.021044433,0.010344633,0.017638283,0.0027145306],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.13307697,0.00038557936,0.0008780801,0.0096316505,0.003561187,0.014425273,0.0015490869,0.003679182,0.0030847783],"category_scores_gemma":[0.33279902,0.000501175,0.0007835739,0.0050254376,0.025256027,0.016496722,0.006898848,0.0068748286,0.00038641837],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013911113,0.00026766572,0.023839748,0.004942986,0.00013236672,0.0009243247,0.086980104,0.0009825372,0.0023435059,0.56829065,0.0039983895,0.30715856],"study_design_scores_gemma":[0.000048525668,0.00029233954,0.015080165,0.011194894,0.00011094424,0.0016245377,0.12007584,0.002255953,0.0020033808,0.7659831,0.081177585,0.00015268616],"about_ca_topic_score_codex":0.001020232,"about_ca_topic_score_gemma":0.0018375759,"teacher_disagreement_score":0.13307697,"about_ca_system_score_codex":0.0058531254,"about_ca_system_score_gemma":0.01546197,"threshold_uncertainty_score":0.7037867},"labels":[],"label_agreement":null},{"id":"W3206936086","doi":"10.1007/s11165-021-10021-x","title":"Re-validating a Learning Progression of Buoyancy for Middle School Students: A Longitudinal Study","year":2021,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Test (biology); Mathematics education; Psychology; Class (philosophy); Point (geometry); Science education; Status quo; Learning environment; Computer science; Artificial intelligence; Mathematics","score_opus":0.4957703458511545,"score_gpt":0.6569031227455042,"score_spread":0.16113277689434974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3206936086","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9985404,0.000027202985,0.00045055963,0.000073815805,0.000020691112,0.00012417663,0.00007785083,0.000021671198,0.00066366344],"genre_scores_gemma":[0.9968041,0.00004559446,0.0012089064,0.000055192773,0.000008352435,0.00037226305,0.0002550302,0.00001810132,0.001232455],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99582076,0.0012506652,0.00034366673,0.0008309489,0.0013080878,0.00044591376],"domain_scores_gemma":[0.96880275,0.006373936,0.004322559,0.005001576,0.01263376,0.0028655045],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012235891,0.00061139185,0.0008161838,0.0013286063,0.0029254977,0.0030901178,0.0014014863,0.0015877965,0.0014268488],"category_scores_gemma":[0.03622425,0.0005760328,0.0010359817,0.00076560525,0.0015056668,0.0020437313,0.0027345652,0.0027180691,0.0010391803],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006328622,0.006697933,0.9264948,0.000083226856,0.00013758006,0.00011088075,0.022835389,0.00035074484,0.002356499,0.0003830113,0.00103294,0.038884148],"study_design_scores_gemma":[0.000071200564,0.004320578,0.9669086,0.00009071369,0.00012489477,0.00010379686,0.017745245,0.0015994521,0.0041938047,0.00048838067,0.0042617917,0.00009168038],"about_ca_topic_score_codex":0.016288001,"about_ca_topic_score_gemma":0.016146516,"teacher_disagreement_score":0.016288001,"about_ca_system_score_codex":0.0019653477,"about_ca_system_score_gemma":0.004368098,"threshold_uncertainty_score":0.06471038},"labels":[],"label_agreement":null},{"id":"W3207975697","doi":"10.3390/educsci11100647","title":"Patterns of Scientific Reasoning Skills among Pre-Service Science Teachers: A Latent Class Analysis","year":2021,"lang":"en","type":"article","venue":"Education Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Latent class model; Class (philosophy); Mathematics education; Scientific reasoning; Psychology; Sample (material); Science education; Complement (music); Computer science; Artificial intelligence; Chemistry; Machine learning","score_opus":0.05372129138866755,"score_gpt":0.4195961633479385,"score_spread":0.36587487195927093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3207975697","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995567,0.000012350404,0.00017485356,0.000019081746,0.0000012272355,0.000016943419,0.00004779733,0.0000033536055,0.0001676588],"genre_scores_gemma":[0.9996556,0.0000091005895,0.00010550332,0.000003965098,0.0000010977474,0.000027734714,0.00010410168,0.0000022684073,0.00009068158],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99731016,0.000532547,0.00029289094,0.00039507056,0.0009337449,0.0005355586],"domain_scores_gemma":[0.9893798,0.0043265917,0.002655525,0.0009329404,0.0016991493,0.001006071],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031231514,0.00034039447,0.0005385307,0.0028076046,0.000769069,0.0014915365,0.0005652221,0.0007023444,0.0026502323],"category_scores_gemma":[0.012091474,0.0002778256,0.00070383865,0.001405385,0.0011257655,0.0009691008,0.001473489,0.00095247297,0.00038249532],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001439115,0.00027427374,0.98258173,0.000019410109,0.000032401113,0.00005459958,0.008629958,0.00008959134,0.00074653793,0.00011266588,0.00013238394,0.007182478],"study_design_scores_gemma":[0.000008447032,0.00016095836,0.99266535,0.000008866185,0.000007257394,0.000071494345,0.0058028903,0.0007620855,0.00017865877,0.00012518294,0.00019987741,0.000008920875],"about_ca_topic_score_codex":0.007183194,"about_ca_topic_score_gemma":0.0072783586,"teacher_disagreement_score":0.007183194,"about_ca_system_score_codex":0.00083128817,"about_ca_system_score_gemma":0.0011899784,"threshold_uncertainty_score":0.016516984},"labels":[],"label_agreement":null},{"id":"W3208661114","doi":"10.1119/10.0006927","title":"Leaving the “One True Path”: Teaching physics without single correct answers","year":2021,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Nova Scotia Community College","funders":"","keywords":"Focus (optics); Mathematics education; Imperfect; Path (computing); Physics education; Calculus (dental); Computer science; Physics; Mathematics; Philosophy; Optics","score_opus":0.12087890842315598,"score_gpt":0.3761030153644837,"score_spread":0.25522410694132774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3208661114","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.030678425,0.007349703,0.51690227,0.23586963,0.009755162,0.00033298795,0.00027570783,0.0034330152,0.1954031],"genre_scores_gemma":[0.5137448,0.00806858,0.29647607,0.08584484,0.0037975872,0.00092447194,0.00049787835,0.0025868132,0.08805903],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98697364,0.0074081314,0.0004753049,0.0016506572,0.0028660318,0.00062622875],"domain_scores_gemma":[0.9606178,0.0287066,0.0025357741,0.0022214593,0.00420878,0.0017096215],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010771141,0.0015234505,0.00089933584,0.0011204397,0.0037972631,0.0075888927,0.0024522708,0.0065138345,0.019750196],"category_scores_gemma":[0.08501433,0.0011111912,0.0009721205,0.0011675773,0.012475781,0.02960883,0.0069814394,0.013143037,0.009836932],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018339037,0.00026976925,0.0021275624,0.0013497928,0.000055685014,0.0007560407,0.024768408,0.0018865243,0.0030732777,0.6123624,0.21515778,0.1380093],"study_design_scores_gemma":[0.000080582184,0.00015692577,0.0007676508,0.0008749988,0.000034021898,0.0010712274,0.0065959026,0.003977717,0.0024426042,0.71609807,0.267776,0.00012414939],"about_ca_topic_score_codex":0.001631524,"about_ca_topic_score_gemma":0.0019228745,"teacher_disagreement_score":0.019750196,"about_ca_system_score_codex":0.0036919303,"about_ca_system_score_gemma":0.0054481016,"threshold_uncertainty_score":0.06607103},"labels":[],"label_agreement":null},{"id":"W3209663849","doi":"10.1007/s42330-021-00172-4","title":"STEM Education: Exploring Practices Across Education Levels","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Science education; Mathematics education; Early childhood; Early childhood education; Pedagogy; Psychology; Developmental psychology","score_opus":0.19552328712129946,"score_gpt":0.4386974797177277,"score_spread":0.24317419259642825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209663849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9720495,0.00046049387,0.0011319475,0.002389912,0.000024348694,0.000059169448,0.00013408459,0.000022977441,0.023727601],"genre_scores_gemma":[0.99643916,0.00030636945,0.0008307076,0.00017588235,0.0000035647727,0.000036514375,0.00005721674,0.00001021247,0.0021403257],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946637,0.0019515497,0.00028143387,0.0005118363,0.0015421798,0.0010492409],"domain_scores_gemma":[0.984082,0.0073323427,0.0014929269,0.00069205265,0.003930535,0.002470181],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063317325,0.00018321801,0.00028101492,0.0047937995,0.0058606276,0.008456775,0.001207728,0.0009350013,0.0037142655],"category_scores_gemma":[0.02016911,0.00027230306,0.0002302765,0.00837888,0.0038269095,0.0056648133,0.007301803,0.0012789535,0.00031212444],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000070414426,0.00017389834,0.19771902,0.00015972731,0.000020586236,0.00014781296,0.66948664,0.00009297772,0.0006361083,0.011563344,0.0013449651,0.11858451],"study_design_scores_gemma":[0.000006711251,0.0000611058,0.123990595,0.00028237578,0.000015180148,0.00006644254,0.8587045,0.00018701387,0.0003505577,0.0021416203,0.014176866,0.000017033579],"about_ca_topic_score_codex":0.16084988,"about_ca_topic_score_gemma":0.30196926,"teacher_disagreement_score":0.16084988,"about_ca_system_score_codex":0.01354463,"about_ca_system_score_gemma":0.021682808,"threshold_uncertainty_score":0.31982726},"labels":[],"label_agreement":null},{"id":"W3214661623","doi":"10.1080/03057267.2021.2004006","title":"Response of science learners to contradicting information: a review of research","year":2021,"lang":"en","type":"review","venue":"Studies in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Cognition; Isolation (microbiology); Process (computing); Conceptual change; Reflection (computer programming); Psychology; Epistemology; Science education; Cognitive psychology; Sociology; Cognitive science; Mathematics education; Computer science; Neuroscience","score_opus":0.5208798959225118,"score_gpt":0.6762284333550228,"score_spread":0.15534853743251098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3214661623","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0005857947,0.99848574,0.00013746484,0.00029736015,0.00006365048,0.000021442094,0.000025775998,0.000002957935,0.0003798381],"genre_scores_gemma":[0.0045006755,0.9946989,0.0003467725,0.0002841616,0.000039329636,0.00003763476,0.000029951812,0.0000023117339,0.000060265396],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9932899,0.0029538642,0.0016920994,0.0006079408,0.0013103907,0.00014584007],"domain_scores_gemma":[0.949304,0.045010235,0.0025396973,0.00047566945,0.0024432486,0.00022726445],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008918095,0.000844784,0.0027666367,0.0087260725,0.0006737001,0.0033600274,0.0012825173,0.0020823604,0.002012001],"category_scores_gemma":[0.036569484,0.00082280766,0.0016070802,0.008732826,0.001817521,0.0035615324,0.001539663,0.001404102,0.00046527784],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012379813,0.0000579372,0.0012252385,0.45360613,0.0010992478,0.00036568582,0.0027097191,0.00016540241,0.0006465917,0.0025434152,0.003863309,0.5335935],"study_design_scores_gemma":[0.000054534972,0.00026909338,0.0069190105,0.68902004,0.005915018,0.002250555,0.0065228185,0.00010932816,0.001049025,0.0041885874,0.28361878,0.00008319493],"about_ca_topic_score_codex":0.003117217,"about_ca_topic_score_gemma":0.008339685,"teacher_disagreement_score":0.008918095,"about_ca_system_score_codex":0.0019449966,"about_ca_system_score_gemma":0.0085593015,"threshold_uncertainty_score":0.047163963},"labels":[],"label_agreement":null},{"id":"W3214782406","doi":"10.3934/steme.2021018","title":"Examination of modelling in K-12 STEM teacher education: Connecting theory with practice","year":2021,"lang":"en","type":"article","venue":"STEM Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nature versus nurture; Curriculum; Discipline; Process (computing); Mathematics education; Teacher education; Pedagogy; Sociology; Psychology; Computer science; Social science","score_opus":0.0860975909708871,"score_gpt":0.39382027548043025,"score_spread":0.30772268450954315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3214782406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.70702875,0.0021255855,0.08453073,0.030038754,0.00010614759,0.00028873835,0.000093927985,0.00025906635,0.17552839],"genre_scores_gemma":[0.97976524,0.00064292963,0.016100597,0.00022306996,0.0000053308463,0.00007666187,0.00003221719,0.000045925655,0.003107958],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9885676,0.00776487,0.00044046057,0.000743513,0.0017796428,0.0007038734],"domain_scores_gemma":[0.95231926,0.03376277,0.0029299986,0.0044159796,0.0047043194,0.0018676566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014184569,0.00045152663,0.0006246855,0.0026691498,0.0065417406,0.012768609,0.0028727711,0.00216247,0.0026413966],"category_scores_gemma":[0.03955775,0.00072331703,0.00060651486,0.0037256249,0.019614851,0.0073117055,0.008823415,0.0028867468,0.0004666069],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000068011526,0.00028214752,0.036352776,0.00064535416,0.000030120986,0.00059184775,0.63388586,0.008750164,0.0007400644,0.2235824,0.0033577867,0.091713436],"study_design_scores_gemma":[0.00004912575,0.00017516987,0.017059876,0.0027627388,0.00006045326,0.00048939383,0.649511,0.027649378,0.0023902308,0.13496356,0.16475642,0.0001326284],"about_ca_topic_score_codex":0.1077682,"about_ca_topic_score_gemma":0.15715165,"teacher_disagreement_score":0.1077682,"about_ca_system_score_codex":0.028896052,"about_ca_system_score_gemma":0.03563839,"threshold_uncertainty_score":0.21428186},"labels":[],"label_agreement":null},{"id":"W3215223161","doi":"10.1139/cjp-2021-0121","title":"Students’ attitudes toward experimental physics in a conceptual inquiry-based introductory physics lab","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Physics; Class (philosophy); Physics education; Curriculum; Mathematics education; Conceptual change; Inquiry-based learning; Pedagogy; Psychology; Computer science; Artificial intelligence; Quantum mechanics","score_opus":0.16947932480851935,"score_gpt":0.41407429139674384,"score_spread":0.2445949665882245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3215223161","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984843,0.000017416422,0.00013690848,0.000086965665,0.0000052805294,0.000026002092,0.000016369375,0.0000073555625,0.0012194685],"genre_scores_gemma":[0.9975297,0.00005519114,0.00028514644,0.00013091686,0.0000067475075,0.000048751273,0.00006201319,0.000004677594,0.0018769399],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99737823,0.00049741607,0.00017124135,0.00031309173,0.0012529416,0.00038717824],"domain_scores_gemma":[0.97997266,0.0064956634,0.00410453,0.0009848853,0.0036613536,0.0047809854],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051365444,0.0003111084,0.00045562678,0.0010317237,0.001347311,0.0026240866,0.00074791466,0.0008049672,0.003860146],"category_scores_gemma":[0.015328642,0.00035646904,0.00054526364,0.00069385266,0.0011863541,0.0011316674,0.0019797923,0.0023088502,0.00085950765],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006108534,0.008864536,0.8735994,0.00013774929,0.00009184362,0.00024427765,0.026153361,0.0008095897,0.011794642,0.00065197883,0.0016530899,0.075388625],"study_design_scores_gemma":[0.000045508987,0.0021476268,0.9757958,0.000055886438,0.000036947768,0.00012237654,0.01220597,0.0009395055,0.003746276,0.00037130938,0.004475373,0.000057550365],"about_ca_topic_score_codex":0.0060907397,"about_ca_topic_score_gemma":0.008375751,"teacher_disagreement_score":0.0060907397,"about_ca_system_score_codex":0.0013212198,"about_ca_system_score_gemma":0.0017665926,"threshold_uncertainty_score":0.027164996},"labels":[],"label_agreement":null},{"id":"W322024387","doi":"10.5539/ass.v9n2p298","title":"A Designed Teaching Sequence as a Tool to Improve Students’ Conceptual Understanding of the Conductivity in the Electrolytic Cell","year":2013,"lang":"en","type":"article","venue":"Asian Social Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Mathematics education; Sequence (biology); Sample (material); Empirical research; Psychology; Computer science; Chemistry; Mathematics; Artificial intelligence; Statistics","score_opus":0.10123278828623135,"score_gpt":0.40682956676353343,"score_spread":0.3055967784773021,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W322024387","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96430355,0.00009400977,0.03022364,0.00014203407,0.00006604889,0.00212812,0.00007509257,0.000517479,0.0024498918],"genre_scores_gemma":[0.7527264,0.00022894357,0.24041767,0.0001370183,0.000038094684,0.0022355577,0.00017009243,0.000039071332,0.004007058],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9983577,0.0006120133,0.00013905414,0.00043872176,0.0003456408,0.00010693931],"domain_scores_gemma":[0.99296474,0.0041548135,0.0008753064,0.0006225,0.00064723793,0.0007353613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00255843,0.0008116343,0.00080932543,0.00085584074,0.0005332687,0.000708364,0.0013595957,0.00080554106,0.0030673947],"category_scores_gemma":[0.008507361,0.00033084085,0.00037864133,0.00042096426,0.00048087325,0.000724861,0.00091120176,0.0008268026,0.00064875523],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0033819084,0.06069287,0.021661904,0.0021420845,0.00007393201,0.00075855176,0.019505221,0.005401847,0.15244496,0.0021711465,0.0021951434,0.7295705],"study_design_scores_gemma":[0.008970105,0.22945166,0.18476914,0.0014138904,0.0011952791,0.003969467,0.02104585,0.05463575,0.41644135,0.009392542,0.06809269,0.00062238803],"about_ca_topic_score_codex":0.00026618157,"about_ca_topic_score_gemma":0.0006102805,"teacher_disagreement_score":0.0030673947,"about_ca_system_score_codex":0.00046059422,"about_ca_system_score_gemma":0.0013906871,"threshold_uncertainty_score":0.013530433},"labels":[],"label_agreement":null},{"id":"W326292106","doi":"10.55016/ojs/jet.v25i3.44312","title":"Collaborative Inquiry and the Professional Development of Science Teachers","year":2018,"lang":"en","type":"article","venue":"Journal of educational thought.","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Science education; Professional development; Faculty development; Pedagogy; Psychology; Mathematics education; Sociology","score_opus":0.06377077826866163,"score_gpt":0.46648103922167605,"score_spread":0.40271026095301443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W326292106","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2687691,0.018563129,0.14104892,0.054201767,0.0007641595,0.00049857335,0.00003473883,0.00025653053,0.5158631],"genre_scores_gemma":[0.9433508,0.0027858173,0.027835734,0.0009773013,0.00012514803,0.00025132037,0.000023226858,0.000045186593,0.024605358],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9509657,0.04050434,0.0007269179,0.0019429274,0.0043437653,0.0015164464],"domain_scores_gemma":[0.9586576,0.031537615,0.002496641,0.002937387,0.0016284056,0.0027423243],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021971343,0.00041074675,0.00036549105,0.0016692479,0.00846769,0.009378381,0.0019557425,0.0030476002,0.0036865075],"category_scores_gemma":[0.03814151,0.0004190199,0.00031019325,0.0010859987,0.042326428,0.008295285,0.013219183,0.003060705,0.0007103034],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037522896,0.00019278021,0.0024847854,0.0002834321,0.000015252417,0.00037867317,0.18935467,0.0005198585,0.00044163028,0.73074275,0.003237478,0.07231119],"study_design_scores_gemma":[0.000100637386,0.00018664567,0.0024095022,0.00051288196,0.000011849069,0.0010663749,0.11170283,0.001576909,0.00085256,0.5800411,0.30150247,0.000036279973],"about_ca_topic_score_codex":0.0025145833,"about_ca_topic_score_gemma":0.00288625,"teacher_disagreement_score":0.021971343,"about_ca_system_score_codex":0.0041658306,"about_ca_system_score_gemma":0.010056066,"threshold_uncertainty_score":0.11619699},"labels":[],"label_agreement":null},{"id":"W32643322","doi":"10.1002/acm2.12958","title":"An Investigation of Preservice Teachers' Perceptions of African American Students' Ability To Achieve in Mathematics and Science.","year":2000,"lang":"en","type":"article","venue":"Journal of Applied Clinical Medical Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Brainlab; Atlantic Canada Opportunities Agency","keywords":"Mathematics education; Perception; Science education; Psychology; African american; Pedagogy; Sociology","score_opus":0.06090924645433529,"score_gpt":0.4763776283434128,"score_spread":0.41546838188907753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W32643322","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9992964,0.000043478107,0.000021722484,0.00006419437,0.000006578294,0.000010854662,0.000014989135,0.0000012707054,0.00054049166],"genre_scores_gemma":[0.998847,0.00012421806,0.000078977006,0.0000868927,0.0000049703763,0.000024814892,0.000029844738,0.000001593064,0.0008015587],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916804,0.00021430089,0.000050373346,0.00008053999,0.00024764947,0.00023918509],"domain_scores_gemma":[0.9954,0.00082110346,0.0011409381,0.0001528961,0.0010146747,0.0014704133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019907202,0.0002794517,0.00027667152,0.0010113134,0.0016460434,0.001354799,0.00036954752,0.00045300755,0.0024757641],"category_scores_gemma":[0.0059486884,0.00029794482,0.0002442929,0.0005246286,0.0010264555,0.00078129204,0.0010733211,0.0013325587,0.0006845294],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021081111,0.004211364,0.8874326,0.00007117206,0.000034246863,0.00027580516,0.07697771,0.00003826797,0.0031461297,0.00028872312,0.0012540926,0.026059004],"study_design_scores_gemma":[0.000030005749,0.0015383059,0.8498968,0.000075668046,0.000023604423,0.00021945885,0.14352652,0.00011952042,0.00090836035,0.00014717338,0.003493585,0.000020998134],"about_ca_topic_score_codex":0.008566422,"about_ca_topic_score_gemma":0.017326502,"teacher_disagreement_score":0.008566422,"about_ca_system_score_codex":0.0006064787,"about_ca_system_score_gemma":0.0016608055,"threshold_uncertainty_score":0.0170331},"labels":[],"label_agreement":null},{"id":"W327898861","doi":"","title":"Scientist-Science Educator Collaborations: Do They Improve Students' Understanding of the Nature of Science?.","year":2009,"lang":"en","type":"article","venue":"Sound Ideas (University of Puget Sound)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Science education; Mathematics education; Nature of Science; Pedagogy; Sociology; Engineering ethics; Psychology; Engineering","score_opus":0.03502157806479219,"score_gpt":0.35313092450578065,"score_spread":0.3181093464409885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W327898861","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9907335,0.0005593057,0.00053464685,0.002902117,0.00009917543,0.00008320134,0.0000358311,0.00004953929,0.005002709],"genre_scores_gemma":[0.9938134,0.00049100135,0.002816165,0.0004517253,0.000040707826,0.00017380576,0.000056229914,0.000010640225,0.0021463633],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9965544,0.0016608777,0.00014704383,0.0003963501,0.0007925059,0.0004488779],"domain_scores_gemma":[0.98526996,0.004837877,0.0027154663,0.00055852346,0.0011235648,0.0054946262],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005371243,0.00028265401,0.00051663636,0.0007118342,0.001541901,0.00258161,0.0006670131,0.0011916732,0.0068300595],"category_scores_gemma":[0.01897102,0.0002872953,0.00045644623,0.0004897469,0.00050885254,0.0016984968,0.0026199962,0.0010917656,0.0012726731],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050726294,0.02024355,0.38214445,0.00083032274,0.00020280988,0.0005070511,0.040296935,0.0002774947,0.0037190097,0.0010487942,0.012227938,0.5379943],"study_design_scores_gemma":[0.0010560908,0.011893522,0.8156521,0.0011169312,0.0005225449,0.0009833486,0.113189876,0.001667769,0.007287774,0.0026928107,0.043829475,0.00010781031],"about_ca_topic_score_codex":0.00045890457,"about_ca_topic_score_gemma":0.0017926047,"teacher_disagreement_score":0.0068300595,"about_ca_system_score_codex":0.00059186626,"about_ca_system_score_gemma":0.002512607,"threshold_uncertainty_score":0.028406203},"labels":[],"label_agreement":null},{"id":"W33073046","doi":"","title":"Scientific literacy for a knowledge society","year":2011,"lang":"en","type":"book-chapter","venue":"QUT ePrints (Queensland University of Technology)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; University of Saskatchewan","funders":"","keywords":"Literacy; Scientific literacy; Sociology of scientific knowledge; Political science; Sociology; Social science; Law; Science education","score_opus":0.06122749230577894,"score_gpt":0.3146099297021242,"score_spread":0.25338243739634525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W33073046","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028730952,0.014837389,0.0064435005,0.0367435,0.0014324306,0.000033109547,0.000036694775,0.000093312534,0.937507],"genre_scores_gemma":[0.23422821,0.034624446,0.01605748,0.024724035,0.0047646584,0.00038152523,0.00020492804,0.00023201712,0.6847826],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990031,0.00040811495,0.0000410191,0.00013179207,0.000287929,0.00012812352],"domain_scores_gemma":[0.99881685,0.00062571716,0.000067952795,0.0001585338,0.0002027164,0.00012821831],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013937904,0.00044023787,0.00035668947,0.0010714175,0.0032558583,0.007612365,0.000425764,0.0029579098,0.010996667],"category_scores_gemma":[0.002311068,0.00019513383,0.00031961774,0.0010379857,0.010239063,0.008447467,0.003597385,0.0046075727,0.0040622456],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000020412033,0.000008705118,0.000061456725,0.00004764871,0.0000018739423,0.000028100894,0.0022234686,0.000051070783,0.00010688467,0.9509051,0.025271652,0.021291893],"study_design_scores_gemma":[0.000002282734,0.000009470715,0.00013711597,0.00014133661,0.0000021871442,0.000083271305,0.00057526893,0.000066992805,0.00007577746,0.3002736,0.6986283,0.0000044775497],"about_ca_topic_score_codex":0.0012081239,"about_ca_topic_score_gemma":0.0020935496,"teacher_disagreement_score":0.010996667,"about_ca_system_score_codex":0.0022127219,"about_ca_system_score_gemma":0.004344873,"threshold_uncertainty_score":0.03678751},"labels":[],"label_agreement":null},{"id":"W4200321844","doi":"10.46827/ejes.v8i12.4054","title":"CONCEPTION D’UN LIVRE NUMÉRIQUE SUR LES CIRCUITS ÉLECTRIQUES ET FORMATION DES ENSEIGNANTS / DESIGN OF A NUMERIC BOOK ON ELECTRIC CIRCUITS AND TEACHER EDUCATION","year":2021,"lang":"fr","type":"article","venue":"European Journal of Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.18217387812535718,"score_gpt":0.37231786028074815,"score_spread":0.19014398215539097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200321844","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005003361,0.005918138,0.85899836,0.0036318027,0.0014263897,0.00015141188,0.00021419371,0.00050191366,0.12415436],"genre_scores_gemma":[0.11934932,0.013823236,0.45387232,0.0012536411,0.0012192028,0.0007943444,0.0004380658,0.0007947419,0.40845516],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99935716,0.00016953752,0.000042338,0.00013618136,0.00025734789,0.000037477817],"domain_scores_gemma":[0.99891055,0.0006285132,0.000048168346,0.00012489845,0.0002466103,0.00004121826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011005328,0.0006276796,0.0006378338,0.0011776239,0.0007330103,0.0029709917,0.001493411,0.0016524326,0.023748053],"category_scores_gemma":[0.0029191498,0.00049908954,0.0005967037,0.0009373878,0.0024050293,0.0036038873,0.0011722903,0.001856671,0.0045837425],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028420207,0.000028838673,0.00032317764,0.00039423152,0.000008634283,0.00010641313,0.0008081075,0.025163924,0.0036403183,0.8697422,0.014641717,0.08511405],"study_design_scores_gemma":[0.000019950117,0.000096709155,0.0005736991,0.00034992167,0.000013219766,0.00029348288,0.000417826,0.056037694,0.0062343525,0.24123932,0.69467604,0.000047757356],"about_ca_topic_score_codex":0.0025765195,"about_ca_topic_score_gemma":0.0027716167,"teacher_disagreement_score":0.023748053,"about_ca_system_score_codex":0.002002996,"about_ca_system_score_gemma":0.0017324795,"threshold_uncertainty_score":0.07944512},"labels":[],"label_agreement":null},{"id":"W4200581232","doi":"10.1007/s42330-021-00180-4","title":"Investigating the Positioning of Pre-service Teachers in Relation to Incorporating First Peoples’ Worldviews into Mathematics Teaching","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Cognitive reframing; Indigenous; Mathematics education; Mandate; Teacher education; Pedagogy; Relation (database); Sociology; Psychology; Political science; Computer science","score_opus":0.029581694705581175,"score_gpt":0.3351623557084428,"score_spread":0.30558066100286163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200581232","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99320775,0.000059335533,0.0001236418,0.0004874451,0.00001295779,0.000007568426,0.000010006361,0.0000022922018,0.0060890503],"genre_scores_gemma":[0.99858737,0.000031865486,0.00005821564,0.000047952824,0.0000017075171,0.0000056568797,0.000007697399,0.0000035776095,0.0012560323],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9965745,0.001439329,0.00009286313,0.0002708851,0.0005288046,0.0010936229],"domain_scores_gemma":[0.98389894,0.005856028,0.0026152576,0.0005820377,0.0027220142,0.004325703],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039270944,0.00017470785,0.0003520538,0.0013317923,0.00884733,0.008172663,0.0010875122,0.0015612459,0.00556993],"category_scores_gemma":[0.01827182,0.00039913034,0.0002307671,0.0016966704,0.0074303905,0.0029581715,0.0049904976,0.004147892,0.0005821014],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012927242,0.00008246337,0.05650719,0.000027476637,0.0000050605777,0.00029599472,0.93345374,0.00002073039,0.0008915086,0.0033914887,0.0002565677,0.0049385205],"study_design_scores_gemma":[0.0000045360857,0.000033176762,0.03419119,0.00002507829,0.0000025983297,0.000037776987,0.9631645,0.000025014968,0.00016331421,0.00028039934,0.0020649084,0.0000074311356],"about_ca_topic_score_codex":0.14199746,"about_ca_topic_score_gemma":0.2544699,"teacher_disagreement_score":0.14199746,"about_ca_system_score_codex":0.008254358,"about_ca_system_score_gemma":0.00873734,"threshold_uncertainty_score":0.2823419},"labels":[],"label_agreement":null},{"id":"W4205446806","doi":"10.26434/chemrxiv.12360788.v1","title":"A Study of Hybridization Understanding from Algorithmic to Conceptual – Is Algorithmic an End Point for Students?","year":2020,"lang":"en","type":"preprint","venue":"ChemRxiv","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dow Chemical (Canada)","funders":"National Science Foundation","keywords":"Grounded theory; Coding (social sciences); Think aloud protocol; Qualitative research; Point (geometry); Psychology; Computer science; Medical education; Mathematics education; Medicine; Sociology; Human–computer interaction; Mathematics; Social science","score_opus":0.2848181655236922,"score_gpt":0.46648797166209105,"score_spread":0.18166980613839884,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205446806","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95298266,0.00032394467,0.022138476,0.0046407203,0.000069433845,0.00017098202,0.00003423347,0.000056861238,0.019582663],"genre_scores_gemma":[0.9863869,0.00023326151,0.0074773566,0.0005987244,0.000015246416,0.00016026906,0.000027751294,0.00004519135,0.0050552725],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9830124,0.012054201,0.0003513289,0.0013145052,0.0023031146,0.000964486],"domain_scores_gemma":[0.97250426,0.02166002,0.0016224826,0.0009358008,0.0018055948,0.0014717693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015800651,0.000598959,0.0007561903,0.001614993,0.0051852637,0.008734304,0.0019274042,0.002333448,0.004704037],"category_scores_gemma":[0.033984642,0.0005601277,0.0004616129,0.0014672372,0.0136801265,0.00914838,0.007535842,0.0065309494,0.00076683075],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000402642,0.00029260595,0.004527388,0.00015665712,0.000008014286,0.000323658,0.9458124,0.00022014043,0.0027124775,0.028353311,0.0007911889,0.016761852],"study_design_scores_gemma":[0.000021065183,0.00033629392,0.0033133428,0.00024268238,0.000012322136,0.0003702724,0.9291597,0.0011402294,0.0032524331,0.02502573,0.03708794,0.000038031227],"about_ca_topic_score_codex":0.001065566,"about_ca_topic_score_gemma":0.0012762108,"teacher_disagreement_score":0.015800651,"about_ca_system_score_codex":0.0032892053,"about_ca_system_score_gemma":0.004323136,"threshold_uncertainty_score":0.08356285},"labels":[],"label_agreement":null},{"id":"W4206385388","doi":"10.1002/sce.21700","title":"Humanistic science education: The history of science and other relevant contexts","year":2022,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Humanism; Science education; Science, technology, society and environment education; Social science education; Context (archaeology); Graduation (instrument); Nature of Science; History of science; Outline of social science; Engineering ethics; Sociology; Mathematics education; Philosophy of science; Social science; Pedagogy; Epistemology; Psychology; Political science; Engineering","score_opus":0.0637083501107778,"score_gpt":0.3986296463628361,"score_spread":0.3349212962520583,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206385388","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14224266,0.13983366,0.0059298314,0.04985617,0.0020770445,0.00006852724,0.00006497075,0.000066181514,0.65986097],"genre_scores_gemma":[0.9522263,0.03029112,0.0010694833,0.0030121678,0.0005571552,0.00002945979,0.00003004158,0.000017558863,0.012766874],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9980538,0.0012385823,0.000044394077,0.0001087865,0.00033098922,0.00022344927],"domain_scores_gemma":[0.99775416,0.0014112414,0.00018958797,0.00009378771,0.0002146212,0.00033667052],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0021887098,0.0001872826,0.00023534666,0.0020137813,0.0036981516,0.005951647,0.0004088793,0.0010091532,0.0036597594],"category_scores_gemma":[0.002726739,0.000086368025,0.00011712902,0.001630725,0.014638988,0.0029789843,0.0036009708,0.0022492113,0.00018691458],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003068817,0.00010381248,0.0028008237,0.0005210259,0.000008189331,0.00038997107,0.08287478,0.00040496973,0.00048787452,0.81070155,0.00918844,0.09248793],"study_design_scores_gemma":[0.0000045915904,0.000067035755,0.0067541525,0.0011535543,0.00000405891,0.00031668332,0.03907008,0.00019637773,0.0004112332,0.121866085,0.83013713,0.000018967614],"about_ca_topic_score_codex":0.0059392704,"about_ca_topic_score_gemma":0.010759917,"teacher_disagreement_score":0.99630183,"about_ca_system_score_codex":0.0063135033,"about_ca_system_score_gemma":0.0053706574,"threshold_uncertainty_score":0.045807898},"labels":[{"model":"gemma","categories":[],"domain":null,"study_design":"not_applicable","genre":"review","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":["sts"],"domain":null,"study_design":"qualitative","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"}],"label_agreement":"split"},{"id":"W420696810","doi":"10.5206/cie-eci.v40i1.9170","title":"The Schema-based Mathematics Study: Enriching Mathematics Teaching and Learning Using a Culture-sensitive Curriculum","year":2011,"lang":"en","type":"article","venue":"Comparative and International Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"Social Sciences and Humanities Research Council of Canada; University of Windsor","keywords":"Curriculum; Indigenous; Mathematics education; Schema (genetic algorithms); Pedagogy; Indigenous culture; Sociology; Mathematics; Computer science; Biology","score_opus":0.21567602041681108,"score_gpt":0.4691679119989567,"score_spread":0.2534918915821456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W420696810","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9887919,0.000064906795,0.00422044,0.00034911514,0.000016905555,0.0004421488,0.000036430185,0.00004635726,0.0060318494],"genre_scores_gemma":[0.94126505,0.00044854643,0.052066527,0.0002753775,0.000009943819,0.000559904,0.00014323667,0.000022699716,0.005208726],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.999265,0.00031138334,0.000028630782,0.00011983072,0.00017718787,0.000098039716],"domain_scores_gemma":[0.9988518,0.00034154873,0.000110832516,0.00016102906,0.00014189938,0.00039280613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016820425,0.00034787256,0.00031026895,0.0005443362,0.0013315318,0.0021184213,0.0012107366,0.00037206957,0.001624162],"category_scores_gemma":[0.0026639907,0.00019165064,0.00030830514,0.00052035606,0.0019875197,0.00092242134,0.0025664445,0.0008215502,0.00025594688],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00035420974,0.013784217,0.07253303,0.0014025903,0.00005557392,0.0009550024,0.44973734,0.0021031816,0.060193807,0.012293838,0.0051001245,0.38148707],"study_design_scores_gemma":[0.000977889,0.009957086,0.32557085,0.001223655,0.00034457922,0.0012446513,0.35093465,0.008526951,0.038718626,0.018107777,0.244085,0.0003082018],"about_ca_topic_score_codex":0.022184359,"about_ca_topic_score_gemma":0.08051726,"teacher_disagreement_score":0.022184359,"about_ca_system_score_codex":0.0026203538,"about_ca_system_score_gemma":0.007538164,"threshold_uncertainty_score":0.044110477},"labels":[],"label_agreement":null},{"id":"W4210604755","doi":"10.1007/978-94-011-4345-5_13","title":"Astronomy Education","year":2000,"lang":"en","type":"book-chapter","venue":"Astrophysics and space science library","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Physics; Astronomy; Mathematics education; Psychology","score_opus":0.016514650330810638,"score_gpt":0.2828966450064399,"score_spread":0.2663819946756293,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210604755","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00040320517,0.002605504,0.00051311404,0.002226276,0.00048252186,0.000012924449,0.000051269315,0.00007631271,0.9936288],"genre_scores_gemma":[0.0036854807,0.0018992889,0.00031623917,0.00089070486,0.00016667637,0.000011064147,0.00006562674,0.000018386256,0.99294657],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997112,0.000034615543,0.000007861799,0.000046832636,0.00014170083,0.000057714777],"domain_scores_gemma":[0.9996933,0.000039889397,0.000018877923,0.000038364917,0.00008104954,0.0001286769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00035751215,0.0005587531,0.00029155484,0.0012997901,0.0021096165,0.0044599352,0.0006389292,0.0015413652,0.16574721],"category_scores_gemma":[0.00076767564,0.0002243569,0.00024881464,0.001182237,0.0010149112,0.0026594186,0.002779455,0.0020145932,0.069491364],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000103781595,0.000113956194,0.00039193724,0.00013061678,0.000002370505,0.0000571253,0.00068479986,0.00015083805,0.000336776,0.20441367,0.509495,0.2842125],"study_design_scores_gemma":[8.766467e-7,0.0000031468264,0.00026338422,0.000054786116,6.704531e-7,0.000027411783,0.00010027492,0.00002181622,0.000051830597,0.0065214555,0.9929535,9.161071e-7],"about_ca_topic_score_codex":0.0048829378,"about_ca_topic_score_gemma":0.018127738,"teacher_disagreement_score":0.16574721,"about_ca_system_score_codex":0.0025880716,"about_ca_system_score_gemma":0.0038679796,"threshold_uncertainty_score":0.55447966},"labels":[],"label_agreement":null},{"id":"W4210736231","doi":"10.1007/s42330-022-00192-8","title":"Nouveau programme collégial québécois de Sciences de la nature: commentaire sur l’article de Désautels (2020) et pistes pour l’intervention","year":2022,"lang":"fr","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Cégep André Laurendeau","funders":"","keywords":"Scientism; Underpinning; Politics; Set (abstract data type); Intervention (counseling); Sociology; Psychology; Political science; Library science; Epistemology; Social science; Philosophy; Computer science; Engineering; Law","score_opus":0.023829699756647307,"score_gpt":0.3664929056305615,"score_spread":0.34266320587391425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4210736231","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.05210011,0.0346751,0.001461975,0.85510194,0.022379147,0.0004756284,0.0010905209,0.00009263507,0.032622963],"genre_scores_gemma":[0.5577899,0.025781207,0.0052695945,0.27954715,0.005939001,0.0037934391,0.0012659975,0.00014459304,0.12046911],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9903616,0.0033018833,0.00044165412,0.00061449327,0.002003918,0.0032764657],"domain_scores_gemma":[0.97764516,0.010865773,0.0008250733,0.00036665337,0.0038374101,0.006459994],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012781081,0.0009595307,0.0012706437,0.0013080637,0.0060845655,0.004911321,0.0022640636,0.014603869,0.015453072],"category_scores_gemma":[0.03912844,0.00054850616,0.0018245972,0.001742054,0.0034520256,0.004218794,0.0036394848,0.0126791,0.00094727956],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0022999984,0.0013945402,0.024274984,0.004820535,0.00062838866,0.0027069442,0.02430599,0.001339282,0.0020623023,0.17059916,0.5274457,0.2381223],"study_design_scores_gemma":[0.0018249148,0.00063073565,0.09787293,0.006482453,0.00042194637,0.00048764714,0.014764643,0.0008447532,0.0010506883,0.0065773446,0.86887145,0.0001704633],"about_ca_topic_score_codex":0.84142387,"about_ca_topic_score_gemma":0.9167657,"teacher_disagreement_score":0.95296884,"about_ca_system_score_codex":0.04703115,"about_ca_system_score_gemma":0.14308281,"threshold_uncertainty_score":0.34123647},"labels":[],"label_agreement":null},{"id":"W4214561022","doi":"10.3390/knowledge2010006","title":"How Elementary Pre-Service Teachers Use Scientific Knowledge to Justify Their Reasoning about the Electrification Phenomena by Friction","year":2022,"lang":"en","type":"article","venue":"Knowledge","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Mathematics education; Qualitative research; Service (business); Qualitative analysis; Pencil (optics); Psychology; Computer science; Management science; Sociology; Engineering; Social science; Business; Mechanical engineering","score_opus":0.07208664467772045,"score_gpt":0.3582484322711386,"score_spread":0.28616178759341815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214561022","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9692555,0.00063647056,0.00819253,0.002718865,0.000029240531,0.000056632918,0.000017525414,0.000023598186,0.01906971],"genre_scores_gemma":[0.997535,0.00035675275,0.00091288646,0.00007901067,0.0000028618754,0.000012659453,0.000009897978,0.000008975767,0.0010820298],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99400926,0.0033164634,0.000243924,0.00035316884,0.0014326957,0.00064447394],"domain_scores_gemma":[0.9784508,0.017037796,0.0019531313,0.0007679357,0.0012921407,0.0004981439],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009378111,0.0002790651,0.00045004417,0.0019281877,0.0028261098,0.0072692367,0.0011487068,0.0017033386,0.0023930683],"category_scores_gemma":[0.027809877,0.00046908474,0.0003336221,0.0013252351,0.010588822,0.006577843,0.002528034,0.0023748442,0.0003374062],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002988475,0.0000829832,0.018919751,0.00017338402,0.000013371432,0.00075670244,0.9487127,0.00037723017,0.0011742825,0.013812194,0.000433854,0.015513695],"study_design_scores_gemma":[0.000013461451,0.000060018087,0.0069410615,0.0002948843,0.0000174244,0.0006269196,0.96358246,0.0007367725,0.0009670558,0.009228942,0.017502686,0.000028185228],"about_ca_topic_score_codex":0.008539775,"about_ca_topic_score_gemma":0.010402849,"teacher_disagreement_score":0.009378111,"about_ca_system_score_codex":0.0034966348,"about_ca_system_score_gemma":0.0051116794,"threshold_uncertainty_score":0.049596727},"labels":[],"label_agreement":null},{"id":"W4224213981","doi":"10.1007/s42330-022-00204-7","title":"CJSMTE: an Expanded Journal","year":2022,"lang":"en","type":"editorial","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science","score_opus":0.024568861371007743,"score_gpt":0.3689917247186418,"score_spread":0.34442286334763406,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224213981","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000022394184,0.0022496805,0.000037867987,0.014620819,0.98125297,0.000017989909,0.000034440807,0.000028750781,0.0017351223],"genre_scores_gemma":[0.00035020284,0.003205505,0.000094680334,0.010212983,0.97356784,0.000032021802,0.000052353807,0.00004574396,0.0124386605],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9828198,0.0014366743,0.0017293025,0.0010460888,0.011569958,0.0013981737],"domain_scores_gemma":[0.9115891,0.013917886,0.0041483166,0.0020430333,0.05080276,0.017498886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015390056,0.0048979325,0.0056146695,0.017908193,0.007746922,0.020753799,0.0054510143,0.021892771,0.048910543],"category_scores_gemma":[0.056650754,0.0017502327,0.003946591,0.006812631,0.004372725,0.0054365955,0.0043254416,0.017839253,0.020955054],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002825293,0.0000140349175,0.00002546337,0.00016482863,0.00001082983,0.00007170164,0.000008128312,0.000016655486,0.00002655644,0.00017199393,0.99553585,0.003925688],"study_design_scores_gemma":[0.00013247081,0.000020130856,0.00038682128,0.0006450323,0.000054269403,0.00018911903,0.00006311737,0.00011257071,0.000051489988,0.0007304387,0.9975878,0.00002670364],"about_ca_topic_score_codex":0.011399865,"about_ca_topic_score_gemma":0.040132586,"teacher_disagreement_score":0.9893224,"about_ca_system_score_codex":0.010677567,"about_ca_system_score_gemma":0.02005176,"threshold_uncertainty_score":0.16362202},"labels":[],"label_agreement":null},{"id":"W4225120891","doi":"10.1007/s10763-022-10280-8","title":"Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts","year":2022,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Protocol analysis; Reading (process); Argument (complex analysis); Science education; Psychology; Observational study; Cognitive dissonance; Observational methods in psychology; Viewpoints; Reading comprehension; Comprehension; Mathematics education; Social psychology; Computer science; Linguistics; Cognitive science","score_opus":0.22299968312493326,"score_gpt":0.46311318370690896,"score_spread":0.2401135005819757,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225120891","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97892314,0.00021179549,0.0016908231,0.00048415991,0.000019798326,0.000032981177,0.000054639393,0.000024464043,0.018558208],"genre_scores_gemma":[0.99660033,0.0001683028,0.0009230895,0.00006890678,0.000007405393,0.000036077603,0.000037296704,0.000029425075,0.0021291978],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9987708,0.0006650915,0.000057075962,0.00014495899,0.0002245505,0.00013760863],"domain_scores_gemma":[0.98861235,0.00848076,0.0013045457,0.0003219426,0.00087877724,0.00040165382],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002197205,0.00036697314,0.00023437839,0.001705772,0.0014144058,0.00479712,0.0004866096,0.000906222,0.004977516],"category_scores_gemma":[0.012473648,0.00032713832,0.0002386634,0.00086382387,0.0019530179,0.0039334917,0.0023940804,0.0019534067,0.00051450427],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004994684,0.000090364534,0.022037545,0.00012775153,0.000012361307,0.0009277592,0.95412505,0.000047320522,0.0041885017,0.008069407,0.0004889545,0.009835028],"study_design_scores_gemma":[0.00001925189,0.00012101952,0.045372028,0.00053594616,0.00006442899,0.0013040607,0.89899105,0.00049196265,0.004385399,0.005103513,0.043574233,0.00003703118],"about_ca_topic_score_codex":0.0015269367,"about_ca_topic_score_gemma":0.003100304,"teacher_disagreement_score":0.004977516,"about_ca_system_score_codex":0.0009935877,"about_ca_system_score_gemma":0.000913404,"threshold_uncertainty_score":0.016651452},"labels":[],"label_agreement":null},{"id":"W4232616130","doi":"10.1016/j.cub.2005.11.011","title":"Requirement for high-level processing in subliminal learning","year":2005,"lang":"en","type":"article","venue":"Current Biology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Subliminal stimuli; Biology; Regret; Focus (optics); Cognitive psychology; Sensory processing; Sensory system; Cognitive science; Computer science; Neuroscience; Psychology; Machine learning","score_opus":0.32301260098454165,"score_gpt":0.506752134162637,"score_spread":0.18373953317809533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232616130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97381264,0.00023941862,0.011472898,0.0002745749,0.00008619967,0.00012049993,0.00019651114,0.00044833196,0.013348785],"genre_scores_gemma":[0.98817945,0.00007630939,0.0086211115,0.0002360248,0.00003806901,0.00017696788,0.00039592985,0.00023170195,0.0020444398],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.998898,0.00014682609,0.00011163636,0.0003036953,0.00032689347,0.00021282949],"domain_scores_gemma":[0.9840217,0.009485479,0.0011633034,0.0020697087,0.0018949441,0.0013648106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011687257,0.00041303408,0.0006283386,0.0003151321,0.0004195781,0.0020363745,0.00088996004,0.0012263288,0.014240339],"category_scores_gemma":[0.011083935,0.00037421563,0.00039215485,0.00017728559,0.00046687588,0.002016835,0.0012293432,0.0017742687,0.0028148405],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00083694176,0.0002264192,0.0013091428,0.0002584829,0.000015376752,0.00010578649,0.00012119993,0.00014207514,0.9840762,0.0020989708,0.00019106871,0.010618483],"study_design_scores_gemma":[0.00037086714,0.0024547759,0.12792891,0.00010068496,0.00011166248,0.0020307417,0.00042868248,0.008530554,0.84431684,0.009317879,0.004349624,0.0000588476],"about_ca_topic_score_codex":0.0004312747,"about_ca_topic_score_gemma":0.00026647456,"teacher_disagreement_score":0.014240339,"about_ca_system_score_codex":0.00038983586,"about_ca_system_score_gemma":0.0007807695,"threshold_uncertainty_score":0.047638714},"labels":[],"label_agreement":null},{"id":"W4233666517","doi":"10.3410/f.1059155.511142","title":"Faculty Opinions recommendation of A central source of movement variability.","year":2007,"lang":"en","type":"dataset","venue":"Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"California Institute of Technology; Office of Naval Research; Alfred P. Sloan Foundation; National Institutes of Health; National Science Foundation","keywords":"Movement (music); Task (project management); Principal (computer security); Motor control; Psychology; Variation (astronomy); Computer science; Physical medicine and rehabilitation; Cognitive psychology; Neuroscience; Engineering; Medicine; Computer security","score_opus":0.05725069971222836,"score_gpt":0.42089989198161615,"score_spread":0.3636491922693878,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4233666517","genre_codex":"dataset","genre_gemma":"dataset","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"dataset","genre_consensus":"dataset","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00056299503,0.00011049531,0.0002823804,0.00050410326,0.00016438494,0.00003168435,0.99303883,0.0006674803,0.0046377406],"genre_scores_gemma":[0.001637708,0.00007924231,0.00054160063,0.0001243057,0.000047145277,0.00008363386,0.99318624,0.00009568042,0.0042045102],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99837744,0.00020423417,0.00016795743,0.00046993146,0.00053602795,0.00024443862],"domain_scores_gemma":[0.99499834,0.0010425681,0.000543696,0.0015226026,0.0013768708,0.00051597017],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0016483143,0.0017092077,0.0012140885,0.003205101,0.0008330906,0.0026214796,0.0025397264,0.0018608378,0.12173369],"category_scores_gemma":[0.012003312,0.00047500865,0.0011715076,0.0044123563,0.00038289058,0.0011325134,0.0016588216,0.0019117275,0.18440033],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004787797,0.000021201315,0.0018475397,0.0002465521,0.000022132162,0.000015326847,0.000008800763,0.000103062666,0.00007693468,0.00021915045,0.989331,0.008060403],"study_design_scores_gemma":[0.00015563176,0.000014919411,0.009716699,0.00014283453,0.000033052023,0.00005744005,0.00003878968,0.0010984772,0.0005276596,0.00071083085,0.98748755,0.000016141763],"about_ca_topic_score_codex":0.014940495,"about_ca_topic_score_gemma":0.032925617,"teacher_disagreement_score":0.9983517,"about_ca_system_score_codex":0.0011011033,"about_ca_system_score_gemma":0.003380159,"threshold_uncertainty_score":0.4072398},"labels":[],"label_agreement":null},{"id":"W4236842627","doi":"10.1007/978-3-030-04242-4_9","title":"Growing-Together","year":2019,"lang":"en","type":"book-chapter","venue":"Cultural psychology of education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Curriculum; Mathematics education; Psychology; Perspective (graphical); Narrative; Pedagogy; Reading (process); Literature; Art; Political science; Visual arts","score_opus":0.14152172252663803,"score_gpt":0.47859996371474345,"score_spread":0.3370782411881054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4236842627","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017445665,0.0007417126,0.0037168467,0.0030025886,0.001218725,0.000035561872,0.000046853613,0.0001310654,0.98936206],"genre_scores_gemma":[0.015598204,0.00054711866,0.0023220365,0.0015355475,0.0001507203,0.00003937158,0.00008979267,0.00019418463,0.97952294],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9990557,0.0002533024,0.00002407866,0.00021482987,0.0002543246,0.00019790373],"domain_scores_gemma":[0.99928063,0.00008230328,0.000025399631,0.0001337583,0.00017584089,0.0003021427],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010604191,0.00092133135,0.0004206053,0.0011370936,0.007265587,0.0083447425,0.0015811914,0.0020690705,0.16311583],"category_scores_gemma":[0.001802303,0.0004004681,0.0005405147,0.0011785155,0.0029237252,0.011011187,0.00973484,0.004779183,0.07201327],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002406442,0.00007118726,0.0004152366,0.00008838654,0.000008515812,0.00021852422,0.010402433,0.00010221523,0.00054411945,0.46806392,0.35311946,0.16694199],"study_design_scores_gemma":[0.0000012144318,0.0000060817792,0.00015030093,0.000057543504,0.0000021658652,0.000070568414,0.0027210028,0.00004678878,0.00008837556,0.023245303,0.9736066,0.000003979106],"about_ca_topic_score_codex":0.0047211377,"about_ca_topic_score_gemma":0.014776581,"teacher_disagreement_score":0.16311583,"about_ca_system_score_codex":0.0021050612,"about_ca_system_score_gemma":0.0029371043,"threshold_uncertainty_score":0.5456768},"labels":[],"label_agreement":null},{"id":"W4237531395","doi":"10.1139/cjp-78-1-73","title":"Preprofessional students' beliefs about learning physics","year":2000,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Physics; Context (archaeology); Mathematics education; Physical science; Physics education; Psychology; Quantum mechanics","score_opus":0.047547533219708726,"score_gpt":0.39122777682786175,"score_spread":0.343680243608153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237531395","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99907553,0.00001922952,0.00004566551,0.00004501803,0.0000017642354,0.000007888904,0.000023923421,0.000002520474,0.00077848515],"genre_scores_gemma":[0.99850166,0.000053692376,0.00009830183,0.00008655967,0.000005032974,0.000020369805,0.000079239515,0.0000016974085,0.0011534428],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99868935,0.00028290213,0.00011149707,0.00016029233,0.00047509492,0.0002807164],"domain_scores_gemma":[0.9837421,0.0047611003,0.0050662146,0.0005951463,0.0019127545,0.0039226296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002091119,0.00033364625,0.00031192275,0.0018175944,0.0010239483,0.0021438336,0.00054027315,0.000935786,0.00865597],"category_scores_gemma":[0.00947818,0.00031699915,0.00021590435,0.0008276938,0.0008656539,0.0008421559,0.0014766459,0.0015469533,0.0013499954],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014866207,0.002069084,0.9451981,0.000061390165,0.000025121513,0.00023561798,0.024371397,0.00011826833,0.001523593,0.0002341396,0.00059516774,0.025419375],"study_design_scores_gemma":[0.000018455137,0.0010312467,0.9691129,0.000036511254,0.000012750748,0.00022790847,0.026572892,0.00030554002,0.000691084,0.00027400523,0.0016869612,0.000029850244],"about_ca_topic_score_codex":0.0046713394,"about_ca_topic_score_gemma":0.006901534,"teacher_disagreement_score":0.00865597,"about_ca_system_score_codex":0.0005944683,"about_ca_system_score_gemma":0.00067764614,"threshold_uncertainty_score":0.028957069},"labels":[],"label_agreement":null},{"id":"W4239678681","doi":"10.4324/9780203974490","title":"Changing the Subject","year":2005,"lang":"en","type":"book","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Subject (documents); Computer science; World Wide Web","score_opus":0.08343473645487032,"score_gpt":0.39950063851115164,"score_spread":0.3160659020562813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239678681","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00449141,0.016919225,0.0025429716,0.06490969,0.038450863,0.00007810317,0.000115522394,0.00016563402,0.8723267],"genre_scores_gemma":[0.04920406,0.013648774,0.0022125272,0.02486007,0.010572857,0.00010823481,0.00023353448,0.0003585395,0.8988013],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9974956,0.0009662475,0.0000920297,0.00041207732,0.00069928984,0.00033470415],"domain_scores_gemma":[0.9980698,0.0006583661,0.00009875826,0.00031182435,0.00037999486,0.00048129074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017431272,0.0003996386,0.0004558922,0.0009987006,0.005512256,0.0097798575,0.0010224964,0.0026694746,0.04203643],"category_scores_gemma":[0.005071696,0.0002221436,0.0004734674,0.0013218449,0.009106569,0.0076169665,0.005492889,0.006008446,0.011479149],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026390277,0.000048164762,0.000500111,0.00012404744,0.000004212353,0.00016754911,0.010195876,0.00006547785,0.00034098673,0.41521025,0.4795097,0.09380716],"study_design_scores_gemma":[0.0000016580312,0.0000068867885,0.00013432399,0.00009912924,9.772518e-7,0.00008520817,0.001542086,0.000019543939,0.00003712433,0.010202617,0.98786783,0.0000025328898],"about_ca_topic_score_codex":0.00370128,"about_ca_topic_score_gemma":0.0050594844,"teacher_disagreement_score":0.04203643,"about_ca_system_score_codex":0.004680507,"about_ca_system_score_gemma":0.0037250125,"threshold_uncertainty_score":0.1406259},"labels":[],"label_agreement":null},{"id":"W4243263335","doi":"10.31235/osf.io/4bhrx","title":"The Constructivist Approach to Curriculum Integration of STEM Education","year":2019,"lang":"en","type":"preprint","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Curriculum; Mathematics education; Constructivist teaching methods; Pedagogy; Engineering ethics; Psychology; Teaching method; Engineering","score_opus":0.07105470191556086,"score_gpt":0.400599537914811,"score_spread":0.32954483599925016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243263335","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03963379,0.0032545459,0.82224554,0.010291201,0.0002623743,0.0017435969,0.0002164777,0.0003561674,0.12199624],"genre_scores_gemma":[0.45948106,0.0039855726,0.5166138,0.0024167981,0.000057391637,0.003965458,0.0003407713,0.00019793186,0.012941216],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9769647,0.016899835,0.0008703899,0.0014699448,0.0034041414,0.00039091142],"domain_scores_gemma":[0.9863165,0.009830971,0.0008696324,0.0012540275,0.0014900682,0.00023878021],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022979684,0.00069244567,0.0006153786,0.004362231,0.0016884129,0.007787387,0.0018968425,0.00092008914,0.0024481972],"category_scores_gemma":[0.017521027,0.0005389937,0.00086653855,0.002946597,0.019941388,0.004124989,0.003804716,0.004682191,0.00037045986],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045817553,0.0002242377,0.0027786838,0.0025824537,0.00016078175,0.00010068606,0.096393734,0.0039300695,0.0027210438,0.7341903,0.002637638,0.15423466],"study_design_scores_gemma":[0.00014022562,0.00023284408,0.005311167,0.0031632928,0.000115819224,0.00027133123,0.05140414,0.007513121,0.0057537127,0.7185122,0.2074843,0.00009794416],"about_ca_topic_score_codex":0.0047736703,"about_ca_topic_score_gemma":0.009097434,"teacher_disagreement_score":0.022979684,"about_ca_system_score_codex":0.009726822,"about_ca_system_score_gemma":0.014391877,"threshold_uncertainty_score":0.1215297},"labels":[],"label_agreement":null},{"id":"W4244823551","doi":"10.1002/0470018860.s00500","title":"Conceptual Change","year":2005,"lang":"en","type":"other","venue":"Encyclopedia of Cognitive Science","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Computer science","score_opus":0.07409220560546625,"score_gpt":0.40311549524984835,"score_spread":0.3290232896443821,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244823551","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020881332,0.0026444742,0.06704561,0.023571877,0.0033048615,0.00031605738,0.00051664276,0.0006646905,0.8810545],"genre_scores_gemma":[0.76343626,0.0032905103,0.04228709,0.0067192535,0.0011185558,0.00044309045,0.0013943771,0.00060528354,0.1807056],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99281836,0.0028335282,0.00034582042,0.0011968589,0.0023600173,0.00044552004],"domain_scores_gemma":[0.98775524,0.0032619445,0.00065065897,0.0037675686,0.0036725828,0.00089194585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003901023,0.0006006271,0.00034424453,0.0019583548,0.0023482419,0.0081775505,0.0019755352,0.0019819038,0.046390343],"category_scores_gemma":[0.02361668,0.00023122056,0.0008098465,0.0019017734,0.009513087,0.010654289,0.0065691243,0.0035149807,0.007798806],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050637565,0.000060241047,0.0007822018,0.00023246299,0.000019473042,0.00029539815,0.01013431,0.00036322724,0.0009839927,0.87422323,0.034077298,0.0787776],"study_design_scores_gemma":[0.000020496123,0.00003879349,0.00072199106,0.00024994262,0.000022692657,0.000456711,0.0046162903,0.0008904439,0.0013061713,0.43600002,0.55564934,0.000027191354],"about_ca_topic_score_codex":0.0021243324,"about_ca_topic_score_gemma":0.0011238807,"teacher_disagreement_score":0.046390343,"about_ca_system_score_codex":0.004267673,"about_ca_system_score_gemma":0.0030807557,"threshold_uncertainty_score":0.15519118},"labels":[],"label_agreement":null},{"id":"W4246345828","doi":"10.1007/978-94-007-2150-0_177","title":"Science, Technology and Society (STS)","year":2015,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Engineering ethics; Political science; Engineering","score_opus":0.11262012957217056,"score_gpt":0.40935943600403096,"score_spread":0.2967393064318604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246345828","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00050268037,0.010263852,0.0024373496,0.0015932525,0.0023116649,0.000018805697,0.00007280107,0.00006591698,0.9827337],"genre_scores_gemma":[0.007382482,0.008633354,0.001024383,0.000458491,0.0004274776,0.000032282707,0.00011204357,0.000071726965,0.9818578],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99974924,0.000047505404,0.000011276981,0.000038469654,0.00012339532,0.000030046724],"domain_scores_gemma":[0.9999013,0.00002819869,0.0000069889707,0.000012155479,0.000030320742,0.00002102906],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0003164351,0.0008004565,0.00031686557,0.0010651413,0.0012472313,0.0035951857,0.00066900323,0.0011694863,0.056182288],"category_scores_gemma":[0.00051467936,0.00018958794,0.00020891118,0.0017833606,0.0018368625,0.002864101,0.0018077983,0.0024792985,0.022946134],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006904369,0.00002316463,0.00006889587,0.00013689263,0.0000017504491,0.000036279336,0.00089139125,0.00028462644,0.00025268167,0.5819258,0.2473635,0.16900818],"study_design_scores_gemma":[6.743962e-7,0.0000033813453,0.00006212615,0.00008368531,8.751204e-7,0.00002758825,0.00013170231,0.00004449858,0.000055895336,0.026973568,0.9726146,0.000001469111],"about_ca_topic_score_codex":0.0069269547,"about_ca_topic_score_gemma":0.018920608,"teacher_disagreement_score":0.9987528,"about_ca_system_score_codex":0.0028483004,"about_ca_system_score_gemma":0.004151648,"threshold_uncertainty_score":0.18794852},"labels":[],"label_agreement":null},{"id":"W4247048867","doi":"10.1007/978-94-007-2150-0_407","title":"Indigenous Knowledge Systems and the Nature of Science","year":2015,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Indigenous; Traditional knowledge; Geography; Sociology; History; Biology; Ecology","score_opus":0.09014795255647927,"score_gpt":0.4064876042967592,"score_spread":0.3163396517402799,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247048867","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028709038,0.019460611,0.0063425056,0.0032445658,0.0004519677,0.00001805262,0.000026462325,0.000031708732,0.9675531],"genre_scores_gemma":[0.28932455,0.041691594,0.012306923,0.0015097082,0.0010051983,0.000105576255,0.00011737807,0.00013430436,0.65380484],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9995902,0.00017759086,0.000013411674,0.00005163804,0.00012783488,0.000039295614],"domain_scores_gemma":[0.9995565,0.000314293,0.0000177438,0.000048427937,0.000043463344,0.000019546587],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.000718912,0.00033639834,0.0003039368,0.00089704356,0.0016496606,0.0037863906,0.00066320004,0.0010912721,0.010775633],"category_scores_gemma":[0.0011008332,0.00015174814,0.00017750074,0.0011605108,0.008954786,0.0036661725,0.001365065,0.0024712898,0.0011469568],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000012845528,0.0000041789463,0.000019433357,0.000034269855,9.922717e-7,0.000011583467,0.0016051609,0.000090138055,0.000056620705,0.9846363,0.0029841315,0.010555779],"study_design_scores_gemma":[0.0000018059097,0.0000058423157,0.00018200705,0.00018207594,0.0000022190795,0.000058155412,0.00088244776,0.00022473186,0.00015689779,0.6419128,0.3563865,0.000004518675],"about_ca_topic_score_codex":0.006904106,"about_ca_topic_score_gemma":0.014316277,"teacher_disagreement_score":0.9983503,"about_ca_system_score_codex":0.0031796363,"about_ca_system_score_gemma":0.0026553483,"threshold_uncertainty_score":0.036048055},"labels":[],"label_agreement":null},{"id":"W4247954741","doi":"10.1515/9781503604483-013","title":"CHAPTER 9. COGNITIVE SCIENCE","year":2020,"lang":"en","type":"book-chapter","venue":"Stanford University Press eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Psychology; Cognitive science","score_opus":0.10702426356294449,"score_gpt":0.321349908837698,"score_spread":0.2143256452747535,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247954741","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002133131,0.10885613,0.01869403,0.04553966,0.004992994,0.000090907444,0.00063342846,0.0003535921,0.81870615],"genre_scores_gemma":[0.21112883,0.1874564,0.032312717,0.023086973,0.012692905,0.0006966546,0.0020253216,0.000786565,0.52981365],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99844664,0.0005906825,0.000067293404,0.00030116216,0.00044473878,0.0001495168],"domain_scores_gemma":[0.9987679,0.0006918107,0.000055508583,0.00017466175,0.00021126418,0.000098941346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014018227,0.0013171065,0.00083246845,0.002659178,0.0026975756,0.007719669,0.0017159871,0.0035461918,0.050367363],"category_scores_gemma":[0.0031788852,0.0003898987,0.0010675783,0.0024593978,0.009200642,0.0054692593,0.002348671,0.004844591,0.012077759],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001831714,0.00002908089,0.00034123662,0.0004469959,0.000029381734,0.00009887554,0.0016982004,0.00036499163,0.00017279496,0.8216748,0.111252174,0.06387318],"study_design_scores_gemma":[0.0000058404667,0.000011284688,0.00062076445,0.00055943255,0.0000075745197,0.00019167812,0.000716856,0.00021475981,0.000095694166,0.4226453,0.5749177,0.000013110043],"about_ca_topic_score_codex":0.007366823,"about_ca_topic_score_gemma":0.006476099,"teacher_disagreement_score":0.050367363,"about_ca_system_score_codex":0.006224241,"about_ca_system_score_gemma":0.003920905,"threshold_uncertainty_score":0.1684956},"labels":[],"label_agreement":null},{"id":"W4250126307","doi":"10.26434/chemrxiv.13119869","title":"Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items","year":2020,"lang":"en","type":"preprint","venue":"ChemRxiv","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Argumentation theory; Granularity; Chemistry; Mathematics education; Psychology; Epistemology; Computer science; Philosophy","score_opus":0.08853200618493173,"score_gpt":0.42106604367233047,"score_spread":0.33253403748739874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250126307","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9905314,0.00012817203,0.0016613037,0.00060405827,0.00006672307,0.00013593552,0.0001372461,0.000043513704,0.0066916295],"genre_scores_gemma":[0.9868314,0.00019864795,0.006039335,0.0004764217,0.00003761841,0.00037213828,0.00054688705,0.00005944941,0.005438111],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99018705,0.00394322,0.0012375041,0.0014131742,0.0024527083,0.0007663584],"domain_scores_gemma":[0.926169,0.054970916,0.0067902147,0.0023493583,0.006953328,0.0027671542],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008246566,0.0010950102,0.0009784199,0.0017363911,0.0018144051,0.0071046078,0.0015508388,0.0037399228,0.0118108215],"category_scores_gemma":[0.071005225,0.0005255152,0.001128304,0.0010550176,0.0030372243,0.004760176,0.0043994193,0.0041036885,0.002367117],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0036946808,0.008080999,0.3362915,0.0032607745,0.0004425945,0.0047088135,0.26318708,0.011505512,0.06034283,0.030547243,0.028989637,0.2489484],"study_design_scores_gemma":[0.000827446,0.005455028,0.46934292,0.00285597,0.00048870605,0.0026597832,0.19324185,0.03741369,0.06343924,0.08634011,0.13684875,0.0010865678],"about_ca_topic_score_codex":0.0010566395,"about_ca_topic_score_gemma":0.0015347155,"teacher_disagreement_score":0.0118108215,"about_ca_system_score_codex":0.0021428955,"about_ca_system_score_gemma":0.0012200013,"threshold_uncertainty_score":0.04361254},"labels":[],"label_agreement":null},{"id":"W4251129972","doi":"10.1017/cbo9780511614880.020","title":"Introduction","year":2005,"lang":"en","type":"book-chapter","venue":"Cambridge University Press eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Computer science","score_opus":0.04794432771894891,"score_gpt":0.27745718412838777,"score_spread":0.22951285640943886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4251129972","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00042897498,0.0043130233,0.0017393896,0.0033346904,0.0033404513,0.00005964854,0.00061976566,0.00028607744,0.985878],"genre_scores_gemma":[0.0026314624,0.0022023595,0.00080919935,0.0013069839,0.00047029014,0.00003413709,0.00046832618,0.00010852945,0.9919688],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99948657,0.00006443182,0.000021780454,0.00013137938,0.00023241945,0.000063322776],"domain_scores_gemma":[0.9995363,0.0000768489,0.000020079415,0.00006700068,0.00020497142,0.0000948626],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00041270643,0.00069445535,0.00047870068,0.0010857184,0.0017348108,0.0038151972,0.0012401685,0.002053718,0.41327688],"category_scores_gemma":[0.0014099851,0.00026043638,0.00044575112,0.0009916547,0.0010060621,0.0035037864,0.0020431352,0.002164424,0.20969331],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023131543,0.000041457883,0.00017269373,0.00019011534,0.0000027984938,0.00012462007,0.0005919695,0.00011759463,0.0002974306,0.09661882,0.7639292,0.1378902],"study_design_scores_gemma":[0.0000010457195,0.0000039296115,0.0000723414,0.00006750468,5.3858344e-7,0.000058328693,0.00006518962,0.000013105877,0.00002793407,0.0034283688,0.99626005,0.0000015923177],"about_ca_topic_score_codex":0.0031264652,"about_ca_topic_score_gemma":0.00517256,"teacher_disagreement_score":0.41327688,"about_ca_system_score_codex":0.0019466025,"about_ca_system_score_gemma":0.001708871,"threshold_uncertainty_score":0.8368893},"labels":[],"label_agreement":null},{"id":"W4251856847","doi":"10.26434/chemrxiv.13119869.v2","title":"Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items","year":2021,"lang":"en","type":"preprint","venue":"ChemRxiv","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Argumentation theory; Granularity; Mathematics education; Epistemology; Work (physics); Psychology; Computer science; Chemistry; Philosophy; Engineering","score_opus":0.06564638008075757,"score_gpt":0.4143310449054456,"score_spread":0.348684664824688,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4251856847","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9896952,0.00014582564,0.0032717078,0.0005696328,0.000057005804,0.000105870175,0.00012600746,0.000036189645,0.005992634],"genre_scores_gemma":[0.98603314,0.00017954553,0.00915027,0.00034193482,0.000027807615,0.00023837172,0.00041759963,0.00004633716,0.0035648986],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9882742,0.005035672,0.0013104127,0.0018312057,0.0027751029,0.0007734909],"domain_scores_gemma":[0.91312695,0.06808109,0.007822791,0.0029102766,0.0058554644,0.0022033688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011880082,0.0009368571,0.0008824474,0.0015512775,0.0016225947,0.006682645,0.0013240561,0.0026985763,0.009065445],"category_scores_gemma":[0.08483761,0.00041326333,0.0008964079,0.0009485603,0.0030191476,0.004100237,0.0045371135,0.0035305007,0.001538829],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0037883916,0.0057099257,0.31850177,0.0033737335,0.0005533904,0.003256388,0.2589104,0.010751817,0.061603926,0.042915586,0.014950871,0.27568373],"study_design_scores_gemma":[0.0008623898,0.0039721,0.41698378,0.0024093383,0.000516626,0.0023526596,0.17901489,0.033601575,0.07043589,0.15420814,0.13482657,0.0008160658],"about_ca_topic_score_codex":0.000678701,"about_ca_topic_score_gemma":0.0010675839,"teacher_disagreement_score":0.011880082,"about_ca_system_score_codex":0.001615902,"about_ca_system_score_gemma":0.0012742856,"threshold_uncertainty_score":0.06282866},"labels":[],"label_agreement":null},{"id":"W4255201327","doi":"10.1007/978-3-319-66140-7_1","title":"Introduction","year":2017,"lang":"en","type":"book-chapter","venue":"Innovation and change in professional education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Realization (probability); Engineering ethics; Cover (algebra); Educational science; Mathematics education; Pedagogy; Sociology; Psychology; Engineering","score_opus":0.16576465574373528,"score_gpt":0.4702613812415954,"score_spread":0.3044967254978601,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255201327","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00038368627,0.0015003562,0.004490333,0.0032048225,0.0041701137,0.00014016785,0.0019725452,0.0007588242,0.98337907],"genre_scores_gemma":[0.0015152786,0.0010714108,0.0017458298,0.001333994,0.0005489718,0.000095391406,0.0016607018,0.00025450884,0.9917739],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991227,0.00010274108,0.000029669622,0.00018259542,0.00046420397,0.000098229386],"domain_scores_gemma":[0.9990325,0.00015697734,0.00003099211,0.00014025968,0.00046013066,0.0001791772],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008983082,0.0008219841,0.0004894392,0.0015015812,0.0015098369,0.004344343,0.0016157221,0.001913866,0.60332495],"category_scores_gemma":[0.0029963637,0.00026605112,0.0005086542,0.0012803199,0.0007547285,0.0028400738,0.0028969035,0.0019222669,0.4743094],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029998713,0.00004155189,0.00013638224,0.00018420392,0.000002573527,0.000065650755,0.00019869517,0.00012637847,0.00037537952,0.052372333,0.7476625,0.19880438],"study_design_scores_gemma":[0.0000017392347,0.0000046272853,0.00006740804,0.000062263636,7.564389e-7,0.000025590352,0.000046913614,0.000017493196,0.00006609958,0.0040741283,0.99563086,0.0000022059157],"about_ca_topic_score_codex":0.002894918,"about_ca_topic_score_gemma":0.004528765,"teacher_disagreement_score":0.60332495,"about_ca_system_score_codex":0.0014704452,"about_ca_system_score_gemma":0.0026575336,"threshold_uncertainty_score":0.5658088},"labels":[],"label_agreement":null},{"id":"W4255513299","doi":"10.1007/1-4020-3526-8_19","title":"Degree of Influence on Perception of Belief and Social Setting: Its Relevance to Understanding Pendulum Motion","year":2006,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Prince Edward Island","funders":"","keywords":"Perception; Categorization; Relevance (law); Degree (music); Motion (physics); Psychology; Pendulum; Cognitive psychology; Social perception; Social psychology; Epistemology; Computer science; Artificial intelligence; Engineering; Political science; Philosophy; Physics","score_opus":0.16586444270153664,"score_gpt":0.3711518442899549,"score_spread":0.20528740158841827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255513299","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7898297,0.0010630188,0.03920856,0.0022023153,0.00007455667,0.000045190383,0.00007801967,0.000042818134,0.16745582],"genre_scores_gemma":[0.9981183,0.0001114956,0.0010735001,0.000027349764,0.000014953599,0.000009275882,0.000008633944,0.000005799663,0.00063064083],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99911577,0.00043353272,0.000029977555,0.00010441086,0.0002495183,0.000066726025],"domain_scores_gemma":[0.9864346,0.011511556,0.0006708675,0.00041333938,0.00053742225,0.00043222605],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002041856,0.00016434146,0.00022545781,0.0006682962,0.0005293543,0.0024757313,0.0005081616,0.0007844764,0.0032210462],"category_scores_gemma":[0.012186226,0.00021598402,0.00030007228,0.00060236355,0.0028826196,0.0018581739,0.00097318535,0.0011861292,0.00014765533],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000719795,0.0005099914,0.17068213,0.0002404685,0.00024184784,0.00046875648,0.061858423,0.005635645,0.013651922,0.5918601,0.0015052685,0.15262564],"study_design_scores_gemma":[0.00007350531,0.00038284072,0.5436659,0.00015918036,0.00014851456,0.0005560144,0.019364713,0.025374036,0.0039781607,0.3960953,0.010083838,0.00011801662],"about_ca_topic_score_codex":0.0026413766,"about_ca_topic_score_gemma":0.0026331674,"teacher_disagreement_score":0.0032210462,"about_ca_system_score_codex":0.0007144,"about_ca_system_score_gemma":0.0003996394,"threshold_uncertainty_score":0.010798514},"labels":[],"label_agreement":null},{"id":"W4280528355","doi":"10.1163/23641177-bja10040","title":"How Seventh-Grade Students Experience the Complexity of Socioscientific Issues Through Decision Making on the Autonomous Vehicle Issue","year":2022,"lang":"en","type":"article","venue":"Asia-Pacific Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Ministry of Education, India","keywords":"Opposition (politics); Implementation; Psychology; Class (philosophy); Mathematics education; Group decision-making; Anxiety; Social psychology; Computer science; Political science; Artificial intelligence; Law","score_opus":0.14132269247504975,"score_gpt":0.4547158799606334,"score_spread":0.31339318748558365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4280528355","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968928,0.000071562026,0.00043407068,0.00028471314,0.000014975374,0.000009557322,0.0000057129328,0.000006592587,0.0022799587],"genre_scores_gemma":[0.99777466,0.0001046325,0.0003330282,0.00008618629,0.000004568966,0.000008807801,0.000013429614,0.0000061113337,0.001668601],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99764144,0.00088384305,0.00008864468,0.00021110117,0.00062275917,0.0005523163],"domain_scores_gemma":[0.9943552,0.0015952045,0.0013182891,0.00020762159,0.00090679934,0.0016169024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00292681,0.0005392817,0.00049891404,0.0010010574,0.002998198,0.006527288,0.0009671058,0.0013947935,0.0038372215],"category_scores_gemma":[0.0055252654,0.00035744143,0.00049609435,0.00031946786,0.0032144391,0.002326537,0.0030344143,0.003212498,0.0008257173],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013141213,0.0010219861,0.21752946,0.00017780723,0.00004978509,0.0032988258,0.72299135,0.00037715488,0.014677641,0.0039486666,0.002207132,0.033588864],"study_design_scores_gemma":[0.000014643251,0.00048091987,0.05636056,0.00013617487,0.000038355935,0.0008916228,0.91055274,0.00092357275,0.0040648477,0.002587103,0.023880089,0.00006952732],"about_ca_topic_score_codex":0.0023474256,"about_ca_topic_score_gemma":0.0044055977,"teacher_disagreement_score":0.006527288,"about_ca_system_score_codex":0.0013571422,"about_ca_system_score_gemma":0.0014214274,"threshold_uncertainty_score":0.015478671},"labels":[],"label_agreement":null},{"id":"W4280581136","doi":"10.1186/s40594-022-00353-z","title":"Institutionalizing evidence-based STEM reform through faculty professional development and support structures","year":2022,"lang":"en","type":"article","venue":"International Journal of STEM Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Howard Hughes Medical Institute","keywords":"Faculty development; Science education; Salary; Professional development; Mathematics education; Medical education; Psychology; Educational technology; Pedagogy; Political science; Medicine","score_opus":0.22583533913239232,"score_gpt":0.47170987324096586,"score_spread":0.24587453410857354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4280581136","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47816786,0.0034243546,0.066498645,0.2835259,0.0016253162,0.0050872937,0.00022867968,0.0015291491,0.15991269],"genre_scores_gemma":[0.9292581,0.0009129416,0.05672976,0.0058602034,0.00048994354,0.0010830093,0.0000958349,0.00005449931,0.0055156043],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9580364,0.027633334,0.0015239288,0.0021338793,0.005666663,0.0050057177],"domain_scores_gemma":[0.8650744,0.045200795,0.014138619,0.009679391,0.015014184,0.05089261],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06317891,0.0004331479,0.00029911657,0.0034652804,0.005939878,0.010317256,0.0038214182,0.002665059,0.00608053],"category_scores_gemma":[0.09068565,0.00046556172,0.00047851066,0.0016142082,0.005662136,0.004591485,0.022794535,0.0037401947,0.0010820167],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018081462,0.0045058867,0.037760157,0.00091745664,0.00012138658,0.00037689746,0.026529746,0.0024653892,0.00316123,0.05076267,0.04068657,0.8325318],"study_design_scores_gemma":[0.0022714557,0.0056129363,0.14932758,0.005501604,0.00036807303,0.0009870876,0.109007895,0.012448356,0.012984372,0.1372164,0.56394243,0.00033172496],"about_ca_topic_score_codex":0.001998151,"about_ca_topic_score_gemma":0.005601018,"teacher_disagreement_score":0.06317891,"about_ca_system_score_codex":0.010380425,"about_ca_system_score_gemma":0.105809025,"threshold_uncertainty_score":0.334126},"labels":[],"label_agreement":null},{"id":"W4283167250","doi":"10.5539/hes.v12n3p47","title":"Educational Philosophy Adopted by Pre-Service Science Teachers","year":2022,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Science education; Mathematics education; Phenomenology (philosophy); Constructivist teaching methods; Psychology; Creativity; Scientific misconceptions; Teaching method; Pedagogy; Nature of Science; Sociology; Epistemology","score_opus":0.1256158709894802,"score_gpt":0.4628717928504438,"score_spread":0.33725592186096354,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283167250","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99152654,0.0004368557,0.001025032,0.0016802646,0.000066188615,0.00006305116,0.0000113039005,0.000023110284,0.005167659],"genre_scores_gemma":[0.9922477,0.00048257224,0.0009910549,0.00071225624,0.000013783148,0.000053730782,0.000020057249,0.0000145595295,0.0054641576],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950701,0.0018961136,0.00021236743,0.00037238564,0.001400558,0.001048481],"domain_scores_gemma":[0.9895846,0.002850563,0.0015650886,0.00041507796,0.0024303622,0.0031542913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005228023,0.00028512595,0.0005061928,0.0015319502,0.005374398,0.0057240585,0.0008941968,0.0017398339,0.0018320909],"category_scores_gemma":[0.010676418,0.0005944196,0.00045605825,0.0009816356,0.0062618023,0.0016590055,0.0025635725,0.003993065,0.00062799617],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009259078,0.0006591213,0.0638732,0.0003286823,0.000014447338,0.002438557,0.89631915,0.0000740765,0.007396544,0.0034010732,0.0016681518,0.023734411],"study_design_scores_gemma":[0.000021378053,0.00038380222,0.022906337,0.00017187196,0.000012957025,0.0012531433,0.9474906,0.00017228174,0.0015524,0.0010110752,0.024983548,0.000040689927],"about_ca_topic_score_codex":0.0064536645,"about_ca_topic_score_gemma":0.012051458,"teacher_disagreement_score":0.0064536645,"about_ca_system_score_codex":0.0052942606,"about_ca_system_score_gemma":0.009054704,"threshold_uncertainty_score":0.03841275},"labels":[],"label_agreement":null},{"id":"W4283512363","doi":"10.1007/s42330-022-00214-5","title":"Correction to: Resolving Conflicting Subcultures Within School Mathematics: Towards a Humanistic School Mathematics","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Mathematics education; Humanism; Mathematics; Pedagogy; Sociology; Political science","score_opus":0.031009419003369485,"score_gpt":0.3502874752523735,"score_spread":0.319278056249004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283512363","genre_codex":"editorial","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00021020386,0.0004404988,0.00040404254,0.10049126,0.8953726,0.000025158048,0.0007505596,0.00025815456,0.0020476193],"genre_scores_gemma":[0.03501045,0.0053129504,0.004899075,0.22100526,0.486583,0.0005723708,0.00226408,0.0020585295,0.24229431],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9917664,0.0012430107,0.0013494098,0.0012031106,0.0034196754,0.0010184414],"domain_scores_gemma":[0.9350174,0.014221928,0.0026966403,0.0043764403,0.04027146,0.0034160516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048023313,0.0022949218,0.0028041531,0.0035421904,0.007231158,0.0073920093,0.0055425107,0.014672758,0.06034811],"category_scores_gemma":[0.09961157,0.0012913242,0.0013559232,0.0031752218,0.0057441164,0.0035401713,0.0042686844,0.019670961,0.034633454],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002740101,0.000004070257,0.00005193286,0.00007760877,0.0000068926447,0.00013557558,0.000091778165,0.00002529946,0.000019065934,0.00062554964,0.99703455,0.0019002911],"study_design_scores_gemma":[0.00006975913,0.00001535698,0.0009218592,0.00035672964,0.000028857785,0.00045321134,0.0005604577,0.0002727193,0.00024580635,0.0019044171,0.9951178,0.000053096883],"about_ca_topic_score_codex":0.04502039,"about_ca_topic_score_gemma":0.052480105,"teacher_disagreement_score":0.06034811,"about_ca_system_score_codex":0.008355786,"about_ca_system_score_gemma":0.014168695,"threshold_uncertainty_score":0.20188451},"labels":[],"label_agreement":null},{"id":"W4283769885","doi":"10.1117/12.2635578","title":"An inquiry approach to learning EM waves and quantum physics with photonics-based Nobel prizes","year":2022,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Vanier College","funders":"","keywords":"Photonics; Physics; Quantum; Quantum optics; Computer science; Engineering physics; Quantum mechanics","score_opus":0.0924849213158592,"score_gpt":0.38023812097716897,"score_spread":0.28775319966130974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283769885","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4800899,0.00090258656,0.234642,0.025444917,0.0011524507,0.003851313,0.00015812315,0.00037820102,0.25338048],"genre_scores_gemma":[0.8162659,0.00072865945,0.13057378,0.001767094,0.000092232876,0.004547124,0.00008563109,0.0000723039,0.045867294],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99039626,0.0072068726,0.00016923467,0.00065995875,0.00077248324,0.0007951611],"domain_scores_gemma":[0.9907851,0.005207733,0.0004959408,0.000561554,0.00068348576,0.002266125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011192629,0.00087927526,0.00072244625,0.0012567454,0.006337774,0.008645514,0.0025622428,0.0023725587,0.0072435504],"category_scores_gemma":[0.013690199,0.0005275239,0.0008894336,0.0007221819,0.007549852,0.005771219,0.010387863,0.0049116057,0.0012075123],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006842558,0.009232945,0.0073142177,0.0007485192,0.000086409695,0.0005587663,0.12299749,0.0053585907,0.0068146144,0.6785274,0.015427769,0.15224901],"study_design_scores_gemma":[0.0005949838,0.0023371615,0.0065321233,0.00054708024,0.00008504583,0.00038936723,0.13860272,0.010437652,0.008930679,0.50867337,0.32273448,0.00013544365],"about_ca_topic_score_codex":0.0014079899,"about_ca_topic_score_gemma":0.0037288673,"teacher_disagreement_score":0.011192629,"about_ca_system_score_codex":0.0054683536,"about_ca_system_score_gemma":0.00825424,"threshold_uncertainty_score":0.059193015},"labels":[],"label_agreement":null},{"id":"W4284687100","doi":"10.1007/s42330-022-00219-0","title":"A Reflection on Reimagining Education: Inspiration, Innovation and Thriving in a Changing World","year":2022,"lang":"en","type":"editorial","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Thriving; State (computer science); Reflection (computer programming); Sociology; Science education; Pedagogy; Social science","score_opus":0.03805644188121415,"score_gpt":0.37871666957883376,"score_spread":0.3406602276976196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4284687100","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000039395316,0.0052292054,0.00007123563,0.12773253,0.86571455,0.0000122796355,0.000013528779,0.000015478625,0.0011717416],"genre_scores_gemma":[0.0015282069,0.0065995785,0.00019794938,0.070594616,0.91019356,0.000043057764,0.000016431619,0.000060338225,0.010766233],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9780477,0.004737519,0.0021269105,0.0017789042,0.011532055,0.0017768706],"domain_scores_gemma":[0.9305042,0.039170846,0.0019644806,0.0019022595,0.017377293,0.009080947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0265967,0.0041204705,0.003330888,0.005273704,0.01045048,0.024793098,0.006278842,0.045160886,0.0071108365],"category_scores_gemma":[0.065452605,0.001216063,0.0029214378,0.0037832519,0.011742193,0.013607459,0.0059330063,0.060635414,0.0036940638],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015007017,0.000013396539,0.000013934966,0.00015702604,0.000008836148,0.000108588836,0.00025129115,0.000015978942,0.000034115106,0.0014043637,0.99516344,0.002814071],"study_design_scores_gemma":[0.000029723065,0.000015404632,0.00016003037,0.0005525657,0.000026741436,0.00015280314,0.00072246237,0.000056674286,0.00006178163,0.0025809743,0.99561393,0.000026934831],"about_ca_topic_score_codex":0.01234769,"about_ca_topic_score_gemma":0.040618196,"teacher_disagreement_score":0.045160886,"about_ca_system_score_codex":0.012612989,"about_ca_system_score_gemma":0.020564223,"threshold_uncertainty_score":0.14065844},"labels":[],"label_agreement":null},{"id":"W4285529715","doi":"10.5817/cz.muni.p210-9876-2021-9","title":"Aristotle, Galileo, Newton, and Quebec Elementary Preservice Conceptual Representations about the Movement in Free Falling Objects","year":2021,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Conceptual change; Gravitation; Acceleration; Physics education; Gravitational acceleration; Galileo (satellite navigation); Mathematics education; Fall of man; Movement (music); Concept learning; Falling (accident); Conceptual framework; Psychology; Computer science; Epistemology; Physics; Classical mechanics; Geodesy; Politics; Geology; Philosophy","score_opus":0.0644230372841861,"score_gpt":0.3824790548135405,"score_spread":0.3180560175293544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4285529715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.987683,0.00031198535,0.0010323563,0.0010489377,0.000007699659,0.000047768095,0.000026132879,0.0000055680557,0.009836577],"genre_scores_gemma":[0.9984322,0.00011004109,0.00019093016,0.0000750818,6.6163284e-7,0.000017881925,0.000013687763,0.0000027582344,0.0011566775],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99559975,0.0022744907,0.00016333771,0.00030230364,0.0009874321,0.0006726527],"domain_scores_gemma":[0.9899725,0.0054111048,0.0010283776,0.00044854972,0.0021755144,0.00096402166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070060315,0.00037400148,0.00047222,0.0020829153,0.009006667,0.0055999053,0.0017564178,0.0013911275,0.002396602],"category_scores_gemma":[0.014557603,0.00034169565,0.00021192759,0.0018424892,0.016007878,0.0037314883,0.0025355658,0.0020663538,0.00016292444],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016279922,0.000024515813,0.011919353,0.000036812813,0.0000025737047,0.00021911872,0.978964,0.00006273559,0.00022497267,0.0047622877,0.00025801902,0.0035094086],"study_design_scores_gemma":[0.000004964318,0.000020660706,0.018640485,0.00009954102,0.0000042315924,0.00008526976,0.9742992,0.00017906519,0.000097790704,0.0010194142,0.005532046,0.000017322496],"about_ca_topic_score_codex":0.6937382,"about_ca_topic_score_gemma":0.76724446,"teacher_disagreement_score":0.6937382,"about_ca_system_score_codex":0.026545838,"about_ca_system_score_gemma":0.019432245,"threshold_uncertainty_score":0.6161308},"labels":[],"label_agreement":null},{"id":"W4287986362","doi":"10.1088/1742-6596/2297/1/012026","title":"Video making as a powerful tool in physics teacher education and in teaching and learning","year":2022,"lang":"en","type":"article","venue":"Journal of Physics Conference Series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curiosity; Mathematics education; Physics education; Amateur; Style (visual arts); Science education; Pedagogy; Psychology; Visual arts; Art","score_opus":0.04237775641345251,"score_gpt":0.3735405113210578,"score_spread":0.3311627549076053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4287986362","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83055395,0.0015357006,0.043245535,0.0039814715,0.00051064783,0.0009911135,0.00038546676,0.00067912805,0.11811698],"genre_scores_gemma":[0.95609516,0.0007582129,0.031331632,0.00026488127,0.00012287045,0.00031744523,0.00015500582,0.000109063956,0.010845653],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.996856,0.0020035182,0.000070161244,0.0002729925,0.0005303618,0.00026705422],"domain_scores_gemma":[0.98631847,0.010343712,0.00062181253,0.00084849045,0.0008179834,0.0010495975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00450118,0.00040052002,0.00020296682,0.0012933428,0.001123435,0.0038498058,0.0008542813,0.0007574044,0.0067995153],"category_scores_gemma":[0.013275305,0.0001523748,0.0001904836,0.0008723093,0.0016677355,0.0023584643,0.0024343147,0.0009229436,0.0006274598],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000629779,0.0027934841,0.022016421,0.0016333798,0.000050861898,0.0009090243,0.06726855,0.0019646238,0.056932062,0.026032917,0.015232596,0.8045362],"study_design_scores_gemma":[0.00042170144,0.0054859137,0.09857343,0.0023505234,0.00027049572,0.002384542,0.1270095,0.009282158,0.11003329,0.024894584,0.6189759,0.00031807326],"about_ca_topic_score_codex":0.0021662968,"about_ca_topic_score_gemma":0.0032137183,"teacher_disagreement_score":0.0067995153,"about_ca_system_score_codex":0.0008967873,"about_ca_system_score_gemma":0.001281014,"threshold_uncertainty_score":0.023804784},"labels":[],"label_agreement":null},{"id":"W4288920665","doi":"10.1163/9789004391635","title":"Stability and Change in Science Education -- Meeting Basic Learning Needs: Homeostasis and Novelty in Teaching and Learning","year":2019,"lang":"en","type":"book","venue":"Data Archiving and Networked Services (DANS)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Novelty; Balance (ability); Sociology; Science education; Mathematics education; Psychology; Social psychology","score_opus":0.05903867695165418,"score_gpt":0.34867593196546365,"score_spread":0.2896372550138095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4288920665","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003239397,0.07407991,0.008737094,0.031099671,0.01667085,0.00010310311,0.000099226316,0.0002985203,0.86567223],"genre_scores_gemma":[0.031075891,0.03576295,0.0077194404,0.008694717,0.003503812,0.00013479799,0.00016952709,0.00028445435,0.91265446],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.999532,0.00011652214,0.000016796437,0.000050026538,0.00024741975,0.00003736085],"domain_scores_gemma":[0.99951947,0.00028030341,0.000022253294,0.00002515228,0.00009482645,0.000057983274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048087325,0.0005378925,0.00042127538,0.00080049725,0.0022548996,0.0064039305,0.0005731376,0.0013469517,0.012306784],"category_scores_gemma":[0.0015167984,0.00023828143,0.0003085439,0.0011802297,0.0033509824,0.0048876433,0.0018579315,0.0034196347,0.0050098826],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021227783,0.00003791721,0.00027752033,0.00037027648,0.0000063897915,0.00012276557,0.0077865506,0.00029221334,0.00048368564,0.32933736,0.4915635,0.16970058],"study_design_scores_gemma":[0.0000016467636,0.000010963124,0.00024351336,0.00018824737,0.0000017444389,0.00010587795,0.0013275435,0.00009904881,0.00008649075,0.024811763,0.97311723,0.0000058848377],"about_ca_topic_score_codex":0.00197477,"about_ca_topic_score_gemma":0.0056656892,"teacher_disagreement_score":0.012306784,"about_ca_system_score_codex":0.002142677,"about_ca_system_score_gemma":0.0017181826,"threshold_uncertainty_score":0.0411703},"labels":[],"label_agreement":null},{"id":"W4290760073","doi":"10.3389/fpsyg.2022.892884","title":"Measuring students’ learning progressions in energy using cognitive diagnostic models","year":2022,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Fundamental Research Funds for the Central Universities; Purdue University","keywords":"Psychology; Cognition; Cognitive psychology; Energy (signal processing); Cognitive science; Neuroscience","score_opus":0.1582730369192281,"score_gpt":0.44969370273676507,"score_spread":0.291420665817537,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4290760073","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98651254,0.000036955036,0.0113026835,0.00007597875,0.0000063166203,0.00016889207,0.00016772852,0.00007716185,0.0016517075],"genre_scores_gemma":[0.98736703,0.00003470856,0.011961448,0.000010971976,0.0000016392496,0.0001364768,0.00019278645,0.0000050479157,0.00028986164],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.997601,0.00077608915,0.0002507363,0.00033658143,0.00085201935,0.00018365703],"domain_scores_gemma":[0.9804852,0.010503671,0.003780907,0.0011732648,0.0032857265,0.0007712093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0069986437,0.0006208654,0.000422906,0.0036154378,0.0005604503,0.0020971897,0.00088366953,0.0006153226,0.0009920502],"category_scores_gemma":[0.032176293,0.00023189062,0.00082601164,0.001668269,0.00049145333,0.0022107668,0.0018653957,0.0010979798,0.00024302678],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000267554,0.0012951874,0.85281664,0.00014661782,0.000092703456,0.00007366778,0.00588277,0.019651422,0.0025563654,0.002572715,0.00047969166,0.114164725],"study_design_scores_gemma":[0.00008374059,0.0015460862,0.8401338,0.00014454278,0.000091988935,0.00010468302,0.0072833085,0.1290222,0.008617781,0.009888546,0.0029496008,0.00013378263],"about_ca_topic_score_codex":0.0063274647,"about_ca_topic_score_gemma":0.009062036,"teacher_disagreement_score":0.0069986437,"about_ca_system_score_codex":0.0017553262,"about_ca_system_score_gemma":0.001848872,"threshold_uncertainty_score":0.037012815},"labels":[],"label_agreement":null},{"id":"W4293529805","doi":"10.1139/cjc-2021-0162","title":"Conceptual change in chemistry schematic modelling: a cross-sectional study of 10th–12th-grade Belgian students","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Chemistry","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Schematic; Mathematics education; Psychology; Conceptual change; Chemistry; Relevance (law); Perception; Adaptation (eye); Quality (philosophy); Engineering; Epistemology","score_opus":0.1620927690454056,"score_gpt":0.4106091595393426,"score_spread":0.24851639049393703,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4293529805","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99964225,0.000044906952,0.000019970506,0.000013663727,0.0000019093618,0.000011406405,0.00002731129,8.63444e-7,0.00023777444],"genre_scores_gemma":[0.9990355,0.00011573075,0.00008435689,0.000025388874,0.0000017396104,0.000022382836,0.00009707456,0.0000022916327,0.0006155946],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99886334,0.00022424452,0.00009192976,0.00021079207,0.00030368677,0.0003060672],"domain_scores_gemma":[0.99751806,0.00046346482,0.0007269614,0.00013881507,0.0005709286,0.0005819006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025436215,0.0004601622,0.00075100746,0.0015818531,0.0015382869,0.0027962762,0.0006641605,0.0010769084,0.0025838627],"category_scores_gemma":[0.0033320086,0.00083623256,0.00067759026,0.00096959906,0.0014066652,0.0011635261,0.0013389023,0.0014920798,0.0008255057],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016865833,0.0022963919,0.89638555,0.000112203335,0.000052619896,0.00042595319,0.088845454,0.00012793484,0.0017301769,0.00020946134,0.0003251743,0.009320498],"study_design_scores_gemma":[0.0000098009195,0.0007662164,0.9514399,0.00004565284,0.000021478465,0.0002641971,0.044344038,0.00014768686,0.0005158899,0.00004826009,0.0023758914,0.000020992527],"about_ca_topic_score_codex":0.032095168,"about_ca_topic_score_gemma":0.032913722,"teacher_disagreement_score":0.032095168,"about_ca_system_score_codex":0.0015312918,"about_ca_system_score_gemma":0.0013411121,"threshold_uncertainty_score":0.063816726},"labels":[],"label_agreement":null},{"id":"W4296487649","doi":"10.3102/1568811","title":"Canadian Teachers' Beliefs About STEM Education","year":2020,"lang":"en","type":"article","venue":"Proceedings of the 2020 AERA Annual Meeting","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Computer science; Psychology; Medical education; Medicine","score_opus":0.02268287945285116,"score_gpt":0.3031533251616207,"score_spread":0.28047044570876956,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4296487649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78940815,0.001290182,0.000286263,0.021590114,0.00016121131,0.000058056507,0.00051744556,0.000029269304,0.18665925],"genre_scores_gemma":[0.98270607,0.000922482,0.00008041935,0.0012253064,0.0000106096195,0.000014336947,0.00009924139,0.000011257965,0.014930071],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99667525,0.00046112254,0.000090235844,0.00021736295,0.0015053371,0.0010506947],"domain_scores_gemma":[0.9848696,0.0036403455,0.0012337767,0.00022235136,0.0063985516,0.0036353394],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038574608,0.0003072072,0.00035585838,0.0025723726,0.013420854,0.006208781,0.0011197329,0.0013878081,0.017175445],"category_scores_gemma":[0.014133346,0.00040589945,0.0003419741,0.003218668,0.005190331,0.0017447651,0.0020514785,0.003660078,0.0006898814],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032477235,0.00029770163,0.3075818,0.00046482158,0.00006219973,0.00078840734,0.5507329,0.00058130216,0.0011792588,0.043402642,0.04804496,0.04653931],"study_design_scores_gemma":[0.0000806579,0.00009895267,0.32298374,0.0011039762,0.00008661322,0.00015389037,0.5148301,0.0003648977,0.0007976904,0.0032920993,0.15609099,0.00011635125],"about_ca_topic_score_codex":0.9887503,"about_ca_topic_score_gemma":0.9942163,"teacher_disagreement_score":0.06651576,"about_ca_system_score_codex":0.06651576,"about_ca_system_score_gemma":0.082993485,"threshold_uncertainty_score":0.48260784},"labels":[],"label_agreement":null},{"id":"W4297241079","doi":"10.1080/10899995.2022.2126203","title":"An undergraduate research experience in earth science education that benefits pre-service teachers and in-service earth science teachers","year":2022,"lang":"en","type":"article","venue":"Journal of Geoscience Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Mathematics education; Science education; Professional development; Service (business); Psychology; Teacher education; Pedagogy; Medical education; Medicine","score_opus":0.1324846628189164,"score_gpt":0.46858255548049804,"score_spread":0.33609789266158163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4297241079","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98690456,0.00041502624,0.0015513678,0.002267275,0.00025805886,0.00023563916,0.00006360629,0.00013814121,0.00816641],"genre_scores_gemma":[0.9849689,0.0006330014,0.0035014297,0.0012186768,0.00015662193,0.00017928693,0.0001438892,0.00006477929,0.009133356],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9951507,0.0023224812,0.00017604012,0.0003857311,0.00058390375,0.0013811297],"domain_scores_gemma":[0.9815656,0.0025306337,0.00065953255,0.00076445227,0.001703876,0.012775853],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005730445,0.00082114874,0.00083417806,0.0005479107,0.006179159,0.003646531,0.0014639107,0.0016461484,0.0066242167],"category_scores_gemma":[0.009141527,0.0007758227,0.0005343589,0.000611676,0.0024303081,0.002003377,0.006689134,0.0038486975,0.0024515244],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009862582,0.01459244,0.03439588,0.0007845735,0.000034726552,0.0056034536,0.7633467,0.00025217395,0.022858193,0.002161384,0.01870565,0.13627864],"study_design_scores_gemma":[0.00022518005,0.009177232,0.0361951,0.00024115319,0.00003954704,0.0055566197,0.84151924,0.00047364106,0.007825548,0.0016616846,0.0969823,0.00010270487],"about_ca_topic_score_codex":0.001093435,"about_ca_topic_score_gemma":0.0048320782,"teacher_disagreement_score":0.0066242167,"about_ca_system_score_codex":0.001653077,"about_ca_system_score_gemma":0.0038622408,"threshold_uncertainty_score":0.030305862},"labels":[],"label_agreement":null},{"id":"W4300930816","doi":"","title":"Student Teachers' Modeling of Acceleration Using a Video-Based Laboratory in Physics Education: A Multimodal Case Study","year":2016,"lang":"en","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Acceleration; Mathematics education; Physics education; Physics; Computer science; Psychology; Classical mechanics","score_opus":0.47510198591794706,"score_gpt":0.6531390326785224,"score_spread":0.1780370467605753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4300930816","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9870999,0.00002761777,0.011246124,0.00009652843,0.0000034623486,0.000088112865,0.0000288494,0.000039614806,0.0013698747],"genre_scores_gemma":[0.991413,0.00005198787,0.0069142566,0.000012211129,0.0000025674783,0.000083170155,0.000024657607,0.000011624868,0.0014865265],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99832886,0.0010490395,0.00006203305,0.00019890598,0.0001890903,0.00017212532],"domain_scores_gemma":[0.9963496,0.0024680411,0.0002965876,0.00029225383,0.0002705761,0.00032301462],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002281444,0.00048576895,0.0004111961,0.0005623549,0.0014037284,0.0017190432,0.0019713421,0.0020353526,0.002390814],"category_scores_gemma":[0.006024655,0.0003956378,0.0004762904,0.00036119507,0.0014647131,0.0014798808,0.001356502,0.000965283,0.0003955456],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018808997,0.0148649225,0.18803965,0.0011542934,0.00018298559,0.021942653,0.37400007,0.18803899,0.06067461,0.017002918,0.002134523,0.13008341],"study_design_scores_gemma":[0.0004532813,0.014117179,0.09053062,0.000640871,0.00026433586,0.006548,0.31860638,0.45945868,0.062538825,0.007300319,0.03902631,0.00051523926],"about_ca_topic_score_codex":0.0053458265,"about_ca_topic_score_gemma":0.009387999,"teacher_disagreement_score":0.0053458265,"about_ca_system_score_codex":0.0016370852,"about_ca_system_score_gemma":0.0010027565,"threshold_uncertainty_score":0.012065589},"labels":[],"label_agreement":null},{"id":"W4303488382","doi":"10.1080/1046560x.2022.2112130","title":"Challenging the Hegemony of Western Scientism in Science Teacher Education","year":2022,"lang":"en","type":"article","venue":"Journal of Science Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Scientism; Hegemony; Science education; Mathematics education; Environmental education; Sociology; Pedagogy; Epistemology; Social science; Political science; Psychology; Philosophy; Politics; Law","score_opus":0.0575392151245366,"score_gpt":0.42717495743666756,"score_spread":0.369635742312131,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4303488382","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16991998,0.0053151874,0.011147227,0.26658636,0.0024842934,0.000037746147,0.000022621387,0.00008079257,0.5444058],"genre_scores_gemma":[0.9763999,0.00043094705,0.0010191657,0.008787438,0.00036861206,0.000021587131,0.0000037978673,0.000042735304,0.0129257925],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9909264,0.0058652908,0.00020976667,0.00066271337,0.00163012,0.0007056633],"domain_scores_gemma":[0.98661846,0.008838959,0.0006087249,0.0011428061,0.0019803583,0.0008106059],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.014601145,0.00030311008,0.00051907403,0.0012568292,0.011736114,0.009547267,0.00075231976,0.004262054,0.0024121099],"category_scores_gemma":[0.015582454,0.00029082247,0.00022623218,0.0007990611,0.05480641,0.007018652,0.007481615,0.012681339,0.00042040768],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029034118,0.000018030067,0.00038165084,0.000028921475,0.0000074428726,0.0000470896,0.022137605,0.000111582376,0.00017569898,0.96847814,0.0030672695,0.0055175107],"study_design_scores_gemma":[0.000033164466,0.000027334956,0.00081805495,0.000112039124,0.000011854534,0.00007403956,0.01383079,0.00036100764,0.00044216463,0.90883785,0.07543525,0.000016538605],"about_ca_topic_score_codex":0.00813872,"about_ca_topic_score_gemma":0.013336889,"teacher_disagreement_score":0.9882639,"about_ca_system_score_codex":0.0071679414,"about_ca_system_score_gemma":0.009446698,"threshold_uncertainty_score":0.07721913},"labels":[],"label_agreement":null},{"id":"W4308286818","doi":"10.1080/09500693.2022.2140020","title":"Studies on visualisation in science classrooms: a systematic literature review","year":2022,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"University of Alberta","keywords":"Visualization; Science education; Mathematics education; Nature of Science; Subject (documents); Process (computing); Psychology; Computer science; Data science; World Wide Web","score_opus":0.0894193444298817,"score_gpt":0.5147883242113144,"score_spread":0.4253689797814327,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4308286818","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0026445342,0.9945585,0.00042513554,0.00048741658,0.00017633347,0.0006839409,0.00047829185,0.000013175499,0.0005325816],"genre_scores_gemma":[0.0191726,0.9766266,0.0016567644,0.0005754893,0.00007221713,0.0014103269,0.0003330037,0.000010477266,0.00014250434],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.981296,0.006022346,0.0078186495,0.0012092214,0.0031781148,0.00047561372],"domain_scores_gemma":[0.8987206,0.07788708,0.011624685,0.0017933606,0.009032057,0.00094218476],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018937588,0.001517182,0.0058338456,0.029297452,0.0015218034,0.0038369717,0.0019340898,0.00265931,0.004750053],"category_scores_gemma":[0.09442655,0.0015796361,0.0050108666,0.023612926,0.0019192785,0.005209442,0.0033076354,0.0017329067,0.00062374905],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008814766,0.000030518528,0.0012212669,0.937565,0.0016201221,0.00022237633,0.0014551884,0.00009026349,0.00030506114,0.00046944522,0.0016039561,0.055328533],"study_design_scores_gemma":[0.000044712284,0.00008793256,0.0024372253,0.9705942,0.0070368433,0.000389112,0.0013669104,0.00003375295,0.00015426804,0.00024656593,0.017581407,0.000027019025],"about_ca_topic_score_codex":0.0107728075,"about_ca_topic_score_gemma":0.038947675,"teacher_disagreement_score":0.029297452,"about_ca_system_score_codex":0.0057346304,"about_ca_system_score_gemma":0.029214554,"threshold_uncertainty_score":0.10015273},"labels":[],"label_agreement":null},{"id":"W4310775480","doi":"10.1111/bph.16000","title":"Identifying the core concepts of pharmacology education: A global initiative","year":2022,"lang":"en","type":"article","venue":"British Journal of Pharmacology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University; Western University","funders":"Monash University","keywords":"Core (optical fiber); Pharmacology; Neuroscience; Medicine; Computer science; Psychology","score_opus":0.12426804626325255,"score_gpt":0.4988100781998342,"score_spread":0.37454203193658164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310775480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.552848,0.033713374,0.16397028,0.18619373,0.0017324542,0.007860184,0.0011137006,0.00060989655,0.05195849],"genre_scores_gemma":[0.6340833,0.011130533,0.338617,0.0075571174,0.00025781224,0.0041099405,0.0012077292,0.00011633459,0.0029202073],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.97209585,0.017321922,0.0026130287,0.0020791586,0.004415215,0.001474809],"domain_scores_gemma":[0.8935139,0.05984961,0.009032328,0.0069420417,0.023072738,0.0075892885],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.090320475,0.0011159808,0.0010620872,0.006721404,0.004033424,0.007209972,0.0022491512,0.0026188416,0.004997699],"category_scores_gemma":[0.055541147,0.0006631223,0.0008564073,0.0065588187,0.006983099,0.012236375,0.013120969,0.0055117514,0.0009016009],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023737062,0.0011053208,0.06474333,0.009960419,0.000087412765,0.00041455298,0.06234193,0.0013231646,0.008524628,0.042372566,0.013013421,0.79587585],"study_design_scores_gemma":[0.00023042389,0.0020123504,0.17717634,0.028178893,0.0003629222,0.002056985,0.34065622,0.006355425,0.010866894,0.10310324,0.32869926,0.000301039],"about_ca_topic_score_codex":0.001982081,"about_ca_topic_score_gemma":0.0030595001,"teacher_disagreement_score":0.090320475,"about_ca_system_score_codex":0.0050285403,"about_ca_system_score_gemma":0.0516596,"threshold_uncertainty_score":0.47766602},"labels":[],"label_agreement":null},{"id":"W4312795846","doi":"10.21093/di.v22i1.4321","title":"Investigation of Teacher Candidates' Nature of Science Beliefs In Terms of Gender, Program, and Class Level","year":2022,"lang":"en","type":"article","venue":"DINAMIKA ILMU","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Association of Canadian Archivists","funders":"","keywords":"Class (philosophy); Mathematics education; Psychology; Curriculum; Test (biology); Science education; Data collection; Dimension (graph theory); Computer science; Sociology; Pedagogy; Mathematics; Social science","score_opus":0.0903019048630184,"score_gpt":0.3920287649366146,"score_spread":0.30172686007359617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312795846","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989273,0.00004353485,0.00010223984,0.000049353137,0.0000033840834,0.000012972927,0.00002064196,0.00000115944,0.00083944877],"genre_scores_gemma":[0.9986607,0.000046216428,0.0001104111,0.0000154153,0.0000032359192,0.000021615804,0.000044719076,0.0000010258755,0.001096666],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916077,0.00019501163,0.0000630373,0.000091726,0.0002875178,0.0002019854],"domain_scores_gemma":[0.99667287,0.0008247174,0.0012031016,0.00013495247,0.0006534188,0.00051087997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012759324,0.00016016951,0.0002793249,0.0008632841,0.00085425156,0.00076045026,0.00020705009,0.0002579218,0.0035808468],"category_scores_gemma":[0.0034092113,0.0001513825,0.0001840462,0.0004656108,0.00032578633,0.0003229281,0.0004580954,0.00033734256,0.00047174827],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019749082,0.00051122956,0.95501345,0.00010769551,0.000014136454,0.0005207866,0.01556131,0.00003816155,0.0027996055,0.0002818442,0.0003276962,0.024626616],"study_design_scores_gemma":[0.000006727086,0.0005293628,0.9606164,0.0000458136,0.000012340904,0.00034001746,0.03594809,0.00011688497,0.0006405509,0.00008735873,0.0016476853,0.000008809827],"about_ca_topic_score_codex":0.0010888033,"about_ca_topic_score_gemma":0.002522355,"teacher_disagreement_score":0.0035808468,"about_ca_system_score_codex":0.0003288375,"about_ca_system_score_gemma":0.0005334536,"threshold_uncertainty_score":0.011979103},"labels":[],"label_agreement":null},{"id":"W4315431746","doi":"10.1007/s42330-022-00252-z","title":"Preservice Primary Teachers’ Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Thematic analysis; Perception; Psychology; Pedagogy; Qualitative research; Sociology","score_opus":0.022682499742989533,"score_gpt":0.3298619585976425,"score_spread":0.307179458854653,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4315431746","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99731964,0.00007308942,0.000031422653,0.00016073148,0.000009067738,0.000006614722,0.0000125124025,0.0000021104613,0.0023847874],"genre_scores_gemma":[0.99827516,0.00007928858,0.000030182877,0.00007283316,0.0000037130155,0.0000069037615,0.000017829598,0.0000019162044,0.0015123264],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9979803,0.00037807756,0.0001405068,0.00024220465,0.0006510174,0.00060797407],"domain_scores_gemma":[0.98781526,0.0030792966,0.0021009184,0.0002569484,0.0021920202,0.0045555714],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002078008,0.00018796744,0.00041335312,0.0010481837,0.0026720695,0.0038518438,0.00057074043,0.0010251626,0.0063080187],"category_scores_gemma":[0.008289324,0.00042267406,0.00032409516,0.00048089985,0.0018687948,0.0016205419,0.002662895,0.002013012,0.00067807996],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003551758,0.0016311986,0.5287164,0.00016620645,0.00003190911,0.000938587,0.44189566,0.000109203946,0.005587069,0.0013106493,0.0018225124,0.017435446],"study_design_scores_gemma":[0.00002498471,0.00037385058,0.48831517,0.00012918144,0.000022153348,0.00028767472,0.5046522,0.00011124291,0.0008721989,0.00030684934,0.0048804693,0.000024040834],"about_ca_topic_score_codex":0.022198377,"about_ca_topic_score_gemma":0.057740625,"teacher_disagreement_score":0.022198377,"about_ca_system_score_codex":0.0019159302,"about_ca_system_score_gemma":0.0027183185,"threshold_uncertainty_score":0.044138312},"labels":[],"label_agreement":null},{"id":"W4316669070","doi":"10.1002/ece3.9747","title":"Teach different: The <scp>CREATE</scp> pedagogy for ecology and evolution","year":2023,"lang":"en","type":"article","venue":"Ecology and Evolution","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Reading (process); Ecology; Computer science; Sociology; Pedagogy; Mathematics education; Psychology; Political science","score_opus":0.040975786411935146,"score_gpt":0.36073422285247636,"score_spread":0.3197584364405412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4316669070","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01810045,0.002953148,0.12365894,0.119513996,0.007928481,0.00044548124,0.0005165204,0.0038613477,0.7230217],"genre_scores_gemma":[0.23222828,0.006374435,0.21652392,0.058759272,0.0055444622,0.0013600051,0.0009721836,0.0036802106,0.47455725],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977424,0.0008713903,0.000087894216,0.00024943662,0.0008998901,0.00014894939],"domain_scores_gemma":[0.99436545,0.0021806862,0.0002933431,0.0009622304,0.00053625,0.0016620031],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023946578,0.0006142667,0.0002728691,0.001278942,0.002516792,0.005642607,0.0011399921,0.002732558,0.033761166],"category_scores_gemma":[0.0071916906,0.00021380438,0.0005927026,0.0008243428,0.0063499296,0.0047622686,0.0057180314,0.004257966,0.010188447],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057907677,0.00036454565,0.0019602277,0.0010404756,0.000018671864,0.00029330386,0.008609288,0.00055653724,0.005287507,0.26277518,0.39993075,0.3191057],"study_design_scores_gemma":[0.000014964077,0.00006560426,0.0015560936,0.00036431296,0.000006713213,0.00055731914,0.0014484101,0.00047975688,0.0021326484,0.064588696,0.9287639,0.0000214729],"about_ca_topic_score_codex":0.0008496119,"about_ca_topic_score_gemma":0.0039618807,"teacher_disagreement_score":0.033761166,"about_ca_system_score_codex":0.0019273905,"about_ca_system_score_gemma":0.0037138823,"threshold_uncertainty_score":0.1129424},"labels":[],"label_agreement":null},{"id":"W4317721998","doi":"10.3389/feduc.2022.1099658","title":"Research trends in international science, technology, engineering, and mathematics education conference series: An analysis of a decade of proceedings","year":2023,"lang":"en","type":"article","venue":"Frontiers in Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"China; Curriculum; Descriptive statistics; Dominance (genetics); Library science; Political science; Content analysis; Social science; Mathematics education; Medical education; Sociology; Psychology; Pedagogy; Medicine; Mathematics; Computer science; Statistics","score_opus":0.054125488220496454,"score_gpt":0.44313245351087327,"score_spread":0.3890069652903768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317721998","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.61783236,0.2082807,0.0031077168,0.011635911,0.0035746342,0.0008532576,0.074606806,0.0005343515,0.0795742],"genre_scores_gemma":[0.77259916,0.1486449,0.0064267493,0.0016317321,0.0026184851,0.0013878145,0.046697013,0.0005175711,0.019476606],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9815151,0.0027695687,0.0033852258,0.0020423962,0.009171845,0.001115892],"domain_scores_gemma":[0.84837747,0.055083524,0.03385664,0.0045354725,0.051844418,0.006302417],"candidate_categories":["metaresearch","bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.0154411085,0.00060957216,0.0008398148,0.06152978,0.0021718473,0.008967291,0.0012872583,0.0007161932,0.0050873472],"category_scores_gemma":[0.058442917,0.00044014095,0.000922926,0.11597701,0.000978675,0.004760759,0.0028083764,0.0010529436,0.0018337072],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003867987,0.00018709751,0.34202665,0.016328555,0.0006608686,0.0016133982,0.044292726,0.00055736414,0.0033160537,0.008161546,0.093639806,0.48882914],"study_design_scores_gemma":[0.000012612496,0.00012484455,0.6692053,0.0044541685,0.0002634544,0.0011901037,0.045837816,0.00023528452,0.001179598,0.0005818621,0.27682772,0.000087286964],"about_ca_topic_score_codex":0.008512933,"about_ca_topic_score_gemma":0.013813228,"teacher_disagreement_score":0.9845589,"about_ca_system_score_codex":0.0043465793,"about_ca_system_score_gemma":0.009514102,"threshold_uncertainty_score":0.08166134},"labels":[],"label_agreement":null},{"id":"W4318486423","doi":"10.32920/21977018.v1","title":"Attitudes about science and conceptual physics learning in university introductory physics courses","year":2023,"lang":"en","type":"preprint","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Toronto Metropolitan University; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Science education; Physics education; Conceptual change; Psychology; Physics","score_opus":0.12797149663207288,"score_gpt":0.39939247519294363,"score_spread":0.2714209785608708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318486423","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99892753,0.0000073165406,0.00002339918,0.00003660584,0.000002492915,0.000005070751,0.000010538179,0.0000013688566,0.0009856662],"genre_scores_gemma":[0.9985618,0.000016577713,0.00003906174,0.00003102878,0.000003942813,0.000007559599,0.00004404791,0.0000018611177,0.0012941767],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99834263,0.0004950396,0.00005884454,0.00020028361,0.0006525344,0.0002506845],"domain_scores_gemma":[0.9872891,0.004046757,0.002928234,0.00042361973,0.002010641,0.0033017031],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026165158,0.00016339116,0.00022299244,0.00086749234,0.0009678219,0.0015432907,0.00031830408,0.00046202142,0.0029114417],"category_scores_gemma":[0.009671422,0.00018415347,0.00027887465,0.00064231805,0.0010348103,0.0004068862,0.0007040241,0.0010468604,0.00040085558],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015722384,0.0013089929,0.9694211,0.00002243971,0.00003751384,0.0000610729,0.011859009,0.00018745351,0.001881,0.00020704205,0.0005056115,0.014351468],"study_design_scores_gemma":[0.0000050113863,0.00018073556,0.9955472,0.0000052082055,0.000005983915,0.000012259206,0.0031210815,0.00012405898,0.00040304122,0.000037608923,0.00055018085,0.0000075354765],"about_ca_topic_score_codex":0.02644796,"about_ca_topic_score_gemma":0.03544243,"teacher_disagreement_score":0.02644796,"about_ca_system_score_codex":0.0015187885,"about_ca_system_score_gemma":0.0012013562,"threshold_uncertainty_score":0.052587986},"labels":[],"label_agreement":null},{"id":"W4318486503","doi":"10.32920/21977018","title":"Attitudes about science and conceptual physics learning in university introductory physics courses","year":2023,"lang":"en","type":"preprint","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Toronto Metropolitan University; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Science education; Physics education; Metropolitan area; Class (philosophy); Physics; Psychology; Medicine; Computer science","score_opus":0.12797149663207288,"score_gpt":0.39939247519294363,"score_spread":0.2714209785608708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318486503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99892753,0.0000073165406,0.00002339918,0.00003660584,0.000002492915,0.000005070751,0.000010538179,0.0000013688566,0.0009856662],"genre_scores_gemma":[0.9985618,0.000016577713,0.00003906174,0.00003102878,0.000003942813,0.000007559599,0.00004404791,0.0000018611177,0.0012941767],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99834263,0.0004950396,0.00005884454,0.00020028361,0.0006525344,0.0002506845],"domain_scores_gemma":[0.9872891,0.004046757,0.002928234,0.00042361973,0.002010641,0.0033017031],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026165158,0.00016339116,0.00022299244,0.00086749234,0.0009678219,0.0015432907,0.00031830408,0.00046202142,0.0029114417],"category_scores_gemma":[0.009671422,0.00018415347,0.00027887465,0.00064231805,0.0010348103,0.0004068862,0.0007040241,0.0010468604,0.00040085558],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015722384,0.0013089929,0.9694211,0.00002243971,0.00003751384,0.0000610729,0.011859009,0.00018745351,0.001881,0.00020704205,0.0005056115,0.014351468],"study_design_scores_gemma":[0.0000050113863,0.00018073556,0.9955472,0.0000052082055,0.000005983915,0.000012259206,0.0031210815,0.00012405898,0.00040304122,0.000037608923,0.00055018085,0.0000075354765],"about_ca_topic_score_codex":0.02644796,"about_ca_topic_score_gemma":0.03544243,"teacher_disagreement_score":0.02644796,"about_ca_system_score_codex":0.0015187885,"about_ca_system_score_gemma":0.0012013562,"threshold_uncertainty_score":0.052587986},"labels":[],"label_agreement":null},{"id":"W4319590045","doi":"10.1007/978-3-031-18092-7_10","title":"Science and Technology Studies Informing STEM Education: Possibilities and Dilemmas","year":2023,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; University of Toronto","funders":"","keywords":"Situated; Science education; Futures contract; Sociocultural evolution; Engineering ethics; Negotiation; Pedagogy; Political science; Sociology; Social science; Engineering; Computer science; Business","score_opus":0.1539787428662293,"score_gpt":0.4227358958931449,"score_spread":0.2687571530269156,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319590045","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002731012,0.063186646,0.008020275,0.052597746,0.0025381674,0.000032746524,0.00004259562,0.0000532191,0.87079746],"genre_scores_gemma":[0.20156187,0.18621822,0.023580514,0.022369612,0.0060744947,0.0002102965,0.0002081711,0.00017978334,0.559597],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9991628,0.0004907394,0.00001936758,0.000042314223,0.00024097564,0.00004374315],"domain_scores_gemma":[0.99503785,0.004305006,0.00006323095,0.00015078463,0.00027379158,0.000169343],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0031840543,0.0005758343,0.00042251492,0.0015202733,0.0017649705,0.008604123,0.0009342729,0.0017887537,0.011549431],"category_scores_gemma":[0.0025436846,0.00019978685,0.0002127871,0.001834666,0.011621392,0.010916626,0.002743987,0.00394787,0.0015841519],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000031399363,0.000016600017,0.000051246963,0.00008662258,0.0000014660988,0.00003569054,0.0015586193,0.00009321233,0.000073881034,0.9286259,0.023925168,0.045528527],"study_design_scores_gemma":[0.0000024421427,0.000009401701,0.00011127959,0.00042314216,0.0000019988438,0.00006566873,0.0029763794,0.0001760233,0.00015630995,0.572041,0.42403215,0.0000042233564],"about_ca_topic_score_codex":0.0024494822,"about_ca_topic_score_gemma":0.008127203,"teacher_disagreement_score":0.99823505,"about_ca_system_score_codex":0.0027769858,"about_ca_system_score_gemma":0.005204816,"threshold_uncertainty_score":0.038636744},"labels":[],"label_agreement":null},{"id":"W4320506589","doi":"10.2991/978-2-494069-05-3_38","title":"Insight into STEM Education","year":2022,"lang":"en","type":"book-chapter","venue":"Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trinity College; University of Toronto","funders":"","keywords":"Psychology","score_opus":0.062856823015864,"score_gpt":0.36296160783354414,"score_spread":0.30010478481768016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4320506589","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012702632,0.045844633,0.025748177,0.0097283805,0.0022986054,0.00011706286,0.00014315701,0.00027786853,0.9031394],"genre_scores_gemma":[0.2660852,0.08199091,0.030691445,0.010584424,0.0015778629,0.0002133569,0.00036601126,0.00020085121,0.60828996],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99985945,0.00004229046,0.000005660316,0.000022580392,0.00005192453,0.000018094936],"domain_scores_gemma":[0.99969196,0.00020317109,0.000015336269,0.000019426761,0.000031243944,0.000038847542],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027431027,0.00048071996,0.00019558497,0.0010584954,0.0007365236,0.0025016526,0.00034017436,0.0008843203,0.014281411],"category_scores_gemma":[0.0007514331,0.00012960352,0.00031572665,0.0008342631,0.0024773143,0.0030014392,0.0014640654,0.0021700386,0.0023723193],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020900241,0.00007231108,0.0004777108,0.00046163666,0.0000049039654,0.0002723755,0.006182477,0.0004983273,0.00083836616,0.7250638,0.048364256,0.2177429],"study_design_scores_gemma":[0.0000082592405,0.00005981075,0.0012656328,0.000775998,0.0000063313782,0.00069889816,0.0014246553,0.0006198547,0.00051816495,0.21784988,0.77676105,0.000011424677],"about_ca_topic_score_codex":0.00062448636,"about_ca_topic_score_gemma":0.0012825448,"teacher_disagreement_score":0.014281411,"about_ca_system_score_codex":0.00090469845,"about_ca_system_score_gemma":0.0010893143,"threshold_uncertainty_score":0.047776103},"labels":[],"label_agreement":null},{"id":"W4321104255","doi":"10.1080/0020739x.2023.2176795","title":"Inquiry activities are not for everyone: teachers’ beliefs and professional development","year":2023,"lang":"en","type":"article","venue":"International Journal of Mathematical Education in Science and Technology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Attendance; Mathematics education; Professional development; Cognitively Guided Instruction; Psychology; Pedagogy","score_opus":0.08051939375466163,"score_gpt":0.4677089010267484,"score_spread":0.3871895072720868,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4321104255","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99445796,0.0003227111,0.0005578405,0.0011290219,0.0000118233775,0.000016186585,0.0000035054252,0.0000034644634,0.003497458],"genre_scores_gemma":[0.999203,0.00013384897,0.00016183559,0.00008486232,0.0000035005826,0.000006911477,0.0000024844067,0.000001757736,0.0004017972],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98843795,0.006012576,0.00057881244,0.0007371702,0.0031163977,0.0011171297],"domain_scores_gemma":[0.95370847,0.025605706,0.00819839,0.0016123692,0.005605915,0.0052691633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011762474,0.00014987169,0.00033230887,0.0013494503,0.003220956,0.005291652,0.00082839327,0.0012444059,0.0007218747],"category_scores_gemma":[0.03244927,0.00060572167,0.00030364486,0.00072741415,0.0072459816,0.0022765864,0.003476932,0.002533972,0.00020568437],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006966557,0.0002810306,0.1517327,0.00011708006,0.000024166158,0.00041074376,0.8244309,0.00008956539,0.0018041257,0.0022205957,0.00028805606,0.018531336],"study_design_scores_gemma":[0.000028478205,0.00030236473,0.13470313,0.00020444053,0.000030510377,0.0007493565,0.85192955,0.0004507493,0.0009744805,0.0020838748,0.008482152,0.000060900446],"about_ca_topic_score_codex":0.009783441,"about_ca_topic_score_gemma":0.009702083,"teacher_disagreement_score":0.011762474,"about_ca_system_score_codex":0.0027817914,"about_ca_system_score_gemma":0.0038698283,"threshold_uncertainty_score":0.062206626},"labels":[],"label_agreement":null},{"id":"W4322743636","doi":"10.1007/s10763-022-10348-5","title":"Design and Implementation of an Einsteinian Energy Learning Module","year":2023,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Australian Research Council; Social Sciences and Humanities Research Council of Canada; Curtin University of Technology","keywords":"Mathematics education; Curriculum; Context (archaeology); Test (biology); Energy (signal processing); Class (philosophy); Conceptual change; Science education; Computer science; Psychology; Physics; Pedagogy; Artificial intelligence; Geography; Quantum mechanics","score_opus":0.06411493548358199,"score_gpt":0.4525404153088775,"score_spread":0.3884254798252955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4322743636","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9732642,0.00001569141,0.017596094,0.000057528534,0.000029341398,0.0063763144,0.00014498715,0.00042553176,0.0020902643],"genre_scores_gemma":[0.91095454,0.000041945383,0.07242064,0.00007675476,0.000017954648,0.010526018,0.0003305347,0.000069542744,0.005562098],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99794525,0.0009331543,0.00012316348,0.00038667803,0.00026781275,0.00034400335],"domain_scores_gemma":[0.99637294,0.0012908399,0.00028815746,0.00037914497,0.00075938675,0.00090964173],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003667376,0.00054397236,0.0005094854,0.00083243515,0.0006378022,0.0010477324,0.001814721,0.0007984537,0.0059065847],"category_scores_gemma":[0.0056065875,0.00045005896,0.00047677464,0.0002783044,0.00044662756,0.00064058526,0.0014107957,0.00072136376,0.0012514503],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011811765,0.20004891,0.07532523,0.0015498026,0.00021602247,0.000800999,0.0142317405,0.013785786,0.096665815,0.004006756,0.003110464,0.57844675],"study_design_scores_gemma":[0.008716482,0.32401764,0.3509452,0.00064063014,0.0006646264,0.00051289523,0.011542852,0.07095973,0.17065445,0.0030729943,0.057906535,0.0003658844],"about_ca_topic_score_codex":0.00065935473,"about_ca_topic_score_gemma":0.0006217127,"teacher_disagreement_score":0.0059065847,"about_ca_system_score_codex":0.0011078982,"about_ca_system_score_gemma":0.0021943694,"threshold_uncertainty_score":0.019759476},"labels":[],"label_agreement":null},{"id":"W4324353459","doi":"10.1007/s42330-023-00264-3","title":"The earlySTEM Program: An Evaluation Through Teacher Perceptions","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Division of Mathematical Sciences; Bahçeşehir Üniversitesi","keywords":"Curriculum; Context (archaeology); Professional development; Perception; Mathematics education; Pedagogy; Science education; Psychology; Curriculum development; Faculty development; Focus group; Medical education; Sociology; Medicine","score_opus":0.09206500288579222,"score_gpt":0.4446911805445302,"score_spread":0.352626177658738,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4324353459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9961892,0.00004071255,0.00053092674,0.000070315466,0.000015717478,0.0013765952,0.00024607056,0.00005484055,0.0014757031],"genre_scores_gemma":[0.98900294,0.00016133214,0.0037190549,0.00012776023,0.000020465708,0.0037551918,0.00068093225,0.000024973018,0.0025073797],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99617684,0.0019815185,0.00021751154,0.00032537768,0.0009786792,0.0003200495],"domain_scores_gemma":[0.9935579,0.0017992901,0.00065401994,0.00036044122,0.0022284954,0.001399882],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006516544,0.00043235565,0.0006868934,0.00065914175,0.00068675826,0.00071519666,0.00085447216,0.0005083353,0.0036748408],"category_scores_gemma":[0.0065979552,0.00031083947,0.00062713993,0.0004182314,0.00050384994,0.00083582185,0.0012796066,0.0010312353,0.00047767806],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.047666173,0.32759523,0.099168256,0.002111076,0.00027710525,0.00062316377,0.017834464,0.0021153667,0.015539343,0.0008117908,0.0054920423,0.48076594],"study_design_scores_gemma":[0.015821273,0.37208915,0.53927755,0.0007621433,0.00059275253,0.0003716177,0.017089978,0.006221512,0.026896978,0.0006557022,0.020060696,0.00016061604],"about_ca_topic_score_codex":0.002386812,"about_ca_topic_score_gemma":0.0047420417,"teacher_disagreement_score":0.9976132,"about_ca_system_score_codex":0.0009947584,"about_ca_system_score_gemma":0.002277127,"threshold_uncertainty_score":0.034463227},"labels":[],"label_agreement":null},{"id":"W4327582350","doi":"10.1007/s42330-023-00263-4","title":"Investigative Research Projects for Students in Science: The State of the Field and a Research Agenda","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Affordance; Science education; Field (mathematics); Work (physics); Psychology; Control (management); Engineering ethics; Sociology; Mathematics education; Computer science; Engineering","score_opus":0.2656887976837181,"score_gpt":0.5513359157919202,"score_spread":0.2856471181082021,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4327582350","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.017000606,0.4264966,0.0072143734,0.5335899,0.0051813098,0.0005427752,0.00018024418,0.00011434789,0.009679734],"genre_scores_gemma":[0.30337054,0.581804,0.03759763,0.060471185,0.008566362,0.003924316,0.0005378536,0.00018099326,0.0035471267],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.63294333,0.29989275,0.022761218,0.010172005,0.02629457,0.007936143],"domain_scores_gemma":[0.1393057,0.7322458,0.025192767,0.022340817,0.06302358,0.017891387],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.3825594,0.0012269884,0.0029418797,0.009789024,0.011813538,0.046758927,0.010025669,0.025590278,0.009601971],"category_scores_gemma":[0.3976251,0.001761843,0.0023399098,0.014740922,0.04475826,0.06428388,0.0174224,0.024930758,0.0025050724],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008767817,0.0022883618,0.007319755,0.04528842,0.00018123841,0.0006734402,0.06144916,0.00094491744,0.0013969863,0.3538741,0.054308746,0.47139803],"study_design_scores_gemma":[0.00022145463,0.0016360558,0.008543787,0.19483712,0.0002034601,0.0012530284,0.17281158,0.002024047,0.00198156,0.16725613,0.4487929,0.00043889377],"about_ca_topic_score_codex":0.0036210075,"about_ca_topic_score_gemma":0.001846227,"teacher_disagreement_score":0.9835089,"about_ca_system_score_codex":0.016491098,"about_ca_system_score_gemma":0.07951524,"threshold_uncertainty_score":0.76141423},"labels":[],"label_agreement":null},{"id":"W4352978064","doi":"10.1063/9780735425514_012","title":"Philosophy of Physics: Its Significance for Teaching and Learning","year":2023,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Simon Fraser University","funders":"","keywords":"Philosophy of physics; Skepticism; Epistemology; Causation; Curriculum; History and philosophy of science; Philosophy education; Philosophy of computer science; Western philosophy; Metaphysics; Philosophy of science; Mathematics education; Sociology; Psychology; Philosophy; Pedagogy","score_opus":0.15517160977471994,"score_gpt":0.3939996854194318,"score_spread":0.23882807564471187,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4352978064","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0028938837,0.067643315,0.021338847,0.034383766,0.002586663,0.000050009312,0.000039189283,0.00013647339,0.87092793],"genre_scores_gemma":[0.16206145,0.0942282,0.034045722,0.013800969,0.0036620337,0.00028443063,0.00011519237,0.0002886509,0.69151336],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9996007,0.00017664731,0.000009532475,0.00003698194,0.00014730357,0.000028811508],"domain_scores_gemma":[0.9994517,0.00035985283,0.000024754065,0.000033936267,0.00007005606,0.00005966893],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00086611265,0.00038339227,0.00028593853,0.0006186152,0.0016293639,0.0052712057,0.00057735364,0.0011722925,0.0063880845],"category_scores_gemma":[0.0009020688,0.00017931772,0.00022479842,0.00073134864,0.007270431,0.0034768244,0.0013745852,0.003967051,0.0021870816],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000038799203,0.000020223979,0.00010872611,0.0001763389,0.0000037636762,0.00005227159,0.0033513356,0.0002768196,0.00023596438,0.8843571,0.054617524,0.05679605],"study_design_scores_gemma":[0.0000025420172,0.000013071857,0.00026603986,0.00032344367,0.00000278776,0.00014771368,0.00095218176,0.00038169883,0.00017658826,0.3238414,0.6738864,0.000006099477],"about_ca_topic_score_codex":0.0017365242,"about_ca_topic_score_gemma":0.0028963238,"teacher_disagreement_score":0.0063880845,"about_ca_system_score_codex":0.0025123404,"about_ca_system_score_gemma":0.0033555338,"threshold_uncertainty_score":0.021370292},"labels":[],"label_agreement":null},{"id":"W4362503487","doi":"10.1007/978-3-031-23936-6","title":"Exploring Elementary Science Teaching and Learning in Canada","year":2023,"lang":"en","type":"book","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria; University of Ottawa","funders":"","keywords":"Mathematics education; Science learning; Computer science; Psychology; Science education","score_opus":0.16795939008749217,"score_gpt":0.4092287956630842,"score_spread":0.241269405575592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362503487","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42185637,0.01075388,0.0012689144,0.023280274,0.0003023553,0.000084988016,0.0013711322,0.00013273577,0.5409494],"genre_scores_gemma":[0.79486734,0.0051437397,0.0011515135,0.0011288483,0.000027359572,0.000026792059,0.0003814511,0.00006791329,0.19720499],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.998408,0.00013583293,0.000023232822,0.00010939336,0.0005238482,0.0007997221],"domain_scores_gemma":[0.997216,0.00038145814,0.00008684062,0.00003461688,0.0010788733,0.0012020295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007710973,0.00023600277,0.00032020576,0.002302406,0.018172983,0.008617995,0.0016565678,0.0010617408,0.014629851],"category_scores_gemma":[0.002283103,0.00027721017,0.00031617304,0.008040958,0.003439787,0.0015683426,0.003038758,0.0021206886,0.00074406905],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021679884,0.0001851216,0.059552465,0.00052374264,0.00003499563,0.001673563,0.1836174,0.0026088723,0.0013862712,0.33206183,0.11097605,0.30716297],"study_design_scores_gemma":[0.000016083844,0.00003797641,0.098170884,0.00038732763,0.000027333355,0.00018544578,0.2350635,0.001103561,0.00056452607,0.0076810215,0.6567108,0.00005146506],"about_ca_topic_score_codex":0.9983708,"about_ca_topic_score_gemma":0.9996624,"teacher_disagreement_score":0.19955803,"about_ca_system_score_codex":0.19955803,"about_ca_system_score_gemma":0.29710525,"threshold_uncertainty_score":0.9283992},"labels":[],"label_agreement":null},{"id":"W4362503800","doi":"10.1007/978-3-031-23936-6_1","title":"Providing a Space for Canadian Science Education Research","year":2023,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Victoria; University of Ottawa","funders":"","keywords":"Space (punctuation); Space Science; Science education; Engineering ethics; Mathematics education; Geography; Sociology; Political science; Pedagogy; Engineering; Psychology; Computer science; Aerospace engineering","score_opus":0.2633641719852782,"score_gpt":0.5091292772284526,"score_spread":0.2457651052431744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362503800","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003092067,0.014421044,0.0028685376,0.09825913,0.004658506,0.000095949916,0.00056917686,0.00023519312,0.8758005],"genre_scores_gemma":[0.08218583,0.012906188,0.008192308,0.011897695,0.00070677325,0.00015285052,0.0005783802,0.00031662968,0.8830633],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9957775,0.0007507348,0.00008031784,0.00025076946,0.0016047109,0.001535903],"domain_scores_gemma":[0.99430215,0.0008544107,0.00012121114,0.00030025662,0.0029803952,0.0014415369],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004575191,0.0007361409,0.00065511884,0.0053743445,0.023346942,0.018374182,0.0024324257,0.0038778088,0.053856984],"category_scores_gemma":[0.0061970064,0.0006389097,0.0006553933,0.011541535,0.009737823,0.006865465,0.005718284,0.005735476,0.0054145698],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.000011556869,0.000012369656,0.00017961282,0.00007522978,0.0000025536772,0.000081928396,0.0019599143,0.00015175586,0.00010486598,0.647093,0.32334504,0.026982276],"study_design_scores_gemma":[0.000004130547,0.0000021857145,0.0003117505,0.00006654423,0.0000031668067,0.000025830153,0.0023855453,0.00012526583,0.00006416369,0.019655565,0.97734356,0.000012325985],"about_ca_topic_score_codex":0.9770362,"about_ca_topic_score_gemma":0.9910744,"teacher_disagreement_score":0.8349643,"about_ca_system_score_codex":0.16503575,"about_ca_system_score_gemma":0.3269811,"threshold_uncertainty_score":0.9684402},"labels":[],"label_agreement":null},{"id":"W4362503830","doi":"10.1007/978-3-031-23936-6_2","title":"Changes in Discourse Patterns During Scientific Inquiry: A Co-teaching Model for Teacher Professional Learning","year":2023,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University","funders":"","keywords":"Dialogic; Curriculum; Mathematics education; Pedagogy; Discourse analysis; Psychology; Sociology; Linguistics","score_opus":0.18440279476846325,"score_gpt":0.4814502963206364,"score_spread":0.2970475015521732,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362503830","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37850335,0.0011819733,0.104909584,0.0070286957,0.00027702062,0.00033233597,0.00025891117,0.00044896622,0.50705916],"genre_scores_gemma":[0.9374478,0.00041252575,0.026093064,0.00017016282,0.000060229966,0.00035705298,0.00017883169,0.00025316206,0.035027105],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9970693,0.0018889233,0.000067251545,0.00030902066,0.0005522144,0.00011328396],"domain_scores_gemma":[0.9814829,0.015082456,0.00069872977,0.0011892779,0.0010750302,0.00047161066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033185063,0.00041651478,0.00032490387,0.0016989632,0.0028525086,0.009047642,0.0017609969,0.002106865,0.006843308],"category_scores_gemma":[0.016101636,0.00037377674,0.00048583216,0.0019146275,0.006436343,0.009541682,0.003281459,0.002610484,0.0011232418],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021151973,0.00023559023,0.009199097,0.0002521801,0.00002337077,0.000608608,0.5428067,0.00072544685,0.006402312,0.34622648,0.0031408495,0.09016783],"study_design_scores_gemma":[0.00009183857,0.000328178,0.03829388,0.00079902017,0.00013136699,0.002393155,0.45563793,0.032186992,0.01179736,0.30993432,0.14828905,0.00011692037],"about_ca_topic_score_codex":0.0023969943,"about_ca_topic_score_gemma":0.0032507698,"teacher_disagreement_score":0.009047642,"about_ca_system_score_codex":0.003011911,"about_ca_system_score_gemma":0.0021469276,"threshold_uncertainty_score":0.02289313},"labels":[],"label_agreement":null},{"id":"W4362503940","doi":"10.1007/978-3-031-23936-6_6","title":"Is This a Course About Science? Tensions and Challenges with Engaging Preservice Elementary and Middle Years Teachers in Science Learning","year":2023,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Jigsaw; Mathematics education; Context (archaeology); Science education; Scientific literacy; Course (navigation); Pedagogy; Psychology; Science learning; Engineering","score_opus":0.1662953848020737,"score_gpt":0.4081223930025237,"score_spread":0.24182700820044997,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362503940","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10223719,0.012469537,0.0046540257,0.17118473,0.0069288854,0.00007882568,0.000047695292,0.00014387589,0.7022553],"genre_scores_gemma":[0.42997494,0.006574545,0.0048226165,0.021418918,0.0012184092,0.00015486684,0.00008923516,0.00020389291,0.5355426],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975902,0.0011152348,0.000039771177,0.00017052183,0.0006749481,0.00040936327],"domain_scores_gemma":[0.9936832,0.002855768,0.0001653245,0.00017364632,0.0004898375,0.002632207],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058255107,0.00025582805,0.00044646364,0.00043108378,0.009837995,0.01619149,0.0016986043,0.0035172699,0.012792904],"category_scores_gemma":[0.0064921035,0.00024418157,0.00038342297,0.0007156336,0.0076118577,0.010565722,0.006977903,0.011018299,0.0021601974],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055789606,0.00044941026,0.0031214315,0.00020254865,0.000007924944,0.0008550174,0.42478788,0.00010148737,0.00094509206,0.21151271,0.19091186,0.16704893],"study_design_scores_gemma":[0.00001001383,0.00008348843,0.0034712728,0.0005521854,0.0000061250043,0.00041313827,0.41548973,0.00010219699,0.0002451901,0.04140809,0.5382036,0.00001492852],"about_ca_topic_score_codex":0.005240276,"about_ca_topic_score_gemma":0.03213439,"teacher_disagreement_score":0.01619149,"about_ca_system_score_codex":0.004227892,"about_ca_system_score_gemma":0.009424446,"threshold_uncertainty_score":0.042796552},"labels":[],"label_agreement":null},{"id":"W4362636994","doi":"10.1016/j.jneb.2023.01.002","title":"Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities","year":2023,"lang":"en","type":"article","venue":"Journal of Nutrition Education and Behavior","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Institute of General Medical Sciences; National Institutes of Health","keywords":"Science learning; Psychology; Mathematics education; Computer science; Science education","score_opus":0.1268199342255837,"score_gpt":0.44031850959212476,"score_spread":0.313498575366541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362636994","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9617625,0.0038760887,0.0030082301,0.01654394,0.00028729683,0.00045575242,0.00010994401,0.00013365716,0.013822519],"genre_scores_gemma":[0.9848942,0.002199851,0.010196857,0.0005844493,0.000043033317,0.00043541723,0.00010656863,0.000018098508,0.0015215435],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9901371,0.0035526117,0.0006076961,0.0009503152,0.0022987751,0.0024533963],"domain_scores_gemma":[0.9851976,0.0056354213,0.001064474,0.0009908684,0.0027493415,0.0043621794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016042268,0.00038214945,0.0007909001,0.00086771307,0.0020176633,0.006548068,0.0024538075,0.0015361016,0.004803856],"category_scores_gemma":[0.02148674,0.00042218762,0.0007144922,0.001263007,0.0011797043,0.006005309,0.0067453766,0.0032015352,0.00044524367],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00054723246,0.016490014,0.05517568,0.0014518505,0.0001401334,0.00017890682,0.027014898,0.0002563964,0.0016888789,0.0072227255,0.003023829,0.8868094],"study_design_scores_gemma":[0.0016604421,0.010447095,0.5594163,0.019561931,0.0012579402,0.0005429139,0.29571724,0.005780424,0.010584632,0.018708412,0.076101206,0.00022147148],"about_ca_topic_score_codex":0.027310994,"about_ca_topic_score_gemma":0.04290288,"teacher_disagreement_score":0.027310994,"about_ca_system_score_codex":0.0053582997,"about_ca_system_score_gemma":0.044989668,"threshold_uncertainty_score":0.084840596},"labels":[],"label_agreement":null},{"id":"W4365804458","doi":"10.15294/jpii.v11i4.37695","title":"Diagnosing Mental Models of Undergraduate Student and Physics Teachers: Study Case in the Momentum and Energy Conservation Principles Using Newton's Cradle","year":2022,"lang":"en","type":"article","venue":"Jurnal Pendidikan IPA Indonesia","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Energy–momentum relation; Momentum (technical analysis); Mathematics education; Context (archaeology); Physics; Psychology; Classical mechanics","score_opus":0.12494659781483669,"score_gpt":0.3839867469423256,"score_spread":0.2590401491274889,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4365804458","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.997166,0.00006850878,0.0011919487,0.000701154,0.000010775123,0.000073027295,0.00001057274,0.000013043707,0.00076499075],"genre_scores_gemma":[0.9971424,0.00014121614,0.0015636876,0.00031507402,0.000008479355,0.00008896755,0.000020040765,0.000008661227,0.00071159075],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98860455,0.0065110303,0.0005251377,0.00093402475,0.0018445648,0.0015807106],"domain_scores_gemma":[0.97119385,0.018058036,0.0033191135,0.0014050406,0.002838463,0.003185495],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011123251,0.0014256088,0.0011999769,0.0027785061,0.008003107,0.0073113553,0.003251122,0.0049371696,0.0016414461],"category_scores_gemma":[0.03463799,0.0013944502,0.0010058715,0.0014828708,0.00962369,0.004816424,0.006258261,0.0069087897,0.0005137951],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000478775,0.00075576315,0.02042121,0.00006601867,0.000008535319,0.0032462357,0.96774375,0.00017607312,0.0011638073,0.0013775222,0.00037872398,0.0046145464],"study_design_scores_gemma":[0.000029526516,0.0003169901,0.005760039,0.000086182095,0.00001541367,0.0023305377,0.9826334,0.002026778,0.0013921898,0.0011751348,0.004183157,0.000050503437],"about_ca_topic_score_codex":0.008441231,"about_ca_topic_score_gemma":0.012147221,"teacher_disagreement_score":0.011123251,"about_ca_system_score_codex":0.0066941003,"about_ca_system_score_gemma":0.004278237,"threshold_uncertainty_score":0.05882609},"labels":[],"label_agreement":null},{"id":"W4367856456","doi":"10.1128/jmbe.00056-23","title":"Understanding Your Own Inner Landscape as a Pathway to Becoming a More Skillful Science Educator","year":2023,"lang":"en","type":"editorial","venue":"Journal of Microbiology and Biology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Thompson Rivers University","funders":"","keywords":"Data science; Computer science; Engineering ethics; Engineering","score_opus":0.120162952352305,"score_gpt":0.43836303627376216,"score_spread":0.31820008392145716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367856456","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000021442205,0.0020406495,0.00005550351,0.040385447,0.95680416,0.000011948848,0.000010646394,0.000016095657,0.000654155],"genre_scores_gemma":[0.000374863,0.0026449277,0.00008681445,0.022916215,0.96967757,0.000023111992,0.0000084136345,0.000022159025,0.004245946],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9911862,0.0017083136,0.00097501493,0.00077976723,0.00454255,0.00080812845],"domain_scores_gemma":[0.95133,0.01904269,0.0017184508,0.0009755939,0.014788452,0.012144826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015092163,0.0031928048,0.0033268188,0.0038838896,0.006702539,0.016130086,0.0042913873,0.03441759,0.01579535],"category_scores_gemma":[0.046589535,0.0014348687,0.0030198062,0.0016085727,0.00394497,0.0058471966,0.003284525,0.03626023,0.007961991],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017589795,0.000015603324,0.000028453906,0.00020943962,0.000011906755,0.00007760153,0.000037941347,0.000011528763,0.00003022174,0.0003533055,0.99557626,0.0036301054],"study_design_scores_gemma":[0.000094006355,0.00004092926,0.00048280912,0.00097165874,0.00009652785,0.0002505452,0.00027729178,0.00014598126,0.00008733956,0.0019513506,0.99557143,0.000030243447],"about_ca_topic_score_codex":0.0037614198,"about_ca_topic_score_gemma":0.016724091,"teacher_disagreement_score":0.03441759,"about_ca_system_score_codex":0.0053624185,"about_ca_system_score_gemma":0.0100585725,"threshold_uncertainty_score":0.079815924},"labels":[],"label_agreement":null},{"id":"W4376602674","doi":"10.11606/d.91.2023.tde-15052023-103716","title":"O real e o imaginário: a literatura de ficção científica para o ensino de questões ambientais entre licenciandos e licenciandas","year":2023,"lang":"pt","type":"dissertation","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Quest University Canada","funders":"","keywords":"Humanities; Philosophy; Art","score_opus":0.05354397581946019,"score_gpt":0.4058339119017802,"score_spread":0.35228993608232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376602674","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1414176,0.1742863,0.02414614,0.14847393,0.003690152,0.000099659665,0.00044939373,0.0002498786,0.507187],"genre_scores_gemma":[0.9260193,0.035650384,0.0041123843,0.006763149,0.00090194016,0.00012212104,0.0001418968,0.00021574617,0.026073076],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98428345,0.010639915,0.0003877162,0.0015105071,0.002522269,0.00065614627],"domain_scores_gemma":[0.97065836,0.02281975,0.001488451,0.001997635,0.0021621394,0.0008737294],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010672385,0.0007721161,0.0010769961,0.0061508347,0.015655754,0.02571979,0.0020291014,0.0050364984,0.008087898],"category_scores_gemma":[0.018062476,0.0005185758,0.0007588722,0.010116864,0.055210203,0.015930824,0.0086479625,0.006996911,0.0012944537],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000053823114,0.000028980065,0.0018664841,0.00097449037,0.000028665665,0.0003688204,0.31105474,0.00021347347,0.000534346,0.643184,0.010200892,0.031491295],"study_design_scores_gemma":[0.000012227954,0.000060584305,0.00451583,0.0032027178,0.000042708376,0.0005992341,0.17895356,0.00037375008,0.0007571035,0.08564264,0.7257753,0.00006432232],"about_ca_topic_score_codex":0.01609477,"about_ca_topic_score_gemma":0.017463198,"teacher_disagreement_score":0.02571979,"about_ca_system_score_codex":0.014563685,"about_ca_system_score_gemma":0.00934974,"threshold_uncertainty_score":0.10566741},"labels":[],"label_agreement":null},{"id":"W4378905276","doi":"10.1186/s43031-023-00075-4","title":"An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework","year":2023,"lang":"en","type":"article","venue":"Disciplinary and Interdisciplinary Science Education Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Falling (accident); Conceptual framework; Geography; Sociology; Psychology; Social science","score_opus":0.287264659230403,"score_gpt":0.5607773366755281,"score_spread":0.2735126774451251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378905276","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9092147,0.0008468739,0.0688172,0.002522717,0.00004218018,0.00006393641,0.00004305118,0.00003526162,0.018414123],"genre_scores_gemma":[0.99715924,0.00010581774,0.0024673077,0.000043300384,0.0000068377676,0.000018024826,0.0000112901525,0.0000051612747,0.00018297027],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99615604,0.0018323727,0.00024319702,0.0005998414,0.00079721544,0.00037132166],"domain_scores_gemma":[0.9877608,0.007972831,0.001825188,0.00069246936,0.001242604,0.00050608366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005331482,0.00037968124,0.0005155,0.0038320194,0.0017555768,0.0040555936,0.0015194244,0.0014795815,0.0026978473],"category_scores_gemma":[0.018501675,0.0007078477,0.00044884198,0.0011291218,0.012468433,0.008651463,0.004456826,0.0017420017,0.00015626506],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001747424,0.00017253308,0.19268426,0.00046111477,0.000071695125,0.0014862554,0.54756993,0.0015962265,0.00613829,0.18306938,0.0003989807,0.06617661],"study_design_scores_gemma":[0.00004995591,0.00037045177,0.25219685,0.0008011907,0.00010355884,0.005008046,0.5160002,0.019716855,0.0014399039,0.19095026,0.013183082,0.00017966171],"about_ca_topic_score_codex":0.0063356487,"about_ca_topic_score_gemma":0.0036092196,"teacher_disagreement_score":0.0063356487,"about_ca_system_score_codex":0.0014115343,"about_ca_system_score_gemma":0.0012837902,"threshold_uncertainty_score":0.028195918},"labels":[],"label_agreement":null},{"id":"W4379742078","doi":"10.1139/cjp-2022-0255","title":"High school students' perceptions and experiences of using combined RW and labatorials to understand Newton's laws of motion","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Physics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Motion (physics); Subject (documents); Perception; Physics; Mathematics education; Newton's laws of motion; Psychology; Classical mechanics; Computer science; Library science","score_opus":0.09402094057260552,"score_gpt":0.396535686011862,"score_spread":0.3025147454392565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379742078","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99781275,0.00006685428,0.00034733312,0.00018597751,0.0000068165023,0.00002258083,0.000010342538,0.000013155452,0.001534163],"genre_scores_gemma":[0.99735296,0.0001466875,0.0005226188,0.00012899764,0.0000058017745,0.000038990653,0.000019362611,0.000008172292,0.0017763373],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9961922,0.001702932,0.00019702362,0.00032447415,0.00070587156,0.0008774628],"domain_scores_gemma":[0.9908943,0.003462012,0.0013733234,0.00033602412,0.0011183263,0.002816047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053409203,0.00055255555,0.0006398027,0.0012279687,0.0032163847,0.0052172146,0.0010946504,0.0011941264,0.003616321],"category_scores_gemma":[0.010499331,0.0005568253,0.0004932986,0.0007407724,0.0030489361,0.0018553319,0.003847537,0.00210504,0.0007640237],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015879191,0.0009967953,0.08524038,0.00023346463,0.000029019155,0.0009200812,0.8744237,0.00013828509,0.007551907,0.00045823897,0.0009397833,0.028909568],"study_design_scores_gemma":[0.000023741168,0.00081803475,0.07027413,0.00011078221,0.00003849788,0.0005094587,0.9160185,0.00030901027,0.0018150668,0.00023934506,0.009762804,0.00008064459],"about_ca_topic_score_codex":0.0072944066,"about_ca_topic_score_gemma":0.016416108,"teacher_disagreement_score":0.0072944066,"about_ca_system_score_codex":0.0012864725,"about_ca_system_score_gemma":0.0017397121,"threshold_uncertainty_score":0.028245807},"labels":[],"label_agreement":null},{"id":"W4379800600","doi":"10.1007/978-3-031-27334-6_4","title":"STEM in Canadian Teacher Education: An Overview","year":2023,"lang":"en","type":"book-chapter","venue":"Palgrave studies on leadership and learning in teacher education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Vancouver Island University; Bishop's University; University of Calgary; McGill University; University of British Columbia; Mount Saint Vincent University","funders":"","keywords":"Bachelor; Raising (metalworking); Medical education; Political science; Mathematics education; Pedagogy; Medicine; Psychology; Engineering","score_opus":0.3092104377189365,"score_gpt":0.4364970663800367,"score_spread":0.1272866286611002,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379800600","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0065352037,0.65064836,0.00088305975,0.026154032,0.0033026687,0.00010009317,0.0008608668,0.00012203797,0.3113938],"genre_scores_gemma":[0.04202622,0.7675131,0.0015372073,0.004600032,0.0010056276,0.00006144737,0.00083231064,0.0000738034,0.18235022],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991166,0.00004972242,0.000028149783,0.00006734537,0.00041040528,0.0003277767],"domain_scores_gemma":[0.9990619,0.00008861559,0.00002807939,0.000010634372,0.0005956554,0.00021518387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00079220044,0.0010569884,0.00047954175,0.008193523,0.0070604547,0.0053479588,0.001337254,0.0018814399,0.019750427],"category_scores_gemma":[0.0011372756,0.00045546176,0.00047677325,0.022340378,0.0024887826,0.0022616293,0.0015868585,0.0019564284,0.0017779141],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047173366,0.00008864818,0.0021644451,0.002803333,0.000013520152,0.00035810628,0.0026160083,0.00087119266,0.00034133773,0.11201717,0.38537732,0.49330175],"study_design_scores_gemma":[0.0000019068572,0.0000078752555,0.0042224177,0.0005291918,0.0000056212557,0.000095415955,0.0013298154,0.000058232337,0.000049295744,0.0017656954,0.99192035,0.00001414192],"about_ca_topic_score_codex":0.9763471,"about_ca_topic_score_gemma":0.99371755,"teacher_disagreement_score":0.90842533,"about_ca_system_score_codex":0.0915747,"about_ca_system_score_gemma":0.1633473,"threshold_uncertainty_score":0.66442406},"labels":[],"label_agreement":null},{"id":"W4380048546","doi":"10.7202/1100075ar","title":"Comment le champ de la didactique des sciences et de la technologie et celui de la pédagogie universelle peuvent-ils s’enrichir et couvrir leurs angles morts respectifs ?","year":2023,"lang":"fr","type":"article","venue":"Éducation et francophonie","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières","funders":"","keywords":"Humanities; Philosophy; Political science; Sociology","score_opus":0.13814269128169093,"score_gpt":0.45917794608853846,"score_spread":0.3210352548068475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4380048546","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.022722188,0.01705748,0.028702736,0.552124,0.0044499114,0.00007432013,0.00024424438,0.00018699917,0.37443817],"genre_scores_gemma":[0.76851207,0.020705672,0.018652566,0.041325293,0.0036479551,0.00037420666,0.0003109864,0.0005773236,0.14589396],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9848408,0.008403224,0.0004050541,0.0020269428,0.0028619475,0.0014620562],"domain_scores_gemma":[0.9796261,0.009943329,0.0017010039,0.0023459585,0.004161042,0.0022225403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016291706,0.0008399812,0.00091726624,0.0023178007,0.008289403,0.027619494,0.0020923435,0.006732067,0.014478064],"category_scores_gemma":[0.029193627,0.0005657384,0.00072467106,0.002681668,0.040888462,0.03320792,0.007441477,0.0117709525,0.004352448],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001380788,0.000013388405,0.00046417417,0.0000785297,0.000007861456,0.000036387282,0.010752712,0.00007914735,0.00009803171,0.9766724,0.005519475,0.0062640575],"study_design_scores_gemma":[0.000020805399,0.000025398296,0.001052138,0.0004194438,0.000013287155,0.000120908895,0.024380492,0.00028037978,0.00034791138,0.50369996,0.46959648,0.000042789976],"about_ca_topic_score_codex":0.022266313,"about_ca_topic_score_gemma":0.016068144,"teacher_disagreement_score":0.027619494,"about_ca_system_score_codex":0.012965577,"about_ca_system_score_gemma":0.01604403,"threshold_uncertainty_score":0.09407228},"labels":[],"label_agreement":null},{"id":"W4382561652","doi":"10.1007/s10763-023-10390-x","title":"Integrating Science and Mathematics in Elementary School: Impact on Selected Student Perceptual Variables","year":2023,"lang":"en","type":"article","venue":"International Journal of Science and Mathematics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; College Ahuntsic; Université Laval; Cégep Marie-Victorin","funders":"","keywords":"Mathematics education; Perception; Science education; Multilevel model; Value (mathematics); Control (management); Mathematics; Psychology; Computer science; Statistics","score_opus":0.045052790546397374,"score_gpt":0.45662974538194884,"score_spread":0.41157695483555146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382561652","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99921024,0.000024613546,0.000022966231,0.000021914926,0.0000023874552,0.000004930442,0.000024102557,0.000003540997,0.00068525306],"genre_scores_gemma":[0.9988802,0.000033536653,0.000058617505,0.000008061933,0.0000021026556,0.0000051031593,0.0000717742,0.000003290062,0.00093721086],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99883133,0.00032962512,0.00006408792,0.00021375174,0.00031095,0.00025037653],"domain_scores_gemma":[0.9925724,0.002787413,0.0012945372,0.00029118784,0.00062849146,0.0024258632],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012644562,0.0004091809,0.00052350416,0.0006757952,0.0005668376,0.002082629,0.00056166394,0.0006610678,0.00746785],"category_scores_gemma":[0.0070545604,0.00020977865,0.00056744064,0.00075541425,0.00056427735,0.00069794565,0.0014915748,0.0010574673,0.0006751762],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0029340482,0.007440442,0.9622912,0.000047916525,0.00019963202,0.00015860611,0.0013786752,0.00037044202,0.004458073,0.00024352918,0.00028779352,0.020189673],"study_design_scores_gemma":[0.000027399949,0.0011631293,0.9958262,0.0000062165564,0.00005699122,0.000026445234,0.0015149594,0.00033611868,0.0007122724,0.000074060685,0.00024977996,0.000006394457],"about_ca_topic_score_codex":0.008460362,"about_ca_topic_score_gemma":0.010181295,"teacher_disagreement_score":0.008460362,"about_ca_system_score_codex":0.0005811473,"about_ca_system_score_gemma":0.0014612316,"threshold_uncertainty_score":0.024982393},"labels":[],"label_agreement":null},{"id":"W4385250175","doi":"10.1080/00368121.2023.2236037","title":"The Paper Towels Challenge: an open-ended scientific inquiry activity to promote science understanding, scientific skills and 21st century skills","year":2023,"lang":"en","type":"article","venue":"Science Activities","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Adaptation (eye); Science and engineering; Communication skills; Psychology; Engineering ethics; Mathematics education; Computer science; Engineering; Medical education; Medicine","score_opus":0.12716154585898953,"score_gpt":0.42292778723376606,"score_spread":0.29576624137477653,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385250175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5109031,0.0007635798,0.3256493,0.0054191505,0.0013815019,0.0070946948,0.0007580744,0.0020051468,0.14602548],"genre_scores_gemma":[0.5500531,0.00058446836,0.39099637,0.0014897755,0.00027743613,0.0060610515,0.0006502931,0.0003634642,0.04952396],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9928925,0.004079099,0.00029930554,0.0008070461,0.0014939056,0.00042820667],"domain_scores_gemma":[0.9792884,0.013528465,0.0013362855,0.0020885894,0.0014050758,0.0023531467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007330241,0.0010604287,0.00068419456,0.0009915446,0.002622935,0.0030353076,0.0021376275,0.002498145,0.010380459],"category_scores_gemma":[0.016178172,0.0003632921,0.0007068703,0.00058732857,0.00220118,0.002904123,0.006757857,0.0020156943,0.0028445919],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017754954,0.010701656,0.017205968,0.0031393485,0.00011175628,0.0017168998,0.065906085,0.0039921,0.0863294,0.03458196,0.039981317,0.73455805],"study_design_scores_gemma":[0.0009745139,0.008596821,0.027175568,0.001109961,0.000089531,0.002382752,0.05320364,0.006580972,0.07555469,0.071810536,0.7521257,0.0003953391],"about_ca_topic_score_codex":0.0002726655,"about_ca_topic_score_gemma":0.00091396336,"teacher_disagreement_score":0.010380459,"about_ca_system_score_codex":0.00072603696,"about_ca_system_score_gemma":0.0025393255,"threshold_uncertainty_score":0.038766444},"labels":[],"label_agreement":null},{"id":"W4385575981","doi":"10.1007/s42330-023-00283-0","title":"“Teach Your Classmates About the Behavior of Water with School-Level Science Models”: An Experience in Initial Preschool Teacher Education","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Agencia Estatal de Investigación; Universidad de Sevilla","keywords":"Presentation (obstetrics); Perspective (graphical); Psychology; Mathematics education; Process (computing); Variety (cybernetics); Class (philosophy); Science education; Content analysis; Computer science; Sociology; Medicine","score_opus":0.11459577126372744,"score_gpt":0.4058678946620817,"score_spread":0.29127212339835423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385575981","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98389894,0.00027942166,0.0044162343,0.001901202,0.000095669886,0.00021315561,0.00006862906,0.00017410699,0.008952786],"genre_scores_gemma":[0.9866959,0.0004948552,0.0053119087,0.0006096211,0.000019902083,0.00020040557,0.00009343646,0.00008849172,0.0064855632],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.994553,0.0029618996,0.00014782912,0.00067424355,0.0006342957,0.0010286595],"domain_scores_gemma":[0.9938024,0.0034818053,0.0004977985,0.00045666905,0.000452856,0.0013083738],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075054322,0.0009209105,0.0013756565,0.001127559,0.008100991,0.004647906,0.0034308755,0.0037851033,0.0059899837],"category_scores_gemma":[0.013884539,0.0012585686,0.0010211266,0.000770809,0.008849467,0.004433837,0.0070759393,0.005022999,0.0013905228],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008118315,0.0011310942,0.005236959,0.00034339706,0.000012419256,0.0028936823,0.9689887,0.00026125516,0.003087576,0.0014468472,0.0033151607,0.013201673],"study_design_scores_gemma":[0.00004876306,0.0008930794,0.008142946,0.00039525155,0.000032014806,0.0018913345,0.93198335,0.0010083865,0.002267944,0.0010199442,0.052208237,0.00010875971],"about_ca_topic_score_codex":0.019381689,"about_ca_topic_score_gemma":0.029581564,"teacher_disagreement_score":0.019381689,"about_ca_system_score_codex":0.0051464206,"about_ca_system_score_gemma":0.003921529,"threshold_uncertainty_score":0.039692998},"labels":[],"label_agreement":null},{"id":"W4385664343","doi":"10.1080/00219266.2023.2244975","title":"Fictional placemaking creating meaningful contexts for causal reasoning in secondary school biology education","year":2023,"lang":"en","type":"article","venue":"Journal of Biological Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Placemaking; Context (archaeology); Mathematics education; Meaningful learning; Science education; Class (philosophy); Pedagogy; Sociology; Psychology; Epistemology; Architecture; Visual arts; Urban design","score_opus":0.09041439287267801,"score_gpt":0.4631475831949036,"score_spread":0.3727331903222256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385664343","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7834684,0.0005089156,0.17397681,0.0020946283,0.0001249431,0.0013933786,0.0000925722,0.00043226974,0.0379081],"genre_scores_gemma":[0.8860407,0.00023929209,0.10927335,0.00014543672,0.000014078616,0.0006197121,0.000057999056,0.0000495573,0.0035598918],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9900271,0.0076600453,0.00025571694,0.0006903735,0.0008898736,0.0004768054],"domain_scores_gemma":[0.9825896,0.013024584,0.0011972485,0.0017936621,0.00056049804,0.00083451066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009087751,0.0007177086,0.000580384,0.0014313161,0.0027733676,0.0056553297,0.002898918,0.001830089,0.005565165],"category_scores_gemma":[0.016966332,0.0006965804,0.0008030595,0.00071694324,0.010249729,0.0041713156,0.0077604447,0.0018278387,0.0005938372],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003602875,0.003457807,0.016857576,0.0029546476,0.000078311605,0.0024952579,0.49356622,0.011461429,0.021278018,0.24567801,0.00352265,0.19828989],"study_design_scores_gemma":[0.000529271,0.0036308183,0.020109072,0.0020838364,0.00016851869,0.0031067126,0.2271252,0.0160582,0.038376085,0.23973627,0.44868076,0.00039530825],"about_ca_topic_score_codex":0.0005109449,"about_ca_topic_score_gemma":0.0013713281,"teacher_disagreement_score":0.009087751,"about_ca_system_score_codex":0.0023858992,"about_ca_system_score_gemma":0.0024006811,"threshold_uncertainty_score":0.04806125},"labels":[],"label_agreement":null},{"id":"W4385704618","doi":"10.1007/s42330-023-00284-z","title":"The Use of Dynamic Computer Visualizations Integrated with the POE Sequence: Its Effect on Learners’ Understanding, Retention, and Motivation","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Multivariate analysis of variance; Narrative; Mathematics education; Significant difference; Psychology; Sequence (biology); Qualitative property; Perception; Chemistry; Mathematics; Statistics; Biochemistry","score_opus":0.12244966901813284,"score_gpt":0.3654451424625168,"score_spread":0.24299547344438396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385704618","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951873,0.00021454813,0.0021888085,0.00016118994,0.000059980695,0.00007115049,0.00009697779,0.00031560208,0.0017044214],"genre_scores_gemma":[0.99129385,0.00031403088,0.00641787,0.00003329042,0.00002863422,0.00017479234,0.00012153439,0.00007157582,0.0015444699],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990934,0.00038735985,0.0000917304,0.00018648614,0.0001593533,0.000081655664],"domain_scores_gemma":[0.9815957,0.014494071,0.0010831642,0.00078003964,0.0007463548,0.0013006936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019211721,0.0006703496,0.0008332232,0.0005843134,0.00045275348,0.0021156652,0.00063646416,0.00087216846,0.00668067],"category_scores_gemma":[0.028609123,0.00030367987,0.00033732018,0.00056011305,0.00041105872,0.0015112472,0.0014366726,0.0011324945,0.000589384],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.033060912,0.027861122,0.10057465,0.0027905216,0.0004266087,0.00061949313,0.026387557,0.00627239,0.12959588,0.0024327815,0.0050174235,0.6649607],"study_design_scores_gemma":[0.0061104833,0.103683144,0.6202125,0.00237293,0.0030391293,0.002389479,0.028481923,0.057055008,0.11328655,0.01393122,0.04841181,0.0010257947],"about_ca_topic_score_codex":0.00078834244,"about_ca_topic_score_gemma":0.00060816284,"teacher_disagreement_score":0.00668067,"about_ca_system_score_codex":0.00017394804,"about_ca_system_score_gemma":0.00076558185,"threshold_uncertainty_score":0.02234906},"labels":[],"label_agreement":null},{"id":"W4385723428","doi":"10.1080/03004279.2023.2245407","title":"Exploring elementary science teaching and learning in Canada","year":2023,"lang":"en","type":"article","venue":"Education 3-13","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Gratitude; Mathematics education; Pedagogy; Sociology; Library science; Psychology; Computer science; Social psychology","score_opus":0.1572791463155344,"score_gpt":0.4040398154892285,"score_spread":0.2467606691736941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385723428","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84823936,0.002062763,0.0007255181,0.009236181,0.00006288651,0.00011599175,0.0015600636,0.00005871884,0.13793856],"genre_scores_gemma":[0.9832398,0.0009792692,0.0007176527,0.00056693127,0.000006288219,0.000027369562,0.00039400838,0.00002301583,0.014045687],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99697554,0.00033785732,0.000050257204,0.00020254483,0.00087295205,0.0015607845],"domain_scores_gemma":[0.99409276,0.0009250784,0.00026599565,0.000077234756,0.0024387485,0.002200118],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015811011,0.0002927489,0.00045187198,0.0034164411,0.022300825,0.0087357415,0.0018368406,0.0007442346,0.009339931],"category_scores_gemma":[0.003932599,0.0002733654,0.00037916724,0.009339949,0.0049077966,0.0018641168,0.004481506,0.0021657138,0.00045542722],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002498877,0.00034750332,0.19592804,0.00058205344,0.00007064504,0.0012500827,0.5178711,0.0016468699,0.0014591719,0.08818249,0.034356773,0.15805538],"study_design_scores_gemma":[0.000017469827,0.000046526624,0.17833637,0.00041042396,0.00003707254,0.00011082519,0.6833658,0.00094581017,0.00048829353,0.002833889,0.13334969,0.00005774092],"about_ca_topic_score_codex":0.998434,"about_ca_topic_score_gemma":0.9995484,"teacher_disagreement_score":0.23187965,"about_ca_system_score_codex":0.23187965,"about_ca_system_score_gemma":0.30896556,"threshold_uncertainty_score":0.89091074},"labels":[],"label_agreement":null},{"id":"W4385737364","doi":"10.1080/1046560x.2023.2220174","title":"Onto-Epistemological Realities and Assumptions Beyond Western Science","year":2023,"lang":"en","type":"article","venue":"Journal of Science Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Science education; Epistemology; Sociology; Mathematics education; Pedagogy; Philosophy; Psychology","score_opus":0.11048528661072797,"score_gpt":0.4679823584782358,"score_spread":0.35749707186750784,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385737364","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10288755,0.003330862,0.08346323,0.046324152,0.0010325763,0.00009339441,0.00030324253,0.00018268602,0.7623823],"genre_scores_gemma":[0.9757101,0.00073359354,0.008468033,0.0012595061,0.00030586708,0.00008967221,0.00012456915,0.00008032816,0.013228311],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99770665,0.0011435658,0.00013476933,0.00034983817,0.00043776174,0.00022737152],"domain_scores_gemma":[0.99412775,0.0026777259,0.00040403736,0.0014247916,0.0010339661,0.00033176193],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0045707477,0.0004492801,0.00054205576,0.0023420735,0.0050808685,0.009827076,0.0010989687,0.0024781758,0.008250709],"category_scores_gemma":[0.0065225265,0.00041427388,0.00053370226,0.0017623932,0.046697523,0.018029166,0.004907084,0.0060896026,0.0010579616],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006803505,0.000007256805,0.00014762314,0.000014229532,0.0000028601555,0.000030432306,0.0026748017,0.00004882903,0.00007564931,0.99540687,0.0002855332,0.0012991902],"study_design_scores_gemma":[0.0000040703526,0.0000028951647,0.0002446379,0.000023724788,0.0000028960483,0.000046473746,0.0027091112,0.00019835634,0.00011235931,0.9869082,0.009743029,0.000004296346],"about_ca_topic_score_codex":0.0024465292,"about_ca_topic_score_gemma":0.0025599415,"teacher_disagreement_score":0.9949191,"about_ca_system_score_codex":0.0036637958,"about_ca_system_score_gemma":0.0031540901,"threshold_uncertainty_score":0.027601361},"labels":[],"label_agreement":null},{"id":"W4386246822","doi":"10.1007/s42330-023-00282-1","title":"Magnifying the Scope of Nature of Science (NOS) Toward the Whole: An Investigation of NOS Representation in Early Childhood Science Education Standards","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"United Arab Emirates University","keywords":"Curriculum; Nature of Science; Science education; Scope (computer science); Social science education; Pedagogy; Ethos; Inclusion (mineral); Science, technology, society and environment education; Sociology; Mathematics education; Psychology; Social science; Political science; Computer science","score_opus":0.03289888630393893,"score_gpt":0.3769314254177157,"score_spread":0.34403253911377674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386246822","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9639697,0.00012457109,0.001809491,0.00042696393,0.000009385636,0.000008429372,0.000017632809,0.000007767723,0.033626076],"genre_scores_gemma":[0.99828845,0.000061810984,0.0005150101,0.000021473234,0.0000016043439,0.0000057387942,0.000008823126,0.0000045865017,0.0010924615],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9971073,0.0009698641,0.00017479644,0.00024132307,0.0010844929,0.00042215927],"domain_scores_gemma":[0.98594904,0.005998709,0.0026011805,0.0011492355,0.0032640395,0.0010377985],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003908471,0.00012327063,0.00022722181,0.0014897159,0.0024186254,0.0037756395,0.00060017477,0.00059085543,0.0021266988],"category_scores_gemma":[0.014462335,0.0002466647,0.00019467257,0.001091634,0.00565252,0.0029184157,0.004968332,0.0022181822,0.000115896575],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011198423,0.0001523549,0.14324869,0.00009673937,0.000016629816,0.00042090294,0.56865656,0.0004945964,0.007665084,0.22930707,0.00045369228,0.049375623],"study_design_scores_gemma":[0.000011234754,0.00016384998,0.4169499,0.00033984229,0.00005125667,0.0010859334,0.45338637,0.0021958689,0.006281075,0.07044579,0.049023017,0.000065906315],"about_ca_topic_score_codex":0.021488762,"about_ca_topic_score_gemma":0.04581622,"teacher_disagreement_score":0.99758136,"about_ca_system_score_codex":0.0029675597,"about_ca_system_score_gemma":0.004573356,"threshold_uncertainty_score":0.04272735},"labels":[],"label_agreement":null},{"id":"W4386334144","doi":"10.3917/poec.053.0054","title":"Oui, les lycéennes peuvent changer leur regard sur la science !","year":2023,"lang":"fr","type":"article","venue":"Pour l Éco","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval; University of Toronto","funders":"","keywords":"Political science; Medicine; Chemistry","score_opus":0.17784673458352587,"score_gpt":0.41384753520818446,"score_spread":0.23600080062465859,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386334144","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0057530673,0.024254818,0.003573546,0.7768257,0.040053595,0.000033041575,0.00020270786,0.0003765768,0.14892694],"genre_scores_gemma":[0.10255293,0.022063157,0.0058456706,0.15041175,0.01792963,0.000103482584,0.00024786376,0.0006183952,0.700227],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99194616,0.0027956397,0.00025221275,0.0009794525,0.0026643383,0.0013621624],"domain_scores_gemma":[0.9825965,0.003658081,0.0011846006,0.0013588711,0.0066200076,0.0045819515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00908048,0.0010873175,0.0011145561,0.0016356581,0.010525481,0.019895222,0.0015499812,0.010246247,0.06274573],"category_scores_gemma":[0.022428619,0.00039060388,0.0009659344,0.0012756385,0.010007484,0.013199611,0.006003564,0.022937229,0.022565505],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024494546,0.000106877495,0.0025401663,0.00032683372,0.00004741294,0.0005421753,0.008325347,0.00018268051,0.0021012204,0.46236485,0.4626219,0.060595717],"study_design_scores_gemma":[0.000006740473,0.000014684463,0.0004433956,0.000101571146,0.0000040588648,0.00012756727,0.002161286,0.000047674635,0.00017911634,0.00931919,0.98757404,0.000020740428],"about_ca_topic_score_codex":0.024825608,"about_ca_topic_score_gemma":0.034104783,"teacher_disagreement_score":0.06274573,"about_ca_system_score_codex":0.008454072,"about_ca_system_score_gemma":0.012658767,"threshold_uncertainty_score":0.20990533},"labels":[],"label_agreement":null},{"id":"W4386860261","doi":"10.18488/61.v11i3.3479","title":"Perception and behavior of high school students towards developing problem solving and creativity skills to solve physics assignments","year":2023,"lang":"en","type":"article","venue":"International Journal of Education and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Đại học Huế","keywords":"Creativity; Mathematics education; Perception; Physics education; Relevance (law); Quarter (Canadian coin); Style (visual arts); Psychology; Social psychology","score_opus":0.07869073311507077,"score_gpt":0.4958212697277039,"score_spread":0.4171305366126331,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386860261","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995303,0.000021903703,0.00003537009,0.000022100881,0.0000019656284,0.0000047376625,0.00001107018,0.0000011142283,0.00037150155],"genre_scores_gemma":[0.9992668,0.000046482353,0.00005583045,0.000027901744,0.0000016102977,0.0000050837475,0.000028844574,9.1172296e-7,0.00056640006],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99968207,0.00007581166,0.000025929587,0.000043164884,0.00008659442,0.00008637692],"domain_scores_gemma":[0.9983479,0.00026573165,0.00047920275,0.00003442487,0.00023378989,0.0006390604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040105413,0.00016998097,0.00019858996,0.0005608594,0.000431158,0.00096165214,0.0001720281,0.00043855488,0.0018704339],"category_scores_gemma":[0.0017062195,0.00017625574,0.00017664388,0.00034577202,0.00031498884,0.0002922581,0.00032652542,0.00052843307,0.00028605145],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004514242,0.000568175,0.9776184,0.000047857517,0.000021122123,0.00019999196,0.010085363,0.000079728954,0.0022920424,0.00007393347,0.00023027475,0.008737936],"study_design_scores_gemma":[0.0000054902143,0.00034296355,0.9768564,0.000019177796,0.000009928211,0.00020473979,0.02081512,0.0002890112,0.0003172908,0.00009015981,0.0010371394,0.000012584243],"about_ca_topic_score_codex":0.0054035066,"about_ca_topic_score_gemma":0.0066984296,"teacher_disagreement_score":0.0054035066,"about_ca_system_score_codex":0.000264351,"about_ca_system_score_gemma":0.00032999003,"threshold_uncertainty_score":0.010744154},"labels":[],"label_agreement":null},{"id":"W4386869774","doi":"10.24918/cs.2023.37","title":"An Interactive Protocol for In-Classroom DNA Extraction","year":2023,"lang":"en","type":"article","venue":"CourseSource","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval; Laurentian University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Computer science; Protocol (science); Variety (cybernetics); Adventure; Inclusion (mineral); Process (computing); Mathematics education; Multimedia; Artificial intelligence; Psychology; Programming language","score_opus":0.12426222569745993,"score_gpt":0.5294694742735041,"score_spread":0.4052072485760442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386869774","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008432659,0.0013390398,0.62274826,0.0041093603,0.007018586,0.06373059,0.058770474,0.07203748,0.1618135],"genre_scores_gemma":[0.018478801,0.001056888,0.55399376,0.0043673017,0.0005227511,0.18044654,0.02414868,0.008868359,0.20811684],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965564,0.0012131454,0.0004026146,0.0006366562,0.00087340764,0.00031779316],"domain_scores_gemma":[0.991971,0.0032686484,0.00023305569,0.0021495165,0.0018641496,0.0005136291],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004779344,0.0016226635,0.0011269039,0.0016624787,0.0019108733,0.0013654168,0.0020800182,0.002111804,0.40250066],"category_scores_gemma":[0.012123823,0.001342656,0.00068728765,0.0011375281,0.0008535233,0.0012638139,0.0030563837,0.003564131,0.14622721],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001013585,0.0007187976,0.00049688143,0.001817419,0.00002671467,0.00065404776,0.0010794918,0.00061980303,0.04936633,0.012133737,0.7730546,0.15901853],"study_design_scores_gemma":[0.00027015718,0.00024739056,0.00086649053,0.00039714132,0.000010816473,0.00036924137,0.00023671122,0.00092952576,0.01573354,0.004402303,0.97645915,0.000077498604],"about_ca_topic_score_codex":0.00083620544,"about_ca_topic_score_gemma":0.0024429997,"teacher_disagreement_score":0.40250066,"about_ca_system_score_codex":0.0009814042,"about_ca_system_score_gemma":0.0030530726,"threshold_uncertainty_score":0.8522603},"labels":[],"label_agreement":null},{"id":"W4386989480","doi":"10.46827/ejae.v8i3.4991","title":"LES PROJETS ÉDUCATIFS À L’ÉCOLE MATERNELLE ET PRIMAIRE : LE CAS DES SCIENCES PHYSIQUES / EDUCATIONAL PROJECTS IN KINDERGQRTEN AND PRIMARY SCHOOL: THE CASE OF PHYSICAL SCIENCES","year":2023,"lang":"fr","type":"article","venue":"European Journal of Alternative Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Association Québécoise des Enseignantes et des Enseignants du Primaire","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.2597730022521728,"score_gpt":0.4897563479357766,"score_spread":0.2299833456836038,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386989480","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8447218,0.0019782376,0.007290899,0.02552077,0.0001749491,0.00022477409,0.000062221385,0.00005143136,0.11997492],"genre_scores_gemma":[0.98904395,0.0005849095,0.0019543774,0.00037422625,0.000018867411,0.00014514464,0.000023509776,0.000011011468,0.007844029],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98542386,0.0092013255,0.00036444078,0.0006029404,0.0013608856,0.0030465198],"domain_scores_gemma":[0.97571236,0.00982368,0.002824347,0.00095257454,0.0019104566,0.008776604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010529349,0.00032281113,0.0003613216,0.0017972763,0.011434331,0.0076217004,0.0016369871,0.0021962246,0.0090350825],"category_scores_gemma":[0.021206906,0.00042302697,0.0004932506,0.0018692726,0.010050779,0.003971423,0.01300193,0.0032783241,0.0004927372],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011878059,0.0009891546,0.11853321,0.00057155464,0.00003968064,0.011392138,0.46172103,0.0008376293,0.0008038496,0.30169544,0.005200279,0.09809728],"study_design_scores_gemma":[0.000049858198,0.00037088743,0.10950731,0.0010247644,0.00003256834,0.0036614162,0.68318576,0.0010011034,0.0009215199,0.030676603,0.16951767,0.000050593044],"about_ca_topic_score_codex":0.021467661,"about_ca_topic_score_gemma":0.036957566,"teacher_disagreement_score":0.021467661,"about_ca_system_score_codex":0.009304525,"about_ca_system_score_gemma":0.021135164,"threshold_uncertainty_score":0.06750935},"labels":[],"label_agreement":null},{"id":"W4387160966","doi":"10.1177/03064190231203692","title":"Pattern recognition as a learning strategy in the study of engineering dynamics","year":2023,"lang":"en","type":"article","venue":"International Journal of Mechanical Engineering Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Memorization; Dynamics (music); Cronbach's alpha; Sample (material); Value (mathematics); Cognition; Computer science; Mathematics education; Artificial intelligence; Psychology; Pattern recognition (psychology); Machine learning; Pedagogy; Developmental psychology","score_opus":0.050432602818565375,"score_gpt":0.3822287196285995,"score_spread":0.3317961168100341,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387160966","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87600327,0.0011979465,0.09976687,0.0012999898,0.00005473617,0.0003584936,0.000027279348,0.000106359694,0.021185009],"genre_scores_gemma":[0.9607623,0.00051684974,0.03712665,0.00019633182,0.000021112774,0.00013734144,0.000027049242,0.000021059985,0.0011913348],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9869975,0.008227276,0.0006828331,0.0012538023,0.0024674416,0.00037127314],"domain_scores_gemma":[0.96135163,0.030757774,0.0033106504,0.001911078,0.0018450362,0.00082383025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010682464,0.00052279385,0.00055852626,0.0025480082,0.0005738072,0.0051663313,0.0009617519,0.0011948165,0.0012706987],"category_scores_gemma":[0.03250022,0.0003519447,0.00046901518,0.0018826168,0.0040539433,0.0042896396,0.0020677536,0.0013634267,0.00035454077],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023072054,0.0014063686,0.15881656,0.0023172852,0.0001569234,0.0013828607,0.21197002,0.004473556,0.027983561,0.0585415,0.0016856574,0.531035],"study_design_scores_gemma":[0.00019203256,0.0047532595,0.342707,0.0028994905,0.000222817,0.009709858,0.23078069,0.06355872,0.035843063,0.21267821,0.096223585,0.00043128963],"about_ca_topic_score_codex":0.00053597055,"about_ca_topic_score_gemma":0.0006050233,"teacher_disagreement_score":0.010682464,"about_ca_system_score_codex":0.0009935489,"about_ca_system_score_gemma":0.0017008934,"threshold_uncertainty_score":0.05649495},"labels":[],"label_agreement":null},{"id":"W4387345811","doi":"10.32374/aej.2023.3.1.037ra","title":"PD Days Under the Moon: Teaching Lunar Phases to In-Service Teachers by Doing Astronomy Like Astronomers Do and its Impact on Their Students’ Learning","year":2023,"lang":"en","type":"article","venue":"Astronomy Education Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Astronomy; Curriculum; Mathematics education; Plan (archaeology); Physics; Psychology; Earth science; Pedagogy; Geology; Geography; Archaeology","score_opus":0.032926938300846795,"score_gpt":0.40847714258192347,"score_spread":0.37555020428107666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387345811","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994491,0.00007843233,0.00087750953,0.0002572678,0.000019107902,0.00012805147,0.000010354265,0.00004963251,0.0040887934],"genre_scores_gemma":[0.9933884,0.00020565333,0.0037509876,0.00011938475,0.000008554689,0.00015460205,0.000024504325,0.000016800574,0.0023310941],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9981341,0.0009714161,0.00005167338,0.0002526641,0.00029769007,0.0002924831],"domain_scores_gemma":[0.99412423,0.0029442888,0.00040014417,0.00036690693,0.00038658048,0.0017779031],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026625937,0.00035237864,0.00046782548,0.00046869315,0.0018772259,0.0022267322,0.0012504875,0.0007121718,0.0021594327],"category_scores_gemma":[0.0070232325,0.00030388407,0.00030056707,0.0003632218,0.0020825318,0.0009949252,0.003789986,0.0013956651,0.00049203954],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024921817,0.034776516,0.07360996,0.0013845254,0.000074221585,0.0016644334,0.351362,0.0012598616,0.031284045,0.0039740154,0.0064123077,0.49170595],"study_design_scores_gemma":[0.0014995243,0.042390086,0.30692324,0.00076322514,0.00028597572,0.0021855643,0.4953547,0.006602568,0.03373461,0.008092333,0.10193965,0.00022856033],"about_ca_topic_score_codex":0.004828947,"about_ca_topic_score_gemma":0.007241914,"teacher_disagreement_score":0.004828947,"about_ca_system_score_codex":0.0015443858,"about_ca_system_score_gemma":0.002811344,"threshold_uncertainty_score":0.014081359},"labels":[],"label_agreement":null},{"id":"W4388100147","doi":"10.35335/jiph.v12i2.35","title":"Addressing Learning Difficulties in Junior High School Physics Education: Insights for Curriculum Development and Teaching Strategies","year":2023,"lang":"en","type":"article","venue":"Jurnal Ilmu Pendidikan dan Humaniora","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Transformative learning; Curriculum; Mathematics education; Science education; Engineering ethics; Psychology; Pedagogy; Engineering","score_opus":0.10848846712117857,"score_gpt":0.4116551852290542,"score_spread":0.30316671810787565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388100147","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6926577,0.02869885,0.058589924,0.15546013,0.0018674834,0.00216388,0.00039941503,0.00065052375,0.059512056],"genre_scores_gemma":[0.8761663,0.01618428,0.09477905,0.0045839595,0.0001755054,0.0013641308,0.0003407,0.00007133472,0.006334838],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9954123,0.0021016467,0.00026283253,0.00037443294,0.00096420746,0.00088458543],"domain_scores_gemma":[0.9882379,0.0047373814,0.0010217283,0.00036077926,0.0017308709,0.003911418],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010978433,0.0006817332,0.0009644019,0.0037985279,0.004598028,0.010018304,0.0033146148,0.0024204773,0.0033625097],"category_scores_gemma":[0.021593908,0.0005003342,0.0006645008,0.002575216,0.003029629,0.006084203,0.008627493,0.004392647,0.0007853747],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009311383,0.0033599357,0.04282219,0.003932676,0.000071642746,0.0013989067,0.16789548,0.0014351244,0.0028370568,0.045490645,0.025555285,0.70510787],"study_design_scores_gemma":[0.00012024102,0.0009493663,0.086083494,0.012721578,0.00016625368,0.0011718448,0.5426655,0.0037463645,0.0038775408,0.1121132,0.23613419,0.0002504572],"about_ca_topic_score_codex":0.0042257244,"about_ca_topic_score_gemma":0.009454344,"teacher_disagreement_score":0.010978433,"about_ca_system_score_codex":0.005078177,"about_ca_system_score_gemma":0.031210689,"threshold_uncertainty_score":0.05806017},"labels":[],"label_agreement":null},{"id":"W4389024919","doi":"10.1096/fasebj.30.1_supplement.776.14","title":"“Fact‐Ways”: Teaching Cellular Signaling Using The Nobel Archives","year":2016,"lang":"en","type":"article","venue":"The FASEB Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Memorization; Nobel laureate; Mathematics education; Value (mathematics); Psychology; Point (geometry); Mode (computer interface); Medical education; Medicine; Computer science; Mathematics; Art; Literature; Statistics","score_opus":0.12184523232944619,"score_gpt":0.3717810435272282,"score_spread":0.249935811197782,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389024919","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26515737,0.0038917952,0.12904055,0.053751495,0.004272756,0.00056162896,0.00038367728,0.0014825168,0.5414582],"genre_scores_gemma":[0.68763846,0.0054053348,0.13956904,0.004369203,0.0008086731,0.000502902,0.00040317082,0.00042995147,0.16087325],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9990526,0.00048540568,0.0000373523,0.00011831252,0.00020567565,0.00010060721],"domain_scores_gemma":[0.99766695,0.0010112901,0.00021628848,0.00027025235,0.00013784524,0.00069739856],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002866428,0.00044213585,0.00018561046,0.00082922686,0.0015292619,0.0027156596,0.0010562778,0.00080001727,0.03112601],"category_scores_gemma":[0.004459389,0.0002326041,0.00038850788,0.00039094637,0.001878784,0.0032185747,0.003807671,0.0017171369,0.004233509],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00039190997,0.0019524931,0.008688984,0.00064354524,0.00003348723,0.0009239003,0.025296899,0.0015830866,0.0074095773,0.1570069,0.16530144,0.63076776],"study_design_scores_gemma":[0.000082707455,0.0003856647,0.005101919,0.00048550247,0.000028371916,0.0008840519,0.008407769,0.0016503872,0.006003203,0.08682517,0.8901093,0.000036005425],"about_ca_topic_score_codex":0.0004432873,"about_ca_topic_score_gemma":0.001972395,"teacher_disagreement_score":0.03112601,"about_ca_system_score_codex":0.0008576282,"about_ca_system_score_gemma":0.001873834,"threshold_uncertainty_score":0.10412693},"labels":[],"label_agreement":null},{"id":"W4389037301","doi":"10.55016/ojs/ajer.v69i3.76256","title":"An Investigation of the Effectiveness of 5th Grade Guided Inquiry-Based Activities in Terms of Skills and Perception","year":2023,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Humanities; Perception; Mathematics education; Pedagogy; Art","score_opus":0.19680843658974295,"score_gpt":0.5247437481697637,"score_spread":0.3279353115800207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389037301","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99964285,0.000014782985,0.00007449692,0.000007229753,0.0000017392559,0.000034754514,0.000007262619,0.000002753361,0.0002141283],"genre_scores_gemma":[0.9982242,0.000046458044,0.0009581566,0.000019883459,0.0000049760774,0.0001592707,0.00003839716,0.0000017096852,0.0005468909],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997661,0.0011303398,0.00013915203,0.00031043938,0.00044591565,0.00031326263],"domain_scores_gemma":[0.9867894,0.008239313,0.0020884103,0.0007602719,0.0009799539,0.0011426881],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029654908,0.00041720757,0.00045681163,0.00047542702,0.00038523713,0.0007474975,0.00055944023,0.00042685578,0.0013636359],"category_scores_gemma":[0.0114229,0.00026795018,0.00040280208,0.00026494192,0.00055212126,0.00037526467,0.0008298861,0.0004863203,0.00021150267],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004992909,0.07607256,0.49386364,0.0016137594,0.00041185826,0.00086979446,0.09047814,0.0011393905,0.06202089,0.00058397796,0.0006005517,0.26735243],"study_design_scores_gemma":[0.00038220518,0.04972726,0.9197883,0.00012885845,0.00015334577,0.00012600867,0.016249128,0.0006764464,0.010379893,0.00015843709,0.0021865133,0.000043640983],"about_ca_topic_score_codex":0.0016570559,"about_ca_topic_score_gemma":0.0025545547,"teacher_disagreement_score":0.0029654908,"about_ca_system_score_codex":0.0004341576,"about_ca_system_score_gemma":0.0007269692,"threshold_uncertainty_score":0.015683234},"labels":[],"label_agreement":null},{"id":"W4389153463","doi":"10.55016/ojs/ajer.v65i4.58447","title":"The Tableau ST Project: Inspiring Francophone Teachers with Effective Science Practices","year":2019,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Chicoutimi; Université du Québec en Outaouais; University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"French; Sociology; Library science; Humanities; Pedagogy; Computer science; Art","score_opus":0.1084224902488684,"score_gpt":0.5172792389396053,"score_spread":0.40885674869073685,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389153463","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8652745,0.001949207,0.0106275175,0.039709777,0.00089395384,0.0018903798,0.002029435,0.00046772446,0.077157445],"genre_scores_gemma":[0.86796534,0.0014444353,0.030415738,0.003948313,0.0002000422,0.0022248754,0.0014419545,0.00022199721,0.09213741],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99548364,0.0027297663,0.00008839939,0.00030304192,0.0005336245,0.00086143735],"domain_scores_gemma":[0.98972297,0.002321977,0.00046209898,0.0006273534,0.0021318246,0.0047336603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008772008,0.0005966116,0.00023427651,0.0007842156,0.0050904374,0.0034732413,0.00087904313,0.0015897729,0.009147259],"category_scores_gemma":[0.0066559897,0.00029243258,0.0003464418,0.0005584235,0.0029192276,0.0021253303,0.0038486868,0.0018210547,0.0015998572],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00071302673,0.0022928682,0.03145962,0.0006445851,0.00002795041,0.0014558479,0.40539443,0.0006552849,0.010425118,0.01390365,0.19544208,0.3375856],"study_design_scores_gemma":[0.00018853998,0.0010798464,0.050323885,0.0007999819,0.000025182766,0.00048354387,0.24995738,0.00080156693,0.0032703867,0.003154466,0.6898168,0.00009841404],"about_ca_topic_score_codex":0.09090193,"about_ca_topic_score_gemma":0.20057921,"teacher_disagreement_score":0.09090193,"about_ca_system_score_codex":0.008002162,"about_ca_system_score_gemma":0.022785673,"threshold_uncertainty_score":0.18074566},"labels":[],"label_agreement":null},{"id":"W4389353562","doi":"10.1130/abs/2023am-393081","title":"IDENTIFYING AND ANALYZING UNDERGRADUATE STUDENTS' METAPHORS ABOUT SCIENCE KNOWLEDGE AND PROCESS","year":2023,"lang":"en","type":"article","venue":"Abstracts with programs - Geological Society of America","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Process (computing); Computer science; Mathematics education; Data science; Knowledge management; Psychology; Programming language","score_opus":0.06960363309153608,"score_gpt":0.41260999986363067,"score_spread":0.3430063667720946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389353562","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9799376,0.00012071198,0.010239598,0.0005956247,0.000026304573,0.000040217088,0.0000854609,0.00007487332,0.008879658],"genre_scores_gemma":[0.99379694,0.00008830249,0.004362553,0.000053196134,0.000002992712,0.000024766214,0.000089522044,0.00001606492,0.0015656581],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985983,0.0006765702,0.00008094239,0.0001560625,0.00036332748,0.00012480858],"domain_scores_gemma":[0.9881484,0.009266867,0.000806695,0.00034428635,0.0008794897,0.0005543461],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022453011,0.0003184443,0.00022330563,0.0012981002,0.0010176945,0.003951398,0.0005280242,0.0008119306,0.0036408475],"category_scores_gemma":[0.019017173,0.0002030644,0.00030455552,0.0008927542,0.0012131938,0.0027838952,0.001974356,0.001605638,0.0003384965],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046705847,0.00087179913,0.19648667,0.0006562485,0.000057637626,0.0010454941,0.48298606,0.0020642057,0.027543435,0.10892723,0.006118674,0.17277554],"study_design_scores_gemma":[0.00008254834,0.00055367633,0.1428874,0.00050476496,0.00013971189,0.0016178996,0.6464013,0.035015132,0.017866762,0.06758161,0.08718635,0.00016287807],"about_ca_topic_score_codex":0.0018206908,"about_ca_topic_score_gemma":0.002957592,"teacher_disagreement_score":0.003951398,"about_ca_system_score_codex":0.0011106213,"about_ca_system_score_gemma":0.0017172276,"threshold_uncertainty_score":0.012179911},"labels":[],"label_agreement":null},{"id":"W4389359823","doi":"10.55016/ojs/ajer.v58i1.55558","title":"Exploring Science Curriculum Emphases in Relation to the Alberta Physics Program-of-Study","year":2012,"lang":"en","type":"article","venue":"Alberta Journal of Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Curriculum; Science education; Pedagogy; Sociology; Curriculum development; Professional development; Mathematics education; Psychology","score_opus":0.4750888220978438,"score_gpt":0.5618351444752574,"score_spread":0.08674632237741359,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389359823","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9938427,0.00012740165,0.00031759616,0.00024208818,0.0000135210075,0.00004095263,0.0000590468,0.000007043068,0.0053495956],"genre_scores_gemma":[0.99694556,0.00015839864,0.00039023,0.0000681589,0.000007548925,0.00008107999,0.000096266514,0.000005474672,0.0022470937],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.996829,0.0007802906,0.00010778514,0.00028543302,0.0012550431,0.00074244686],"domain_scores_gemma":[0.98381734,0.005670752,0.0023981472,0.0003632181,0.0040174434,0.0037331162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041942797,0.00027460072,0.0002625638,0.002099969,0.0027157618,0.0028108936,0.0013171649,0.00047901314,0.0026584726],"category_scores_gemma":[0.015293237,0.00029915338,0.00018451555,0.0024925119,0.0023742432,0.0006058025,0.0033549182,0.00126144,0.00016236395],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041781555,0.00039824843,0.6962226,0.0002885894,0.00005260392,0.00048819132,0.23657098,0.00041936705,0.0096408855,0.003942857,0.0013305683,0.05022721],"study_design_scores_gemma":[0.000006541464,0.00011630151,0.9084528,0.00007496389,0.000010771995,0.00003441241,0.08471216,0.000117399155,0.0005107622,0.0001927046,0.0057580285,0.000013163895],"about_ca_topic_score_codex":0.33034316,"about_ca_topic_score_gemma":0.6561542,"teacher_disagreement_score":0.6696569,"about_ca_system_score_codex":0.012486001,"about_ca_system_score_gemma":0.014522299,"threshold_uncertainty_score":0.6568407},"labels":[],"label_agreement":null},{"id":"W4389383692","doi":"10.1080/00368555.2023.12315971","title":"The Use of Storytelling to Model NGSS Science and Engineering Practices","year":2023,"lang":"en","type":"article","venue":"The Science Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Science education; Next Generation Science Standards; Library science; Mathematics education; Psychology; Computer science","score_opus":0.3424257419082814,"score_gpt":0.4507616794784139,"score_spread":0.10833593757013249,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389383692","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21389964,0.0003625095,0.5311521,0.0032710566,0.00019835032,0.0009746112,0.0031601624,0.0069577303,0.24002385],"genre_scores_gemma":[0.6753426,0.00031507574,0.3032779,0.00014743677,0.000030163663,0.0007308307,0.0023405403,0.0005276486,0.017287811],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9986546,0.0009224631,0.00005996817,0.00014402748,0.00016809252,0.000050778744],"domain_scores_gemma":[0.98987305,0.007825232,0.00048133568,0.0010953216,0.00044622915,0.0002787931],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018963089,0.00053151674,0.00014484207,0.0014056588,0.00076350034,0.0043273643,0.0013260602,0.00097126974,0.018185772],"category_scores_gemma":[0.011410252,0.00028961114,0.00047418417,0.00075948995,0.0014463547,0.004338763,0.0019383628,0.00092641043,0.0016791398],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048614256,0.00090487633,0.02735333,0.0009012704,0.000068544345,0.0013884434,0.07289846,0.11280508,0.0082225,0.43744227,0.028751554,0.3087777],"study_design_scores_gemma":[0.00018001745,0.000568213,0.009817673,0.00070536905,0.000079371195,0.000664565,0.021518886,0.40676716,0.0056064148,0.16300237,0.3909445,0.00014543562],"about_ca_topic_score_codex":0.0056613362,"about_ca_topic_score_gemma":0.008030797,"teacher_disagreement_score":0.018185772,"about_ca_system_score_codex":0.0015845847,"about_ca_system_score_gemma":0.001080765,"threshold_uncertainty_score":0.060837448},"labels":[],"label_agreement":null},{"id":"W4389427106","doi":"10.21083/ajote.v11i2.7011","title":"Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives","year":2022,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tanzania; Teacher education; Mathematics education; Pedagogy; Psychology; Teacher preparation; Sociology","score_opus":0.0886080583928208,"score_gpt":0.3808315282366877,"score_spread":0.29222346984386693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389427106","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99640405,0.00020468602,0.00019582418,0.0019639037,0.000026719332,0.000025571715,0.000005694801,0.000004501261,0.0011689924],"genre_scores_gemma":[0.99838805,0.00019293383,0.00032599078,0.00036195663,0.000008299108,0.000014452632,0.000006040068,0.000002245171,0.0006999229],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9968154,0.0013256146,0.00018559699,0.00015543053,0.00038958655,0.001128302],"domain_scores_gemma":[0.98959523,0.0036257186,0.0019570724,0.00019942803,0.0012660281,0.003356438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004638109,0.00022804525,0.00028357768,0.00069735985,0.008953203,0.0047711404,0.00064075686,0.0016716478,0.0015324404],"category_scores_gemma":[0.01028902,0.00039321047,0.00017292274,0.00055462687,0.0027797907,0.0014676026,0.0036860504,0.0021435246,0.00018871052],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004526622,0.0001287831,0.059384156,0.00022952989,0.0000043306036,0.0032064784,0.9215405,0.000079925885,0.0034290846,0.000917563,0.0007560306,0.010278266],"study_design_scores_gemma":[0.0000064767505,0.00010064116,0.019185333,0.00012348914,0.000005519613,0.0005778368,0.971694,0.00009366155,0.0005938715,0.00016460718,0.0074370173,0.000017562083],"about_ca_topic_score_codex":0.010662355,"about_ca_topic_score_gemma":0.029267618,"teacher_disagreement_score":0.010662355,"about_ca_system_score_codex":0.002629576,"about_ca_system_score_gemma":0.009626093,"threshold_uncertainty_score":0.02452892},"labels":[],"label_agreement":null},{"id":"W4389548968","doi":"10.1080/03004279.2023.2287571","title":"Exploring elementary science teaching and learning in Canada","year":2023,"lang":"en","type":"article","venue":"Education 3-13","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Sociology; Psychology","score_opus":0.1572791463155344,"score_gpt":0.4040398154892285,"score_spread":0.2467606691736941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389548968","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24489184,0.007814574,0.0012697438,0.028641324,0.00040982867,0.00011273965,0.00083918415,0.00014158181,0.71587926],"genre_scores_gemma":[0.75674963,0.006860521,0.0014425431,0.0018166881,0.00003581258,0.00004396247,0.00034585755,0.00009254061,0.23261249],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977214,0.0001925237,0.000028420085,0.00016278165,0.00078403763,0.0011107798],"domain_scores_gemma":[0.9976744,0.00032231802,0.000072759765,0.00003802805,0.0007511338,0.0011413412],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009173388,0.00030795997,0.00039024095,0.0016017435,0.028147442,0.0104046995,0.0015793977,0.0011218725,0.019654324],"category_scores_gemma":[0.0023790107,0.00030373954,0.0003172498,0.00572755,0.005855251,0.002125039,0.0041030375,0.0026952238,0.0010509543],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013945495,0.0001558067,0.021320343,0.00038173667,0.000028762623,0.0013395139,0.32167858,0.0010275836,0.0011956384,0.30759192,0.11170619,0.23343448],"study_design_scores_gemma":[0.000013391482,0.000028418579,0.031194367,0.0002935619,0.000017540317,0.00014821727,0.25586763,0.00041979097,0.0003796367,0.0083691105,0.70322657,0.000041730003],"about_ca_topic_score_codex":0.9960849,"about_ca_topic_score_gemma":0.9991233,"teacher_disagreement_score":0.19273633,"about_ca_system_score_codex":0.19273633,"about_ca_system_score_gemma":0.25167325,"threshold_uncertainty_score":0.9363114},"labels":[],"label_agreement":null},{"id":"W4390108591","doi":"10.29173/isotl687","title":"Views and Value of an Undergraduate General Education on Advancing Student Attitudes and Engagement with Science","year":2023,"lang":"en","type":"article","venue":"Imagining SoTL","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Mount Royal University","keywords":"Pseudoscience; Curriculum; Scientific literacy; Science education; Mathematics education; Psychology; Student engagement; Medical education; Pedagogy; Medicine; Alternative medicine","score_opus":0.06603773778335302,"score_gpt":0.4721530556086714,"score_spread":0.40611531782531834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390108591","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99874014,0.000036615034,0.000018026478,0.00015417696,0.0000031291133,0.0000029289943,0.0000052909827,0.0000012857494,0.0010384921],"genre_scores_gemma":[0.9994734,0.00005451846,0.000040026556,0.00008967443,0.000005130567,0.0000029217924,0.0000072112657,5.1684265e-7,0.0003267572],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9990012,0.00036870746,0.000035807017,0.0000603795,0.00029538342,0.00023853334],"domain_scores_gemma":[0.99219656,0.0024853048,0.0010375787,0.00016060274,0.0006763214,0.0034436763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022191373,0.000103031954,0.00021027529,0.0005208342,0.000809086,0.0016446789,0.00019109447,0.0004386962,0.002446173],"category_scores_gemma":[0.00768047,0.00008542963,0.00016374895,0.00041134216,0.00084265636,0.00057354884,0.0015218526,0.0008001133,0.00017064466],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006323533,0.0021498925,0.8403371,0.00019615226,0.00005633132,0.00034933424,0.038799807,0.00018559885,0.0076687085,0.0015649066,0.0010121485,0.10704767],"study_design_scores_gemma":[0.000018565504,0.00209223,0.9554604,0.00006926049,0.000028367522,0.000113537426,0.037240773,0.0001733686,0.001374371,0.00037872526,0.0030351854,0.0000151503955],"about_ca_topic_score_codex":0.0021286993,"about_ca_topic_score_gemma":0.0066113584,"teacher_disagreement_score":0.002446173,"about_ca_system_score_codex":0.0008298617,"about_ca_system_score_gemma":0.0012211192,"threshold_uncertainty_score":0.011736095},"labels":[],"label_agreement":null},{"id":"W4390672863","doi":"10.1007/s42330-023-00303-z","title":"Preparing Elementary Preservice Teachers for Inquiry-Based Science and Mathematics Instruction Through a Novel Initiative","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Crandall University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Elementary mathematics; Teacher preparation; School teachers; Science education; Teacher education; Feeling; Pedagogy; Thematic analysis; Primary education; Psychology; Qualitative research; Sociology","score_opus":0.09686682251939756,"score_gpt":0.39569710540006753,"score_spread":0.29883028288067,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390672863","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8760285,0.00025548067,0.027162744,0.01734776,0.0013884503,0.001725392,0.000113155096,0.00077227544,0.0752063],"genre_scores_gemma":[0.8374329,0.0003701949,0.10339818,0.0023035388,0.0001392284,0.0010699468,0.00012394029,0.00012086802,0.05504123],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99895346,0.0003458482,0.00004005651,0.00020535226,0.00027496155,0.00018035602],"domain_scores_gemma":[0.9971347,0.00066005543,0.00018919563,0.00018790187,0.00026078834,0.0015672764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023591747,0.0003534034,0.00022492105,0.00039974242,0.0044079092,0.0029398578,0.0017335941,0.001351514,0.0060278196],"category_scores_gemma":[0.0040573194,0.00037593016,0.0003153422,0.0001709836,0.001422334,0.0013963538,0.006276475,0.0025122066,0.0010486445],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00086433685,0.032519452,0.015649846,0.00053728063,0.00003666262,0.0030547697,0.15549915,0.0005567352,0.049918585,0.03010764,0.06374231,0.64751315],"study_design_scores_gemma":[0.0016961298,0.009184152,0.045256343,0.00072573987,0.00022697852,0.0040206704,0.30312255,0.003981529,0.044261523,0.028587181,0.5585472,0.00039004342],"about_ca_topic_score_codex":0.0027851968,"about_ca_topic_score_gemma":0.017461168,"teacher_disagreement_score":0.0060278196,"about_ca_system_score_codex":0.001541634,"about_ca_system_score_gemma":0.010637225,"threshold_uncertainty_score":0.020165086},"labels":[],"label_agreement":null},{"id":"W4390724925","doi":"10.1007/s42330-023-00296-9","title":"Formative Assessment Strategies by Monitoring Science Students’ Problem-Solving Skill Development","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Formative assessment; Competence (human resources); Mathematics education; Psychology; Cognition; Cognitive development; Social psychology","score_opus":0.03209360496268615,"score_gpt":0.4027715150529647,"score_spread":0.37067791009027856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390724925","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9802399,0.00010017949,0.016560102,0.00010083597,0.000035362944,0.00059908914,0.0001311378,0.00024392988,0.0019893292],"genre_scores_gemma":[0.9514462,0.00014822587,0.045778442,0.00004087434,0.000030880947,0.0010863036,0.00022450014,0.000020562025,0.0012240803],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9931774,0.0032828217,0.00072738004,0.00094998523,0.001621141,0.00024117032],"domain_scores_gemma":[0.97043175,0.014546796,0.0052513266,0.0027593542,0.005508287,0.0015023688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006746041,0.0011016824,0.00060329726,0.0022231857,0.00040210213,0.0014341951,0.0012059634,0.0006857936,0.001573384],"category_scores_gemma":[0.038882963,0.00027174805,0.00035703412,0.00091837073,0.00030149982,0.0010075303,0.0011624481,0.00082397205,0.0004697342],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0020200773,0.0143650025,0.23114944,0.00058101787,0.00023858389,0.00017678319,0.009508948,0.0032830313,0.037026905,0.00051640486,0.0017334884,0.69940025],"study_design_scores_gemma":[0.00046428555,0.030011827,0.8020385,0.0004998888,0.00043610975,0.00071029895,0.006570185,0.039869916,0.10928277,0.0028145497,0.0070009655,0.00030068966],"about_ca_topic_score_codex":0.00063179416,"about_ca_topic_score_gemma":0.00095536635,"teacher_disagreement_score":0.006746041,"about_ca_system_score_codex":0.000510345,"about_ca_system_score_gemma":0.0007869832,"threshold_uncertainty_score":0.035676897},"labels":[],"label_agreement":null},{"id":"W4390910641","doi":"10.1007/s42330-023-00306-w","title":"Identifying Pre- and In-service Teachers’ Stances on Teaching Socioscientific Issues: A Systematic Review of Empirical Studies","year":2023,"lang":"en","type":"review","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Teacher education; Indoctrination; Psychology; Empirical research; Science education; Mathematics education; Pedagogy; Political science; Epistemology; Politics","score_opus":0.24298872593153711,"score_gpt":0.5351816001235226,"score_spread":0.2921928741919855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390910641","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0023371964,0.99626946,0.00018917934,0.00034619763,0.000080388105,0.00019074166,0.00027542788,0.0000043624905,0.00030698054],"genre_scores_gemma":[0.01938793,0.9784147,0.0010002266,0.0004921037,0.00003817593,0.00036388825,0.0002132778,0.0000066907464,0.000082895414],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9811747,0.005726433,0.007853791,0.0014833814,0.0033113442,0.00045032238],"domain_scores_gemma":[0.90185493,0.07963187,0.010764106,0.0012486748,0.0057133865,0.0007871445],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023235079,0.0012602888,0.0067242472,0.015270634,0.0010295425,0.0044918205,0.0023222652,0.00247369,0.0037785603],"category_scores_gemma":[0.09304849,0.0014461537,0.005430638,0.014336477,0.0023655929,0.0042934027,0.0035637906,0.0019571027,0.00034354473],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018520639,0.00004710741,0.0027798489,0.9001088,0.0058368803,0.000118619726,0.0018287107,0.00006410274,0.00017875397,0.00048741666,0.0013893474,0.08697526],"study_design_scores_gemma":[0.0001229677,0.00009719794,0.007640126,0.9456295,0.022595033,0.0002804154,0.0023752302,0.0000286446,0.00016933396,0.00041730463,0.020604163,0.0000400974],"about_ca_topic_score_codex":0.014199373,"about_ca_topic_score_gemma":0.058413178,"teacher_disagreement_score":0.023235079,"about_ca_system_score_codex":0.0044229194,"about_ca_system_score_gemma":0.023518179,"threshold_uncertainty_score":0.12288034},"labels":[],"label_agreement":null},{"id":"W4391311659","doi":"10.1186/s12909-024-05073-2","title":"Undergraduate students’ perception of cardiorespiratory physiology during exercise: teleological vs. mechanistic thinking","year":2024,"lang":"en","type":"article","venue":"BMC Medical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"","keywords":"Teleology; Physiology; Cardiorespiratory fitness; Perception; Psychology; Exercise physiology; Medical education; Medicine; Internal medicine; Neuroscience; Epistemology","score_opus":0.03633651015670866,"score_gpt":0.40984525766978624,"score_spread":0.3735087475130776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391311659","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993699,0.000077048244,0.000082503655,0.000042435113,0.0000056587646,0.000006707099,0.0000073933547,0.0000014620585,0.000406857],"genre_scores_gemma":[0.99956983,0.00010592241,0.000078973135,0.000038773065,0.0000055903306,0.0000058153305,0.00001649624,7.7126066e-7,0.00017780263],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994742,0.00011111374,0.00005683719,0.000073674244,0.00019053488,0.000093624636],"domain_scores_gemma":[0.9977938,0.0004742863,0.00072249124,0.000047809594,0.00024693416,0.0007147283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010003538,0.0002467546,0.00026663695,0.000547104,0.00028645177,0.0012396271,0.00020017104,0.0004322916,0.0030875395],"category_scores_gemma":[0.0031551684,0.00013652716,0.0002744476,0.00027662117,0.00075646595,0.00042584664,0.00084052765,0.0006763896,0.0002682743],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002444576,0.000636973,0.95239526,0.00022177261,0.000060234186,0.00018674966,0.014120703,0.00011765255,0.008540973,0.00014238255,0.00026481267,0.023067996],"study_design_scores_gemma":[0.000014317123,0.0005733918,0.9834036,0.0000740112,0.000028494376,0.0002488266,0.01396037,0.0002913214,0.00059236184,0.00018154678,0.0006173765,0.000014402645],"about_ca_topic_score_codex":0.00071036734,"about_ca_topic_score_gemma":0.0013117621,"teacher_disagreement_score":0.0030875395,"about_ca_system_score_codex":0.0002911851,"about_ca_system_score_gemma":0.00048948394,"threshold_uncertainty_score":0.010328889},"labels":[],"label_agreement":null},{"id":"W4391346289","doi":"10.1080/24758779.2023.2300499","title":"Redesigning an Environmental Curriculum for Student Engagement","year":2024,"lang":"en","type":"article","venue":"Connected Science Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Curriculum; Creativity; Agency (philosophy); Enthusiasm; Pedagogy; Narrative; Environmental education; Student engagement; Mathematics education; Psychology; Sociology","score_opus":0.07044919674785785,"score_gpt":0.4500685605866237,"score_spread":0.3796193638387658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391346289","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83762807,0.00029949544,0.11920915,0.0022424017,0.0002844425,0.0019416902,0.0001775641,0.0019637402,0.036253437],"genre_scores_gemma":[0.68992275,0.00039387832,0.29549107,0.00037689213,0.000048951075,0.0010348007,0.00035716762,0.0001955391,0.012178945],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985654,0.00048998155,0.00010784179,0.0002806288,0.00033181615,0.00022439644],"domain_scores_gemma":[0.9972199,0.0008491246,0.00026455199,0.00037312752,0.00060243544,0.00069081783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018872208,0.00044883834,0.00031917103,0.0008966377,0.0012260928,0.0032404282,0.0016554254,0.0010019195,0.0047735865],"category_scores_gemma":[0.006686913,0.00022005742,0.00042132242,0.0007033864,0.0005197347,0.0029263047,0.0034833169,0.0012449932,0.0011058858],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015660273,0.007913631,0.021350976,0.00117765,0.000030381332,0.0006056481,0.021150708,0.007480442,0.03158692,0.018310614,0.008284972,0.88195145],"study_design_scores_gemma":[0.00047718067,0.0052897017,0.08733443,0.0017890054,0.0002864063,0.0014769278,0.056292895,0.05315535,0.10128002,0.065564,0.6266883,0.000365722],"about_ca_topic_score_codex":0.0009417389,"about_ca_topic_score_gemma":0.0022952165,"teacher_disagreement_score":0.0047735865,"about_ca_system_score_codex":0.0013081601,"about_ca_system_score_gemma":0.004056655,"threshold_uncertainty_score":0.015969217},"labels":[],"label_agreement":null},{"id":"W4391508506","doi":"10.1007/s42330-023-00302-0","title":"Learning to Struggle: Supporting Middle-grade Teachers’ Understanding of Productive Struggle in STEM Teaching and Learning","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Institute of General Medical Sciences; Virginia Department of Education","keywords":"Science education; Professional development; Mathematics education; Pedagogy; Discipline; Meaning (existential); Value (mathematics); Learning sciences; Professional learning community; Faculty development; Educational technology; Sociology; Psychology; Computer science; Social science","score_opus":0.08357611349736313,"score_gpt":0.359177412539871,"score_spread":0.27560129904250785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391508506","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9701424,0.000105716674,0.0047397865,0.0023698267,0.00010417004,0.00030934846,0.00013746171,0.000499718,0.021591652],"genre_scores_gemma":[0.98106164,0.00013187682,0.011934969,0.00038243615,0.000013082577,0.00044743266,0.00021108493,0.000042292017,0.0057751923],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.999089,0.00031997805,0.000032307882,0.00016893061,0.00017982088,0.00021002251],"domain_scores_gemma":[0.9940872,0.0026384944,0.0004241209,0.00033865988,0.0005754001,0.0019360377],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019164617,0.00048185542,0.00026603084,0.00041811555,0.001448254,0.0032398184,0.0013728413,0.0010658595,0.0072823004],"category_scores_gemma":[0.014554368,0.0002760863,0.0002545102,0.00019861628,0.00083260686,0.0019234502,0.004138643,0.0018812643,0.0016446703],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0019445908,0.03530176,0.0642018,0.00081737275,0.00009731396,0.0011645451,0.17838502,0.0016357249,0.021686032,0.0062200534,0.034428872,0.6541169],"study_design_scores_gemma":[0.002189716,0.010037803,0.29278,0.0027577763,0.00070364017,0.0009275609,0.32462728,0.02084915,0.034611426,0.03619854,0.2738145,0.0005025324],"about_ca_topic_score_codex":0.006204458,"about_ca_topic_score_gemma":0.013648501,"teacher_disagreement_score":0.0072823004,"about_ca_system_score_codex":0.0010184267,"about_ca_system_score_gemma":0.0043512583,"threshold_uncertainty_score":0.02436167},"labels":[],"label_agreement":null},{"id":"W4391577718","doi":"10.18260/1-2--44739","title":"Impact of student problem creation on self-reported confidence in mechanics","year":2024,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"TRIUMF","keywords":"Self-confidence; Computer science; Mechanics; Physics; Psychology; Social psychology","score_opus":0.08866387682473734,"score_gpt":0.4975120176828958,"score_spread":0.40884814085815846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391577718","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989072,0.00004013859,0.00009516614,0.00008547397,0.000014668013,0.00004018309,0.00008692952,0.0000139371905,0.00071632164],"genre_scores_gemma":[0.99861753,0.00006163396,0.00020035615,0.000037307313,0.0000097945685,0.000070544505,0.00014160926,0.000005611453,0.00085552415],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.994799,0.0013332863,0.00047825085,0.0005003055,0.0023460523,0.00054303947],"domain_scores_gemma":[0.9525934,0.018423414,0.0114553515,0.0027941149,0.004941244,0.009792439],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005965622,0.0004329475,0.0007066301,0.0013574796,0.0007495875,0.002914346,0.0008601872,0.00089826924,0.006611042],"category_scores_gemma":[0.03843548,0.00043304058,0.0012854456,0.00055670383,0.0009488889,0.0012222694,0.0020356702,0.002699929,0.0012271239],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032634364,0.0048962547,0.968783,0.00006645659,0.00019553796,0.00009956926,0.0025972163,0.0002515277,0.00064886524,0.00010231742,0.0008393392,0.021193592],"study_design_scores_gemma":[0.000029546945,0.0023109713,0.9935076,0.00002957999,0.000047930116,0.00006814777,0.0017648665,0.00073755515,0.00060936715,0.000102475045,0.0007573102,0.00003468715],"about_ca_topic_score_codex":0.001486861,"about_ca_topic_score_gemma":0.0013261013,"teacher_disagreement_score":0.006611042,"about_ca_system_score_codex":0.0006754433,"about_ca_system_score_gemma":0.00081765815,"threshold_uncertainty_score":0.031549573},"labels":[],"label_agreement":null},{"id":"W4392296203","doi":"10.1080/18117295.2024.2318538","title":"Secondary School Students’ Understanding of Learning Contexts in Science Education: Perspectives from Ethiopia","year":2024,"lang":"en","type":"article","venue":"African Journal of Research in Mathematics Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Science education; Agency (philosophy); Pedagogy; Mathematics education; Psychology; Experiential learning; Learning sciences; Qualitative research; Sociology; Social science","score_opus":0.11130877914462987,"score_gpt":0.4996055214401305,"score_spread":0.3882967422955006,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392296203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9954397,0.0004996244,0.00008461239,0.0004971602,0.000010901795,0.000010132143,0.000017321454,9.950276e-7,0.0034394958],"genre_scores_gemma":[0.99830604,0.00061171525,0.00007752794,0.00021232295,0.0000041245103,0.000008052282,0.000008203554,0.0000016153001,0.0007704094],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989003,0.0005470763,0.000047820824,0.00009902895,0.000106036874,0.0002997002],"domain_scores_gemma":[0.9984773,0.0007380759,0.00017894735,0.000031738113,0.00014929626,0.0004247299],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021576704,0.00036806698,0.0005133467,0.0012318797,0.0060506007,0.005752504,0.0004958946,0.0009238243,0.0023284103],"category_scores_gemma":[0.0015672245,0.0003740478,0.00024726376,0.0009685308,0.0033144145,0.0020741099,0.002654458,0.0015944616,0.00023247793],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003765579,0.00013438764,0.029084882,0.00018768253,0.000006690849,0.0016895883,0.9579262,0.00005115862,0.0015055446,0.0029117935,0.0003162846,0.0061482275],"study_design_scores_gemma":[0.0000032186813,0.000049985327,0.01226932,0.00016412254,0.0000065146514,0.00025186402,0.97887826,0.00003186656,0.0002946541,0.00030305132,0.0077370233,0.00001010488],"about_ca_topic_score_codex":0.010411655,"about_ca_topic_score_gemma":0.019790916,"teacher_disagreement_score":0.010411655,"about_ca_system_score_codex":0.002260811,"about_ca_system_score_gemma":0.0027268287,"threshold_uncertainty_score":0.020702124},"labels":[],"label_agreement":null},{"id":"W4392474606","doi":"10.32388/iqdwg4","title":"Review of: \"Technological Tools to Teach the Idea of Optimality\"","year":2024,"lang":"en","type":"peer-review","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Computer science; Data science; Management science; Engineering","score_opus":0.2419008380362017,"score_gpt":0.509316321429365,"score_spread":0.26741548339316334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392474606","genre_codex":"editorial","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004687434,0.12782606,0.0060045184,0.27685836,0.53044856,0.0013043955,0.0021597226,0.0008106931,0.05411899],"genre_scores_gemma":[0.0072146393,0.23334649,0.008824825,0.09997391,0.46309876,0.0015130019,0.0031280157,0.0011626116,0.18173775],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.97171605,0.007269082,0.0033961157,0.0015105093,0.015372821,0.00073539163],"domain_scores_gemma":[0.7750575,0.06689028,0.008505564,0.0073872674,0.13316213,0.008997299],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.030271435,0.001770529,0.0038288536,0.01471915,0.0032707462,0.009263627,0.004711122,0.007816114,0.058896773],"category_scores_gemma":[0.14846013,0.0010033667,0.0012452778,0.0076527153,0.004673994,0.006914907,0.0033330414,0.005362164,0.04219128],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022167453,0.000015000265,0.000035104775,0.0013438535,0.0000144372425,0.000020333579,0.000025115709,0.000031716245,0.000053039494,0.0014495353,0.96172655,0.035263103],"study_design_scores_gemma":[0.000032353375,0.000030412779,0.0006971776,0.0020168985,0.000045591463,0.0001107609,0.000057710455,0.00016635492,0.00013359895,0.0025686827,0.9941147,0.00002575213],"about_ca_topic_score_codex":0.004527901,"about_ca_topic_score_gemma":0.0139043415,"teacher_disagreement_score":0.058896773,"about_ca_system_score_codex":0.0049143895,"about_ca_system_score_gemma":0.023108482,"threshold_uncertainty_score":0.19702935},"labels":[],"label_agreement":null},{"id":"W4392617579","doi":"10.48550/arxiv.2403.04679","title":"Canadian Physics Counts: An exploration of the diverse identities of physics students and professionals in Canada","year":2024,"lang":"en","type":"preprint","venue":"arXiv (Cornell University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Hospital for Sick Children; University of Toronto","keywords":"Mathematics education; Physics; Psychology","score_opus":0.23030074029967157,"score_gpt":0.3140676162080939,"score_spread":0.08376687590842236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392617579","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9507137,0.0022316813,0.0006978325,0.010329572,0.00016016728,0.00028894798,0.004063653,0.000042755757,0.031471748],"genre_scores_gemma":[0.9874856,0.002328505,0.00078363763,0.0017374391,0.000023898718,0.00013099708,0.0014188972,0.000046108227,0.006045082],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9925774,0.00065775216,0.0002190767,0.0005361021,0.003343815,0.0026659067],"domain_scores_gemma":[0.9859783,0.0016469682,0.0010833716,0.00026031822,0.0067406115,0.004290506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041090823,0.00052571733,0.0009110073,0.010869033,0.037044745,0.0077597545,0.0040208185,0.0013088793,0.006926702],"category_scores_gemma":[0.009885687,0.0007390572,0.000616737,0.021366041,0.005704706,0.0025838236,0.009610691,0.0021743309,0.00055859494],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011649734,0.00011069843,0.34056357,0.00051896845,0.00004860265,0.0011013768,0.56136495,0.0001740113,0.0007854581,0.010712575,0.0289718,0.055531576],"study_design_scores_gemma":[0.0000073246383,0.000029373476,0.30217412,0.00035396407,0.000019804478,0.0001739965,0.64709514,0.00034450056,0.0001388436,0.00063548534,0.04895072,0.00007666875],"about_ca_topic_score_codex":0.9981719,"about_ca_topic_score_gemma":0.9992341,"teacher_disagreement_score":0.14599726,"about_ca_system_score_codex":0.14599726,"about_ca_system_score_gemma":0.30328748,"threshold_uncertainty_score":0.99052215},"labels":[],"label_agreement":null},{"id":"W4393294751","doi":"10.1119/5.0126405","title":"Activities to Help High School Students Understand Newton’s Second Law of Motion","year":2024,"lang":"en","type":"article","venue":"The Physics Teacher","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Motion (physics); Mathematics education; Newton's laws of motion; Physics education; Law; Sociology; Theoretical physics; Physics; Classical mechanics; Political science; Mathematics","score_opus":0.07682325174665719,"score_gpt":0.4058948784423174,"score_spread":0.32907162669566026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393294751","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010179265,0.0029947013,0.0048400657,0.009189001,0.0028687122,0.0006755611,0.008722091,0.008878936,0.9516516],"genre_scores_gemma":[0.07399154,0.009682964,0.018639673,0.004777145,0.0026057304,0.0012495655,0.0138285095,0.0024459378,0.8727789],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996153,0.00006200752,0.000016446238,0.000038164217,0.00018431399,0.000083641644],"domain_scores_gemma":[0.99812096,0.0003328088,0.00016110443,0.00013966992,0.0003346943,0.0009107241],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00057281024,0.0007733038,0.0005530132,0.0023667002,0.0012024444,0.0016664419,0.0008610032,0.001236107,0.46452183],"category_scores_gemma":[0.0038860268,0.00021694001,0.0005599508,0.0013624596,0.00040351733,0.0022090173,0.003441767,0.0014389956,0.24217033],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023273851,0.00011390363,0.00059391867,0.00024459098,0.000002831636,0.00006299181,0.0002562707,0.00003160785,0.0002331972,0.0007210715,0.8999614,0.09775488],"study_design_scores_gemma":[0.000032459106,0.00005729813,0.004542786,0.00029755107,0.0000080701,0.0001124643,0.0006998912,0.00006573549,0.00038339445,0.002273273,0.991516,0.000011089892],"about_ca_topic_score_codex":0.0010404593,"about_ca_topic_score_gemma":0.0045972904,"teacher_disagreement_score":0.46452183,"about_ca_system_score_codex":0.0005081282,"about_ca_system_score_gemma":0.0013723222,"threshold_uncertainty_score":0.7637946},"labels":[],"label_agreement":null},{"id":"W4393860533","doi":"10.32920/21977027.v1","title":"Student diversity and the persistence of gender effects on conceptual physics learning","year":2024,"lang":"en","type":"preprint","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Persistence (discontinuity); Diversity (politics); Mathematics education; Epistemology; Psychology; Physics; Sociology; Philosophy; Geology; Anthropology","score_opus":0.1645133165315342,"score_gpt":0.39949861988697727,"score_spread":0.23498530335544307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393860533","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984674,0.00012445955,0.00009315573,0.00019533328,0.000011409744,0.0000027310673,0.00003873067,0.000002906757,0.0010638302],"genre_scores_gemma":[0.9993332,0.000029814504,0.000032078762,0.000027301645,0.0000075202715,0.0000029890502,0.00003134161,0.0000041913013,0.0005315859],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973712,0.00095012336,0.00010205596,0.00043945093,0.0005989508,0.00053823605],"domain_scores_gemma":[0.9729495,0.012916902,0.004289477,0.0016810007,0.0014849394,0.006678214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048374236,0.00025714125,0.0005034961,0.0009814112,0.0012524836,0.0020189486,0.00070541434,0.000731602,0.0066868686],"category_scores_gemma":[0.021390378,0.00019706305,0.0007413413,0.0007505167,0.0015389366,0.0015272676,0.0028159101,0.0018190952,0.000561425],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004410601,0.00042331917,0.97646296,0.00001627871,0.000103527826,0.0001556014,0.007014375,0.00012403709,0.00084292394,0.0006435709,0.00029414863,0.013478194],"study_design_scores_gemma":[0.000006621801,0.00020347943,0.9945457,0.000019089974,0.00002010462,0.00005404868,0.003697954,0.0002154663,0.00031389677,0.00041732317,0.0004940245,0.000012316835],"about_ca_topic_score_codex":0.008225931,"about_ca_topic_score_gemma":0.010658538,"teacher_disagreement_score":0.008225931,"about_ca_system_score_codex":0.0008211722,"about_ca_system_score_gemma":0.0012894885,"threshold_uncertainty_score":0.025583029},"labels":[],"label_agreement":null},{"id":"W4393901756","doi":"10.32920/21977027","title":"Student diversity and the persistence of gender effects on conceptual physics learning","year":2024,"lang":"en","type":"preprint","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Persistence (discontinuity); Diversity (politics); Mathematics education; Psychology; Physics; Epistemology; Sociology; Geology; Philosophy; Anthropology","score_opus":0.1645133165315342,"score_gpt":0.39949861988697727,"score_spread":0.23498530335544307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393901756","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984674,0.00012445955,0.00009315573,0.00019533328,0.000011409744,0.0000027310673,0.00003873067,0.000002906757,0.0010638302],"genre_scores_gemma":[0.9993332,0.000029814504,0.000032078762,0.000027301645,0.0000075202715,0.0000029890502,0.00003134161,0.0000041913013,0.0005315859],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973712,0.00095012336,0.00010205596,0.00043945093,0.0005989508,0.00053823605],"domain_scores_gemma":[0.9729495,0.012916902,0.004289477,0.0016810007,0.0014849394,0.006678214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048374236,0.00025714125,0.0005034961,0.0009814112,0.0012524836,0.0020189486,0.00070541434,0.000731602,0.0066868686],"category_scores_gemma":[0.021390378,0.00019706305,0.0007413413,0.0007505167,0.0015389366,0.0015272676,0.0028159101,0.0018190952,0.000561425],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004410601,0.00042331917,0.97646296,0.00001627871,0.000103527826,0.0001556014,0.007014375,0.00012403709,0.00084292394,0.0006435709,0.00029414863,0.013478194],"study_design_scores_gemma":[0.000006621801,0.00020347943,0.9945457,0.000019089974,0.00002010462,0.00005404868,0.003697954,0.0002154663,0.00031389677,0.00041732317,0.0004940245,0.000012316835],"about_ca_topic_score_codex":0.008225931,"about_ca_topic_score_gemma":0.010658538,"teacher_disagreement_score":0.008225931,"about_ca_system_score_codex":0.0008211722,"about_ca_system_score_gemma":0.0012894885,"threshold_uncertainty_score":0.025583029},"labels":[],"label_agreement":null},{"id":"W4394749962","doi":"10.1088/1361-6552/ad353e","title":"From Spherical Cows to Schrödinger’s Cat: what students want to learn in physics","year":2024,"lang":"en","type":"article","venue":"Physics Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Face (sociological concept); Physics education; Theory of relativity; Physics; Engineering physics; Mathematics; Theoretical physics; Sociology; Social science","score_opus":0.07983503489808338,"score_gpt":0.4659378992863212,"score_spread":0.3861028643882378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4394749962","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9673314,0.0002003732,0.00095012656,0.0065804245,0.00007736598,0.00001991774,0.00006170831,0.000046866833,0.02473174],"genre_scores_gemma":[0.9876916,0.00025049184,0.0005888086,0.0006761364,0.000017131386,0.000010349411,0.00006744733,0.000026581298,0.010671478],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99852765,0.00046180512,0.000036037636,0.00009569979,0.00066511665,0.0002135957],"domain_scores_gemma":[0.9953359,0.0016187293,0.00064545346,0.00016016551,0.0009753746,0.0012644948],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015602108,0.00015747425,0.00026573855,0.00036597237,0.0019116711,0.0031941677,0.00048289137,0.00064692274,0.008583209],"category_scores_gemma":[0.009045565,0.00012874254,0.00014110062,0.00047494663,0.0019274895,0.0018074766,0.0014192774,0.0010342948,0.0011181537],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005007892,0.0005769593,0.27426606,0.00051427865,0.000045890254,0.002111168,0.44462886,0.0009058649,0.018055217,0.024016872,0.06713327,0.16724488],"study_design_scores_gemma":[0.000030187783,0.0006492929,0.24440888,0.00022798163,0.00003111253,0.0007743864,0.53167385,0.0018545905,0.00546522,0.017052436,0.19771752,0.00011459023],"about_ca_topic_score_codex":0.015462109,"about_ca_topic_score_gemma":0.03664851,"teacher_disagreement_score":0.015462109,"about_ca_system_score_codex":0.002482468,"about_ca_system_score_gemma":0.002057867,"threshold_uncertainty_score":0.030744195},"labels":[],"label_agreement":null},{"id":"W4395016148","doi":"10.1039/d4rp00084f","title":"Widening university participation in learning using students’ contextualised storytelling in general chemistry","year":2024,"lang":"en","type":"article","venue":"Chemistry Education Research and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; Mount Royal University","funders":"Mount Royal University","keywords":"Storytelling; Chemistry; Context (archaeology); Experiential learning; Relevance (law); Mathematics education; Psychology; Class (philosophy); Chemistry education; Narrative; Creativity; Pedagogy; Computer science; Literature","score_opus":0.20913087214492468,"score_gpt":0.556957037623926,"score_spread":0.34782616547900136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4395016148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9805782,0.00025235364,0.011506929,0.0006627486,0.00003400915,0.00016462359,0.000054609718,0.00019517308,0.0065514543],"genre_scores_gemma":[0.98756915,0.0002622652,0.009878784,0.00016080799,0.000015762002,0.00015918024,0.00006190454,0.000039154565,0.0018529886],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99553657,0.0028598574,0.0001596352,0.00058591214,0.00042980618,0.00042825632],"domain_scores_gemma":[0.9911931,0.004899609,0.0008248106,0.0010712737,0.00055080344,0.0014604497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062096375,0.00056720537,0.00038432248,0.00095167925,0.0018804165,0.0057651014,0.0012424535,0.0011391009,0.003198747],"category_scores_gemma":[0.015259882,0.00033861623,0.00047709697,0.00063169154,0.002396536,0.0036267545,0.0077926456,0.0013844782,0.0007676775],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048770153,0.0016477501,0.02198677,0.0007798682,0.00005430841,0.0011956942,0.5854303,0.0021894525,0.02651375,0.005831273,0.003073161,0.35081],"study_design_scores_gemma":[0.0002044466,0.0056518465,0.09721689,0.00177761,0.00022770283,0.0026839448,0.5294897,0.007964641,0.06366036,0.024885466,0.2657284,0.00050893764],"about_ca_topic_score_codex":0.00034176113,"about_ca_topic_score_gemma":0.0008182629,"teacher_disagreement_score":0.0062096375,"about_ca_system_score_codex":0.0011224108,"about_ca_system_score_gemma":0.0012958044,"threshold_uncertainty_score":0.032840133},"labels":[],"label_agreement":null},{"id":"W4396664686","doi":"10.37571/2024.0206","title":"Former à la démarche scientifique grâce à la pédagogie active et la formation par la recherche : cas d’une Unité d’Enseignement de chimie expérimentale","year":2024,"lang":"fr","type":"article","venue":"Didactique","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Philosophy; Art","score_opus":0.3251957109261692,"score_gpt":0.49476360350586734,"score_spread":0.16956789257969812,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396664686","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.64125687,0.0043254816,0.062302202,0.013719685,0.0007932458,0.0024177465,0.00053319836,0.00085193967,0.27379966],"genre_scores_gemma":[0.88436586,0.0011919984,0.039284177,0.0013836182,0.00015804512,0.00275521,0.000331562,0.00026802154,0.07026151],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.96669245,0.019677732,0.0012308265,0.0035143208,0.006658003,0.002226609],"domain_scores_gemma":[0.9083273,0.050009202,0.005106028,0.015597036,0.011013328,0.009947132],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.033910364,0.0005944734,0.00090288266,0.0018287026,0.0058916104,0.01061962,0.003420751,0.0036798143,0.024990605],"category_scores_gemma":[0.05964451,0.00078907865,0.00092874805,0.0023609034,0.009689963,0.007312771,0.012173644,0.0040468224,0.004681549],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0026483661,0.002823713,0.031366006,0.0024533921,0.00014182464,0.0013671498,0.19674897,0.0018182332,0.022487128,0.49906644,0.016053356,0.22302547],"study_design_scores_gemma":[0.00068100047,0.004374783,0.0946638,0.0022442571,0.00023162713,0.0011333118,0.08881916,0.006015579,0.04324506,0.11278893,0.6454311,0.00037141776],"about_ca_topic_score_codex":0.007077672,"about_ca_topic_score_gemma":0.0073985965,"teacher_disagreement_score":0.033910364,"about_ca_system_score_codex":0.009178911,"about_ca_system_score_gemma":0.016450962,"threshold_uncertainty_score":0.17933726},"labels":[],"label_agreement":null},{"id":"W4399028689","doi":"10.5430/wje.v14n2p37","title":"Prospective Teachers' Views on Teaching Science Concepts","year":2024,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Teaching method; Pedagogy","score_opus":0.06494311553961123,"score_gpt":0.49284650080574005,"score_spread":0.4279033852661288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399028689","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9975923,0.00026557434,0.00014386397,0.00022112906,0.000015926667,0.000012579377,0.000017578446,0.0000020904056,0.0017288349],"genre_scores_gemma":[0.997867,0.00047483455,0.00006761505,0.000106858,0.000011394273,0.000016614991,0.000025224104,0.0000020237628,0.0014284297],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997027,0.0013077896,0.00020043118,0.0001842476,0.0007862802,0.00049440656],"domain_scores_gemma":[0.983933,0.006824931,0.0036226825,0.00047762686,0.0025676992,0.0025740482],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054059536,0.00022425936,0.0003588228,0.0014776805,0.0026205957,0.0040805303,0.00044519207,0.0009347934,0.0034139308],"category_scores_gemma":[0.013359742,0.00046335318,0.00037203977,0.000951969,0.0019259545,0.0017628042,0.0014451968,0.0018830282,0.00073306967],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018959848,0.00036711394,0.3340319,0.00020633783,0.000019562509,0.0018072017,0.6419295,0.00008182558,0.0025167929,0.00090190227,0.0006723222,0.017275954],"study_design_scores_gemma":[0.000011626738,0.00046177985,0.10080606,0.00013728451,0.000014006612,0.0009889503,0.8898703,0.000057702364,0.0006551046,0.00020499702,0.006760691,0.00003150514],"about_ca_topic_score_codex":0.0032531763,"about_ca_topic_score_gemma":0.0050318977,"teacher_disagreement_score":0.0054059536,"about_ca_system_score_codex":0.0011737372,"about_ca_system_score_gemma":0.0014674006,"threshold_uncertainty_score":0.028589725},"labels":[],"label_agreement":null},{"id":"W4399303569","doi":"10.53967/cje-rce.5951","title":"La relation entre l’attitude envers la science et son enseignement en classe de personnes enseignantes au primaire et leur utilisation d’un organisme de promotion de la culture scientifique et technologique","year":2024,"lang":"fr","type":"article","venue":"Canadian Journal of Education / Revue canadienne de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Université du Québec à Montréal","funders":"Université du Québec à Montréal","keywords":"Humanities; Sociology; Philosophy","score_opus":0.03672092517264224,"score_gpt":0.3267137949063624,"score_spread":0.2899928697337201,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399303569","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9815091,0.0008211939,0.00051256793,0.002100581,0.00013194565,0.000027184804,0.00010718853,0.000011966819,0.0147782],"genre_scores_gemma":[0.9901479,0.00054572977,0.00024608546,0.00038511187,0.000055628127,0.000027392965,0.0001004247,0.000011004904,0.008480845],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977708,0.0004931973,0.00013276275,0.00032684577,0.0007446964,0.0005317615],"domain_scores_gemma":[0.987944,0.003342939,0.003410484,0.0005358083,0.001724179,0.003042572],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00250173,0.00031208099,0.00041029823,0.0013360737,0.0024978444,0.0044363905,0.0006710901,0.0013985311,0.021139516],"category_scores_gemma":[0.010246125,0.0002472039,0.0007238911,0.0009874057,0.0020660255,0.002322156,0.0017970573,0.002434229,0.00204262],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027420276,0.00074711745,0.8565284,0.0003406269,0.00018788685,0.00037418038,0.08893066,0.0000878593,0.001651473,0.0045378385,0.0032350468,0.043104716],"study_design_scores_gemma":[0.000011786901,0.00020099216,0.94209975,0.00017575375,0.000060507155,0.00020294737,0.042883642,0.00013329937,0.00032400922,0.0013375856,0.012531523,0.000038111553],"about_ca_topic_score_codex":0.013264186,"about_ca_topic_score_gemma":0.01580083,"teacher_disagreement_score":0.021139516,"about_ca_system_score_codex":0.0014352594,"about_ca_system_score_gemma":0.0013130659,"threshold_uncertainty_score":0.070718706},"labels":[],"label_agreement":null},{"id":"W4399394890","doi":"10.1080/10899995.2024.2355821","title":"The geoscience education research (GER) community of practice: a brief history and implications from a needs assessment survey","year":2024,"lang":"en","type":"article","venue":"Journal of Geoscience Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Survey research; Mathematics education; Pedagogy; Earth science; Sociology; Engineering ethics; Psychology; Geology; Engineering; Applied psychology","score_opus":0.19802609797785187,"score_gpt":0.5396723041881523,"score_spread":0.3416462062103004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399394890","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.67559075,0.03179473,0.0050268276,0.25323159,0.0012818814,0.0016270062,0.0015846106,0.0001192763,0.029743316],"genre_scores_gemma":[0.9199333,0.04196218,0.009891671,0.019710993,0.00065384404,0.001825598,0.0012428381,0.00009861727,0.0046810284],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98033535,0.012415884,0.0018988667,0.0006533343,0.003047015,0.0016496066],"domain_scores_gemma":[0.9233812,0.048230235,0.0052378466,0.0015192457,0.012980905,0.008650611],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.027843287,0.0003235204,0.00036035327,0.012035911,0.005938828,0.0064366297,0.0012180726,0.0032085793,0.0023451485],"category_scores_gemma":[0.056971706,0.0007105549,0.0004547455,0.0117949825,0.0040101693,0.013808481,0.0069310293,0.0034661007,0.00047994754],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009361868,0.0006200322,0.13312031,0.0042237933,0.000022168206,0.0030246011,0.44561616,0.00017700129,0.0009980393,0.015689483,0.025422333,0.37099254],"study_design_scores_gemma":[0.000009072619,0.000298751,0.09659892,0.0055432417,0.000016322787,0.0012690627,0.7765913,0.0003344474,0.0003552685,0.0023187979,0.11659332,0.00007157254],"about_ca_topic_score_codex":0.008820867,"about_ca_topic_score_gemma":0.018211322,"teacher_disagreement_score":0.9940612,"about_ca_system_score_codex":0.0067074173,"about_ca_system_score_gemma":0.012794776,"threshold_uncertainty_score":0.14725113},"labels":[],"label_agreement":null},{"id":"W4399449445","doi":"10.1007/978-3-031-60676-2_6","title":"STEM Education: International Perspectives in STEM Education","year":2024,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Stem cell; Biology; Genetics","score_opus":0.10416361586794169,"score_gpt":0.4240783682061732,"score_spread":0.31991475233823147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399449445","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0008703269,0.023927609,0.0008135039,0.0045012943,0.0016888566,0.000008418063,0.000018605251,0.000015055715,0.96815634],"genre_scores_gemma":[0.022845637,0.030421369,0.0009418648,0.0029165677,0.0013908547,0.000037357277,0.00008920922,0.000055542976,0.9413015],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998398,0.000052932508,0.0000055527385,0.000018896144,0.000053221946,0.000029496463],"domain_scores_gemma":[0.99987304,0.000061438455,0.000005781643,0.0000072133857,0.000027822136,0.000024683863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040834857,0.0007355851,0.00029053786,0.00094462134,0.0019838957,0.005216217,0.0004358906,0.0013779019,0.03237996],"category_scores_gemma":[0.000406194,0.00012193112,0.00019697813,0.0018146657,0.0017543015,0.0040943217,0.0018382322,0.0026700522,0.004691309],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008094795,0.00003105219,0.00005924575,0.000103448,0.0000012890675,0.000052108084,0.0011627134,0.00011288939,0.0001683533,0.8323181,0.10058563,0.06539714],"study_design_scores_gemma":[0.0000015785449,0.0000074806753,0.00014241763,0.00016956341,0.0000014531105,0.00006524478,0.00076132396,0.00006366334,0.00008179316,0.054890983,0.94381225,0.000002206817],"about_ca_topic_score_codex":0.002774123,"about_ca_topic_score_gemma":0.010192141,"teacher_disagreement_score":0.03237996,"about_ca_system_score_codex":0.0018822484,"about_ca_system_score_gemma":0.001847141,"threshold_uncertainty_score":0.10832173},"labels":[],"label_agreement":null},{"id":"W4399676357","doi":"10.1007/s42330-024-00317-1","title":"Pre-service Primary School Teachers’ Technological Pedagogical Content Knowledge Regarding a Science Unit","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rubric; Unit (ring theory); Curriculum; Mathematics education; Content analysis; Science education; Psychology; Quality (philosophy); Pedagogy; Sociology; Physics","score_opus":0.14978790295863623,"score_gpt":0.4069678559536877,"score_spread":0.2571799529950515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399676357","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984604,0.000028823248,0.000011397571,0.000039441293,0.000003057958,0.000005690701,0.000052075324,0.0000013908316,0.0013976988],"genre_scores_gemma":[0.99807453,0.000048317743,0.00001821373,0.000019434287,0.0000012669761,0.000008638993,0.000062917876,9.643547e-7,0.0017657016],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99909496,0.00009585228,0.000066465196,0.00013372579,0.00027842604,0.0003305789],"domain_scores_gemma":[0.99356395,0.0020331899,0.00097067194,0.00018666542,0.0017000239,0.0015455823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009756776,0.00018670277,0.0003545523,0.001193953,0.0013262288,0.001809688,0.0003996112,0.000638546,0.0081525035],"category_scores_gemma":[0.0057288883,0.00028535438,0.0003444318,0.0009786101,0.00089929946,0.001113802,0.0010859201,0.0011259506,0.0013398776],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028431954,0.0010191535,0.89594656,0.000092152084,0.000023072738,0.00046531885,0.081494,0.00007216055,0.0015885414,0.00026069683,0.0010970829,0.017656876],"study_design_scores_gemma":[0.0000055405353,0.00015927081,0.96065384,0.000040818824,0.000013927177,0.00009113424,0.037550922,0.00007388867,0.00028948014,0.000052001305,0.0010607573,0.000008346857],"about_ca_topic_score_codex":0.120315276,"about_ca_topic_score_gemma":0.20914522,"teacher_disagreement_score":0.120315276,"about_ca_system_score_codex":0.0018830963,"about_ca_system_score_gemma":0.0033382124,"threshold_uncertainty_score":0.23922992},"labels":[],"label_agreement":null},{"id":"W4399843799","doi":"10.1515/9782763712956-008","title":"Comment les manuels scolaires proposent-ils d’aborder les concepts scientifiques avec les élèves ? Cas des concepts de biologie","year":2006,"lang":"fr","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Philosophy","score_opus":0.14862030215131328,"score_gpt":0.4262653388400581,"score_spread":0.2776450366887448,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399843799","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00738973,0.034696754,0.0478533,0.35892382,0.016458046,0.00012377356,0.00018776879,0.00030493498,0.5340618],"genre_scores_gemma":[0.21043128,0.03207039,0.038648747,0.09195613,0.0099121,0.00057633064,0.00022142124,0.00065175997,0.6155318],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99254507,0.0030648902,0.00026902725,0.00078752724,0.002779768,0.0005536417],"domain_scores_gemma":[0.9917054,0.00440921,0.0004564594,0.00051849324,0.0024561156,0.00045424496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008045767,0.0010711474,0.00068570045,0.0021841729,0.0052210223,0.008528217,0.0017949808,0.006601053,0.010821843],"category_scores_gemma":[0.015522736,0.0004804891,0.0012337868,0.0016750713,0.0193437,0.0130683,0.0037864698,0.016548062,0.0054549426],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001149753,0.000009860617,0.0001745013,0.00008205643,0.000006674732,0.00007269464,0.0036616572,0.00012872383,0.00016745688,0.9585103,0.028605321,0.008569353],"study_design_scores_gemma":[0.00001031669,0.000021393666,0.0002864306,0.0002803819,0.000011125488,0.00019385725,0.0022175193,0.00023869924,0.00065625366,0.21346246,0.7825898,0.000031754073],"about_ca_topic_score_codex":0.013556116,"about_ca_topic_score_gemma":0.015961818,"teacher_disagreement_score":0.013556116,"about_ca_system_score_codex":0.007831287,"about_ca_system_score_gemma":0.0066036778,"threshold_uncertainty_score":0.056820273},"labels":[],"label_agreement":null},{"id":"W4400100056","doi":"10.3389/feduc.2024.1419714","title":"Empowering professional learning communities of secondary science teachers to uncover and address their students’ misconceptions via research-oriented practices","year":2024,"lang":"en","type":"article","venue":"Frontiers in Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Computer science; Professional learning community; Pedagogy; Knowledge management; Psychology; Educational technology","score_opus":0.09107467624588997,"score_gpt":0.521089033207711,"score_spread":0.4300143569618211,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400100056","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8301234,0.0009873119,0.06950975,0.040881187,0.00035995294,0.0011136826,0.000050606297,0.0005758753,0.05639826],"genre_scores_gemma":[0.94604933,0.0005300232,0.038601927,0.0020653368,0.00006981412,0.0005338924,0.00006790976,0.000092169765,0.011989696],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97091156,0.021138862,0.0005580779,0.0022480995,0.003135825,0.0020075426],"domain_scores_gemma":[0.93883586,0.029572008,0.0048593967,0.0065804967,0.005509701,0.01464255],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03991115,0.00044407207,0.00048782412,0.0018720834,0.01067525,0.011718247,0.0027599207,0.002839689,0.004753372],"category_scores_gemma":[0.042588934,0.00071597955,0.0006713469,0.00071490876,0.011378706,0.007173923,0.031703696,0.0043457625,0.0015591454],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015768876,0.0023642704,0.017109385,0.00038822668,0.0000361797,0.0009690582,0.6984723,0.00039384852,0.007734937,0.018347595,0.008857107,0.24516939],"study_design_scores_gemma":[0.0003545969,0.0012811474,0.011678506,0.00090100995,0.00007011313,0.0018214037,0.5185907,0.002808027,0.007804265,0.074628815,0.37992176,0.00013980249],"about_ca_topic_score_codex":0.00089720514,"about_ca_topic_score_gemma":0.0027510775,"teacher_disagreement_score":0.03991115,"about_ca_system_score_codex":0.002817086,"about_ca_system_score_gemma":0.022786295,"threshold_uncertainty_score":0.21107286},"labels":[],"label_agreement":null},{"id":"W4400257919","doi":"10.21203/rs.3.rs-4485936/v1","title":"On a New Taxonomy of Concepts and Conceptual Change: In Search of the Brain's Probabilistic Language of Learning Scientific Concepts","year":2024,"lang":"en","type":"preprint","venue":"Research Square","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Taxonomy (biology); Probabilistic logic; Conceptual change; Cognitive science; Psychology; Computer science; Artificial intelligence; Natural language processing; Epistemology; Mathematics education; Philosophy; Biology; Ecology","score_opus":0.2620397555920265,"score_gpt":0.5199937312877928,"score_spread":0.2579539756957663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400257919","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.031160183,0.00104749,0.9159173,0.016281022,0.00019964682,0.000084231106,0.00032690327,0.00020814939,0.0347751],"genre_scores_gemma":[0.6126256,0.0016161039,0.37687692,0.0013855322,0.0004193768,0.00040449057,0.00046808517,0.00022137658,0.0059824977],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99693596,0.0016017533,0.00019920287,0.00061876624,0.0005270632,0.00011724278],"domain_scores_gemma":[0.9874293,0.008390459,0.0008557871,0.0013647259,0.0014723417,0.000487474],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062753954,0.00080725545,0.0007629676,0.0036345082,0.0016200622,0.0075242138,0.002746679,0.002397991,0.008871707],"category_scores_gemma":[0.021606712,0.00061302737,0.0015587861,0.0029159635,0.012374363,0.03380824,0.0041038482,0.0049067675,0.00082526694],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014753599,0.000010247178,0.00033629852,0.00005710307,0.000010240271,0.000021156464,0.001088036,0.0011819203,0.0002284739,0.9850544,0.0006421969,0.011355256],"study_design_scores_gemma":[0.000006382167,0.0000075662138,0.00021294464,0.000022957172,0.0000053539225,0.0000285498,0.00024377555,0.008840998,0.00010224174,0.98796046,0.002560296,0.000008542857],"about_ca_topic_score_codex":0.0030781925,"about_ca_topic_score_gemma":0.0025365248,"teacher_disagreement_score":0.008871707,"about_ca_system_score_codex":0.0020407303,"about_ca_system_score_gemma":0.0022337916,"threshold_uncertainty_score":0.033187866},"labels":[],"label_agreement":null},{"id":"W4400405734","doi":"10.1007/s11165-024-10184-3","title":"Pre-service Teachers’ Conceptual Understandings of Models and Modelling in a STEM Methods Course","year":2024,"lang":"en","type":"article","venue":"Research in Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Global Challenges Research Fund","keywords":"Science education; Course (navigation); Mathematics education; Pedagogy; Sociology; Psychology; Engineering","score_opus":0.6115872905418496,"score_gpt":0.6279377577545624,"score_spread":0.016350467212712827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400405734","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9815121,0.000256641,0.0032538723,0.0017155968,0.0000302317,0.000046447738,0.000030284304,0.000016789736,0.013138172],"genre_scores_gemma":[0.99437684,0.00020886796,0.0009818049,0.00012635071,0.000002573023,0.000025601545,0.000028884271,0.000012625116,0.004236435],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99614006,0.0018338371,0.0002057837,0.0003688181,0.0009622429,0.0004893101],"domain_scores_gemma":[0.97545797,0.01617928,0.002066686,0.0011168666,0.002988779,0.0021903794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009624112,0.00038828052,0.00047823618,0.0013125764,0.0029318335,0.010223602,0.0011873291,0.0023162167,0.0043521896],"category_scores_gemma":[0.025599018,0.00081527553,0.0006587533,0.00077783805,0.0058462042,0.0060710968,0.0040333034,0.007826479,0.0007815984],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010836013,0.00039751118,0.028225774,0.00010067751,0.000010651584,0.00056701247,0.9298478,0.0010424714,0.0021464373,0.02484734,0.0011950005,0.011510931],"study_design_scores_gemma":[0.00003193226,0.00025029964,0.020696344,0.00047263943,0.000026909463,0.0007178338,0.92218786,0.004453527,0.0020517535,0.017876474,0.03115092,0.000083519386],"about_ca_topic_score_codex":0.014743858,"about_ca_topic_score_gemma":0.018719077,"teacher_disagreement_score":0.014743858,"about_ca_system_score_codex":0.0060357535,"about_ca_system_score_gemma":0.0064343363,"threshold_uncertainty_score":0.050897777},"labels":[],"label_agreement":null},{"id":"W4400688293","doi":"10.1007/s11191-024-00545-9","title":"On a New Taxonomy of Concepts and Conceptual Change: In Search of the Brain’s Probabilistic Language of Learning Scientific Concepts","year":2024,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Taxonomy (biology); Cognitive science; Probabilistic logic; Conceptual change; Computer science; Psychology; Artificial intelligence; Natural language processing; Linguistics; Mathematics education; Philosophy; Biology; Ecology","score_opus":0.11196640339261699,"score_gpt":0.45041171780296013,"score_spread":0.33844531441034315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400688293","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.042005755,0.0010787839,0.8902219,0.019348066,0.0002646991,0.00010423838,0.00034082463,0.00023578214,0.046399936],"genre_scores_gemma":[0.70075023,0.0013084003,0.28979367,0.0016928179,0.00034520493,0.00033749914,0.0004568998,0.00018444688,0.0051309504],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99699306,0.001465472,0.00018638148,0.0006601685,0.0005629119,0.0001320743],"domain_scores_gemma":[0.98941016,0.0062424997,0.00094357145,0.0014010272,0.001488514,0.00051430386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005628525,0.00079871237,0.00068681885,0.0034885595,0.001705876,0.0076185996,0.0031797225,0.0021616123,0.0076174643],"category_scores_gemma":[0.019581616,0.0005935551,0.0015958044,0.002325354,0.013080896,0.034254566,0.004116848,0.0050628153,0.0007887919],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002655806,0.000014805108,0.0006147093,0.00007490156,0.00001654511,0.000031791566,0.0020067391,0.0014934352,0.00038643758,0.9792625,0.0007775791,0.015294089],"study_design_scores_gemma":[0.000008938946,0.000013826781,0.00037513126,0.000030989235,0.000008113429,0.000049281894,0.00041837787,0.010084676,0.00016381052,0.98500985,0.00382238,0.000014607389],"about_ca_topic_score_codex":0.003378948,"about_ca_topic_score_gemma":0.0026738795,"teacher_disagreement_score":0.0076185996,"about_ca_system_score_codex":0.0020156635,"about_ca_system_score_gemma":0.0022254982,"threshold_uncertainty_score":0.029766858},"labels":[],"label_agreement":null},{"id":"W4400868771","doi":"10.21203/rs.3.rs-4681768/v1","title":"Canadian Physics Counts:An Exploration of the Diverse Identities of Physics Students and Professionals in Canada","year":2024,"lang":"en","type":"preprint","venue":"Research Square","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Dalhousie University; University of Toronto; Wilfrid Laurier University","funders":"Natural Sciences and Engineering Research Council of Canada; Hospital for Sick Children; University of Toronto","keywords":"Physics; Mathematics education; Psychology","score_opus":0.31556001543163453,"score_gpt":0.5445083753466388,"score_spread":0.22894835991500423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400868771","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8958117,0.0016100768,0.00080845004,0.019961942,0.0001738818,0.00011919579,0.0017329734,0.00003749965,0.07974431],"genre_scores_gemma":[0.9840188,0.00080395065,0.00038940707,0.0010545633,0.000014556554,0.00004651873,0.00032697772,0.00003988943,0.013305305],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99113584,0.0011332419,0.00018256654,0.0006859408,0.0032447376,0.0036177353],"domain_scores_gemma":[0.9835238,0.0028987937,0.0010016536,0.0003070873,0.007413781,0.004854938],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0037228595,0.00043247585,0.00086788466,0.007612585,0.050516754,0.013176631,0.003857703,0.0019612517,0.010676766],"category_scores_gemma":[0.013063043,0.00065322133,0.000387166,0.019482346,0.009250337,0.003549995,0.009863044,0.00337156,0.0006046463],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00014594985,0.000087190536,0.10677963,0.00020003578,0.000030111878,0.000522744,0.7550234,0.00023331928,0.00065357616,0.05520348,0.034665056,0.04645548],"study_design_scores_gemma":[0.0000071337263,0.000016798595,0.11024488,0.0001763251,0.00001544862,0.000063472675,0.81389475,0.0002829742,0.00019624262,0.0015173951,0.07352766,0.00005697245],"about_ca_topic_score_codex":0.99827874,"about_ca_topic_score_gemma":0.99936455,"teacher_disagreement_score":0.9494833,"about_ca_system_score_codex":0.18335716,"about_ca_system_score_gemma":0.31384844,"threshold_uncertainty_score":0.9471899},"labels":[],"label_agreement":null},{"id":"W4401288911","doi":"10.5430/jct.v13n4p15","title":"Modelling Activities in Qualifying Training for Future Primary School Teachers: An Attractive Way to Train Competent and Innovative Teachers","year":2024,"lang":"en","type":"article","venue":"Journal of Curriculum and Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Mathematics education; Test (biology); Creativity; Appropriation; Conceptualization; Comprehension; Process (computing); Scientific modelling; Psychology; Science education; Computer science; Medical education; Medicine; Artificial intelligence","score_opus":0.10032727073795115,"score_gpt":0.4136600072981998,"score_spread":0.3133327365602486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401288911","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97656506,0.00022222029,0.008010272,0.0012880758,0.00013001812,0.00052775233,0.000047813337,0.00017801563,0.013030748],"genre_scores_gemma":[0.9578068,0.00030157482,0.034016218,0.0002207259,0.000046814846,0.0005121987,0.00015675307,0.000027899132,0.0069109784],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99828464,0.00081374287,0.00005301813,0.00017186673,0.0003972259,0.00027937515],"domain_scores_gemma":[0.9976445,0.00059406,0.00026877323,0.00026823065,0.00026734042,0.0009570624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002340059,0.00030190856,0.00033253263,0.00052566145,0.0011710632,0.0015763494,0.0008519868,0.0011598427,0.005134357],"category_scores_gemma":[0.0045279698,0.00026023109,0.00045262554,0.00033334518,0.00046950945,0.00083112495,0.0019967214,0.0008562212,0.001429631],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001073057,0.02568484,0.06720196,0.0012134329,0.000040389248,0.0011751689,0.042971604,0.0028870692,0.02815358,0.0020078951,0.008885623,0.81870544],"study_design_scores_gemma":[0.002115516,0.042390082,0.5533698,0.0019441618,0.00033110264,0.0034167813,0.08549268,0.011497427,0.033292074,0.0073787943,0.2583775,0.00039404735],"about_ca_topic_score_codex":0.0014300675,"about_ca_topic_score_gemma":0.0050853104,"teacher_disagreement_score":0.005134357,"about_ca_system_score_codex":0.00083142606,"about_ca_system_score_gemma":0.003165159,"threshold_uncertainty_score":0.017176092},"labels":[],"label_agreement":null},{"id":"W4402194801","doi":"10.1002/fer3.52","title":"Unleashing creativity in STEM teacher education through scripting task pedagogy","year":2024,"lang":"en","type":"article","venue":"Future in Educational Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; University of British Columbia","funders":"","keywords":"Creativity; Scripting language; Task (project management); Pedagogy; Mathematics education; Psychology; Computer science; Engineering; Programming language; Social psychology","score_opus":0.24320033778766958,"score_gpt":0.5621873816086744,"score_spread":0.31898704382100485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402194801","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6255464,0.00039747733,0.30393648,0.0014310679,0.00018265135,0.0005516619,0.00004371813,0.0011253011,0.06678533],"genre_scores_gemma":[0.91298425,0.00017519124,0.08046313,0.00017880305,0.00002848497,0.00029017284,0.000029759269,0.00007707359,0.0057730996],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99579924,0.0030759126,0.00016743905,0.00028070412,0.00045999017,0.00021666259],"domain_scores_gemma":[0.97979844,0.014789858,0.0012946386,0.0023437534,0.0006672582,0.0011060508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0045300615,0.0005490656,0.000331308,0.0006259713,0.0010894352,0.003146815,0.0009902447,0.0007324709,0.0035262539],"category_scores_gemma":[0.014884891,0.0002626379,0.00038185375,0.00029506738,0.003992049,0.001963406,0.0039033194,0.0012574908,0.0006236171],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006101272,0.0017062008,0.017340189,0.0017984322,0.000049071892,0.0012040996,0.20382759,0.008664952,0.0784826,0.09389055,0.005034567,0.5873916],"study_design_scores_gemma":[0.0006380437,0.0038845274,0.045823865,0.0027400053,0.00012556913,0.0045448714,0.11440129,0.07548756,0.13434497,0.25328568,0.36435166,0.0003719641],"about_ca_topic_score_codex":0.00032391542,"about_ca_topic_score_gemma":0.0005265132,"teacher_disagreement_score":0.0045300615,"about_ca_system_score_codex":0.00059391535,"about_ca_system_score_gemma":0.0015475589,"threshold_uncertainty_score":0.02395749},"labels":[],"label_agreement":null},{"id":"W4402498418","doi":"10.2196/64476","title":"The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study","year":2024,"lang":"en","type":"article","venue":"JMIR Formative Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Dilla University","keywords":"Mathematics education; Virtual Laboratory; Economic shortage; Academic achievement; Descriptive statistics; Set (abstract data type); Significant difference; Computer-Assisted Instruction; Computer science; Medical education; Psychology; Multimedia; Statistics; Medicine; Mathematics","score_opus":0.07854518985233408,"score_gpt":0.5347641255917546,"score_spread":0.4562189357394205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402498418","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99639267,0.000021615884,0.0005018803,0.00003093112,0.000023304194,0.0023984609,0.000042254942,0.000011717235,0.000577205],"genre_scores_gemma":[0.97995627,0.00008132896,0.006134409,0.00013172397,0.0000637089,0.011213084,0.00009181837,0.000007937784,0.0023197397],"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.99271095,0.0039004828,0.0005037254,0.0009740741,0.0009501305,0.0009605286],"domain_scores_gemma":[0.9815704,0.009984588,0.0024873381,0.0016856025,0.0017272375,0.0025448247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009467952,0.0009137701,0.0015111134,0.0008814856,0.0018241848,0.0011768674,0.0011871792,0.0010892028,0.0061836173],"category_scores_gemma":[0.010475618,0.00095107337,0.00091590616,0.00039517527,0.0021260323,0.0007610335,0.0012147432,0.0014822362,0.00081990473],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.03654727,0.703749,0.100093886,0.0011816948,0.00024032015,0.000413084,0.025539475,0.0014496057,0.03064105,0.0014870377,0.0011069723,0.09755063],"study_design_scores_gemma":[0.009092566,0.78771496,0.17427658,0.00013268832,0.0002300542,0.00013635957,0.008015504,0.002129746,0.012770014,0.0006142671,0.004778495,0.000108781285],"about_ca_topic_score_codex":0.0006771329,"about_ca_topic_score_gemma":0.001060363,"teacher_disagreement_score":0.009467952,"about_ca_system_score_codex":0.0009056618,"about_ca_system_score_gemma":0.0027699328,"threshold_uncertainty_score":0.050071895},"labels":[],"label_agreement":null},{"id":"W4402666046","doi":"10.46827/ejae.v9i2.5547","title":"L’ANALYSE DIDACTIQUE À L’ENSEIGNEMENT SCIENTIFIQUE : DESCRIPTIONS ET PERSPECTIVES / DIDACTIC ANALYSIS IN SCIENCE TEACHING: DESCRIPTIONS AND PERSPECTIVES","year":2024,"lang":"fr","type":"article","venue":"European Journal of Alternative Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Association Québécoise des Enseignantes et des Enseignants du Primaire","funders":"","keywords":"Sociology; Mathematics education; Psychology","score_opus":0.1621666774728623,"score_gpt":0.4484513595580347,"score_spread":0.28628468208517244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402666046","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04209239,0.062292896,0.34492645,0.09898556,0.0035663291,0.00033846003,0.00017507792,0.00030187046,0.44732094],"genre_scores_gemma":[0.8029749,0.034278113,0.07782836,0.0066637797,0.0018151228,0.000887806,0.00018279934,0.00049116166,0.074878],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98005384,0.014511928,0.0005701926,0.0008331278,0.0033177056,0.00071331876],"domain_scores_gemma":[0.9737985,0.019989878,0.00096444436,0.0012642778,0.0029085989,0.0010742089],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016003454,0.000737573,0.0004900117,0.004815871,0.0054090032,0.01534385,0.0014100597,0.0035057734,0.0045757405],"category_scores_gemma":[0.013064303,0.00045350034,0.0006715632,0.005145,0.03220683,0.008455836,0.005406,0.006677253,0.0009296891],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001752832,0.000027389335,0.00039333384,0.00033211496,0.0000065912677,0.00023041741,0.052570965,0.0003972461,0.0006971118,0.91408795,0.0040032873,0.027236043],"study_design_scores_gemma":[0.000011185083,0.000031435407,0.000999986,0.001119243,0.000008920077,0.0006215948,0.05494285,0.0012875635,0.001991413,0.17898205,0.75996006,0.00004373257],"about_ca_topic_score_codex":0.008725664,"about_ca_topic_score_gemma":0.006683307,"teacher_disagreement_score":0.016003454,"about_ca_system_score_codex":0.013954359,"about_ca_system_score_gemma":0.00948604,"threshold_uncertainty_score":0.10124642},"labels":[],"label_agreement":null},{"id":"W4403078174","doi":"10.1007/978-3-031-68667-2_1","title":"Earth Science Education: Rationales and Current State","year":2024,"lang":"en","type":"book-chapter","venue":"Science: Philosophy, history and education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Energy; University of Calgary","funders":"","keywords":"Current (fluid); Earth (classical element); State (computer science); Astrobiology; Political science; Earth system science; Earth science; Engineering ethics; Engineering; Geology; Computer science; Physics; Electrical engineering; Astronomy; Oceanography","score_opus":0.07647072480481748,"score_gpt":0.3679785904095167,"score_spread":0.2915078656046992,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403078174","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0043783747,0.13534841,0.01244535,0.1862549,0.0040043877,0.00008335312,0.00023932154,0.00014878629,0.6570971],"genre_scores_gemma":[0.48973796,0.1728967,0.032490928,0.076342694,0.006414802,0.00056755677,0.00058122055,0.00028156114,0.22068653],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99595165,0.0016574278,0.00017498573,0.00045218007,0.0014590818,0.00030473818],"domain_scores_gemma":[0.9898727,0.007120981,0.00043109123,0.00044923887,0.001529137,0.0005967663],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0129238125,0.0007393478,0.0005690907,0.003854042,0.002785234,0.018276572,0.0031704516,0.0072617256,0.012741408],"category_scores_gemma":[0.010174541,0.00044028423,0.00038942823,0.004581628,0.025949523,0.013309372,0.0037847545,0.0066892,0.0022879764],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004623117,0.000022242108,0.000059198705,0.0001274882,0.0000015379786,0.0000088797415,0.00025901874,0.00010326702,0.000016718444,0.97257465,0.008978149,0.017844163],"study_design_scores_gemma":[0.000019095842,0.000014651878,0.0005202524,0.0023911137,0.000009985531,0.000043128795,0.0016365676,0.00058876217,0.00023699741,0.607686,0.38683805,0.000015403422],"about_ca_topic_score_codex":0.011763643,"about_ca_topic_score_gemma":0.019738324,"teacher_disagreement_score":0.018276572,"about_ca_system_score_codex":0.010526891,"about_ca_system_score_gemma":0.020190954,"threshold_uncertainty_score":0.076378345},"labels":[],"label_agreement":null},{"id":"W4403078320","doi":"10.1007/978-3-031-68667-2_6","title":"Students’ Understandings of Science and Scientists","year":2024,"lang":"en","type":"book-chapter","venue":"Science: Philosophy, history and education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Energy; University of Calgary","funders":"","keywords":"Engineering ethics; Mathematics education; Sociology; Epistemology; Engineering; Psychology; Philosophy","score_opus":0.08921201426717013,"score_gpt":0.3770519960374651,"score_spread":0.28783998177029496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403078320","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12856695,0.002281574,0.0037299169,0.011314847,0.0002653281,0.000017817523,0.00005974755,0.00003250739,0.8537313],"genre_scores_gemma":[0.8350412,0.0019713107,0.0009557345,0.0009781597,0.00005832279,0.00003406954,0.000049085644,0.00004064995,0.16087146],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987043,0.00057118636,0.000037187965,0.00010936656,0.00043709966,0.00014097383],"domain_scores_gemma":[0.9981475,0.0010088971,0.00014026096,0.00010858267,0.0003390215,0.00025575023],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017661335,0.00027481862,0.0002272931,0.00087374187,0.0017757313,0.0072659412,0.00048773506,0.0015660721,0.01133583],"category_scores_gemma":[0.003482951,0.00023278825,0.00026599204,0.00059890735,0.005388829,0.0064171515,0.0027693033,0.004772243,0.0014863259],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024791636,0.000111955706,0.003810874,0.00008030161,0.0000080535865,0.00021898342,0.1926271,0.00033830578,0.001024374,0.7496651,0.017332314,0.03475794],"study_design_scores_gemma":[0.000012531455,0.00006264706,0.007304687,0.00046082848,0.000013836019,0.0004657624,0.09917844,0.000900133,0.0018897984,0.26041704,0.62926584,0.000028488472],"about_ca_topic_score_codex":0.0015003348,"about_ca_topic_score_gemma":0.003140024,"teacher_disagreement_score":0.01133583,"about_ca_system_score_codex":0.00165171,"about_ca_system_score_gemma":0.0015860443,"threshold_uncertainty_score":0.037922084},"labels":[],"label_agreement":null},{"id":"W4403626509","doi":"10.5539/hes.v14n4p198","title":"Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning","year":2024,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Mahasarakham University","keywords":"Mathematics education; Motion (physics); Psychology; Educational technology; Teaching method; Pedagogy; Computer science","score_opus":0.24619359154290565,"score_gpt":0.5063218049232043,"score_spread":0.2601282133802987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403626509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989837,0.000012142008,0.00015321508,0.000008044135,0.0000015827203,0.000022500173,0.000009253085,0.0000028173902,0.000806831],"genre_scores_gemma":[0.9969982,0.000051925024,0.0012300883,0.000009212439,0.0000022325337,0.00006180626,0.000045302248,0.000001821592,0.0015994377],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993887,0.00012820843,0.00006894028,0.00008697623,0.00019965983,0.00012747897],"domain_scores_gemma":[0.99838996,0.00036890872,0.0005390307,0.000088175,0.00030948632,0.00030448518],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009004814,0.00044933386,0.00036940558,0.00057886116,0.0003804822,0.001459228,0.00032054816,0.000310416,0.002128894],"category_scores_gemma":[0.0025655767,0.00015628875,0.0004329411,0.00025127112,0.00025763473,0.0005887572,0.0007974705,0.00041993562,0.0004944298],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001163326,0.015797637,0.6228565,0.00057040906,0.00022818279,0.0006037579,0.022788456,0.0010226413,0.058174696,0.00084161625,0.00055688666,0.275396],"study_design_scores_gemma":[0.000076183656,0.012342005,0.94411135,0.00013435376,0.0002080253,0.00024085007,0.013462073,0.0013327154,0.02383473,0.0004960347,0.0037049009,0.000056743047],"about_ca_topic_score_codex":0.0012234015,"about_ca_topic_score_gemma":0.0019636827,"teacher_disagreement_score":0.002128894,"about_ca_system_score_codex":0.0002998661,"about_ca_system_score_gemma":0.0009149964,"threshold_uncertainty_score":0.007121861},"labels":[],"label_agreement":null},{"id":"W4403884851","doi":"","title":"La concepción de la naturaleza de la ciencia (CNC) de un grupo de docentes inmersos en un programa de formación profesional","year":2004,"lang":"es","type":"article","venue":"DOAJ (DOAJ: Directory of Open Access Journals)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Mathematics education; Immersion (mathematics); Group (periodic table); Science education; Training (meteorology); Psychology; Mathematics; Chemistry; Physics; Pure mathematics; Organic chemistry","score_opus":0.16440081520967065,"score_gpt":0.6158473134361756,"score_spread":0.45144649822650496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403884851","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8774631,0.00092000695,0.014415686,0.0033718604,0.00008881339,0.00023150437,0.00030331526,0.00009605884,0.10310963],"genre_scores_gemma":[0.98860955,0.0003949289,0.0040752203,0.00016923333,0.000017688686,0.00013233787,0.00006830677,0.000017461944,0.0065152557],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9960228,0.0016556457,0.00012565679,0.0006941532,0.0009776053,0.00052419596],"domain_scores_gemma":[0.99161315,0.0033846148,0.0010748548,0.0011189091,0.0019374543,0.0008710073],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0041925195,0.00044122056,0.00040644736,0.0013788333,0.0028394663,0.0049287626,0.0009091487,0.0007663885,0.006450076],"category_scores_gemma":[0.011396436,0.00021444011,0.0004074593,0.0017654652,0.003599272,0.00241642,0.0035272245,0.0015026912,0.00042058644],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007523084,0.0006140308,0.29534492,0.001694348,0.0002618681,0.00059799006,0.21527985,0.005076235,0.009787424,0.16455309,0.007027771,0.2990102],"study_design_scores_gemma":[0.000072272305,0.0007368662,0.5330974,0.0012625989,0.0003769275,0.00032605723,0.24579418,0.0049780533,0.007590633,0.036383245,0.16923188,0.0001499429],"about_ca_topic_score_codex":0.051670335,"about_ca_topic_score_gemma":0.06410975,"teacher_disagreement_score":0.99716055,"about_ca_system_score_codex":0.009430261,"about_ca_system_score_gemma":0.0090807155,"threshold_uncertainty_score":0.102739155},"labels":[],"label_agreement":null},{"id":"W4404142428","doi":"10.1002/tea.22001","title":"Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education","year":2024,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Winnipeg; University of Manitoba","funders":"Conselho Nacional de Desenvolvimento Científico e Tecnológico; Fundação de Amparo à Pesquisa do Estado de São Paulo","keywords":"Mathematics education; Science education; Scientific literacy; Literacy; Chemistry education; Chemistry; Psychology; Pedagogy","score_opus":0.37606264017442165,"score_gpt":0.6348201804315392,"score_spread":0.25875754025711756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404142428","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99222696,0.00010295381,0.0009928046,0.0005792588,0.000027582324,0.000033468452,0.000035103214,0.000024563222,0.005977394],"genre_scores_gemma":[0.99652797,0.00013648877,0.00067733263,0.00013091318,0.000022684479,0.00002897772,0.00002446026,0.000019992785,0.0024312004],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99583995,0.002017699,0.00022224501,0.0003319754,0.001163274,0.00042487824],"domain_scores_gemma":[0.9643681,0.02630388,0.0026323802,0.0016845289,0.0029943238,0.0020167758],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005450438,0.0004445774,0.0005162388,0.0018195179,0.0030907423,0.0050495835,0.0010153373,0.001833798,0.0069739493],"category_scores_gemma":[0.03569227,0.0003793871,0.00036021296,0.0012259182,0.0035826678,0.002415165,0.0069579515,0.0025723197,0.00090140937],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000192942,0.0009103272,0.031677797,0.0004176609,0.000020137735,0.0037163796,0.90324104,0.00019503846,0.0062538437,0.0030295,0.0022696182,0.048075687],"study_design_scores_gemma":[0.000049290644,0.0009253824,0.06280022,0.00056732405,0.00005090936,0.002913884,0.8762917,0.001037125,0.008045717,0.004274179,0.042901687,0.00014254957],"about_ca_topic_score_codex":0.0016419386,"about_ca_topic_score_gemma":0.0030348948,"teacher_disagreement_score":0.0069739493,"about_ca_system_score_codex":0.0012878978,"about_ca_system_score_gemma":0.0013360147,"threshold_uncertainty_score":0.028825045},"labels":[],"label_agreement":null},{"id":"W4404509990","doi":"10.3389/fcomm.2024.1404875","title":"Could recent advances and new perspectives in science education and conceptual change improve public understanding of science?","year":2024,"lang":"en","type":"article","venue":"Frontiers in Communication","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Rimouski; École de Technologie Supérieure; Université du Québec à Montréal","funders":"","keywords":"Conceptual change; Science education; Science communication; Engineering ethics; Data science; Political science; Epistemology; Sociology; Computer science; Pedagogy; Engineering; Philosophy","score_opus":0.22760010800376151,"score_gpt":0.4374596400692403,"score_spread":0.2098595320654788,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404509990","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.020502733,0.07691484,0.016523236,0.80757594,0.009558452,0.000024159048,0.00004968308,0.000090235015,0.06876069],"genre_scores_gemma":[0.7889161,0.11394773,0.018273834,0.041720305,0.019744871,0.00012683393,0.000118831485,0.00014501448,0.017006468],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9911562,0.0055331322,0.00028450566,0.0007124185,0.0014800928,0.0008336248],"domain_scores_gemma":[0.96036303,0.030110907,0.0023353694,0.00262367,0.002876088,0.0016909093],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03400915,0.0006927543,0.00074462226,0.002591656,0.003306908,0.014790846,0.002064969,0.0072877975,0.009391764],"category_scores_gemma":[0.0300974,0.00029113734,0.00085673906,0.0022624172,0.03328635,0.03717228,0.008832636,0.009847834,0.0015328446],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000630561,0.00008331934,0.0007198002,0.0007079746,0.000026246938,0.00019168739,0.030723603,0.00028221132,0.00037847424,0.8918545,0.009440144,0.065529],"study_design_scores_gemma":[0.000022212056,0.00007247453,0.00095528323,0.0009301735,0.000024309658,0.0003294561,0.04351479,0.00050675083,0.00054251216,0.5498524,0.40320292,0.000046676036],"about_ca_topic_score_codex":0.0013680428,"about_ca_topic_score_gemma":0.0021078284,"teacher_disagreement_score":0.03400915,"about_ca_system_score_codex":0.006146234,"about_ca_system_score_gemma":0.006725789,"threshold_uncertainty_score":0.1798597},"labels":[],"label_agreement":null},{"id":"W4404623861","doi":"10.37119/ojs2024.v29i3.672","title":"Exploring Inuit Students’ Responses to Number Talks","year":2024,"lang":"en","type":"article","venue":"in education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"St. Francis Xavier University; Lakehead University","funders":"","keywords":"Context (archaeology); Mathematics education; Pedagogy; Psychology; Geography; Archaeology","score_opus":0.24732022425269878,"score_gpt":0.5124170953897754,"score_spread":0.26509687113707664,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404623861","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9959369,0.000065547814,0.00032517244,0.00028272657,0.000018161725,0.000023154089,0.000025978974,0.000007832095,0.003314544],"genre_scores_gemma":[0.99670154,0.00012497489,0.0003300088,0.00015751836,0.0000067329556,0.00003991654,0.000028010836,0.000012770509,0.002598452],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975051,0.0011612368,0.00010877192,0.00028000431,0.00047766103,0.0004671214],"domain_scores_gemma":[0.9966973,0.0016556461,0.0005433995,0.0001178253,0.00052907947,0.00045678817],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025957415,0.0005791691,0.0006427872,0.0012234406,0.0057771862,0.0035670467,0.0012420339,0.0012682545,0.003194051],"category_scores_gemma":[0.0073467623,0.00042819357,0.00027021754,0.00092788565,0.0031958383,0.0018049215,0.0040275725,0.0021554837,0.00035903652],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002317368,0.00003493779,0.008947642,0.000048492446,0.0000029387693,0.00039997057,0.98538184,0.000011696581,0.0018110924,0.000391423,0.00017767123,0.002769168],"study_design_scores_gemma":[0.0000027511392,0.000060898805,0.0105689345,0.000067175555,0.0000067742817,0.00018883885,0.98269916,0.0000879941,0.00044902228,0.00017024331,0.0056788516,0.000019364279],"about_ca_topic_score_codex":0.03957705,"about_ca_topic_score_gemma":0.101329185,"teacher_disagreement_score":0.03957705,"about_ca_system_score_codex":0.0028092475,"about_ca_system_score_gemma":0.0022254728,"threshold_uncertainty_score":0.07869333},"labels":[],"label_agreement":null},{"id":"W4405024153","doi":"10.7202/1114356ar","title":"Systèmes biotiques et apprentissages d’un modèle de chaine énergétique à l’école élémentaire","year":2023,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Physics; Humanities; Art","score_opus":0.4626247585120105,"score_gpt":0.4769877437543503,"score_spread":0.01436298524233981,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405024153","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.639721,0.00089958,0.3339389,0.0007363546,0.00012672249,0.00034229597,0.00024226373,0.00029716903,0.0236957],"genre_scores_gemma":[0.9399437,0.0005056406,0.054184753,0.000050917035,0.000012521541,0.00033172674,0.00012192214,0.00005479255,0.004793904],"study_design_codex":"simulation_or_modeling","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984157,0.00067133864,0.00008060024,0.0003440087,0.00038848876,0.00009991947],"domain_scores_gemma":[0.9962366,0.002423414,0.00040656773,0.00034648846,0.0004346523,0.00015226877],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025528485,0.00089151954,0.00059371634,0.00062163157,0.0007993387,0.0028333124,0.0011487593,0.0012291302,0.007829942],"category_scores_gemma":[0.0070290077,0.00068394706,0.0010972222,0.0006742715,0.0018416966,0.002942074,0.0021367702,0.0016432233,0.00081824575],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001229993,0.0013095017,0.091766655,0.0019868335,0.000464044,0.00049562595,0.009381643,0.5369918,0.063516654,0.11398172,0.0011432297,0.17773238],"study_design_scores_gemma":[0.0001674284,0.0030420516,0.071039945,0.00052214286,0.00044930424,0.0003342004,0.0040303366,0.7914456,0.025600526,0.0755614,0.027561216,0.0002458254],"about_ca_topic_score_codex":0.008986592,"about_ca_topic_score_gemma":0.009940834,"teacher_disagreement_score":0.008986592,"about_ca_system_score_codex":0.0018675793,"about_ca_system_score_gemma":0.0019017742,"threshold_uncertainty_score":0.026193738},"labels":[],"label_agreement":null},{"id":"W4405426650","doi":"10.2196/56132","title":"Long-Term Knowledge Retention of Biochemistry Among Medical Students in Riyadh, Saudi Arabia: Cross-Sectional Survey","year":2024,"lang":"en","type":"article","venue":"JMIR Medical Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"King Abdullah International Medical Research Center","keywords":"Context (archaeology); Knowledge retention; Dilemma; Recall; Medical education; Term (time); Psychology; Cornerstone; Cross-sectional study; Medicine; Pathology; Biology","score_opus":0.05686821307750606,"score_gpt":0.49311101459032924,"score_spread":0.4362428015128232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405426650","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995492,0.00012836435,0.000016323384,0.00004178583,0.0000015789203,0.000010610368,0.00011072813,0.0000011169154,0.0001403966],"genre_scores_gemma":[0.99953914,0.0001701871,0.000037776943,0.000032578682,0.000003002756,0.0000098051605,0.00011041668,5.501453e-7,0.000096455864],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992693,0.00011975321,0.00013639567,0.00008362051,0.00024334133,0.00014751546],"domain_scores_gemma":[0.99673647,0.0005357635,0.0014304131,0.00011674651,0.0006177115,0.00056284695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013140904,0.0001745678,0.00039745745,0.0011333877,0.0005331569,0.0007364706,0.00056988536,0.0006018488,0.0011678037],"category_scores_gemma":[0.0030262494,0.0002809201,0.0003409638,0.0012136862,0.0004164669,0.0007900903,0.0006673625,0.00059324433,0.0003125857],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036965102,0.00009479505,0.9971475,0.000039131755,0.00002359757,0.00005669298,0.0008574181,0.000014954449,0.000116751115,0.000009321371,0.000066978,0.0015359273],"study_design_scores_gemma":[0.0000027970766,0.00023006262,0.9962478,0.000022364527,0.00001312001,0.00013831964,0.0030078136,0.00008092541,0.00006839004,0.000004938299,0.0001778332,0.0000057327243],"about_ca_topic_score_codex":0.013011411,"about_ca_topic_score_gemma":0.0136840325,"teacher_disagreement_score":0.013011411,"about_ca_system_score_codex":0.0007613821,"about_ca_system_score_gemma":0.00078650715,"threshold_uncertainty_score":0.025871336},"labels":[],"label_agreement":null},{"id":"W4405475707","doi":"10.1515/cti-2024-0099","title":"Reasoning in chemistry teacher education","year":2024,"lang":"en","type":"article","venue":"Chemistry Teacher International","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Chemistry education; Scientific reasoning; Teacher education; Chemistry; Facet (psychology); Science education; Empirical research; Psychology; Pedagogy; Epistemology","score_opus":0.03151932330774116,"score_gpt":0.40119670745100144,"score_spread":0.3696773841432603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405475707","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91121095,0.005600177,0.0053155883,0.007168677,0.00011098591,0.00005201914,0.000031584743,0.000054677206,0.0704553],"genre_scores_gemma":[0.99442214,0.0008713917,0.0012330266,0.00031885292,0.000012093149,0.000009684018,0.000015341913,0.000007299932,0.0031100726],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99596775,0.002305451,0.00013737891,0.00034488426,0.0009212174,0.00032335642],"domain_scores_gemma":[0.9805344,0.012528499,0.002804577,0.0007816207,0.0018430001,0.00150792],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004200883,0.00016918975,0.00031593078,0.0012217421,0.002308715,0.0054958593,0.000572864,0.00087199855,0.004086189],"category_scores_gemma":[0.013746238,0.00023429438,0.00024251753,0.00069773843,0.0049554333,0.002196748,0.0023010098,0.0027711433,0.00038877982],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010453358,0.0016397216,0.20513813,0.0008788565,0.00003651033,0.0016196958,0.45389903,0.0011658679,0.0043065064,0.121553145,0.008341312,0.20131671],"study_design_scores_gemma":[0.00007868137,0.000562529,0.15939103,0.0015680682,0.000052285286,0.002682802,0.3945595,0.0032412303,0.005280179,0.17940012,0.2530876,0.00009604015],"about_ca_topic_score_codex":0.0036674263,"about_ca_topic_score_gemma":0.0049281945,"teacher_disagreement_score":0.0054958593,"about_ca_system_score_codex":0.0034500428,"about_ca_system_score_gemma":0.005663922,"threshold_uncertainty_score":0.025031865},"labels":[],"label_agreement":null},{"id":"W4406186450","doi":"10.1016/j.ejphar.2025.177257","title":"Evaluating student understanding of pharmacodynamics core concepts","year":2025,"lang":"en","type":"article","venue":"European Journal of Pharmacology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Pharmacodynamics; Core (optical fiber); Psychology; Pharmacology; Computational biology; Medicine; Computer science; Biology; Pharmacokinetics","score_opus":0.31187375400177386,"score_gpt":0.5795484507230816,"score_spread":0.2676746967213077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406186450","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9962631,0.000106596446,0.0012993173,0.00021238877,0.000013026839,0.00018251996,0.0000673636,0.00002364527,0.0018319859],"genre_scores_gemma":[0.9942128,0.00029410978,0.0035633387,0.00017991639,0.000009204768,0.00042921116,0.00019828211,0.000013682429,0.0010994943],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99197465,0.0024418272,0.0008565438,0.00056015165,0.0033571634,0.0008096997],"domain_scores_gemma":[0.95880777,0.019490862,0.007173088,0.0013904206,0.010652651,0.0024852755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0133046815,0.00064677134,0.0008392336,0.0020469236,0.0007752602,0.0024926944,0.0011966719,0.0013578087,0.002923593],"category_scores_gemma":[0.05079937,0.00035816868,0.0011794391,0.000784395,0.0011597605,0.0018385078,0.0032301224,0.002057358,0.0007943268],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010278712,0.0034023293,0.71335757,0.0010573495,0.00015892136,0.00055224885,0.12110511,0.0018815035,0.006802777,0.0014779989,0.0038963226,0.14528],"study_design_scores_gemma":[0.00022301363,0.011443114,0.7442113,0.001462051,0.00047043263,0.002270321,0.16868006,0.015109147,0.01980562,0.0055268225,0.030389795,0.0004082982],"about_ca_topic_score_codex":0.0008435589,"about_ca_topic_score_gemma":0.00074212305,"teacher_disagreement_score":0.0133046815,"about_ca_system_score_codex":0.0016909271,"about_ca_system_score_gemma":0.002129667,"threshold_uncertainty_score":0.07036275},"labels":[],"label_agreement":null},{"id":"W4406313536","doi":"10.21083/ajote.v13i2.7624","title":"Implementation of learners’ science process skills by primary school teachers in the Lejweleputswa District of South Africa: A case study","year":2024,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Process (computing); Scientific literacy; Perception; Natural science; School teachers; Science education; Psychology; Pedagogy; Computer science","score_opus":0.035494618294636335,"score_gpt":0.424352610239367,"score_spread":0.38885799194473064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406313536","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99897635,0.000056174355,0.00008498836,0.000086653024,0.0000017171492,0.000035692738,0.000008171134,0.0000017069966,0.0007487278],"genre_scores_gemma":[0.9986216,0.00021419043,0.00031487586,0.00003743502,0.0000017472911,0.000042587973,0.0000076012952,0.0000019822207,0.00075801654],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978205,0.0009641153,0.00011271407,0.00020749884,0.00025684095,0.00063831604],"domain_scores_gemma":[0.9958215,0.0021701476,0.00072949525,0.00023930191,0.0004006697,0.0006389383],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002242419,0.0003067337,0.0005862078,0.0011581619,0.006173083,0.002773961,0.00085700804,0.00124194,0.0018358723],"category_scores_gemma":[0.005548633,0.00058740325,0.00026256754,0.0012305535,0.0024867211,0.001555856,0.0018489002,0.0013276652,0.00026438074],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014609426,0.0016298514,0.08236789,0.0004713382,0.000015117929,0.017305007,0.86833245,0.00018863194,0.0043502515,0.0010309337,0.00034797328,0.023814596],"study_design_scores_gemma":[0.000037036258,0.0009640551,0.08351085,0.0002579244,0.00002479977,0.0029145752,0.9006686,0.00024056334,0.0020352148,0.00018951057,0.00913305,0.000023765995],"about_ca_topic_score_codex":0.01763881,"about_ca_topic_score_gemma":0.05288723,"teacher_disagreement_score":0.01763881,"about_ca_system_score_codex":0.0033370974,"about_ca_system_score_gemma":0.003921432,"threshold_uncertainty_score":0.035072267},"labels":[],"label_agreement":null},{"id":"W4406313556","doi":"10.21083/ajote.v13i3.8034","title":"Influence of school type on senior secondary school physics students’ learning difficulties and misconceptions about electricity in Ondo West Local Government, Ondo State, Nigeria","year":2024,"lang":"en","type":"article","venue":"African Journal of Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Government (linguistics); Context (archaeology); Local government area; Leverage (statistics); Electricity; Comprehension; Local government; Psychology; Pedagogy; Medical education; Political science; Geography; Engineering; Medicine; Mathematics; Computer science; Public administration","score_opus":0.020635741212946417,"score_gpt":0.3582526923973399,"score_spread":0.3376169511843935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406313556","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99945086,0.00005188312,0.00001582939,0.00003339787,0.0000025681275,0.0000033391104,0.000021228272,0.0000010559858,0.00041975762],"genre_scores_gemma":[0.9997392,0.000054196167,0.000022478507,0.000009351848,0.0000011047216,0.0000026547336,0.000017409515,6.4917225e-7,0.00015290077],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99927026,0.00019365297,0.00008828642,0.00008922851,0.00021157492,0.0001470002],"domain_scores_gemma":[0.99620867,0.0009455193,0.0016509669,0.00013354945,0.0003751854,0.0006861182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008101839,0.00019511206,0.00037939433,0.0008876798,0.00080541254,0.0011445131,0.00031839302,0.00027844825,0.0018757276],"category_scores_gemma":[0.004019648,0.00020650042,0.0002941646,0.0008693438,0.00071686745,0.00040187757,0.00094785116,0.00048577494,0.00016807899],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050725976,0.00012487882,0.99138945,0.00003564552,0.000016556214,0.00019676176,0.003599301,0.000033471882,0.00019775315,0.000054579923,0.00009029637,0.0042106486],"study_design_scores_gemma":[0.0000021182002,0.000098622506,0.98808074,0.000044801887,0.00001396324,0.00009704518,0.011069915,0.00004869687,0.00009626884,0.00004767831,0.00039550365,0.0000046611945],"about_ca_topic_score_codex":0.012976236,"about_ca_topic_score_gemma":0.02819938,"teacher_disagreement_score":0.012976236,"about_ca_system_score_codex":0.0007766829,"about_ca_system_score_gemma":0.0011025596,"threshold_uncertainty_score":0.02580142},"labels":[],"label_agreement":null},{"id":"W4406730855","doi":"10.1002/sce.21937","title":"The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review","year":2025,"lang":"en","type":"article","venue":"Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"National Science Foundation","keywords":"Science education; Philosophy of science; Sociology; Mathematics education; Psychology; Epistemology; Philosophy","score_opus":0.18395722268278072,"score_gpt":0.5777660295585106,"score_spread":0.39380880687572994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406730855","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06931029,0.8713141,0.016906647,0.022617549,0.0009522827,0.0009024866,0.004296444,0.00019240694,0.013507691],"genre_scores_gemma":[0.539968,0.43103993,0.021105798,0.001987061,0.0008864531,0.0014230188,0.0030881076,0.000080886966,0.00042075187],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9233097,0.041420154,0.014019876,0.0047937636,0.01562222,0.00083429774],"domain_scores_gemma":[0.65861577,0.26875353,0.03113278,0.009858393,0.0300299,0.0016095694],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.0616422,0.0006783165,0.0028928183,0.09528471,0.0015500749,0.009534267,0.0017202736,0.0014236795,0.001653107],"category_scores_gemma":[0.24836496,0.0007622249,0.0016070709,0.11505807,0.002761558,0.00825051,0.004819742,0.0012075446,0.00023905924],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002183846,0.000078263634,0.075841166,0.17068368,0.009444715,0.0006832288,0.00936879,0.004775768,0.0017688738,0.039615776,0.017704735,0.6698166],"study_design_scores_gemma":[0.000088712935,0.0003607782,0.21013331,0.25930333,0.01645345,0.0016920184,0.022723665,0.008740319,0.002225233,0.042456202,0.43548912,0.0003339168],"about_ca_topic_score_codex":0.0060973074,"about_ca_topic_score_gemma":0.01245784,"teacher_disagreement_score":0.9047153,"about_ca_system_score_codex":0.00678953,"about_ca_system_score_gemma":0.01311792,"threshold_uncertainty_score":0.32599902},"labels":[],"label_agreement":null},{"id":"W4407106687","doi":"10.3390/educsci15020169","title":"Solving STEM-Relevant Problems: A Study with Prospective Primary School Teachers","year":2025,"lang":"en","type":"article","venue":"Education Sciences","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia; Universidade do Minho; Ministério da Ciência, Tecnologia e Ensino Superior; International Council for Canadian Studies","keywords":"Mathematics education; Psychology","score_opus":0.04735438222659758,"score_gpt":0.4047217763365365,"score_spread":0.3573673941099389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407106687","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99897635,0.00010523936,0.00016956085,0.00007984854,0.0000051808584,0.000062267405,0.00001243454,0.0000025364657,0.00058668],"genre_scores_gemma":[0.99690336,0.00039186087,0.00038489778,0.00018413957,0.000009962278,0.00010757199,0.000050198716,0.0000074560808,0.0019604934],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9980299,0.00076453097,0.00011948907,0.00033892793,0.00027410855,0.00047302627],"domain_scores_gemma":[0.9936486,0.0033521152,0.00070967316,0.00026205074,0.0007259527,0.0013015585],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004344403,0.0006518079,0.0012265297,0.0011636651,0.00705016,0.0062787947,0.001171515,0.0021465917,0.0028191376],"category_scores_gemma":[0.007813145,0.0014322194,0.00046903794,0.0009876338,0.0035393592,0.0028515703,0.0026096846,0.0030038944,0.001122969],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016397015,0.0039444044,0.111545324,0.00021513527,0.000014731186,0.002983757,0.87036747,0.000057655736,0.0022812574,0.0002791387,0.00027443992,0.007872639],"study_design_scores_gemma":[0.000044239063,0.0014101551,0.05500494,0.00007812007,0.000019878134,0.0009562972,0.9384187,0.000097325625,0.00056070864,0.00019508415,0.0031872622,0.000027402984],"about_ca_topic_score_codex":0.008591503,"about_ca_topic_score_gemma":0.016277598,"teacher_disagreement_score":0.008591503,"about_ca_system_score_codex":0.0014538413,"about_ca_system_score_gemma":0.0022073195,"threshold_uncertainty_score":0.022975683},"labels":[],"label_agreement":null},{"id":"W4407236481","doi":"10.22492/issn.2435-9467.2024.44","title":"Deconstructing Complex Abstraction Through Context in Science Education: Comprehensive Review on Research Development, Approaches, and Articulation","year":2025,"lang":"en","type":"article","venue":"˜The œBarcelona Conference on Education official conference proceedings","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; Fraser Institute; Fraser Health; University of the Fraser Valley","funders":"","keywords":"Articulation (sociology); Abstraction; Context (archaeology); Computer science; Cognitive science; Data science; Engineering ethics; Epistemology; Psychology; Engineering; Political science; Geography","score_opus":0.33602900442022987,"score_gpt":0.46857455759992683,"score_spread":0.13254555317969696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407236481","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00019293814,0.99787533,0.0005071362,0.00066737435,0.00007692824,0.0000080476875,0.0000062557215,0.0000030408332,0.00066286034],"genre_scores_gemma":[0.0029618673,0.995736,0.000791743,0.00030356197,0.00007870686,0.000022236733,0.00001187965,0.0000027597644,0.00009119748],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976324,0.0010876345,0.0004205848,0.00026675497,0.00048061958,0.000112100606],"domain_scores_gemma":[0.985188,0.01279678,0.00067276455,0.00029409918,0.0008927608,0.00015560257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005822463,0.0011638995,0.0028848958,0.0051776124,0.0008327644,0.004423518,0.0015504734,0.0024696987,0.002423707],"category_scores_gemma":[0.009320341,0.0005920014,0.0017464361,0.00582492,0.004180993,0.006520939,0.0030673177,0.002781364,0.0005803818],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008330832,0.00010556861,0.00059575116,0.11543683,0.00032557026,0.00017057084,0.002947987,0.0008256098,0.0006580311,0.063913584,0.006335445,0.8086018],"study_design_scores_gemma":[0.000041347037,0.0001806626,0.0025115658,0.23184589,0.0011401993,0.0010323894,0.0039232685,0.0004787336,0.000984786,0.06823382,0.6895149,0.00011248598],"about_ca_topic_score_codex":0.0040902547,"about_ca_topic_score_gemma":0.006712273,"teacher_disagreement_score":0.005822463,"about_ca_system_score_codex":0.002119232,"about_ca_system_score_gemma":0.009694893,"threshold_uncertainty_score":0.030792534},"labels":[],"label_agreement":null},{"id":"W4407705494","doi":"10.1016/j.tsc.2025.101790","title":"Exploring primary school students drawing solutions to problems in STEM activities","year":2025,"lang":"en","type":"article","venue":"Thinking Skills and Creativity","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Victoria; Ministry of Science and Technology, Taiwan; National Science and Technology Council","keywords":"Mathematics education; Primary (astronomy); Psychology; Physics","score_opus":0.10284967932375348,"score_gpt":0.3777797288312458,"score_spread":0.2749300495074923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407705494","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950594,0.000019008432,0.00045770517,0.00004158639,0.0000015304782,0.000020970343,0.000017161685,0.000011101338,0.0043716473],"genre_scores_gemma":[0.99532396,0.000054298853,0.0010814291,0.00002982886,7.9799827e-7,0.00001854373,0.000041047555,0.000005618398,0.0034444593],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99960774,0.00009935591,0.000016364744,0.00007727469,0.000095637806,0.00010366248],"domain_scores_gemma":[0.9987723,0.0006454295,0.00012663406,0.00007593954,0.00017930297,0.00020030678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005711793,0.00041148232,0.00026368696,0.0007105871,0.00098592,0.0030133245,0.00071151706,0.0008264954,0.0053149727],"category_scores_gemma":[0.0028956586,0.00027144534,0.00030811707,0.00068291544,0.00087442977,0.0010759793,0.0011438396,0.0012106657,0.00069093937],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00061045005,0.0071099657,0.28609923,0.0005450105,0.000085495594,0.0033367162,0.46533546,0.0023476498,0.04619587,0.008282315,0.0031630073,0.17688878],"study_design_scores_gemma":[0.000121125515,0.0023629267,0.34148556,0.00021497166,0.00013049463,0.0022920496,0.5896863,0.0072614416,0.017219959,0.010786969,0.028340954,0.00009718647],"about_ca_topic_score_codex":0.0038875514,"about_ca_topic_score_gemma":0.0090092085,"teacher_disagreement_score":0.0053149727,"about_ca_system_score_codex":0.0006994478,"about_ca_system_score_gemma":0.0011059026,"threshold_uncertainty_score":0.017780364},"labels":[],"label_agreement":null},{"id":"W4407877382","doi":"10.1007/s11191-025-00626-3","title":"Of Mirrors, Tools and Trails","year":2025,"lang":"en","type":"article","venue":"Science & Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Rimouski","funders":"","keywords":"Computer science; Geography","score_opus":0.08982532472855204,"score_gpt":0.4721284175405611,"score_spread":0.3823030928120091,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407877382","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04365348,0.0034705712,0.17808664,0.005189637,0.0009884913,0.00008427984,0.0002535878,0.0004111816,0.7678622],"genre_scores_gemma":[0.8531703,0.001348357,0.04430902,0.00047745564,0.0003735403,0.0001203328,0.00016481112,0.0003435234,0.099692635],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99745804,0.001120753,0.000097621385,0.0005598864,0.0004990215,0.00026469564],"domain_scores_gemma":[0.9967519,0.0011094364,0.00023209852,0.0012562622,0.0004604417,0.00018988692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021387374,0.0006664949,0.0005261831,0.0023327677,0.0048837042,0.011021718,0.001161124,0.0027944709,0.022093264],"category_scores_gemma":[0.011161915,0.00061556575,0.00068243686,0.0016048492,0.019411894,0.019312322,0.005132689,0.0025090491,0.0023701873],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009327255,0.0000025900601,0.0001298038,0.000011627145,0.0000014881964,0.000020726124,0.0008189856,0.00011240077,0.00009677186,0.9932341,0.0007739242,0.0047883075],"study_design_scores_gemma":[0.000010304118,0.00001790889,0.00022522037,0.00004304116,0.000005753359,0.00015895347,0.0016027106,0.0009027103,0.00028671717,0.94484586,0.051885635,0.000015269861],"about_ca_topic_score_codex":0.0047459025,"about_ca_topic_score_gemma":0.004256767,"teacher_disagreement_score":0.022093264,"about_ca_system_score_codex":0.0017693824,"about_ca_system_score_gemma":0.0015482444,"threshold_uncertainty_score":0.07390934},"labels":[],"label_agreement":null},{"id":"W4407984690","doi":"10.5539/jel.v14n4p93","title":"The School-Based Professional Development for Teachers’ STEM Teaching: A Focus on Contextualized STEM Education in the Phuket Education Sandbox (Southern Regions of Thailand)","year":2025,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sandbox (software development); Professional development; Faculty development; Focus (optics); Mathematics education; Pedagogy; Psychology; Focus group; Sociology; Library science; Computer science","score_opus":0.05356861135799802,"score_gpt":0.4164446758024455,"score_spread":0.3628760644444475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407984690","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9826499,0.00036054756,0.0029831796,0.00051768473,0.000009071697,0.00016667235,0.00004189581,0.00002476579,0.013246392],"genre_scores_gemma":[0.9936371,0.00035296625,0.0036621026,0.000042313375,0.0000022931072,0.00007989397,0.000034446755,0.000005607341,0.002183369],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99922657,0.00042839537,0.00002504762,0.00009793072,0.000068971574,0.00015315764],"domain_scores_gemma":[0.9993931,0.00020271212,0.00006665943,0.00003871116,0.00007221612,0.00022653455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00089345453,0.00020213483,0.00012123017,0.00047249353,0.002339214,0.0023546102,0.00053937803,0.0003949676,0.0020170251],"category_scores_gemma":[0.00088729925,0.00022742186,0.00016318375,0.00054153136,0.0012022028,0.0011077098,0.002801332,0.0005554307,0.0001764148],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020807858,0.0013532367,0.11726913,0.0014168327,0.00002706352,0.0066358102,0.57496995,0.0032146238,0.0081021255,0.009975088,0.0018786917,0.27494937],"study_design_scores_gemma":[0.00006198453,0.0009244811,0.19025195,0.00075055996,0.00005442485,0.0021761544,0.72280985,0.0044080014,0.0055598943,0.0028199544,0.07011916,0.00006364821],"about_ca_topic_score_codex":0.014638122,"about_ca_topic_score_gemma":0.049481798,"teacher_disagreement_score":0.014638122,"about_ca_system_score_codex":0.0030164274,"about_ca_system_score_gemma":0.0061397557,"threshold_uncertainty_score":0.029105842},"labels":[],"label_agreement":null},{"id":"W4408292532","doi":"10.1007/s42330-025-00348-2","title":"Easier Said than Done: STEM Subject Integration Through Engineering Design in Swedish Upper Secondary School","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Vetenskapsrådet; Linköpings Universitet","keywords":"Science education; Mathematics education; Subject (documents); Engineering education; Sociology; Pedagogy; Engineering; Computer science; Engineering management; Psychology; Library science","score_opus":0.03094000146348409,"score_gpt":0.316879436588336,"score_spread":0.2859394351248519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408292532","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9825606,0.00024154448,0.0035607044,0.00036120688,0.000034707835,0.00012591972,0.000020458943,0.000053741114,0.013041202],"genre_scores_gemma":[0.9880414,0.00020963202,0.0048298435,0.000108446504,0.0000070455085,0.0001401654,0.00004288212,0.000039871084,0.006580694],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98353416,0.010334149,0.00064141443,0.0011613822,0.0027236778,0.0016052491],"domain_scores_gemma":[0.99013454,0.00463062,0.0011538838,0.00085777004,0.0011287557,0.002094385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012230406,0.00074670964,0.000914632,0.002642408,0.008375054,0.011497825,0.0014020049,0.0019205614,0.0053609284],"category_scores_gemma":[0.010781602,0.0007874896,0.00076570845,0.0019544314,0.005684885,0.0025972705,0.01293901,0.0025387674,0.0011621835],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012616666,0.0017662502,0.032745775,0.0005582715,0.000022336226,0.002035416,0.8678349,0.0006208577,0.003467638,0.007886191,0.0023976762,0.08053855],"study_design_scores_gemma":[0.000052670366,0.0010493582,0.04648519,0.00068095064,0.000053493335,0.0011946738,0.83197325,0.0010003954,0.0041706823,0.006698487,0.106557064,0.00008380922],"about_ca_topic_score_codex":0.0034467375,"about_ca_topic_score_gemma":0.008830282,"teacher_disagreement_score":0.012230406,"about_ca_system_score_codex":0.0054084747,"about_ca_system_score_gemma":0.008610434,"threshold_uncertainty_score":0.06468135},"labels":[],"label_agreement":null},{"id":"W4408975047","doi":"10.21009/jpud.v18i2.48882","title":"Exploring the Labyrinth Of Thought: Teachers' Perceptions of the Importance of Science Learning in Early Childhood Education","year":2024,"lang":"en","type":"article","venue":"JPUD - Jurnal Pendidikan Usia Dini","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Perception; Psychology; Science education; Early childhood education; Mathematics education; Early childhood; Pedagogy; Developmental psychology; Neuroscience","score_opus":0.06724659096752876,"score_gpt":0.3742662237375942,"score_spread":0.30701963277006544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408975047","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9840098,0.0010998939,0.0029089449,0.0020065145,0.000044089968,0.00006955608,0.000013036201,0.000027785138,0.00982025],"genre_scores_gemma":[0.997554,0.00042484613,0.0006811942,0.00014234892,0.0000059365298,0.000035036304,0.0000053562567,0.000010965555,0.0011404185],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9866469,0.009535342,0.0004609392,0.0004314064,0.0017383242,0.0011871877],"domain_scores_gemma":[0.97155195,0.02019281,0.0031300688,0.0006323087,0.0020855246,0.0024072973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014022766,0.00033485208,0.00048628668,0.0017492373,0.0045265597,0.007560389,0.0009582201,0.0013346894,0.0015846111],"category_scores_gemma":[0.02563581,0.0007014768,0.00043339035,0.00060676696,0.011209165,0.0033677616,0.004692344,0.0031825062,0.00026737343],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034981025,0.00007581229,0.015421624,0.00019452919,0.0000069861767,0.0008138554,0.97185194,0.00006396979,0.0014306933,0.001746392,0.00028729378,0.008071979],"study_design_scores_gemma":[0.0000073857072,0.00012695923,0.010813762,0.00019144292,0.000009921206,0.0006294016,0.97513074,0.00010022989,0.0005472922,0.0008709149,0.011546659,0.00002523108],"about_ca_topic_score_codex":0.0071704495,"about_ca_topic_score_gemma":0.008671233,"teacher_disagreement_score":0.014022766,"about_ca_system_score_codex":0.00386318,"about_ca_system_score_gemma":0.0065734386,"threshold_uncertainty_score":0.0741604},"labels":[],"label_agreement":null},{"id":"W4409504700","doi":"10.22541/au.174480869.96198361/v1","title":"\"Harley's Course'' -- Lessons learned from teaching undergraduate science students about perspective","year":2025,"lang":"en","type":"preprint","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge; Mount Royal University","funders":"","keywords":"Course (navigation); Perspective (graphical); Mathematics education; Engineering ethics; Psychology; Pedagogy; Engineering; Computer science; Artificial intelligence","score_opus":0.1695676805198099,"score_gpt":0.5398361408329152,"score_spread":0.37026846031310534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409504700","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25313643,0.004151412,0.038333606,0.11093392,0.0093425345,0.0011690246,0.0009106023,0.0011055307,0.58091694],"genre_scores_gemma":[0.5103869,0.0075214137,0.05864972,0.031288292,0.0012015718,0.0010409874,0.0008742658,0.00046921716,0.3885677],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99935335,0.00018883466,0.000026722239,0.0001089399,0.00019452165,0.00012765938],"domain_scores_gemma":[0.99827933,0.0003578149,0.00007686741,0.00009700543,0.00028182485,0.00090720673],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017199313,0.000737896,0.00044508962,0.00041142036,0.0027585037,0.0035047473,0.0012836588,0.0013145806,0.01724892],"category_scores_gemma":[0.0028071431,0.0002635447,0.00041180867,0.00040150934,0.0020928623,0.0022409812,0.0040887725,0.0039451146,0.0053868615],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012602838,0.0015546236,0.006883515,0.00076607266,0.000013371308,0.0014056739,0.06251911,0.0006106257,0.0071419375,0.0647783,0.45610172,0.39809915],"study_design_scores_gemma":[0.000037828268,0.00037530184,0.009897468,0.00072305324,0.000008941569,0.00076321146,0.03129071,0.0003604702,0.0031522356,0.03272171,0.92062783,0.00004119116],"about_ca_topic_score_codex":0.0034816898,"about_ca_topic_score_gemma":0.010240417,"teacher_disagreement_score":0.01724892,"about_ca_system_score_codex":0.0021985967,"about_ca_system_score_gemma":0.004953337,"threshold_uncertainty_score":0.057703435},"labels":[],"label_agreement":null},{"id":"W4409542473","doi":"10.1007/s42330-025-00352-6","title":"Like or Not Like Studying Science: Exploring Students’ Personal and Cultural Characteristics","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Qatar University; University of Exeter; University of Cambridge","keywords":"Science education; Sociology; Pedagogy; Psychology; Mathematics education","score_opus":0.11623182352905156,"score_gpt":0.398185693201354,"score_spread":0.2819538696723024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409542473","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99937373,0.00004107241,0.000021453796,0.000041087766,0.000002582749,0.000003172745,0.00002921419,7.937916e-7,0.0004869053],"genre_scores_gemma":[0.9997104,0.00003816341,0.00001986083,0.000014075489,0.0000011695499,0.000002820362,0.000029779118,9.3708746e-7,0.00018268105],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9989988,0.00028004067,0.0000996307,0.000103799204,0.00030156935,0.00021619092],"domain_scores_gemma":[0.9943281,0.0016642723,0.0016314643,0.0001575424,0.0007296666,0.0014889117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017623696,0.00016099944,0.0003435369,0.0013444307,0.00085937465,0.0021515284,0.0003837887,0.00045798972,0.002524543],"category_scores_gemma":[0.0065912176,0.00016259542,0.00031317753,0.00096230325,0.00089269644,0.00077349285,0.0013044259,0.00075959996,0.0004629097],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007938758,0.00009744671,0.96595496,0.00003478651,0.000032721407,0.0001557258,0.026571108,0.00003933743,0.00062477984,0.00007352683,0.00017795844,0.0061582588],"study_design_scores_gemma":[0.0000027838007,0.0001480709,0.93911153,0.00003412422,0.000011921006,0.00022762686,0.05901836,0.00016248657,0.00023814516,0.000073058734,0.0009511627,0.000020690302],"about_ca_topic_score_codex":0.00799952,"about_ca_topic_score_gemma":0.010291764,"teacher_disagreement_score":0.00799952,"about_ca_system_score_codex":0.00052573264,"about_ca_system_score_gemma":0.0006294877,"threshold_uncertainty_score":0.015905917},"labels":[],"label_agreement":null},{"id":"W4410453517","doi":"10.1007/978-3-031-88785-7_1","title":"Recognizing—and Reframing—Secondary and Tertiary Science Education Trends in Canada","year":2025,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa; University of Victoria","funders":"","keywords":"Cognitive reframing; Political science; Geography; Sociology; Psychology; Social psychology","score_opus":0.043080470878967464,"score_gpt":0.3731694779392128,"score_spread":0.33008900706024535,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410453517","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3477169,0.0354002,0.002005054,0.21062985,0.002866044,0.00011585199,0.003087288,0.0003091594,0.39786968],"genre_scores_gemma":[0.7691326,0.02353018,0.0030877155,0.009762308,0.00022769395,0.00004349284,0.0010113772,0.0001755793,0.19302906],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99720436,0.00013864151,0.00008208975,0.00017103688,0.0011249817,0.0012788643],"domain_scores_gemma":[0.9939564,0.00045263104,0.00024120047,0.00006160576,0.0035005,0.0017876723],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018340738,0.00024566933,0.00028403415,0.0038070611,0.014493701,0.008966642,0.002008207,0.0016989909,0.0070051253],"category_scores_gemma":[0.0043558734,0.0003095495,0.000347171,0.0116665065,0.0032854197,0.0027413107,0.0025749847,0.003350506,0.000605012],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013563481,0.00012670341,0.072582416,0.00087586243,0.000035830515,0.0014500642,0.10515542,0.0014836605,0.0018896846,0.20836493,0.27579367,0.3321061],"study_design_scores_gemma":[0.000007311652,0.000022027141,0.085929036,0.0005045451,0.000023951588,0.0001677509,0.10189347,0.00090514455,0.00070137595,0.0038473431,0.8059331,0.000064946675],"about_ca_topic_score_codex":0.9987413,"about_ca_topic_score_gemma":0.9996216,"teacher_disagreement_score":0.2392916,"about_ca_system_score_codex":0.2392916,"about_ca_system_score_gemma":0.4611794,"threshold_uncertainty_score":0.8823139},"labels":[],"label_agreement":null},{"id":"W4410453530","doi":"10.1007/978-3-031-88785-7","title":"Seeing Science Through the Eyes of Canadian Teachers and Learners","year":2025,"lang":"en","type":"book","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Psychology; Optometry; Pedagogy; Medicine","score_opus":0.07783423208834167,"score_gpt":0.4191890004452114,"score_spread":0.34135476835686973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410453530","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.039476294,0.017601022,0.0013213049,0.0659811,0.0013782192,0.00004231546,0.00022501784,0.00012808334,0.87384677],"genre_scores_gemma":[0.36269164,0.017861038,0.0021680843,0.007693273,0.00023020762,0.000048549282,0.00014326232,0.00019153002,0.60897243],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99793375,0.00032746705,0.000026843703,0.00014501193,0.0008650161,0.0007018711],"domain_scores_gemma":[0.9977921,0.0004205934,0.000056844554,0.00005600918,0.0009253315,0.00074919657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019898384,0.000557495,0.00033237066,0.0015437227,0.024993544,0.015849058,0.0013833256,0.0034878019,0.015614892],"category_scores_gemma":[0.0027155846,0.00035024137,0.00042331117,0.002310982,0.015507068,0.005293236,0.0036735334,0.0059124255,0.002152671],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006298382,0.000045915138,0.0025580372,0.00026261457,0.000009511301,0.00077908,0.32853404,0.00027174532,0.0015347163,0.2751631,0.29925105,0.09152713],"study_design_scores_gemma":[0.0000046329933,0.0000097423235,0.0020509034,0.00018251421,0.000007339634,0.00018800511,0.11361401,0.0000631622,0.00024136122,0.008102403,0.8755067,0.000029234483],"about_ca_topic_score_codex":0.97575676,"about_ca_topic_score_gemma":0.992137,"teacher_disagreement_score":0.06165303,"about_ca_system_score_codex":0.06165303,"about_ca_system_score_gemma":0.09221336,"threshold_uncertainty_score":0.44732618},"labels":[],"label_agreement":null},{"id":"W4410453837","doi":"10.1007/978-3-031-88785-7_5","title":"Changes in Science Teacher PCK During Grade 10 Ocean Inquiry Activities","year":2025,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Mathematics education; Science education; Environmental science; Psychology","score_opus":0.10882227482561921,"score_gpt":0.420046722323304,"score_spread":0.31122444749768474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410453837","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9835185,0.00018314009,0.000116268915,0.000193867,0.000016465829,0.00002067887,0.00082811265,0.000027555174,0.01509542],"genre_scores_gemma":[0.98468286,0.00018412739,0.00012655808,0.000045865592,0.000008016533,0.000030150013,0.00064294826,0.000019840825,0.01425969],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991455,0.00016291128,0.000060202034,0.00017724119,0.00021779448,0.00023635125],"domain_scores_gemma":[0.9968353,0.00071188674,0.00066184567,0.000100738675,0.0011365562,0.0005537595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00057497795,0.00015460009,0.0002194134,0.001241179,0.0015650509,0.002513482,0.00089992094,0.00072234886,0.005858361],"category_scores_gemma":[0.005227009,0.00028624703,0.00022487347,0.00131625,0.00056242035,0.0009695191,0.0024810622,0.00095062,0.0017075528],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006705555,0.00048296276,0.848458,0.00026809573,0.00003691673,0.0005765245,0.07585195,0.00037698593,0.0043192147,0.0012686932,0.00412666,0.063563466],"study_design_scores_gemma":[0.000001997823,0.00008342744,0.9686055,0.00004537208,0.0000084301155,0.00007881174,0.022618296,0.000088803215,0.00052026124,0.00006189947,0.007877219,0.0000099250365],"about_ca_topic_score_codex":0.10566006,"about_ca_topic_score_gemma":0.23337175,"teacher_disagreement_score":0.10566006,"about_ca_system_score_codex":0.0024116691,"about_ca_system_score_gemma":0.0014535714,"threshold_uncertainty_score":0.2100901},"labels":[],"label_agreement":null},{"id":"W4410453876","doi":"10.1007/978-3-031-88785-7_8","title":"Reflections on the Role of Procedural Knowledge in the Teaching of Science","year":2025,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Mathematics education; Computer science","score_opus":0.11119319061434206,"score_gpt":0.47465949289842985,"score_spread":0.36346630228408777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410453876","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009481341,0.023244793,0.009708661,0.18444496,0.0022888589,0.000026024447,0.000031458094,0.000044862125,0.7707291],"genre_scores_gemma":[0.44258758,0.030399373,0.009219881,0.038345642,0.0029027292,0.00018719066,0.00007533563,0.00030271965,0.47597954],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99754333,0.0015539274,0.000050836526,0.000099397825,0.00059334445,0.0001592512],"domain_scores_gemma":[0.9890666,0.00986593,0.0001546649,0.0002509789,0.00045254224,0.00020926638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059817107,0.00030525753,0.0002836223,0.000592982,0.0024791865,0.0071755126,0.0017229511,0.0032479928,0.0086609395],"category_scores_gemma":[0.0059000226,0.00020918885,0.00027393078,0.0010261935,0.024210459,0.00862961,0.0029755912,0.009921643,0.0011958202],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011627476,0.000022900893,0.00006143401,0.000082645805,0.0000014907431,0.000077763034,0.013090047,0.00019945324,0.00016959565,0.9523186,0.018706072,0.015258319],"study_design_scores_gemma":[0.000010299941,0.00001654989,0.00046594956,0.00048424478,0.0000030146975,0.00012804524,0.013513973,0.00028947517,0.00051320996,0.41227186,0.5722941,0.000009282743],"about_ca_topic_score_codex":0.0070645614,"about_ca_topic_score_gemma":0.015039823,"teacher_disagreement_score":0.0086609395,"about_ca_system_score_codex":0.0036576458,"about_ca_system_score_gemma":0.0035809577,"threshold_uncertainty_score":0.03163469},"labels":[],"label_agreement":null},{"id":"W4410510367","doi":"10.1021/acs.analchem.5c02421","title":"Bridging Indigenous Ways of Knowing with Western Science Pedagogy in STEM Education","year":2025,"lang":"en","type":"editorial","venue":"Analytical Chemistry","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; University of Guelph","funders":"Natural Sciences and Engineering Research Council of Canada; University of Alberta","keywords":"Chemistry; Bridging (networking); Indigenous; Science education; Mathematics education; Psychology; Ecology","score_opus":0.03436953962337491,"score_gpt":0.40590828113120136,"score_spread":0.37153874150782645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410510367","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000057294816,0.008679729,0.00017669787,0.044276137,0.94444644,0.000010477517,0.000016790194,0.000020925689,0.0023154323],"genre_scores_gemma":[0.0012324189,0.0077513386,0.00017683284,0.01554651,0.96631116,0.000027624403,0.000011566612,0.000033925753,0.008908673],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99208003,0.0021503575,0.0007588047,0.0006475382,0.0038580582,0.0005052444],"domain_scores_gemma":[0.9580016,0.027159112,0.00085889886,0.0008065543,0.009433681,0.0037401135],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016517058,0.0021153823,0.0025170376,0.0053098123,0.0076179253,0.014508589,0.0029971974,0.01884681,0.010038655],"category_scores_gemma":[0.030053986,0.0008075929,0.0017849462,0.0027752405,0.0065691117,0.006998866,0.0036569042,0.028403202,0.0032215961],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002100093,0.000017536631,0.000029278952,0.00046417554,0.0000150298465,0.00009789406,0.00030020127,0.000028677097,0.000061261,0.0028409178,0.9848993,0.011224734],"study_design_scores_gemma":[0.000029128381,0.000014611291,0.00036787015,0.0012406913,0.000050549454,0.00012356545,0.00060177245,0.00012294644,0.000097772914,0.004278795,0.9930554,0.000017022809],"about_ca_topic_score_codex":0.008049524,"about_ca_topic_score_gemma":0.036184758,"teacher_disagreement_score":0.01884681,"about_ca_system_score_codex":0.0066946237,"about_ca_system_score_gemma":0.0100072855,"threshold_uncertainty_score":0.08735162},"labels":[],"label_agreement":null},{"id":"W4410510392","doi":"10.1080/00368121.2025.2504409","title":"Electric Kasetsu! addressing misconceptions about basic electricity through the development of an engaging “predict-observe-explain” sequence","year":2025,"lang":"en","type":"article","venue":"Science Activities","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Science education; Electricity; Mathematics education; Sequence (biology); Development (topology); Psychology; Engineering; Mathematics; Chemistry; Electrical engineering","score_opus":0.1471518581909716,"score_gpt":0.43866283266972306,"score_spread":0.29151097447875146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410510392","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5626482,0.0005067103,0.30186993,0.008518526,0.0005484784,0.0015828892,0.0005033639,0.0027884406,0.121033505],"genre_scores_gemma":[0.66685015,0.00042436647,0.28740862,0.0009682317,0.000038820934,0.0011872122,0.00048084182,0.0005329382,0.042108875],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976592,0.0013080732,0.00008984794,0.00032124337,0.00044516512,0.00017651096],"domain_scores_gemma":[0.9941777,0.003943288,0.00031761354,0.00062542147,0.00049467926,0.00044125598],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032767446,0.0011037803,0.0005239727,0.000615476,0.001977728,0.0025551529,0.0014297189,0.0017601546,0.012557413],"category_scores_gemma":[0.013872537,0.0005082551,0.0007134179,0.000378815,0.003545656,0.004116582,0.004648868,0.0033540206,0.0026776078],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013548122,0.002183161,0.027629329,0.0026973686,0.00014435888,0.0033920847,0.09378031,0.023384685,0.061774176,0.24830511,0.036106642,0.49924803],"study_design_scores_gemma":[0.00024869473,0.002446818,0.01605891,0.00093674276,0.00015254218,0.0034122465,0.041474912,0.08044171,0.07167969,0.30526152,0.47753707,0.00034913438],"about_ca_topic_score_codex":0.00076243666,"about_ca_topic_score_gemma":0.0016330129,"teacher_disagreement_score":0.012557413,"about_ca_system_score_codex":0.0012057188,"about_ca_system_score_gemma":0.001706637,"threshold_uncertainty_score":0.042008758},"labels":[],"label_agreement":null},{"id":"W4410596813","doi":"10.1007/978-3-031-83837-8_5","title":"School Science Students Envisaging (A)Biotic Alliances Prioritising Educated and Researched Values","year":2025,"lang":"en","type":"book-chapter","venue":"Contemporary trends and issues in science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Geography; Mathematics education; Sociology; Psychology","score_opus":0.09266086770517366,"score_gpt":0.48074494795589345,"score_spread":0.3880840802507198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410596813","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.112760685,0.00036291705,0.0063359477,0.0056905746,0.00022720343,0.000073333664,0.000019455538,0.000039690807,0.87449014],"genre_scores_gemma":[0.80737853,0.00047420774,0.004359072,0.0012574833,0.000059631555,0.00006668032,0.000035754427,0.000026278714,0.18634234],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99889404,0.00046494827,0.00002386273,0.00011255494,0.00025579293,0.00024894127],"domain_scores_gemma":[0.9986143,0.00028731042,0.00021430287,0.00009188126,0.00020702009,0.0005851492],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0018273733,0.0002498835,0.00017709333,0.0007297022,0.0047271824,0.009779372,0.0005867847,0.0015082727,0.009247073],"category_scores_gemma":[0.0018250725,0.00020290684,0.00021171835,0.0009846381,0.009641139,0.003854829,0.0051874733,0.003256855,0.0019648736],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015505067,0.000076123666,0.0029104478,0.00003898665,0.0000048696825,0.00019240516,0.04835878,0.00014096935,0.000947928,0.9221461,0.0067571625,0.018410755],"study_design_scores_gemma":[0.000022842622,0.000091891125,0.0034217956,0.00010596928,0.000012689243,0.0003223251,0.08938303,0.00044197767,0.0009465516,0.36161613,0.5436199,0.000014882757],"about_ca_topic_score_codex":0.001075176,"about_ca_topic_score_gemma":0.005669591,"teacher_disagreement_score":0.9952728,"about_ca_system_score_codex":0.0015660282,"about_ca_system_score_gemma":0.0026413791,"threshold_uncertainty_score":0.030934513},"labels":[],"label_agreement":null},{"id":"W4410598081","doi":"10.3390/metrics2020007","title":"Pre-Service Secondary Science Teachers and the Contemporary Epistemological and Philosophical Conceptions of the Nature of Science: Scientific Knowledge Construction Through History","year":2025,"lang":"en","type":"article","venue":"Metrics","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Epistemology; History of science; Nature of Science; Sociology of scientific knowledge; Sociology; Service (business); Engineering ethics; Science education; Philosophy; Pedagogy; Engineering","score_opus":0.08292932726817608,"score_gpt":0.38785728563607486,"score_spread":0.30492795836789877,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410598081","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97631925,0.00075707346,0.00089052727,0.003309193,0.000025327303,0.000046690337,0.00005102271,0.0000053934195,0.018595533],"genre_scores_gemma":[0.99653363,0.00034867923,0.00023715691,0.00028629726,0.0000080936925,0.000023915796,0.000033164077,0.0000033300628,0.0025257661],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99565434,0.001567054,0.0001790481,0.00037520664,0.0013528484,0.0008713896],"domain_scores_gemma":[0.9783675,0.009241374,0.0034234833,0.00076417095,0.0040791268,0.0041243853],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063765184,0.00020595241,0.00040440806,0.0025370268,0.010112749,0.008532878,0.0011217956,0.0010530695,0.005268686],"category_scores_gemma":[0.012826864,0.00029172166,0.00015812983,0.002669199,0.020151934,0.003779837,0.0028796964,0.002538847,0.0003146524],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037999973,0.00008768408,0.10650439,0.00013062384,0.000005258481,0.0002986439,0.86185,0.000083176266,0.00062213413,0.014753951,0.0010048683,0.014621311],"study_design_scores_gemma":[0.000005348468,0.000047932324,0.11427108,0.00018721556,0.000005103544,0.00014140319,0.85122794,0.00011842316,0.00022038481,0.0038244221,0.029930713,0.000019927025],"about_ca_topic_score_codex":0.46643046,"about_ca_topic_score_gemma":0.6849049,"teacher_disagreement_score":0.46643046,"about_ca_system_score_codex":0.028492305,"about_ca_system_score_gemma":0.035487432,"threshold_uncertainty_score":0.92743105},"labels":[],"label_agreement":null},{"id":"W4410890498","doi":"10.20343/teachlearninqu.13.29","title":"Is the Course Working? An Account of Our Development of an Instrument to Measure the Science Attitudes and Skills of Undergraduate Students Outside of Science Disciplines","year":2025,"lang":"en","type":"article","venue":"Teaching & Learning Inquiry The ISSOTL Journal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Brandon University","funders":"","keywords":"Measure (data warehouse); Mathematics education; Course (navigation); Psychology; Higher education; Pedagogy; Medical education; Computer science; Engineering; Medicine; Political science","score_opus":0.09230696337016245,"score_gpt":0.4680574897302678,"score_spread":0.3757505263601053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410890498","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2658188,0.0069842,0.21285376,0.15056714,0.0044780094,0.0068155816,0.0032770066,0.0036703534,0.3455352],"genre_scores_gemma":[0.4725953,0.007019502,0.33463824,0.026831051,0.0013322172,0.007634942,0.0022687914,0.001409045,0.14627092],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9948186,0.002635774,0.00033854853,0.0004239734,0.0013070483,0.00047610071],"domain_scores_gemma":[0.9919402,0.004359153,0.00042579384,0.0007442609,0.0018564755,0.0006740404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0121488115,0.0006731874,0.00026038423,0.0018715167,0.0033156532,0.004374249,0.0010524301,0.0013181017,0.0051860954],"category_scores_gemma":[0.01024466,0.0005259384,0.0004338074,0.0018301759,0.002612563,0.0034723105,0.0024256723,0.0035743434,0.002093989],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00037740992,0.0017834665,0.04680052,0.00077046634,0.000020235088,0.001162184,0.09152825,0.0009684239,0.0122345155,0.09090289,0.12766412,0.62578744],"study_design_scores_gemma":[0.00009995807,0.00090519903,0.10473845,0.0013336262,0.000045648325,0.0014056244,0.02046322,0.0051718196,0.0116681205,0.021481536,0.8325005,0.00018629641],"about_ca_topic_score_codex":0.008023945,"about_ca_topic_score_gemma":0.019053822,"teacher_disagreement_score":0.0121488115,"about_ca_system_score_codex":0.0043165525,"about_ca_system_score_gemma":0.004951612,"threshold_uncertainty_score":0.06424981},"labels":[],"label_agreement":null},{"id":"W4411108082","doi":"10.1080/00220973.2025.2513246","title":"Effects of <i>Familiarity</i> and <i>Complexity</i> on Inhibitory Control in Elementary Science Learning","year":2025,"lang":"en","type":"article","venue":"The Journal of Experimental Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Inhibitory control; Control (management); Mathematics education; Psychology; Inhibitory postsynaptic potential; Computer science; Cognitive science; Artificial intelligence; Neuroscience; Cognition","score_opus":0.01934782997179761,"score_gpt":0.38367792279402035,"score_spread":0.36433009282222273,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411108082","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99953425,0.000031929787,0.000055312703,0.000010193234,0.0000010887412,0.0000027994686,0.000005852605,0.000003155221,0.00035551802],"genre_scores_gemma":[0.99960786,0.000030696716,0.00020233689,0.0000076859415,0.0000015547994,0.000007340981,0.000014033649,0.0000029628977,0.00012542098],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988914,0.0003274876,0.00010760123,0.00023392477,0.00027711727,0.00016239943],"domain_scores_gemma":[0.9833055,0.008807574,0.0048430343,0.0006155909,0.00060869736,0.001819561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013250381,0.0003629674,0.00034363449,0.00058354926,0.00028996755,0.0010164202,0.0002693004,0.00039392596,0.0017878057],"category_scores_gemma":[0.0088962605,0.000297356,0.00034931602,0.00024193393,0.0011899252,0.0005128373,0.000968361,0.00080246397,0.0001570641],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.003830425,0.00444856,0.83925414,0.00027279856,0.0002136323,0.001331668,0.009530431,0.00094558945,0.100796215,0.0011199176,0.0003168988,0.037939686],"study_design_scores_gemma":[0.00003201602,0.0016630735,0.9884983,0.000019053916,0.00006614146,0.00029954946,0.0009296722,0.00044969236,0.007437931,0.00032266433,0.00025613536,0.00002575977],"about_ca_topic_score_codex":0.0018980643,"about_ca_topic_score_gemma":0.0024086297,"teacher_disagreement_score":0.0018980643,"about_ca_system_score_codex":0.0005377821,"about_ca_system_score_gemma":0.0006300191,"threshold_uncertainty_score":0.007007599},"labels":[],"label_agreement":null},{"id":"W4411629503","doi":"10.1080/09500693.2025.2517889","title":"Science teacher's assessment of their students’ models","year":2025,"lang":"en","type":"article","venue":"International Journal of Science Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Agenția Națională pentru Cercetare și Dezvoltare","keywords":"Mathematics education; Science education; Psychology; Pedagogy","score_opus":0.06498519127119523,"score_gpt":0.5280203661313481,"score_spread":0.46303517486015283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411629503","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98759997,0.000087589746,0.0032578567,0.00019057155,0.000010308392,0.00002771368,0.000062136794,0.00006894222,0.008694783],"genre_scores_gemma":[0.9958075,0.000089392226,0.002011803,0.000020634225,0.0000018488525,0.000018333376,0.000110029636,0.000010615401,0.0019296949],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9972907,0.00096076523,0.000159793,0.00026255668,0.0011624218,0.00016369754],"domain_scores_gemma":[0.9870329,0.0050603105,0.001987648,0.0014817108,0.0036403085,0.00079709344],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028797006,0.0002712035,0.00040876746,0.00097081915,0.00044690928,0.0024537598,0.00052963744,0.00056736224,0.0035542059],"category_scores_gemma":[0.024753623,0.0002723376,0.0005552179,0.00045696818,0.0004766969,0.0014785624,0.001702024,0.0008878925,0.0012367165],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000272538,0.0013334365,0.693202,0.0002664563,0.0000823028,0.0006114636,0.09691197,0.0050272667,0.012855957,0.0027343463,0.0053589894,0.18134333],"study_design_scores_gemma":[0.00015022453,0.0025511247,0.60463154,0.0006987259,0.0002420891,0.0037371563,0.19339834,0.06135609,0.028833732,0.009268456,0.0947084,0.00042418324],"about_ca_topic_score_codex":0.0019354214,"about_ca_topic_score_gemma":0.0027790756,"teacher_disagreement_score":0.0035542059,"about_ca_system_score_codex":0.000774023,"about_ca_system_score_gemma":0.0009861458,"threshold_uncertainty_score":0.015229464},"labels":[],"label_agreement":null},{"id":"W4412702196","doi":"10.5539/jel.v14n6p406","title":"The Effectiveness of Inquiry-Based Laboratory Manual for Junior High School Biology","year":2025,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Curriculum; Scope (computer science); Psychology; Medical education; Pedagogy; Computer science; Medicine","score_opus":0.026803938794007484,"score_gpt":0.44150633793649235,"score_spread":0.41470239914248486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412702196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9817375,0.00042645377,0.008995862,0.00025514403,0.000089285444,0.0012461486,0.000101281985,0.0002985913,0.0068497597],"genre_scores_gemma":[0.93177,0.0005763955,0.060134146,0.0003747307,0.00005730785,0.0021927457,0.00032552713,0.00006546473,0.0045036315],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9890994,0.0055694273,0.00099756,0.0010400962,0.0028869982,0.00040660586],"domain_scores_gemma":[0.96193576,0.021176353,0.004543784,0.004866296,0.0042336253,0.003244114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016094906,0.00056277454,0.00074869127,0.0015994665,0.0010852877,0.0017364011,0.0019941023,0.0008223739,0.0036830993],"category_scores_gemma":[0.047496084,0.0003818064,0.0005782317,0.0005326061,0.0009687611,0.0017452178,0.0025716985,0.00078703347,0.0009110151],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0021267394,0.02677769,0.09334337,0.0023715016,0.000096353346,0.00051182666,0.021891383,0.0006893367,0.036567703,0.0027073976,0.004443552,0.8084732],"study_design_scores_gemma":[0.0012361201,0.047989685,0.8097346,0.0017617962,0.0004679499,0.0014282586,0.028469117,0.005588913,0.034676615,0.0051297485,0.063010484,0.00050671765],"about_ca_topic_score_codex":0.00058584276,"about_ca_topic_score_gemma":0.0013350747,"teacher_disagreement_score":0.016094906,"about_ca_system_score_codex":0.0010627573,"about_ca_system_score_gemma":0.0021188215,"threshold_uncertainty_score":0.08511901},"labels":[],"label_agreement":null},{"id":"W4412904932","doi":"10.1139/cjc-2024-0243","title":"STEM education activities at the Canadian Light Source","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Chemistry","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Canadian Light Source (Canada)","funders":"","keywords":"Chemistry","score_opus":0.020805658545277602,"score_gpt":0.3114111399255894,"score_spread":0.2906054813803118,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412904932","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48270175,0.0011111094,0.0024027755,0.025573514,0.00053082476,0.00068708864,0.002290381,0.00071368075,0.48398897],"genre_scores_gemma":[0.7557439,0.001601666,0.008624148,0.003544739,0.00009621009,0.0002836428,0.0014197486,0.000115001334,0.22857094],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99878424,0.00014243697,0.000012307153,0.00008368152,0.00044232627,0.00053502194],"domain_scores_gemma":[0.9963636,0.00013446128,0.000044940076,0.00004653146,0.0007475969,0.002663019],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010936147,0.00034387404,0.00018995652,0.0016020621,0.015825504,0.0020670423,0.0010883796,0.00083716854,0.025647884],"category_scores_gemma":[0.0012362647,0.0001984739,0.00032470105,0.0014350449,0.002238869,0.00067688903,0.003363801,0.0014735416,0.0027939847],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031112702,0.0021966258,0.03026643,0.0005964568,0.000022706061,0.0016237308,0.13312107,0.00053720496,0.010830329,0.024991522,0.3019895,0.49351344],"study_design_scores_gemma":[0.000035742694,0.0002073077,0.040295374,0.00022265784,0.000008461239,0.00018506593,0.05423377,0.00025211752,0.0025749556,0.0022089593,0.89971876,0.000056852983],"about_ca_topic_score_codex":0.8551456,"about_ca_topic_score_gemma":0.97799575,"teacher_disagreement_score":0.14485443,"about_ca_system_score_codex":0.034276724,"about_ca_system_score_gemma":0.10360218,"threshold_uncertainty_score":0.29141498},"labels":[],"label_agreement":null},{"id":"W4412948289","doi":"10.59400/fes2997","title":"Stories from and of the field: Developing teachers’ discursive practices of science","year":2025,"lang":"en","type":"article","venue":"Forum for education studies.","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"National Science Foundation","keywords":"Field (mathematics); Sociology; Engineering ethics; Mathematics education; Pedagogy; Psychology; Engineering; Mathematics","score_opus":0.11352297619173372,"score_gpt":0.5286393868840896,"score_spread":0.4151164106923559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412948289","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8631794,0.0022217187,0.050973363,0.014838908,0.00032555452,0.0005694593,0.00027951063,0.0004234767,0.0671886],"genre_scores_gemma":[0.97872967,0.0010872968,0.012961708,0.00070708717,0.000040081795,0.0003431937,0.00009777415,0.00020009998,0.0058330325],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9759832,0.018388959,0.0007313927,0.0014783834,0.00224764,0.0011704342],"domain_scores_gemma":[0.9406012,0.04564372,0.0036098917,0.0034068166,0.0036738447,0.0030645283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021991959,0.0011793184,0.0007931499,0.0030625607,0.009330318,0.011533618,0.0025447297,0.002750277,0.0031525327],"category_scores_gemma":[0.05065457,0.0014583388,0.0007623702,0.0013075629,0.018132308,0.015497594,0.012498842,0.004866295,0.001142782],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013159475,0.000023786159,0.0011010957,0.00008062509,0.000003172332,0.0004063283,0.98939985,0.000033988308,0.00054313993,0.0025772955,0.0006365133,0.005181076],"study_design_scores_gemma":[0.000014731918,0.000067019864,0.0014982283,0.00033751875,0.000014819565,0.0007544379,0.9196385,0.00025315117,0.0017072588,0.005134945,0.0705486,0.000030667696],"about_ca_topic_score_codex":0.0036855235,"about_ca_topic_score_gemma":0.005218573,"teacher_disagreement_score":0.021991959,"about_ca_system_score_codex":0.004863197,"about_ca_system_score_gemma":0.0048519555,"threshold_uncertainty_score":0.11630595},"labels":[],"label_agreement":null},{"id":"W4413209519","doi":"10.1080/1046560x.2025.2533447","title":"Beyond Representations: How Teachers’ Epistemologies of Models Shapes Students’ Engagement with Scientific Modeling","year":2025,"lang":"en","type":"article","venue":"Journal of Science Teacher Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Kasetsart University","keywords":"Science education; Mathematics education; Scientific modelling; Environmental education; Student engagement; Teaching method; Pedagogy; Psychology; Sociology; Epistemology","score_opus":0.11729268059225324,"score_gpt":0.4529590824248137,"score_spread":0.33566640183256047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413209519","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9641013,0.0002876595,0.019316902,0.002247386,0.000031021096,0.00003741102,0.000028839246,0.0000726926,0.013876722],"genre_scores_gemma":[0.99670994,0.000100438236,0.0023354583,0.00007395392,0.0000029740904,0.00002963246,0.000024451107,0.00003662531,0.0006864693],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98201615,0.012492204,0.00054031255,0.0016427545,0.0024223537,0.00088632887],"domain_scores_gemma":[0.939907,0.047158208,0.005486555,0.003449125,0.0025401954,0.0014589041],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015016116,0.00036902737,0.0005957891,0.0014170551,0.0026775505,0.014903976,0.0013018344,0.0020558683,0.003091696],"category_scores_gemma":[0.06703907,0.00062949845,0.00084802863,0.0011461294,0.007874713,0.010564676,0.0069965958,0.004516346,0.0005210206],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017046853,0.00036734412,0.09591226,0.0002329213,0.000054292374,0.0004960569,0.82432425,0.0016160713,0.003609385,0.035922237,0.00088834943,0.036406387],"study_design_scores_gemma":[0.00011867177,0.0004797504,0.051145617,0.0009108487,0.00023393666,0.0008645647,0.7593474,0.019445088,0.007882382,0.09658984,0.062751666,0.00023022748],"about_ca_topic_score_codex":0.0032715423,"about_ca_topic_score_gemma":0.003576149,"teacher_disagreement_score":0.015016116,"about_ca_system_score_codex":0.0032013175,"about_ca_system_score_gemma":0.004460888,"threshold_uncertainty_score":0.07941377},"labels":[],"label_agreement":null},{"id":"W4413347949","doi":"10.32674/fvsgr909","title":"UTeach a quarter of  century in review","year":2025,"lang":"en","type":"article","venue":"American Journal of STEM Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); History; Archaeology","score_opus":0.021350380771371948,"score_gpt":0.4208158957883991,"score_spread":0.39946551501702715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413347949","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00011768039,0.99335665,0.00006719706,0.003316923,0.0018708197,0.0000058814444,0.00006199701,0.000010468581,0.0011922591],"genre_scores_gemma":[0.0014643659,0.992649,0.00014157959,0.00323149,0.001574639,0.00001305165,0.00010146781,0.000008965214,0.00081547076],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985708,0.00036592755,0.00033053407,0.00022388293,0.00037463027,0.00013413039],"domain_scores_gemma":[0.9912696,0.0040825964,0.0011704947,0.00020415531,0.0025050505,0.0007681235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002731389,0.0006480159,0.0013021593,0.005202446,0.00078565767,0.0038348818,0.0012499981,0.0024494296,0.013370288],"category_scores_gemma":[0.012816688,0.00038292728,0.000911842,0.006506026,0.0010275743,0.0039555426,0.0018025356,0.0022746539,0.0026396522],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010984344,0.000049665618,0.00075380865,0.053895097,0.00017774633,0.0002911407,0.00056579534,0.00022693138,0.0002452326,0.0071028355,0.22261953,0.7139625],"study_design_scores_gemma":[0.0000060857333,0.000032831307,0.0008554714,0.031558722,0.000110162306,0.0005157714,0.00030728613,0.000021266249,0.00008144143,0.0008390171,0.9656592,0.000012876276],"about_ca_topic_score_codex":0.0069252914,"about_ca_topic_score_gemma":0.009878349,"teacher_disagreement_score":0.013370288,"about_ca_system_score_codex":0.002751296,"about_ca_system_score_gemma":0.0121857375,"threshold_uncertainty_score":0.04472804},"labels":[],"label_agreement":null},{"id":"W4413968477","doi":"10.1007/s42330-025-00390-0","title":"Toward a Holistic Vision for STEM Education in Canada","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Science education; Outdoor education; Sociology; Environmental education; Mathematics education; Pedagogy; Engineering ethics; Psychology; Engineering","score_opus":0.04328359194640068,"score_gpt":0.37946082795996494,"score_spread":0.33617723601356425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413968477","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.101891555,0.012467562,0.0069942023,0.5530692,0.0032139951,0.00026243948,0.0010803083,0.00036484547,0.32065582],"genre_scores_gemma":[0.83149415,0.007904539,0.013577218,0.03807166,0.00030124557,0.00012314893,0.0005502645,0.00013933737,0.10783853],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9948177,0.000486214,0.00011263109,0.00031919125,0.0017223044,0.0025420168],"domain_scores_gemma":[0.9875668,0.0002609859,0.00017539854,0.00011132541,0.0053801327,0.006505365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038536715,0.0005672897,0.0005692567,0.0029339362,0.020924326,0.0148997065,0.0021867913,0.004315604,0.009355727],"category_scores_gemma":[0.004661732,0.00045698084,0.000640158,0.0034238675,0.006109697,0.0033982606,0.006519805,0.0068947747,0.0007143125],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00012827777,0.00019241756,0.014261672,0.00046977555,0.00005885847,0.00060992397,0.014146501,0.002505043,0.0016122253,0.5767757,0.24964458,0.13959502],"study_design_scores_gemma":[0.00006769678,0.00009910372,0.04473147,0.0009420314,0.000085756896,0.00022954181,0.05702493,0.0030442935,0.0010838155,0.07333308,0.81915474,0.00020353914],"about_ca_topic_score_codex":0.99441975,"about_ca_topic_score_gemma":0.99762684,"teacher_disagreement_score":0.79677296,"about_ca_system_score_codex":0.20322701,"about_ca_system_score_gemma":0.61199474,"threshold_uncertainty_score":0.92414373},"labels":[],"label_agreement":null},{"id":"W4414175295","doi":"10.25082/aere.2025.01.002","title":"Secondary Science Teacher Preparation: A Scoping Review of Challenges, Structures, and Interventions","year":2025,"lang":"en","type":"article","venue":"Advances in Educational Research and Evaluation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Commit; Economic shortage; Psychological intervention; Incentive; Licensure; Quality (philosophy); Apprenticeship; TUTOR","score_opus":0.3812692026843182,"score_gpt":0.6604445854610772,"score_spread":0.279175382776759,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414175295","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0016016114,0.99141085,0.0010185638,0.001906917,0.00044287642,0.0012973815,0.00024917215,0.000025941637,0.0020466135],"genre_scores_gemma":[0.009232065,0.9845264,0.0024439148,0.00071139645,0.00010805668,0.002404219,0.0002731021,0.000014848057,0.00028600855],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9794717,0.009431301,0.0064442055,0.0010720178,0.0029560374,0.0006246993],"domain_scores_gemma":[0.90975,0.07184272,0.006173612,0.0014078607,0.009861698,0.0009640443],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038988084,0.0017750949,0.005127004,0.014143854,0.0023295349,0.0060350467,0.0028476706,0.0029108275,0.0038315172],"category_scores_gemma":[0.1186674,0.0015207451,0.0048909374,0.015514997,0.0017605401,0.004258441,0.0040046195,0.0030796474,0.0006840788],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017549243,0.00011216413,0.0009635305,0.6183574,0.0015037624,0.00011546697,0.002663339,0.00034443793,0.00022278076,0.0023719606,0.00621971,0.36694995],"study_design_scores_gemma":[0.000045884684,0.0001216232,0.001417133,0.9447037,0.0035125795,0.000094407755,0.0016652029,0.000089607165,0.00020451573,0.0007624545,0.047361284,0.000021515054],"about_ca_topic_score_codex":0.015186872,"about_ca_topic_score_gemma":0.036098965,"teacher_disagreement_score":0.038988084,"about_ca_system_score_codex":0.008184948,"about_ca_system_score_gemma":0.05056808,"threshold_uncertainty_score":0.20619118},"labels":[],"label_agreement":null},{"id":"W4415208425","doi":"10.1007/s44217-025-00861-4","title":"Exploring elementary students’ learning of astronomy through constructing visual representations","year":2025,"lang":"en","type":"article","venue":"Discover Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Cape Breton University","funders":"","keywords":"Function (biology); Task (project management); Representation (politics); Reading (process); Negotiation; Protocol analysis; Frame (networking); Field (mathematics); Cognition","score_opus":0.12353730166153906,"score_gpt":0.4898380534139656,"score_spread":0.3663007517524265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415208425","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9649556,0.000134796,0.015510168,0.0004534443,0.00001060908,0.00005871613,0.000049970982,0.00010544168,0.018721297],"genre_scores_gemma":[0.98593974,0.00017902502,0.010144809,0.000048222268,0.0000025564568,0.00003384626,0.00005387043,0.000026836944,0.0035710444],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9987657,0.000494617,0.000036983412,0.00017213907,0.00029732243,0.00023318842],"domain_scores_gemma":[0.9970342,0.0017855712,0.00038287562,0.00024212232,0.00028165244,0.00027361687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018822746,0.0005134362,0.0002997515,0.0011639455,0.001310896,0.0052867504,0.001105146,0.0009075505,0.0027492126],"category_scores_gemma":[0.00666782,0.0002664263,0.00039242598,0.00070054317,0.0037215406,0.0023336099,0.0031120589,0.0016001062,0.00045250045],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011148256,0.0006169256,0.04379495,0.00044943416,0.00002693775,0.0011251579,0.7643264,0.003094295,0.024685133,0.035989717,0.0024959329,0.12328368],"study_design_scores_gemma":[0.000050178856,0.00054980745,0.060363848,0.00056835887,0.000089808644,0.0011661556,0.6640827,0.009750534,0.021371763,0.051269453,0.19054204,0.00019526776],"about_ca_topic_score_codex":0.0102742305,"about_ca_topic_score_gemma":0.017763177,"teacher_disagreement_score":0.0102742305,"about_ca_system_score_codex":0.001892188,"about_ca_system_score_gemma":0.0027805932,"threshold_uncertainty_score":0.020428836},"labels":[],"label_agreement":null},{"id":"W4415600106","doi":"10.1119/perc.2025.pr.gierus","title":"Conceptual understanding of quantum physics across varying levels of expertise","year":2025,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Bridge (graph theory); Focus (optics); Conceptual framework; Metaphor; Field (mathematics); Conceptual metaphor; Quantum","score_opus":0.3591274241099145,"score_gpt":0.48570991697868415,"score_spread":0.12658249286876966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415600106","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9934448,0.00011015533,0.0014590002,0.00014009708,0.0000027498215,0.0000088500765,0.000008541446,0.00000728803,0.0048185363],"genre_scores_gemma":[0.9990551,0.000058728885,0.0005431156,0.000025531728,9.498626e-7,0.000005470306,0.0000074633576,0.000002043194,0.00030150177],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976592,0.0009277042,0.00014107,0.0003201958,0.0006419462,0.00030984078],"domain_scores_gemma":[0.9937284,0.0040260544,0.0005959334,0.0003865266,0.00076403277,0.0004989563],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002907549,0.00022004652,0.0003214384,0.0016122767,0.0010177303,0.0027267728,0.00048168714,0.0007775857,0.0016639893],"category_scores_gemma":[0.014663297,0.00024104747,0.00028648513,0.000657842,0.0036351543,0.0028426691,0.0040062102,0.0012294784,0.00015044888],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012658755,0.0001416185,0.08530235,0.00020833075,0.000058237845,0.0010136245,0.83887315,0.0009179001,0.012902088,0.018973194,0.00050024345,0.040982794],"study_design_scores_gemma":[0.000025265,0.00042125932,0.2175433,0.00033289954,0.00006819365,0.003246717,0.7101333,0.0062812036,0.004611823,0.040718857,0.016485618,0.00013153047],"about_ca_topic_score_codex":0.0019373972,"about_ca_topic_score_gemma":0.0019065329,"teacher_disagreement_score":0.99898225,"about_ca_system_score_codex":0.0008625305,"about_ca_system_score_gemma":0.0009645774,"threshold_uncertainty_score":0.015376747},"labels":[],"label_agreement":null},{"id":"W4415617193","doi":"10.1007/s42330-025-00407-8","title":"STEM Education to What Ends? The Risks of an Education Worth Having","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Technological determinism; Science education; Philosophy of science; Scientific literacy; Determinism; Critical thinking; Higher education; Philosophy of education","score_opus":0.05955711718608828,"score_gpt":0.4164898417694858,"score_spread":0.3569327245833975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415617193","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018280463,0.0036224714,0.0016093424,0.90027946,0.0025110363,0.000009929603,0.000038337843,0.000036706355,0.073612235],"genre_scores_gemma":[0.809102,0.0051142396,0.0032393315,0.14052735,0.004025021,0.0000541675,0.00006216758,0.00010332595,0.03777235],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98529804,0.006521023,0.00045844534,0.0008347131,0.005070583,0.0018171353],"domain_scores_gemma":[0.9561554,0.015801635,0.0026954683,0.0025854963,0.006727553,0.016034355],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015224746,0.0003344823,0.00047773545,0.0009098441,0.011153302,0.012540047,0.0010801614,0.008522195,0.013100867],"category_scores_gemma":[0.04330179,0.00022659331,0.00054284994,0.0006391847,0.019841976,0.015095524,0.009115627,0.01503469,0.0020907929],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013109615,0.0002270565,0.004917093,0.000109318076,0.000038672868,0.0003244443,0.0109896185,0.00031971943,0.00029954367,0.7700943,0.11261754,0.09993162],"study_design_scores_gemma":[0.000027204162,0.00009881514,0.002024561,0.0006489125,0.000028799408,0.0003392418,0.02427897,0.00020593645,0.00047297156,0.7065369,0.26528355,0.000054221156],"about_ca_topic_score_codex":0.0054342137,"about_ca_topic_score_gemma":0.013574053,"teacher_disagreement_score":0.015224746,"about_ca_system_score_codex":0.0039038106,"about_ca_system_score_gemma":0.01879917,"threshold_uncertainty_score":0.08051705},"labels":[],"label_agreement":null},{"id":"W4415671796","doi":"10.1007/s42330-025-00400-1","title":"Twenty-Five Years of the Canadian Journal of Science, Mathematics and Technology Education: Past, Present, Future","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Science education; State (computer science); Science, technology, society and environment education; Educational technology; Social science education","score_opus":0.01388977782479636,"score_gpt":0.3191111132115065,"score_spread":0.30522133538671015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415671796","genre_codex":"review","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.024055112,0.41771635,0.0004218238,0.35214445,0.10226976,0.00008289063,0.0019104029,0.00011991838,0.1012793],"genre_scores_gemma":[0.22210597,0.45783767,0.0021014444,0.053769767,0.030866927,0.00015145306,0.0030096087,0.00016329419,0.22999384],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9941969,0.00043178955,0.00031806706,0.00037589605,0.0030442763,0.0016330236],"domain_scores_gemma":[0.96791506,0.0006949004,0.0012017479,0.00025576222,0.011301986,0.018630529],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0068045985,0.0006089949,0.0007259937,0.0063314354,0.010223838,0.01334746,0.0017245568,0.0027595337,0.02779588],"category_scores_gemma":[0.007175136,0.00036520668,0.00053658086,0.009086858,0.0046566147,0.003996689,0.003743151,0.0028223726,0.0048818067],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008522341,0.00022297243,0.018185226,0.0015467445,0.00004108303,0.00050659967,0.005091304,0.00013205428,0.0006979861,0.019513352,0.7589665,0.1950109],"study_design_scores_gemma":[0.0000034766442,0.00002171606,0.0183913,0.0005726352,0.0000082914385,0.00011336474,0.0037862107,0.000021158336,0.000051048835,0.00046986027,0.97652936,0.000031648975],"about_ca_topic_score_codex":0.35236385,"about_ca_topic_score_gemma":0.72014326,"teacher_disagreement_score":0.98665255,"about_ca_system_score_codex":0.01974822,"about_ca_system_score_gemma":0.092717916,"threshold_uncertainty_score":0.7006258},"labels":[],"label_agreement":null},{"id":"W4415727004","doi":"10.26740/sjese.1.02.2025.5","title":"Marshmallows, Fun, and Constellations: A Mixed-Methods Evaluation of a STEAM Astronomy Workshop","year":2025,"lang":"en","type":"article","venue":"STEAM Journal For Elementary School Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Facilitator; CLARITY; Relevance (law); Creativity; Science education; Mythology","score_opus":0.06370229600107717,"score_gpt":0.5151448437749668,"score_spread":0.45144254777388965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415727004","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98286694,0.00057803065,0.004083948,0.00030363104,0.00008670799,0.0086217215,0.00027619727,0.00005093349,0.003131914],"genre_scores_gemma":[0.929868,0.0012408693,0.03416075,0.0007048566,0.000092907,0.030091416,0.00039869105,0.00008410604,0.003358372],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9742424,0.019962262,0.0014823761,0.0012986923,0.0020045792,0.0010096704],"domain_scores_gemma":[0.9600081,0.029102389,0.0023833,0.0019491641,0.004542892,0.002014225],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.043377887,0.00108613,0.0012511748,0.0014812894,0.0023334569,0.003210735,0.0021032249,0.0012576712,0.0036713192],"category_scores_gemma":[0.048805,0.0007837031,0.001411557,0.00080172066,0.0019723198,0.002442678,0.003168088,0.0014578799,0.00056003244],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.01261696,0.051460404,0.034248218,0.014319389,0.0008975765,0.0014458284,0.3940693,0.0017423121,0.011717834,0.0028592877,0.0038133014,0.47080946],"study_design_scores_gemma":[0.012728503,0.17178202,0.16003579,0.009209824,0.0021773991,0.00088593364,0.5175154,0.00501309,0.023607446,0.0060818614,0.09018844,0.0007743366],"about_ca_topic_score_codex":0.0015288573,"about_ca_topic_score_gemma":0.0040217964,"teacher_disagreement_score":0.043377887,"about_ca_system_score_codex":0.0021712047,"about_ca_system_score_gemma":0.004688451,"threshold_uncertainty_score":0.22940695},"labels":[{"model":"gemma","categories":[],"domain":null,"study_design":"qualitative","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":[],"domain":null,"study_design":"design_other","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"}],"label_agreement":"split"},{"id":"W4415749922","doi":"10.14434/josotl.v25i3.36826","title":"Mapping Metacognition: Uncovering Strategic Knowledge in Action","year":2025,"lang":"en","type":"article","venue":"Journal of the Scholarship of Teaching and Learning","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Mount Royal University","funders":"Mount Royal University","keywords":"Metacognition; Concept map; Sophistication; Recall; Action (physics); Cognition; Cognitive strategy; Affordance","score_opus":0.13401176920922292,"score_gpt":0.4357957813818518,"score_spread":0.3017840121726289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415749922","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.798747,0.00047323623,0.17441504,0.00055425096,0.000032257332,0.0002902742,0.00029873085,0.0004599027,0.024729298],"genre_scores_gemma":[0.9498298,0.00019705473,0.04818835,0.000034450582,0.0000061702085,0.00013251169,0.00013593593,0.000032144504,0.0014436328],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9982292,0.0007067654,0.00009527902,0.00036212069,0.00045863606,0.00014797607],"domain_scores_gemma":[0.9916266,0.005602401,0.00089162926,0.0011533021,0.00048792944,0.00023803403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021779288,0.00054181303,0.00030009405,0.003951423,0.0005428417,0.0031957272,0.0007082893,0.000582295,0.002780355],"category_scores_gemma":[0.013856929,0.00030126248,0.00033340778,0.0018755356,0.0016855306,0.0036168345,0.0034208,0.0006490351,0.00042192827],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029799007,0.00046422306,0.11951233,0.0009042653,0.00012788836,0.00056014844,0.0847544,0.0040925313,0.020046052,0.038587477,0.0013227473,0.7293299],"study_design_scores_gemma":[0.00011152004,0.0013091122,0.41195232,0.0017457342,0.00023926301,0.0025723625,0.11434577,0.08885595,0.05538928,0.2607235,0.062414717,0.0003406017],"about_ca_topic_score_codex":0.0014690345,"about_ca_topic_score_gemma":0.0024703096,"teacher_disagreement_score":0.003951423,"about_ca_system_score_codex":0.00081012637,"about_ca_system_score_gemma":0.001637019,"threshold_uncertainty_score":0.011518121},"labels":[],"label_agreement":null},{"id":"W4415767087","doi":"10.1007/s42330-025-00406-9","title":"Reengaging with the STEM (Science, Technology, Engineering, and Mathematics) Boundary Object","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Calgary; University of Toronto","funders":"","keywords":"Boundary object; Perspective (graphical); Object (grammar); Context (archaeology); Meaning (existential); Science education","score_opus":0.012057093261850275,"score_gpt":0.2934437857711013,"score_spread":0.281386692509251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415767087","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21183239,0.0005638906,0.51049256,0.00306188,0.0012698948,0.0003920337,0.00016543994,0.006493406,0.26572844],"genre_scores_gemma":[0.66852474,0.00033118002,0.24968456,0.0008293947,0.000110199944,0.00018171065,0.00042535752,0.002940029,0.076972775],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9984511,0.00028681837,0.00008680733,0.00023583224,0.00072945096,0.00020995588],"domain_scores_gemma":[0.99590755,0.00092305016,0.0002386721,0.0017133205,0.00074624416,0.00047118653],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002206112,0.0003793048,0.000440499,0.0009259988,0.0017488428,0.0061852564,0.0016176923,0.0018585382,0.015961586],"category_scores_gemma":[0.011542993,0.0003237305,0.00056306104,0.00057557644,0.0018434769,0.009970034,0.0071925344,0.0019481612,0.004650742],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002607315,0.0004814475,0.005272437,0.00022017922,0.000020722751,0.0012182434,0.03363162,0.0019768754,0.027711641,0.5601257,0.013658635,0.3554218],"study_design_scores_gemma":[0.000064710766,0.00028952715,0.0032607303,0.00039662575,0.00008565731,0.0013540197,0.013736372,0.022250656,0.04146698,0.27038276,0.6466186,0.00009328967],"about_ca_topic_score_codex":0.0025692522,"about_ca_topic_score_gemma":0.002480079,"teacher_disagreement_score":0.99825114,"about_ca_system_score_codex":0.00084374583,"about_ca_system_score_gemma":0.00209819,"threshold_uncertainty_score":0.05339682},"labels":[],"label_agreement":null},{"id":"W4416060228","doi":"10.35631/ijepc.1059002","title":"WHY IS THERE A LACK OF INTEREST? A DECLINE IN STEM SUBJECT SELECTION AMONG STUDENTS FROM THE TEACHERS’ PERSPECTIVE","year":2025,"lang":"","type":"article","venue":"International Journal of Education Psychology and Counseling","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Encana (Canada)","funders":"","keywords":"Subject (documents); Perception; Perspective (graphical); Set (abstract data type); Selection (genetic algorithm); Higher education","score_opus":0.10489481554680465,"score_gpt":0.49794182297763895,"score_spread":0.3930470074308343,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416060228","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9883627,0.00030516816,0.00011909144,0.0070918105,0.00002660304,0.00000989909,0.000036334866,0.000006714362,0.0040416103],"genre_scores_gemma":[0.99791175,0.00020554721,0.000042258383,0.00055144716,0.000009258436,0.000006403817,0.000019292796,0.000003340569,0.0012507045],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9975074,0.00064157374,0.00014967902,0.00021385722,0.00071853737,0.0007689486],"domain_scores_gemma":[0.9929998,0.0015045363,0.0016688134,0.00012967952,0.0012498049,0.0024473467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002479229,0.00010086297,0.000309065,0.0010641665,0.0029565757,0.003940021,0.0006454087,0.0010136889,0.0036848774],"category_scores_gemma":[0.0061321226,0.00022213704,0.00021509785,0.0012399058,0.0022138087,0.0021364938,0.0021393236,0.0022131726,0.00054517295],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000062702165,0.00022760246,0.60467786,0.0002174604,0.000014731525,0.0022181405,0.34222725,0.000054118922,0.002105797,0.0034054085,0.0045269486,0.040261883],"study_design_scores_gemma":[0.0000047885774,0.00016354927,0.28354517,0.0001739904,0.000011235052,0.0009087444,0.6930663,0.0001546827,0.00055134273,0.00080050307,0.020588411,0.000031310432],"about_ca_topic_score_codex":0.014504315,"about_ca_topic_score_gemma":0.019451316,"teacher_disagreement_score":0.014504315,"about_ca_system_score_codex":0.002399471,"about_ca_system_score_gemma":0.0039939336,"threshold_uncertainty_score":0.028839767},"labels":[],"label_agreement":null},{"id":"W4416181197","doi":"10.1086/738794","title":": <i>Understanding the Nature-Nurture Debate</i>","year":2025,"lang":"en","type":"article","venue":"The Quarterly Review of Biology","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Index (typography); Natural (archaeology); Key (lock)","score_opus":0.08748541107841971,"score_gpt":0.4228808722645427,"score_spread":0.33539546118612296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416181197","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006962204,0.23840542,0.0015074285,0.7178925,0.02615011,0.0000056015638,0.000035669247,0.000024334102,0.015282691],"genre_scores_gemma":[0.0706843,0.2078127,0.0029315029,0.5862853,0.113992505,0.000077998404,0.00010730971,0.00009365559,0.018014837],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9974704,0.0013244537,0.00007814747,0.0003771278,0.000559294,0.00019063258],"domain_scores_gemma":[0.9907708,0.0068542697,0.00047623683,0.00032356626,0.0010292805,0.0005457412],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006764107,0.0005875528,0.001001994,0.0014698851,0.00234911,0.010024439,0.0023393545,0.012212003,0.0060033617],"category_scores_gemma":[0.010760071,0.00025762935,0.00055542623,0.0020602127,0.028388185,0.01841492,0.0032939482,0.011012916,0.0021373397],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003257608,0.000017973432,0.00035222492,0.00071405136,0.000025778505,0.000066977125,0.0018811896,0.000119416596,0.00020876237,0.6405324,0.32568246,0.03036633],"study_design_scores_gemma":[0.000009481087,0.000011607488,0.00065576594,0.0009534939,0.000016877413,0.000122754,0.0018105907,0.00008533776,0.00010340956,0.33965534,0.6565558,0.000019608113],"about_ca_topic_score_codex":0.0048951237,"about_ca_topic_score_gemma":0.0067120697,"teacher_disagreement_score":0.012212003,"about_ca_system_score_codex":0.0031115203,"about_ca_system_score_gemma":0.005486032,"threshold_uncertainty_score":0.035772502},"labels":[],"label_agreement":null},{"id":"W4416260046","doi":"","title":"Recherches auprès d’élèves et d’enseignants du secondaire au regard de leurs rapports aux savoirs en sciences naturelles et humaines : de quels sujets et de quels savoirs s’agit-il ?. (p. 22-37). Livres en ligne du CRIRES : Université Laval.","year":2020,"lang":"fr","type":"book-chapter","venue":"HAL (Le Centre pour la Communication Scientifique Directe)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ethnography; Context (archaeology); Indigenous; Population","score_opus":0.07642195633531625,"score_gpt":0.31846626628106983,"score_spread":0.2420443099457536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416260046","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37799284,0.07314834,0.007615212,0.046739474,0.006705971,0.00013228391,0.00063198496,0.00025297955,0.4867809],"genre_scores_gemma":[0.49637792,0.018991604,0.0023608692,0.0026135505,0.0006769889,0.00019729516,0.0004128834,0.00024688675,0.47812203],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9965268,0.0013706365,0.00009249172,0.00047536002,0.0009912703,0.00054349564],"domain_scores_gemma":[0.99418384,0.0026930973,0.0005642455,0.0002730684,0.0012112554,0.0010744754],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.004289153,0.00081030047,0.0007350599,0.0018122749,0.007340717,0.0074039395,0.0013504892,0.0027670972,0.027931467],"category_scores_gemma":[0.010092145,0.0004870131,0.0006164561,0.0025082307,0.004372436,0.005785151,0.0056117713,0.0044329357,0.004418395],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002810717,0.00022777698,0.010783182,0.00058788003,0.000032560652,0.0025372002,0.6437887,0.00018228788,0.0034961242,0.07862035,0.09963602,0.15982687],"study_design_scores_gemma":[0.000018147155,0.00015065417,0.023250785,0.0009344082,0.000022001324,0.0012685145,0.18849006,0.00012774167,0.001433734,0.0045109447,0.77974266,0.000050364033],"about_ca_topic_score_codex":0.05396705,"about_ca_topic_score_gemma":0.09083944,"teacher_disagreement_score":0.99428505,"about_ca_system_score_codex":0.005714958,"about_ca_system_score_gemma":0.007119655,"threshold_uncertainty_score":0.107305884},"labels":[],"label_agreement":null},{"id":"W4416543579","doi":"10.30831/akukeg.1569991","title":"Development of Argumentation-Based Guidance Materials in Science Education and Analysis of Students’ Argumentation Levels","year":2024,"lang":"tr","type":"article","venue":"DergiPark (Istanbul University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Earl Haig Secondary School","funders":"","keywords":"Argumentation theory; Qualitative research; Qualitative analysis","score_opus":0.042347780673602016,"score_gpt":0.37335866586594174,"score_spread":0.33101088519233973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416543579","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.48580348,0.00054977904,0.40410826,0.0024254855,0.00036879562,0.006736539,0.0034245239,0.010991333,0.08559173],"genre_scores_gemma":[0.43410808,0.00026261082,0.54159313,0.00012149615,0.00003831609,0.0035642646,0.0024655974,0.00039317293,0.017453326],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99108654,0.004550529,0.00079288764,0.00077247183,0.0024420805,0.0003555121],"domain_scores_gemma":[0.9721175,0.017221605,0.0017615356,0.0018570921,0.0058439425,0.0011982796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009137023,0.001058636,0.00068930304,0.0059041358,0.001367755,0.0053274506,0.0016060476,0.0016737563,0.01219295],"category_scores_gemma":[0.03338734,0.00049265666,0.0012060957,0.0027441487,0.00076921633,0.0033274102,0.0023476533,0.0014236586,0.0035260748],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00096715166,0.002128508,0.016948229,0.0020271915,0.0001006343,0.00063716364,0.029544884,0.009666755,0.022324573,0.024057845,0.015868222,0.8757289],"study_design_scores_gemma":[0.0013151086,0.0042164605,0.13195722,0.004251815,0.0005620213,0.001606441,0.051477443,0.14606132,0.13225968,0.061896738,0.46357748,0.0008182674],"about_ca_topic_score_codex":0.00095177634,"about_ca_topic_score_gemma":0.0015043427,"teacher_disagreement_score":0.01219295,"about_ca_system_score_codex":0.0019165265,"about_ca_system_score_gemma":0.0033134269,"threshold_uncertainty_score":0.048321784},"labels":[],"label_agreement":null},{"id":"W4416845274","doi":"10.21608/jfees.2025.467310","title":"Introducing STEM Concepts: How Can STEM or STEAM Be Effectively Integrated into the Kindergarten Curriculum?","year":2025,"lang":"ar","type":"article","venue":"مجلة کلیة التربیة فى العلوم التربویة","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Thematic analysis; Curriculum; Resource (disambiguation); Qualitative research; Qualitative property; Value (mathematics); Qualitative analysis","score_opus":0.038919018139233194,"score_gpt":0.3698308579509269,"score_spread":0.3309118398116937,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416845274","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9660149,0.0016961591,0.005027655,0.0047317147,0.000096003954,0.00022097582,0.00005044128,0.000091962465,0.022070153],"genre_scores_gemma":[0.9756718,0.0032638067,0.014057244,0.0008091657,0.000028427858,0.00021212974,0.000106358566,0.000016397988,0.0058347816],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9989698,0.0003786037,0.00003664316,0.00010009856,0.00021608324,0.00029866447],"domain_scores_gemma":[0.99896634,0.00031813787,0.00016470527,0.000035509885,0.0001302957,0.00038507735],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002309493,0.000442501,0.0002855299,0.00059909234,0.0014190362,0.0031375086,0.0007158861,0.00081419246,0.0028064942],"category_scores_gemma":[0.003681967,0.000229904,0.0002642381,0.0006709593,0.00168486,0.0028031387,0.0024212478,0.0014129248,0.00055343186],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019585004,0.0028490701,0.086291626,0.0025653762,0.00005364255,0.0013269836,0.17062493,0.0011349701,0.022399805,0.014980785,0.005762612,0.6918143],"study_design_scores_gemma":[0.00006478093,0.0016148612,0.25246212,0.003276445,0.00012319855,0.00074837025,0.5074813,0.0015101364,0.017274199,0.013081277,0.20221199,0.00015137215],"about_ca_topic_score_codex":0.008313034,"about_ca_topic_score_gemma":0.031056592,"teacher_disagreement_score":0.008313034,"about_ca_system_score_codex":0.002829649,"about_ca_system_score_gemma":0.007696663,"threshold_uncertainty_score":0.0205307},"labels":[],"label_agreement":null},{"id":"W4417038887","doi":"10.1108/978-1-68123-106-820251005","title":"Tpack Knowledge Supporting Design of Effective Technologyenhanced Science Instruction for Digital Learners","year":2015,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Curriculum; Process (computing); Instructional design; Science education; Learning sciences; Technology integration; Educational technology; Science learning","score_opus":0.12125061892391414,"score_gpt":0.43037662472185395,"score_spread":0.3091260057979398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417038887","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01161036,0.00016758825,0.95302606,0.00025187744,0.000034706172,0.0009169567,0.000110076144,0.0007270089,0.033155367],"genre_scores_gemma":[0.10792387,0.0003875211,0.87979144,0.00007122314,0.00000874791,0.002166564,0.0003369577,0.00011951805,0.009194235],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99838066,0.00039716295,0.00013540963,0.00034129422,0.0006332445,0.000112112386],"domain_scores_gemma":[0.99832433,0.00084094505,0.00011870948,0.00029930976,0.00034070687,0.00007603938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015549725,0.00087380596,0.0004697145,0.0011388075,0.00092754274,0.0037842314,0.0018826348,0.0012466871,0.0101159],"category_scores_gemma":[0.0047966256,0.00082917314,0.001106934,0.00062419026,0.0018332169,0.0035113867,0.002973859,0.0014265779,0.0019697675],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014518636,0.00036928686,0.0023472118,0.0018606022,0.000056306275,0.00060887233,0.0060234694,0.1172893,0.024782468,0.33885258,0.0034309223,0.50423366],"study_design_scores_gemma":[0.00017491243,0.0004218432,0.002570034,0.0012468122,0.00017171411,0.00055713154,0.0031942693,0.40184295,0.060159165,0.26319864,0.2663699,0.00009258949],"about_ca_topic_score_codex":0.001980184,"about_ca_topic_score_gemma":0.0027004557,"teacher_disagreement_score":0.0101159,"about_ca_system_score_codex":0.0016544737,"about_ca_system_score_gemma":0.004544828,"threshold_uncertainty_score":0.033841014},"labels":[],"label_agreement":null},{"id":"W4417078266","doi":"10.1007/s42330-025-00416-7","title":"Legacies of Inquiry: Erminia Pedretti and Douglas McDougall at OISE and CJSMTE","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Tribute; Scholarship; Ethos; Lifelong learning; Science education; Bildung; Sociology of Education; Higher education","score_opus":0.02644912964120158,"score_gpt":0.3586928521398943,"score_spread":0.3322437224986927,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417078266","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0020257526,0.055096302,0.0022348484,0.8834718,0.014631267,0.000014755973,0.00004837388,0.000055800898,0.042421117],"genre_scores_gemma":[0.32367322,0.09791739,0.009086265,0.25653344,0.028268993,0.0003010984,0.00014721707,0.0010595527,0.28301287],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.98988616,0.0067489683,0.00020328445,0.00068102416,0.0018643822,0.00061618385],"domain_scores_gemma":[0.9694261,0.019515602,0.0006151674,0.00089642237,0.0046528275,0.004893875],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0141583625,0.00061437796,0.0011149012,0.0025965874,0.012268173,0.018827729,0.0015399833,0.0056999344,0.013684765],"category_scores_gemma":[0.036484502,0.00055897736,0.00035457895,0.0020275929,0.019393247,0.012305427,0.008097352,0.013726412,0.002682946],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003156232,0.0000537713,0.00041264528,0.000110526686,0.00001092173,0.00014676701,0.023607919,0.00011372229,0.00006802102,0.33424145,0.61853933,0.022663385],"study_design_scores_gemma":[0.0000130890485,0.000006369524,0.0002360143,0.00048472572,0.0000067206,0.00012664721,0.012779867,0.00016096955,0.00007853474,0.10074004,0.8853493,0.000017797352],"about_ca_topic_score_codex":0.020723643,"about_ca_topic_score_gemma":0.038312335,"teacher_disagreement_score":0.9886011,"about_ca_system_score_codex":0.011398882,"about_ca_system_score_gemma":0.012213705,"threshold_uncertainty_score":0.08270508},"labels":[],"label_agreement":null},{"id":"W4417109683","doi":"10.1088/1742-6596/3155/1/011001","title":"Preface: DIDFYZ 2025","year":2025,"lang":"","type":"article","venue":"Journal of Physics Conference Series","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Strengths and weaknesses; Higher education; Comparative education; Scientific literacy; Bildung; Education policy; Science education; Critical thinking","score_opus":0.0728664650839206,"score_gpt":0.3964492282484495,"score_spread":0.32358276316452894,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417109683","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011434872,0.015753733,0.0029980887,0.04787923,0.31206745,0.0007100418,0.015059337,0.002056463,0.6023322],"genre_scores_gemma":[0.011973057,0.006574981,0.0011977358,0.012813807,0.0540153,0.0006959677,0.012048496,0.0016315104,0.8990493],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99771774,0.0003421084,0.00017186615,0.00039307924,0.00094747683,0.0004277632],"domain_scores_gemma":[0.99686664,0.00037500754,0.00020790711,0.0002866889,0.0013087345,0.0009549942],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0039031066,0.0018156273,0.00080646895,0.0030807676,0.0021704051,0.00936883,0.0017109523,0.004562816,0.32223848],"category_scores_gemma":[0.007809469,0.00041808208,0.0009089291,0.0014392068,0.0008718349,0.004136468,0.0033255273,0.0046037734,0.2319125],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075805954,0.000016347474,0.00006161764,0.00017037759,0.000002603414,0.00004882377,0.000027221418,0.00008161727,0.0001606616,0.0066351714,0.9763057,0.016414158],"study_design_scores_gemma":[0.000009269893,0.000009083559,0.00020692925,0.000097620694,8.8928226e-7,0.000030872194,0.000015883325,0.000027814014,0.00005777269,0.0006578406,0.99888176,0.0000043282394],"about_ca_topic_score_codex":0.0042555123,"about_ca_topic_score_gemma":0.0029990617,"teacher_disagreement_score":0.32223848,"about_ca_system_score_codex":0.0051011443,"about_ca_system_score_gemma":0.0035723299,"threshold_uncertainty_score":0.96674454},"labels":[],"label_agreement":null},{"id":"W4417188824","doi":"10.1108/978-1-61735-610-020251004","title":"Diferentiating Science Pedagogy","year":2012,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"","score_opus":0.12964294045114674,"score_gpt":0.4464507668478033,"score_spread":0.3168078263966566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417188824","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017932333,0.01722993,0.011286272,0.0027142349,0.0012419091,0.000023152026,0.000020585438,0.000048760245,0.96564186],"genre_scores_gemma":[0.09286889,0.028430717,0.01350679,0.0026498921,0.001235329,0.00013490737,0.00010968403,0.00019871537,0.860865],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.999292,0.0003118283,0.000024058392,0.0000928234,0.00021319425,0.0000660506],"domain_scores_gemma":[0.9995919,0.00023167688,0.000015445958,0.000044136854,0.000083748,0.000033043612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008667636,0.0007680287,0.00047869454,0.0014186754,0.0016029846,0.004086579,0.00079005794,0.0012937475,0.012290467],"category_scores_gemma":[0.0012430092,0.0001761966,0.00030040348,0.0012304027,0.0063793045,0.004721698,0.002562301,0.0043889093,0.003013571],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000041475537,0.000012813238,0.000027677044,0.00006046721,0.0000010578647,0.000018663537,0.0010672446,0.00011259666,0.00010804032,0.95620185,0.00802462,0.03436074],"study_design_scores_gemma":[0.0000046229015,0.000009541748,0.00011733859,0.00020860553,0.0000030890258,0.00008000004,0.00062358665,0.0003008445,0.00025940093,0.34885567,0.6495318,0.0000055019336],"about_ca_topic_score_codex":0.0023709158,"about_ca_topic_score_gemma":0.0065451874,"teacher_disagreement_score":0.012290467,"about_ca_system_score_codex":0.003697795,"about_ca_system_score_gemma":0.0026462185,"threshold_uncertainty_score":0.04111576},"labels":[],"label_agreement":null},{"id":"W4417188843","doi":"10.1108/978-1-61735-610-020251007","title":"Constructivist, Analogical, and Metacognitive Aproaches To Science Teaching and Learning","year":2012,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Conceptual change; Metacognition; Constructivist teaching methods; Constructivism (international relations); Key (lock); Meaningful learning; Science learning","score_opus":0.11513657287213917,"score_gpt":0.38360110263051894,"score_spread":0.26846452975837976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417188843","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009391577,0.037680432,0.10942574,0.015713377,0.0008969444,0.00011110151,0.000043054108,0.0002993525,0.8264384],"genre_scores_gemma":[0.50177455,0.05506342,0.11337526,0.00582809,0.0016876936,0.00097091025,0.00015544299,0.00042765605,0.32071692],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984621,0.0008450908,0.000044000895,0.00015034185,0.00043423355,0.00006423511],"domain_scores_gemma":[0.9982345,0.0013681126,0.00006763995,0.00014407634,0.00010938082,0.00007636609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00168104,0.0009550251,0.0002943551,0.0014659816,0.0012248433,0.0054482957,0.0012471629,0.0015661578,0.0046135033],"category_scores_gemma":[0.0023697028,0.00033237605,0.000391174,0.0014734933,0.020730106,0.0049144076,0.0022096827,0.0061228652,0.0009057921],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000049730274,0.000021287862,0.00008118206,0.00014038724,0.0000036718639,0.000036601672,0.005109506,0.00035677684,0.00015337188,0.9608411,0.0027999477,0.030451072],"study_design_scores_gemma":[0.0000088432025,0.000023053091,0.0002582074,0.00032881735,0.0000050728318,0.0001654795,0.0017703271,0.0006999533,0.00044242313,0.78255534,0.21373284,0.000009680251],"about_ca_topic_score_codex":0.0015790142,"about_ca_topic_score_gemma":0.0027572683,"teacher_disagreement_score":0.0054482957,"about_ca_system_score_codex":0.0033198253,"about_ca_system_score_gemma":0.0023293854,"threshold_uncertainty_score":0.02408719},"labels":[],"label_agreement":null},{"id":"W4417527084","doi":"10.29173/isotl861","title":"Social Identity and Nature of Science Knowledge at the Undergraduate Level","year":2025,"lang":"en","type":"article","venue":"Imagining SoTL","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Mount Royal University","funders":"","keywords":"Identity (music); Scientific literacy; Science education; Nature of Science; Social identity theory; Comprehension; Social science education; Literacy","score_opus":0.09430445127859662,"score_gpt":0.49521154207467455,"score_spread":0.40090709079607795,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417527084","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9640697,0.00016396293,0.0004656406,0.0018928166,0.000021428048,0.000015903697,0.00002045088,0.000004569192,0.033345506],"genre_scores_gemma":[0.99856585,0.000094695155,0.00010891926,0.00008834087,0.000004001319,0.0000032791202,0.000011929602,0.0000012052664,0.0011218694],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99773115,0.0006891563,0.000069639296,0.0001623055,0.00082022365,0.0005275119],"domain_scores_gemma":[0.99553645,0.0011788303,0.0008624819,0.00024875984,0.00061610295,0.0015574901],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0025011161,0.00011556948,0.00026543898,0.0016247574,0.005228824,0.004022927,0.00045734408,0.00041681563,0.0035731106],"category_scores_gemma":[0.0058747297,0.000083557214,0.00017046789,0.00078110024,0.006806619,0.0016363794,0.0028168114,0.0009927744,0.00028458497],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011827582,0.00060502376,0.53432035,0.00014405364,0.000042243908,0.00048118713,0.26716855,0.00023959271,0.0053475127,0.068064,0.0019094467,0.12155972],"study_design_scores_gemma":[0.000012637096,0.00021645497,0.603515,0.0002194158,0.000027661034,0.00023896355,0.3279503,0.0005729486,0.0017556286,0.03393744,0.03151141,0.000042013402],"about_ca_topic_score_codex":0.05982997,"about_ca_topic_score_gemma":0.11107906,"teacher_disagreement_score":0.9947712,"about_ca_system_score_codex":0.0044258074,"about_ca_system_score_gemma":0.00847673,"threshold_uncertainty_score":0.11896348},"labels":[],"label_agreement":null},{"id":"W46435027","doi":"10.1007/978-94-6091-472-0_1","title":"Scientific Literacy Revisited","year":2011,"lang":"en","type":"book-chapter","venue":"SensePublishers eBooks","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Institute for Christian Studies","funders":"","keywords":"Literacy; Scientific literacy; Value (mathematics); Sociology; Social science; History; Political science; Pedagogy; Science education; Computer science","score_opus":0.0908984046328857,"score_gpt":0.3463268189507599,"score_spread":0.2554284143178742,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W46435027","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005034436,0.082091615,0.0026898892,0.122643575,0.0039004153,0.00001629976,0.000045729594,0.00005370364,0.7835244],"genre_scores_gemma":[0.29619157,0.14375247,0.0028426563,0.09733747,0.014412162,0.00022852051,0.00019733244,0.00023445084,0.44480333],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99807763,0.000915243,0.00006294483,0.00024891103,0.0005130154,0.00018219493],"domain_scores_gemma":[0.99655896,0.0028420442,0.0001136208,0.00010755822,0.00023747572,0.00014030725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021679683,0.00044667543,0.0005451649,0.0025713549,0.0036664177,0.0075841933,0.0007952633,0.004535845,0.01341203],"category_scores_gemma":[0.0051687756,0.00022400399,0.00042517798,0.002973582,0.017858002,0.010734109,0.005636462,0.009845197,0.0023296757],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000534755,0.000013005736,0.000097347496,0.00013600414,0.0000016709469,0.000076984354,0.0040715863,0.000050719158,0.00004875963,0.9504795,0.018163309,0.026855735],"study_design_scores_gemma":[0.000007105851,0.000014384829,0.00026684912,0.00073889346,0.0000035851604,0.0002564504,0.001801737,0.000095679396,0.00014486462,0.29648125,0.7001818,0.0000073015103],"about_ca_topic_score_codex":0.0038770188,"about_ca_topic_score_gemma":0.004140473,"teacher_disagreement_score":0.01341203,"about_ca_system_score_codex":0.0040938607,"about_ca_system_score_gemma":0.0051652384,"threshold_uncertainty_score":0.044867694},"labels":[],"label_agreement":null},{"id":"W48022024","doi":"10.1007/978-94-007-4304-5_2","title":"Math I Am: What We Learn from Stories That People Tell About Math in Their Lives","year":2012,"lang":"en","type":"book-chapter","venue":"Explorations of educational purpose","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Institute for Christian Studies","funders":"National Science Foundation","keywords":"Mathematics education; Mathematics","score_opus":0.11630069084895459,"score_gpt":0.35500973757252974,"score_spread":0.23870904672357515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W48022024","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11789389,0.059356492,0.017241409,0.08269596,0.0042574727,0.00013092844,0.0004042206,0.00030614948,0.71771353],"genre_scores_gemma":[0.7048573,0.038908802,0.007956373,0.015336002,0.001514445,0.0003992275,0.00040051417,0.0006149935,0.23001228],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99793637,0.0013654226,0.000039540173,0.00011212632,0.00032548181,0.00022110809],"domain_scores_gemma":[0.9967745,0.002175768,0.0002380162,0.00013185055,0.00017675721,0.0005030533],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021068528,0.0011609895,0.00050792116,0.0012860126,0.007933718,0.011196922,0.0015171494,0.0025304325,0.0066196774],"category_scores_gemma":[0.0058596027,0.00046134522,0.0004308817,0.0015500461,0.017939266,0.015767088,0.00616115,0.0075888573,0.0018246633],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001138002,0.00003067751,0.0008590058,0.00016582824,0.000009898368,0.00036203882,0.8853001,0.000034998582,0.00028480485,0.06673602,0.02536026,0.020845009],"study_design_scores_gemma":[0.000005248306,0.000020539093,0.001997336,0.0007762193,0.000013274943,0.001195109,0.44939855,0.000055435466,0.0003210489,0.037385315,0.50880593,0.00002589493],"about_ca_topic_score_codex":0.0036673497,"about_ca_topic_score_gemma":0.009710003,"teacher_disagreement_score":0.011196922,"about_ca_system_score_codex":0.0026103735,"about_ca_system_score_gemma":0.002344427,"threshold_uncertainty_score":0.022145092},"labels":[],"label_agreement":null},{"id":"W572256347","doi":"10.1007/s10984-015-9185-2","title":"Student outcomes in inquiry: students’ perspectives","year":2015,"lang":"en","type":"article","venue":"Learning Environments Research","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Sociology of Education; Mathematics education; Multivariate analysis of variance; Cognition; Creativity; Social psychology; Pedagogy","score_opus":0.3803579036909333,"score_gpt":0.5953486604474393,"score_spread":0.21499075675650597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W572256347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88830566,0.0011921268,0.0018913007,0.031456828,0.00030288298,0.00003461122,0.00013435737,0.00003880061,0.07664347],"genre_scores_gemma":[0.99734604,0.000256663,0.000115554976,0.000365044,0.00005649387,0.00001529348,0.00002603534,0.000015121709,0.0018037267],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.985852,0.008855231,0.0004985129,0.00044478918,0.0023417408,0.0020076048],"domain_scores_gemma":[0.96749985,0.015356966,0.0035384758,0.0009061482,0.0070261755,0.0056723426],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014903486,0.00028017492,0.0005077677,0.0020925654,0.0036335934,0.013322309,0.0009339058,0.0017928991,0.0044652713],"category_scores_gemma":[0.045506034,0.0001923663,0.00052727887,0.0013643294,0.005261401,0.0045752497,0.009658935,0.003901718,0.0006114592],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036206754,0.00088793854,0.15420748,0.0002588476,0.00008312168,0.0009820489,0.6641978,0.0004443821,0.0010716321,0.06546856,0.013099632,0.09893651],"study_design_scores_gemma":[0.00004155647,0.00045784214,0.06347348,0.00033067263,0.000050605744,0.00075735257,0.850713,0.00054672454,0.0019088875,0.014755432,0.06690463,0.000059719023],"about_ca_topic_score_codex":0.0018396054,"about_ca_topic_score_gemma":0.0021749465,"teacher_disagreement_score":0.014903486,"about_ca_system_score_codex":0.002121502,"about_ca_system_score_gemma":0.0025025334,"threshold_uncertainty_score":0.07881808},"labels":[],"label_agreement":null},{"id":"W616250132","doi":"","title":"Challenges of Physics Education Research in Canada","year":2011,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Physics education; Political science; Mathematics education; Engineering ethics; Sociology; Pedagogy; Engineering; Psychology","score_opus":0.5260656178426446,"score_gpt":0.45806364324373794,"score_spread":0.06800197459890667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W616250132","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.022891909,0.027507713,0.0033992785,0.80469024,0.0058273044,0.0006667484,0.003285945,0.00038039245,0.1313504],"genre_scores_gemma":[0.46068168,0.06798493,0.035695728,0.2659349,0.0024973066,0.001367462,0.0055497787,0.00071378204,0.15957436],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9368006,0.008056717,0.0031940064,0.0061685625,0.02799183,0.017788228],"domain_scores_gemma":[0.7886375,0.029016929,0.004600704,0.0047805985,0.11345536,0.059508912],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.043977894,0.0007237663,0.002009181,0.009449518,0.035190925,0.026727771,0.008172393,0.006725397,0.021678155],"category_scores_gemma":[0.06454627,0.0014912466,0.0020528047,0.0149556175,0.014872009,0.008249078,0.014418489,0.010532226,0.0025379078],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00022531026,0.0003092821,0.017106706,0.003026889,0.00028036733,0.0013302672,0.0102228895,0.0017803431,0.0011419154,0.3911339,0.3684264,0.20501573],"study_design_scores_gemma":[0.00013701768,0.00012962766,0.033800293,0.0031899442,0.00014682785,0.00023901984,0.018295985,0.0013385885,0.00065944216,0.032625437,0.9091832,0.00025465447],"about_ca_topic_score_codex":0.99306715,"about_ca_topic_score_gemma":0.9934999,"teacher_disagreement_score":0.9560221,"about_ca_system_score_codex":0.36498016,"about_ca_system_score_gemma":0.79434836,"threshold_uncertainty_score":0.73653305},"labels":[],"label_agreement":null},{"id":"W6293225","doi":"10.22201/fq.18708404e.2005.3.66101","title":"Research Into STS Science Education","year":2018,"lang":"en","type":"article","venue":"Educación Química","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":141,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Curriculum; Position (finance); Pedagogy; Engineering ethics; Sociology; Science education; Social studies; Curriculum development; Political science; Mathematics education; Psychology; Engineering; Business","score_opus":0.1325754813701546,"score_gpt":0.5560933679681632,"score_spread":0.4235178865980086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6293225","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.49733287,0.059823807,0.003481837,0.035318844,0.0010842569,0.00015905438,0.00073735334,0.000034088564,0.40202796],"genre_scores_gemma":[0.9459891,0.039351847,0.00080451166,0.0031165355,0.00042338864,0.00010670013,0.00032191837,0.000016799602,0.009869183],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9913139,0.004699886,0.0005586777,0.00080610573,0.0020382232,0.0005831205],"domain_scores_gemma":[0.92303634,0.05781805,0.0066919415,0.0020026164,0.00796707,0.0024839889],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008457331,0.0002633096,0.00057826255,0.0049126265,0.0026441792,0.0050127883,0.00068504206,0.0011794869,0.018273594],"category_scores_gemma":[0.04225697,0.00023428991,0.00034245793,0.009985531,0.004649804,0.004820892,0.0033077707,0.002208412,0.0014820512],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014113272,0.0013466832,0.08822118,0.0093930205,0.00014526116,0.0006317908,0.100066565,0.0009861729,0.0010506138,0.36712992,0.013685758,0.41720197],"study_design_scores_gemma":[0.00007567797,0.0007635104,0.24912013,0.02144359,0.00017188578,0.00058663037,0.15019894,0.00056084443,0.002091852,0.058126923,0.516809,0.000051056384],"about_ca_topic_score_codex":0.006498944,"about_ca_topic_score_gemma":0.010413801,"teacher_disagreement_score":0.9973558,"about_ca_system_score_codex":0.0078939255,"about_ca_system_score_gemma":0.014103253,"threshold_uncertainty_score":0.06113124},"labels":[],"label_agreement":null},{"id":"W6888514306","doi":"10.20381/ruor-27980","title":"Les pratiques évaluatives à l'égard de la compétence d'investigation scientifique et technologique en quatrième secondaire au Québec","year":2022,"lang":"fr","type":"article","venue":"uO Research (University of Ottawa)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Work environment; Information science","score_opus":0.13957269704871536,"score_gpt":0.4249169410683031,"score_spread":0.2853442440195877,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6888514306","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71019584,0.0071799424,0.007597063,0.13457519,0.00079231034,0.0009447699,0.0011293913,0.00014188798,0.13744359],"genre_scores_gemma":[0.9427687,0.0019211872,0.0023454477,0.004820962,0.00007347612,0.0004969979,0.0002039406,0.00003433191,0.04733491],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9768723,0.011505549,0.0007064874,0.0014372057,0.005656822,0.0038216428],"domain_scores_gemma":[0.91613615,0.024724023,0.0043414505,0.002215875,0.0429069,0.009675628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.040741805,0.00036712099,0.0005594229,0.0021022402,0.010861079,0.010444283,0.0014307138,0.0020011037,0.007888147],"category_scores_gemma":[0.054056868,0.00035035057,0.0003701367,0.003453089,0.0073667425,0.0033503948,0.003095325,0.003709485,0.00066864374],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004784993,0.0005258067,0.16901009,0.0013874738,0.000094102,0.00046513992,0.4786354,0.0012395153,0.004010277,0.05860748,0.051825363,0.23372084],"study_design_scores_gemma":[0.00004900225,0.00029870353,0.45862776,0.001554095,0.00005382419,0.00005555315,0.25707278,0.0009213984,0.0024994784,0.0040138606,0.27469143,0.0001620609],"about_ca_topic_score_codex":0.9331343,"about_ca_topic_score_gemma":0.9555709,"teacher_disagreement_score":0.1034928,"about_ca_system_score_codex":0.1034928,"about_ca_system_score_gemma":0.175777,"threshold_uncertainty_score":0.75089633},"labels":[],"label_agreement":null},{"id":"W6892815123","doi":"10.5281/zenodo.12176916","title":"STEM EDUCATION AND CURRICULUM DEVELOPMENT: STRATEGIES FOR IMPLEMENTATION","year":2024,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Bell (Canada)","funders":"","keywords":"Curriculum; General partnership; Work (physics); Community of practice; Professional development; Curriculum development","score_opus":0.07887652600771836,"score_gpt":0.38842171473285875,"score_spread":0.30954518872514036,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6892815123","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.026691368,0.019411832,0.22683357,0.60761213,0.0024817633,0.012217489,0.0003297338,0.0018411756,0.10258093],"genre_scores_gemma":[0.2939293,0.014028744,0.62970555,0.023492418,0.0005657388,0.012067628,0.000503583,0.00028893308,0.02541815],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.95985144,0.029101739,0.0022114825,0.0016052293,0.0044164252,0.0028137881],"domain_scores_gemma":[0.948817,0.026601763,0.0034318052,0.0024029599,0.009306773,0.009439748],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08376749,0.0019604948,0.0008435248,0.0046561244,0.004544032,0.018560631,0.003761273,0.008388863,0.015339032],"category_scores_gemma":[0.060409736,0.0010476161,0.0009761764,0.0032637292,0.0049084374,0.012885479,0.023314161,0.006656765,0.0029202853],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010022758,0.0014788187,0.0053498186,0.0036980167,0.00006864315,0.00041998376,0.02487356,0.0025513067,0.00095616357,0.14652449,0.06407305,0.7499059],"study_design_scores_gemma":[0.00046565788,0.0013999831,0.012339782,0.016469503,0.00014086286,0.00062290195,0.13525169,0.0071769967,0.0035927377,0.17181268,0.65045726,0.00026989615],"about_ca_topic_score_codex":0.0057750368,"about_ca_topic_score_gemma":0.0065414584,"teacher_disagreement_score":0.08376749,"about_ca_system_score_codex":0.012236128,"about_ca_system_score_gemma":0.065170296,"threshold_uncertainty_score":0.4430101},"labels":[],"label_agreement":null},{"id":"W6906374254","doi":"10.17605/osf.io/kfqzr","title":"Pre-reg_ Feeling of Fit and Authenticity in STEM","year":2023,"lang":"en","type":"other","venue":"Open Science Framework","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Feeling; Perception; Meaning (existential); Identity (music); Identification (biology)","score_opus":0.13401977105801602,"score_gpt":0.4732994167639494,"score_spread":0.3392796457059334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6906374254","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90213734,0.00036166105,0.0023139487,0.0015851727,0.00005896273,0.00002773651,0.000027999835,0.000028879278,0.093458354],"genre_scores_gemma":[0.9974853,0.00008498582,0.00021790733,0.00008423379,0.0000041476387,0.00000720113,0.00001058224,0.0000044705926,0.0021010987],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974643,0.0014053405,0.000103004604,0.00014456421,0.0005956946,0.00028704308],"domain_scores_gemma":[0.99516207,0.001736218,0.00095241296,0.0003141725,0.0005525446,0.0012826353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027323216,0.00016203623,0.00021493588,0.00089317583,0.0020778181,0.0052889297,0.00031900645,0.0007121432,0.008143413],"category_scores_gemma":[0.0066961553,0.00012402072,0.00023194547,0.0005271894,0.004592063,0.002387592,0.003908215,0.0019196357,0.00063511345],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028866675,0.0014994818,0.1987731,0.00039627872,0.00006224445,0.0013649637,0.43141964,0.00049632293,0.0070755095,0.19086163,0.0040039048,0.16375819],"study_design_scores_gemma":[0.000030481415,0.0008895301,0.21921599,0.00037051775,0.000035012938,0.0017782545,0.6354692,0.0010921569,0.004733116,0.06834175,0.06794756,0.00009642953],"about_ca_topic_score_codex":0.00049523846,"about_ca_topic_score_gemma":0.00088050554,"teacher_disagreement_score":0.008143413,"about_ca_system_score_codex":0.00063657394,"about_ca_system_score_gemma":0.00084925134,"threshold_uncertainty_score":0.027242482},"labels":[],"label_agreement":null},{"id":"W6907853120","doi":"10.25394/pgs.14919684","title":"Measuring Students' Knowledge Mastery Patterns in Energy Using Cognitive Diagnostic Models","year":2021,"lang":"en","type":"dissertation","venue":"Purdue e-Pubs (Purdue University System)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognition; Energy (signal processing); Class (philosophy); Focus (optics); Cognitive skill; Affect (linguistics); Multiple choice; Mastery learning; Matrix (chemical analysis)","score_opus":0.10082716122315935,"score_gpt":0.3377766349621006,"score_spread":0.23694947373894124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6907853120","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967886,0.000015034207,0.0016666643,0.000033395205,0.000001483813,0.000090918016,0.00020575865,0.000020675543,0.0011774258],"genre_scores_gemma":[0.99672985,0.000021086755,0.0024411427,0.000006618987,9.861881e-7,0.0001111681,0.00027304157,0.0000021631397,0.00041401703],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99822956,0.0003168384,0.00023040619,0.00025153035,0.0008085238,0.00016326859],"domain_scores_gemma":[0.9894098,0.0041726595,0.0028167304,0.00078999455,0.0023185892,0.0004922919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039026854,0.000456002,0.00034727942,0.003300453,0.0004841565,0.0015944062,0.00068626856,0.00048509552,0.0015149796],"category_scores_gemma":[0.015701896,0.00019697813,0.00085776707,0.001979051,0.0006909065,0.001464582,0.001363219,0.0005880993,0.00027913853],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010371246,0.00048651508,0.95663303,0.00006968598,0.00006624216,0.000038731716,0.004241627,0.004019731,0.0010100979,0.0005966447,0.00032604818,0.032407954],"study_design_scores_gemma":[0.0000159676,0.00037255097,0.9730747,0.000029593015,0.00003758921,0.000023222263,0.0032224723,0.019302905,0.002018742,0.0011107275,0.0007631484,0.00002838503],"about_ca_topic_score_codex":0.03205389,"about_ca_topic_score_gemma":0.040272128,"teacher_disagreement_score":0.03205389,"about_ca_system_score_codex":0.0021649553,"about_ca_system_score_gemma":0.0019443757,"threshold_uncertainty_score":0.06373465},"labels":[],"label_agreement":null},{"id":"W6912369750","doi":"10.5281/zenodo.3298883","title":"Quebec Elementary Pre-service Teachers' Conceptual Representations about Heat and Temperature","year":2019,"lang":"en","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); Conceptual change; Object (grammar); Concept learning; Qualitative research; Measure (data warehouse); Conceptual model; Constant (computer programming)","score_opus":0.04173511205583215,"score_gpt":0.32916799433977895,"score_spread":0.2874328822839468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6912369750","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99140733,0.00022337421,0.00051652954,0.00060651643,0.000009361525,0.000028861858,0.00012449437,0.000009586874,0.0070739714],"genre_scores_gemma":[0.995477,0.00023319788,0.00018956466,0.00006850678,0.000001565497,0.000017570439,0.000097511715,0.0000041286753,0.0039109876],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988249,0.00031418042,0.000037358037,0.000114493865,0.0003468082,0.0003621882],"domain_scores_gemma":[0.9969597,0.0009418144,0.00040064155,0.00009641341,0.00090403575,0.0006973536],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015221395,0.00043218263,0.00028667582,0.0015780855,0.0074507627,0.004194702,0.0010652265,0.00080206373,0.005340408],"category_scores_gemma":[0.0041627046,0.00026962694,0.00023605881,0.0018897896,0.005451508,0.0011737166,0.0014405553,0.0016382205,0.00031013292],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007260026,0.00009278084,0.081932805,0.000072706265,0.000009303615,0.00059298734,0.8930259,0.00035410747,0.0015262971,0.004734125,0.002589993,0.0149964215],"study_design_scores_gemma":[0.000010584094,0.000045354634,0.0691195,0.000116797855,0.000009652048,0.00019952253,0.903743,0.0007048133,0.00038307175,0.00050621154,0.025120351,0.000041103573],"about_ca_topic_score_codex":0.96462816,"about_ca_topic_score_gemma":0.97540027,"teacher_disagreement_score":0.041577917,"about_ca_system_score_codex":0.041577917,"about_ca_system_score_gemma":0.023338191,"threshold_uncertainty_score":0.3016703},"labels":[],"label_agreement":null},{"id":"W6921064118","doi":"10.6084/m9.figshare.25243091","title":"Exploring how learning by ‘talking and doing’ supports flourishing in S.T.E.M for elementary students","year":2024,"lang":"en","type":"article","venue":"Figshare","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Flourishing; Privilege (computing); Focus group; Intervention (counseling); Well-being; Experiential learning","score_opus":0.20507445890286047,"score_gpt":0.42312056233986756,"score_spread":0.2180461034370071,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6921064118","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981831,0.000089108835,0.00004186667,0.0003845988,0.000009444888,0.000015368378,0.000012498109,0.0000045142974,0.0012594848],"genre_scores_gemma":[0.99832445,0.00022248631,0.00028885156,0.00021050664,0.0000060012726,0.00003237495,0.000026383172,0.000003961805,0.00088495226],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.998278,0.00053113606,0.000056146433,0.00018253938,0.00033335894,0.0006188271],"domain_scores_gemma":[0.9932318,0.0011537143,0.0011994155,0.00016577059,0.0006684086,0.003580971],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002456489,0.00034559995,0.00059557223,0.0007591756,0.0041838805,0.0040720766,0.0012476745,0.0008949917,0.0019369666],"category_scores_gemma":[0.0067457436,0.0003429904,0.0005539345,0.000513333,0.0022219517,0.00107018,0.003663416,0.002409598,0.0003712587],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040222114,0.0084852865,0.539703,0.0004888877,0.0001717988,0.00070456986,0.3416162,0.00013193191,0.0053080814,0.001576213,0.0031785797,0.0982332],"study_design_scores_gemma":[0.000028730501,0.00080316217,0.7849141,0.00020159554,0.00010251579,0.000092774506,0.20510572,0.00024433946,0.000943166,0.00054797105,0.006967198,0.000048815866],"about_ca_topic_score_codex":0.049241453,"about_ca_topic_score_gemma":0.13297014,"teacher_disagreement_score":0.049241453,"about_ca_system_score_codex":0.0025585685,"about_ca_system_score_gemma":0.0062786075,"threshold_uncertainty_score":0.09790969},"labels":[],"label_agreement":null},{"id":"W6945268012","doi":"10.25394/pgs.14919684.v1","title":"Measuring Students' Knowledge Mastery Patterns in Energy Using Cognitive Diagnostic Models","year":2021,"lang":"en","type":"dissertation","venue":"Figshare","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cognition; Energy (signal processing); Class (philosophy); Focus (optics); Cognitive skill; Affect (linguistics); Multiple choice; Mastery learning; Matrix (chemical analysis)","score_opus":0.30441991306065397,"score_gpt":0.44201817875172184,"score_spread":0.13759826569106787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6945268012","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9967886,0.000015034207,0.0016666643,0.000033395205,0.000001483813,0.000090918016,0.00020575865,0.000020675543,0.0011774258],"genre_scores_gemma":[0.99672985,0.000021086755,0.0024411427,0.000006618987,9.861881e-7,0.0001111681,0.00027304157,0.0000021631397,0.00041401703],"study_design_codex":"observational","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99822956,0.0003168384,0.00023040619,0.00025153035,0.0008085238,0.00016326859],"domain_scores_gemma":[0.9894098,0.0041726595,0.0028167304,0.00078999455,0.0023185892,0.0004922919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039026854,0.000456002,0.00034727942,0.003300453,0.0004841565,0.0015944062,0.00068626856,0.00048509552,0.0015149796],"category_scores_gemma":[0.015701896,0.00019697813,0.00085776707,0.001979051,0.0006909065,0.001464582,0.001363219,0.0005880993,0.00027913853],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010371246,0.00048651508,0.95663303,0.00006968598,0.00006624216,0.000038731716,0.004241627,0.004019731,0.0010100979,0.0005966447,0.00032604818,0.032407954],"study_design_scores_gemma":[0.0000159676,0.00037255097,0.9730747,0.000029593015,0.00003758921,0.000023222263,0.0032224723,0.019302905,0.002018742,0.0011107275,0.0007631484,0.00002838503],"about_ca_topic_score_codex":0.03205389,"about_ca_topic_score_gemma":0.040272128,"teacher_disagreement_score":0.03205389,"about_ca_system_score_codex":0.0021649553,"about_ca_system_score_gemma":0.0019443757,"threshold_uncertainty_score":0.06373465},"labels":[],"label_agreement":null},{"id":"W6958011712","doi":"10.60692/y7dkp-sh778","title":"Identifying the core concepts of pharmacology education: A global initiative","year":2023,"lang":"en","type":"article","venue":"Greater South Information System","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University; Western University","funders":"","keywords":"Delphi method; Core (optical fiber); Unpacking; Delphi; Key (lock); Focus (optics); Focus group","score_opus":0.23176596332177665,"score_gpt":0.43533309327489667,"score_spread":0.20356712995312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6958011712","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.632226,0.019372698,0.123029746,0.14729306,0.0011691981,0.006229244,0.000959465,0.00048805965,0.06923266],"genre_scores_gemma":[0.72938025,0.008060501,0.24864171,0.0060846405,0.00016171546,0.002984912,0.00082455645,0.000099213285,0.0037624238],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9809265,0.011534837,0.0017680955,0.0015381153,0.0031151231,0.0011172715],"domain_scores_gemma":[0.9236427,0.042807583,0.0065056626,0.0056009465,0.015860505,0.005582613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.067904584,0.0009401472,0.00083651155,0.0063485033,0.0041962797,0.0062148897,0.0015766557,0.0017609508,0.0051366272],"category_scores_gemma":[0.04134055,0.00060445874,0.0006505028,0.0062179854,0.0068907994,0.009126866,0.011574248,0.0044412035,0.0007390298],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020211189,0.00085089286,0.078830235,0.007932127,0.00007836134,0.00043697155,0.093306914,0.0014501378,0.011216035,0.06186007,0.012836384,0.7309998],"study_design_scores_gemma":[0.00014117055,0.0015108271,0.185058,0.017962806,0.00027123682,0.0013743766,0.40221658,0.0051668035,0.0107544735,0.09256808,0.2827461,0.00022950643],"about_ca_topic_score_codex":0.0026747251,"about_ca_topic_score_gemma":0.0046981466,"teacher_disagreement_score":0.067904584,"about_ca_system_score_codex":0.0055008475,"about_ca_system_score_gemma":0.05246511,"threshold_uncertainty_score":0.35911804},"labels":[],"label_agreement":null},{"id":"W6958213276","doi":"10.60692/px6hq-g3v38","title":"Identifying the core concepts of pharmacology education: A global initiative","year":2023,"lang":"en","type":"article","venue":"Greater South Information System","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University; Western University","funders":"","keywords":"Delphi method; Core (optical fiber); Unpacking; Delphi; Key (lock); Focus (optics); Focus group","score_opus":0.23176596332177665,"score_gpt":0.43533309327489667,"score_spread":0.20356712995312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6958213276","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.632226,0.019372698,0.123029746,0.14729306,0.0011691981,0.006229244,0.000959465,0.00048805965,0.06923266],"genre_scores_gemma":[0.72938025,0.008060501,0.24864171,0.0060846405,0.00016171546,0.002984912,0.00082455645,0.000099213285,0.0037624238],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9809265,0.011534837,0.0017680955,0.0015381153,0.0031151231,0.0011172715],"domain_scores_gemma":[0.9236427,0.042807583,0.0065056626,0.0056009465,0.015860505,0.005582613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.067904584,0.0009401472,0.00083651155,0.0063485033,0.0041962797,0.0062148897,0.0015766557,0.0017609508,0.0051366272],"category_scores_gemma":[0.04134055,0.00060445874,0.0006505028,0.0062179854,0.0068907994,0.009126866,0.011574248,0.0044412035,0.0007390298],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020211189,0.00085089286,0.078830235,0.007932127,0.00007836134,0.00043697155,0.093306914,0.0014501378,0.011216035,0.06186007,0.012836384,0.7309998],"study_design_scores_gemma":[0.00014117055,0.0015108271,0.185058,0.017962806,0.00027123682,0.0013743766,0.40221658,0.0051668035,0.0107544735,0.09256808,0.2827461,0.00022950643],"about_ca_topic_score_codex":0.0026747251,"about_ca_topic_score_gemma":0.0046981466,"teacher_disagreement_score":0.067904584,"about_ca_system_score_codex":0.0055008475,"about_ca_system_score_gemma":0.05246511,"threshold_uncertainty_score":0.35911804},"labels":[],"label_agreement":null},{"id":"W6963415793","doi":"10.24377/dteij.article2418","title":"Empowering learning through integration: Enhancing understanding of variables and functions in the context of STEM education","year":2024,"lang":"en","type":"article","venue":"Liverpool John Moores University","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec en Abitibi-Témiscamingue","funders":"","keywords":"Transformative learning; Context (archaeology); Social constructivism; Constructivism (international relations); Technology integration; Educational technology; Cognition","score_opus":0.06008505615517541,"score_gpt":0.33300243049432693,"score_spread":0.27291737433915153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6963415793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81521624,0.00047345672,0.13946651,0.0015879859,0.000044008404,0.00022360399,0.000026822074,0.00026844072,0.042692907],"genre_scores_gemma":[0.9385519,0.00039352907,0.057686288,0.00021258819,0.000017759688,0.00015496208,0.00003567862,0.000034339748,0.0029128972],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9976514,0.0015331984,0.000051173985,0.00024738608,0.00034652627,0.00017027877],"domain_scores_gemma":[0.9968064,0.0023063833,0.00024098855,0.0003031805,0.000110704335,0.00023239339],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030613467,0.00063262327,0.00041493314,0.0009253584,0.0008732862,0.0041376073,0.000694191,0.0009181975,0.003624576],"category_scores_gemma":[0.0053160316,0.00027003442,0.0005418427,0.00048172293,0.0032305277,0.0043283426,0.0062376694,0.0014548164,0.00042494014],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040420287,0.0032624723,0.026363084,0.0008939238,0.000067687404,0.0008058087,0.18999773,0.0033643108,0.059074428,0.11518217,0.0013985281,0.59918565],"study_design_scores_gemma":[0.0003421009,0.007926396,0.1073587,0.0020101594,0.00036604807,0.004258613,0.12654574,0.029958237,0.071805276,0.36717516,0.28195423,0.0002993127],"about_ca_topic_score_codex":0.00023903871,"about_ca_topic_score_gemma":0.0003938787,"teacher_disagreement_score":0.0041376073,"about_ca_system_score_codex":0.00052498654,"about_ca_system_score_gemma":0.0013319263,"threshold_uncertainty_score":0.016190112},"labels":[],"label_agreement":null},{"id":"W6976746253","doi":"10.6084/m9.figshare.12997330","title":"Additional file 1 of Identification, characterization and functional analysis of AGAMOUS subfamily genes associated with floral organs and seed development in Marigold (Tagetes erecta)","year":2020,"lang":"en","type":"article","venue":"Figshare","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Agamous; Subfamily; Functional analysis; Gene; Sequence analysis","score_opus":0.06179166778307668,"score_gpt":0.26591414523786716,"score_spread":0.20412247745479048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6976746253","genre_codex":"dataset","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00024967387,0.00002308495,0.00054425123,0.000050804065,0.000024707959,0.000066911176,0.99785656,0.0005072336,0.00067678856],"genre_scores_gemma":[0.0045003346,0.000100654244,0.0045024767,0.00029583505,0.000047853253,0.0013285481,0.98207814,0.0010581538,0.006088038],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99937576,0.000089079695,0.00008266354,0.00021304422,0.00014810124,0.0000913606],"domain_scores_gemma":[0.9915229,0.0062380736,0.00043171353,0.000525028,0.0009794148,0.00030292803],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012694799,0.0013469754,0.0017506976,0.0027456656,0.001422899,0.0013587563,0.0021956374,0.001262449,0.8386794],"category_scores_gemma":[0.010774885,0.0007812574,0.000965702,0.0037130623,0.00037776754,0.0015082749,0.001011051,0.0013214528,0.21999794],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049691764,0.00023659377,0.002325269,0.0047291727,0.000063370586,0.00013053109,0.00016353726,0.00054748903,0.0018502276,0.000854919,0.9776188,0.010983149],"study_design_scores_gemma":[0.0047722077,0.00048803134,0.03534742,0.0025887368,0.00027136467,0.00081333314,0.00058053446,0.0023759436,0.0053007565,0.008279843,0.9389337,0.0002482225],"about_ca_topic_score_codex":0.005082559,"about_ca_topic_score_gemma":0.010651751,"teacher_disagreement_score":0.8386794,"about_ca_system_score_codex":0.00090504286,"about_ca_system_score_gemma":0.0017221343,"threshold_uncertainty_score":0.23010433},"labels":[],"label_agreement":null},{"id":"W6977045374","doi":"10.6084/m9.figshare.25243091.v1","title":"Exploring how learning by ‘talking and doing’ supports flourishing in S.T.E.M for elementary students","year":2024,"lang":"en","type":"article","venue":"Figshare","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Flourishing; Privilege (computing); Focus group; Intervention (counseling); Well-being; Experiential learning","score_opus":0.20507445890286047,"score_gpt":0.42312056233986756,"score_spread":0.2180461034370071,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6977045374","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9981831,0.000089108835,0.00004186667,0.0003845988,0.000009444888,0.000015368378,0.000012498109,0.0000045142974,0.0012594848],"genre_scores_gemma":[0.99832445,0.00022248631,0.00028885156,0.00021050664,0.0000060012726,0.00003237495,0.000026383172,0.000003961805,0.00088495226],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.998278,0.00053113606,0.000056146433,0.00018253938,0.00033335894,0.0006188271],"domain_scores_gemma":[0.9932318,0.0011537143,0.0011994155,0.00016577059,0.0006684086,0.003580971],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002456489,0.00034559995,0.00059557223,0.0007591756,0.0041838805,0.0040720766,0.0012476745,0.0008949917,0.0019369666],"category_scores_gemma":[0.0067457436,0.0003429904,0.0005539345,0.000513333,0.0022219517,0.00107018,0.003663416,0.002409598,0.0003712587],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040222114,0.0084852865,0.539703,0.0004888877,0.0001717988,0.00070456986,0.3416162,0.00013193191,0.0053080814,0.001576213,0.0031785797,0.0982332],"study_design_scores_gemma":[0.000028730501,0.00080316217,0.7849141,0.00020159554,0.00010251579,0.000092774506,0.20510572,0.00024433946,0.000943166,0.00054797105,0.006967198,0.000048815866],"about_ca_topic_score_codex":0.049241453,"about_ca_topic_score_gemma":0.13297014,"teacher_disagreement_score":0.049241453,"about_ca_system_score_codex":0.0025585685,"about_ca_system_score_gemma":0.0062786075,"threshold_uncertainty_score":0.09790969},"labels":[],"label_agreement":null},{"id":"W6979979849","doi":"","title":"Approaches to industrial processes in technology textbooks","year":2023,"lang":"en","type":"article","venue":"KTH Publication Database DiVA (KTH Royal Institute of Technology)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Engineering Link (Canada)","funders":"","keywords":"Process (computing); Work (physics); Field (mathematics); Component (thermodynamics)","score_opus":0.30789291689745935,"score_gpt":0.37643614068236647,"score_spread":0.06854322378490713,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6979979849","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.514413,0.00976343,0.11488073,0.0028329284,0.0004926644,0.00053810154,0.00070979435,0.00054712436,0.35582224],"genre_scores_gemma":[0.800916,0.007287611,0.07146511,0.0008538044,0.00012634843,0.0005947104,0.001753695,0.0003008949,0.116701715],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99690264,0.0014424183,0.00019963781,0.00043052447,0.00080331916,0.00022140756],"domain_scores_gemma":[0.9925787,0.0048668296,0.00086909597,0.00062524976,0.00077977247,0.0002803438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016491119,0.0005491653,0.00058166403,0.0031110456,0.0011816026,0.007463529,0.0015221765,0.0012878978,0.016431846],"category_scores_gemma":[0.008282976,0.00036699325,0.00055608514,0.006261266,0.0022263667,0.0035624958,0.0039515262,0.0018909511,0.002990809],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012789847,0.0010761728,0.0142979855,0.0023940061,0.000031264473,0.0018136367,0.16214839,0.0046220263,0.0070814556,0.42496744,0.016267508,0.36517227],"study_design_scores_gemma":[0.00004970691,0.00020419089,0.021582248,0.0017336762,0.00004280629,0.0015932955,0.085585475,0.002623545,0.005352519,0.10344892,0.77772236,0.00006128479],"about_ca_topic_score_codex":0.00085164997,"about_ca_topic_score_gemma":0.0016138715,"teacher_disagreement_score":0.016431846,"about_ca_system_score_codex":0.0037834602,"about_ca_system_score_gemma":0.0020724435,"threshold_uncertainty_score":0.054969966},"labels":[],"label_agreement":null},{"id":"W6981341545","doi":"","title":"Educating the Moral Imagination: The Fantasy Literature of George MacDonald, C.S. Lewis, and Madeline L'Engle","year":2003,"lang":"en","type":"dissertation","venue":"Summit (Simon Fraser University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Simon Fraser University","keywords":"Humility; Nature versus nurture; Moral development; Fantasy; Excellence; Subversion; Power (physics); Lawrence Kohlberg's stages of moral development; Reading (process); Courage","score_opus":0.020762628334003372,"score_gpt":0.2948509997278562,"score_spread":0.27408837139385284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6981341545","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1138516,0.106425025,0.009495961,0.4083771,0.006764759,0.00006997613,0.0000358805,0.00013581383,0.35484383],"genre_scores_gemma":[0.85517097,0.034067787,0.0031386944,0.03275848,0.0018168065,0.00012046415,0.000022845792,0.00015632797,0.07274771],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981002,0.0013952279,0.000021234164,0.000088293535,0.00030121533,0.000093877345],"domain_scores_gemma":[0.99447083,0.0039305976,0.0003035289,0.00013583653,0.00051601883,0.00064326235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032631876,0.0004724838,0.0003563075,0.000987798,0.0037645446,0.005435544,0.00091308425,0.0018555296,0.0028343217],"category_scores_gemma":[0.005912353,0.00017987615,0.00021833033,0.00034040777,0.022301791,0.0049075987,0.003472799,0.0056603,0.00049390737],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004219914,0.00009344591,0.0003638756,0.00026912385,0.0000072480925,0.0006933375,0.15649255,0.00014345306,0.00049683894,0.7350859,0.07184323,0.034468867],"study_design_scores_gemma":[0.000034157485,0.00012987904,0.0005226111,0.0011113235,0.000007669184,0.0010066456,0.05610433,0.0002978711,0.00045545533,0.09791613,0.84237444,0.0000395008],"about_ca_topic_score_codex":0.0033193722,"about_ca_topic_score_gemma":0.0047346945,"teacher_disagreement_score":0.005435544,"about_ca_system_score_codex":0.003922488,"about_ca_system_score_gemma":0.0029611953,"threshold_uncertainty_score":0.028459787},"labels":[],"label_agreement":null},{"id":"W6982171700","doi":"","title":"Hardebeck, Edward Joseph (Birth, 1905-10-19)","year":2012,"lang":"en","type":"other","venue":"Spectrum Research Repository (Concordia University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Natural (archaeology); Work (physics); Subject (documents); Perspective (graphical)","score_opus":0.07882038676298174,"score_gpt":0.3610347126276107,"score_spread":0.28221432586462897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6982171700","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001609636,0.08600613,0.0008185499,0.03115267,0.010708038,0.000058056477,0.0066154087,0.00034698643,0.86268455],"genre_scores_gemma":[0.0038259507,0.009177475,0.00013564844,0.0008667486,0.00025229127,0.0000073498254,0.0002940885,0.00007310249,0.9853674],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99975795,0.000015402244,0.00000989983,0.00005232377,0.000099986835,0.000064497464],"domain_scores_gemma":[0.99950504,0.00003541902,0.000019381054,0.000020700003,0.00029117684,0.00012826211],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000401279,0.0005728176,0.00043793116,0.0011798672,0.0035633047,0.00284503,0.0007183665,0.001044783,0.2725365],"category_scores_gemma":[0.001308319,0.0003586282,0.00021973686,0.0018403578,0.00076204474,0.0020482752,0.0011509374,0.0022592882,0.09077976],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012990074,0.000004146503,0.00028991434,0.00003622549,0.0000018974428,0.00005254031,0.00017909547,0.000023648392,0.000035238387,0.0065720906,0.9532104,0.039581906],"study_design_scores_gemma":[0.0000011211848,0.0000014569858,0.0006286513,0.000056367895,8.053679e-7,0.000034720866,0.00009488141,0.000004458474,0.000020106052,0.00027818192,0.99887687,0.0000024254457],"about_ca_topic_score_codex":0.48752326,"about_ca_topic_score_gemma":0.78365695,"teacher_disagreement_score":0.48752326,"about_ca_system_score_codex":0.0071221436,"about_ca_system_score_gemma":0.0053968495,"threshold_uncertainty_score":0.96937114},"labels":[],"label_agreement":null},{"id":"W6982219987","doi":"","title":"Hounijoen ja Rakkolanjoen koskikartoitus ja kunnostustarveselvitys","year":2013,"lang":"fi","type":"other","venue":"Theseus (Ammattikorkeakoulujen)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Value (mathematics); Quarter (Canadian coin); Power (physics)","score_opus":0.048450171070092043,"score_gpt":0.3330593270012441,"score_spread":0.28460915593115205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6982219987","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09856113,0.021017386,0.011521173,0.032520622,0.007855925,0.00017423688,0.0022116355,0.0010876914,0.8250503],"genre_scores_gemma":[0.1753262,0.0126885185,0.009836945,0.005070753,0.0010843878,0.00013678412,0.001927315,0.00085640716,0.79307264],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9987908,0.00014711951,0.0000703496,0.0002635476,0.000503519,0.00022465759],"domain_scores_gemma":[0.99848986,0.00019746898,0.00013458307,0.000122024656,0.0006500436,0.00040604617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011731538,0.0006210405,0.000504429,0.0008668718,0.0028960921,0.0052909246,0.0007871643,0.0015068608,0.08373],"category_scores_gemma":[0.0020588876,0.00031259525,0.0006036682,0.00080667494,0.001738803,0.003162207,0.004210001,0.002289917,0.030621791],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008166299,0.00036578786,0.018136477,0.00247122,0.000110860805,0.0025666181,0.021345964,0.0007402278,0.050569322,0.10977958,0.24479392,0.5483034],"study_design_scores_gemma":[0.0000069217276,0.00005703943,0.0057077277,0.0002397969,0.000020560552,0.00034111796,0.0040697395,0.0000923427,0.0029285222,0.0030368797,0.98347074,0.00002851304],"about_ca_topic_score_codex":0.0066757794,"about_ca_topic_score_gemma":0.018584494,"teacher_disagreement_score":0.08373,"about_ca_system_score_codex":0.0021698228,"about_ca_system_score_gemma":0.0037266498,"threshold_uncertainty_score":0.28010476},"labels":[],"label_agreement":null},{"id":"W6982640363","doi":"","title":"An investigation of the primary school science and technology curriculum in terms of acquisitions and teachers' opinions","year":2010,"lang":"tr","type":"dissertation","venue":"DSpace-Sinop (Sinop University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Significant difference; Test (biology); Data collection; Teaching method","score_opus":0.01273087440914148,"score_gpt":0.29133648140465357,"score_spread":0.27860560699551207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6982640363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99447423,0.00006383235,0.000031918527,0.00035845954,0.000010603939,0.000015128362,0.000060127793,0.0000015093308,0.0049843276],"genre_scores_gemma":[0.99592006,0.00010295534,0.000032236538,0.000105919215,0.000015434782,0.00002960138,0.00007091149,0.0000029842922,0.0037198823],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99750876,0.00063634274,0.0001600111,0.00020366491,0.0008742823,0.0006168863],"domain_scores_gemma":[0.9893931,0.003677971,0.0024531244,0.00018093165,0.0021927042,0.0021021592],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027923696,0.00013502224,0.00026392489,0.0023749932,0.002004777,0.0024661687,0.0003686341,0.00056230614,0.0057376195],"category_scores_gemma":[0.008860113,0.00021702815,0.00028439728,0.0021266323,0.0015270176,0.0010403027,0.0014671617,0.0010934757,0.00085565564],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017456413,0.00034681143,0.6844727,0.00010060548,0.000017822154,0.00046939924,0.28372672,0.0000702909,0.0019912675,0.001329525,0.0026246172,0.024675753],"study_design_scores_gemma":[0.000003782194,0.000111943016,0.7114135,0.000033472083,0.0000040997575,0.000056585257,0.28269696,0.00006672036,0.00025334832,0.000092674636,0.0052541173,0.000012806252],"about_ca_topic_score_codex":0.02143733,"about_ca_topic_score_gemma":0.03619927,"teacher_disagreement_score":0.02143733,"about_ca_system_score_codex":0.0027337228,"about_ca_system_score_gemma":0.0019230144,"threshold_uncertainty_score":0.04262507},"labels":[],"label_agreement":null},{"id":"W6983513692","doi":"","title":"Monte Carlo modelling of randomness","year":2009,"lang":"en","type":"other","venue":"NPARC","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"","score_opus":0.09332903691393855,"score_gpt":0.3661749560947766,"score_spread":0.27284591918083806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6983513692","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.011468763,0.0007044573,0.9189447,0.0009306208,0.00014239909,0.000051255807,0.00036766336,0.00041874807,0.066971414],"genre_scores_gemma":[0.6374182,0.0015365937,0.23087756,0.00035024862,0.0002748863,0.00040594424,0.0012671419,0.0008432403,0.12702613],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9981958,0.0009894123,0.00004706166,0.00023458751,0.00042142798,0.000111745816],"domain_scores_gemma":[0.991152,0.0066663823,0.00037120495,0.0008820512,0.00071834074,0.00020989528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021451877,0.0006870839,0.0011643486,0.0011701799,0.0009249076,0.0025328093,0.002116209,0.0017775291,0.019692743],"category_scores_gemma":[0.015839517,0.0007108529,0.001083306,0.0014546253,0.0018798064,0.0026630762,0.001484145,0.0024722584,0.0024776796],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017636812,0.000015615711,0.00036479768,0.000023101295,0.000018579041,0.000034062537,0.000060649883,0.2700116,0.00007183145,0.71717566,0.0037652894,0.008441158],"study_design_scores_gemma":[0.000009139426,0.000004005022,0.00011689331,0.000014766239,0.00000601459,0.000025372457,0.0000106703465,0.77150893,0.00011077025,0.22212091,0.0060620843,0.000010451617],"about_ca_topic_score_codex":0.013202306,"about_ca_topic_score_gemma":0.01230435,"teacher_disagreement_score":0.019692743,"about_ca_system_score_codex":0.0018608759,"about_ca_system_score_gemma":0.0017899274,"threshold_uncertainty_score":0.06587881},"labels":[],"label_agreement":null},{"id":"W6987075566","doi":"","title":"In search of student engagement in high school physics through contextual teaching","year":2012,"lang":"en","type":"dissertation","venue":"Mspace (University of Manitoba)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of Winnipeg; Nipissing University; University of Missouri","keywords":"Guitar; Context (archaeology); Student engagement; Action (physics); Ranking (information retrieval); Action research; Physics education; Teaching method","score_opus":0.08711684268110942,"score_gpt":0.37362572195417154,"score_spread":0.2865088792730621,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6987075566","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9969119,0.00004465213,0.0008009547,0.00010767422,0.000005561669,0.00007734646,0.000010418586,0.0000140403845,0.002027384],"genre_scores_gemma":[0.99728894,0.000059125225,0.0016987969,0.000060191058,0.000004543028,0.00011578498,0.00001828694,0.000004276694,0.00075001124],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99255717,0.004686225,0.00024196743,0.00068371446,0.00094333064,0.00088750204],"domain_scores_gemma":[0.99115866,0.0049332124,0.0012892922,0.0005505383,0.00055656437,0.0015117009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004648286,0.0003650201,0.00052882987,0.00083073624,0.0014328599,0.0033052862,0.00088777445,0.0008507262,0.0025218178],"category_scores_gemma":[0.012890756,0.00022512961,0.00039832183,0.00058994495,0.001255054,0.0013205966,0.0035090465,0.001167776,0.00034555135],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00176377,0.034457486,0.3297615,0.0010461344,0.00026860728,0.0006998916,0.25461778,0.0014969471,0.023526166,0.006087935,0.001296386,0.34497744],"study_design_scores_gemma":[0.000650175,0.025710095,0.5863424,0.0006240614,0.0003758097,0.0004979363,0.31446776,0.0047610956,0.025448093,0.0063427356,0.034595847,0.00018403432],"about_ca_topic_score_codex":0.00093353796,"about_ca_topic_score_gemma":0.0022337195,"teacher_disagreement_score":0.004648286,"about_ca_system_score_codex":0.0011913537,"about_ca_system_score_gemma":0.0019169234,"threshold_uncertainty_score":0.024582744},"labels":[],"label_agreement":null},{"id":"W6989926466","doi":"","title":"Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - II deo","year":2008,"lang":"en","type":"article","venue":"Cherry (Univesrity of Belgrade, Faculty of Chemistry)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Quality (philosophy); Frame (networking); Chemistry education","score_opus":0.09126456229816067,"score_gpt":0.3474640633977337,"score_spread":0.25619950109957307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6989926466","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42702514,0.064968005,0.018371683,0.012503876,0.0019393052,0.00016504242,0.0007245275,0.00070472213,0.47359765],"genre_scores_gemma":[0.9048505,0.016716968,0.008355766,0.0009573247,0.00051315944,0.00007745716,0.00033234246,0.00041301482,0.06778358],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989103,0.00039107364,0.00008493469,0.00013788561,0.0002835098,0.00019235903],"domain_scores_gemma":[0.9988601,0.00034747462,0.00019154722,0.00018427751,0.00028620916,0.00013028174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015183656,0.00031041927,0.0005261901,0.0023292566,0.0020798608,0.0075720684,0.0004019695,0.0005905823,0.0058781253],"category_scores_gemma":[0.0020435727,0.0003053012,0.00036151957,0.0018959389,0.0043057064,0.0025411472,0.0033179042,0.0019050454,0.0021470247],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040508603,0.00024356639,0.034596626,0.0018856811,0.00009321845,0.0013259467,0.060936656,0.0014396083,0.0074600116,0.5263113,0.025547046,0.3397552],"study_design_scores_gemma":[0.000026439799,0.00021903389,0.026505124,0.0010298638,0.000108900735,0.0016472824,0.019351022,0.0005884168,0.0044849943,0.049911678,0.89606065,0.00006646274],"about_ca_topic_score_codex":0.0027285705,"about_ca_topic_score_gemma":0.0058595194,"teacher_disagreement_score":0.0075720684,"about_ca_system_score_codex":0.002029508,"about_ca_system_score_gemma":0.003531677,"threshold_uncertainty_score":0.019664288},"labels":[],"label_agreement":null},{"id":"W6990255756","doi":"","title":"Curriculum, pedagogy, and the practical: From Waves to Quantum Physics","year":2022,"lang":"en","type":"dissertation","venue":"Summit (Simon Fraser University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Natural Sciences and Engineering Research Council of Canada; National Aeronautics and Space Administration; National Science Foundation","keywords":"Curriculum; Context (archaeology); Physics education; Situated; Everyday life; Science education; Active learning (machine learning)","score_opus":0.0339272089092396,"score_gpt":0.3513786203232593,"score_spread":0.31745141141401967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990255756","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5333527,0.0086598005,0.027089788,0.18094738,0.0022346969,0.00029105972,0.00007948446,0.0001379513,0.24720725],"genre_scores_gemma":[0.95678633,0.0040651276,0.0078986855,0.0062083644,0.0002508364,0.00018645592,0.000035855468,0.00006460838,0.024503736],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99715793,0.0018331314,0.000071413735,0.00018812357,0.00047022483,0.00027915058],"domain_scores_gemma":[0.998128,0.00095812,0.0001678479,0.000115500094,0.00018614346,0.000444423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003963857,0.0002716022,0.00022448099,0.0006594471,0.0054259864,0.0073787435,0.000704306,0.0013161045,0.0037004238],"category_scores_gemma":[0.0054838033,0.00019160753,0.00016046899,0.0006941913,0.008766238,0.0073228795,0.0057002017,0.0042349948,0.000548635],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033117292,0.00048470235,0.006191756,0.0003704645,0.000005150185,0.0005123086,0.35970756,0.00025060523,0.0019669575,0.45887312,0.018633733,0.15297052],"study_design_scores_gemma":[0.00001555101,0.00022691704,0.006143948,0.00094078097,0.000008165255,0.0004737713,0.3372815,0.0003568466,0.0024048209,0.067142926,0.58497465,0.0000301076],"about_ca_topic_score_codex":0.0022486034,"about_ca_topic_score_gemma":0.0039751157,"teacher_disagreement_score":0.0073787435,"about_ca_system_score_codex":0.003589669,"about_ca_system_score_gemma":0.005321372,"threshold_uncertainty_score":0.026045024},"labels":[],"label_agreement":null},{"id":"W6990401530","doi":"","title":"Différenciation selon le genre : engagement et problématisations dans un contexte d'expériences de laboratoire ouvertes en physique /","year":2015,"lang":"fr","type":"other","venue":"Bibliothèque et Archives nationales du Québec (Québec government)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fonds Québécois de la Recherche sur la Nature et les Technologies","keywords":"Set (abstract data type); Action (physics); Context (archaeology); Subject (documents)","score_opus":0.017529206132197106,"score_gpt":0.277459972715753,"score_spread":0.2599307665835559,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990401530","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44744438,0.019462459,0.0064757997,0.06456137,0.00140942,0.00030931545,0.0028346742,0.00019745638,0.45730504],"genre_scores_gemma":[0.85991216,0.0061775767,0.0015296139,0.002520009,0.00023722471,0.00029014226,0.0006486071,0.00014860638,0.12853605],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9951407,0.0015061588,0.00022440749,0.00052200066,0.0017032902,0.0009034751],"domain_scores_gemma":[0.99131,0.0037080501,0.0010200588,0.0005555928,0.0022073828,0.0011989337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043518282,0.0006493704,0.0006716138,0.0045169676,0.012262158,0.014336276,0.0020836766,0.0028914297,0.024784775],"category_scores_gemma":[0.012410745,0.00026955933,0.00042972394,0.010984119,0.011797206,0.005923315,0.004619917,0.0033636077,0.0014823787],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005720637,0.000094703384,0.018289508,0.0006269695,0.000024463512,0.0004405623,0.78170526,0.00016638693,0.00086957903,0.09370662,0.027465763,0.07655299],"study_design_scores_gemma":[0.000012577448,0.000032724685,0.10516294,0.0010881283,0.00002141141,0.00028420764,0.56285065,0.00017367415,0.00058353617,0.0053181103,0.3244239,0.00004813517],"about_ca_topic_score_codex":0.8422855,"about_ca_topic_score_gemma":0.8869285,"teacher_disagreement_score":0.8422855,"about_ca_system_score_codex":0.054208346,"about_ca_system_score_gemma":0.05433918,"threshold_uncertainty_score":0.3933109},"labels":[],"label_agreement":null},{"id":"W6990599030","doi":"","title":"The D.R.i.V.e. Inquiry Framework","year":2018,"lang":"en","type":"article","venue":"MURAL - Maynooth University Research Archive Library (National University of Ireland, Maynooth)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Argument (complex analysis); Contextual inquiry; Science education; Teaching method","score_opus":0.11169317233351199,"score_gpt":0.37911404938270027,"score_spread":0.26742087704918827,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990599030","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0036138592,0.0034972986,0.5950854,0.019244377,0.0003486469,0.0011979372,0.00031154408,0.00029694097,0.37640396],"genre_scores_gemma":[0.28007877,0.0037490975,0.6854681,0.0031885873,0.0001994969,0.0051071867,0.00028837103,0.00014579242,0.021774687],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.96601325,0.025158271,0.0019787352,0.0020338339,0.0036320863,0.0011837798],"domain_scores_gemma":[0.9728151,0.019493194,0.0012392689,0.0016391996,0.0032830797,0.0015302155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03125367,0.000950663,0.0012110879,0.006524684,0.0051087486,0.012451459,0.003966316,0.0050136535,0.0040445263],"category_scores_gemma":[0.02948907,0.0007435622,0.0015342109,0.0052041174,0.027223751,0.007871127,0.007118742,0.004629035,0.0017076235],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005143439,0.000016962485,0.00027015273,0.000102463535,0.0000039025244,0.000051639763,0.0015416772,0.00054719916,0.00004871524,0.9835685,0.0019051973,0.011938441],"study_design_scores_gemma":[0.000035986857,0.00006131784,0.00050315086,0.00062059186,0.000010838591,0.00034435955,0.0037522616,0.0039491863,0.0001315914,0.8559674,0.13460046,0.000022823822],"about_ca_topic_score_codex":0.011696571,"about_ca_topic_score_gemma":0.008242796,"teacher_disagreement_score":0.03125367,"about_ca_system_score_codex":0.011320262,"about_ca_system_score_gemma":0.018542884,"threshold_uncertainty_score":0.16528714},"labels":[],"label_agreement":null},{"id":"W6990938505","doi":"","title":"Étude et analyse du rapport aux savoirs scientifiques d'enseignants du 3e cycle du primaire : contribution à une meilleure compréhension de leur attitude à l'égard de l'enseignement des sciences et de la technologie","year":2021,"lang":"fr","type":"other","venue":"Archipelago (Université du Québec à Montréal)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociology of the family; History of sociology; Sociology of knowledge","score_opus":0.035266191447943636,"score_gpt":0.2904494929797227,"score_spread":0.2551833015317791,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6990938505","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95869124,0.0021414242,0.0024921598,0.0027271812,0.00011220083,0.00017004706,0.0005219665,0.000031962783,0.033111736],"genre_scores_gemma":[0.9687095,0.0021291962,0.0023617824,0.0007484439,0.000045084325,0.00020807136,0.0004019192,0.000033868055,0.025362233],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9957896,0.0012061488,0.00022609926,0.00045594975,0.0017178719,0.00060433836],"domain_scores_gemma":[0.981968,0.0053140577,0.0032095595,0.00048647795,0.0077134655,0.001308534],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0058319406,0.00037294562,0.00046533148,0.0027433112,0.003931269,0.005026706,0.00091540004,0.00097427913,0.0074784146],"category_scores_gemma":[0.014102159,0.00032519735,0.000495086,0.0038906864,0.0020635251,0.0021374605,0.0018052574,0.0012424907,0.0009798859],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002239432,0.0001892576,0.4315485,0.0012130357,0.00011155905,0.00082820246,0.38479814,0.0003252338,0.004809548,0.0073709465,0.0050300686,0.16355163],"study_design_scores_gemma":[0.0000055103774,0.00016691658,0.71290255,0.0006305081,0.00005409663,0.00023464621,0.2090434,0.0005246193,0.0014339561,0.0009877364,0.07395894,0.00005714309],"about_ca_topic_score_codex":0.20952952,"about_ca_topic_score_gemma":0.32932404,"teacher_disagreement_score":0.9960687,"about_ca_system_score_codex":0.011152283,"about_ca_system_score_gemma":0.015154045,"threshold_uncertainty_score":0.41661984},"labels":[],"label_agreement":null},{"id":"W6997014153","doi":"","title":"Teachers' and students' perspectives about curriculum development in engineering education: Implications for academic work","year":2019,"lang":"en","type":"article","venue":"RepositóriUM (Universidade do Minho)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia; International Council for Canadian Studies","keywords":"Work (physics); Internationalization; Curriculum; Portuguese; Curriculum development; Engineering education","score_opus":0.01647441514317693,"score_gpt":0.34040995539081365,"score_spread":0.3239355402476367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6997014153","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9598533,0.0008964507,0.0008480095,0.007817752,0.00012580624,0.00003846997,0.000029192179,0.0000129466525,0.030378176],"genre_scores_gemma":[0.996698,0.00036738516,0.00010710377,0.00032535425,0.000018980993,0.000023443989,0.000012425433,0.000008327606,0.0024389285],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9857531,0.009586687,0.00041985593,0.000506886,0.0017327938,0.0020006038],"domain_scores_gemma":[0.96197283,0.024296284,0.0033634105,0.00057755527,0.0026039544,0.0071858824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01352406,0.0003247345,0.0005668195,0.002178473,0.0062327883,0.012575654,0.0009390734,0.0017356045,0.0046594576],"category_scores_gemma":[0.023852713,0.0003290953,0.00047051822,0.0015474763,0.0056194398,0.004048016,0.0058815707,0.0041986797,0.00056207227],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000076808465,0.0004115407,0.03583229,0.00013038947,0.0000150943815,0.00048312158,0.9362504,0.000068007655,0.0006228173,0.007745921,0.0012980498,0.017065538],"study_design_scores_gemma":[0.000012822118,0.0000511048,0.018279921,0.00012274846,0.0000071786185,0.00011075828,0.9703132,0.000060702278,0.00020560321,0.0013973139,0.009422911,0.000015845062],"about_ca_topic_score_codex":0.003396564,"about_ca_topic_score_gemma":0.003883995,"teacher_disagreement_score":0.01352406,"about_ca_system_score_codex":0.0035928718,"about_ca_system_score_gemma":0.00476492,"threshold_uncertainty_score":0.07152289},"labels":[],"label_agreement":null},{"id":"W6999359587","doi":"","title":"A Compilation, Analysis, and Categorization of 403 Atmospheric and Climate Science Misconceptions","year":2024,"lang":"en","type":"article","venue":"Lincoln (University of Nebraska)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Climate science; Categorization; Scientific misconceptions; Quarter (Canadian coin); Atmospheric research; Climate change; Science education","score_opus":0.018279490793968647,"score_gpt":0.3143379816163117,"score_spread":0.2960584908223431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6999359587","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8230713,0.023225106,0.027180305,0.0075900615,0.0010550553,0.005259107,0.05723531,0.0015364217,0.05384735],"genre_scores_gemma":[0.7362258,0.044437528,0.1107423,0.0039285948,0.00061810395,0.01034298,0.0763317,0.0009899812,0.01638296],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.98472506,0.00434739,0.0031987117,0.0009271703,0.0063007968,0.0005008525],"domain_scores_gemma":[0.8486443,0.096895516,0.014768724,0.0057868203,0.03202814,0.0018764599],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018185077,0.00082474964,0.0009755442,0.04498375,0.003660457,0.0031611973,0.0017267164,0.0010074112,0.005347754],"category_scores_gemma":[0.09231332,0.0007587225,0.0012230806,0.02255684,0.0016862346,0.0042067757,0.004824467,0.001786841,0.0016759424],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002675935,0.00027860742,0.11789146,0.015886629,0.00024692714,0.001522311,0.22422795,0.00049209624,0.0052769,0.004043191,0.05787505,0.57199126],"study_design_scores_gemma":[0.000071145325,0.00039134073,0.367295,0.03662304,0.000742579,0.0028006015,0.16813657,0.0016901221,0.006052918,0.0059366873,0.40981492,0.00044503415],"about_ca_topic_score_codex":0.013268331,"about_ca_topic_score_gemma":0.021770587,"teacher_disagreement_score":0.04498375,"about_ca_system_score_codex":0.00513161,"about_ca_system_score_gemma":0.013864001,"threshold_uncertainty_score":0.09617305},"labels":[],"label_agreement":null},{"id":"W6999825134","doi":"","title":"Developing scientific literacy of grade five students : a teacher-researcher collaborative effort","year":2006,"lang":"en","type":"dissertation","venue":"Mspace (University of Manitoba)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scientific literacy; Context (archaeology); Literacy; Science education; Subject matter; Subject (documents)","score_opus":0.056401708988218384,"score_gpt":0.38226610720286774,"score_spread":0.32586439821464935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6999825134","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.982323,0.000521028,0.008996832,0.0016019869,0.00010063066,0.0022332056,0.00009383049,0.00008722698,0.004042375],"genre_scores_gemma":[0.96753615,0.000668965,0.024393968,0.0004784083,0.000024565046,0.0022489366,0.000110467205,0.000040388866,0.004498182],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96097773,0.028207455,0.0025279843,0.0025516779,0.0028675199,0.0028676908],"domain_scores_gemma":[0.9407228,0.034283128,0.0048543336,0.0044073546,0.010160847,0.0055715195],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.044150755,0.0007650761,0.0016070297,0.004789943,0.008635005,0.010060196,0.002860552,0.0021045574,0.00223779],"category_scores_gemma":[0.05759071,0.0014145451,0.0007584955,0.0020950513,0.0041827187,0.0035483695,0.009507831,0.0033184025,0.000706278],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009680156,0.0010000214,0.015842855,0.00026181026,0.000025543479,0.0007358097,0.9448616,0.000090046735,0.001956113,0.001100364,0.00064902444,0.033380013],"study_design_scores_gemma":[0.00007497311,0.0009183564,0.008980765,0.0005782434,0.00007118751,0.00043591837,0.9631791,0.00050367246,0.0029839885,0.00083181687,0.021381907,0.0000601559],"about_ca_topic_score_codex":0.00481543,"about_ca_topic_score_gemma":0.013141398,"teacher_disagreement_score":0.99518454,"about_ca_system_score_codex":0.0064971033,"about_ca_system_score_gemma":0.012695825,"threshold_uncertainty_score":0.23349428},"labels":[],"label_agreement":null},{"id":"W7000215227","doi":"","title":"Élaboration d'une épreuve diagnostique cognitive pour dépister les difficultés d'apprentissage des élèves de 5e secondaire en physique","year":2024,"lang":"fr","type":"other","venue":"Archipelago (University of Quebec in Montreal)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Socially distributed cognition; Cognition","score_opus":0.029308123171299924,"score_gpt":0.29131520048627685,"score_spread":0.2620070773149769,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7000215227","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.32701477,0.0064468756,0.48715514,0.036653396,0.0013818695,0.0044845925,0.0015887385,0.0028395727,0.13243508],"genre_scores_gemma":[0.5972458,0.003350504,0.37666115,0.0021825067,0.00015824901,0.0021582209,0.0011819304,0.00022376784,0.01683787],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9807931,0.008609998,0.0013991002,0.001772687,0.006536668,0.00088851596],"domain_scores_gemma":[0.9234432,0.04232731,0.0050376565,0.0049937265,0.021897862,0.0023003102],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021042563,0.0015731077,0.0011668402,0.0049224547,0.002434417,0.011872562,0.0025415234,0.0028506767,0.0099435095],"category_scores_gemma":[0.06969577,0.00074242294,0.0023529653,0.0024209276,0.004063965,0.008123061,0.0055587427,0.004718824,0.0020416365],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00050149666,0.0011511154,0.08309756,0.0036467598,0.00035669416,0.0008546413,0.069627866,0.0045877355,0.0072444193,0.1320113,0.015659418,0.681261],"study_design_scores_gemma":[0.00043919083,0.0017334962,0.20261236,0.011718957,0.0019011224,0.0035340427,0.10343585,0.061177794,0.030963682,0.25273153,0.32868323,0.0010687438],"about_ca_topic_score_codex":0.02291314,"about_ca_topic_score_gemma":0.031466875,"teacher_disagreement_score":0.02291314,"about_ca_system_score_codex":0.008750995,"about_ca_system_score_gemma":0.020088775,"threshold_uncertainty_score":0.11128509},"labels":[],"label_agreement":null},{"id":"W7000421937","doi":"","title":"Exploring STEM in a University Outreach Setting","year":2022,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Outreach; Thematic analysis; Negotiation; Science education; Perception; Informal learning","score_opus":0.2483748862712142,"score_gpt":0.44379773314905263,"score_spread":0.19542284687783842,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7000421937","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9693303,0.00042963418,0.0025352275,0.0022926216,0.00007302081,0.00022623091,0.000079502875,0.0000465221,0.02498684],"genre_scores_gemma":[0.98865825,0.00066393183,0.0022563103,0.0006967468,0.000024524785,0.000099907644,0.00006617803,0.00002490135,0.007509241],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9957902,0.002355891,0.000052873853,0.0002884083,0.00044592645,0.0010667361],"domain_scores_gemma":[0.99619293,0.0015306394,0.0002467612,0.00014595709,0.0003661171,0.0015175682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004310988,0.0005614167,0.00039391394,0.0014015603,0.015551298,0.00604386,0.002266827,0.0016537454,0.005380746],"category_scores_gemma":[0.0035747238,0.00026750704,0.00031873438,0.0011750226,0.008980937,0.0030572976,0.0082239155,0.0022819573,0.000720701],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000486842,0.00034072547,0.013434784,0.00021795764,0.000008299817,0.0025577953,0.9478044,0.00021570698,0.0031517788,0.005275001,0.002395345,0.02454955],"study_design_scores_gemma":[0.0000056993863,0.0001211289,0.006037541,0.00014223135,0.0000051172697,0.00031449323,0.96100074,0.00012264033,0.0005001747,0.00082170794,0.030911267,0.000017353866],"about_ca_topic_score_codex":0.044099454,"about_ca_topic_score_gemma":0.15060882,"teacher_disagreement_score":0.044099454,"about_ca_system_score_codex":0.009963795,"about_ca_system_score_gemma":0.013618344,"threshold_uncertainty_score":0.087685525},"labels":[],"label_agreement":null},{"id":"W7001233674","doi":"","title":"Inquiry, engagement, and literacy in science: A retrospective, cross-national analysis using PISA 2006","year":2014,"lang":"en","type":"article","venue":"Murdoch Research Repository (Murdoch University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scientific literacy; Science education; Science learning; Affect (linguistics); Literacy; Student engagement","score_opus":0.18084835802860533,"score_gpt":0.4900117044386854,"score_spread":0.3091633464100801,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7001233674","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9974003,0.000059323702,0.00016250982,0.00005321994,0.0000037088912,0.00003076599,0.0010683233,0.000004436634,0.001217407],"genre_scores_gemma":[0.9934715,0.00025656598,0.0006057276,0.00010285611,0.0000091566735,0.0002151441,0.004045112,0.000011035549,0.0012829173],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990615,0.00027383928,0.00013233759,0.00013209309,0.00024073578,0.00015955213],"domain_scores_gemma":[0.99432003,0.0012829489,0.0019255716,0.00068245636,0.001265202,0.0005237804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024745031,0.00019067948,0.00041572336,0.0025298223,0.001519726,0.0013607382,0.00038135698,0.0004136829,0.0012986171],"category_scores_gemma":[0.007603401,0.000486118,0.0005066639,0.0037310964,0.0006455317,0.0015479618,0.00217932,0.0011650864,0.0008105429],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024541829,0.00006573348,0.9912436,0.000018626064,0.000018196208,0.00004137535,0.005249031,0.000021552141,0.00014414669,0.00003988462,0.0002847289,0.002848507],"study_design_scores_gemma":[7.744969e-7,0.00004372162,0.9938852,0.000009594697,0.000007901624,0.00006711437,0.0048669307,0.000043411506,0.00009697291,0.000009852777,0.00096411194,0.0000043667214],"about_ca_topic_score_codex":0.0390199,"about_ca_topic_score_gemma":0.06754822,"teacher_disagreement_score":0.0390199,"about_ca_system_score_codex":0.0010683861,"about_ca_system_score_gemma":0.0014383525,"threshold_uncertainty_score":0.07758558},"labels":[],"label_agreement":null},{"id":"W7006235527","doi":"","title":"Teachers' perspectives on the implementation of the Ontario elementary school science curriculum / by E. Cooper. --","year":2004,"lang":"en","type":"dissertation","venue":"Knowledge Commons (Lakehead University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Work (physics); Process (computing); Qualitative research; Science education","score_opus":0.029214598455386147,"score_gpt":0.34050873229168455,"score_spread":0.3112941338362984,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7006235527","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35451397,0.008779976,0.00094819616,0.1871945,0.0013403391,0.0003632205,0.00070735626,0.00010962834,0.44604284],"genre_scores_gemma":[0.7232003,0.0037615327,0.00048700487,0.003993535,0.000093062066,0.00014625663,0.00019094716,0.00008429343,0.26804313],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958319,0.001303579,0.000101217964,0.00020182668,0.0015745171,0.0009870061],"domain_scores_gemma":[0.99601835,0.0007751178,0.00032278066,0.000096799944,0.0014670254,0.0013198928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034306669,0.00022825104,0.00020433169,0.0006213221,0.013633783,0.0048744,0.00090647116,0.0017615829,0.011166853],"category_scores_gemma":[0.0051357527,0.00031102894,0.00018672468,0.0014610139,0.0051278216,0.0012862019,0.001900476,0.0023555402,0.0011173722],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014477952,0.0003019422,0.020778522,0.00039654784,0.000010731324,0.0010042314,0.69255906,0.00048662268,0.0023455783,0.039757773,0.17059492,0.07161931],"study_design_scores_gemma":[0.000025277921,0.00006202208,0.062554225,0.00031388097,0.000009918659,0.000047057096,0.31597647,0.00009743308,0.00044807512,0.00074527564,0.6196924,0.000027937233],"about_ca_topic_score_codex":0.9706594,"about_ca_topic_score_gemma":0.98562837,"teacher_disagreement_score":0.9262593,"about_ca_system_score_codex":0.0737407,"about_ca_system_score_gemma":0.08648711,"threshold_uncertainty_score":0.5350287},"labels":[],"label_agreement":null},{"id":"W7006390221","doi":"","title":"TÜRKİYE MEB VE ONTARIO (KANADA) EYALETİ FEN VE TEKNOLOJİ DERSİ ÖĞRETİM PROGRAMLARININ KARŞILAŞTIRILARAK DEĞERLENDİRİLMESİ","year":2014,"lang":"tr","type":"article","venue":"DergiPark (Istanbul University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Data collection; Natural (archaeology); Work (physics)","score_opus":0.02984476549752834,"score_gpt":0.2627759714057971,"score_spread":0.23293120590826877,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7006390221","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.68632776,0.006768015,0.0027907419,0.030446013,0.0006785229,0.00030158254,0.0033529482,0.000375468,0.26895893],"genre_scores_gemma":[0.6739565,0.004062623,0.0074229976,0.0014239158,0.000044508768,0.0001674339,0.0015118252,0.000103117825,0.3113071],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99955565,0.00004029797,0.000015840775,0.000051797488,0.00013729963,0.00019915914],"domain_scores_gemma":[0.99903476,0.00007301436,0.00007537959,0.00003427971,0.0005023349,0.00028029628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045427715,0.0003097715,0.00021215464,0.0004970166,0.0034474109,0.0016361099,0.00046434955,0.0005620913,0.02381476],"category_scores_gemma":[0.0011231332,0.00018137312,0.00020595673,0.0010345381,0.0008241636,0.00043115922,0.00118557,0.00068183424,0.0018908044],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00084377074,0.00050981744,0.15895903,0.0013061237,0.00008867616,0.0028296749,0.027830271,0.0011667752,0.0120505765,0.03496446,0.17404084,0.58540994],"study_design_scores_gemma":[0.00005398348,0.0001541035,0.29720291,0.0005233923,0.00008895034,0.0006391205,0.027795088,0.0005190244,0.0032507482,0.0016132038,0.66810405,0.000055402445],"about_ca_topic_score_codex":0.72876114,"about_ca_topic_score_gemma":0.9085432,"teacher_disagreement_score":0.27123886,"about_ca_system_score_codex":0.011294398,"about_ca_system_score_gemma":0.039790522,"threshold_uncertainty_score":0.5456725},"labels":[],"label_agreement":null},{"id":"W7010462128","doi":"","title":"Interest in science: a comparative analysis of the aims of school science syllabi","year":2017,"lang":"en","type":"article","venue":"NOVA (University of Newcastle Australia)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Syllabus; Curriculum; Public interest; Special Interest Group; National interest; General interest","score_opus":0.6499875985020394,"score_gpt":0.5129275108689084,"score_spread":0.13706008763313093,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7010462128","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9934522,0.00061013736,0.00013133054,0.000068151894,0.0000068077684,0.000016615744,0.00009483057,0.0000037694726,0.0056161853],"genre_scores_gemma":[0.998968,0.00032393518,0.00025218065,0.000017946753,0.0000034178886,0.000016564132,0.00012334746,0.0000052444443,0.00028941123],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9963062,0.001418317,0.00039245203,0.00013574865,0.001439496,0.00030784792],"domain_scores_gemma":[0.9731022,0.015408078,0.0045784656,0.00062078104,0.004349372,0.0019410102],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058409744,0.000083396015,0.00030078035,0.005374166,0.00061008445,0.0023539101,0.00032354382,0.00032241465,0.0014792214],"category_scores_gemma":[0.028988715,0.0001251481,0.00026276315,0.0042260936,0.00078558543,0.0012947157,0.0016314082,0.00037512233,0.00017551983],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009944628,0.00032321125,0.833216,0.00058774865,0.00016900136,0.00024963968,0.05767647,0.00020535605,0.002945004,0.0033999076,0.0008893167,0.09934391],"study_design_scores_gemma":[0.000022424658,0.00034238375,0.9602762,0.00017160174,0.000046804846,0.00010202275,0.033007648,0.00021875683,0.0008653771,0.00036362265,0.004563454,0.000019761837],"about_ca_topic_score_codex":0.004697964,"about_ca_topic_score_gemma":0.008580191,"teacher_disagreement_score":0.0058409744,"about_ca_system_score_codex":0.0016536446,"about_ca_system_score_gemma":0.0019009878,"threshold_uncertainty_score":0.030890405},"labels":[],"label_agreement":null},{"id":"W7010914483","doi":"","title":"Kritický racionalismus H. Alberta a K. Poppera /","year":2018,"lang":"es","type":"article","venue":"Vědecká knihovna v Olomouci (Research Library in Olomouc)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"","score_opus":0.1297921470648814,"score_gpt":0.4848406534406275,"score_spread":0.3550485063757461,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7010914483","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.035457183,0.06074344,0.010102769,0.06021373,0.004253226,0.000030945605,0.00043886516,0.00022909755,0.8285306],"genre_scores_gemma":[0.76627076,0.027834944,0.0047653345,0.00328445,0.0013065051,0.0000466704,0.00037082902,0.00030570602,0.19581485],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99943036,0.00019217657,0.000026541175,0.000097497024,0.00016142117,0.00009195949],"domain_scores_gemma":[0.9996012,0.00013189827,0.000042396547,0.000057202302,0.00011242171,0.000054944743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000867871,0.00036799963,0.00028309712,0.0008652239,0.0027056618,0.0046975072,0.0003083419,0.0010387216,0.018093698],"category_scores_gemma":[0.0014370278,0.0002028374,0.00022510899,0.0005630353,0.0046028714,0.0026022694,0.002783906,0.0024868315,0.0039442996],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057141708,0.00003223243,0.0009388567,0.00013733767,0.000013728403,0.00025474656,0.0033341483,0.00020908707,0.00038306665,0.8818436,0.060735516,0.052060448],"study_design_scores_gemma":[0.00001288362,0.000016297532,0.0023775187,0.00032593915,0.000014745668,0.0006261724,0.0037313676,0.00045471583,0.0009799491,0.23787063,0.75356525,0.000024572892],"about_ca_topic_score_codex":0.0091238,"about_ca_topic_score_gemma":0.009746812,"teacher_disagreement_score":0.018093698,"about_ca_system_score_codex":0.0025852087,"about_ca_system_score_gemma":0.002307707,"threshold_uncertainty_score":0.06052947},"labels":[],"label_agreement":null},{"id":"W7011156173","doi":"","title":"L’enseignement par projets en sciences et technologies : études des pratiques d’enseignement chez des enseignants du secondaire au Québec","year":2014,"lang":"fr","type":"dissertation","venue":"Knowledge UdeS (Institutional Deposit of the University of Sherbrooke)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Research methodology; Opportunity structures","score_opus":0.031404459983088655,"score_gpt":0.2810752912745647,"score_spread":0.24967083129147605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7011156173","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8867087,0.0026020377,0.005325386,0.025764804,0.0002906213,0.00027368864,0.00021619274,0.00007151452,0.078747235],"genre_scores_gemma":[0.9258992,0.0015463288,0.0021288977,0.0017909472,0.000024949959,0.00015875403,0.0001147046,0.00003854972,0.06829769],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9930895,0.0031171346,0.00022438189,0.0006849977,0.0015427816,0.0013412473],"domain_scores_gemma":[0.97783333,0.006213118,0.0013842699,0.0007949655,0.00798589,0.005788486],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010510031,0.00044509087,0.00040740412,0.0011868807,0.018589,0.010189025,0.0014846751,0.002032952,0.009432457],"category_scores_gemma":[0.01854597,0.00037412468,0.000357306,0.002402757,0.009241548,0.0040867943,0.0051804376,0.0045784037,0.0010015315],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006362442,0.000117713505,0.024720073,0.00017355169,0.000013964719,0.0006097986,0.90205044,0.00026263268,0.000988294,0.020315934,0.008304222,0.042379804],"study_design_scores_gemma":[0.000015044675,0.00010554713,0.052934933,0.00041454835,0.000017409971,0.00013234776,0.7431866,0.00047615782,0.00059028895,0.001708624,0.20035034,0.00006817567],"about_ca_topic_score_codex":0.8760943,"about_ca_topic_score_gemma":0.9371163,"teacher_disagreement_score":0.12390572,"about_ca_system_score_codex":0.059959278,"about_ca_system_score_gemma":0.10290329,"threshold_uncertainty_score":0.43503702},"labels":[],"label_agreement":null},{"id":"W7013988525","doi":"","title":"Os estudos PISA e o ensino das ciências físico-naturais em Portugal: a comparabilidade dos resultados nacionais e as implicações para a política educacional.","year":2010,"lang":"pt","type":"dissertation","venue":"Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Universidade Nova de Lisboa; Universidade de Lisboa; Federation for the Humanities and Social Sciences; United Nations Educational, Scientific and Cultural Organization","keywords":"Exploratory research; Research methodology; Field (mathematics); Context (archaeology)","score_opus":0.11610190941423755,"score_gpt":0.4778726902746102,"score_spread":0.3617707808603727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7013988525","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7540074,0.0160029,0.004246091,0.010796763,0.00033290463,0.00024602032,0.002490293,0.00011990918,0.21175773],"genre_scores_gemma":[0.988224,0.0038274392,0.001300686,0.00022989298,0.00005899581,0.00010172886,0.00018917299,0.000034298133,0.0060336343],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9938797,0.0027042145,0.00027533353,0.0007823046,0.0017343296,0.0006241842],"domain_scores_gemma":[0.9710553,0.018136479,0.0041692453,0.0017972096,0.003406602,0.0014351149],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009232341,0.0005080444,0.0008696694,0.0043409555,0.004751554,0.006575307,0.0011144839,0.0013712844,0.009108063],"category_scores_gemma":[0.045047794,0.00052524504,0.0005256645,0.010572668,0.00577903,0.003977297,0.00504749,0.0013084961,0.0009432673],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006565845,0.00025686558,0.28924608,0.004103401,0.00019564312,0.00093703304,0.35488874,0.0016523306,0.0021417553,0.05949679,0.008640428,0.27778432],"study_design_scores_gemma":[0.000037435508,0.00023968106,0.6931029,0.0026477901,0.00016539088,0.00044213035,0.16360417,0.0008542608,0.002062821,0.011203636,0.1255874,0.00005242632],"about_ca_topic_score_codex":0.03916929,"about_ca_topic_score_gemma":0.05620658,"teacher_disagreement_score":0.03916929,"about_ca_system_score_codex":0.007034411,"about_ca_system_score_gemma":0.014157717,"threshold_uncertainty_score":0.07788259},"labels":[],"label_agreement":null},{"id":"W7014817355","doi":"","title":"Réflexions sur le développement de la pensée critique à l’école : quelles orientations pour l’enseignement et l’apprentissage des sciences?","year":2017,"lang":"fr","type":"article","venue":"Knowledge UdeS (Institutional Deposit of the University of Sherbrooke)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Human science; Economic science; Philosophy of science","score_opus":0.07348095151541396,"score_gpt":0.3436921364989053,"score_spread":0.27021118498349134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7014817355","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03168639,0.031675335,0.014362953,0.67374265,0.002059295,0.000055684755,0.0000876921,0.00008692764,0.24624309],"genre_scores_gemma":[0.85961837,0.020714719,0.0068854573,0.05482669,0.0012090428,0.00018705835,0.00006944782,0.00019015055,0.056299057],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9846646,0.00993652,0.0002841398,0.0012465852,0.002670009,0.001198161],"domain_scores_gemma":[0.967336,0.02020585,0.0015456427,0.001848009,0.0063854363,0.0026790162],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023035401,0.0007977099,0.0006777889,0.003867105,0.015953222,0.02980418,0.0024396772,0.0072686966,0.009675697],"category_scores_gemma":[0.023403222,0.0003847204,0.0005863187,0.0031174244,0.07598236,0.026041765,0.011592067,0.0128571605,0.0011536628],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013614834,0.000018634204,0.0007286032,0.00013795363,0.000008171281,0.000105960906,0.066275455,0.00011125502,0.00010330555,0.90985316,0.012319554,0.010324262],"study_design_scores_gemma":[0.000020741656,0.00001971534,0.0026239073,0.0016144508,0.000016249769,0.00013203104,0.12336582,0.0004332964,0.00030983816,0.34398314,0.527444,0.000036839185],"about_ca_topic_score_codex":0.069599606,"about_ca_topic_score_gemma":0.10384947,"teacher_disagreement_score":0.069599606,"about_ca_system_score_codex":0.03217616,"about_ca_system_score_gemma":0.043272585,"threshold_uncertainty_score":0.23345548},"labels":[],"label_agreement":null},{"id":"W7015303501","doi":"","title":"Review of &lt;i&gt;Teaching Children Science: Hands-on Nature Study in North America, 1890-1930&lt;/i&gt; by Sally Kohlstedt","year":2011,"lang":"en","type":"article","venue":"Insecta mundi","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Natural (archaeology); Neglect; Science education; Nature of Science; Realization (probability); Natural science; Phenomenon","score_opus":0.03809987650790902,"score_gpt":0.35521080954254536,"score_spread":0.31711093303463633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015303501","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00006784111,0.9952675,0.000018274466,0.0026770208,0.0012003424,0.000003310964,0.000014387688,0.0000024006754,0.00074897835],"genre_scores_gemma":[0.0008393077,0.99335444,0.000061486186,0.0037232193,0.0011709436,0.00001849391,0.00002903322,0.0000056439285,0.0007974541],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99799,0.0004988917,0.00033750388,0.0004038293,0.0006314845,0.00013825596],"domain_scores_gemma":[0.990741,0.0052145156,0.0006265318,0.0001998544,0.00249471,0.0007233474],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047263727,0.00082697556,0.0014998635,0.007218876,0.0016546722,0.002646951,0.0018469081,0.0034495315,0.0046850187],"category_scores_gemma":[0.009162412,0.00087988743,0.0006841358,0.007928248,0.003971949,0.004143559,0.0026616405,0.004133126,0.0015958878],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008675397,0.000110786605,0.0006223382,0.027827082,0.00007680612,0.00021438829,0.0023484356,0.00011464593,0.0003358185,0.004853845,0.2447844,0.71862483],"study_design_scores_gemma":[0.000013628999,0.000045353765,0.004481271,0.03134164,0.00004734359,0.0002808279,0.0005831506,0.000011163241,0.000092725815,0.0006621644,0.9624166,0.000023986706],"about_ca_topic_score_codex":0.060353324,"about_ca_topic_score_gemma":0.121227436,"teacher_disagreement_score":0.060353324,"about_ca_system_score_codex":0.010284214,"about_ca_system_score_gemma":0.015184241,"threshold_uncertainty_score":0.12000406},"labels":[],"label_agreement":null},{"id":"W7015700098","doi":"","title":"Una nova aportació en la docència de la química a la frontera secundària-universitat: Les jornades 'Fem química al laboratori' de la Facultat de Química de la Universitat de Barcelona","year":2006,"lang":"ca","type":"article","venue":"Dipòsit Digital de la Universitat de Barcelona (Universitat de Barcelona)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"General practice; Context (archaeology); Quarter (Canadian coin)","score_opus":0.007413477581409392,"score_gpt":0.2987995307509147,"score_spread":0.29138605316950533,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015700098","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.23922017,0.14011729,0.0073385467,0.27392468,0.008468518,0.00016230861,0.00049468904,0.0005043993,0.32976934],"genre_scores_gemma":[0.7060247,0.018930573,0.0040218555,0.014971928,0.00061951036,0.00012573399,0.00022270704,0.00015088338,0.254932],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99481094,0.0029132178,0.00017615448,0.0005407163,0.000841781,0.00071730994],"domain_scores_gemma":[0.9944813,0.0020505963,0.00038488282,0.00051202707,0.0012984582,0.0012726499],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007250198,0.0004629095,0.00048084764,0.0011979823,0.007047546,0.011349477,0.0014436013,0.0026940873,0.015337916],"category_scores_gemma":[0.005718609,0.0005088739,0.00032473105,0.0017405439,0.0058165365,0.0031966085,0.005116532,0.0034985861,0.0019421292],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00049367925,0.00039225968,0.019369155,0.001781762,0.000047973837,0.0006927269,0.14533219,0.0005506009,0.003893937,0.18663439,0.22049823,0.4203131],"study_design_scores_gemma":[0.000035786008,0.00016203694,0.030796414,0.0006953853,0.000022728585,0.00022614434,0.050063167,0.00014137669,0.0016544436,0.007867218,0.9082726,0.00006254401],"about_ca_topic_score_codex":0.046102047,"about_ca_topic_score_gemma":0.1205036,"teacher_disagreement_score":0.046102047,"about_ca_system_score_codex":0.019383809,"about_ca_system_score_gemma":0.015203298,"threshold_uncertainty_score":0.14064002},"labels":[],"label_agreement":null},{"id":"W7015913450","doi":"","title":"Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of Role Diversification","year":2015,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"Constructivism (international relations); Social constructivism; Diversification (marketing strategy); Social theory; Learning theory","score_opus":0.1329423749439831,"score_gpt":0.3420742704664397,"score_spread":0.2091318955224566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7015913450","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.40741417,0.0060147136,0.3162989,0.04775385,0.0002527004,0.00014687328,0.000061269384,0.000107611544,0.22194993],"genre_scores_gemma":[0.98534375,0.0006176513,0.011943068,0.00030568318,0.000019449288,0.00007239213,0.000014349898,0.00002011937,0.001663478],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99177754,0.0068225972,0.00012950026,0.00045335654,0.0005019714,0.00031507257],"domain_scores_gemma":[0.9783789,0.01832639,0.0009860451,0.00105758,0.0004902897,0.0007608486],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010791997,0.0004901028,0.00046632322,0.002528053,0.0031602983,0.008436754,0.0018507333,0.0014409272,0.0029478145],"category_scores_gemma":[0.01277942,0.0003929941,0.0005709945,0.0012629878,0.035416637,0.014336585,0.0072195493,0.004637673,0.0002149814],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002779755,0.000111792106,0.004572629,0.00014386926,0.00000798519,0.00006236723,0.14564796,0.0007445546,0.00052119343,0.8148368,0.0005139034,0.032809153],"study_design_scores_gemma":[0.00002016326,0.000036730547,0.0043249233,0.00032202137,0.000009848507,0.000093228184,0.06784048,0.0029018098,0.0004811649,0.9078944,0.01605774,0.00001763486],"about_ca_topic_score_codex":0.006128773,"about_ca_topic_score_gemma":0.0065933405,"teacher_disagreement_score":0.010791997,"about_ca_system_score_codex":0.004360475,"about_ca_system_score_gemma":0.0063427067,"threshold_uncertainty_score":0.05707425},"labels":[],"label_agreement":null},{"id":"W7018034954","doi":"","title":"Comparative analysis of elementary science teacher\\n preparation in Australia, Brazil and Canada","year":2010,"lang":"en","type":"article","venue":"Flinders Academic Commons (Flinders University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sample (material); Government (linguistics); Work (physics)","score_opus":0.06133737582519069,"score_gpt":0.3906713129751593,"score_spread":0.3293339371499686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7018034954","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9850744,0.0007652924,0.00007478892,0.0006826908,0.000015066202,0.0000659035,0.00031251213,0.000009080534,0.013000334],"genre_scores_gemma":[0.99187577,0.00079182454,0.00013910093,0.0001027972,0.0000029741186,0.0000319565,0.00019360529,0.000007673209,0.0068542655],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981495,0.00028796928,0.00006868382,0.000170855,0.000387232,0.00093579],"domain_scores_gemma":[0.9928558,0.0010844148,0.0008035196,0.00016437753,0.0026823021,0.0024094752],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011274667,0.00018912987,0.0006080525,0.0023787075,0.0066386657,0.0020060618,0.000981589,0.00046774943,0.0043392577],"category_scores_gemma":[0.007201823,0.00029025602,0.00032551435,0.005386003,0.0014250429,0.0005449103,0.002205985,0.0008043507,0.0003073443],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006496034,0.00039378522,0.60263884,0.000843324,0.00012680303,0.0019105072,0.26452345,0.00048512986,0.0027358143,0.011858184,0.006598492,0.10723604],"study_design_scores_gemma":[0.000007855836,0.00005364411,0.93366265,0.00012480388,0.000020116444,0.00007345375,0.055806275,0.00007496661,0.00018889805,0.00008779692,0.009885915,0.000013742134],"about_ca_topic_score_codex":0.9699832,"about_ca_topic_score_gemma":0.993824,"teacher_disagreement_score":0.034483336,"about_ca_system_score_codex":0.034483336,"about_ca_system_score_gemma":0.08136236,"threshold_uncertainty_score":0.25019526},"labels":[],"label_agreement":null},{"id":"W7018475914","doi":"","title":"Development of a cognitive task to probe conceptual prevalence in thermodynamics in undergraduates","year":2024,"lang":"en","type":"article","venue":"ORBi (University of Liège)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Task (project management); Cognition; Task analysis; Component (thermodynamics); Cognitive systems","score_opus":0.050116484973725534,"score_gpt":0.32409396504477295,"score_spread":0.2739774800710474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7018475914","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9798732,0.000042997533,0.011009032,0.00014769925,0.000063862695,0.0013476261,0.00017384,0.00022544527,0.0071163047],"genre_scores_gemma":[0.9495483,0.00011466786,0.042148102,0.0002599035,0.00003638756,0.0026547804,0.0004274813,0.000058860012,0.004751548],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9984421,0.0004637944,0.00014784215,0.0002591587,0.00056078786,0.00012630085],"domain_scores_gemma":[0.9792606,0.013670052,0.0015472532,0.001331631,0.003262762,0.0009276484],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035610436,0.00048332312,0.0004448343,0.00090902223,0.00044678917,0.0020947463,0.0009395642,0.0010140105,0.003212527],"category_scores_gemma":[0.025015472,0.00042665377,0.0004173247,0.00027400418,0.0004388767,0.0015422815,0.0010534057,0.0010388735,0.0012921822],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002172787,0.016446812,0.33323845,0.00084707025,0.00021191018,0.00074157625,0.028302286,0.0027693033,0.11808898,0.0067379833,0.009639137,0.4808037],"study_design_scores_gemma":[0.0007365987,0.009394016,0.8690685,0.00024093498,0.00016962034,0.0007837938,0.0102880765,0.03643958,0.045652002,0.008206091,0.018747708,0.00027306695],"about_ca_topic_score_codex":0.0016128817,"about_ca_topic_score_gemma":0.0019739922,"teacher_disagreement_score":0.0035610436,"about_ca_system_score_codex":0.00041025734,"about_ca_system_score_gemma":0.0013147728,"threshold_uncertainty_score":0.018832862},"labels":[],"label_agreement":null},{"id":"W7019039335","doi":"","title":"Equity, Diversity, and Inclusion in Post-Secondary Science Classrooms","year":2024,"lang":"en","type":"dissertation","venue":"Scholarship at UWindsor (University of Windsor)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Windsor; Theme (computing); Science education; Distance education","score_opus":0.049665703934722326,"score_gpt":0.3562515229132689,"score_spread":0.3065858189785466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7019039335","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9844454,0.00024159875,0.00016045105,0.001054345,0.00002483746,0.000030432884,0.00001396328,0.0000054909983,0.014023474],"genre_scores_gemma":[0.9978154,0.00010260087,0.00010505743,0.00010638089,0.0000065421304,0.000010130197,0.00001013182,0.000003034318,0.0018407583],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99449724,0.0016566506,0.00019551338,0.0004333701,0.0017842393,0.0014329781],"domain_scores_gemma":[0.9937634,0.0016689297,0.0008154132,0.00019923551,0.00085486035,0.0026982517],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005086162,0.00020359774,0.00041775397,0.0017394512,0.013284209,0.0072320485,0.001263838,0.00071383413,0.0025482906],"category_scores_gemma":[0.0065581608,0.0002637913,0.0002024637,0.0011126328,0.008506415,0.002170645,0.011178889,0.0018230269,0.00013822627],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004407184,0.00027063064,0.071157336,0.00008612676,0.000007285533,0.0005731729,0.883796,0.00003647153,0.0010555411,0.004640644,0.00101503,0.037317704],"study_design_scores_gemma":[0.0000061663964,0.000104497005,0.10972528,0.00018494428,0.00000632836,0.00017887929,0.8672217,0.00008135682,0.0005290999,0.0016383022,0.020299597,0.000023826064],"about_ca_topic_score_codex":0.09858363,"about_ca_topic_score_gemma":0.23237889,"teacher_disagreement_score":0.09858363,"about_ca_system_score_codex":0.00990515,"about_ca_system_score_gemma":0.014861114,"threshold_uncertainty_score":0.19601965},"labels":[],"label_agreement":null},{"id":"W7020049766","doi":"","title":"Intervention allocentrique sur les phases de la Lune dans un planétarium numérique","year":2021,"lang":"fr","type":"other","venue":"Archipelago (University of Quebec in Montreal)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Homogeneous; Derating","score_opus":0.019845228925208364,"score_gpt":0.2709638837290616,"score_spread":0.25111865480385326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020049766","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.22955954,0.0008862162,0.70792043,0.00071491965,0.00017314442,0.000255017,0.00032159328,0.0025388533,0.057630304],"genre_scores_gemma":[0.7238327,0.00055840786,0.24551797,0.000136823,0.00005052443,0.00040822854,0.0004484341,0.000554637,0.028492263],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991554,0.00023538004,0.000039538292,0.00023037259,0.00020662502,0.00013262419],"domain_scores_gemma":[0.9984584,0.0007551525,0.00013184022,0.00025551487,0.00027965248,0.000119348886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088475936,0.00056706136,0.0008500217,0.00073102565,0.0011501871,0.0024681636,0.0009954614,0.00067259604,0.020977844],"category_scores_gemma":[0.004589527,0.00030051434,0.0004979688,0.0008128665,0.00084120187,0.001603254,0.0024137683,0.0007874041,0.002421895],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002178472,0.0004660142,0.0078494055,0.0008489291,0.000116758034,0.0004352824,0.0024483479,0.22586048,0.07001579,0.18616071,0.006911849,0.49670798],"study_design_scores_gemma":[0.00037415652,0.0009803775,0.008644601,0.0002132815,0.00015619969,0.00036140875,0.002012911,0.7255903,0.04688889,0.076313466,0.13833316,0.00013123336],"about_ca_topic_score_codex":0.0076596094,"about_ca_topic_score_gemma":0.008045417,"teacher_disagreement_score":0.020977844,"about_ca_system_score_codex":0.0013612016,"about_ca_system_score_gemma":0.0021062715,"threshold_uncertainty_score":0.07017791},"labels":[],"label_agreement":null},{"id":"W7020802266","doi":"","title":"Motivational Beliefs of Parents Involved in Ottawaâs Healthy Active Schools","year":2011,"lang":"en","type":"other","venue":"Library and Archives Canada (Government of Canada)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); Prosocial behavior; Salient; Grounded theory; Empowerment; Qualitative research","score_opus":0.01725325250099557,"score_gpt":0.23158277844071345,"score_spread":0.21432952593971788,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020802266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9993224,0.000059320864,0.000018944487,0.000092888404,0.000004146822,0.000007074449,0.000013184243,6.2217316e-7,0.00048136493],"genre_scores_gemma":[0.9993507,0.0000875705,0.00006042068,0.00004821647,0.0000019953138,0.00001062673,0.000019352907,5.634496e-7,0.0004204166],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9993074,0.00022217544,0.00004144706,0.00005788468,0.00020838119,0.00016278718],"domain_scores_gemma":[0.99679863,0.0007425801,0.0010574281,0.00010803276,0.0005404498,0.0007528489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014458625,0.00018386345,0.0002090728,0.0006219655,0.0017967683,0.0013745171,0.0003033824,0.0003781511,0.0019154287],"category_scores_gemma":[0.0052671614,0.0002848059,0.0003203065,0.00030605716,0.0008246181,0.0004531641,0.0007412738,0.00085343636,0.0001459693],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005659816,0.00019324927,0.94431597,0.000023818504,0.00001797202,0.00028140916,0.048358075,0.000015415444,0.0004281112,0.00012266755,0.00019963198,0.005987152],"study_design_scores_gemma":[0.000005537721,0.00021193594,0.87987345,0.000055879842,0.000029176132,0.00025758543,0.11765813,0.000107329564,0.0002448315,0.00008862078,0.0014474563,0.000020155398],"about_ca_topic_score_codex":0.071367055,"about_ca_topic_score_gemma":0.12392898,"teacher_disagreement_score":0.928633,"about_ca_system_score_codex":0.0018080608,"about_ca_system_score_gemma":0.001758182,"threshold_uncertainty_score":0.14190328},"labels":[],"label_agreement":null},{"id":"W7020831243","doi":"","title":"Literary Resonances against Ideological Echo Chambers: Wu Zhuoliu’s <i>Orphan of Asia</i> and the Necessity of World Literature","year":2021,"lang":"fr","type":"article","venue":"Project Muse (Johns Hopkins University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Echo (communications protocol); World literature; Ideology; Comparative literature; Subject (documents)","score_opus":0.03070346101753957,"score_gpt":0.28235944663785534,"score_spread":0.25165598562031577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7020831243","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20532352,0.09386565,0.0030266484,0.23236865,0.0038903446,0.00003734319,0.00013900187,0.000060902483,0.46128795],"genre_scores_gemma":[0.97105545,0.00754216,0.0004668913,0.0045541055,0.0004955427,0.000024705427,0.000030071335,0.000047708734,0.015783414],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99716264,0.001775111,0.00012536882,0.00020368902,0.00033186266,0.00040119974],"domain_scores_gemma":[0.99684876,0.0018638143,0.0003642407,0.00020845412,0.00041397856,0.00030076253],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004526392,0.00035762737,0.0005661538,0.003181423,0.010022139,0.010617656,0.00064917485,0.0018981718,0.0041909353],"category_scores_gemma":[0.0054094447,0.00028181687,0.00022202628,0.0050313706,0.023869969,0.00918065,0.0042146933,0.0051693246,0.00026639938],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022186941,0.000005376803,0.00062424556,0.00013811619,0.000008765966,0.000209891,0.1872744,0.000024364661,0.00012805089,0.79309607,0.00836794,0.010100557],"study_design_scores_gemma":[0.000022804841,0.000023080062,0.00558622,0.0011411837,0.00003969535,0.0004145157,0.27049854,0.00018389338,0.0006184228,0.13261852,0.58880556,0.00004762066],"about_ca_topic_score_codex":0.031251244,"about_ca_topic_score_gemma":0.05349323,"teacher_disagreement_score":0.031251244,"about_ca_system_score_codex":0.0074375514,"about_ca_system_score_gemma":0.008328194,"threshold_uncertainty_score":0.062138677},"labels":[],"label_agreement":null},{"id":"W7022527562","doi":"","title":"Women in Physics","year":2019,"lang":"en","type":"other","venue":"Lund University Publications Student Papers (Lund University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Chose; Subject (documents); Qualitative research; Field (mathematics); Women in science","score_opus":0.032246659090914426,"score_gpt":0.2966200054976528,"score_spread":0.2643733464067384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7022527562","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5775995,0.03024669,0.002083145,0.100793436,0.0049805674,0.00016483426,0.0002457206,0.000091512695,0.28379458],"genre_scores_gemma":[0.8977905,0.00995063,0.00036763353,0.019485468,0.00069166214,0.000090783105,0.00008692351,0.00007874032,0.07145754],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99613756,0.0016974037,0.000092859336,0.00028827024,0.0005790655,0.0012048166],"domain_scores_gemma":[0.99709594,0.0010411242,0.00039459,0.00009606752,0.00029906924,0.0010731701],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003108385,0.00033674104,0.0006696781,0.0015845192,0.014359109,0.005945529,0.0008016198,0.0016156196,0.023374302],"category_scores_gemma":[0.007004316,0.0003751617,0.00033180302,0.0020330234,0.0071890526,0.004601912,0.0071419,0.0025070214,0.0028664893],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009174296,0.00016588534,0.030938504,0.00034149442,0.000017241477,0.0022528048,0.7738305,0.000041738804,0.0013666396,0.083312154,0.036112465,0.07152892],"study_design_scores_gemma":[0.000011073933,0.000090919195,0.008220021,0.00046737122,0.000010561028,0.00131499,0.53033316,0.000026132762,0.0002188992,0.005843949,0.45344216,0.000020760042],"about_ca_topic_score_codex":0.00896749,"about_ca_topic_score_gemma":0.008664764,"teacher_disagreement_score":0.023374302,"about_ca_system_score_codex":0.0025744948,"about_ca_system_score_gemma":0.0038317044,"threshold_uncertainty_score":0.0781948},"labels":[],"label_agreement":null},{"id":"W7022576007","doi":"","title":"Espaces à occuper","year":2015,"lang":"fr","type":"article","venue":"Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Population; Aura; Cultural environment; German population","score_opus":0.21460593089810506,"score_gpt":0.48112750652100533,"score_spread":0.26652157562290024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7022576007","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1420211,0.0037162856,0.004142759,0.015691757,0.0009354104,0.000111549234,0.0006321518,0.0001311659,0.8326178],"genre_scores_gemma":[0.416884,0.0024130745,0.0017872214,0.0028994007,0.00015522784,0.00006790734,0.00037596212,0.000105411316,0.57531184],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99872583,0.00031107347,0.000027970753,0.00015838048,0.00034963057,0.00042702543],"domain_scores_gemma":[0.99940705,0.000056853103,0.000040571842,0.00005781553,0.00022144683,0.00021620441],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000937575,0.000449526,0.00029652368,0.00079505646,0.01188832,0.0055669756,0.0009278003,0.001186028,0.06051174],"category_scores_gemma":[0.0014567052,0.00018335784,0.00030235128,0.0013182366,0.004491373,0.0024284374,0.004255165,0.001394492,0.007730778],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010954548,0.00009056584,0.030190874,0.00039779049,0.00004220162,0.0019612384,0.28447142,0.00030715056,0.0023553926,0.2685627,0.17286105,0.23865007],"study_design_scores_gemma":[0.0000027922126,0.000013583906,0.009211752,0.00017967637,0.0000069733633,0.00017552738,0.08517219,0.000057052992,0.00013369067,0.0027027633,0.9023331,0.000010873729],"about_ca_topic_score_codex":0.37012458,"about_ca_topic_score_gemma":0.6569884,"teacher_disagreement_score":0.37012458,"about_ca_system_score_codex":0.0064483467,"about_ca_system_score_gemma":0.007816188,"threshold_uncertainty_score":0.73594046},"labels":[],"label_agreement":null},{"id":"W7024300119","doi":"","title":"Representations of scientists in Canadian high school an college textbooks","year":2008,"lang":"en","type":"article","venue":"Data Archiving and Networked Services (DANS)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nucleofection; Gestational period; TSG101; Dysgeusia; Liquation; Diafiltration; Emperipolesis; Triacetin; Durvalumab","score_opus":0.06124093951375159,"score_gpt":0.3642503714585435,"score_spread":0.3030094319447919,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7024300119","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.27066168,0.001641243,0.0043172035,0.009860371,0.00045515728,0.00013770716,0.00286491,0.00043683854,0.7096249],"genre_scores_gemma":[0.7772522,0.0020364218,0.003900379,0.0006137564,0.0000679709,0.000051749787,0.0014792398,0.00028300847,0.21431531],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.997931,0.0004654463,0.00006801696,0.00017877834,0.00095278455,0.0004039431],"domain_scores_gemma":[0.991459,0.0026744357,0.00047243142,0.00034796656,0.0037060585,0.0013401811],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0017749742,0.00041443243,0.0002607186,0.0077711623,0.008803008,0.010966624,0.0014622986,0.0016264624,0.024125047],"category_scores_gemma":[0.010728262,0.00024873068,0.0002945474,0.013129376,0.0045834593,0.0025534593,0.0025391104,0.0018089812,0.0014709431],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015889779,0.00008832253,0.016041858,0.00035374105,0.000013691479,0.0010280873,0.34298515,0.002993713,0.0018213614,0.4124844,0.117778234,0.104252465],"study_design_scores_gemma":[0.000007370889,0.000012964917,0.012785083,0.00026440827,0.000013301744,0.0001223859,0.08116648,0.000934387,0.00072581373,0.009929198,0.8939987,0.000039912826],"about_ca_topic_score_codex":0.8689558,"about_ca_topic_score_gemma":0.93950003,"teacher_disagreement_score":0.991197,"about_ca_system_score_codex":0.063879065,"about_ca_system_score_gemma":0.043179378,"threshold_uncertainty_score":0.46347725},"labels":[],"label_agreement":null},{"id":"W7024416238","doi":"","title":"Simposio : perspectivas sobre la formación profesional docente en ciencias en Iberoamérica","year":2009,"lang":"es","type":"article","venue":"Dipòsit Digital de Documents de la UAB (Universitat Autònoma de Barcelona)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Laurentian University","funders":"","keywords":"Context (archaeology); Work (physics); Initial training; Subject (documents)","score_opus":0.008128388838070816,"score_gpt":0.32338430495073756,"score_spread":0.31525591611266673,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7024416238","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30623704,0.022354156,0.008506371,0.06543869,0.000797267,0.00013311578,0.00037034834,0.00017277234,0.59599024],"genre_scores_gemma":[0.9538993,0.0085913865,0.0022288263,0.0022406247,0.00013001873,0.00007712058,0.00007590901,0.00007019673,0.032686662],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99699557,0.0018780266,0.00007606022,0.00029420873,0.00035076504,0.00040535806],"domain_scores_gemma":[0.9953513,0.0024719168,0.0004524224,0.00034548578,0.0006403348,0.00073845964],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005177509,0.0006181511,0.0004938005,0.0041265814,0.01009224,0.013059859,0.0012887132,0.0018278778,0.014563761],"category_scores_gemma":[0.0076745125,0.0003124895,0.00021559885,0.005709712,0.015134459,0.0050981618,0.0062103025,0.0023022976,0.00091375044],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015712802,0.000057615285,0.019051204,0.000834648,0.000018987423,0.002536278,0.6645414,0.00034486747,0.0011259846,0.19059628,0.01656107,0.1041745],"study_design_scores_gemma":[0.000013753888,0.00004545535,0.016290242,0.0016816491,0.000014927157,0.00071396516,0.5853066,0.00019685093,0.000649157,0.022519838,0.37254143,0.000026111624],"about_ca_topic_score_codex":0.078826495,"about_ca_topic_score_gemma":0.121904805,"teacher_disagreement_score":0.078826495,"about_ca_system_score_codex":0.012274101,"about_ca_system_score_gemma":0.014515967,"threshold_uncertainty_score":0.15673536},"labels":[],"label_agreement":null},{"id":"W7024647448","doi":"","title":"Self-efficacy for inquiry-based instruction: surviving the leap from student-teacher to an inquiry-oriented novice teacher","year":2014,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; National Science Foundation","keywords":"Teacher education; Focus group; Professional development; Student teacher; Social constructivism; School teachers; Constructivism (international relations); Teaching method","score_opus":0.06683140120730446,"score_gpt":0.3822846945319884,"score_spread":0.3154532933246839,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7024647448","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9892462,0.00039130624,0.0014680809,0.0019331858,0.000049205766,0.000044344717,0.000008984584,0.00002986753,0.006828861],"genre_scores_gemma":[0.99823356,0.0001238784,0.00066110806,0.000114455004,0.000011697456,0.000024421268,0.0000098769615,0.0000064406886,0.00081453973],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99793553,0.0010263918,0.00006982555,0.00017045469,0.00053775846,0.0002600901],"domain_scores_gemma":[0.9897926,0.003944466,0.0013358318,0.00089241855,0.0013060222,0.002728687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005291953,0.00017069382,0.00026338344,0.0008140183,0.0015287261,0.0026703,0.0006937955,0.0006090408,0.0008661168],"category_scores_gemma":[0.01272656,0.00021865698,0.00024566957,0.00020767548,0.0024259815,0.0017789962,0.002367911,0.0016237978,0.00015321693],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011023284,0.0017984915,0.5652902,0.00019832095,0.00005279923,0.00065773755,0.19110529,0.00017244263,0.003962073,0.012195534,0.004438596,0.22001828],"study_design_scores_gemma":[0.000039594317,0.0012862793,0.81010485,0.00046348225,0.0000482441,0.0013706861,0.14540684,0.0015194789,0.00300999,0.007930809,0.028734863,0.00008481537],"about_ca_topic_score_codex":0.001563881,"about_ca_topic_score_gemma":0.0025210872,"teacher_disagreement_score":0.005291953,"about_ca_system_score_codex":0.0007922665,"about_ca_system_score_gemma":0.0028959506,"threshold_uncertainty_score":0.027986884},"labels":[],"label_agreement":null},{"id":"W7024846448","doi":"","title":"Suncor Energy reports first quarter 2015 results | Reuters","year":2015,"lang":"en","type":"other","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin); Energy (signal processing); Energy consumption; Term (time)","score_opus":0.058699580980752515,"score_gpt":0.3781833904328497,"score_spread":0.3194838094520972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7024846448","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011638184,0.0007373204,0.00091875973,0.0028336388,0.0022478942,0.0001517505,0.08124134,0.0051646368,0.9055408],"genre_scores_gemma":[0.0035189642,0.00066628266,0.0006470468,0.00042460248,0.00036332122,0.000097947806,0.041169766,0.003087145,0.9500249],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99846774,0.00011774228,0.00007383923,0.0001796616,0.0009789006,0.00018221367],"domain_scores_gemma":[0.99644667,0.00040898818,0.00016535605,0.0006273081,0.0017329488,0.00061870855],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001937516,0.0013843385,0.00096390315,0.004319105,0.0013493192,0.0066271694,0.0014115303,0.0014996178,0.68867147],"category_scores_gemma":[0.0066476404,0.00062560337,0.0010711168,0.0042811814,0.0005480118,0.0024261074,0.0017533771,0.0019802568,0.5827849],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051365576,0.000031045147,0.00018698032,0.00008553385,0.0000043857626,0.000010947068,0.000010015615,0.00007724068,0.00006657966,0.0012765368,0.9763748,0.021824611],"study_design_scores_gemma":[0.000031094918,0.000021328831,0.0015091952,0.00010413402,0.000007882169,0.000014218611,0.00003666005,0.00015761242,0.0005331794,0.0012282457,0.996347,0.000009521975],"about_ca_topic_score_codex":0.019468399,"about_ca_topic_score_gemma":0.024896244,"teacher_disagreement_score":0.68867147,"about_ca_system_score_codex":0.0022819955,"about_ca_system_score_gemma":0.0034994557,"threshold_uncertainty_score":0.44407237},"labels":[],"label_agreement":null},{"id":"W7024988288","doi":"","title":"Towards Transformative Science Education for Responsible Citizenship:Investigating Science Teachers’ Integration of Informed Decision Making","year":2024,"lang":"en","type":"article","venue":"TU/e Research Portal","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Directorate for STEM Education; National Institutes of Health; Ekiti State University; University College London; Montclair State University; Western Washington University; Mount Royal University; University of South Carolina","keywords":"Transformative learning; Citizenship; Curriculum; Science education; Context (archaeology); Action research; Professional development; Action (physics); Faculty development","score_opus":0.24893560252481228,"score_gpt":0.5714841551534445,"score_spread":0.32254855262863225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7024988288","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9488724,0.00038792464,0.013987653,0.004971661,0.000041794814,0.00015499629,0.000012073661,0.000046769193,0.031524777],"genre_scores_gemma":[0.99416417,0.0001568525,0.0037563825,0.00023165275,0.000004929912,0.000053958844,0.000007811588,0.0000120774275,0.0016121408],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9864705,0.009966219,0.00038841876,0.0007961168,0.0012842775,0.0010944675],"domain_scores_gemma":[0.97523403,0.016739517,0.002855751,0.0021838848,0.0014317337,0.001555127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014047062,0.0003629643,0.00044489113,0.0016166099,0.0048566614,0.010400724,0.0011583185,0.0020418814,0.0022380808],"category_scores_gemma":[0.021701008,0.00066968164,0.0006741362,0.0009216904,0.017084286,0.007860082,0.00891068,0.0040378207,0.00040059522],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000025201243,0.0003316717,0.011270936,0.00017523218,0.000010796621,0.00051123905,0.9440042,0.00022965006,0.0015183076,0.020073978,0.0005512608,0.02129756],"study_design_scores_gemma":[0.00002668167,0.0001536149,0.012396574,0.00031271728,0.0000233226,0.0004971044,0.91647315,0.0014179099,0.0032094219,0.023818662,0.041632228,0.000038633607],"about_ca_topic_score_codex":0.0029242882,"about_ca_topic_score_gemma":0.0052310224,"teacher_disagreement_score":0.014047062,"about_ca_system_score_codex":0.0044750283,"about_ca_system_score_gemma":0.008765534,"threshold_uncertainty_score":0.074288845},"labels":[],"label_agreement":null},{"id":"W7028058007","doi":"","title":"Educational curriculum reform: Exploring the liminal experience of in-service science teachers","year":2020,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Social Sciences and Humanities Research Council; McGill University","funders":"","keywords":"Liminality; Reflexivity; Curriculum; Scholarship; Professional development; Professional learning community; Participant observation; Situated; Teacher education; Situated learning; Transformative learning","score_opus":0.08128892585205047,"score_gpt":0.3592314911751612,"score_spread":0.2779425653231107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7028058007","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95965225,0.0010924117,0.0020422617,0.013720018,0.00022086874,0.00018934633,0.00006212203,0.00008775285,0.022932956],"genre_scores_gemma":[0.98784965,0.00057897734,0.0006580242,0.0022955828,0.000054782373,0.000087696324,0.000047764537,0.00006580533,0.0083616795],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9775274,0.015416525,0.00041726942,0.0010648551,0.001698989,0.0038749785],"domain_scores_gemma":[0.98263484,0.008242892,0.0011487149,0.0005744054,0.0018841034,0.0055151647],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011533927,0.0005597579,0.0011311474,0.0022393132,0.035738282,0.011703043,0.0037188209,0.004522168,0.0050947643],"category_scores_gemma":[0.022521337,0.00093785906,0.00049040816,0.0023847215,0.025326956,0.0074726013,0.015749102,0.008916847,0.0011107984],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013232259,0.00006501076,0.0009772544,0.00003284308,0.0000017871592,0.0005098169,0.9937039,0.000014601908,0.00025965224,0.0011003194,0.00081203296,0.002509476],"study_design_scores_gemma":[0.000004419411,0.000042004693,0.0009248938,0.000042509117,0.0000017458744,0.00014006146,0.9779574,0.000052003794,0.00009615732,0.00016495248,0.020564886,0.000008962774],"about_ca_topic_score_codex":0.08111166,"about_ca_topic_score_gemma":0.12208106,"teacher_disagreement_score":0.08111166,"about_ca_system_score_codex":0.021748673,"about_ca_system_score_gemma":0.017405333,"threshold_uncertainty_score":0.16127908},"labels":[],"label_agreement":null},{"id":"W7028479614","doi":"","title":"First-Year Teachers Uphill Struggle to Implement Inquiry Instruction: Exploring the Interplay Among Self-Efficacy, Conceptualizations, and Classroom Observations of Inquiry Enactment","year":2016,"lang":"en","type":"article","venue":"eScholarship@McGill (McGill)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McGill University","keywords":"Qualitative research; Agency (philosophy); Work (physics); Data collection; Government (linguistics); Context (archaeology)","score_opus":0.12389258820965372,"score_gpt":0.3486351615902781,"score_spread":0.22474257338062437,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7028479614","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.998912,0.000027920392,0.000091845555,0.00012865692,0.0000052864,0.000013593862,0.000013636582,0.000007723568,0.0007994351],"genre_scores_gemma":[0.9970612,0.000046769735,0.00024645554,0.000091841204,0.000002704135,0.000042071715,0.000041196206,0.000006621326,0.0024611456],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99847645,0.0004309024,0.00006423634,0.0002516648,0.00039024354,0.0003864692],"domain_scores_gemma":[0.98847395,0.004871537,0.0022154322,0.0007797135,0.0015933727,0.0020660174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031842706,0.00031435225,0.0005967066,0.0007973752,0.0025669376,0.0064300825,0.0010825895,0.001304247,0.0026593907],"category_scores_gemma":[0.017050127,0.0007798698,0.0003500708,0.00033260777,0.002321314,0.0018336358,0.0029568358,0.004058931,0.0006346624],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003491834,0.004672855,0.5966349,0.00010279944,0.000050905815,0.0009830857,0.354631,0.00015001456,0.008585746,0.0019523009,0.0020706442,0.029816555],"study_design_scores_gemma":[0.00003915555,0.0013246991,0.4903543,0.00012102884,0.00003330776,0.00045337685,0.49581736,0.0005283555,0.0025599506,0.0010058424,0.007701264,0.000061226776],"about_ca_topic_score_codex":0.009246513,"about_ca_topic_score_gemma":0.022022892,"teacher_disagreement_score":0.009246513,"about_ca_system_score_codex":0.0016522857,"about_ca_system_score_gemma":0.0029758587,"threshold_uncertainty_score":0.01838541},"labels":[],"label_agreement":null},{"id":"W7034094215","doi":"","title":"Sortir du cadre : représentations de l’aide sociale au Québec","year":2020,"lang":"fr","type":"other","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Class (philosophy); Government (linguistics); Perspective (graphical); Power (physics)","score_opus":0.08209388823155729,"score_gpt":0.4024530853337468,"score_spread":0.3203591971021895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034094215","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.099480115,0.011226127,0.0029092277,0.10149,0.0015058914,0.0000768619,0.0019292266,0.00021702454,0.78116554],"genre_scores_gemma":[0.51085794,0.0037534756,0.001110934,0.0028194687,0.0001323025,0.00004706243,0.00037949448,0.00010601516,0.48079336],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99875605,0.00037955324,0.000023865945,0.00010088496,0.00036246283,0.00037730523],"domain_scores_gemma":[0.99834275,0.0004618119,0.00009502097,0.00009846979,0.00060851977,0.0003934733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013027441,0.00038475284,0.00020170357,0.0011932129,0.00919345,0.0069371965,0.00090350275,0.002378281,0.055540606],"category_scores_gemma":[0.003293332,0.00019315424,0.00025471702,0.0026233455,0.0033356466,0.0023660115,0.0018813681,0.0026608265,0.0015387571],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009348881,0.00007473678,0.010394246,0.00022121784,0.000021417349,0.000842472,0.06822428,0.0010087945,0.00071737356,0.4435862,0.32102433,0.15379143],"study_design_scores_gemma":[0.000008214717,0.000011274659,0.012417038,0.0002119246,0.000006721539,0.00011393226,0.025988908,0.0004251015,0.0001542555,0.004586853,0.9560513,0.000024499976],"about_ca_topic_score_codex":0.9829342,"about_ca_topic_score_gemma":0.984979,"teacher_disagreement_score":0.055540606,"about_ca_system_score_codex":0.053007245,"about_ca_system_score_gemma":0.044774927,"threshold_uncertainty_score":0.3845963},"labels":[],"label_agreement":null},{"id":"W7034324958","doi":"","title":"Space matters: spatial effects, MAUP, and spatial statistics in the analysis of environmental change in the oil sands region of Alberta (Canada)","year":2022,"lang":"en","type":"article","venue":"ScholarsArchive  (Brigham Young University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scale (ratio); Spatial ecology; Spatial variability; Resource (disambiguation); Spatial analysis; Natural (archaeology); Spatial distribution; Autoregressive model; Statistical model; Common spatial pattern","score_opus":0.01697289712693495,"score_gpt":0.25296577187379743,"score_spread":0.23599287474686248,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034324958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.51696694,0.015301731,0.42168355,0.033221897,0.0006605347,0.00012762756,0.0012817371,0.0007939664,0.009962036],"genre_scores_gemma":[0.94073665,0.002399824,0.051582545,0.0008450721,0.0005272282,0.0000679872,0.0003153945,0.00015419348,0.0033711726],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997029,0.0016222283,0.00014973943,0.00039127556,0.00056509126,0.00024278188],"domain_scores_gemma":[0.9732894,0.021035085,0.0017541867,0.0014525338,0.0018496903,0.0006191413],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008636487,0.0005055785,0.0006390084,0.0023914396,0.0010451847,0.0026204786,0.0013296441,0.0009839723,0.0010673841],"category_scores_gemma":[0.035437025,0.00030883998,0.0009337443,0.004157416,0.005884323,0.0020204498,0.0018274968,0.0018033733,0.00009164008],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015155962,0.00008563814,0.31290215,0.00033667326,0.0008811831,0.0011830821,0.0023616184,0.24970987,0.0014319781,0.29671952,0.013176149,0.1210606],"study_design_scores_gemma":[0.000017854103,0.000086458625,0.15822695,0.00024494776,0.00035814987,0.00017652231,0.0021221116,0.65255064,0.0007773785,0.16743158,0.017909477,0.000098042234],"about_ca_topic_score_codex":0.5332692,"about_ca_topic_score_gemma":0.5213794,"teacher_disagreement_score":0.46673077,"about_ca_system_score_codex":0.00367673,"about_ca_system_score_gemma":0.0061522396,"threshold_uncertainty_score":0.9389589},"labels":[],"label_agreement":null},{"id":"W7034627273","doi":"","title":"Tusâven? Acoustic observation of baleen whale species composition and seasonal presence in the Torngat Area of Interest, Nunatsiavut, Canada","year":2025,"lang":"en","type":"other","venue":"eScholarship (California Digital Library)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humpback whale; Whale; Baleen; Diel vertical migration; Arctic; Right whale; Cetacea; Human echolocation","score_opus":0.05591968582702938,"score_gpt":0.2778056761025768,"score_spread":0.2218859902755474,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7034627273","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99555486,0.00017130788,0.0000934235,0.000039685114,0.000009044764,0.000012010829,0.0013266329,0.000009527606,0.0027836687],"genre_scores_gemma":[0.99536765,0.0002469387,0.00036837696,0.000042967204,0.0000038245257,0.000015920366,0.0011185296,0.000009022766,0.0028268872],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9998951,0.0000069911134,0.0000035912294,0.000027258548,0.000030915093,0.000036224636],"domain_scores_gemma":[0.9998104,0.000012488566,0.00002792832,0.0000057256107,0.000084830375,0.000058653353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000113892456,0.0001756474,0.00011915304,0.00046893136,0.0010316058,0.0005562463,0.00033547275,0.00015211235,0.0015967817],"category_scores_gemma":[0.0002991762,0.00013063794,0.00012212287,0.0007558798,0.00025377359,0.00015598563,0.0003925008,0.00018153196,0.00021757533],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011173469,0.000023900777,0.96936834,0.000043884986,0.000034678025,0.00036251254,0.004699884,0.00020167445,0.005586146,0.00008478517,0.0015572569,0.017925216],"study_design_scores_gemma":[0.0000014551852,0.0000112882135,0.99418515,0.000012779527,0.0000056293375,0.000058397036,0.0037457636,0.00013345726,0.00019624263,0.000005852445,0.0016400635,0.000003825757],"about_ca_topic_score_codex":0.94674987,"about_ca_topic_score_gemma":0.9861152,"teacher_disagreement_score":0.053250134,"about_ca_system_score_codex":0.0033493298,"about_ca_system_score_gemma":0.002343274,"threshold_uncertainty_score":0.10712743},"labels":[],"label_agreement":null},{"id":"W7035967365","doi":"","title":"1977 Annual Meeting of the Société Rencesvals American-Canadian Branch","year":2015,"lang":"en","type":"article","venue":"Indiana Magazine of History (Indiana University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Government (linguistics); Work (physics); Tower","score_opus":0.04932874133652758,"score_gpt":0.27401721355387315,"score_spread":0.22468847221734556,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7035967365","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003165228,0.029582905,0.00060200755,0.04887019,0.029419942,0.00009802955,0.0024346001,0.0002822439,0.88554484],"genre_scores_gemma":[0.0033533587,0.0040641306,0.00021705014,0.0011685566,0.00073470117,0.000016983504,0.000320872,0.000051402327,0.99007297],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994288,0.000032500022,0.000018216368,0.00012615828,0.0002638621,0.0001303436],"domain_scores_gemma":[0.99889696,0.00005591239,0.000025729645,0.00003860916,0.00062475185,0.0003580207],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00054800085,0.0009685677,0.0005254273,0.0010416583,0.00413303,0.0029226157,0.0010588267,0.0025785153,0.40736428],"category_scores_gemma":[0.0012327947,0.00025989412,0.00036401738,0.0010929207,0.0011942459,0.0014396008,0.0014262267,0.002268441,0.16364688],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000029521136,0.000015720478,0.0005965535,0.0000890005,0.0000038489834,0.000118074735,0.0001348078,0.00003733487,0.00028883945,0.0042581605,0.9626473,0.0317808],"study_design_scores_gemma":[9.956505e-7,0.0000013490743,0.00044590374,0.000028075632,8.844113e-7,0.000026742042,0.00007307065,0.000010180361,0.000023366525,0.00008676784,0.9993007,0.0000020073733],"about_ca_topic_score_codex":0.31912228,"about_ca_topic_score_gemma":0.5860915,"teacher_disagreement_score":0.6808777,"about_ca_system_score_codex":0.008119738,"about_ca_system_score_gemma":0.0102503095,"threshold_uncertainty_score":0.8453229},"labels":[],"label_agreement":null},{"id":"W7035988977","doi":"","title":"ARCHIVEIT-3490-TWELVE_HOURS-AAOPGA-20130201154939-00000-wbgrp-crawl056.us.archive.org-6680.warc.gz","year":2013,"lang":"en","type":"other","venue":"Bulletin of Miscellaneous Information (Royal Gardens Kew)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Process (computing); Identification (biology); Product (mathematics)","score_opus":0.014729358080846583,"score_gpt":0.2517903702409769,"score_spread":0.2370610121601303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7035988977","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00038838794,0.00021310031,0.0015151688,0.0004883836,0.00037887893,0.00015326923,0.31567588,0.033852037,0.64733493],"genre_scores_gemma":[0.0017476049,0.00039871482,0.0017602444,0.00022525765,0.00011244053,0.00016641978,0.15998888,0.025413334,0.81018716],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991774,0.000065999775,0.00004715145,0.00011733013,0.00044876122,0.00014331866],"domain_scores_gemma":[0.9945083,0.0005978424,0.00017320726,0.0012134674,0.002616714,0.0008903749],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011852116,0.0017330024,0.001130073,0.0074173557,0.0022344931,0.006813157,0.0021997227,0.0013145668,0.8985555],"category_scores_gemma":[0.0073954426,0.0013435559,0.00090939127,0.012337303,0.00083039,0.0034165257,0.003810696,0.0015066823,0.93727213],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001944237,0.000012243161,0.0001339763,0.00007697795,0.0000021539026,0.000008205368,0.00005164907,0.00002311229,0.0000662957,0.0004941246,0.9795573,0.019554632],"study_design_scores_gemma":[0.000011314694,0.0000032510952,0.0006833387,0.00004393342,0.0000017787504,0.000011638434,0.000038813803,0.000023749786,0.00019532176,0.00020639042,0.9987723,0.0000081623],"about_ca_topic_score_codex":0.08451037,"about_ca_topic_score_gemma":0.083573796,"teacher_disagreement_score":0.10144448,"about_ca_system_score_codex":0.003353039,"about_ca_system_score_gemma":0.003253626,"threshold_uncertainty_score":0.16803694},"labels":[],"label_agreement":null},{"id":"W7038603268","doi":"","title":"Interpreting derived stative predicates : evidence from ʔayʔaǰuθəm","year":2018,"lang":"en","type":"other","venue":"cIRcle (University of British Columbia)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Predicate (mathematical logic); Ambiguity; Verb; Interrogative; Resultative; Adverbial; Context (archaeology)","score_opus":0.031084491325232968,"score_gpt":0.280230348024212,"score_spread":0.249145856698979,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7038603268","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7933762,0.00036279677,0.07134831,0.0012538054,0.00017364295,0.00010069714,0.00024496645,0.00030205154,0.13283755],"genre_scores_gemma":[0.99301976,0.00009770593,0.0046283687,0.00011522008,0.00004276434,0.000019348552,0.00012365519,0.00012521856,0.0018279864],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981791,0.00068773853,0.00010152195,0.00037746216,0.0005367475,0.000117425036],"domain_scores_gemma":[0.99465877,0.0037203317,0.00035243435,0.0005145284,0.0006756135,0.000078313926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019767305,0.0005094153,0.00038496326,0.000570151,0.0013106101,0.002657492,0.00088806084,0.0011430053,0.003738223],"category_scores_gemma":[0.006138063,0.0005331587,0.0004172219,0.00052888226,0.0044400417,0.005489371,0.0029284244,0.0023820004,0.00048960786],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009186138,0.00013325222,0.012313198,0.00088155933,0.00009119281,0.004524155,0.16640799,0.0010506237,0.15522793,0.61319095,0.0015579856,0.043702506],"study_design_scores_gemma":[0.00036987866,0.0011719394,0.057544135,0.0005141402,0.0003005593,0.009815833,0.09410548,0.025687305,0.14917673,0.51653886,0.14439063,0.00038460857],"about_ca_topic_score_codex":0.0010614253,"about_ca_topic_score_gemma":0.0014878184,"teacher_disagreement_score":0.003738223,"about_ca_system_score_codex":0.0010773907,"about_ca_system_score_gemma":0.00068295153,"threshold_uncertainty_score":0.012505591},"labels":[],"label_agreement":null},{"id":"W7039584921","doi":"","title":"Metsästysalan toimijoita kuvaavat käsitteet Suomessa ja niiden vastineet Saksassa : Terminologinen vastinetyö ja suomi–ruotsi–saksa-sanasto","year":2025,"lang":"fi","type":"other","venue":"UTUPub (University of Turku)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Quarter (Canadian coin)","score_opus":0.032992400785326795,"score_gpt":0.28392441204810237,"score_spread":0.2509320112627756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7039584921","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.053435203,0.015009318,0.021699293,0.010100549,0.0044469764,0.00020040106,0.0017408066,0.00080738607,0.89256006],"genre_scores_gemma":[0.3332686,0.012534829,0.022423366,0.0026577697,0.0015732581,0.00031945642,0.0032157777,0.0020228294,0.6219842],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99824786,0.00044907225,0.00017484358,0.0003800837,0.0005477836,0.00020046123],"domain_scores_gemma":[0.9978676,0.00061071984,0.0002075397,0.00024873173,0.00080598105,0.00025929182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019691817,0.00074875436,0.00048079633,0.0016562105,0.0042775525,0.008755095,0.00085648644,0.0013210928,0.031314615],"category_scores_gemma":[0.0029458392,0.0003859302,0.0005152544,0.0021500243,0.0039134664,0.006155993,0.0042304303,0.003749962,0.019965377],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003618194,0.00010728092,0.0055986024,0.0012198968,0.000042463515,0.0011347014,0.08185557,0.00026359776,0.012690644,0.6812353,0.073379405,0.14211072],"study_design_scores_gemma":[0.000008048046,0.000030711668,0.0022754373,0.0002616087,0.000014021926,0.0003949708,0.009088684,0.000092971626,0.0016664232,0.01543105,0.9707063,0.00002973139],"about_ca_topic_score_codex":0.0029929085,"about_ca_topic_score_gemma":0.0071091843,"teacher_disagreement_score":0.031314615,"about_ca_system_score_codex":0.0034840235,"about_ca_system_score_gemma":0.005169911,"threshold_uncertainty_score":0.104757786},"labels":[],"label_agreement":null},{"id":"W7039714696","doi":"","title":"Mexico Imposes Temporary Duty on U.S., Canadian Milk Imports","year":2006,"lang":"en","type":"article","venue":"UNM’s Digital Repository (University of New Mexico)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Duty; Milk products; Work (physics); Consumption (sociology)","score_opus":0.02468523704506284,"score_gpt":0.25594310491978556,"score_spread":0.23125786787472272,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7039714696","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.21504512,0.0020423236,0.001033229,0.030941157,0.000946733,0.00030032298,0.008229027,0.00066902273,0.740793],"genre_scores_gemma":[0.3891794,0.0018038079,0.0018736325,0.013863364,0.0002744587,0.00028899513,0.0038821364,0.00021418145,0.58862007],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99762195,0.00009780722,0.000069501504,0.00023658483,0.0010275258,0.0009466431],"domain_scores_gemma":[0.99711823,0.00033792874,0.00022391188,0.00039289627,0.001579243,0.00034771653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016652215,0.00035060485,0.0004264637,0.0015638318,0.010281006,0.004751814,0.0012763548,0.0029509626,0.032652974],"category_scores_gemma":[0.005238456,0.00041719546,0.0005193536,0.002194079,0.0016062219,0.00083875714,0.0019951542,0.0024180422,0.0023020315],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00048126024,0.00017248577,0.054639626,0.00031743676,0.00012653637,0.0014947847,0.005810731,0.00050718145,0.0049076746,0.15876645,0.6942999,0.07847589],"study_design_scores_gemma":[0.00004131797,0.000047166268,0.04797639,0.00016812686,0.00005450504,0.000102441976,0.0023328064,0.00016356166,0.001124457,0.000868298,0.94708484,0.000036112073],"about_ca_topic_score_codex":0.92560786,"about_ca_topic_score_gemma":0.9529959,"teacher_disagreement_score":0.07439214,"about_ca_system_score_codex":0.023590297,"about_ca_system_score_gemma":0.050123524,"threshold_uncertainty_score":0.1711604},"labels":[],"label_agreement":null},{"id":"W7043675979","doi":"","title":"Teaching about Ethics through Socioscientific Issues in Physics and Chemistry: Teacher Candidatesâ Beliefs","year":2009,"lang":"en","type":"article","venue":"ScholarWorks@UMassAmherst (University of Massachusetts Amherst)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Archetype; Subject (documents); Teacher education; Qualitative research; Physics education; Qualitative analysis","score_opus":0.05026213418805211,"score_gpt":0.3463872200482967,"score_spread":0.2961250858602446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7043675979","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98779184,0.00013739419,0.0022661895,0.003358623,0.00002164215,0.000029503077,0.000007652417,0.0000082905535,0.0063788183],"genre_scores_gemma":[0.99769825,0.00008785178,0.0002491947,0.00019256973,0.000007767364,0.000015006723,0.0000032299931,0.0000052002156,0.0017409425],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9927308,0.0048783314,0.00022986255,0.0003128525,0.0010201668,0.0008280487],"domain_scores_gemma":[0.97964966,0.013732333,0.0027302753,0.0005704529,0.0014187018,0.0018985178],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007426481,0.00019998619,0.0003790122,0.0011402109,0.0067600044,0.0039042854,0.0007919978,0.0012537875,0.0034294801],"category_scores_gemma":[0.016209494,0.00045544567,0.00019335581,0.00074026675,0.010598113,0.0027642841,0.0033510525,0.003098729,0.00036848072],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003619439,0.00010853715,0.02340711,0.00007991207,0.0000041314934,0.0010646317,0.9536481,0.00008051409,0.0017709715,0.011927752,0.0005236757,0.007348479],"study_design_scores_gemma":[0.000007607294,0.00009478655,0.0065868935,0.0001010654,0.000004255276,0.0006378217,0.9743329,0.0003614614,0.0008535705,0.0017117677,0.015290751,0.000017093133],"about_ca_topic_score_codex":0.0037078448,"about_ca_topic_score_gemma":0.0053415555,"teacher_disagreement_score":0.007426481,"about_ca_system_score_codex":0.0034526293,"about_ca_system_score_gemma":0.004723137,"threshold_uncertainty_score":0.039275467},"labels":[],"label_agreement":null},{"id":"W7065087015","doi":"","title":"Comparative analysis of science education systems of Turkey and Canada [Türkiye ile Kanada fen eǧitiminin kargılagtırmalı olarak Gncelenmesi]","year":2022,"lang":"en","type":"article","venue":"Dspace Repository (Marmara Üniversitesi)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Unit (ring theory); Science education; Curriculum; Process (computing); Technology education; Science, technology, society and environment education; Comparative education","score_opus":0.020546501892343437,"score_gpt":0.30324045252921566,"score_spread":0.28269395063687225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7065087015","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97685677,0.0020742915,0.00028519594,0.00050674233,0.000018474218,0.00006055799,0.0009303349,0.000024791261,0.019242795],"genre_scores_gemma":[0.99520147,0.0008080003,0.00039633573,0.000033993285,0.0000020657128,0.00002055689,0.0007993823,0.0000076278648,0.0027305624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983706,0.00016687953,0.000067033165,0.00015550462,0.0006668335,0.00057315925],"domain_scores_gemma":[0.9976095,0.00023505262,0.00021107591,0.000060828188,0.0014225147,0.00046097278],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095937384,0.00029578983,0.0003020551,0.0044191084,0.0029177857,0.0025514283,0.0005708057,0.00024859532,0.0035118056],"category_scores_gemma":[0.0027253455,0.00020807864,0.0003492814,0.008380045,0.0013018157,0.00072614214,0.001489545,0.00034550016,0.00021858444],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004246923,0.00018169884,0.7018831,0.00072064815,0.00028917118,0.0013954995,0.054574102,0.0017680903,0.0021744978,0.023080593,0.0068689683,0.20663907],"study_design_scores_gemma":[0.00000940605,0.00004437689,0.9603418,0.00010158834,0.000036703215,0.00009375006,0.025934642,0.00026009814,0.00033892214,0.00018405468,0.012633545,0.000021096226],"about_ca_topic_score_codex":0.9192796,"about_ca_topic_score_gemma":0.94689935,"teacher_disagreement_score":0.080720425,"about_ca_system_score_codex":0.026170878,"about_ca_system_score_gemma":0.044332426,"threshold_uncertainty_score":0.18988389},"labels":[],"label_agreement":null},{"id":"W7065633011","doi":"","title":"Enseignement des notions de chaleur et d'effets thermiques, à des élèves de 2e secondaire","year":2001,"lang":"fr","type":"other","venue":"Open MIND","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Stability (learning theory); Field (mathematics); Simple (philosophy); Work (physics); Domain (mathematical analysis)","score_opus":0.12449358574941456,"score_gpt":0.4135609045771349,"score_spread":0.28906731882772035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7065633011","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.122154154,0.15595052,0.15495683,0.06673968,0.004177446,0.00019736866,0.0027289542,0.0014699578,0.49162516],"genre_scores_gemma":[0.67176896,0.04611866,0.032786027,0.0030731545,0.002169029,0.00036953596,0.0007066887,0.0006145693,0.2423934],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969932,0.00084413774,0.00009526883,0.00069713366,0.0011536311,0.00021649933],"domain_scores_gemma":[0.98928076,0.0062988256,0.00085810263,0.001096353,0.0019798502,0.0004862303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004640425,0.0014011613,0.000934861,0.003422262,0.0022001006,0.007968427,0.002054076,0.0026299274,0.022430303],"category_scores_gemma":[0.018840624,0.0005265401,0.0011177378,0.0033290994,0.0072605847,0.0055621704,0.0026275432,0.0035664267,0.001835361],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044511133,0.00015220534,0.00905315,0.0012467662,0.00014523507,0.00023550879,0.009316175,0.0047726613,0.0044524847,0.59681666,0.024403457,0.3489607],"study_design_scores_gemma":[0.00008403555,0.000252437,0.13546291,0.0013070431,0.0002364651,0.00044186515,0.0047515673,0.0063972236,0.009346955,0.3222292,0.51916397,0.0003263777],"about_ca_topic_score_codex":0.16778657,"about_ca_topic_score_gemma":0.15322126,"teacher_disagreement_score":0.16778657,"about_ca_system_score_codex":0.014996388,"about_ca_system_score_gemma":0.007946184,"threshold_uncertainty_score":0.3336199},"labels":[],"label_agreement":null},{"id":"W7071080395","doi":"","title":"Restructuring the Landscape of Learning Incentives in Higher Education: A case for process-oriented instruction and assessment in introductory physics","year":2024,"lang":"en","type":"dissertation","venue":"eScholarship@McGill (McGill)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Restructuring; Incentive; Higher education; Work (physics)","score_opus":0.037383284653815956,"score_gpt":0.36449475016509253,"score_spread":0.32711146551127657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7071080395","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44429415,0.003093419,0.19093151,0.097725995,0.00035583306,0.0011382061,0.00004361538,0.00032540484,0.26209185],"genre_scores_gemma":[0.96323746,0.00028488273,0.03160665,0.0011626036,0.000048250615,0.0002711165,0.000007993574,0.000060019716,0.0033210395],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9187404,0.064945124,0.001252173,0.004212899,0.006790297,0.004059128],"domain_scores_gemma":[0.9234358,0.057108797,0.004052682,0.005480042,0.0050741057,0.0048486167],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.061205454,0.00056033354,0.0008493116,0.0025165956,0.010993344,0.0260455,0.0047342116,0.009650085,0.0033140995],"category_scores_gemma":[0.08333185,0.00071518513,0.0009353159,0.0016912766,0.030993776,0.02035925,0.0117455805,0.007846848,0.00055908604],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012553082,0.0008571343,0.01063574,0.00030324663,0.000029725612,0.001988689,0.11569233,0.0027661803,0.0014242756,0.7408093,0.0017926575,0.12357514],"study_design_scores_gemma":[0.00024995202,0.00094618765,0.01601338,0.0017341516,0.000054886023,0.0025676521,0.17394286,0.023506459,0.003583959,0.6144629,0.16267917,0.000258588],"about_ca_topic_score_codex":0.004775508,"about_ca_topic_score_gemma":0.0047994973,"teacher_disagreement_score":0.061205454,"about_ca_system_score_codex":0.013672518,"about_ca_system_score_gemma":0.016313853,"threshold_uncertainty_score":0.32368928},"labels":[],"label_agreement":null},{"id":"W7084063451","doi":"10.64628/aam.36uevk44t","title":"AstraZeneca COVID-19 vaccine FAQ: Why do the age recommendations keep changing? Does it cause VIPIT blood clots? Is it effective against variants?","year":2021,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"MEDLINE; Blood pressure; Disease; Vaccination; Population","score_opus":0.06255088489223096,"score_gpt":0.4012917093446749,"score_spread":0.3387408244524439,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7084063451","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01932806,0.018531794,0.0016512288,0.9241256,0.010361915,0.00006748646,0.0007582006,0.0002797033,0.024896007],"genre_scores_gemma":[0.28079873,0.035726476,0.0102984635,0.62675774,0.01856903,0.0002657574,0.001571995,0.00049590634,0.025515907],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99360317,0.0028620365,0.00061331526,0.0005121033,0.0018564531,0.00055295345],"domain_scores_gemma":[0.97317535,0.012697906,0.0029815773,0.0012556866,0.0075300327,0.0023593283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0124744,0.00029443536,0.0007545714,0.0005104963,0.0007952853,0.0023393375,0.0009601556,0.0043368605,0.014900875],"category_scores_gemma":[0.06649309,0.00023141794,0.00080289535,0.0005809059,0.0011104875,0.0027972215,0.0007283034,0.0076502925,0.0049237814],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00077962776,0.00045973153,0.019845735,0.0007046955,0.00022735095,0.00023081253,0.00070832414,0.0003588946,0.0011310069,0.0062979497,0.4703017,0.49895424],"study_design_scores_gemma":[0.00066385133,0.0011722567,0.035593797,0.00367801,0.0005132864,0.0004507501,0.0013434299,0.0006770982,0.00197946,0.009438838,0.94438773,0.000101529244],"about_ca_topic_score_codex":0.013162713,"about_ca_topic_score_gemma":0.01714037,"teacher_disagreement_score":0.014900875,"about_ca_system_score_codex":0.001740243,"about_ca_system_score_gemma":0.0043025757,"threshold_uncertainty_score":0.06597173},"labels":[],"label_agreement":null},{"id":"W7095724954","doi":"","title":"CONTRACT RR93002007","year":2016,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Value (mathematics); Project management; Representation (politics); Schedule","score_opus":0.09396302427845336,"score_gpt":0.4448761095887258,"score_spread":0.35091308531027243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095724954","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.001373083,0.0013116966,0.0013191543,0.0035394635,0.001250028,0.00043428058,0.03365875,0.0015575029,0.955556],"genre_scores_gemma":[0.0036008018,0.0004633243,0.0012085068,0.00040494732,0.000045252513,0.00008334276,0.010768041,0.0003378045,0.98308796],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99655616,0.000216173,0.00012402268,0.00062201766,0.0018542781,0.00062736415],"domain_scores_gemma":[0.990049,0.00078177004,0.0001678196,0.00059321494,0.006727127,0.0016811035],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0026839157,0.001517247,0.0016626543,0.0027888492,0.0047183605,0.0048299255,0.0035741667,0.0048377938,0.7663211],"category_scores_gemma":[0.0051182094,0.0008496148,0.0007766737,0.0037557029,0.0015654213,0.0014575385,0.0023145415,0.0016983957,0.5240394],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032227195,0.00013479147,0.0014426116,0.0002877238,0.000023234801,0.000120341916,0.00020246775,0.0003193727,0.0017800492,0.010028547,0.89555997,0.08977864],"study_design_scores_gemma":[0.00007431375,0.000034608445,0.002617349,0.00012386906,0.000009256265,0.000045759803,0.00022686266,0.00030738369,0.00031160167,0.0004938577,0.9957396,0.000015599368],"about_ca_topic_score_codex":0.8055134,"about_ca_topic_score_gemma":0.86680555,"teacher_disagreement_score":0.8055134,"about_ca_system_score_codex":0.020610219,"about_ca_system_score_gemma":0.04548783,"threshold_uncertainty_score":0.39126396},"labels":[],"label_agreement":null},{"id":"W7095911097","doi":"","title":"UNIVERSITY OF TORONTO","year":2005,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Higher education; Order (exchange); Teaching method","score_opus":0.050236959850540684,"score_gpt":0.3733922182334275,"score_spread":0.32315525838288683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095911097","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0022071365,0.010782643,0.0037927239,0.011610568,0.0020253311,0.00009287332,0.0051734303,0.0007647596,0.9635506],"genre_scores_gemma":[0.01388504,0.0072066146,0.0030176092,0.0006206903,0.00020597674,0.000050595092,0.0021147407,0.00017269814,0.9727261],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99863297,0.00014842609,0.00008898599,0.00037188022,0.00056973874,0.00018804536],"domain_scores_gemma":[0.9982368,0.0002482286,0.00012752028,0.00022664866,0.00074354437,0.00041728315],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0007777987,0.0011244644,0.00067676354,0.001617606,0.0035229044,0.006578709,0.0013812233,0.0022429395,0.4238875],"category_scores_gemma":[0.0022972517,0.00057336956,0.0004875382,0.0026866384,0.0015909539,0.0019425434,0.0023345817,0.001363184,0.14007224],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009079335,0.000042716383,0.0014346566,0.0008216115,0.00001507106,0.0008401126,0.0014642996,0.00059745816,0.0008645932,0.23118351,0.58716285,0.17548232],"study_design_scores_gemma":[0.0000056186773,0.00001146923,0.0008460829,0.00013249922,0.000003844225,0.0001244874,0.000297123,0.00014118166,0.00013799647,0.0041925306,0.99409556,0.000011597235],"about_ca_topic_score_codex":0.17801133,"about_ca_topic_score_gemma":0.31776527,"teacher_disagreement_score":0.5761125,"about_ca_system_score_codex":0.012487247,"about_ca_system_score_gemma":0.012309827,"threshold_uncertainty_score":0.8217546},"labels":[],"label_agreement":null},{"id":"W7095954101","doi":"","title":"Differences between Canadian and Lebanese Pre-service Elementary Teachers on Their","year":2008,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Cognition; Period (music); Primary education; Mathematics curriculum; Cognitive development","score_opus":0.11626321976367074,"score_gpt":0.357410159658421,"score_spread":0.24114693989475025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7095954101","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99253947,0.0002170702,0.000039520077,0.00013034906,0.000011853016,0.000007884553,0.000088901266,0.0000039292954,0.0069610816],"genre_scores_gemma":[0.9936174,0.0004293063,0.00011633547,0.000076888355,0.0000035646071,0.000008953708,0.0001941975,0.0000054905495,0.005547856],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991404,0.00006795769,0.000028140415,0.000075226475,0.00037319033,0.00031515514],"domain_scores_gemma":[0.99702185,0.0003258289,0.00028147982,0.000055693657,0.0016341723,0.00068101485],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095315883,0.00028304476,0.00024763157,0.0014841118,0.0032899275,0.002296821,0.00041484946,0.00033513186,0.0042789867],"category_scores_gemma":[0.0033286961,0.0002033626,0.00025996848,0.0016687735,0.001370687,0.00047291347,0.0008155505,0.00060436653,0.0004472675],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030016992,0.00014397998,0.65884036,0.00009838171,0.000037405964,0.0006044235,0.28724876,0.00014384782,0.0039764824,0.001863029,0.003066928,0.04367627],"study_design_scores_gemma":[0.000011986733,0.000090204514,0.78785914,0.00009144372,0.000016180122,0.00019157658,0.19636543,0.00011227664,0.00042380518,0.00012188955,0.014680208,0.00003585447],"about_ca_topic_score_codex":0.92290366,"about_ca_topic_score_gemma":0.9688376,"teacher_disagreement_score":0.07709634,"about_ca_system_score_codex":0.010039556,"about_ca_system_score_gemma":0.010189405,"threshold_uncertainty_score":0.1551007},"labels":[],"label_agreement":null},{"id":"W7096482863","doi":"","title":"Project 2061: Visions of Science, Visions of Ourselves","year":2015,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vision; Nothing; Association (psychology); Higher education; Chose","score_opus":0.27522463484632714,"score_gpt":0.5388403436344471,"score_spread":0.26361570878811996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096482863","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.074749894,0.0023711608,0.0075824875,0.07695764,0.006809806,0.008169959,0.046298444,0.0006249235,0.7764357],"genre_scores_gemma":[0.29299667,0.0034796575,0.051973406,0.013988854,0.0011000182,0.027792523,0.08388076,0.00065654,0.5241315],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9934908,0.0027186256,0.00021763663,0.00040188647,0.002288997,0.0008820431],"domain_scores_gemma":[0.9838171,0.0012716241,0.00064381777,0.0011242997,0.00540195,0.007741175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020155547,0.00091249467,0.0004129593,0.0019331024,0.005377682,0.0052677216,0.001804564,0.0017712994,0.030353839],"category_scores_gemma":[0.015143809,0.00042308806,0.0006423175,0.0017137749,0.0019822943,0.00312545,0.008171933,0.0042134784,0.012661479],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00032315057,0.0007304987,0.012646447,0.00035138498,0.00002528756,0.000059481084,0.0024520103,0.00013990747,0.0006412175,0.028815892,0.7978792,0.15593542],"study_design_scores_gemma":[0.00013693185,0.00047288527,0.061376303,0.0003566468,0.00003530384,0.00021798565,0.005056022,0.00017677528,0.0013269165,0.011231368,0.91957855,0.000034223467],"about_ca_topic_score_codex":0.01389487,"about_ca_topic_score_gemma":0.025974652,"teacher_disagreement_score":0.030353839,"about_ca_system_score_codex":0.0041610957,"about_ca_system_score_gemma":0.027908877,"threshold_uncertainty_score":0.106594026},"labels":[],"label_agreement":null},{"id":"W7096834970","doi":"","title":"Grades 7, 8 and 9.","year":2016,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Nova scotia; Emphasis (telecommunications); Class (philosophy); Curriculum; Observational study; General education","score_opus":0.07992187140372202,"score_gpt":0.42720693524779446,"score_spread":0.34728506384407243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7096834970","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7151286,0.0016573147,0.0010566642,0.0022905902,0.00076881907,0.0014749997,0.03451076,0.00080425834,0.24230802],"genre_scores_gemma":[0.41193074,0.00088576163,0.0022119621,0.00064991636,0.000060748866,0.0005237991,0.01606746,0.000077201745,0.5675924],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.999175,0.000035032415,0.00007025971,0.00012858836,0.00028967194,0.00030134508],"domain_scores_gemma":[0.99676836,0.00008284187,0.0004062366,0.00014285877,0.0017022277,0.0008974328],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00083563477,0.00083998835,0.00070324866,0.002140304,0.001937601,0.0021383415,0.0018248188,0.0011449276,0.06211158],"category_scores_gemma":[0.0018714936,0.000390567,0.00041470415,0.00085646316,0.000527843,0.00074565155,0.0019657584,0.0007738195,0.031520836],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0015129872,0.0017661204,0.45342964,0.0008882957,0.00006459997,0.0027826794,0.008656007,0.00045130338,0.016083691,0.0054854625,0.1858046,0.32307458],"study_design_scores_gemma":[0.00006326259,0.0015291936,0.7052152,0.00054876367,0.000034303062,0.0005998551,0.0046382397,0.00024391357,0.003725159,0.00090174255,0.28245512,0.000045269164],"about_ca_topic_score_codex":0.09755521,"about_ca_topic_score_gemma":0.2539022,"teacher_disagreement_score":0.93788844,"about_ca_system_score_codex":0.0024369585,"about_ca_system_score_gemma":0.0047599524,"threshold_uncertainty_score":0.20778394},"labels":[],"label_agreement":null},{"id":"W7097282715","doi":"","title":"Articles Elementary Children&amp;apos;s Awareness of Strategies for Testing Structural Strength: A Three Year Study","year":2000,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Scope (computer science); Test (biology); Sample (material); Research design; Design and Technology","score_opus":0.2958606474831476,"score_gpt":0.47398145861389,"score_spread":0.1781208111307424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7097282715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9789275,0.0014609382,0.00020199236,0.0025793721,0.00024000548,0.00021990939,0.0008146264,0.000023152608,0.015532399],"genre_scores_gemma":[0.96583307,0.004174735,0.0008799692,0.0017564584,0.00023126807,0.00092779705,0.0008565496,0.000028413122,0.025311628],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984518,0.00031360335,0.00014974046,0.0001264379,0.00065512187,0.0003032246],"domain_scores_gemma":[0.99227715,0.003090615,0.0009517318,0.00049245683,0.0016436729,0.0015443801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003188264,0.00043527648,0.0006139811,0.0019246836,0.003814436,0.002649592,0.00094216433,0.0012993996,0.0071239104],"category_scores_gemma":[0.013703998,0.0005251422,0.00034240066,0.0015257797,0.0013250874,0.0016688799,0.0013551125,0.0021463619,0.00133673],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030500602,0.010572417,0.54232377,0.00077364774,0.00007206395,0.0032243489,0.25447375,0.00013698307,0.001414636,0.0028890395,0.05635723,0.12745711],"study_design_scores_gemma":[0.000028732826,0.0015144319,0.7932723,0.00045324245,0.000044073324,0.0025506357,0.11094752,0.0000594113,0.0009410997,0.0010844312,0.08904872,0.000055379318],"about_ca_topic_score_codex":0.01552896,"about_ca_topic_score_gemma":0.035098277,"teacher_disagreement_score":0.01552896,"about_ca_system_score_codex":0.0015049365,"about_ca_system_score_gemma":0.0027581337,"threshold_uncertainty_score":0.030877113},"labels":[],"label_agreement":null},{"id":"W7099379186","doi":"","title":"Acquisitions and Acquisitions et Bibliiraphic Services services bibliographiques","year":2001,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Work (physics); Information system; Term (time); Service (business)","score_opus":0.03504508135369446,"score_gpt":0.4002476470260548,"score_spread":0.36520256567236037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7099379186","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015282868,0.009075787,0.0023466563,0.013639749,0.0013778273,0.0003032952,0.021584561,0.0019293929,0.93445975],"genre_scores_gemma":[0.14561483,0.018085055,0.0057155434,0.0015403479,0.0016383554,0.00036114836,0.024405407,0.0013006158,0.80133873],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9944963,0.0010816444,0.0006965306,0.00041159985,0.0025578835,0.0007560112],"domain_scores_gemma":[0.98767394,0.002511472,0.0014925943,0.00092462014,0.005356463,0.0020408956],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002378738,0.00054205966,0.0005755295,0.0138254585,0.0033576873,0.009764174,0.0009644746,0.0015536826,0.23729017],"category_scores_gemma":[0.014632098,0.00041309337,0.0003558482,0.032955173,0.0009232734,0.004392745,0.0023902443,0.0011549878,0.060812086],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025989534,0.00007666119,0.009415605,0.0011188331,0.000047161535,0.00039445792,0.0021937592,0.00036994557,0.0014309166,0.11640897,0.51823556,0.35004827],"study_design_scores_gemma":[0.000015445894,0.000010278789,0.0050587268,0.000117585834,0.000008099862,0.00018468441,0.0008001767,0.00014169537,0.00031230968,0.0014327565,0.99190557,0.000012679907],"about_ca_topic_score_codex":0.06259471,"about_ca_topic_score_gemma":0.04279657,"teacher_disagreement_score":0.76270986,"about_ca_system_score_codex":0.007860011,"about_ca_system_score_gemma":0.021602586,"threshold_uncertainty_score":0.7938147},"labels":[],"label_agreement":null},{"id":"W7100128401","doi":"","title":"Valuable Pedagogical Tool or Recipe for Mediocrity","year":2013,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Plea; Recipe; Mediocrity principle; Work (physics); Class (philosophy)","score_opus":0.4974077323042548,"score_gpt":0.5439469337795373,"score_spread":0.04653920147528251,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100128401","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0046867207,0.040785395,0.013765281,0.10455768,0.05982407,0.00027511048,0.001135443,0.0020189118,0.7729515],"genre_scores_gemma":[0.026539292,0.008603203,0.009049244,0.00867577,0.0035660013,0.00008790724,0.00034309374,0.00042478385,0.94271064],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99962056,0.000112714064,0.000016726724,0.00005220155,0.00013616985,0.00006166069],"domain_scores_gemma":[0.9991916,0.00017576068,0.000036045854,0.00009448451,0.00015045656,0.00035164057],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00074876647,0.0008715392,0.00034330788,0.0013390491,0.003330929,0.00295975,0.0009771986,0.0014112042,0.10713904],"category_scores_gemma":[0.0015966226,0.00035782772,0.00038148154,0.0006662329,0.0031197472,0.0019562393,0.0023633195,0.003353839,0.01883653],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004209711,0.000030952135,0.00024820282,0.00019468104,0.00001100088,0.00030240408,0.0035438642,0.00009582432,0.0008057493,0.04726343,0.8706328,0.0768291],"study_design_scores_gemma":[0.0000033325919,0.0000095040705,0.00028513136,0.000069602436,0.00000219189,0.000043324053,0.00044766263,0.000023754343,0.00009130754,0.0008537202,0.9981659,0.0000046730624],"about_ca_topic_score_codex":0.06394271,"about_ca_topic_score_gemma":0.27569783,"teacher_disagreement_score":0.10713904,"about_ca_system_score_codex":0.0049339854,"about_ca_system_score_gemma":0.002928689,"threshold_uncertainty_score":0.35841584},"labels":[],"label_agreement":null},{"id":"W7100201601","doi":"","title":"School Board as part of the project “Collaboration Strategies for ESL and Content Teachers ”  May,","year":2016,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Class (philosophy); Curriculum; Quality (philosophy); Scientific literacy; Test (biology); Affect (linguistics)","score_opus":0.160939260079597,"score_gpt":0.43325566866841225,"score_spread":0.27231640858881523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100201601","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3606209,0.0020382493,0.0212054,0.057627216,0.0030022177,0.0072729373,0.008430417,0.0022607183,0.5375419],"genre_scores_gemma":[0.3214236,0.00056434417,0.023515373,0.0012421855,0.00015585765,0.001941726,0.002864211,0.00043313554,0.64785963],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99704665,0.0011537644,0.000073750874,0.00050902035,0.0006265687,0.0005902403],"domain_scores_gemma":[0.99096256,0.00053058006,0.00021317006,0.0003457219,0.002221728,0.0057261675],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.006390419,0.00040226622,0.00040737735,0.00075762527,0.0066022514,0.0028462291,0.0015627465,0.0010763099,0.08102192],"category_scores_gemma":[0.0039174017,0.00030284893,0.00026991733,0.00065186346,0.0017453932,0.0013283165,0.0033711449,0.0011810912,0.01046836],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011043035,0.0035964528,0.016048769,0.00048594523,0.000026488764,0.00027653936,0.030680789,0.0007223224,0.00962894,0.034301877,0.5228127,0.38031486],"study_design_scores_gemma":[0.00012831343,0.00029244454,0.026371574,0.00011324679,0.00000766265,0.000021196696,0.012323377,0.00046848794,0.00205955,0.001908378,0.95629126,0.000014484366],"about_ca_topic_score_codex":0.18612486,"about_ca_topic_score_gemma":0.45246398,"teacher_disagreement_score":0.9189781,"about_ca_system_score_codex":0.022246303,"about_ca_system_score_gemma":0.042024855,"threshold_uncertainty_score":0.37008297},"labels":[],"label_agreement":null},{"id":"W7100367126","doi":"","title":"ARTICLE DE FOND ( PEER LEARNING","year":2014,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Peer instruction; Peer learning; Peer review; Active learning (machine learning); Peer group; Experiential learning","score_opus":0.05225645681579316,"score_gpt":0.4179068766701382,"score_spread":0.36565041985434504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100367126","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007748635,0.01149062,0.030640427,0.020585781,0.022544514,0.00041231036,0.0005631951,0.00115488,0.90485954],"genre_scores_gemma":[0.11103343,0.010814952,0.017586756,0.0042892992,0.009426048,0.0004019522,0.00064250006,0.00052729656,0.8452777],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99299216,0.0019153194,0.00031854995,0.0008104927,0.0035891046,0.00037443652],"domain_scores_gemma":[0.9902546,0.0026551923,0.0008678945,0.002622237,0.0023610094,0.001239138],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035919247,0.0005992268,0.00059783773,0.0017090841,0.0020304131,0.0078955805,0.0015110924,0.0024369818,0.197595],"category_scores_gemma":[0.020236699,0.00023447964,0.00052801165,0.0016913145,0.002516828,0.006097464,0.0044175857,0.0020892154,0.07550537],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007569128,0.00013324822,0.00079686317,0.0005252728,0.000038532336,0.00028811852,0.0011228686,0.0003809079,0.0010603716,0.14656195,0.25105342,0.5979628],"study_design_scores_gemma":[0.000016644024,0.00004697831,0.00044099012,0.00018942247,0.000009924563,0.00057195424,0.00042190458,0.00035753995,0.0004868756,0.025418812,0.9720238,0.00001520534],"about_ca_topic_score_codex":0.0011431942,"about_ca_topic_score_gemma":0.0014119758,"teacher_disagreement_score":0.197595,"about_ca_system_score_codex":0.0017852036,"about_ca_system_score_gemma":0.0041481205,"threshold_uncertainty_score":0.6610211},"labels":[],"label_agreement":null},{"id":"W7100470011","doi":"","title":"A theoretical tool for research in science education","year":2010,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Plural; Operationalization; Science education; Set (abstract data type); Field (mathematics); Sociology of scientific knowledge; Point (geometry); Dual (grammatical number)","score_opus":0.20380359254722843,"score_gpt":0.5995870834613712,"score_spread":0.3957834909141428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100470011","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.009257286,0.030752804,0.34243894,0.09969695,0.002841612,0.00036876264,0.00040826364,0.0003431743,0.5138922],"genre_scores_gemma":[0.69204295,0.020357145,0.23247756,0.013309753,0.0042230124,0.0026941018,0.00040431015,0.00021748562,0.034273695],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99021274,0.0075679626,0.00030654663,0.0006782416,0.00091164827,0.0003228614],"domain_scores_gemma":[0.98333955,0.0124143325,0.0008180249,0.0018937289,0.0009443385,0.0005900976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013817368,0.0010590042,0.0015091046,0.007035581,0.005578433,0.011520019,0.0029471589,0.0036967972,0.009954645],"category_scores_gemma":[0.011186615,0.0005225507,0.0009289206,0.0067945453,0.04787398,0.013532296,0.0058476897,0.0071778125,0.0019819168],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000002122086,0.0000073718766,0.00006294616,0.000047077956,0.0000026321934,0.000019827941,0.001579432,0.00007670654,0.000017712704,0.9951172,0.0007629572,0.002304029],"study_design_scores_gemma":[0.000014582064,0.000018089804,0.00014433367,0.00020736255,0.0000051370657,0.00007520115,0.0023783213,0.0005530106,0.00004461256,0.8993202,0.09723092,0.000008151007],"about_ca_topic_score_codex":0.0073020896,"about_ca_topic_score_gemma":0.006253963,"teacher_disagreement_score":0.013817368,"about_ca_system_score_codex":0.0106876,"about_ca_system_score_gemma":0.0074708764,"threshold_uncertainty_score":0.07754433},"labels":[],"label_agreement":null},{"id":"W7100494386","doi":"","title":"ARTICLE DE FOND (... SOFTWARE TO TUTOR...)","year":2014,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Software; Focus (optics); Physics education; Software development; Computer software; Software peer review; Advice (programming); Software system","score_opus":0.04168361601497628,"score_gpt":0.4014179127641626,"score_spread":0.35973429674918633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7100494386","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010418009,0.006734743,0.024627643,0.02745908,0.026324783,0.00030130276,0.0042551314,0.011010094,0.8888692],"genre_scores_gemma":[0.034078643,0.0035998458,0.008039906,0.0050062626,0.0015339579,0.00010326283,0.0022193536,0.00201755,0.9434013],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99871194,0.00023330131,0.000053966447,0.00013637342,0.0006930196,0.00017145106],"domain_scores_gemma":[0.995911,0.00063347723,0.00013288965,0.00030793986,0.0020661359,0.000948669],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014101724,0.00047381342,0.00033941565,0.0013510083,0.0017897383,0.003607478,0.0006389874,0.0010909629,0.21410298],"category_scores_gemma":[0.009188856,0.00017570754,0.00032007086,0.0013962415,0.00078997214,0.0024347955,0.0022130453,0.0011117731,0.11042149],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027180122,0.000031270556,0.0007843374,0.00012038842,0.0000042745432,0.00008430025,0.0007054958,0.00012695836,0.0005513192,0.007404689,0.7603282,0.22983165],"study_design_scores_gemma":[0.0000026690436,0.000006604038,0.00046863552,0.000030222991,0.000001640827,0.00006461532,0.00015212032,0.00007074022,0.00018061789,0.00044898657,0.9985672,0.0000058385126],"about_ca_topic_score_codex":0.059479002,"about_ca_topic_score_gemma":0.09133047,"teacher_disagreement_score":0.785897,"about_ca_system_score_codex":0.0033939404,"about_ca_system_score_gemma":0.0059480234,"threshold_uncertainty_score":0.71624583},"labels":[],"label_agreement":null},{"id":"W7101178168","doi":"","title":"Don&amp;apos;t Leave Home Without Theml","year":2016,"lang":"en","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Need to know; Sign (mathematics); Position (finance); Ridiculous; Subject (documents)","score_opus":0.3480121648954364,"score_gpt":0.497445535226883,"score_spread":0.1494333703314466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7101178168","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008942359,0.0007048829,0.002591049,0.055945996,0.0110733695,0.00019516249,0.0013964158,0.0028639396,0.9162869],"genre_scores_gemma":[0.009874962,0.00031457728,0.0005443644,0.010312079,0.00036862615,0.000060271504,0.00032773815,0.000332633,0.97786486],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99920136,0.000113721355,0.000033941164,0.00010779117,0.0002497316,0.000293403],"domain_scores_gemma":[0.99766636,0.0002107337,0.0001276542,0.000280017,0.00054300786,0.0011722321],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010445426,0.00041472903,0.0003756507,0.00036759954,0.003943187,0.003259923,0.0008778714,0.0026820633,0.60336053],"category_scores_gemma":[0.0036578854,0.00029808746,0.00046423826,0.00031903415,0.00076042494,0.0029125132,0.0026350692,0.0020623086,0.4191999],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000036966263,0.0001666838,0.0015794563,0.00007459027,0.0000034605007,0.00033977642,0.00059852406,0.000043848897,0.00039156654,0.0021941622,0.89501685,0.099554],"study_design_scores_gemma":[0.0000072791127,0.000018505549,0.0011408367,0.000031608834,0.0000017928265,0.00017160492,0.0009281506,0.00004701347,0.00013050581,0.00024715136,0.99726677,0.000008867905],"about_ca_topic_score_codex":0.009665285,"about_ca_topic_score_gemma":0.024493817,"teacher_disagreement_score":0.60336053,"about_ca_system_score_codex":0.0011732571,"about_ca_system_score_gemma":0.0018932933,"threshold_uncertainty_score":0.56575805},"labels":[],"label_agreement":null},{"id":"W7102410148","doi":"10.35631/ijmoe.726008","title":"MAPPING THE LANDSCAPE OF SCIENTIST-SCHOOL PARTNERSHIPS IN STEM EDUCATION: A BIBLIOMETRIC ANALYSIS","year":2025,"lang":"en","type":"article","venue":"International Journal of Modern Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Transformative learning; Bibliometrics; Nexus (standard); Scopus; Thematic analysis; Scholarship; Curriculum; Perspective (graphical); Sustainability science","score_opus":0.11528297187186781,"score_gpt":0.4329951812542679,"score_spread":0.3177122093824001,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7102410148","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9168689,0.014416037,0.009338982,0.0021529186,0.00007374825,0.0011911773,0.024419924,0.0003524325,0.031185772],"genre_scores_gemma":[0.9563399,0.009691657,0.014884957,0.00009618909,0.00009208702,0.0014536106,0.01575476,0.0001017698,0.0015850517],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9804196,0.005247204,0.004526747,0.001452999,0.0075040576,0.00084945466],"domain_scores_gemma":[0.917041,0.058725465,0.008733982,0.0035218247,0.010982222,0.0009954693],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.015144832,0.0006079079,0.0016371944,0.16639751,0.0021476266,0.0072130826,0.0010129228,0.0008243922,0.0026520996],"category_scores_gemma":[0.07772831,0.00036503293,0.0014465277,0.24849743,0.0017352318,0.0053562317,0.0056015495,0.0006202405,0.00060689996],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023655436,0.0002398862,0.52506244,0.01832653,0.0015133307,0.0011807849,0.0370245,0.005971764,0.004088094,0.026334113,0.013198725,0.3668233],"study_design_scores_gemma":[0.00006451091,0.00027958638,0.7663595,0.0050349864,0.0017650815,0.002199261,0.059731293,0.01531169,0.004342452,0.016269358,0.12841739,0.0002249214],"about_ca_topic_score_codex":0.006031564,"about_ca_topic_score_gemma":0.005556909,"teacher_disagreement_score":0.8336025,"about_ca_system_score_codex":0.0027355407,"about_ca_system_score_gemma":0.006086478,"threshold_uncertainty_score":0.08009452},"labels":[],"label_agreement":null},{"id":"W7105887455","doi":"10.1108/978-1-64802-870-020251034","title":"Designing a Coherent Stem (Science, Technology, Engineering, and Mathematics) Initial Teacher Education Program","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Underpinning; Teacher education; Coherence (philosophical gambling strategy); Action (physics); Action research; Service (business); Professional development","score_opus":0.06337146989347567,"score_gpt":0.3760553556899647,"score_spread":0.312683885796489,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7105887455","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19065306,0.0032083695,0.12225429,0.0128456615,0.00069064257,0.0066084936,0.0009872969,0.0014103645,0.66134185],"genre_scores_gemma":[0.36734983,0.0030616985,0.3866346,0.0018752335,0.000037251273,0.002035795,0.00091150904,0.00034143537,0.23775266],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99915695,0.00020837545,0.000018931816,0.00008014374,0.00030168326,0.00023384285],"domain_scores_gemma":[0.9995877,0.000058224352,0.000017476603,0.0000124749895,0.000116959956,0.00020708694],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012480648,0.00026005277,0.00015284367,0.00085862895,0.0040347134,0.0025704366,0.0013778048,0.00073442166,0.0060601635],"category_scores_gemma":[0.0012454872,0.00025062938,0.00015331367,0.0008741299,0.0017535675,0.0010114339,0.0022285625,0.0011543833,0.0010138163],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057193967,0.0006523725,0.0074773165,0.00092347275,0.000010419739,0.0011928338,0.06789964,0.006027674,0.010849213,0.17558102,0.09650645,0.63282245],"study_design_scores_gemma":[0.000045924815,0.00023141094,0.015191288,0.00072892866,0.000023372366,0.00039971815,0.051523693,0.0032458326,0.004445491,0.012076379,0.91203433,0.000053615004],"about_ca_topic_score_codex":0.33324584,"about_ca_topic_score_gemma":0.712039,"teacher_disagreement_score":0.33324584,"about_ca_system_score_codex":0.018942047,"about_ca_system_score_gemma":0.05126706,"threshold_uncertainty_score":0.66261226},"labels":[],"label_agreement":null},{"id":"W7105924803","doi":"10.71895/prsm/revue-rise.n6.102","title":"La citoyenneté envisageable par les enseignants des SVT face à une QSSV : le cholestérol","year":2025,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Normative; Context (archaeology); Data collection; Research methodology","score_opus":0.4106215305712851,"score_gpt":0.4553683143556062,"score_spread":0.04474678378432112,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7105924803","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.835331,0.0054525505,0.0077561033,0.063012026,0.0010570076,0.00009421481,0.00009053225,0.000043723627,0.08716283],"genre_scores_gemma":[0.98347867,0.001525923,0.0011029494,0.0019277962,0.00024338796,0.000040743118,0.000029848241,0.000017357572,0.011633348],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9846668,0.008820727,0.00053086854,0.0011872132,0.0029426098,0.0018517437],"domain_scores_gemma":[0.98082685,0.00866933,0.0033732739,0.0011881769,0.0030315765,0.0029107549],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013991347,0.00036998306,0.0005460638,0.0019726849,0.011364666,0.014048527,0.0010733784,0.00413744,0.005423737],"category_scores_gemma":[0.024919193,0.00027201817,0.00049967744,0.0016772194,0.015951246,0.0068314765,0.009032362,0.0061084195,0.0007936391],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000114641494,0.00011246219,0.040500756,0.00019562272,0.000027501104,0.0015948106,0.7567376,0.000119370285,0.0013802634,0.15717202,0.004246204,0.03779879],"study_design_scores_gemma":[0.000031062435,0.00017248969,0.03585289,0.0008120054,0.00004296205,0.0017305856,0.65637136,0.00041509466,0.001101229,0.04492935,0.25841835,0.00012260886],"about_ca_topic_score_codex":0.017576283,"about_ca_topic_score_gemma":0.018915882,"teacher_disagreement_score":0.017576283,"about_ca_system_score_codex":0.0064950967,"about_ca_system_score_gemma":0.010664553,"threshold_uncertainty_score":0.07399416},"labels":[],"label_agreement":null},{"id":"W7105926089","doi":"10.71895/prsm/revue-rise.n6.98","title":"Les questions socialement vives pour contrer le risque d'endoctrinement","year":2025,"lang":"fr","type":"article","venue":"Revue des sciences de l éducation","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Investment (military); Work (physics); Context (archaeology); Climate protection","score_opus":0.5093760252832129,"score_gpt":0.535616072469501,"score_spread":0.02624004718628814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7105926089","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89954096,0.0033594507,0.0202266,0.011562666,0.00048600385,0.00050311256,0.00016820963,0.00007422086,0.064078845],"genre_scores_gemma":[0.98281866,0.0010933601,0.0056755054,0.0012067076,0.00012999286,0.00039395812,0.00006819116,0.000052660293,0.008560813],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96658385,0.022941468,0.0011050713,0.0024627452,0.0053380886,0.0015688364],"domain_scores_gemma":[0.8292201,0.13663691,0.01532521,0.00708884,0.0086854575,0.0030434628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024788717,0.00054801704,0.00073159434,0.0015951655,0.003914307,0.008959365,0.0011625726,0.0036829486,0.008638966],"category_scores_gemma":[0.11430881,0.00043344882,0.0006214224,0.0010998532,0.0080386195,0.006740806,0.005562466,0.00392089,0.0008239115],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005571229,0.00047077058,0.09608933,0.0014703942,0.00012544995,0.0010864639,0.67741823,0.00028551376,0.006168003,0.10113696,0.0029203906,0.11227134],"study_design_scores_gemma":[0.00017289369,0.0010175947,0.13887833,0.002385826,0.00032400925,0.0014215306,0.51038516,0.0016087111,0.009477975,0.113508575,0.22060145,0.0002178617],"about_ca_topic_score_codex":0.0026340105,"about_ca_topic_score_gemma":0.0030491217,"teacher_disagreement_score":0.024788717,"about_ca_system_score_codex":0.0030837622,"about_ca_system_score_gemma":0.0048336512,"threshold_uncertainty_score":0.13109684},"labels":[],"label_agreement":null},{"id":"W7106035748","doi":"10.24377/dteij.article1239","title":"The Reciprocal Nature of Pedagogical and Technical Knowledge and Skill Development between Experts and Novices","year":2023,"lang":"en","type":"article","venue":"Liverpool John Moores University","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Thematic analysis; Context (archaeology); Reciprocal; Interpersonal communication; Session (web analytics); Relation (database); Knowledge level; Competence (human resources); Body of knowledge","score_opus":0.0639990888150881,"score_gpt":0.37594481673718794,"score_spread":0.31194572792209985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7106035748","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9557943,0.0005463969,0.0031617042,0.00041477673,0.00001963186,0.000040056704,0.000012177162,0.000012787614,0.039998177],"genre_scores_gemma":[0.99605983,0.0001989282,0.0012971953,0.00007942438,0.000006196503,0.000022743685,0.000009306649,0.0000043374316,0.0023220773],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99134856,0.004440261,0.0002747049,0.00088347343,0.0022728282,0.00078015716],"domain_scores_gemma":[0.9757672,0.016798304,0.00184429,0.0016592761,0.0017211973,0.0022098303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006280622,0.0001837299,0.00031896844,0.0021742191,0.0021306959,0.004557098,0.00074788503,0.000535014,0.0020833802],"category_scores_gemma":[0.023833897,0.00025381712,0.00017334288,0.00060907303,0.004412825,0.0029104066,0.0064280108,0.0010440657,0.00027946715],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012231467,0.00038015525,0.13309608,0.00046702224,0.000053985237,0.0029727912,0.63330764,0.00026604338,0.010693515,0.021004174,0.0011579847,0.19647837],"study_design_scores_gemma":[0.000026420541,0.00054432615,0.26612246,0.0007155902,0.000057270478,0.0055526528,0.646828,0.0008655353,0.0052280063,0.02861711,0.045344558,0.00009809965],"about_ca_topic_score_codex":0.0015910909,"about_ca_topic_score_gemma":0.004118872,"teacher_disagreement_score":0.006280622,"about_ca_system_score_codex":0.001137254,"about_ca_system_score_gemma":0.0018878784,"threshold_uncertainty_score":0.033215463},"labels":[],"label_agreement":null},{"id":"W7112539699","doi":"","title":"The Effects of Hands-on Science on Student Achievement","year":2003,"lang":"en","type":"article","venue":"UNI ScholarWorks (University of Northern Iowa)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Curriculum; Phrase; Quarter (Canadian coin); Science education; Science learning","score_opus":0.018983691369051436,"score_gpt":0.3033036415922277,"score_spread":0.2843199502231763,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7112539699","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9886309,0.0006542229,0.00015849945,0.00032326425,0.00008756761,0.000031789077,0.00017279822,0.00006402174,0.009876967],"genre_scores_gemma":[0.99467057,0.0003277581,0.00019384017,0.00009113648,0.000055799625,0.000048850135,0.00018157698,0.000032445143,0.0043980205],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9955113,0.0014920303,0.00022586952,0.00071476796,0.0013219129,0.0007341447],"domain_scores_gemma":[0.963621,0.016690312,0.004791055,0.0021421895,0.0019174044,0.01083799],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025737958,0.001089893,0.0010210089,0.0009970597,0.0012515367,0.0020236569,0.0010983642,0.0010467516,0.014314507],"category_scores_gemma":[0.026314925,0.00033129475,0.001034454,0.0007755303,0.0011508047,0.0011197068,0.0036764124,0.0021040356,0.0025704487],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.02867493,0.06935653,0.39101908,0.0006005544,0.0013571901,0.00074332254,0.0035168373,0.002281295,0.011297938,0.0013987324,0.006057673,0.48369598],"study_design_scores_gemma":[0.00063853036,0.02137284,0.9661648,0.00014393039,0.00033029358,0.00017296305,0.0011504492,0.0006531343,0.0034236186,0.0017338245,0.0041294596,0.000085998705],"about_ca_topic_score_codex":0.002455747,"about_ca_topic_score_gemma":0.0024166761,"teacher_disagreement_score":0.014314507,"about_ca_system_score_codex":0.0006526706,"about_ca_system_score_gemma":0.0007638646,"threshold_uncertainty_score":0.04788679},"labels":[],"label_agreement":null},{"id":"W7116782656","doi":"10.15294/jpii.v14i4.21115","title":"Comparing 3D Virtual Labs and Traditional Labs: Impact on Teacher Training and Student Learning in Physics Education","year":2025,"lang":"","type":"article","venue":"Jurnal Pendidikan IPA Indonesia","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Resource (disambiguation); Significant difference; Virtual lab; Conceptual change; Training (meteorology); Conceptual framework; Physics education; Virtual learning environment; Teaching method","score_opus":0.08565820768657118,"score_gpt":0.3986384723687315,"score_spread":0.31298026468216034,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116782656","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982229,0.00012269395,0.0006654374,0.000041049298,0.000010690044,0.00004122364,0.000013231082,0.000020155028,0.0008625656],"genre_scores_gemma":[0.9959705,0.00016459406,0.0032763262,0.000035564506,0.000009645237,0.00009044006,0.00003539097,0.0000057401157,0.0004118491],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9971476,0.001751586,0.00013351122,0.00025909016,0.0005239753,0.00018421843],"domain_scores_gemma":[0.99265224,0.0050135427,0.0008258921,0.0002853778,0.0002379732,0.0009851145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021612367,0.00032580088,0.0004011178,0.0004917809,0.00027839487,0.0008923248,0.00054112735,0.0003803899,0.0021224653],"category_scores_gemma":[0.009609924,0.00014724435,0.00035003576,0.00027254564,0.00047383984,0.00066909887,0.0013356234,0.00040963522,0.00019532834],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.011518554,0.03676008,0.119213186,0.001012034,0.00028868878,0.00037864968,0.00528751,0.006614228,0.036582425,0.00086322613,0.0008837294,0.7805977],"study_design_scores_gemma":[0.0024771225,0.18305524,0.7160567,0.0005088666,0.00069784035,0.00088043336,0.009090742,0.013069998,0.061510257,0.001843493,0.010541272,0.0002679983],"about_ca_topic_score_codex":0.00056504563,"about_ca_topic_score_gemma":0.000986715,"teacher_disagreement_score":0.0021612367,"about_ca_system_score_codex":0.00041594912,"about_ca_system_score_gemma":0.000681063,"threshold_uncertainty_score":0.011429846},"labels":[],"label_agreement":null},{"id":"W7116961047","doi":"10.64229/61pbw714","title":"A Critical Examination of the Prince Edward Island Grade 2 Science Curriculum: Alignment with Constructivist and Inquiry-Based Learning Approaches","year":2025,"lang":"","type":"article","venue":"Educational Science and Practice","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Formative assessment; Curriculum; Constructivist teaching methods; Indigenous; Equity (law); Curriculum development; Learning theory; Social constructivism","score_opus":0.06629087109532353,"score_gpt":0.40905208041523733,"score_spread":0.34276120931991383,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7116961047","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88117725,0.0019187527,0.009866787,0.009466299,0.0005305807,0.0013537874,0.00023005246,0.00008504387,0.09537149],"genre_scores_gemma":[0.96900874,0.001579147,0.011292971,0.0011321065,0.00007424037,0.0004498472,0.00014523987,0.000046738,0.016270911],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99619687,0.00170159,0.0002673201,0.000304123,0.0012405325,0.00028958244],"domain_scores_gemma":[0.96230453,0.019406602,0.0017265215,0.0007796238,0.014809489,0.0009733362],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00846558,0.00034783757,0.00029985866,0.004578902,0.0050250106,0.0045092767,0.0007082455,0.00073146645,0.0015597467],"category_scores_gemma":[0.036970746,0.00022858556,0.00019606484,0.002157961,0.004170831,0.0015471124,0.002389294,0.0014003136,0.00017489937],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000118748496,0.00018714,0.023128495,0.0010965044,0.000021196956,0.0023809457,0.75143874,0.000576929,0.007925254,0.023125088,0.010481238,0.17951967],"study_design_scores_gemma":[0.0000102905315,0.00027558004,0.049253307,0.0016398877,0.00003553988,0.0004996153,0.7479611,0.00057562644,0.009074696,0.0055796923,0.18502253,0.00007219144],"about_ca_topic_score_codex":0.023017596,"about_ca_topic_score_gemma":0.04859358,"teacher_disagreement_score":0.9769824,"about_ca_system_score_codex":0.008511866,"about_ca_system_score_gemma":0.012977378,"threshold_uncertainty_score":0.06175822},"labels":[],"label_agreement":null},{"id":"W7120720886","doi":"","title":"construyendo diálogo en comunidades de indagación: atención al discurso como un método para facilitar el diálogo a través de la diferencia","year":2015,"lang":"en","type":"article","venue":"LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Attunement; Multiculturalism; Feeling; Experiential learning; Set (abstract data type); Discourse analysis; Quality (philosophy); Multilingualism","score_opus":0.05058466088028896,"score_gpt":0.33378412975152827,"score_spread":0.2831994688712393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7120720886","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.36712587,0.012282991,0.13722941,0.04072346,0.0007857286,0.0006675311,0.00012289608,0.00062990875,0.44043222],"genre_scores_gemma":[0.956927,0.0017325336,0.016587129,0.00092445815,0.000101440775,0.00021665893,0.00003781993,0.00014763417,0.02332523],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9794479,0.015953222,0.00038638766,0.0014729263,0.001698623,0.0010409302],"domain_scores_gemma":[0.9860211,0.00854132,0.0010833,0.001220401,0.0014019597,0.0017319957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01895097,0.001028867,0.00085818925,0.0029715158,0.02155627,0.025933364,0.0026903115,0.0049293144,0.0035647848],"category_scores_gemma":[0.0221344,0.00071266707,0.00056534493,0.0030166223,0.052085504,0.017130628,0.018962266,0.005367421,0.0007181348],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040478393,0.000028326653,0.0014767206,0.00013101423,0.0000073948486,0.0004779029,0.83135766,0.00024460835,0.000821619,0.14541368,0.0013030963,0.018697644],"study_design_scores_gemma":[0.0000383828,0.00006785057,0.0023351044,0.00070152676,0.000038321574,0.000621448,0.61639065,0.0017067419,0.0014401302,0.104096495,0.2724786,0.00008474618],"about_ca_topic_score_codex":0.061293658,"about_ca_topic_score_gemma":0.072051466,"teacher_disagreement_score":0.061293658,"about_ca_system_score_codex":0.014165799,"about_ca_system_score_gemma":0.021261953,"threshold_uncertainty_score":0.121873796},"labels":[],"label_agreement":null},{"id":"W7128430374","doi":"10.17118/11143/23962","title":"Un dispositif de développement professionnel appuyé par la recherche : le cas de l'enseignement et de l'apprentissage des controverses et de l'argumentation en sciences au secondaire québécois","year":2025,"lang":"","type":"article","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Professional qualification; Occupational training; Continuing education","score_opus":0.16226778117649288,"score_gpt":0.4808138935885233,"score_spread":0.3185461124120304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7128430374","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.12454228,0.01923627,0.0578487,0.32236382,0.0021525188,0.00070354657,0.00046527933,0.0003779022,0.47230962],"genre_scores_gemma":[0.8284878,0.008115712,0.025884246,0.014468235,0.00053840503,0.00073525414,0.00026770803,0.00032166994,0.12118092],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9471398,0.029625623,0.0015895925,0.0046989727,0.013277435,0.0036685718],"domain_scores_gemma":[0.9121237,0.04365129,0.004288484,0.0061828294,0.02496241,0.008791362],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04497189,0.00089711195,0.0008876717,0.005237323,0.02835192,0.034569696,0.0033307436,0.009013977,0.011577254],"category_scores_gemma":[0.04435586,0.00073113956,0.0010387404,0.005870287,0.040863298,0.015500722,0.013178938,0.008367965,0.0019528312],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007223256,0.000056413468,0.004608059,0.0004256085,0.000033681397,0.0010441431,0.29586455,0.00031234758,0.0013521981,0.6370114,0.017185066,0.042034246],"study_design_scores_gemma":[0.00003609608,0.000058593858,0.0062281033,0.0013852516,0.00004792125,0.00044003016,0.16356474,0.0006831432,0.0012676126,0.07981917,0.74635434,0.00011494877],"about_ca_topic_score_codex":0.5123171,"about_ca_topic_score_gemma":0.460793,"teacher_disagreement_score":0.48768288,"about_ca_system_score_codex":0.07511395,"about_ca_system_score_gemma":0.13485868,"threshold_uncertainty_score":0.98110986},"labels":[],"label_agreement":null},{"id":"W7132123996","doi":"","title":"The 15th Conference of the European Science Education Research Association (ESERA) Proceedings Book Series-III","year":2024,"lang":"en","type":"book","venue":"Van Yüzüncü Yıl University Academic Data Management System","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Japan Society for the Promotion of Science; Agencia Nacional de Investigación y Desarrollo; Hellenic Foundation for Research and Innovation; Narodowym Centrum Nauki; Erasmus+; Consejo Nacional de Investigaciones Científicas y Técnicas; Bundesministerium für Bildung und Forschung; European Commission; University of Alberta; European Science Education Research Association","keywords":"Association (psychology); Higher education; Science education; MEDLINE","score_opus":0.13425642213507416,"score_gpt":0.3738537134879092,"score_spread":0.23959729135283503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132123996","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0013224974,0.040477414,0.0046039694,0.01164058,0.051937908,0.00012604865,0.0017628507,0.0007502822,0.8873784],"genre_scores_gemma":[0.0014441188,0.0056568873,0.00077395176,0.0006222078,0.0014621466,0.00003331348,0.00071015576,0.00024222223,0.98905504],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99888664,0.00015421442,0.000052963915,0.00014968072,0.0006521451,0.000104314066],"domain_scores_gemma":[0.9988273,0.00016188122,0.000046985027,0.00010775596,0.0006163424,0.00023969117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013428068,0.0010867304,0.001223803,0.00291924,0.0013856475,0.0074397796,0.0012041372,0.001777784,0.25853255],"category_scores_gemma":[0.0019629549,0.00047622912,0.00079375406,0.0031097357,0.00088123913,0.0035117802,0.002059067,0.0030534198,0.17691076],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028747965,0.000040859493,0.00010240004,0.00012716828,0.000004110711,0.000022493745,0.000037272275,0.00011729488,0.0003624854,0.0050193085,0.9169536,0.077184156],"study_design_scores_gemma":[0.000002048721,0.000007820127,0.00014438549,0.000059144342,0.0000024581673,0.000020271567,0.000027264436,0.00006867836,0.00011345381,0.00059389794,0.99895763,0.000002872297],"about_ca_topic_score_codex":0.007091857,"about_ca_topic_score_gemma":0.011630489,"teacher_disagreement_score":0.25853255,"about_ca_system_score_codex":0.0025199447,"about_ca_system_score_gemma":0.004350279,"threshold_uncertainty_score":0.8648776},"labels":[],"label_agreement":null},{"id":"W7132867408","doi":"","title":"Elementary Teachers&apos; Perspectives on Teaching Science to Socio-culturally Diverse Students","year":2013,"lang":"en","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Sociocultural evolution; Curriculum; Science education; Scientific literacy; Diversity (politics); Qualitative research; Literacy; Professional development; Teacher education","score_opus":0.0730441655201761,"score_gpt":0.5167793789758889,"score_spread":0.44373521345571276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132867408","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9841158,0.0004891229,0.00066785904,0.0019513244,0.000036550715,0.000065556604,0.000054779088,0.000007798462,0.012611073],"genre_scores_gemma":[0.99190784,0.00075232895,0.00030697946,0.00057264057,0.000010494056,0.00006525929,0.00002215661,0.00000885545,0.0063534207],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995999,0.0021087064,0.00013862853,0.00031522036,0.0005245645,0.0009138888],"domain_scores_gemma":[0.9926724,0.0043070153,0.00060422794,0.00022247793,0.0005756098,0.0016182705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058260467,0.00030893894,0.00050475076,0.0012811597,0.0134974625,0.005235083,0.00079008617,0.0009330257,0.0033461144],"category_scores_gemma":[0.006910367,0.000549271,0.00022697734,0.0012378232,0.012085898,0.0021272232,0.004710125,0.0025264062,0.00035147395],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000062433173,0.0000113952465,0.0035722242,0.000024776233,7.825943e-7,0.0002502368,0.99361986,0.000008701913,0.00029339385,0.000934916,0.00015454518,0.0011229429],"study_design_scores_gemma":[0.0000012817525,0.000010488656,0.0018713475,0.00003812849,0.0000015099293,0.00007543958,0.9927939,0.000006810567,0.00012217581,0.00009595582,0.004980117,0.0000029461937],"about_ca_topic_score_codex":0.092528924,"about_ca_topic_score_gemma":0.18096663,"teacher_disagreement_score":0.092528924,"about_ca_system_score_codex":0.009397991,"about_ca_system_score_gemma":0.009573704,"threshold_uncertainty_score":0.1839807},"labels":[],"label_agreement":null},{"id":"W7132873604","doi":"","title":"Success Stories in Urban Science Education","year":2025,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Scientific literacy; Science education; Interpretation (philosophy); Qualitative research; Social science education; Work (physics); Science, technology, society and environment education; Science communication; Nature of Science","score_opus":0.05334030835874355,"score_gpt":0.503119567109204,"score_spread":0.4497792587504605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132873604","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9807357,0.0004423252,0.00075045554,0.0030389319,0.0000733955,0.000085297215,0.00008433781,0.00003704518,0.014752536],"genre_scores_gemma":[0.995006,0.0003466631,0.0002593595,0.00038668048,0.000019900684,0.000061017647,0.000058973732,0.00002878951,0.0038325845],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99074405,0.0053684213,0.00019034902,0.0004887801,0.0011146985,0.0020937044],"domain_scores_gemma":[0.98691595,0.007003819,0.0012349507,0.0003908013,0.0009814771,0.0034730672],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004927574,0.0011413508,0.0012914133,0.0029428098,0.027647963,0.011583078,0.003478462,0.002983226,0.006178778],"category_scores_gemma":[0.010964468,0.0007718608,0.00054114824,0.0038353172,0.022473399,0.005175837,0.014494701,0.004721321,0.0005773143],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002124891,0.000043234777,0.0029414077,0.000047628517,0.0000041717353,0.0009372532,0.9912873,0.000033042226,0.00015444568,0.0020035915,0.0006605811,0.0018661434],"study_design_scores_gemma":[0.0000019324598,0.000016976002,0.0008532429,0.000034942786,0.0000028050542,0.0001319039,0.98624486,0.000028345394,0.000086878805,0.00025625384,0.012333962,0.000007922526],"about_ca_topic_score_codex":0.043065593,"about_ca_topic_score_gemma":0.0867577,"teacher_disagreement_score":0.043065593,"about_ca_system_score_codex":0.01291638,"about_ca_system_score_gemma":0.007873324,"threshold_uncertainty_score":0.09371531},"labels":[],"label_agreement":null},{"id":"W7132881201","doi":"","title":"Nature of science portrayals in historical accounts within a sample of Canadian biology textbooks","year":2007,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Content analysis; Sample (material); Ideal (ethics); Qualitative analysis; Inclusion (mineral); Qualitative research; History of science","score_opus":0.06819787928342894,"score_gpt":0.4782917230125618,"score_spread":0.4100938437291328,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132881201","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9817199,0.0013009872,0.0004635527,0.0022032743,0.00005130838,0.000080193204,0.00027831589,0.000009544795,0.013892955],"genre_scores_gemma":[0.99402446,0.0017729677,0.00042438647,0.00019207301,0.000019041394,0.000051049345,0.00021908665,0.000016642034,0.003280407],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99627554,0.0014658698,0.00017636335,0.00032307993,0.0011852932,0.0005739156],"domain_scores_gemma":[0.98244506,0.010475581,0.0025297748,0.000458678,0.002568395,0.0015225759],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0051212334,0.00037899252,0.0004051018,0.00715437,0.012890532,0.0068981815,0.001784631,0.0012661628,0.0032470159],"category_scores_gemma":[0.024115356,0.0006000395,0.00020206682,0.009200937,0.011031161,0.0033140036,0.0041914866,0.0022553094,0.00020934167],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013117695,0.00000599592,0.0050237766,0.000064579624,0.0000020768866,0.0003892012,0.9881151,0.000030045061,0.00028808828,0.0029763654,0.0004382039,0.002653347],"study_design_scores_gemma":[0.0000013742398,0.000009281265,0.01686076,0.0001861701,0.0000052833702,0.00025180503,0.95149904,0.00006939348,0.0001673151,0.0003393892,0.030591084,0.000019003317],"about_ca_topic_score_codex":0.4921221,"about_ca_topic_score_gemma":0.7028384,"teacher_disagreement_score":0.9871095,"about_ca_system_score_codex":0.036542065,"about_ca_system_score_gemma":0.017631939,"threshold_uncertainty_score":0.97851527},"labels":[],"label_agreement":null},{"id":"W7132891793","doi":"","title":"Exploring Ontario Grade Ten Students&apos; Decisions to Select or Reject School Physics","year":2013,"lang":"en","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Physics education; Identity (music); Function (biology); Phenomenology (philosophy); Focus (optics); Science education","score_opus":0.44000152060136805,"score_gpt":0.5380920411327857,"score_spread":0.0980905205314177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132891793","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99248224,0.000018405985,0.0000713189,0.0005278631,0.0000054527873,0.00003655485,0.00020798942,0.0000032103162,0.0066469177],"genre_scores_gemma":[0.9869463,0.00011163776,0.0001605961,0.0002344047,0.0000031513946,0.000059166945,0.00020911111,0.0000051646084,0.0122704785],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99894494,0.00014896246,0.000041703497,0.00010705488,0.0003284792,0.0004289176],"domain_scores_gemma":[0.99583495,0.000775484,0.0007079553,0.0000682686,0.0009272831,0.0016860263],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017539681,0.00017407846,0.0002135395,0.0009620626,0.005374245,0.0034399934,0.0007565352,0.0006516212,0.0073652887],"category_scores_gemma":[0.0038233064,0.0002869903,0.00024018121,0.0014109993,0.0019974378,0.0009026655,0.0015590065,0.001358544,0.00093952386],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00023808988,0.00070260436,0.63285744,0.00010813007,0.000012612178,0.0006821705,0.3301413,0.00014863875,0.002094391,0.0024215349,0.0052733985,0.025319666],"study_design_scores_gemma":[0.000011154692,0.00020392059,0.44427872,0.000077246,0.000008916088,0.000039707204,0.53849113,0.0002519618,0.00059753924,0.00027861103,0.015729232,0.000031826043],"about_ca_topic_score_codex":0.68006533,"about_ca_topic_score_gemma":0.8967724,"teacher_disagreement_score":0.31993467,"about_ca_system_score_codex":0.019853309,"about_ca_system_score_gemma":0.016439268,"threshold_uncertainty_score":0.64363766},"labels":[],"label_agreement":null},{"id":"W7132914101","doi":"","title":"Towards Equity in Science, Technology, Engineering and Math (STEM), in Kindergarten to Grade 12 Education","year":2024,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Canadian Association for the Study of Adult Education","funders":"","keywords":"Equity (law); Perception; Focus group; Grounded theory; Professional development; Set (abstract data type); Academic achievement; Educational equity","score_opus":0.05735579193729299,"score_gpt":0.47302702134009317,"score_spread":0.41567122940280016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132914101","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9798585,0.0007305209,0.0017664173,0.003138408,0.000040182942,0.000051146377,0.000021706737,0.000008821988,0.01438433],"genre_scores_gemma":[0.9977812,0.00019911886,0.0007239015,0.00024149238,0.0000049715927,0.0000249406,0.000007838484,0.0000031955278,0.0010132652],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99576277,0.001739748,0.00020057833,0.0005562439,0.00081782317,0.00092278485],"domain_scores_gemma":[0.9958419,0.0013908023,0.00096319604,0.0001589494,0.0005589696,0.0010860242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065905116,0.00029926034,0.00028690384,0.0012824129,0.00572601,0.0083914725,0.00080605637,0.0007901272,0.0015663242],"category_scores_gemma":[0.009410892,0.00035760298,0.00024007958,0.000980998,0.0073689674,0.004086668,0.010642791,0.0024952437,0.0001482911],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000054721393,0.00031736513,0.29790476,0.00025200882,0.000022261482,0.0004944046,0.5699739,0.00025826687,0.0021636642,0.045166742,0.0016922549,0.08169965],"study_design_scores_gemma":[0.000005872101,0.0002888885,0.26860604,0.0006728258,0.00002595527,0.00026783292,0.67886096,0.00023770051,0.0020408249,0.015300042,0.03365695,0.000036052756],"about_ca_topic_score_codex":0.018740295,"about_ca_topic_score_gemma":0.049879044,"teacher_disagreement_score":0.018740295,"about_ca_system_score_codex":0.004483819,"about_ca_system_score_gemma":0.010393091,"threshold_uncertainty_score":0.03726244},"labels":[],"label_agreement":null},{"id":"W7132931847","doi":"","title":"You do what you are: a case study of the manifestation of science teacher identity in a curriculum development project","year":2003,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Christian ministry; Identity (music); Curriculum; Qualitative research; Curriculum development; Teacher education; Science education","score_opus":0.07451428886396806,"score_gpt":0.4776645809443764,"score_spread":0.40315029208040837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132931847","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97727853,0.00029395218,0.0028283598,0.008595274,0.00008658486,0.00019730836,0.00004189131,0.000024549556,0.010653636],"genre_scores_gemma":[0.9857678,0.0006229292,0.0029044282,0.0014310603,0.000032605865,0.00022229024,0.000035671233,0.000044197895,0.008939084],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9813999,0.013578272,0.0003618801,0.00091378903,0.0013904077,0.0023557493],"domain_scores_gemma":[0.98270136,0.0104432115,0.0015186599,0.0006673496,0.0010465974,0.003622783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012887497,0.0011102146,0.0009879491,0.0018650513,0.042891417,0.006998717,0.004087581,0.006598696,0.0030052115],"category_scores_gemma":[0.02670422,0.0015419166,0.00067505974,0.0018480116,0.016992867,0.006667526,0.009653544,0.011180298,0.0006822678],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026307318,0.00025201624,0.0017242201,0.00004836903,0.0000032519808,0.004923822,0.98668414,0.00004316937,0.00036398513,0.0023096534,0.00062841503,0.0029925415],"study_design_scores_gemma":[0.0000108199665,0.00008454486,0.00092740863,0.00007244725,0.0000048729335,0.001694961,0.98535687,0.00012685117,0.00038899132,0.00047066467,0.010847311,0.0000143306415],"about_ca_topic_score_codex":0.022301938,"about_ca_topic_score_gemma":0.058186848,"teacher_disagreement_score":0.042891417,"about_ca_system_score_codex":0.010018753,"about_ca_system_score_gemma":0.008605701,"threshold_uncertainty_score":0.07269144},"labels":[],"label_agreement":null},{"id":"W7132975524","doi":"","title":"Exploring teacher&apos;s perceptions of concept mapping as a teaching strategy in science: an action research approach","year":2004,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Concept map; Action (physics); Action research; Perspective (graphical); Perception; Metacognition; Collaborative learning; Active learning (machine learning); Meaningful learning","score_opus":0.6438193415722165,"score_gpt":0.6076226985877637,"score_spread":0.0361966429844528,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132975524","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96680015,0.00035800357,0.01699374,0.0052414206,0.00008787506,0.000841749,0.00004389893,0.000066271066,0.00956689],"genre_scores_gemma":[0.9713955,0.00065961457,0.021809377,0.0007492504,0.00001584781,0.00087056425,0.000028236504,0.0000307345,0.0044408576],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9698878,0.023925954,0.0006609648,0.0014524256,0.002401998,0.0016708812],"domain_scores_gemma":[0.9511442,0.03760568,0.0031079731,0.0014949582,0.0038427897,0.0028044214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.037219234,0.000697022,0.0008535742,0.0021645753,0.0059829666,0.007190019,0.0021037434,0.002992944,0.0016000972],"category_scores_gemma":[0.04691447,0.000932309,0.0007654743,0.0010695665,0.009604793,0.0051591876,0.0050707622,0.0046737455,0.00041368135],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042513617,0.00044863115,0.0042677554,0.00020806458,0.0000076092706,0.00046068855,0.9750361,0.00018657441,0.0019709833,0.0031932748,0.00057640625,0.013601439],"study_design_scores_gemma":[0.00004802405,0.00035957326,0.0021506606,0.00023784662,0.00002183512,0.00026158142,0.9752973,0.0010579926,0.0018416822,0.0019669738,0.016714353,0.00004230496],"about_ca_topic_score_codex":0.0030062802,"about_ca_topic_score_gemma":0.0057298066,"teacher_disagreement_score":0.037219234,"about_ca_system_score_codex":0.004387955,"about_ca_system_score_gemma":0.006614951,"threshold_uncertainty_score":0.19683653},"labels":[],"label_agreement":null},{"id":"W7132993662","doi":"","title":"Children Do Science: Learning to Recognize Children’s Funds of Science Knowledge Expressed in a Community-based Research Club Initiative","year":2022,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Club; Affordance; Narrative; Expansive; Science education; Sociology of scientific knowledge; Social science education; Community of practice","score_opus":0.23215198521482278,"score_gpt":0.5519609861887361,"score_spread":0.31980900097391335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7132993662","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9390515,0.0006763143,0.0037292037,0.009048338,0.00017599759,0.00018596232,0.00008995886,0.00010920199,0.046933454],"genre_scores_gemma":[0.98881465,0.00059653673,0.0038439624,0.00067707506,0.000031866653,0.00024222385,0.000074751464,0.00006214396,0.0056568473],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9856419,0.008879062,0.00029745384,0.0011776495,0.0017726169,0.0022312806],"domain_scores_gemma":[0.9852793,0.005992262,0.00199684,0.0013397961,0.0013264748,0.0040652966],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015254773,0.00072936673,0.00059081404,0.0017386582,0.013958695,0.011629573,0.0022006878,0.002741088,0.0036229093],"category_scores_gemma":[0.024602233,0.0006332168,0.0006304597,0.00076927093,0.015668133,0.00791356,0.018649612,0.0060451636,0.0007795417],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003745239,0.00016799843,0.010507922,0.00011398868,0.0000133468675,0.0007919259,0.9617925,0.000056672845,0.0010353222,0.006536462,0.0034337763,0.015512709],"study_design_scores_gemma":[0.000012215557,0.00009606951,0.0063650133,0.00016645486,0.000018760295,0.00040102712,0.9311583,0.00010368292,0.00079000334,0.0030929407,0.057756785,0.00003867249],"about_ca_topic_score_codex":0.011900817,"about_ca_topic_score_gemma":0.032082926,"teacher_disagreement_score":0.015254773,"about_ca_system_score_codex":0.0056442684,"about_ca_system_score_gemma":0.007370028,"threshold_uncertainty_score":0.08067596},"labels":[],"label_agreement":null},{"id":"W7133059817","doi":"","title":"Teaching Science for Social Justice: An Examination of Elementary Preservice Teachers&apos; Beliefs","year":2013,"lang":"en","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Science education; Teacher education; Qualitative research; Social constructivism; Action (physics); Social justice; Grounded theory; Belief system; Critical theory; Teaching method","score_opus":0.11773320405313015,"score_gpt":0.5237854664536142,"score_spread":0.4060522624004841,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133059817","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9968899,0.00018300161,0.0003202496,0.0006597109,0.0000085317415,0.000043350534,0.000018634291,0.000004376178,0.0018721762],"genre_scores_gemma":[0.9978929,0.00022389935,0.000275594,0.0003005769,0.000004571608,0.00005144045,0.000016410933,0.0000072602147,0.0012274237],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99433714,0.0025768448,0.00029003894,0.00044314508,0.0011586515,0.0011941566],"domain_scores_gemma":[0.98709285,0.008350019,0.001220853,0.00050046353,0.0014367333,0.0013990769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008024411,0.00026889786,0.0007578315,0.0017163262,0.0076778615,0.0037523431,0.0015387015,0.0012925786,0.002026684],"category_scores_gemma":[0.01627376,0.00067790423,0.00031303903,0.0013827651,0.009400863,0.0023418374,0.004193242,0.0029166597,0.00023363097],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000107203105,0.000050456292,0.012403792,0.000053754407,0.000002526857,0.0003023912,0.98220485,0.000012585414,0.00048933417,0.00039968966,0.00011794788,0.0039520026],"study_design_scores_gemma":[0.0000016580996,0.000034666045,0.005666149,0.00006408744,0.000002345236,0.00009105023,0.99184227,0.000022896671,0.00019121266,0.00008917462,0.001988998,0.0000055283535],"about_ca_topic_score_codex":0.021935305,"about_ca_topic_score_gemma":0.036402754,"teacher_disagreement_score":0.021935305,"about_ca_system_score_codex":0.004846003,"about_ca_system_score_gemma":0.007933598,"threshold_uncertainty_score":0.04361528},"labels":[],"label_agreement":null},{"id":"W7133082280","doi":"","title":"Perspectives on Laboratory School Practica from Canadian Secondary Mathematics and Science Preservice Teachers","year":2025,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mentorship; General partnership; Teacher education; Action research; Professional development; Framing (construction); Feeling; Perception; Competence (human resources); Teacher leadership","score_opus":0.03289626668848188,"score_gpt":0.42761730771675566,"score_spread":0.39472104102827377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133082280","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9762067,0.0004711103,0.0005036257,0.00285068,0.00005734243,0.000054934666,0.000070122995,0.000028670845,0.019756695],"genre_scores_gemma":[0.98887396,0.00039463278,0.0003306879,0.00042222496,0.000011457267,0.000025698291,0.000052228344,0.000021646818,0.009867504],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9933143,0.0022516537,0.00019197387,0.0004977296,0.0013391019,0.0024052444],"domain_scores_gemma":[0.98857844,0.0022405284,0.00067310437,0.0002756165,0.0022516488,0.005980648],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005205759,0.0004639244,0.0005219218,0.002040432,0.026519222,0.0075366837,0.0016496024,0.0014959829,0.0058464287],"category_scores_gemma":[0.0062382077,0.00066221855,0.00038163792,0.0022242502,0.01184848,0.0012994187,0.005627057,0.0034935458,0.0005505494],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000051531588,0.00007669534,0.015923584,0.00008180067,0.000003684702,0.0023080101,0.9662276,0.000059513182,0.0021581787,0.0027761108,0.002369045,0.007964352],"study_design_scores_gemma":[0.0000032198302,0.000037942944,0.00854398,0.000047006077,0.0000025954753,0.00024982687,0.96417123,0.000032207194,0.0002904517,0.00008039557,0.026522698,0.000018293758],"about_ca_topic_score_codex":0.77564317,"about_ca_topic_score_gemma":0.91765285,"teacher_disagreement_score":0.22435683,"about_ca_system_score_codex":0.0347479,"about_ca_system_score_gemma":0.054074425,"threshold_uncertainty_score":0.45135617},"labels":[],"label_agreement":null},{"id":"W7133086032","doi":"","title":"Instructor Goals and Practices related to STSE (Science, Technology, Society and the Environment) in the Teaching of Undergraduate Engineering Students","year":2022,"lang":"","type":"dissertation","venue":"TSpace","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Context (archaeology); Engineering education; Diversity (politics); Work (physics); Action (physics); Citizenship","score_opus":0.02250034457939646,"score_gpt":0.4313733636206271,"score_spread":0.40887301904123063,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133086032","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99010485,0.000076829245,0.0017844113,0.0012991027,0.000020795722,0.000055101737,0.000012694386,0.000020977743,0.0066252714],"genre_scores_gemma":[0.99596256,0.00010851147,0.0015829024,0.00016583085,0.0000044053563,0.00003395844,0.000010862386,0.0000062190566,0.0021247622],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9945312,0.0023634217,0.00028772742,0.00039450038,0.001596419,0.00082682393],"domain_scores_gemma":[0.98715067,0.0024345696,0.002167343,0.000488915,0.0027429506,0.0050154566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060099903,0.00017286635,0.00022729853,0.0008253267,0.0036876653,0.0041736676,0.00066177757,0.0006563841,0.0012531977],"category_scores_gemma":[0.011611297,0.00021148028,0.0001770479,0.00073099433,0.0024552366,0.0009729053,0.0031902,0.0011065144,0.00033601306],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007244025,0.00156008,0.38733447,0.00026737817,0.000021204898,0.0007646467,0.440638,0.0006508928,0.010601537,0.0048468765,0.0033466674,0.14989579],"study_design_scores_gemma":[0.00003497488,0.0007274728,0.36480746,0.00036894175,0.000037096885,0.00052830175,0.5512649,0.0022914524,0.007025574,0.0043618744,0.068446375,0.00010551202],"about_ca_topic_score_codex":0.00912428,"about_ca_topic_score_gemma":0.030515634,"teacher_disagreement_score":0.00912428,"about_ca_system_score_codex":0.004114522,"about_ca_system_score_gemma":0.0104256505,"threshold_uncertainty_score":0.031784296},"labels":[],"label_agreement":null},{"id":"W7133416404","doi":"","title":"Concept mapping as a tool for monitoring student learning in science","year":2000,"lang":"en","type":"article","venue":"RUNE (Research UNE)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Concept map; Construct (python library); Concept learning; Relation (database); Meaningful learning; Science education; Formal concept analysis; Sociology of scientific knowledge","score_opus":0.22515690668358762,"score_gpt":0.5496161031092309,"score_spread":0.3244591964256433,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133416404","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9002514,0.0012555456,0.060566876,0.0003914515,0.00022292527,0.005385244,0.0044336626,0.0038488603,0.023644041],"genre_scores_gemma":[0.7536119,0.0013934156,0.2270979,0.00018697252,0.000118088436,0.007833861,0.0023825043,0.00019671037,0.0071786596],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9957411,0.0017270197,0.0003116717,0.0005756587,0.0014863483,0.00015809131],"domain_scores_gemma":[0.9851305,0.009234672,0.0016761412,0.0004858943,0.0025828758,0.00088984385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0052801496,0.0008812702,0.0009184915,0.0071159215,0.0007241267,0.0014150073,0.00081220176,0.0009514993,0.0033958445],"category_scores_gemma":[0.019128174,0.00043614855,0.00045109214,0.0041953693,0.00048867415,0.002377108,0.0013113917,0.0015099361,0.0009938949],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024199367,0.005141782,0.28414235,0.001669929,0.00028927805,0.0003145585,0.011149165,0.0025301098,0.026032042,0.0025836506,0.014037426,0.64968973],"study_design_scores_gemma":[0.00049780344,0.012872063,0.85565746,0.00037532017,0.0004210476,0.0010881067,0.0061550597,0.045431487,0.05001674,0.004815472,0.022101933,0.0005675251],"about_ca_topic_score_codex":0.0016726842,"about_ca_topic_score_gemma":0.0022189622,"teacher_disagreement_score":0.0071159215,"about_ca_system_score_codex":0.0005517811,"about_ca_system_score_gemma":0.00096513826,"threshold_uncertainty_score":0.027924418},"labels":[],"label_agreement":null},{"id":"W7133624271","doi":"10.15173/mi.v1i1.4949","title":"Innovating, integrating, and influencing: A science program for the 21st century","year":2022,"lang":"en","type":"book-chapter","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McMaster University","funders":"","keywords":"Scientific literacy; Degree program; Focus (optics); Science education; Program Design Language; Literacy; Research program","score_opus":0.07528369688581336,"score_gpt":0.40150573553044533,"score_spread":0.32622203864463195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7133624271","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16674183,0.0066344426,0.006521446,0.044999566,0.0019648846,0.00040587242,0.00012778738,0.0004720828,0.77213204],"genre_scores_gemma":[0.47990596,0.006955792,0.012717435,0.0083952695,0.00038740723,0.00025610157,0.00025027755,0.0003030722,0.49082863],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99895394,0.00022390006,0.000015152761,0.000077864504,0.0004702663,0.00025883992],"domain_scores_gemma":[0.9991072,0.00013449995,0.00003436714,0.000045657333,0.00014099908,0.0005371615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013987714,0.0003032971,0.00014693664,0.0004998668,0.005007397,0.0049354555,0.001122369,0.0006823819,0.0046967426],"category_scores_gemma":[0.0013774493,0.0001229403,0.00017846806,0.0010867977,0.0045628357,0.0018612285,0.0034474651,0.0027848275,0.00072755484],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039768012,0.00030435983,0.0038388977,0.00034004456,0.000007305238,0.00048515995,0.13111542,0.00036787908,0.0024435285,0.21083772,0.21225488,0.43796504],"study_design_scores_gemma":[0.000007840702,0.000105562176,0.0076157213,0.00017117822,0.000006450133,0.00015859747,0.02113269,0.00019058975,0.001408478,0.007109927,0.9620764,0.000016344777],"about_ca_topic_score_codex":0.07857665,"about_ca_topic_score_gemma":0.3386595,"teacher_disagreement_score":0.07857665,"about_ca_system_score_codex":0.011588429,"about_ca_system_score_gemma":0.031027004,"threshold_uncertainty_score":0.15623856},"labels":[],"label_agreement":null},{"id":"W7134816327","doi":"10.26181/13193126.v2","title":"Beyond Tinkering and Tailoring: Re-de/signing Methodologies in STEM Education","year":2018,"lang":"","type":"article","venue":"La Trobe University","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reading (process); Science education; Educational research; Scholarship; Range (aeronautics); Science, technology, society and environment education","score_opus":0.12482202527593142,"score_gpt":0.38218487443215854,"score_spread":0.2573628491562271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7134816327","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029341665,0.01645653,0.004605398,0.9024684,0.022243192,0.00003691778,0.00003401106,0.00007639036,0.05114501],"genre_scores_gemma":[0.33149108,0.09107253,0.015698304,0.31971067,0.04360021,0.00034159038,0.00015022777,0.0010026868,0.19693269],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.968437,0.017056799,0.0013981025,0.0016576283,0.009853499,0.0015970457],"domain_scores_gemma":[0.93252057,0.044216976,0.0028158617,0.0032808867,0.014642671,0.0025231123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026245093,0.0005391609,0.0005122745,0.0015708578,0.013069825,0.017548071,0.0022831918,0.008451531,0.008036901],"category_scores_gemma":[0.04827206,0.00040195018,0.00054267247,0.0021648966,0.035461254,0.010768459,0.005532937,0.0115162665,0.0017394191],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056496556,0.000039472336,0.0010662844,0.0008462003,0.000012277586,0.00037957443,0.108462594,0.0001933832,0.00051409384,0.3743594,0.415311,0.09875925],"study_design_scores_gemma":[0.0000031158727,0.00000837267,0.0004552923,0.0008158603,0.0000035970552,0.00005209501,0.013882282,0.0000619193,0.00020318829,0.014080424,0.970415,0.000018902736],"about_ca_topic_score_codex":0.11656919,"about_ca_topic_score_gemma":0.27466893,"teacher_disagreement_score":0.11656919,"about_ca_system_score_codex":0.021271333,"about_ca_system_score_gemma":0.04011131,"threshold_uncertainty_score":0.23178136},"labels":[],"label_agreement":null},{"id":"W7134823899","doi":"10.26181/13193126.v1","title":"Beyond Tinkering and Tailoring: Re-de/signing Methodologies in STEM Education","year":2018,"lang":"","type":"article","venue":"La Trobe University","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reading (process); Science education; Educational research; Scholarship; Range (aeronautics); Science, technology, society and environment education","score_opus":0.12482202527593142,"score_gpt":0.38218487443215854,"score_spread":0.2573628491562271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7134823899","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029341665,0.01645653,0.004605398,0.9024684,0.022243192,0.00003691778,0.00003401106,0.00007639036,0.05114501],"genre_scores_gemma":[0.33149108,0.09107253,0.015698304,0.31971067,0.04360021,0.00034159038,0.00015022777,0.0010026868,0.19693269],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.968437,0.017056799,0.0013981025,0.0016576283,0.009853499,0.0015970457],"domain_scores_gemma":[0.93252057,0.044216976,0.0028158617,0.0032808867,0.014642671,0.0025231123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026245093,0.0005391609,0.0005122745,0.0015708578,0.013069825,0.017548071,0.0022831918,0.008451531,0.008036901],"category_scores_gemma":[0.04827206,0.00040195018,0.00054267247,0.0021648966,0.035461254,0.010768459,0.005532937,0.0115162665,0.0017394191],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056496556,0.000039472336,0.0010662844,0.0008462003,0.000012277586,0.00037957443,0.108462594,0.0001933832,0.00051409384,0.3743594,0.415311,0.09875925],"study_design_scores_gemma":[0.0000031158727,0.00000837267,0.0004552923,0.0008158603,0.0000035970552,0.00005209501,0.013882282,0.0000619193,0.00020318829,0.014080424,0.970415,0.000018902736],"about_ca_topic_score_codex":0.11656919,"about_ca_topic_score_gemma":0.27466893,"teacher_disagreement_score":0.11656919,"about_ca_system_score_codex":0.021271333,"about_ca_system_score_gemma":0.04011131,"threshold_uncertainty_score":0.23178136},"labels":[],"label_agreement":null},{"id":"W7134832464","doi":"10.26181/13193126","title":"Beyond Tinkering and Tailoring: Re-de/signing Methodologies in STEM Education","year":2018,"lang":"","type":"article","venue":"La Trobe University","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Reading (process); Science education; Educational research; Scholarship; Range (aeronautics); Science, technology, society and environment education","score_opus":0.12482202527593142,"score_gpt":0.38218487443215854,"score_spread":0.2573628491562271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7134832464","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0029341665,0.01645653,0.004605398,0.9024684,0.022243192,0.00003691778,0.00003401106,0.00007639036,0.05114501],"genre_scores_gemma":[0.33149108,0.09107253,0.015698304,0.31971067,0.04360021,0.00034159038,0.00015022777,0.0010026868,0.19693269],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.968437,0.017056799,0.0013981025,0.0016576283,0.009853499,0.0015970457],"domain_scores_gemma":[0.93252057,0.044216976,0.0028158617,0.0032808867,0.014642671,0.0025231123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026245093,0.0005391609,0.0005122745,0.0015708578,0.013069825,0.017548071,0.0022831918,0.008451531,0.008036901],"category_scores_gemma":[0.04827206,0.00040195018,0.00054267247,0.0021648966,0.035461254,0.010768459,0.005532937,0.0115162665,0.0017394191],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056496556,0.000039472336,0.0010662844,0.0008462003,0.000012277586,0.00037957443,0.108462594,0.0001933832,0.00051409384,0.3743594,0.415311,0.09875925],"study_design_scores_gemma":[0.0000031158727,0.00000837267,0.0004552923,0.0008158603,0.0000035970552,0.00005209501,0.013882282,0.0000619193,0.00020318829,0.014080424,0.970415,0.000018902736],"about_ca_topic_score_codex":0.11656919,"about_ca_topic_score_gemma":0.27466893,"teacher_disagreement_score":0.11656919,"about_ca_system_score_codex":0.021271333,"about_ca_system_score_gemma":0.04011131,"threshold_uncertainty_score":0.23178136},"labels":[],"label_agreement":null},{"id":"W7135498898","doi":"","title":"The role of textbooks as affecters of conceptual understanding in introductory chemistry courses","year":2005,"lang":"en","type":"article","venue":"Discovery Research Portal (University of Dundee)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of the Fraser Valley","funders":"","keywords":"Qualitative research; Context (archaeology); Curriculum","score_opus":0.08781100861704748,"score_gpt":0.37845388054512974,"score_spread":0.29064287192808225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7135498898","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9616252,0.00032561476,0.0009880185,0.0012078402,0.000050308794,0.000035184694,0.000034533456,0.000044698143,0.035688497],"genre_scores_gemma":[0.9914384,0.00020319258,0.0013026487,0.00014482629,0.000019109551,0.000039393195,0.000051250245,0.000044885546,0.0067563],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98935807,0.007651975,0.0003501756,0.0007873836,0.0015014422,0.0003510021],"domain_scores_gemma":[0.8598946,0.10714777,0.013121256,0.004486626,0.0074000563,0.007949747],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0081752995,0.00029078784,0.00043251828,0.0016655846,0.0017405776,0.009155427,0.0011156985,0.0013017978,0.0094770705],"category_scores_gemma":[0.110493556,0.00056301383,0.00020376514,0.0009605025,0.0024351394,0.0035259556,0.003931885,0.002316326,0.00083328114],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0028334104,0.0055013224,0.48538774,0.0005954787,0.00016808121,0.0011450096,0.101094715,0.0017979566,0.020588184,0.05662326,0.008636598,0.31562832],"study_design_scores_gemma":[0.00054324913,0.0017746197,0.8433678,0.0005259755,0.00030736427,0.00068081997,0.06392704,0.0058069048,0.01051789,0.03440671,0.03797555,0.0001661376],"about_ca_topic_score_codex":0.0022928896,"about_ca_topic_score_gemma":0.0039702593,"teacher_disagreement_score":0.0094770705,"about_ca_system_score_codex":0.0026910794,"about_ca_system_score_gemma":0.0025238744,"threshold_uncertainty_score":0.0432356},"labels":[],"label_agreement":null},{"id":"W7135530039","doi":"","title":"Comparison of undergraduate education of future teachers in approbation with (not only) biology","year":2024,"lang":"cs","type":"dissertation","venue":"Digital Repository (National Repository of Grey Literature)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Undergraduate education; Process (computing); Quality (philosophy); Natural (archaeology); Affect (linguistics); Teacher education; Data collection; Key (lock)","score_opus":0.0213651569460832,"score_gpt":0.365151534913892,"score_spread":0.3437863779678088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7135530039","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.994958,0.000630613,0.000061699844,0.00028523328,0.000030284305,0.00002048609,0.0001131759,0.0000047469,0.003895939],"genre_scores_gemma":[0.99684346,0.00044037937,0.00008405028,0.000064521315,0.000012257096,0.000022269025,0.00021598201,0.0000035942885,0.0023135452],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980672,0.0004494592,0.00015162148,0.00022130799,0.0005475926,0.00056291546],"domain_scores_gemma":[0.98714024,0.0032069576,0.001828917,0.0003476584,0.0030166022,0.004459631],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002470868,0.00014566228,0.00035495133,0.0016761611,0.00069504365,0.0019114226,0.0006770484,0.00079653406,0.0047157994],"category_scores_gemma":[0.015294902,0.0001679867,0.00036042318,0.0012400771,0.00048756867,0.0009969975,0.0013937352,0.0007825785,0.00081581285],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009782912,0.0014373896,0.8465377,0.00046647075,0.000071521215,0.00030545954,0.040734176,0.00022592122,0.0012127536,0.0019661284,0.0028800247,0.10318416],"study_design_scores_gemma":[0.00001906546,0.00042900376,0.9731703,0.00017547124,0.000017351867,0.00008875995,0.019742446,0.000086726744,0.00030460692,0.00016867711,0.00578932,0.000008331069],"about_ca_topic_score_codex":0.0069918903,"about_ca_topic_score_gemma":0.013635956,"teacher_disagreement_score":0.0069918903,"about_ca_system_score_codex":0.0025524392,"about_ca_system_score_gemma":0.0034416493,"threshold_uncertainty_score":0.018519282},"labels":[],"label_agreement":null},{"id":"W7156115599","doi":"10.5281/zenodo.19826448","title":"International Commission on Physics Education (ICPE) Medal Citation [2014, Cedric Linder]","year":2014,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Medal; Scholarship; Citation; Physics education; Gold medal; Consistency (knowledge bases); Commission","score_opus":0.08954629149729355,"score_gpt":0.3544872318109455,"score_spread":0.26494094031365195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7156115599","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004517271,0.035989847,0.002037977,0.1691606,0.3761021,0.00037100923,0.00507228,0.0017015664,0.4091129],"genre_scores_gemma":[0.007573628,0.02904541,0.0026384688,0.0469397,0.05072041,0.0005711057,0.0063498993,0.0016338611,0.8545275],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.98293716,0.0012504028,0.0010584997,0.0017141073,0.011089523,0.0019504359],"domain_scores_gemma":[0.9743543,0.002201189,0.0012918656,0.0020456663,0.01536844,0.004738508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012150043,0.0017058427,0.0022621718,0.007838159,0.005713585,0.018650005,0.0052374774,0.015412573,0.111705005],"category_scores_gemma":[0.046582717,0.0009854265,0.00096878875,0.0070808395,0.0032703544,0.0069099874,0.00856859,0.012521137,0.11826909],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005686051,0.000009854709,0.00003403915,0.000064760075,0.000001252918,0.000010138909,0.000014149685,0.00003300654,0.000019326977,0.0059276517,0.98470217,0.009177916],"study_design_scores_gemma":[0.0000026290782,0.0000031170978,0.0001525517,0.00012199528,9.4146384e-7,0.000014167182,0.00001251515,0.000019923691,0.000035467387,0.0006049565,0.9990257,0.0000059768568],"about_ca_topic_score_codex":0.023831401,"about_ca_topic_score_gemma":0.01805596,"teacher_disagreement_score":0.111705005,"about_ca_system_score_codex":0.012965033,"about_ca_system_score_gemma":0.040436983,"threshold_uncertainty_score":0.3736905},"labels":[],"label_agreement":null},{"id":"W7156216298","doi":"10.5281/zenodo.19826449","title":"International Commission on Physics Education (ICPE) Medal Citation [2014, Cedric Linder]","year":2014,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Medal; Scholarship; Citation; Physics education; Gold medal; Consistency (knowledge bases); Commission","score_opus":0.08954629149729355,"score_gpt":0.3544872318109455,"score_spread":0.26494094031365195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7156216298","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0004517271,0.035989847,0.002037977,0.1691606,0.3761021,0.00037100923,0.00507228,0.0017015664,0.4091129],"genre_scores_gemma":[0.007573628,0.02904541,0.0026384688,0.0469397,0.05072041,0.0005711057,0.0063498993,0.0016338611,0.8545275],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.98293716,0.0012504028,0.0010584997,0.0017141073,0.011089523,0.0019504359],"domain_scores_gemma":[0.9743543,0.002201189,0.0012918656,0.0020456663,0.01536844,0.004738508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012150043,0.0017058427,0.0022621718,0.007838159,0.005713585,0.018650005,0.0052374774,0.015412573,0.111705005],"category_scores_gemma":[0.046582717,0.0009854265,0.00096878875,0.0070808395,0.0032703544,0.0069099874,0.00856859,0.012521137,0.11826909],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005686051,0.000009854709,0.00003403915,0.000064760075,0.000001252918,0.000010138909,0.000014149685,0.00003300654,0.000019326977,0.0059276517,0.98470217,0.009177916],"study_design_scores_gemma":[0.0000026290782,0.0000031170978,0.0001525517,0.00012199528,9.4146384e-7,0.000014167182,0.00001251515,0.000019923691,0.000035467387,0.0006049565,0.9990257,0.0000059768568],"about_ca_topic_score_codex":0.023831401,"about_ca_topic_score_gemma":0.01805596,"teacher_disagreement_score":0.111705005,"about_ca_system_score_codex":0.012965033,"about_ca_system_score_gemma":0.040436983,"threshold_uncertainty_score":0.3736905},"labels":[],"label_agreement":null},{"id":"W7160251115","doi":"10.5281/zenodo.20034470","title":"International Commission on Physics Education (ICPE) Medal Citation [2003, Laurence Viennot]","year":2003,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Christian ministry; Commission; Reputation; Medal; Citation; Curriculum","score_opus":0.10268869026436765,"score_gpt":0.3567579899752653,"score_spread":0.25406929971089764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7160251115","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00053034315,0.087416746,0.0013384256,0.18767804,0.30391523,0.0002570533,0.005430457,0.0008805722,0.41255322],"genre_scores_gemma":[0.012423316,0.052143298,0.0029549568,0.0446916,0.031887777,0.0005073408,0.0065780976,0.0011599305,0.8476537],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9888154,0.0010120717,0.0011367304,0.0011927064,0.0068986993,0.00094435865],"domain_scores_gemma":[0.98251235,0.0026270016,0.0016808297,0.001445762,0.009918064,0.0018159662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008282655,0.0018024439,0.002161606,0.00956195,0.004499014,0.012274397,0.0043182992,0.015953738,0.03643399],"category_scores_gemma":[0.031719957,0.000782089,0.0006920498,0.018881872,0.0026242738,0.0054446794,0.004122365,0.009482126,0.034457166],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000817004,0.0000099439385,0.00004722668,0.0001533734,0.0000018136565,0.00001879273,0.000045669323,0.00004896062,0.000026737176,0.010222315,0.9771627,0.012254342],"study_design_scores_gemma":[0.000003009294,0.0000029286484,0.00034111773,0.00022971097,0.0000022720844,0.000019192968,0.000028239965,0.000024825991,0.000039044848,0.0008243198,0.99847835,0.000007108717],"about_ca_topic_score_codex":0.082787186,"about_ca_topic_score_gemma":0.0557539,"teacher_disagreement_score":0.082787186,"about_ca_system_score_codex":0.014671415,"about_ca_system_score_gemma":0.034989566,"threshold_uncertainty_score":0.16461062},"labels":[],"label_agreement":null},{"id":"W7160290520","doi":"10.5281/zenodo.20034471","title":"International Commission on Physics Education (ICPE) Medal Citation [2003, Laurence Viennot]","year":2003,"lang":"","type":"article","venue":"Zenodo (CERN European Organization for Nuclear Research)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Christian ministry; Commission; Reputation; Medal; Citation; Curriculum","score_opus":0.10268869026436765,"score_gpt":0.3567579899752653,"score_spread":0.25406929971089764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7160290520","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00053034315,0.087416746,0.0013384256,0.18767804,0.30391523,0.0002570533,0.005430457,0.0008805722,0.41255322],"genre_scores_gemma":[0.012423316,0.052143298,0.0029549568,0.0446916,0.031887777,0.0005073408,0.0065780976,0.0011599305,0.8476537],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9888154,0.0010120717,0.0011367304,0.0011927064,0.0068986993,0.00094435865],"domain_scores_gemma":[0.98251235,0.0026270016,0.0016808297,0.001445762,0.009918064,0.0018159662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008282655,0.0018024439,0.002161606,0.00956195,0.004499014,0.012274397,0.0043182992,0.015953738,0.03643399],"category_scores_gemma":[0.031719957,0.000782089,0.0006920498,0.018881872,0.0026242738,0.0054446794,0.004122365,0.009482126,0.034457166],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000817004,0.0000099439385,0.00004722668,0.0001533734,0.0000018136565,0.00001879273,0.000045669323,0.00004896062,0.000026737176,0.010222315,0.9771627,0.012254342],"study_design_scores_gemma":[0.000003009294,0.0000029286484,0.00034111773,0.00022971097,0.0000022720844,0.000019192968,0.000028239965,0.000024825991,0.000039044848,0.0008243198,0.99847835,0.000007108717],"about_ca_topic_score_codex":0.082787186,"about_ca_topic_score_gemma":0.0557539,"teacher_disagreement_score":0.082787186,"about_ca_system_score_codex":0.014671415,"about_ca_system_score_gemma":0.034989566,"threshold_uncertainty_score":0.16461062},"labels":[],"label_agreement":null},{"id":"W7161958732","doi":"10.82308/18865","title":"Student teachers' understanding of inquiry instruction","year":2007,"lang":"en","type":"dissertation","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Bachelor; Teacher education; Student teacher; Inquiry-based learning; Contextual inquiry; Knowledge level; Primary education","score_opus":0.21704565641913776,"score_gpt":0.5171872197523122,"score_spread":0.30014156333317443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161958732","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9070623,0.0014546388,0.028528998,0.002899095,0.000029436567,0.000082455,0.00004782421,0.000094486626,0.059800934],"genre_scores_gemma":[0.99183196,0.00065452344,0.0029355325,0.00032836327,0.000006410698,0.00004586776,0.00002621329,0.000011429176,0.0041596075],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973998,0.0010803016,0.00017079688,0.00038891356,0.0007582279,0.00020200416],"domain_scores_gemma":[0.9955238,0.0025472464,0.0007300698,0.00043330842,0.0005769696,0.00018856619],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025777305,0.00017305501,0.000356749,0.0006794633,0.00089619274,0.004035135,0.0007797527,0.0010751816,0.0015951396],"category_scores_gemma":[0.007441023,0.00020687052,0.00036164746,0.00037917827,0.0021369082,0.002747012,0.0018308747,0.0017453134,0.0002814839],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048209393,0.0005383086,0.15118745,0.00048741288,0.000040834402,0.00069473026,0.6561852,0.0020422344,0.0053837304,0.07222118,0.0017794434,0.10939131],"study_design_scores_gemma":[0.00006477897,0.0009072082,0.16958131,0.0018725005,0.00014109196,0.0025589617,0.46188816,0.007062229,0.012331613,0.10365157,0.239819,0.000121556055],"about_ca_topic_score_codex":0.0017654139,"about_ca_topic_score_gemma":0.0020714004,"teacher_disagreement_score":0.004035135,"about_ca_system_score_codex":0.0013563114,"about_ca_system_score_gemma":0.0019186228,"threshold_uncertainty_score":0.013632536},"labels":[],"label_agreement":null},{"id":"W7161975217","doi":"10.82308/28264","title":"The implementation of applied science and technology in Québec: a descriptive mixed methods study","year":2013,"lang":"en","type":"dissertation","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Constructivism (international relations); Science education; Domain (mathematical analysis); Action research; Action (physics); Qualitative research; Problem-based learning; Multimethodology; Engineering education","score_opus":0.05334553335182978,"score_gpt":0.503005836622849,"score_spread":0.44966030327101925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7161975217","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98306817,0.001402997,0.0014403783,0.0009911177,0.000029012857,0.0011723948,0.002717754,0.000040625953,0.009137493],"genre_scores_gemma":[0.983053,0.0014695927,0.003084205,0.0009989098,0.000014341326,0.0014846275,0.001395482,0.000032581724,0.008467272],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99684095,0.0010078254,0.00019011954,0.00042277685,0.0009121691,0.00062611327],"domain_scores_gemma":[0.9919979,0.0024947096,0.00088344316,0.00032674713,0.0035937645,0.0007033663],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003665364,0.0004270847,0.0006937883,0.002485514,0.008207077,0.003665967,0.0022342189,0.0011024473,0.003534393],"category_scores_gemma":[0.0067894175,0.00055779924,0.00045059103,0.0061800233,0.001882796,0.0011858874,0.0017119078,0.0012265794,0.0002888159],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003783375,0.0017350578,0.44150323,0.0014261652,0.0002109315,0.0027331405,0.403392,0.0009183117,0.004567051,0.0047873277,0.008878172,0.12947035],"study_design_scores_gemma":[0.00005502927,0.0006750244,0.54457617,0.0010721171,0.00013985223,0.0004301656,0.38225538,0.0024144477,0.0013303517,0.0003619125,0.066522196,0.00016733684],"about_ca_topic_score_codex":0.9721523,"about_ca_topic_score_gemma":0.9842218,"teacher_disagreement_score":0.9917929,"about_ca_system_score_codex":0.058360398,"about_ca_system_score_gemma":0.049692206,"threshold_uncertainty_score":0.42343628},"labels":[],"label_agreement":null},{"id":"W7162033361","doi":"10.82308/27202","title":"Structures and construction: A sociocultural study of Indian and Canadian science teachers' discourses in a period of educational reform","year":2016,"lang":"en","type":"dissertation","venue":"","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Research methodology; Period (music); Human science; Cultural influence; Colonial period","score_opus":0.020380406454939087,"score_gpt":0.38903959740558897,"score_spread":0.36865919095064986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7162033361","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9738566,0.00086310745,0.00039360457,0.0032779414,0.00007179233,0.000082349965,0.0001252477,0.00002284302,0.021306653],"genre_scores_gemma":[0.9950206,0.0005768259,0.00022989165,0.00028005854,0.000019023559,0.000057211408,0.000065821296,0.000029811266,0.003720686],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9888707,0.00380187,0.0003071676,0.0010561607,0.0025656675,0.0033983125],"domain_scores_gemma":[0.98379254,0.008553697,0.0017980053,0.0007648102,0.0026117123,0.00247922],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.010437021,0.0009437249,0.0011722601,0.007919582,0.0457964,0.01740486,0.0040514125,0.002700471,0.0035113967],"category_scores_gemma":[0.019849207,0.0009419812,0.0006086746,0.011937515,0.035148572,0.0054653334,0.01144694,0.006468363,0.00026331187],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009766653,0.0000075421417,0.0012477054,0.000012472111,0.0000016083834,0.000056989822,0.9966654,0.000005716676,0.00011532656,0.0009986457,0.00012619182,0.0007526288],"study_design_scores_gemma":[0.0000023076661,0.000006722801,0.006642955,0.000032141492,0.0000064238434,0.000020231697,0.9873209,0.000023640192,0.00006717754,0.00011916393,0.0057449425,0.000013348215],"about_ca_topic_score_codex":0.94668514,"about_ca_topic_score_gemma":0.95731306,"teacher_disagreement_score":0.9542036,"about_ca_system_score_codex":0.107258,"about_ca_system_score_gemma":0.07866146,"threshold_uncertainty_score":0.77821493},"labels":[],"label_agreement":null},{"id":"W73345570","doi":"10.1007/978-94-007-4360-1_32","title":"Counter Cultural Hegemony: Student Teachers’ Experiences Implementing STSE-Activism","year":2014,"lang":"en","type":"book-chapter","venue":"Cultural studies of science education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Practicum; Psychology; Pedagogy; Hegemony; Mathematics education; Politics; Political science","score_opus":0.16133470904500014,"score_gpt":0.4886576894348068,"score_spread":0.3273229803898067,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W73345570","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.842161,0.0006359428,0.0024181318,0.011597379,0.00042469028,0.000032564567,0.000021295577,0.00005737148,0.14265156],"genre_scores_gemma":[0.98414695,0.00013408285,0.00020813574,0.00070416345,0.000021260945,0.000016229913,0.000008973393,0.000045675377,0.014714407],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99279046,0.0047323033,0.000104229635,0.0003496235,0.0007818998,0.00124143],"domain_scores_gemma":[0.9947826,0.0033141805,0.00035476603,0.0003400777,0.00032810622,0.0008801722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054098624,0.00056529127,0.00053246546,0.0007977426,0.018133538,0.013824192,0.00154218,0.0042539346,0.005749884],"category_scores_gemma":[0.008428462,0.00045949774,0.0003483742,0.00084723835,0.021381147,0.0067703635,0.011029783,0.012146346,0.00079158624],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023007999,0.000048697904,0.0010351369,0.000027117936,0.0000035975772,0.00038061367,0.96593887,0.000034587483,0.00038269942,0.026052957,0.0016653984,0.004407239],"study_design_scores_gemma":[0.000008767059,0.00003193121,0.0012365134,0.000070547925,0.000005595266,0.00035134333,0.9428733,0.00012415908,0.00044590386,0.0043503917,0.05048902,0.000012484483],"about_ca_topic_score_codex":0.00459546,"about_ca_topic_score_gemma":0.013255245,"teacher_disagreement_score":0.018133538,"about_ca_system_score_codex":0.004598798,"about_ca_system_score_gemma":0.003577849,"threshold_uncertainty_score":0.03336674},"labels":[],"label_agreement":null},{"id":"W89847086","doi":"","title":"A Mile Wide But Not An Inch Deep: Striving to Promote Deep Understanding and Learning in University Science Laboratories","year":2014,"lang":"en","type":"article","venue":"Scholarship@Western (Western University)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Session (web analytics); Comprehension; Deep learning; Curriculum; Computer science; Mathematics education; Psychology; Artificial intelligence; Pedagogy; World Wide Web","score_opus":0.14801137544349405,"score_gpt":0.3710394772806522,"score_spread":0.22302810183715813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W89847086","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.83040667,0.0011616546,0.07200888,0.03477095,0.0010104147,0.0011333833,0.00004090381,0.0019184052,0.057548724],"genre_scores_gemma":[0.82490367,0.0012660974,0.15172285,0.0044305245,0.00020064674,0.0008670274,0.000075331845,0.00017385805,0.016359981],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9971636,0.0013946153,0.00009639902,0.00036262267,0.00048323552,0.00049958524],"domain_scores_gemma":[0.99405754,0.00167226,0.0005188444,0.00057420303,0.00044872425,0.002728493],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00722779,0.0007346048,0.00039727372,0.0007408719,0.004564239,0.0060101696,0.0026181194,0.0026864493,0.003183753],"category_scores_gemma":[0.009584349,0.0005516336,0.00053484295,0.0004591829,0.0028898325,0.005108334,0.008620122,0.003855521,0.0014831447],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031260378,0.012732177,0.014190819,0.0012457428,0.00004903951,0.0014646157,0.098404706,0.0016037575,0.047920067,0.013179065,0.049080994,0.75981647],"study_design_scores_gemma":[0.000749252,0.010205321,0.096905805,0.0025305904,0.00026582068,0.0063441996,0.29275122,0.010341208,0.09584653,0.08422804,0.39913437,0.000697548],"about_ca_topic_score_codex":0.0005926927,"about_ca_topic_score_gemma":0.002058438,"teacher_disagreement_score":0.00722779,"about_ca_system_score_codex":0.0009726602,"about_ca_system_score_gemma":0.0045832354,"threshold_uncertainty_score":0.038224697},"labels":[],"label_agreement":null},{"id":"W90104740","doi":"","title":"HIGH SCHOOL STUDENTS' PERCEPTIONS OF PHYSICS","year":2010,"lang":"en","type":"dissertation","venue":"Open ULeth Scholarship (OPUS) (University of Lethbridge)","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mathematics education; Perception; Physics; Pedagogy; Psychology","score_opus":0.05031585798719229,"score_gpt":0.3881832612376353,"score_spread":0.337867403250443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W90104740","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9911175,0.00017967964,0.00015884492,0.0006319153,0.000033787444,0.000014215504,0.00003099404,0.000013836313,0.007819244],"genre_scores_gemma":[0.9977189,0.00018623065,0.00006205134,0.00022050909,0.0000114214645,0.0000058870255,0.000027863225,0.0000036464728,0.0017634386],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9972127,0.0003958416,0.00012956162,0.00016690613,0.0016234971,0.00047145318],"domain_scores_gemma":[0.9906533,0.0014083015,0.0019152998,0.00018667676,0.001371882,0.0044646463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022071914,0.00030421396,0.00050945143,0.0021504418,0.0035838664,0.006219998,0.0007456736,0.0013728464,0.008783018],"category_scores_gemma":[0.006791652,0.00034946125,0.00063963264,0.0013036142,0.0024330309,0.0012560849,0.0025580723,0.002661405,0.0008594172],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016343403,0.001137242,0.8308447,0.0002725617,0.0001542253,0.0011865181,0.1239881,0.0003621184,0.006132308,0.003157203,0.004329126,0.028272485],"study_design_scores_gemma":[0.000025350077,0.00083559105,0.80586064,0.0001323876,0.00007016918,0.0006696609,0.1721539,0.00050483376,0.0010799542,0.0011708238,0.017394433,0.000102347956],"about_ca_topic_score_codex":0.012793054,"about_ca_topic_score_gemma":0.0147337,"teacher_disagreement_score":0.012793054,"about_ca_system_score_codex":0.0015966714,"about_ca_system_score_gemma":0.0014613708,"threshold_uncertainty_score":0.02938211},"labels":[],"label_agreement":null},{"id":"W970868032","doi":"10.1080/10288457.2010.10740669","title":"The development of an instrument to assess science students' views on the social responsibility of scientists","year":2010,"lang":"en","type":"article","venue":"African Journal of Research in Mathematics Science and Technology Education","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Science education; Nature of Science; Process (computing); Social responsibility; Scientific instrument; Social science education; Science, technology, society and environment education; Sociology; Mathematics education; Engineering ethics; Psychology; Pedagogy; Public relations; Political science; Engineering; Computer science","score_opus":0.25836142235525306,"score_gpt":0.5701320939638699,"score_spread":0.3117706716086168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W970868032","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88080686,0.00017467486,0.06287837,0.0015272575,0.00024301026,0.029857185,0.0011672861,0.00022970434,0.023115639],"genre_scores_gemma":[0.62786347,0.00049543,0.30365515,0.000508172,0.00006934315,0.06233036,0.0014457888,0.00005534162,0.0035769255],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.97351867,0.018029783,0.0027927042,0.00064167805,0.0038400416,0.001177059],"domain_scores_gemma":[0.92525196,0.044443797,0.005285745,0.0030505152,0.018370006,0.0035980344],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.049256135,0.0006002122,0.00068177865,0.0051335245,0.0022033385,0.0028114936,0.0015508647,0.0011347407,0.0021687702],"category_scores_gemma":[0.0558055,0.00063001283,0.00096966274,0.0026006484,0.0021310619,0.0031194643,0.004143545,0.0020530694,0.0007450414],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00057843776,0.004167485,0.31149954,0.0017806214,0.00009554782,0.0005124259,0.24921829,0.003045696,0.011677667,0.021624072,0.007908305,0.38789192],"study_design_scores_gemma":[0.00050947466,0.007169584,0.43901652,0.001861137,0.0001527002,0.00065452914,0.4027792,0.016792234,0.016653381,0.018687768,0.09520585,0.0005177095],"about_ca_topic_score_codex":0.0024135811,"about_ca_topic_score_gemma":0.003099604,"teacher_disagreement_score":0.99779665,"about_ca_system_score_codex":0.003210236,"about_ca_system_score_gemma":0.010418924,"threshold_uncertainty_score":0.2604944},"labels":[],"label_agreement":null}]}