{"meta":{"query_hash":"ce29e9ee6551","filters":{"venue":"International Journal of Technology and Design Education"},"cohort_total":18,"direct_labels_cover":0,"predictions_cover":18,"exported":18,"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/ce29e9ee6551","api":"https://metacan.xera.ac/api/v1/cohort?venue=International+Journal+of+Technology+and+Design+Education"},"results":[{"id":"W1985688594","doi":"10.1023/a:1011245632705","title":"Comparisons and Contrasts Between Elementary/Primary ’School Situated Design’ and ’Workplace Design’ in Canada and England","year":2001,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Situated; Situated learning; Curriculum; Pedagogy; Mathematics education; Design and Technology; Design elements and principles; Science education; Primary education; Psychology; Sociology; Engineering; Computer science","score_opus":0.02004990409052877,"score_gpt":0.3054158589632621,"score_spread":0.28536595487273336,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1985688594","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9831836,0.0010315005,0.00019113823,0.00038773753,0.000012015437,0.000018422272,0.00022483582,0.00001038458,0.0149403615],"genre_scores_gemma":[0.99562633,0.0002380869,0.0001504353,0.000047486184,0.0000023944285,0.000009594655,0.00013086759,0.000011205292,0.0037835974],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99460214,0.00081375433,0.00030455316,0.00049308734,0.0019381132,0.0018483212],"domain_scores_gemma":[0.98763925,0.0028373427,0.0013298935,0.00045264376,0.005269604,0.0024711378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00226175,0.00023796994,0.00083630905,0.004352016,0.0078501,0.00676886,0.0021647594,0.00093887467,0.0045994227],"category_scores_gemma":[0.0118111,0.0006341536,0.0006027515,0.009082157,0.0062426226,0.001321773,0.0035374255,0.0014426289,0.0004133147],"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":[0.0012874585,0.00025823066,0.54796445,0.00050060154,0.00013874323,0.0012060414,0.3383781,0.0010861221,0.0025113872,0.023764336,0.00408125,0.07882333],"study_design_scores_gemma":[0.000014159409,0.000050066836,0.89394534,0.00007593676,0.000019203337,0.00009503717,0.09661052,0.00024594902,0.00025505477,0.000371503,0.00828967,0.00002760759],"about_ca_topic_score_codex":0.9902621,"about_ca_topic_score_gemma":0.9972963,"teacher_disagreement_score":0.064377785,"about_ca_system_score_codex":0.064377785,"about_ca_system_score_gemma":0.046362307,"threshold_uncertainty_score":0.46709573},"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":"W2031108835","doi":"10.1007/s10798-010-9151-3","title":"Learning to think spatially in an undergraduate interdisciplinary computational design context: a case study","year":2011,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Spatial Cognition and Navigation","field":"Engineering","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":"Simon Fraser University","funders":"","keywords":"Context (archaeology); Computational thinking; Spatial intelligence; Computer science; Science education; Mathematics education; Scholarship; Educational technology; Process (computing); Psychology; Artificial intelligence","score_opus":0.033629725045427536,"score_gpt":0.3177053683418302,"score_spread":0.28407564329640267,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031108835","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9900463,0.000076531614,0.0027054744,0.0011450582,0.000021573005,0.0001378873,0.000034116514,0.000031982203,0.005800994],"genre_scores_gemma":[0.99016726,0.00020405067,0.00463195,0.00026161817,0.000010927988,0.000078037425,0.00003838337,0.00002230513,0.0045853513],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966276,0.0018578949,0.000105123785,0.00032153432,0.00045418326,0.0006336257],"domain_scores_gemma":[0.98966426,0.00534902,0.0005199656,0.00075168925,0.00085355394,0.0028615927],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043742154,0.0010238454,0.0006848214,0.0013477954,0.009050012,0.004399812,0.002957498,0.005363052,0.0041692723],"category_scores_gemma":[0.012600258,0.00067645474,0.0006705429,0.0010714465,0.004729534,0.0032263617,0.0044753877,0.004143551,0.0009653414],"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":[0.0006628676,0.025018187,0.04067077,0.0004635395,0.000060407066,0.029225232,0.78840554,0.0043351073,0.004815534,0.015577131,0.00808949,0.0826762],"study_design_scores_gemma":[0.00030147575,0.0039753057,0.015011727,0.0003019692,0.000057178597,0.013408421,0.88638204,0.01141117,0.005052261,0.010320057,0.053565506,0.00021289919],"about_ca_topic_score_codex":0.009049707,"about_ca_topic_score_gemma":0.032931123,"teacher_disagreement_score":0.009050012,"about_ca_system_score_codex":0.003078105,"about_ca_system_score_gemma":0.0038605295,"threshold_uncertainty_score":0.023133397},"labels":[],"label_agreement":null},{"id":"W2032030830","doi":"10.1007/s10798-004-6195-2","title":"Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning","year":2005,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Problem and Project Based Learning","field":"Social Sciences","cited_by":50,"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":"University of Leeds; University of Waikato","keywords":"Educational technology; Constructivism (international relations); Learning theory; Mathematics education; Authentic learning; Learning sciences; Context (archaeology); Value (mathematics); Pedagogy; Education theory; Experiential learning; Mediation; Problem-based learning; Curriculum; Psychology; Computer science; Sociology; Higher education; Social science","score_opus":0.04737765511171238,"score_gpt":0.41206543634720094,"score_spread":0.36468778123548856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2032030830","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.55558014,0.007229502,0.09676029,0.034175504,0.0007851828,0.00034387744,0.00013622016,0.00016442104,0.30482492],"genre_scores_gemma":[0.9903392,0.0009239597,0.0053990553,0.00043362915,0.0000626373,0.00012629911,0.00002726699,0.00003495253,0.0026529387],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9830594,0.013337819,0.00045091574,0.00058136834,0.0020193595,0.00055105594],"domain_scores_gemma":[0.89166254,0.08246203,0.0041214386,0.010752834,0.007027371,0.003973779],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019450748,0.00040961098,0.0006626406,0.003720572,0.0042537004,0.010683114,0.0017388073,0.002748167,0.0032887366],"category_scores_gemma":[0.052694596,0.0004541397,0.0009415363,0.002892579,0.018696385,0.014540696,0.0076904455,0.0034443852,0.00064524054],"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":[0.00015282912,0.00044023874,0.0415763,0.00048279366,0.000030773663,0.0002173555,0.08281862,0.00042118592,0.001069436,0.7792718,0.0019497322,0.0915689],"study_design_scores_gemma":[0.000081602324,0.00040142483,0.03338573,0.0024316865,0.00013089666,0.00084930554,0.10574777,0.0035998179,0.0038353389,0.77277744,0.07669382,0.000065143606],"about_ca_topic_score_codex":0.00094875594,"about_ca_topic_score_gemma":0.0012486414,"teacher_disagreement_score":0.019450748,"about_ca_system_score_codex":0.0028783318,"about_ca_system_score_gemma":0.008194631,"threshold_uncertainty_score":0.10286665},"labels":[],"label_agreement":null},{"id":"W2076814818","doi":"10.1007/s10798-013-9254-8","title":"Assessing the impact of educational differences in HCI design practice","year":2013,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Design Education and Practice","field":"Engineering","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":"Western University","funders":"","keywords":"Realm; Engineering design process; Conceptual framework; Set (abstract data type); Design education; Computer science; Conceptual design; Science education; Mathematics education; Knowledge management; Human–computer interaction; Psychology; Sociology; Engineering","score_opus":0.03116184355272553,"score_gpt":0.36990094001183504,"score_spread":0.3387390964591095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2076814818","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979792,0.000058359015,0.00029262382,0.00014709335,0.000023765557,0.000035394303,0.0000463447,0.000008947477,0.0014082171],"genre_scores_gemma":[0.9990501,0.000016932378,0.00033704817,0.000032929962,0.0000077157565,0.00004378688,0.00004829855,0.0000052135274,0.00045795512],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9794788,0.008816657,0.002233933,0.0019279245,0.005464562,0.002078159],"domain_scores_gemma":[0.7749744,0.17468493,0.01664787,0.008973259,0.013554659,0.011164835],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011013446,0.00040958173,0.00058492884,0.0017936032,0.0010060262,0.0032935243,0.0011262648,0.0011517676,0.0070794616],"category_scores_gemma":[0.12788673,0.000374652,0.00084253354,0.0013323987,0.0021373834,0.0020288378,0.0036451088,0.002223191,0.00068002497],"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":[0.009016832,0.015404363,0.8767213,0.00026949446,0.00064867723,0.00023792394,0.016082468,0.0012909083,0.0038067198,0.0021359476,0.00089399074,0.07349132],"study_design_scores_gemma":[0.0003375346,0.007437499,0.9763598,0.00005957624,0.00017480447,0.00010455387,0.009330902,0.0015453085,0.0023923367,0.0009819578,0.001230386,0.000045435347],"about_ca_topic_score_codex":0.0025843976,"about_ca_topic_score_gemma":0.003810334,"teacher_disagreement_score":0.011013446,"about_ca_system_score_codex":0.0025715358,"about_ca_system_score_gemma":0.0028333687,"threshold_uncertainty_score":0.05824536},"labels":[],"label_agreement":null},{"id":"W2077392307","doi":"10.1007/s10798-007-9033-5","title":"Researching cognition and technology: how we learn across the lifespan","year":2007,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":39,"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":"Cognition; Sketch; Sociocultural evolution; Context (archaeology); Cognitive science; Educational technology; Science education; Psychology; Sociology; Computer science; Mathematics education","score_opus":0.061338767208338585,"score_gpt":0.45500354850313596,"score_spread":0.3936647812947974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2077392307","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":[0.27099553,0.4396522,0.02140301,0.1473163,0.0016956243,0.00008443361,0.0006827998,0.00019060589,0.11797944],"genre_scores_gemma":[0.8190654,0.1412099,0.01316627,0.016853403,0.0007328227,0.000117463154,0.00021251662,0.00008010895,0.008562211],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99805176,0.00085495744,0.00010904003,0.00041519207,0.00040440715,0.00016477292],"domain_scores_gemma":[0.9888504,0.0067107314,0.00084137317,0.000869848,0.0012330564,0.0014945917],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043600653,0.00044125586,0.00070250477,0.0023016406,0.0018139682,0.0077134627,0.0006726124,0.0024888122,0.0043903287],"category_scores_gemma":[0.010067483,0.00034522903,0.0004328765,0.0019387172,0.013040611,0.014186803,0.0027973081,0.0038325218,0.0005797695],"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":[0.0001995087,0.0007509644,0.068022214,0.0022612181,0.00032717516,0.0008696772,0.07297389,0.0010433334,0.0052647595,0.3575316,0.018390626,0.47236505],"study_design_scores_gemma":[0.000039768845,0.00040265784,0.09260252,0.002599768,0.00013032279,0.002092792,0.0526335,0.00059609336,0.001611667,0.46386567,0.3832838,0.00014146311],"about_ca_topic_score_codex":0.00438056,"about_ca_topic_score_gemma":0.0055803456,"teacher_disagreement_score":0.0077134627,"about_ca_system_score_codex":0.0023966327,"about_ca_system_score_gemma":0.0043786415,"threshold_uncertainty_score":0.023058474},"labels":[],"label_agreement":null},{"id":"W2094831806","doi":"10.1023/a:1013081115540","title":"Peer Interactions in Shared Technological Activity: A Study of Participation","year":2002,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":63,"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":"Astellas Pharma US","keywords":"Sociocultural evolution; Perspective (graphical); Citizen journalism; Task (project management); Science education; Activity theory; Sociocultural perspective; Participatory action research; Action (physics); Psychology; Social relation; Educational technology; Sociology; Cognition; Participatory design; Pedagogy; Social psychology; Computer science; Engineering; World Wide Web","score_opus":0.1706751589548584,"score_gpt":0.47659844787239886,"score_spread":0.30592328891754045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2094831806","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98903847,0.00009724305,0.0009129752,0.0002525029,0.000012853925,0.00006127617,0.000011304541,0.000010122469,0.009603277],"genre_scores_gemma":[0.99865,0.000041318242,0.00020594955,0.000050516286,0.000007959709,0.000069362184,0.000009701152,0.000009330628,0.00095592387],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9837474,0.012631444,0.00031515805,0.0008717666,0.0013675762,0.0010666831],"domain_scores_gemma":[0.92723346,0.058484584,0.0050289542,0.0027697906,0.0025395353,0.003943621],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008727496,0.00036639842,0.0006145086,0.0018019156,0.008462098,0.006721872,0.0019435403,0.0028993024,0.0040406175],"category_scores_gemma":[0.05908866,0.0005764493,0.00037417532,0.0012480601,0.0066880123,0.0046631144,0.0061257184,0.0025765612,0.0005036165],"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":[0.0002534485,0.0006436402,0.036931258,0.00007360622,0.00003383699,0.00054428156,0.94480103,0.00006816369,0.0011399186,0.004245332,0.00026780908,0.010997706],"study_design_scores_gemma":[0.00010024767,0.00076800096,0.06432799,0.0001041454,0.00005186219,0.001311393,0.9176534,0.0008274035,0.00067503174,0.0046873097,0.009437137,0.000056188495],"about_ca_topic_score_codex":0.0033426082,"about_ca_topic_score_gemma":0.0038408958,"teacher_disagreement_score":0.008727496,"about_ca_system_score_codex":0.0013361762,"about_ca_system_score_gemma":0.0019413402,"threshold_uncertainty_score":0.04615593},"labels":[],"label_agreement":null},{"id":"W2114269149","doi":"10.1007/s10798-012-9231-7","title":"Integrating standardization into engineering education: the case of forerunner Korea","year":2013,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Engineering Education and Curriculum Development","field":"Engineering","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":"Canadian Standards Association","funders":"","keywords":"Standardization; Promotion (chess); Science education; Government (linguistics); Engineering education; Political science; Engineering management; Comparative education; Higher education; Engineering; Engineering ethics; Economic growth; Public relations; Economics","score_opus":0.0038316216833951347,"score_gpt":0.23270030690294013,"score_spread":0.228868685219545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114269149","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9442264,0.00008062842,0.0012892258,0.0027785653,0.000024751516,0.000046440975,0.000008084481,0.000029831663,0.05151618],"genre_scores_gemma":[0.9920033,0.000054197335,0.0007384371,0.00028121137,0.0000023643072,0.000007808939,0.0000068673394,0.00001407797,0.0068918318],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99822646,0.00079745497,0.000051937852,0.00012673975,0.00012954402,0.00066784763],"domain_scores_gemma":[0.99795413,0.00048684538,0.00014815568,0.00023394208,0.00025369023,0.000923302],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031217826,0.0003510154,0.00022704639,0.00061758544,0.008626372,0.004793472,0.0011245394,0.0020813113,0.0052054236],"category_scores_gemma":[0.0024605491,0.00035437755,0.0003848783,0.0012924949,0.003671251,0.0040677804,0.0054676435,0.003001879,0.00049437134],"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":[0.00053965335,0.0034170696,0.08630382,0.00024374634,0.0000844614,0.033557273,0.3459328,0.00911529,0.00980153,0.34518218,0.011630315,0.1541919],"study_design_scores_gemma":[0.00015802599,0.0007803,0.037725154,0.00026634795,0.000097616095,0.0039536534,0.7220738,0.011900186,0.005458863,0.0335393,0.18384148,0.00020518026],"about_ca_topic_score_codex":0.026166024,"about_ca_topic_score_gemma":0.06685258,"teacher_disagreement_score":0.026166024,"about_ca_system_score_codex":0.0045218077,"about_ca_system_score_gemma":0.007992073,"threshold_uncertainty_score":0.052027464},"labels":[],"label_agreement":null},{"id":"W2128219127","doi":"10.1007/s10798-014-9292-x","title":"Introducing technology studies in Malawi’s model primary schools: towards building a technologically literate society","year":2014,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Mobile Learning in Education","field":"Computer Science","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":"University of Regina","keywords":"Science education; Educational technology; Mathematics education; Technology education; Primary (astronomy); Primary education; Sociology; Pedagogy; Economic growth; Psychology; Economics; Physics","score_opus":0.024298913009701162,"score_gpt":0.32753230214773116,"score_spread":0.30323338913803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128219127","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8845875,0.001813992,0.005976511,0.045038976,0.00023175249,0.000323949,0.0000669687,0.00006707672,0.061893236],"genre_scores_gemma":[0.9773433,0.0007965185,0.00521961,0.0023107945,0.00002741161,0.00012031596,0.000019012274,0.000012119168,0.014151048],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9979588,0.0011310105,0.00005290422,0.00011841438,0.0001267512,0.00061220414],"domain_scores_gemma":[0.995353,0.0011875817,0.00030061265,0.00025400575,0.0006343659,0.0022705582],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030581173,0.00026102155,0.0001745876,0.0006324762,0.010214366,0.008500333,0.0008746343,0.0016257038,0.006875679],"category_scores_gemma":[0.0024591498,0.0003584831,0.0002588871,0.0007169259,0.0048638918,0.0038455783,0.00802828,0.002942842,0.00068315136],"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":[0.000110952264,0.001274406,0.08041142,0.00081068464,0.000019250387,0.0034513175,0.56671315,0.000514746,0.007901222,0.17601599,0.012891843,0.14988497],"study_design_scores_gemma":[0.00004169533,0.00060545007,0.077073164,0.0009822056,0.0000353183,0.00069174904,0.44612673,0.0007799485,0.004174419,0.014122807,0.45530656,0.000060024504],"about_ca_topic_score_codex":0.029667525,"about_ca_topic_score_gemma":0.13108443,"teacher_disagreement_score":0.029667525,"about_ca_system_score_codex":0.008570728,"about_ca_system_score_gemma":0.033011336,"threshold_uncertainty_score":0.062185287},"labels":[],"label_agreement":null},{"id":"W2159978024","doi":"10.1007/s10798-004-0809-6","title":"Technology and Rights","year":2004,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Law, AI, and Intellectual Property","field":"Computer Science","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 British Columbia","funders":"","keywords":"Intellectual property; Trademark; Civil liberties; Law and economics; Political science; Fundamental rights; Property rights; Politics; Technological change; Law; Human rights; Sociology; Economics","score_opus":0.013498309163716787,"score_gpt":0.25992194230545074,"score_spread":0.24642363314173396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2159978024","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":[0.00406244,0.0070412946,0.00573469,0.018139772,0.00039033857,0.000023121665,0.00007745797,0.000028493945,0.9645025],"genre_scores_gemma":[0.6152599,0.008646046,0.004019648,0.007730043,0.0018483459,0.00017556327,0.00017465632,0.00010307445,0.36204278],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9986744,0.00046934423,0.00005983648,0.00029979588,0.0003210864,0.00017547782],"domain_scores_gemma":[0.99898165,0.00046366305,0.00006721225,0.00022896873,0.00016132917,0.00009717465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015828265,0.00045454854,0.0004937445,0.0010085338,0.004062514,0.008513247,0.00054861757,0.0041031544,0.030132636],"category_scores_gemma":[0.0040154047,0.00028953244,0.00033238364,0.00086430385,0.01677247,0.00813404,0.0025648691,0.004835914,0.003587746],"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":[0.0000015841696,0.0000027771532,0.000043459186,0.0000031734603,7.343272e-7,0.000007905928,0.0002118079,0.000019422232,0.000020438902,0.9958359,0.0020420414,0.0018107174],"study_design_scores_gemma":[0.000006641706,0.000008534629,0.00017080478,0.00004800571,0.000003191665,0.00005951824,0.00037906712,0.000070593975,0.00007622328,0.85570633,0.14346682,0.0000042830297],"about_ca_topic_score_codex":0.0047448506,"about_ca_topic_score_gemma":0.0037166483,"teacher_disagreement_score":0.030132636,"about_ca_system_score_codex":0.002411401,"about_ca_system_score_gemma":0.0024712228,"threshold_uncertainty_score":0.10080367},"labels":[],"label_agreement":null},{"id":"W2802920207","doi":"10.1007/s10798-018-9451-6","title":"The role of interest-driven participatory game design: considering design literacy within a technology classroom","year":2018,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":24,"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":"Participatory design; Literacy; Citizen journalism; Mathematics education; Science education; Pedagogy; Educational technology; Qualitative research; Psychology; Sociology; Computer science; Engineering; Social science","score_opus":0.0657257969498643,"score_gpt":0.3559881718551195,"score_spread":0.2902623749052552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2802920207","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7859087,0.00026914326,0.12624435,0.005604946,0.00007586446,0.00043183318,0.000034458582,0.000099549216,0.08133107],"genre_scores_gemma":[0.98961675,0.000034977696,0.009077019,0.000064419284,0.000003357194,0.00008445496,0.0000054661173,0.000014568752,0.0010990654],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98452747,0.013014712,0.00015811338,0.0006685103,0.00078250223,0.00084879284],"domain_scores_gemma":[0.96463203,0.029544024,0.0012765379,0.0012366555,0.0013972815,0.0019134744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013081086,0.00050432706,0.0003321936,0.0008887597,0.003131985,0.009531336,0.0021192299,0.0023484228,0.0046463977],"category_scores_gemma":[0.038465325,0.00058644,0.0004518375,0.000380238,0.009422683,0.006495029,0.005180005,0.0027865532,0.0002917264],"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":[0.00059067033,0.0021009976,0.04297403,0.000600988,0.00010724588,0.0011657258,0.43027982,0.012042813,0.0075294385,0.42149663,0.0015515581,0.079560064],"study_design_scores_gemma":[0.00032923248,0.0013240139,0.02078821,0.0006317093,0.00018041336,0.00070497603,0.35193196,0.110121995,0.008691974,0.4522628,0.05287143,0.00016135516],"about_ca_topic_score_codex":0.0032770496,"about_ca_topic_score_gemma":0.0042941347,"teacher_disagreement_score":0.013081086,"about_ca_system_score_codex":0.0030718162,"about_ca_system_score_gemma":0.0045192237,"threshold_uncertainty_score":0.06918025},"labels":[],"label_agreement":null},{"id":"W2942392316","doi":"10.1007/s10798-019-09515-7","title":"Engineering design pedagogy: a performance analysis","year":2019,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Learning Styles and Cognitive Differences","field":"Psychology","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 Toronto","funders":"","keywords":"Cornerstone; Personality; Engineering education; Learning styles; Curriculum; Mathematics education; Psychology; Personality type; Computer science; Applied psychology; Engineering; Pedagogy; Social psychology; Engineering management","score_opus":0.013961166315514927,"score_gpt":0.32498738095513446,"score_spread":0.31102621463961955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2942392316","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96641326,0.0002088661,0.006929153,0.00014259794,0.000041086496,0.00028604153,0.0011454007,0.00020696121,0.024626682],"genre_scores_gemma":[0.9901394,0.00008098547,0.00287425,0.000015417982,0.000025321311,0.00013679086,0.0006535193,0.00007531117,0.00599885],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99267757,0.0024403145,0.00059947744,0.00063296553,0.0030263318,0.00062334543],"domain_scores_gemma":[0.95701927,0.027791115,0.002598446,0.0019532305,0.008613085,0.0020248282],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076675904,0.00073007116,0.00096699334,0.0066858106,0.0012308664,0.002169857,0.0010057191,0.0006298486,0.010026763],"category_scores_gemma":[0.032407634,0.00020935923,0.0013624539,0.0050225244,0.0008665659,0.0018131135,0.0026841008,0.0008243459,0.0022960496],"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":[0.005181261,0.0051372196,0.5031062,0.0005938464,0.00074467337,0.00026931343,0.008733511,0.014762058,0.0066326805,0.006765311,0.006992481,0.4410815],"study_design_scores_gemma":[0.00017410413,0.0066303234,0.94471306,0.0000841484,0.00036606193,0.00025294584,0.0067960164,0.024732986,0.0060486994,0.0024682458,0.007613318,0.00012008563],"about_ca_topic_score_codex":0.005169254,"about_ca_topic_score_gemma":0.0044641164,"teacher_disagreement_score":0.010026763,"about_ca_system_score_codex":0.00216374,"about_ca_system_score_gemma":0.0016778519,"threshold_uncertainty_score":0.04055053},"labels":[],"label_agreement":null},{"id":"W3084582665","doi":"10.1007/s10798-020-09621-x","title":"Applying Bloom’s taxonomy in transdisciplinary engineering design education","year":2020,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Design Education and Practice","field":"Engineering","cited_by":36,"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":"Engineering education; Engineering design process; Curriculum; Taxonomy (biology); Design thinking; Computer science; Cognition; Mathematics education; Design education; Instructional design; Management science; Engineering; Psychology; Engineering management; Human–computer interaction; Pedagogy; Ecology","score_opus":0.02967118744645953,"score_gpt":0.26798051387309957,"score_spread":0.23830932642664004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3084582665","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":[0.05079404,0.005103238,0.5303817,0.02047066,0.00086428353,0.0014923905,0.00035679367,0.00042794994,0.39010903],"genre_scores_gemma":[0.40146795,0.0045408104,0.56358945,0.0025381653,0.00009731582,0.0015930732,0.00033457583,0.000104091654,0.025734592],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98423994,0.008239991,0.002028343,0.0009262943,0.0038253323,0.00074018043],"domain_scores_gemma":[0.97243166,0.015759973,0.001000492,0.00163313,0.007718875,0.0014558198],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012943912,0.0008648212,0.00071494764,0.008906129,0.0068824445,0.0077672703,0.002024258,0.002747302,0.0059222532],"category_scores_gemma":[0.02428858,0.0007105444,0.00096815807,0.007390904,0.007952559,0.015190182,0.0066943252,0.0032506846,0.0013399924],"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":[0.000045657238,0.00015651713,0.009122727,0.0006341858,0.000017048878,0.00024405943,0.020940537,0.0018079476,0.00052565173,0.799445,0.008961793,0.15809898],"study_design_scores_gemma":[0.000030180703,0.00013240309,0.0055776755,0.0015144844,0.00002093565,0.0006288565,0.03784792,0.005679173,0.0010268801,0.73884773,0.208628,0.00006581632],"about_ca_topic_score_codex":0.0134822605,"about_ca_topic_score_gemma":0.020363463,"teacher_disagreement_score":0.0134822605,"about_ca_system_score_codex":0.013470531,"about_ca_system_score_gemma":0.025667178,"threshold_uncertainty_score":0.097736},"labels":[],"label_agreement":null},{"id":"W4312115618","doi":"10.1007/s10798-022-09792-9","title":"Exploring the architectural design process assisted in conventional design studio: a systematic literature review","year":2022,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Design Education and Practice","field":"Engineering","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":"George Brown College","funders":"Stockholms Universitet","keywords":"Rubric; Grounded theory; Process (computing); Computer science; Context (archaeology); Engineering design process; Design process; Management science; Design studio; Systematic review; Software engineering; Studio; Engineering; Qualitative research; Work in process; Sociology; Psychology; Mathematics education","score_opus":0.06420441010603996,"score_gpt":0.32124623391773766,"score_spread":0.2570418238116977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312115618","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":[0.016493766,0.9564355,0.006711184,0.001716278,0.00048433855,0.014195923,0.00095655804,0.00005293066,0.0029535857],"genre_scores_gemma":[0.104642846,0.8504991,0.023659784,0.0014555401,0.00020235703,0.01785612,0.00088678126,0.000033175853,0.0007643184],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.95909256,0.019403886,0.012006619,0.0014034742,0.007407109,0.0006863086],"domain_scores_gemma":[0.8818946,0.079103135,0.013901841,0.0028992775,0.021031983,0.0011690949],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.042948417,0.0017366987,0.0059372266,0.040062614,0.0024540676,0.0045646294,0.002369228,0.0025462057,0.003044775],"category_scores_gemma":[0.10073487,0.0018781527,0.003836161,0.026650008,0.0024638285,0.0063735438,0.0034692213,0.0016259707,0.00057590957],"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":[0.00014617387,0.00013954435,0.0021796236,0.8427027,0.0015832968,0.00092156685,0.0064780405,0.00028463296,0.00089268107,0.0018331906,0.0023908652,0.14044765],"study_design_scores_gemma":[0.00014045449,0.000447212,0.0038174156,0.9345319,0.007207975,0.0012978803,0.009790619,0.00029261032,0.0007874096,0.0011745136,0.04042365,0.00008832321],"about_ca_topic_score_codex":0.0061063245,"about_ca_topic_score_gemma":0.017876755,"teacher_disagreement_score":0.042948417,"about_ca_system_score_codex":0.0069941655,"about_ca_system_score_gemma":0.043615513,"threshold_uncertainty_score":0.2271356},"labels":[],"label_agreement":null},{"id":"W4378676393","doi":"10.1007/s10798-023-09836-8","title":"Lessons learned through crisis: the effect of Covid-19 on pre-service Technology Education teacher development","year":2023,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"COVID-19 and Mental Health","field":"Psychology","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":"Memorial University of Newfoundland","funders":"","keywords":"Thematic analysis; Service (business); Pandemic; Medical education; Psychology; Public relations; Educational technology; Technology integration; Pedagogy; Science education; Coronavirus disease 2019 (COVID-19); Distance education; Qualitative research; Sociology; Political science; Business; Medicine; Marketing","score_opus":0.0907101670973397,"score_gpt":0.4845801264177337,"score_spread":0.393869959320394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4378676393","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4988486,0.0024990917,0.0018032239,0.4024145,0.0047524953,0.00043464534,0.0004009555,0.00043522188,0.08841134],"genre_scores_gemma":[0.97401536,0.00093354203,0.0016563003,0.011994791,0.00029123767,0.0002497503,0.00011138059,0.00011157813,0.010636113],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9905709,0.004674713,0.00025590838,0.00045052808,0.0011644397,0.002883564],"domain_scores_gemma":[0.96997863,0.007485851,0.0009645047,0.00097418216,0.0026051665,0.017991666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012062192,0.00035533647,0.0004274026,0.000717867,0.008733149,0.0064289435,0.0028571712,0.0034393491,0.014785713],"category_scores_gemma":[0.027025748,0.00041292998,0.00048672006,0.0007705402,0.004970372,0.005254097,0.015590979,0.010462726,0.0015862545],"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":[0.0011091813,0.006631826,0.029888377,0.0011020153,0.00005130399,0.0028943967,0.22011931,0.00079934427,0.0016766029,0.031440854,0.29121512,0.41307157],"study_design_scores_gemma":[0.00049374724,0.0019330193,0.08300939,0.002208802,0.000048436606,0.0005879301,0.5664305,0.0006182863,0.0020952031,0.014546166,0.3278918,0.0001366803],"about_ca_topic_score_codex":0.020613786,"about_ca_topic_score_gemma":0.064206734,"teacher_disagreement_score":0.020613786,"about_ca_system_score_codex":0.010389167,"about_ca_system_score_gemma":0.028415265,"threshold_uncertainty_score":0.075379014},"labels":[],"label_agreement":null},{"id":"W4399292223","doi":"10.1007/s10798-024-09907-4","title":"An update to the technology education teaching framework: factors that support and hinder technology education teachers in Canada","year":2024,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Diverse Educational Innovations Studies","field":"Agricultural and Biological 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":"Memorial University of Newfoundland","funders":"","keywords":"Science education; Technology education; Educational technology; Science, technology, society and environment education; Technology integration; Mathematics education; Teacher education; Teaching method; Pedagogy; Engineering ethics; Engineering; Engineering management; Sociology; Psychology","score_opus":0.020664958958412402,"score_gpt":0.29684327460961857,"score_spread":0.27617831565120615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399292223","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":[0.26815915,0.09823011,0.0043229563,0.4852509,0.010763935,0.0005711627,0.011213732,0.0003884975,0.12109962],"genre_scores_gemma":[0.73750687,0.116580695,0.020710442,0.053908154,0.001390126,0.00034594192,0.006541785,0.0003996265,0.062616386],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9946169,0.00039690285,0.00046867647,0.0002930157,0.003083535,0.0011409151],"domain_scores_gemma":[0.95378524,0.0043908474,0.0012141464,0.00049294875,0.03323664,0.0068800515],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006688836,0.0005044703,0.0005960231,0.005411559,0.009251088,0.009194867,0.003425366,0.0021714661,0.005119035],"category_scores_gemma":[0.018044144,0.0005141704,0.00069184735,0.009941163,0.0028136135,0.0032697546,0.0030263888,0.004100796,0.0006833301],"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":[0.00008846289,0.0003545146,0.18002889,0.0014161494,0.000079142446,0.00069361756,0.028482867,0.0006241213,0.0005693932,0.012372209,0.38220274,0.39308786],"study_design_scores_gemma":[0.000042238156,0.00006633959,0.31044152,0.004154364,0.00022970284,0.00035818512,0.058519706,0.00073201687,0.0007462973,0.0020772524,0.6224201,0.00021237497],"about_ca_topic_score_codex":0.99534434,"about_ca_topic_score_gemma":0.9984756,"teacher_disagreement_score":0.099628404,"about_ca_system_score_codex":0.099628404,"about_ca_system_score_gemma":0.3830963,"threshold_uncertainty_score":0.7228581},"labels":[],"label_agreement":null},{"id":"W4411475597","doi":"10.1007/s10798-025-10000-7","title":"Can elementary teachers bridge the logics of making and schooling?: developing a maker teaching sequence that promotes powerful ideas across multiple media","year":2025,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Teaching and Learning Programming","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University; University of Calgary","funders":"Social Sciences and Humanities Research Council","keywords":"Mathematics education; Science education; Bridge (graph theory); Educational technology; Sequence (biology); Teaching method; Primary education; Pedagogy; Sociology; Computer science; Psychology; Biology; Genetics","score_opus":0.036541077453215325,"score_gpt":0.35234171480073573,"score_spread":0.3158006373475204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411475597","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.56261456,0.00015901728,0.37062773,0.005353272,0.00016840207,0.000524976,0.00007385659,0.0020003496,0.058477897],"genre_scores_gemma":[0.65207785,0.00014296359,0.33194384,0.00044540732,0.000012755007,0.0002578914,0.00007325734,0.0001747952,0.014871211],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9993075,0.00032614946,0.000029574025,0.00012981868,0.00012356449,0.00008344892],"domain_scores_gemma":[0.9969074,0.0016224637,0.00023059089,0.0003419269,0.00022123408,0.0006764129],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019242229,0.00048384033,0.00026118534,0.00056041474,0.0016437921,0.003017413,0.0010473412,0.0014174796,0.005558904],"category_scores_gemma":[0.00643784,0.00040116388,0.00023997018,0.000337532,0.0019965568,0.005093312,0.0029503694,0.0017043428,0.0018814971],"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":[0.0004267128,0.0039049725,0.024616495,0.0006019911,0.000029168203,0.0015156269,0.13965361,0.003945613,0.045876376,0.19149986,0.0106711015,0.5772585],"study_design_scores_gemma":[0.0006144995,0.0023057163,0.017580338,0.00076187507,0.00022916315,0.0026764933,0.10820816,0.060476962,0.13726552,0.35993052,0.30970308,0.00024782203],"about_ca_topic_score_codex":0.00085567805,"about_ca_topic_score_gemma":0.0029128515,"teacher_disagreement_score":0.005558904,"about_ca_system_score_codex":0.0008734659,"about_ca_system_score_gemma":0.0042854543,"threshold_uncertainty_score":0.01859641},"labels":[],"label_agreement":null},{"id":"W4414213088","doi":"10.1007/s10798-025-10028-9","title":"The use of structured reflection in a technology education teacher preparator program","year":2025,"lang":"en","type":"article","venue":"International Journal of Technology and Design Education","topic":"Education and Technology Integration","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":"Technology education; Reflection (computer programming); Educational technology; Teacher education; Comprehension; Technology integration; Science education; Teaching method; Position (finance)","score_opus":0.03132563272753731,"score_gpt":0.4135685146472758,"score_spread":0.3822428819197385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414213088","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9632752,0.00008230728,0.022933003,0.000997137,0.00014951771,0.0028948758,0.00007457311,0.00061753666,0.008975766],"genre_scores_gemma":[0.93519056,0.000121427714,0.057235274,0.0002987596,0.00003857572,0.0023848752,0.00012001968,0.00008253861,0.0045278864],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9895592,0.007940213,0.00028559496,0.0007332996,0.0007065224,0.00077521196],"domain_scores_gemma":[0.97220874,0.018129433,0.0012888678,0.002452555,0.0016745474,0.004245738],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010523107,0.00059552933,0.00051934744,0.0010375036,0.0023558012,0.0015591416,0.002083621,0.0012357002,0.0032992344],"category_scores_gemma":[0.034668338,0.00051402923,0.00053475733,0.00048422258,0.0008301273,0.0011784447,0.0034713405,0.002250046,0.0005722814],"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":[0.004714495,0.051799633,0.023439728,0.00047344208,0.00006108773,0.0009700963,0.061994348,0.002665701,0.012884042,0.0016650943,0.0047741663,0.8345581],"study_design_scores_gemma":[0.014081255,0.20137288,0.26369914,0.002755779,0.0009775728,0.004927469,0.23272783,0.052687034,0.12277103,0.012126036,0.090700105,0.0011738496],"about_ca_topic_score_codex":0.0014375547,"about_ca_topic_score_gemma":0.003026216,"teacher_disagreement_score":0.010523107,"about_ca_system_score_codex":0.0015936518,"about_ca_system_score_gemma":0.008577505,"threshold_uncertainty_score":0.0556522},"labels":[],"label_agreement":null}]}