{"meta":{"query_hash":"0dbf5182a0ce","filters":{"venue":"Journal of Science Education and Technology"},"cohort_total":26,"direct_labels_cover":0,"predictions_cover":26,"exported":26,"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/0dbf5182a0ce","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+of+Science+Education+and+Technology"},"results":[{"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9293984,0.000063144325,0.022972835,0.04340112,0.0009709389,0.00020482979,3.4903232e-7,0.0000123430755,0.0029760492],"genre_scores_gemma":[0.9672384,0.000014183561,0.031494647,0.00091158884,0.00025844318,0.0000036189767,5.4148526e-8,0.0000020736024,0.00007694],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9989642,0.0001478221,0.00020034642,0.00016256237,0.00034854634,0.00017651226],"domain_scores_gemma":[0.9991495,0.00008862865,0.00018913375,0.00011341413,0.00030997576,0.00014937541],"candidate_categories":["sts"],"consensus_categories":["sts"],"category_scores_codex":[0.0019284433,0.00006304152,0.00012568825,0.0003243953,0.0017909411,0.0002142509,0.00043540332,0.000032222004,0.000005718628],"category_scores_gemma":[0.000542957,0.00003822697,0.000020072257,0.0012963531,0.005240965,0.00034777576,0.000071109345,0.00031094666,0.0000012320781],"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":[0.000009187421,0.00016625445,0.0039938595,0.000002654809,0.0000067737897,8.798619e-8,0.08645698,0.00047705957,0.0004132084,0.63151276,0.0014022938,0.27555886],"study_design_scores_gemma":[0.001579365,0.00015347554,0.013497481,0.00012978025,0.00007592229,0.0010636942,0.64318454,0.24814713,0.00020549577,0.06374234,0.027752765,0.00046801422],"about_ca_topic_score_codex":0.00010363972,"about_ca_topic_score_gemma":0.000026550864,"teacher_disagreement_score":0.5677704,"about_ca_system_score_codex":0.000107308435,"about_ca_system_score_gemma":0.00071896496,"threshold_uncertainty_score":0.9995086},"labels":[],"label_agreement":null},{"id":"W1976098103","doi":"10.1007/s10956-015-9564-6","title":"Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics","year":2015,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Genetics, Bioinformatics, and Biomedical Research","field":"Biochemistry, Genetics and Molecular Biology","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 Calgary","funders":"National Institute of Education, Nanyang Technological University; Nanyang Technological University","keywords":"Science education; Consolidation (business); Mathematics education; Reflection (computer programming); Psychology; Computer science","score_opus":0.037818483014564766,"score_gpt":0.35202665079039663,"score_spread":0.3142081677758319,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976098103","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9909594,0.0005895728,0.007421484,0.00080824737,0.0000774738,0.000043696742,4.1494792e-7,0.0000011406371,0.000098585704],"genre_scores_gemma":[0.9899764,0.00051163044,0.009442464,0.000027162718,0.000018235556,0.00000102571,0.0000014464703,0.0000017237634,0.000019902829],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99938726,0.000014967799,0.00028212377,0.000069435635,0.00016948889,0.00007670498],"domain_scores_gemma":[0.99882364,0.00000666809,0.00022778526,0.00006754714,0.0008099112,0.00006446632],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067505497,0.00003718662,0.000084418076,0.00046810854,0.000027119086,0.000008497276,0.00010565126,0.00006670024,5.9073363e-7],"category_scores_gemma":[0.0008068409,0.000031906256,0.000008455597,0.00035194284,0.0009094288,0.000015508398,0.000036543297,0.00007626723,9.187903e-8],"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":[0.000057195815,0.000224945,0.056638274,0.000061549224,0.0000072124335,2.0030421e-7,0.0008433162,0.0016397681,0.8617542,0.00092955685,0.00027983508,0.07756397],"study_design_scores_gemma":[0.00081928045,0.0014141415,0.0042798305,0.00006708242,0.000009671253,0.000042888198,0.008297583,0.020595333,0.9554496,0.006869499,0.002055768,0.00009935897],"about_ca_topic_score_codex":0.0000026857078,"about_ca_topic_score_gemma":0.000006042801,"teacher_disagreement_score":0.09369539,"about_ca_system_score_codex":0.000012810936,"about_ca_system_score_gemma":0.0012658428,"threshold_uncertainty_score":0.33508283},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89646095,0.00028778735,0.000073070834,0.1013191,0.00094418664,0.000072600946,7.6786114e-7,0.000010795386,0.00083073135],"genre_scores_gemma":[0.9976763,0.00021074008,0.0014371786,0.0005240837,0.00007015397,0.0000027295812,1.0603261e-7,0.0000019663871,0.0000767115],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99835277,0.00008193209,0.00041291676,0.00027423265,0.0006087141,0.00026940968],"domain_scores_gemma":[0.997771,0.00012532242,0.00046827213,0.00027704696,0.0012279315,0.00013039581],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.0041524344,0.00007825351,0.0002429442,0.0031807264,0.00060841796,0.000115921684,0.0014082645,0.00011682535,0.000055567274],"category_scores_gemma":[0.010649399,0.000055558856,0.000028955483,0.017085241,0.014128064,0.0007143431,0.00022231575,0.00029059383,9.980394e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000002988143,0.00016847865,0.71004,0.000002374469,0.000010648615,1.685362e-7,0.0074282796,0.0000021526541,0.010047515,0.20367017,0.000180758,0.0684465],"study_design_scores_gemma":[0.00032124284,0.00013722468,0.6722467,0.00009144511,0.00010595739,0.000023794168,0.16245313,0.00029062104,0.009687368,0.11511253,0.03933941,0.00019059746],"about_ca_topic_score_codex":0.0016331576,"about_ca_topic_score_gemma":0.0063100914,"teacher_disagreement_score":0.15502486,"about_ca_system_score_codex":0.00016958236,"about_ca_system_score_gemma":0.0061053648,"threshold_uncertainty_score":0.9995291},"labels":[],"label_agreement":null},{"id":"W1996875175","doi":"10.1023/b:jost.0000006299.07433.eb","title":"Community Building Through Electronic Discussion Boards: Pre-Service Teachers' Reflective Dialogues on Science Teaching","year":2003,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Reflective Practices in Education","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 Manitoba","funders":"","keywords":"Discussion board; Science education; Service (business); Reflective practice; Mathematics education; The Internet; Pedagogy; Sociology; Computer science; Psychology; Multimedia; World Wide Web; Business","score_opus":0.03184972470596605,"score_gpt":0.42888333258858136,"score_spread":0.3970336078826153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1996875175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9396941,0.00019152717,0.0006056595,0.020347903,0.0015312264,0.00017965422,1.6560584e-7,0.00003946336,0.037410267],"genre_scores_gemma":[0.9865946,0.00018061914,0.01246285,0.00041643236,0.00013612125,0.000008438955,1.3228603e-7,0.0000068016366,0.00019399582],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99744827,0.0006921223,0.00030888614,0.0002690975,0.0007853369,0.0004962963],"domain_scores_gemma":[0.9976873,0.0002508879,0.0006285659,0.00029820044,0.0009973145,0.00013776007],"candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.011435256,0.00011891704,0.00016808746,0.001076919,0.004017326,0.00027953705,0.0011396077,0.000116830684,0.00001119736],"category_scores_gemma":[0.014937753,0.000086805165,0.000026604335,0.0035408558,0.003866768,0.0028867202,0.000091372305,0.0015358465,0.0000032477992],"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":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018674884,0.0008291607,0.0076333773,0.0000059610547,0.000009715628,2.4321503e-7,0.1563956,0.000007862062,0.04955227,0.68002224,0.00017267156,0.1053522],"study_design_scores_gemma":[0.00028500854,0.00072445255,0.009006446,0.00017557769,0.00003696254,0.00009271879,0.38170147,0.000012044006,0.026578305,0.44255853,0.13854575,0.0002827283],"about_ca_topic_score_codex":0.0004983749,"about_ca_topic_score_gemma":0.00034391173,"teacher_disagreement_score":0.23746373,"about_ca_system_score_codex":0.0015724258,"about_ca_system_score_gemma":0.00919608,"threshold_uncertainty_score":0.99884415},"labels":[],"label_agreement":null},{"id":"W2002195028","doi":"10.1007/s10956-010-9248-1","title":"Making the Decision to Provide Enhanced Podcasts to Post-Secondary Science Students","year":2010,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Innovations in Educational Methods","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":"University of Waterloo","funders":"Nepal Academy of Science and Technology","keywords":"Attendance; Class (philosophy); Mathematics education; Educational technology; Science education; Medical education; Computer science; Variety (cybernetics); Multimedia; Psychology; Medicine","score_opus":0.024996796712184837,"score_gpt":0.4804453303336736,"score_spread":0.45544853362148874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2002195028","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9403722,0.000022087554,0.0016315774,0.048693724,0.007068846,0.00026851575,4.3725277e-7,0.000015014308,0.0019275467],"genre_scores_gemma":[0.87586313,0.000004455036,0.121930264,0.001642962,0.00033441078,0.000012651324,3.791085e-8,0.0000033856043,0.00020868126],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9979679,0.0000364729,0.00035251793,0.00024720636,0.0010827706,0.0003131078],"domain_scores_gemma":[0.99558413,0.00019842133,0.00026823452,0.00027402086,0.0035031042,0.00017211342],"candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.008128415,0.00007147919,0.00009982618,0.0021395045,0.0016874176,0.00037582504,0.002105752,0.000068554225,0.000046331446],"category_scores_gemma":[0.016937874,0.00005264481,0.000015990849,0.006938386,0.0033021958,0.00092995807,0.00024738107,0.0004256665,0.000016061178],"study_design_candidate":"design_other","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":[0.000008302401,0.00013615377,0.0077480557,0.0000013453805,0.0000016685595,2.418851e-7,0.010342479,0.0000013213256,0.22723435,0.16557752,0.0004177811,0.5885308],"study_design_scores_gemma":[0.0002630283,0.0004707081,0.49718574,0.00015680019,0.000014347334,0.00022007039,0.13441448,0.0000056467234,0.053621788,0.11134069,0.20193705,0.00036966667],"about_ca_topic_score_codex":0.000026373957,"about_ca_topic_score_gemma":0.0001544195,"teacher_disagreement_score":0.5881611,"about_ca_system_score_codex":0.0002251734,"about_ca_system_score_gemma":0.0105142435,"threshold_uncertainty_score":0.9996123},"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":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95534897,0.0012670819,0.00012364364,0.021103945,0.008328803,0.0002754213,3.2336635e-7,0.000020452206,0.013531359],"genre_scores_gemma":[0.98639,0.00006663637,0.01052219,0.00045263662,0.00037453967,0.000014118571,1.5528636e-7,0.000004295049,0.0021754156],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99728453,0.00005751822,0.0006047871,0.00042640208,0.0011054883,0.0005212882],"domain_scores_gemma":[0.99657303,0.00006145593,0.00059753016,0.00024124642,0.0022786295,0.00024812017],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.005533956,0.000115617506,0.00023200871,0.003782451,0.0007470496,0.00009177362,0.001501335,0.00009022705,0.000056025754],"category_scores_gemma":[0.003416513,0.00010697086,0.000028780585,0.009815684,0.020779744,0.0022951784,0.00011530726,0.0003319911,0.0000042349893],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.000008865198,0.00089417293,0.034924835,0.000009776463,7.824724e-7,6.74184e-7,0.14340074,0.0000014252432,0.15419067,0.52730423,0.0047555473,0.1345083],"study_design_scores_gemma":[0.00031347616,0.00044481704,0.04392521,0.00030108192,0.000012944664,0.00010225883,0.34431824,0.000032747746,0.01715128,0.019929407,0.57304263,0.00042588246],"about_ca_topic_score_codex":0.0041272063,"about_ca_topic_score_gemma":0.001103949,"teacher_disagreement_score":0.56828713,"about_ca_system_score_codex":0.005353372,"about_ca_system_score_gemma":0.058175504,"threshold_uncertainty_score":0.9984649},"labels":[],"label_agreement":null},{"id":"W2045683665","doi":"10.1007/s10956-015-9550-z","title":"Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons","year":2015,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Mobile Learning in Education","field":"Computer Science","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":"Western University","funders":"","keywords":"Affordance; Educational technology; Informal learning; Learning sciences; Embodied cognition; Science education; Mathematics education; Instructional design; Active learning (machine learning); Computer science; Pedagogy; Psychology; Human–computer interaction; Artificial intelligence","score_opus":0.01582486241636294,"score_gpt":0.31996744267349875,"score_spread":0.3041425802571358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2045683665","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95993215,0.000056120367,0.021865306,0.016211854,0.0013465381,0.00015166748,1.6029043e-7,0.000021627231,0.0004145737],"genre_scores_gemma":[0.9659301,0.0000025743727,0.03385938,0.0000809709,0.000046947305,0.000005912964,2.4726202e-8,0.000003201981,0.00007086069],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9990802,0.000032729404,0.00018232639,0.00019398831,0.0003485819,0.0001622098],"domain_scores_gemma":[0.9982963,0.000030273928,0.00029648273,0.00028733374,0.0009588688,0.0001307435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082505494,0.00007022804,0.00011885891,0.00058316696,0.00013561144,0.000059350332,0.00073039846,0.00005331727,0.0000011417046],"category_scores_gemma":[0.0013540772,0.000052003656,0.000024151343,0.0017817299,0.00040136886,0.0006135521,0.0002040213,0.00028235983,0.0000017699358],"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":[0.00004621311,0.0014108728,0.14764671,0.000027736814,0.000068186564,0.0000036660515,0.19984408,0.042103376,0.055066768,0.08378807,0.0018936653,0.46810067],"study_design_scores_gemma":[0.0021283142,0.0022204856,0.14014743,0.00081958197,0.00007372179,0.002514222,0.2966575,0.40057454,0.084583245,0.06258008,0.006646749,0.001054129],"about_ca_topic_score_codex":0.000015019588,"about_ca_topic_score_gemma":0.0000051330926,"teacher_disagreement_score":0.46704653,"about_ca_system_score_codex":0.0002670953,"about_ca_system_score_gemma":0.0023142877,"threshold_uncertainty_score":0.41054472},"labels":[],"label_agreement":null},{"id":"W2079303017","doi":"10.1007/s10956-012-9370-3","title":"The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry","year":2012,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Education and Critical Thinking Development","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":"Brock University; Lakehead University","funders":"","keywords":"Phronesis; Conversation; Scripting language; Episteme; Narrative; Science education; Mathematics education; Teaching method; Pedagogy; Psychology; Interpretation (philosophy); Sociology; Computer science; Linguistics; Epistemology; Social science","score_opus":0.021550958218158424,"score_gpt":0.38170985671197666,"score_spread":0.3601588984938182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079303017","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9553686,0.00036163646,0.000045138535,0.039017476,0.0024692034,0.00008623785,3.52578e-8,0.000011741852,0.0026399319],"genre_scores_gemma":[0.9971321,0.00014329028,0.0018724109,0.0005351418,0.00019413827,0.0000038849944,9.310661e-8,0.0000021406665,0.00011678135],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9986306,0.00009369489,0.00025348875,0.00010796709,0.00065150094,0.00026273762],"domain_scores_gemma":[0.99879223,0.00013194855,0.0002453811,0.00013649452,0.0005297123,0.00016420563],"candidate_categories":["sts"],"consensus_categories":["sts"],"category_scores_codex":[0.007213278,0.000052538107,0.00007444133,0.00036421258,0.002597954,0.00016752968,0.0006785076,0.00004366424,0.000021162883],"category_scores_gemma":[0.0030120297,0.000032352757,0.000016213131,0.0010931408,0.008484326,0.0012010438,0.00006739883,0.0002034049,0.000005885386],"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":[0.0000030510155,0.00015538496,0.012526439,0.0000018583237,0.000003036809,6.039042e-8,0.13887663,9.615481e-8,0.0044987877,0.7286622,0.0001209962,0.11515146],"study_design_scores_gemma":[0.00009838366,0.000121801706,0.018312134,0.00003909246,0.000014899063,0.000055990673,0.8594892,0.000007869139,0.009979534,0.07521292,0.036580507,0.0000876768],"about_ca_topic_score_codex":0.00018081549,"about_ca_topic_score_gemma":0.000037920083,"teacher_disagreement_score":0.7206126,"about_ca_system_score_codex":0.00026515214,"about_ca_system_score_gemma":0.00411325,"threshold_uncertainty_score":0.9987005},"labels":[],"label_agreement":null},{"id":"W2084405484","doi":"10.1007/s10956-007-9081-3","title":"Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study","year":2007,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Education Systems and Policy","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; Lakehead University","funders":"","keywords":"Science education; Qualitative research; Teacher leadership; Educational technology; Psychology; Educational leadership; Sociology; Pedagogy; Medical education; Medicine; Social science","score_opus":0.18625835859208448,"score_gpt":0.4884720048441455,"score_spread":0.30221364625206104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084405484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9884969,0.00022074835,0.000003433415,0.009537671,0.00045843536,0.00017576563,5.3683226e-7,0.000008739768,0.0010977794],"genre_scores_gemma":[0.99891937,0.000016755936,0.00054085784,0.00016193406,0.00010469545,0.0000032150385,9.49618e-8,0.0000020492198,0.00025100308],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99858665,0.00010977885,0.00034553872,0.00018810031,0.00043613516,0.000333814],"domain_scores_gemma":[0.99881625,0.00008468436,0.00028632104,0.000101236656,0.00046686013,0.0002446517],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.011783406,0.00006119701,0.00012799968,0.0020927126,0.00055062637,0.00016556104,0.00039228995,0.00006122229,0.000019540763],"category_scores_gemma":[0.00069098733,0.000054157004,0.000007877404,0.0029921746,0.004513226,0.0011989373,0.000031125004,0.00021132326,0.0000014152012],"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":[0.0000028775735,0.00037142183,0.28246626,0.0000047128005,0.0000021791493,0.0000011245037,0.6283392,3.8746226e-8,0.0007663672,0.061772108,0.00008645633,0.026187243],"study_design_scores_gemma":[0.00013752858,0.00017473019,0.17670926,0.00001920089,0.0000027696265,0.00002182337,0.81657845,1.1482063e-7,0.00025101897,0.003217961,0.0028347916,0.000052366635],"about_ca_topic_score_codex":0.0002678562,"about_ca_topic_score_gemma":0.0010687243,"teacher_disagreement_score":0.18823923,"about_ca_system_score_codex":0.00013881235,"about_ca_system_score_gemma":0.004217897,"threshold_uncertainty_score":0.99819595},"labels":[],"label_agreement":null},{"id":"W2085625958","doi":"10.1007/s10956-012-9394-8","title":"Eliciting Metacognitive Experiences and Reflection in a Year 11 Chemistry Classroom: An Activity Theory Perspective","year":2012,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","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 Alberta","funders":"","keywords":"Metacognition; Science education; Mathematics education; Context (archaeology); Chemistry education; Psychology; Perspective (graphical); Chemistry; Conceptual change; Learning theory; Reflection (computer programming); Pedagogy; Cognition; Computer science; Social psychology","score_opus":0.03950051630652049,"score_gpt":0.4429917305573391,"score_spread":0.4034912142508186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2085625958","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9922034,0.0003349509,0.0008626805,0.00075210305,0.00045784068,0.000037239366,1.12102285e-7,0.000014944277,0.005336685],"genre_scores_gemma":[0.99645144,0.0000070620017,0.0032289687,0.000041188643,0.000121448225,0.000007044573,5.9542995e-8,0.0000036358754,0.00013917204],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9991659,0.00025196339,0.0001425662,0.0001533676,0.00010137322,0.0001848556],"domain_scores_gemma":[0.9992531,0.00009414249,0.00024094853,0.00007341562,0.00028105933,0.0000573546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003793239,0.00006465444,0.00011992667,0.0005588266,0.00016447128,0.000024164035,0.000106636944,0.00008879374,0.00005684237],"category_scores_gemma":[0.0011988252,0.000054291784,0.000010131956,0.00091117166,0.0009793058,0.00046935776,0.000023700657,0.0004537341,8.215513e-7],"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":[0.00007666928,0.0006638761,0.16995086,0.000005665581,0.000016823307,0.0000014337639,0.21227102,1.5517843e-7,0.15906915,0.08227994,0.000023823704,0.3756406],"study_design_scores_gemma":[0.00024060757,0.00017850903,0.14685692,0.000030005245,0.000010395281,0.00037427977,0.8230424,0.0000068643917,0.016984232,0.011764676,0.00041210456,0.00009899915],"about_ca_topic_score_codex":0.000030185143,"about_ca_topic_score_gemma":0.0000020847808,"teacher_disagreement_score":0.61077136,"about_ca_system_score_codex":0.00009666409,"about_ca_system_score_gemma":0.00020620455,"threshold_uncertainty_score":0.3608293},"labels":[],"label_agreement":null},{"id":"W2087016294","doi":"10.1007/s10956-010-9217-8","title":"Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms","year":2010,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":65,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"New York Institute of Technology","funders":"","keywords":"Transformative learning; Science education; Educational technology; Mathematics education; Constructivism (international relations); Learning sciences; Scientific literacy; Science, technology, society and environment education; Pedagogy; Sociology; Information and Communications Technology; Psychology; Computer science; World Wide Web; Political science","score_opus":0.008947622757805855,"score_gpt":0.28096025563371396,"score_spread":0.2720126328759081,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2087016294","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9894898,0.00012449316,0.0013566455,0.007961426,0.0005148534,0.00008422168,7.954045e-8,0.00007845267,0.0003900439],"genre_scores_gemma":[0.9605395,0.000025780599,0.039302353,0.000049164275,0.000022103492,0.000003964573,3.5279676e-8,0.0000033922875,0.00005370148],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99891865,0.000014593098,0.00023262402,0.00028769768,0.0003166541,0.00022978908],"domain_scores_gemma":[0.99884063,0.00007947268,0.00029716545,0.00027068466,0.00045116205,0.000060911745],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0012069648,0.00008151149,0.00011507699,0.0023921994,0.00030508856,0.00030533882,0.00092565105,0.00008782324,0.000004910071],"category_scores_gemma":[0.0016388065,0.00006336429,0.0000063759694,0.003856366,0.0031267775,0.0015859258,0.00017249964,0.00068191614,0.000001320986],"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":[0.0000024644942,0.00013496942,0.32437974,0.000005646746,0.0000015390738,0.0000011485387,0.0013191275,0.00011001699,0.088079244,0.10979187,0.0000159558,0.47615826],"study_design_scores_gemma":[0.00271733,0.0035890497,0.45434457,0.00068913464,0.000034460973,0.0072255805,0.1010544,0.11627308,0.06879775,0.118104525,0.12551425,0.001655859],"about_ca_topic_score_codex":0.000004368634,"about_ca_topic_score_gemma":0.00002430675,"teacher_disagreement_score":0.4745024,"about_ca_system_score_codex":0.000064615735,"about_ca_system_score_gemma":0.0023838568,"threshold_uncertainty_score":0.99958616},"labels":[],"label_agreement":null},{"id":"W2094471528","doi":"10.1007/s10956-012-9395-7","title":"Middle School Science Teachers’ Confidence and Pedagogical Practice of New Literacies","year":2012,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Education and Technology Integration","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":"New York Institute of Technology","funders":"National Science Board; National Oceanic and Atmospheric Administration","keywords":"ICTS; Pedagogy; Technology integration; Educational technology; Science education; Mathematics education; Sociology; Information and Communications Technology; Psychology; Computer science","score_opus":0.10034606149309909,"score_gpt":0.44817232898794895,"score_spread":0.34782626749484985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2094471528","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.949121,0.0023720502,0.00026640418,0.041207343,0.00092641613,0.00009203136,1.87409e-7,0.000024681198,0.005989877],"genre_scores_gemma":[0.98779315,0.00058672356,0.010262492,0.00022646053,0.00015415502,0.000001769214,6.95704e-8,0.0000021612127,0.0009730283],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99873465,0.00005237807,0.00031236044,0.00014902004,0.00047853854,0.0002730308],"domain_scores_gemma":[0.99759436,0.00012563897,0.0005020122,0.00014322138,0.0013128308,0.0003219514],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.0038997268,0.0000696941,0.00013503437,0.0011596234,0.0005177072,0.00010904077,0.0004697411,0.000122024125,0.0000679488],"category_scores_gemma":[0.0128312,0.000057734163,0.000015801994,0.0021904886,0.0080118645,0.002627415,0.00006190931,0.00031288023,0.000004626314],"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":[0.000004817285,0.00027083931,0.06219659,0.0000045458723,0.0000044435733,2.3623326e-7,0.063199185,5.6293466e-8,0.016120851,0.7555454,0.00066884706,0.10198422],"study_design_scores_gemma":[0.00021509334,0.0002324998,0.027457498,0.00011054794,0.000035634846,0.0004123922,0.7884728,0.000003341161,0.013723221,0.028681,0.14049472,0.00016128582],"about_ca_topic_score_codex":0.00018858515,"about_ca_topic_score_gemma":0.00002401255,"teacher_disagreement_score":0.7268644,"about_ca_system_score_codex":0.0001276726,"about_ca_system_score_gemma":0.0056319116,"threshold_uncertainty_score":0.99907696},"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":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9886951,0.00019326505,0.0016833049,0.008077164,0.0005885814,0.00007230078,5.2065104e-8,0.000009232328,0.00068103615],"genre_scores_gemma":[0.99288076,0.00010876964,0.0065947673,0.00004617918,0.0001683367,0.000002620769,1.8667805e-7,0.0000020193565,0.00019636205],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99904865,0.00006604602,0.00023731103,0.00016088501,0.00026777765,0.00021933472],"domain_scores_gemma":[0.99948585,0.000057199693,0.00020573608,0.000061440085,0.0000724135,0.00011734442],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021360777,0.000054666787,0.00009120947,0.0008640988,0.00050549227,0.00009894591,0.00020291953,0.000057428806,0.0000505324],"category_scores_gemma":[0.0002522454,0.000051423835,0.000008333267,0.0006030584,0.0022085968,0.0006050382,0.000030571024,0.00021523659,0.0000016893413],"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":[0.0000061761616,0.0005174163,0.70899904,0.0000040120017,0.0000019462143,0.000001100577,0.04787623,0.00004052617,0.01377527,0.11055258,0.00009570388,0.11812998],"study_design_scores_gemma":[0.0003543227,0.00026206867,0.16388784,0.000038578186,0.000006453634,0.000023145867,0.7826096,0.000080354985,0.0012469016,0.018726213,0.032607906,0.00015659572],"about_ca_topic_score_codex":0.00024023587,"about_ca_topic_score_gemma":0.00082623167,"teacher_disagreement_score":0.7347334,"about_ca_system_score_codex":0.00032596505,"about_ca_system_score_gemma":0.0012806493,"threshold_uncertainty_score":0.81376666},"labels":[],"label_agreement":null},{"id":"W2107430878","doi":"10.1007/s10956-007-9045-7","title":"Rethinking the Role of Information Technology-Based Research Tools in Students’ Development of Scientific Literacy","year":2007,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","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 Victoria","funders":"","keywords":"Praxis; Activity theory; Curriculum; Educational research; Science education; Perspective (graphical); Scientific literacy; Computer science; Sociology; Engineering ethics; Empirical research; Literacy; Mathematics education; Knowledge management; Pedagogy; Psychology; Epistemology; Engineering","score_opus":0.09179698769292798,"score_gpt":0.4856526023708279,"score_spread":0.3938556146778999,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2107430878","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99440414,0.00026822757,0.0024940795,0.0011550151,0.00050671404,0.00010715113,1.650194e-7,0.00000928079,0.0010552309],"genre_scores_gemma":[0.9505395,0.0000013448407,0.049367618,0.000023351065,0.000013002185,0.0000032736866,3.7640504e-7,0.0000020426198,0.00004947883],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99826413,0.00013685,0.0006963852,0.000116504925,0.0005516539,0.00023445874],"domain_scores_gemma":[0.9972234,0.00024438094,0.0006164988,0.00021987276,0.0016722279,0.000023648368],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.03084883,0.00005421593,0.00013526,0.0060460274,0.00031656062,0.00006474975,0.0007486606,0.00012127971,0.000014909335],"category_scores_gemma":[0.0025512492,0.00003877165,0.000013429122,0.006195221,0.0024047205,0.00035168405,0.000090196045,0.0008244705,0.00000192242],"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":[0.00002245808,0.00020589138,0.15232714,0.0000075528164,0.0000048258594,3.202122e-7,0.032853227,0.0000013731787,0.028959658,0.04160628,0.00001839361,0.74399287],"study_design_scores_gemma":[0.00066815247,0.00039078947,0.62708986,0.00044647418,0.0000063945986,0.000080776575,0.11448763,0.00003489765,0.15844761,0.06308528,0.035133764,0.00012837835],"about_ca_topic_score_codex":0.0000069013868,"about_ca_topic_score_gemma":0.0000030804897,"teacher_disagreement_score":0.7438645,"about_ca_system_score_codex":0.000105331346,"about_ca_system_score_gemma":0.0013265414,"threshold_uncertainty_score":0.9979451},"labels":[],"label_agreement":null},{"id":"W2122585664","doi":"10.1023/b:jost.0000031261.65362.e0","title":"Fostering Distributed Science Learning Through Collaborative Technologies","year":2004,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","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":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Educational technology; Autonomy; Acronym; Learning community; Community of practice; Science education; Process (computing); Information and Communications Technology; Set (abstract data type); Work (physics); Computer science; Collaborative learning; Knowledge management; Pedagogy; Sociology; Engineering; World Wide Web; Political science","score_opus":0.04003948387306963,"score_gpt":0.42354840192782833,"score_spread":0.38350891805475873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122585664","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9615352,0.00080455525,0.020359553,0.00912351,0.0015261876,0.000081699545,5.937453e-7,0.00015764774,0.0064110323],"genre_scores_gemma":[0.9629854,0.00002679566,0.036769535,0.000053312004,0.000040732957,0.0000043975756,2.47379e-7,0.0000052111905,0.000114350965],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9987642,0.00006231378,0.0003091092,0.00026735823,0.00027684547,0.00032013806],"domain_scores_gemma":[0.9980318,0.000055351906,0.0004770506,0.0001837609,0.0012110278,0.000040987157],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002910929,0.000102345024,0.0001807311,0.0014178618,0.0007509029,0.00009552156,0.0006033526,0.00010847126,0.000013429511],"category_scores_gemma":[0.0032750561,0.000083436295,0.00001588976,0.0065922774,0.0059572267,0.00057335093,0.0002481202,0.00080991373,0.000006584831],"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":[0.000020125091,0.00024090066,0.007104288,0.000006177922,0.00001484056,0.000008298482,0.01448503,0.000057271696,0.11803018,0.42939252,0.00009526516,0.4305451],"study_design_scores_gemma":[0.001629753,0.0022223,0.039327852,0.0003479735,0.000035897843,0.0025160445,0.545009,0.000020430642,0.103393175,0.26850128,0.036444195,0.00055209594],"about_ca_topic_score_codex":0.000012270554,"about_ca_topic_score_gemma":6.107685e-7,"teacher_disagreement_score":0.53052396,"about_ca_system_score_codex":0.00022105973,"about_ca_system_score_gemma":0.0019184421,"threshold_uncertainty_score":0.996748},"labels":[],"label_agreement":null},{"id":"W2164493788","doi":"10.1007/s10956-009-9153-7","title":"Exploring the Use of Audience Response Systems in Secondary School Science Classrooms","year":2009,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":45,"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":"Formative assessment; Summative assessment; Science education; Audience response; Mathematics education; Psychology; Perspective (graphical); Student engagement; Educational technology; Pedagogy; Computer science","score_opus":0.15501943746872673,"score_gpt":0.4102202355659874,"score_spread":0.2552007980972607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2164493788","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98470026,0.00018776447,0.0003347583,0.012629753,0.001210239,0.000116728355,1.9757837e-7,0.000012789155,0.00080748746],"genre_scores_gemma":[0.99216235,0.00009553384,0.0074175075,0.0001330322,0.000057677426,0.0000030567778,9.735412e-9,0.0000017122286,0.00012911261],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982186,0.00029822544,0.00041863587,0.00017279579,0.0006020829,0.0002896904],"domain_scores_gemma":[0.99787986,0.0003224587,0.00046696884,0.00020005825,0.0010403625,0.00009026844],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.016674431,0.000062916355,0.00015200143,0.0021669515,0.0006973,0.00015068443,0.0009020859,0.000043293898,0.000005747257],"category_scores_gemma":[0.016375758,0.000045055407,0.000015210373,0.0069836043,0.0068904855,0.0023868757,0.000059109443,0.00048599672,8.1119265e-7],"study_design_candidate":"observational","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":[0.000061233695,0.00019022719,0.016914386,0.0000059735717,0.0000023655496,0.0000030208262,0.020305349,0.00002903692,0.2115612,0.36649773,0.00015414767,0.38427535],"study_design_scores_gemma":[0.0003001612,0.00054134836,0.79429096,0.00034670273,0.000007699985,0.00016177502,0.14683619,0.00011895892,0.009838373,0.013676925,0.033670694,0.00021021154],"about_ca_topic_score_codex":0.0001345043,"about_ca_topic_score_gemma":0.000020189947,"teacher_disagreement_score":0.7773766,"about_ca_system_score_codex":0.00037160012,"about_ca_system_score_gemma":0.0071394546,"threshold_uncertainty_score":0.99848914},"labels":[],"label_agreement":null},{"id":"W2611188993","doi":"10.1007/s10956-017-9690-4","title":"Collaborative and Competitive Video Games for Teaching Computing in Higher Education","year":2017,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Educational Games and Gamification","field":"Psychology","cited_by":25,"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":"Space (punctuation); Mathematics education; Video game; Class (philosophy); Race (biology); Computer science; Teaching method; Multimedia; Psychology; Artificial intelligence; Sociology","score_opus":0.022009096669040006,"score_gpt":0.38681692859688865,"score_spread":0.36480783192784866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611188993","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9477879,0.0012493269,0.00014359897,0.04002495,0.0026590757,0.00020106413,0.0000014949721,0.000007407519,0.007925205],"genre_scores_gemma":[0.9898079,0.00004494765,0.008073059,0.00024465594,0.00023264383,0.000016979486,9.856589e-7,0.000004534807,0.001574313],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.999271,0.000029026132,0.0002664457,0.00019714511,0.00009790723,0.00013847595],"domain_scores_gemma":[0.9984513,0.00010721108,0.00059509336,0.00017679816,0.0006091753,0.00006041607],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008508377,0.000071608505,0.00013964767,0.0006453446,0.00040366207,0.00011978031,0.0002732364,0.00007484004,0.000022825217],"category_scores_gemma":[0.00051034836,0.00006475656,0.000012658126,0.00023728226,0.0011779988,0.0003706601,0.000038215927,0.00019691343,0.0000013946116],"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":[0.000011570966,0.0002774516,0.035760403,0.000007943858,0.0000062228546,1.4742064e-7,0.0042158714,3.2516235e-7,0.0012404636,0.80437,0.00092994637,0.15317969],"study_design_scores_gemma":[0.00044718984,0.00018307425,0.83250254,0.00014892085,0.000014033705,0.00009103451,0.065971315,0.000021192267,0.00027477235,0.03520018,0.065029815,0.000115902454],"about_ca_topic_score_codex":0.000022988263,"about_ca_topic_score_gemma":0.000009575291,"teacher_disagreement_score":0.79674214,"about_ca_system_score_codex":0.000076688186,"about_ca_system_score_gemma":0.0010209457,"threshold_uncertainty_score":0.43403858},"labels":[],"label_agreement":null},{"id":"W269541114","doi":"10.1023/a:1009412929239","title":"Gender Differences in Introductory Atmospheric and Oceanic Science Exams: Multiple Choice Versus Constructed Response Questions","year":2001,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Education, Safety, and Science Studies","field":"Social Sciences","cited_by":21,"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 Victoria","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Multiple choice; Mathematics education; Science education; Set (abstract data type); Curriculum; Psychology; Gender gap; Significant difference; Statistics; Mathematics; Pedagogy; Computer science","score_opus":0.03395515480501474,"score_gpt":0.3464837466558033,"score_spread":0.3125285918507885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W269541114","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9841269,0.0014892559,0.000019979248,0.010778893,0.002399283,0.000109006316,3.2084992e-7,0.000022952987,0.00105338],"genre_scores_gemma":[0.9955433,0.0023454085,0.0017483943,0.000054804437,0.00017275916,0.0000040483114,5.2187396e-8,0.000002531842,0.00012870894],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99832594,0.00012006959,0.0003329242,0.00031803234,0.0005219081,0.0003811405],"domain_scores_gemma":[0.9979501,0.0005756465,0.00026037957,0.00015722822,0.00086248305,0.00019417571],"candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.0037632775,0.00009636386,0.0001751029,0.00065456174,0.0014265734,0.00014635266,0.00057949784,0.000070307586,0.000031350824],"category_scores_gemma":[0.014366264,0.00008279623,0.000017373435,0.0050661783,0.015678892,0.0010973585,0.00008523559,0.00022886368,0.0000012517974],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005452148,0.00017143,0.9247155,0.0000035949922,0.0000049239507,0.0000012098411,0.0171054,8.3206066e-7,0.0048548025,0.023632126,0.00010709369,0.029348517],"study_design_scores_gemma":[0.00030926627,0.00011085484,0.8385404,0.000025370064,0.000008307915,0.00005012989,0.15442243,0.000033031614,0.00007168037,0.0034035647,0.0029209768,0.000103980434],"about_ca_topic_score_codex":0.00024177552,"about_ca_topic_score_gemma":0.0005547601,"teacher_disagreement_score":0.13731703,"about_ca_system_score_codex":0.0002994592,"about_ca_system_score_gemma":0.00671367,"threshold_uncertainty_score":0.99987346},"labels":[],"label_agreement":null},{"id":"W2762141351","doi":"10.1007/s10956-017-9714-0","title":"Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning","year":2017,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"McGill University; National Aeronautics and Space Administration","keywords":"Educational technology; GCM transcription factors; Work (physics); Science education; Climate change; Classroom climate; Mathematics education; Student engagement; Psychology; Pedagogy; General Circulation Model; Engineering; Ecology","score_opus":0.09702647231645962,"score_gpt":0.4028538064601224,"score_spread":0.3058273341436628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2762141351","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9386933,0.00061310496,0.0013170479,0.05355389,0.0044374284,0.00017007068,8.156459e-7,0.0001064027,0.001107953],"genre_scores_gemma":[0.97364026,0.00002862718,0.024956528,0.00009039612,0.00040356233,0.000046272187,0.0000023874072,0.000023657842,0.0008083118],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975884,0.00018891937,0.000485239,0.0006646113,0.00041762632,0.00065521116],"domain_scores_gemma":[0.99583447,0.00014212402,0.0019053703,0.0008708133,0.0011292679,0.000117963595],"candidate_categories":["sts"],"consensus_categories":["sts"],"category_scores_codex":[0.0057819546,0.00023793503,0.00040872302,0.004375984,0.002770222,0.0005058164,0.001445519,0.00037260022,0.000049340422],"category_scores_gemma":[0.0036683376,0.00019346252,0.000031187636,0.003733639,0.01032373,0.0007033181,0.0002695748,0.0018838875,0.000017167657],"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":[0.00003547248,0.00023048447,0.512172,0.000013233675,0.000028410996,0.000010822914,0.0033705726,0.0000017000715,0.0035719597,0.124964,0.0004369049,0.35516447],"study_design_scores_gemma":[0.0015209746,0.0022652359,0.82805985,0.0011070865,0.00011230519,0.0031842617,0.102192,0.000045490935,0.00070836395,0.02410194,0.035895053,0.0008074569],"about_ca_topic_score_codex":0.000008600674,"about_ca_topic_score_gemma":0.0000047529697,"teacher_disagreement_score":0.354357,"about_ca_system_score_codex":0.00017935767,"about_ca_system_score_gemma":0.0006597485,"threshold_uncertainty_score":0.99852806},"labels":[],"label_agreement":null},{"id":"W2989035709","doi":"10.1007/s10956-019-09797-5","title":"Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom","year":2019,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Teaching and Learning Programming","field":"Computer Science","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 Calgary","funders":"National Science Foundation","keywords":"Computational thinking; Affordance; Dialogic; Computational model; Computer science; Science education; Agency (philosophy); Discipline; Executable; Mathematics education; Psychology; Human–computer interaction; Artificial intelligence; Sociology; Pedagogy","score_opus":0.015213722160325453,"score_gpt":0.2827874111194058,"score_spread":0.26757368895908035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2989035709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9575343,0.00017387909,0.035256688,0.0064646695,0.0003649849,0.000058421643,3.214391e-8,0.000014132726,0.00013286468],"genre_scores_gemma":[0.98556376,0.000007420164,0.014218823,0.0001151644,0.000010538811,0.0000020074087,3.487537e-8,0.0000016159994,0.00008064817],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99924946,0.000040852723,0.00019043208,0.0001427161,0.00021409593,0.0001624486],"domain_scores_gemma":[0.99945915,0.000086919375,0.00021241017,0.00012988319,0.00006893336,0.000042693777],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009621926,0.000047728747,0.000084639134,0.000428842,0.00010961958,0.00010272368,0.000526969,0.000030182511,0.000002974657],"category_scores_gemma":[0.0000676956,0.00003315761,0.000012980093,0.0005360214,0.0002338025,0.0006775855,0.00010643312,0.00032966968,0.000010658036],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004346484,0.00018118012,0.038024437,0.0000045794172,0.00000684078,0.0000024766155,0.0117554525,0.011567744,0.00075396616,0.14521015,0.000021229334,0.7924676],"study_design_scores_gemma":[0.0012489329,0.0009930064,0.07074459,0.0004347918,0.000015597916,0.0010449112,0.055021163,0.6834081,0.0011062535,0.17081095,0.014747288,0.00042445815],"about_ca_topic_score_codex":0.000008218816,"about_ca_topic_score_gemma":9.5014684e-7,"teacher_disagreement_score":0.79204315,"about_ca_system_score_codex":0.000085583786,"about_ca_system_score_gemma":0.00048978854,"threshold_uncertainty_score":0.1432269},"labels":[],"label_agreement":null},{"id":"W2995369783","doi":"10.1007/s10956-019-09806-7","title":"Correction to: Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom","year":2019,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Innovative Teaching and Learning Methods","field":"Psychology","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":"University of Calgary","funders":"","keywords":"Science education; Educational technology; Computer science; Mathematics education; Multimedia; Psychology; Data science; Human–computer interaction","score_opus":0.031296872802292305,"score_gpt":0.38042617207406176,"score_spread":0.34912929927176944,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995369783","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98233765,0.00005843237,0.008584465,0.0033648047,0.0026908866,0.00008958453,1.1318976e-7,0.000007943216,0.0028661345],"genre_scores_gemma":[0.99648446,0.0000017644804,0.0020534042,0.0002806683,0.000028459868,0.0000050102885,1.0993459e-7,0.0000032142977,0.0011429185],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99918264,0.00015045407,0.0002254731,0.00013969092,0.0001474511,0.00015429205],"domain_scores_gemma":[0.9993222,0.00019912887,0.00022737862,0.000095672716,0.0001210652,0.000034597273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001989051,0.00005193824,0.00010161656,0.0006616824,0.00009627268,0.000024568048,0.00017921293,0.000039283714,0.00006238866],"category_scores_gemma":[0.0002214147,0.000037329683,0.0000114521945,0.00073085044,0.00023624135,0.00018249484,0.000033254517,0.00047170764,0.000043930922],"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":[0.00010306644,0.0005588601,0.22951095,0.0000049469036,0.00003215776,0.000003263834,0.054914095,0.012703443,0.011133861,0.09677497,0.0013210058,0.5929394],"study_design_scores_gemma":[0.0011584254,0.0014936771,0.6940118,0.00034658585,0.000022180919,0.00073009136,0.19153798,0.03671224,0.001456304,0.06375018,0.008467193,0.00031333088],"about_ca_topic_score_codex":0.000024477544,"about_ca_topic_score_gemma":0.0000018189679,"teacher_disagreement_score":0.59262604,"about_ca_system_score_codex":0.00013187042,"about_ca_system_score_gemma":0.00028747148,"threshold_uncertainty_score":0.20493612},"labels":[],"label_agreement":null},{"id":"W3102986916","doi":"10.1007/s10956-020-09880-2","title":"Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education","year":2020,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Augmented Reality Applications","field":"Computer Science","cited_by":117,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"The Scarborough Hospital; Carleton University; York University; University of Toronto","funders":"","keywords":"Visualization; Chemistry education; Science education; Educational technology; Perception; Computer science; Augmented reality; Chemistry; Animation; Mathematics education; Human–computer interaction; Psychology; Computer graphics (images); Epistemology; Artificial intelligence; Quality (philosophy)","score_opus":0.024146170079801205,"score_gpt":0.3615372302390176,"score_spread":0.33739106015921644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3102986916","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8444079,0.00043437007,0.11980446,0.034748916,0.00014900877,0.0001727853,6.519818e-7,0.000096082505,0.00018584447],"genre_scores_gemma":[0.9846661,0.000253083,0.014885187,0.0001460419,0.000025556225,0.000009389312,7.4710726e-7,0.000002839272,0.000011074309],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9990061,0.000019220233,0.00034990022,0.00026285465,0.00022498111,0.00013694928],"domain_scores_gemma":[0.9990083,0.000016336084,0.00031254333,0.00020768034,0.00037425253,0.00008088403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00039491817,0.00008039819,0.00012864156,0.0005137525,0.00018044474,0.0001037722,0.000590966,0.00009226684,0.000003525607],"category_scores_gemma":[0.00028164862,0.000076550066,0.000011548237,0.0024976516,0.00072544033,0.00064035924,0.0002371168,0.00020148134,7.324019e-7],"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":[0.0000067500105,0.0014999235,0.05214035,0.00009583668,0.000016744938,0.0000017313478,0.0066588125,0.00015099862,0.36717936,0.15127459,0.0004988533,0.42047605],"study_design_scores_gemma":[0.0026807992,0.0009446064,0.2180279,0.0009447539,0.0001561234,0.0027438425,0.32891932,0.24185786,0.09755074,0.08932093,0.015147456,0.0017056656],"about_ca_topic_score_codex":0.0000109223265,"about_ca_topic_score_gemma":0.000003145585,"teacher_disagreement_score":0.41877037,"about_ca_system_score_codex":0.00017563104,"about_ca_system_score_gemma":0.0013891816,"threshold_uncertainty_score":0.3121621},"labels":[],"label_agreement":null},{"id":"W3118887715","doi":"10.1007/s10956-020-09891-z","title":"Elementary Pre-service Teachers’ Search, Evaluation, and Selection of Online Science Education Resources","year":2021,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Educational Strategies and Epistemologies","field":"Psychology","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":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Web resource; The Internet; Service (business); Resource (disambiguation); Educational resources; Science education; Online search; Selection (genetic algorithm); Computer science; World Wide Web; Knowledge management; Psychology; Mathematics education; Business; Pedagogy; Marketing","score_opus":0.03736086778989308,"score_gpt":0.40665724469728787,"score_spread":0.3692963769073948,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3118887715","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9807138,0.0028024316,0.000017394648,0.014274421,0.00086673896,0.00010870302,0.0000013582461,0.0000097544425,0.0012054292],"genre_scores_gemma":[0.9945537,0.00016186823,0.00455311,0.00025753793,0.0001316157,0.000006471871,0.0000024976687,0.0000036650276,0.00032955193],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9986818,0.00006570693,0.00036497458,0.0002569884,0.00044421485,0.00018632002],"domain_scores_gemma":[0.9963439,0.000054041084,0.00033731194,0.00014619871,0.0030290796,0.0000894551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017523468,0.000076099794,0.00013322254,0.0008668045,0.00028536725,0.00006325224,0.00031002448,0.000069969006,0.00017052422],"category_scores_gemma":[0.00053514255,0.00006794425,0.000014677389,0.002563347,0.0016328013,0.000435634,0.0000761935,0.00020880548,0.0000011835516],"study_design_candidate":"observational","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":[0.000035741454,0.0020905302,0.31042174,0.000060245908,0.000048146794,6.956612e-7,0.020470945,0.000018287808,0.13755104,0.05596752,0.002213132,0.47112197],"study_design_scores_gemma":[0.00023257404,0.00024090608,0.7962337,0.00007332859,0.000045227003,0.00059498404,0.18351144,0.000060471633,0.0070066922,0.007866377,0.004039668,0.00009461691],"about_ca_topic_score_codex":0.0002030718,"about_ca_topic_score_gemma":0.00012835498,"teacher_disagreement_score":0.48581198,"about_ca_system_score_codex":0.00015259213,"about_ca_system_score_gemma":0.009569069,"threshold_uncertainty_score":0.99604577},"labels":[],"label_agreement":null},{"id":"W4220694724","doi":"10.1007/s10956-022-09958-z","title":"Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges","year":2022,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Digital literacy in education","field":"Computer Science","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":"Western University","funders":"","keywords":"Mindset; Context (archaeology); Online teaching; Coronavirus disease 2019 (COVID-19); Globe; Psychology; Mathematics education; Pandemic; Educational technology; Faculty development; Professional development; Science education; Medical education; Pedagogy; Medicine; Computer science; Geography","score_opus":0.09350150449255692,"score_gpt":0.36169019470445324,"score_spread":0.2681886902118963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220694724","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93735427,0.00138423,0.0072218636,0.053461112,0.00039021368,0.00010716701,0.0000015280502,0.00002732704,0.000052309497],"genre_scores_gemma":[0.9907188,0.0002108515,0.00861591,0.0003608294,0.000043630123,0.000011386064,6.4924063e-7,0.0000029496946,0.000035031982],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.998986,0.00009521556,0.00030947773,0.0002011327,0.00028799646,0.000120178425],"domain_scores_gemma":[0.99910265,0.000065314,0.0003204308,0.00021944818,0.00017322383,0.00011891724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017263963,0.00006500241,0.000113099,0.0007536898,0.0005248059,0.00012747022,0.0007266782,0.000023058039,0.0000023188436],"category_scores_gemma":[0.00019693715,0.000051780356,0.000012544364,0.0008218902,0.00026395448,0.003010013,0.0001486476,0.00025684907,1.2060868e-7],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000008269287,0.00053192955,0.0059387875,0.000044412707,0.000006664564,0.0000011952225,0.08547609,0.00025990076,0.010960152,0.11261403,0.000038938488,0.7841196],"study_design_scores_gemma":[0.001278894,0.0028824187,0.053234234,0.00023730009,0.00004884571,0.007613598,0.6066607,0.0022436308,0.0038434907,0.07866774,0.24249898,0.00079014135],"about_ca_topic_score_codex":0.000012488655,"about_ca_topic_score_gemma":0.000018631536,"teacher_disagreement_score":0.7833295,"about_ca_system_score_codex":0.00016159606,"about_ca_system_score_gemma":0.00079096376,"threshold_uncertainty_score":0.40364358},"labels":[],"label_agreement":null},{"id":"W4282972782","doi":"10.1007/s10956-022-09973-0","title":"Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments","year":2022,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Experimental Learning in Engineering","field":"Engineering","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dawson College; Concordia University; Université de Sherbrooke","funders":"Federation for the Humanities and Social Sciences","keywords":"Robotics; Artificial intelligence; Competence (human resources); Arduino; Developmental robotics; Computer science; Computational thinking; Educational robotics; Robot; Psychology","score_opus":0.005575074468680737,"score_gpt":0.24979417244879165,"score_spread":0.2442190979801109,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4282972782","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9910679,0.00032056004,0.0074815853,0.00031870115,0.00064351066,0.000047492038,5.66578e-7,0.000051454,0.00006824244],"genre_scores_gemma":[0.99710536,0.000013241847,0.002760719,0.0000061621226,0.000058779668,0.000009573893,5.472107e-7,0.000015186676,0.000030456991],"study_design_codex":"simulation_or_modeling","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9993137,0.000011242951,0.00019178768,0.00012626074,0.00016506821,0.00019194401],"domain_scores_gemma":[0.99977374,0.000039767994,0.000023924616,0.00007067891,0.0000144356545,0.00007742233],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00021193421,0.00008834183,0.00013797423,0.0008054222,0.00010276652,0.000021232365,0.00024029774,0.000028345123,0.000011542573],"category_scores_gemma":[0.000086288426,0.000099339995,0.000017658895,0.00089078,0.0000836229,0.00016384802,0.00008149231,0.000588731,0.000003006322],"study_design_candidate":"simulation_or_modeling","study_design_consensus":"simulation_or_modeling","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000012941124,0.00008142506,0.00082891545,0.000002977039,0.000004296603,0.0000016244245,0.002771873,0.5877615,0.39455095,0.0010553666,0.0000043634413,0.012935423],"study_design_scores_gemma":[0.0010779782,0.0010033419,0.019964721,0.00027989346,0.00003132446,0.00025410997,0.044855498,0.7800659,0.13484785,0.00027793198,0.016520554,0.00082087994],"about_ca_topic_score_codex":0.000002657565,"about_ca_topic_score_gemma":8.00732e-7,"teacher_disagreement_score":0.2597031,"about_ca_system_score_codex":0.0003086352,"about_ca_system_score_gemma":0.00007270416,"threshold_uncertainty_score":0.40509674},"labels":[],"label_agreement":null},{"id":"W4323305057","doi":"10.1007/s10956-023-10028-1","title":"Effects of Robotics Education on Young Children’s Cognitive Development: a Pilot Study with Eye-Tracking","year":2023,"lang":"en","type":"article","venue":"Journal of Science Education and Technology","topic":"Teaching and Learning Programming","field":"Computer Science","cited_by":25,"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 British Columbia; Carleton University","funders":"Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Cognition; Thematic analysis; Psychology; Eye tracking; Robotics; Cognitive development; Cognitive skill; Data collection; Qualitative property; Tracking (education); Computational thinking; Qualitative research; Developmental psychology; Mathematics education; Artificial intelligence; Computer science; Pedagogy; Machine learning; Robot","score_opus":0.01138689889744735,"score_gpt":0.3003801902117963,"score_spread":0.2889932913143489,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4323305057","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99109524,0.00009336304,0.0073701097,0.0006636897,0.0005139549,0.00017193987,2.278818e-8,0.00006529728,0.000026398602],"genre_scores_gemma":[0.9811141,0.000008000033,0.018755069,0.000026851367,0.000029801979,0.000007346636,2.0223756e-7,0.000004081877,0.000054579097],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99905986,0.000040920964,0.00021754425,0.00019614371,0.00031936885,0.00016614125],"domain_scores_gemma":[0.9989688,0.00008198666,0.00035271732,0.00011530721,0.00042133103,0.00005986486],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008583224,0.00007948447,0.00012717732,0.0013701761,0.00027153632,0.00009937272,0.00045458207,0.000024479774,2.536699e-7],"category_scores_gemma":[0.00049480284,0.000061955485,0.0000086710315,0.0021376675,0.0002823597,0.00034578642,0.00007482578,0.00028019462,0.0000025956438],"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":[0.000012727336,0.0016907767,0.20364869,0.000018159677,0.000020342966,0.0000025244194,0.009101076,0.000043597036,0.0009959885,0.0046585803,0.000015814881,0.7797917],"study_design_scores_gemma":[0.00044253055,0.0038698837,0.9805343,0.0004619599,0.000021494117,0.00016471324,0.009440003,0.00007955091,0.004473113,0.0002860657,0.00009387659,0.00013250404],"about_ca_topic_score_codex":0.000009615091,"about_ca_topic_score_gemma":0.0000036627077,"teacher_disagreement_score":0.7796592,"about_ca_system_score_codex":0.00005168414,"about_ca_system_score_gemma":0.0015834153,"threshold_uncertainty_score":0.2808911},"labels":[],"label_agreement":null}]}