{"meta":{"query_hash":"84097111a61d","filters":{"venue":"Natural sciences education"},"cohort_total":21,"direct_labels_cover":0,"predictions_cover":21,"exported":21,"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/84097111a61d","api":"https://metacan.xera.ac/api/v1/cohort?venue=Natural+sciences+education"},"results":[{"id":"W2266080683","doi":"10.4195/nse2014.07.0015","title":"Teaching Sustainable Soil Management: A Framework for Using Problem-Based Learning","year":2015,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Problem and Project Based Learning","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Work (physics); Natural resource management; Natural resource; Soil quality; Agriculture; Sustainable agriculture; Relevance (law); Sustainable development; Business; Environmental resource management; Mathematics education; Engineering; Sociology; Pedagogy; Environmental science; Psychology; Geography; Political science","score_opus":0.03640743226909352,"score_gpt":0.39158186529216904,"score_spread":0.3551744330230755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2266080683","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.04571271,0.004382855,0.68764615,0.05951501,0.0004786894,0.0034556019,0.00018080295,0.00092564215,0.19770248],"genre_scores_gemma":[0.20830813,0.0022095744,0.7746838,0.001724282,0.000082222614,0.0026340964,0.00020213888,0.000114022056,0.010041815],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99120116,0.0059697395,0.00038168055,0.00061749015,0.0011992138,0.0006307379],"domain_scores_gemma":[0.99154365,0.004204887,0.00053578103,0.0006039716,0.0009787456,0.0021329364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013098396,0.0011347277,0.0006842809,0.0034791317,0.004179933,0.013343667,0.0048914966,0.0033980284,0.00509086],"category_scores_gemma":[0.009674422,0.0005691973,0.0006981792,0.002316628,0.012433519,0.0060102353,0.008595472,0.0044138497,0.0013632157],"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":[0.00004808616,0.002338895,0.004291894,0.0011976251,0.000032356354,0.00066779717,0.06416704,0.008826287,0.0021275848,0.662609,0.018030861,0.23566264],"study_design_scores_gemma":[0.00011064352,0.0004058299,0.0029557056,0.0022297085,0.000018801606,0.0006530297,0.050300173,0.0110812485,0.0016002067,0.6202564,0.31027895,0.00010929444],"about_ca_topic_score_codex":0.01137368,"about_ca_topic_score_gemma":0.01695757,"teacher_disagreement_score":0.013343667,"about_ca_system_score_codex":0.010595883,"about_ca_system_score_gemma":0.026320113,"threshold_uncertainty_score":0.076878905},"labels":[],"label_agreement":null},{"id":"W2275640946","doi":"10.4195/nse2014.02.0004","title":"Integrating a Mobile-Based Gaming Application into a Postsecondary Forest Ecology Course","year":2014,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Educational Games and Gamification","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Popularity; Ecology; Field trip; Disengagement theory; Psychology; Mathematics education; Computer science; Biology; Social psychology; Medicine","score_opus":0.008323338440737186,"score_gpt":0.35084100526054357,"score_spread":0.3425176668198064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2275640946","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9505088,0.000087849,0.017888762,0.00041666182,0.000094846575,0.0019967617,0.00041781276,0.0018425159,0.026745947],"genre_scores_gemma":[0.8569872,0.00020701079,0.11602822,0.0004067343,0.000039419127,0.00087968796,0.0008713697,0.000121671685,0.024458762],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99975485,0.000054894997,0.000013561393,0.00005212076,0.000051786315,0.0000726722],"domain_scores_gemma":[0.9991341,0.00025333703,0.00003934772,0.000050197512,0.00010500033,0.00041803604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072135375,0.0004507702,0.0002179499,0.00049029995,0.0005535059,0.0009325538,0.00060037756,0.0004336102,0.0064238585],"category_scores_gemma":[0.0016962433,0.00020008271,0.000271294,0.00018672628,0.00019631475,0.00058375957,0.0010652179,0.00048314416,0.0017833632],"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":[0.0013261079,0.03340205,0.120839626,0.0004642357,0.000054472763,0.0026535867,0.00794408,0.003464693,0.062171802,0.0021343725,0.02714453,0.7384004],"study_design_scores_gemma":[0.0011939135,0.030944247,0.5515131,0.00066113524,0.0002590549,0.0040641013,0.011158217,0.063457236,0.04829846,0.0058899256,0.282187,0.00037359018],"about_ca_topic_score_codex":0.0021945145,"about_ca_topic_score_gemma":0.011002794,"teacher_disagreement_score":0.0064238585,"about_ca_system_score_codex":0.00047389723,"about_ca_system_score_gemma":0.0009106385,"threshold_uncertainty_score":0.021489978},"labels":[],"label_agreement":null},{"id":"W2466445875","doi":"10.4195/nse2013.11.0034","title":"Soil 4 Youth: Charting New Territory in Canadian High School Soil Science Education","year":2014,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Geography Education and Pedagogy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Natural Resources Canada; Laurentian University; University of Saskatchewan; Carleton University; Canadian Forest Service; University of British Columbia","funders":"U.S. Forest Service","keywords":"Curriculum; Political science; Pedagogy; Sociology","score_opus":0.018903783100333388,"score_gpt":0.3401434673836599,"score_spread":0.3212396842833265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2466445875","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":[0.3524598,0.012336873,0.0037784635,0.26481548,0.004129796,0.0013211207,0.004679067,0.0009569335,0.35552248],"genre_scores_gemma":[0.79144555,0.008295745,0.015059283,0.02214647,0.00030988173,0.0005369069,0.0029323054,0.00035812944,0.15891567],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.992401,0.00061861746,0.00011667229,0.00045617274,0.0022276822,0.0041798493],"domain_scores_gemma":[0.97869706,0.00028160124,0.00028123142,0.00013616217,0.0037227792,0.016881194],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005645256,0.0005208972,0.00048588126,0.0034413452,0.029959671,0.008608109,0.0035211307,0.002705205,0.014730551],"category_scores_gemma":[0.003752965,0.00057738303,0.00066142285,0.004403486,0.006262337,0.002861221,0.01014165,0.004307528,0.0010306298],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025255102,0.0007246322,0.063424446,0.0009534339,0.000043520762,0.0017509246,0.07860661,0.0006206356,0.003766171,0.091295436,0.47653934,0.2820223],"study_design_scores_gemma":[0.000037532074,0.00012468563,0.07010854,0.00050573447,0.000026733023,0.000134122,0.06567374,0.00043334393,0.0004886861,0.0023055023,0.8600607,0.000100762445],"about_ca_topic_score_codex":0.99346596,"about_ca_topic_score_gemma":0.99853635,"teacher_disagreement_score":0.14895687,"about_ca_system_score_codex":0.14895687,"about_ca_system_score_gemma":0.55739266,"threshold_uncertainty_score":0.9870894},"labels":[],"label_agreement":null},{"id":"W2803302883","doi":"10.4195/nse2017.12.0024","title":"Professional Learning Experiences in a Field‐Based Course: Student Perceptions and Preferences","year":2018,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Golder Associates (Canada); SoilVision Systems (Canada); University of Saskatchewan","funders":"","keywords":"Professional learning community; Context (archaeology); Government (linguistics); Professional development; Value (mathematics); Psychology; Perception; Pedagogy; Geography; Computer science","score_opus":0.09207520239320936,"score_gpt":0.5381958813791224,"score_spread":0.44612067898591307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803302883","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99712616,0.00008801293,0.0003306715,0.00064646156,0.000024397434,0.000021252705,0.000023412647,0.0000071335458,0.0017325073],"genre_scores_gemma":[0.99848324,0.00010325073,0.00024614844,0.00025039364,0.000012001059,0.000014983124,0.00002094867,0.000004096748,0.00086499937],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99757236,0.00080817105,0.00016255568,0.00019228926,0.0007291277,0.0005354716],"domain_scores_gemma":[0.99317133,0.0022557534,0.0008053687,0.00014177099,0.0010448254,0.00258097],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036134403,0.00020878512,0.00029745238,0.0005769438,0.0012299528,0.002641521,0.00043625184,0.00067379227,0.0026834628],"category_scores_gemma":[0.009407692,0.00017498893,0.00039745402,0.00033891984,0.00072677876,0.0015443072,0.0019101106,0.0012380902,0.0003767431],"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":[0.00045630478,0.001294197,0.5922349,0.0003757911,0.0001008778,0.0017592671,0.26677072,0.00050136313,0.009737065,0.0012110838,0.0043346183,0.12122378],"study_design_scores_gemma":[0.000036507823,0.0020617382,0.33289966,0.0002271386,0.000050661634,0.002026799,0.6378912,0.0015291903,0.0019976953,0.0009502541,0.02018052,0.0001487365],"about_ca_topic_score_codex":0.0011658886,"about_ca_topic_score_gemma":0.0020136703,"teacher_disagreement_score":0.0036134403,"about_ca_system_score_codex":0.000510078,"about_ca_system_score_gemma":0.000747802,"threshold_uncertainty_score":0.019109964},"labels":[],"label_agreement":null},{"id":"W2895114586","doi":"10.4195/nse2017.11.0023","title":"Scaffolding Student Learning: Forest Floor Example","year":2018,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Educational Games and Gamification","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Canadian Forest Service; University of British Columbia","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Curriculum; Scaffold; Process (computing); Mathematics education; Forest floor; Computer science; Psychology; Pedagogy; Environmental science; Soil science","score_opus":0.036776558445787214,"score_gpt":0.3979878481215512,"score_spread":0.361211289675764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895114586","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.66762197,0.00074411184,0.18645272,0.0019127523,0.00012437029,0.00029857823,0.00022869362,0.0022564677,0.14036034],"genre_scores_gemma":[0.8819092,0.00045440774,0.10271112,0.000096199255,0.000017370156,0.0001018024,0.00019038629,0.0000820194,0.014437577],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99974126,0.00011087696,0.000009577284,0.00003161838,0.00006577398,0.000040929317],"domain_scores_gemma":[0.99919254,0.00051842874,0.000035456535,0.00006944648,0.00009248654,0.000091692964],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00041573172,0.0003700095,0.00018565648,0.00038301913,0.000550762,0.00094445306,0.00067864853,0.0005225208,0.0056338515],"category_scores_gemma":[0.0020388414,0.000086823595,0.00022285365,0.00029843464,0.00052936847,0.0009573614,0.0009441948,0.00043156385,0.0006352905],"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":[0.0007767273,0.0021309785,0.013764118,0.0007736079,0.000032557033,0.0023361894,0.021952707,0.02543744,0.026663188,0.12454126,0.02196256,0.75962865],"study_design_scores_gemma":[0.0004599381,0.0029928244,0.029918462,0.000823066,0.00015666494,0.0024285114,0.012857973,0.22170562,0.08607302,0.1711509,0.47122824,0.00020488202],"about_ca_topic_score_codex":0.0017164585,"about_ca_topic_score_gemma":0.004477283,"teacher_disagreement_score":0.0056338515,"about_ca_system_score_codex":0.0004890822,"about_ca_system_score_gemma":0.00048736276,"threshold_uncertainty_score":0.018847167},"labels":[],"label_agreement":null},{"id":"W295765760","doi":"10.4195/nse.2012.0014","title":"Virtual Soil Monoliths: Blending Traditional and Web-Based Educational Approaches","year":2013,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Geography Education and Pedagogy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Identification (biology); Virtual learning environment; Resource (disambiguation); Computer science; Engineering; Multimedia; Ecology","score_opus":0.0677873253312293,"score_gpt":0.3278697352258359,"score_spread":0.2600824098946066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W295765760","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.54174244,0.0013427594,0.32612202,0.002260382,0.00017817644,0.0012447116,0.0002768887,0.0052877474,0.121544875],"genre_scores_gemma":[0.5303223,0.0011519985,0.43877348,0.00067679945,0.00006646963,0.00057067507,0.00039853028,0.00042467003,0.027615024],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990079,0.00037983473,0.000044237193,0.00012782791,0.00031383784,0.00012650531],"domain_scores_gemma":[0.99815315,0.00089530915,0.000112670285,0.00022134793,0.00016109625,0.00045639297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016579294,0.0004332138,0.00022277291,0.0013400231,0.00064364326,0.0030562761,0.0017174573,0.0005065396,0.0038933537],"category_scores_gemma":[0.0031207337,0.00029931284,0.0003542117,0.00069062837,0.0008191375,0.002935729,0.004530872,0.0005911948,0.00092843524],"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":[0.00020732233,0.0023126174,0.01467092,0.00064584316,0.00003185549,0.00073572557,0.014539714,0.0030339162,0.015735518,0.018540826,0.010337852,0.9192078],"study_design_scores_gemma":[0.00038878908,0.0035116058,0.07219772,0.0019105431,0.00018389807,0.0043766354,0.03206849,0.03828239,0.029493814,0.052861344,0.76436675,0.00035812485],"about_ca_topic_score_codex":0.0018458237,"about_ca_topic_score_gemma":0.009344331,"teacher_disagreement_score":0.0038933537,"about_ca_system_score_codex":0.000781382,"about_ca_system_score_gemma":0.0017990179,"threshold_uncertainty_score":0.013024509},"labels":[],"label_agreement":null},{"id":"W2990206479","doi":"10.4195/nse2019.09.0015","title":"Soil Science Education Practices Used in Canadian Postsecondary, K-12, and Informal Settings","year":2019,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Soil Geostatistics and Mapping","field":"Environmental Science","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Lakehead University; Natural Resources Canada; Canadian Forest Service; University of British Columbia","funders":"","keywords":"Outreach; Curriculum; Science education; Variety (cybernetics); Outdoor education; Pedagogy; Medical education; Mathematics education; Sociology; Psychology; Political science; Computer science; Medicine","score_opus":0.006317552272486068,"score_gpt":0.27454933919366975,"score_spread":0.26823178692118366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2990206479","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97140706,0.00063634315,0.00059836166,0.0014650756,0.000033674427,0.00017484206,0.0007449001,0.00006762196,0.024872048],"genre_scores_gemma":[0.99263823,0.000694397,0.0009651244,0.00025341762,0.000004899331,0.00005343841,0.00030418523,0.000015380489,0.005070934],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99568033,0.00056306354,0.00021732165,0.00045916045,0.0016773382,0.0014027588],"domain_scores_gemma":[0.9923118,0.00091737637,0.0009644878,0.00029743536,0.0028918867,0.0026170758],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0020854413,0.0003975698,0.00037077308,0.0025901983,0.009038195,0.0037703915,0.0017893296,0.00056735845,0.0038248398],"category_scores_gemma":[0.0068569486,0.00034246873,0.00036145406,0.0048484434,0.0031350115,0.0010289684,0.00330157,0.00089794403,0.00028298996],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026333123,0.0004263768,0.4323186,0.0010761792,0.0000570507,0.0012710202,0.3043747,0.00048655368,0.004709869,0.0053146407,0.008723585,0.24097817],"study_design_scores_gemma":[0.000021103544,0.00017874128,0.6363871,0.00041225133,0.000035277604,0.00026214815,0.29946515,0.00040528737,0.0011345766,0.0004898154,0.061074756,0.00013380454],"about_ca_topic_score_codex":0.974754,"about_ca_topic_score_gemma":0.9887216,"teacher_disagreement_score":0.99791455,"about_ca_system_score_codex":0.045489904,"about_ca_system_score_gemma":0.08962663,"threshold_uncertainty_score":0.33005393},"labels":[],"label_agreement":null},{"id":"W3010739239","doi":"10.1002/nse2.20008","title":"Combining problem‐based learning and team‐based learning in a sustainable soil management course","year":2020,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Problem and Project Based Learning","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Experiential learning; Team-based learning; Problem-based learning; Capstone course; Medical education; Natural resource management; Natural resource; Knowledge management; Psychology; Curriculum; Pedagogy; Computer science; Medicine; Political science","score_opus":0.013195375007199457,"score_gpt":0.3248861812095969,"score_spread":0.3116908062023974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3010739239","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88235474,0.00024714196,0.03178342,0.0041451394,0.0004571555,0.0015941206,0.00019371457,0.00085813424,0.07836651],"genre_scores_gemma":[0.8180529,0.0003844027,0.13171913,0.0014301832,0.00015263485,0.0012881656,0.00046979883,0.000102764854,0.046399973],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9987937,0.00033418098,0.000037065907,0.00016110296,0.00035821664,0.00031564338],"domain_scores_gemma":[0.99719846,0.00039176646,0.00012538707,0.00012761173,0.00039465333,0.0017620617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002101181,0.0006334516,0.00044971524,0.00062952965,0.002293687,0.0035848867,0.0017454163,0.0010280659,0.007979271],"category_scores_gemma":[0.0028700817,0.00032953103,0.00039192406,0.0005743248,0.0007766604,0.0010182696,0.0042843353,0.001726837,0.0024658544],"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":[0.0005998276,0.048668776,0.019319143,0.0005647249,0.000042095842,0.0017260619,0.015184557,0.010636555,0.03115251,0.0075716386,0.062405117,0.8021291],"study_design_scores_gemma":[0.0017078347,0.02054136,0.12780367,0.001984966,0.00014530406,0.0031542294,0.044034094,0.10993694,0.071645096,0.05130777,0.567271,0.0004677156],"about_ca_topic_score_codex":0.003850865,"about_ca_topic_score_gemma":0.013551277,"teacher_disagreement_score":0.007979271,"about_ca_system_score_codex":0.0032702566,"about_ca_system_score_gemma":0.007859937,"threshold_uncertainty_score":0.026693344},"labels":[],"label_agreement":null},{"id":"W3034240864","doi":"10.1002/nse2.20015","title":"Supplementing forestry field instruction with video and online dynamic quizzing","year":2020,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Animal and Plant Science Education","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Identification (biology); Field (mathematics); Computer science; Plant identification; Ecology; Biology; Artificial intelligence","score_opus":0.02000247924669146,"score_gpt":0.34160067128615407,"score_spread":0.3215981920394626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034240864","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7508627,0.00057925936,0.063847564,0.0032071422,0.0015834115,0.0052326256,0.0032678298,0.015435069,0.15598437],"genre_scores_gemma":[0.7167032,0.0009132122,0.2019395,0.0014203725,0.0005894424,0.004533205,0.003510824,0.00065072265,0.069739595],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9993316,0.00015508193,0.00003949032,0.00009830297,0.0002221501,0.00015339976],"domain_scores_gemma":[0.9943869,0.002494098,0.00031094791,0.0004194449,0.0010577266,0.0013308872],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013317931,0.0007698283,0.0005300122,0.0016303709,0.00047677735,0.0011410117,0.001162262,0.00056220597,0.060493294],"category_scores_gemma":[0.007364898,0.00019470023,0.00029833254,0.0007559389,0.00018260133,0.00088681246,0.0011647718,0.00077579013,0.013775198],"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":[0.00045952387,0.010146272,0.0057682684,0.0005009026,0.0000124161525,0.0002454574,0.00085857976,0.0011875215,0.015516729,0.0005938497,0.08000802,0.88470244],"study_design_scores_gemma":[0.0016433311,0.020456314,0.28460523,0.002166649,0.0001998076,0.0015178298,0.0065083243,0.030920615,0.054673146,0.00879887,0.5880494,0.0004604008],"about_ca_topic_score_codex":0.0013045613,"about_ca_topic_score_gemma":0.005077524,"teacher_disagreement_score":0.060493294,"about_ca_system_score_codex":0.0005064807,"about_ca_system_score_gemma":0.00084226026,"threshold_uncertainty_score":0.20237023},"labels":[],"label_agreement":null},{"id":"W3107795159","doi":"10.1002/nse2.20030","title":"A tour of wood product manufacturing facilities in British Columbia as an example of experiential learning","year":2020,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Problem and Project Based Learning","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Punctuality; Experiential learning; Product (mathematics); Marketing; Medical education; Business; Psychology; Engineering management; Engineering; Mathematics education; Transport engineering; Medicine","score_opus":0.02947120982648051,"score_gpt":0.3094972916528657,"score_spread":0.2800260818263852,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3107795159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79074687,0.00038698953,0.003718866,0.0024765169,0.00024413547,0.0006185995,0.00059410476,0.00035123274,0.20086269],"genre_scores_gemma":[0.9155954,0.00029128208,0.0059410436,0.0003582916,0.000023728166,0.00012082481,0.0003662449,0.00007676028,0.07722638],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995223,0.00015078594,0.000005974663,0.00003997362,0.0000907702,0.00019012437],"domain_scores_gemma":[0.99905473,0.00012711497,0.000018173829,0.000058903926,0.00015689599,0.00058414304],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005778353,0.0003409009,0.0001365265,0.00039246134,0.007055653,0.0016377221,0.0010437971,0.0006882344,0.013777717],"category_scores_gemma":[0.0005310496,0.00017155013,0.00013737586,0.0006899258,0.0013072946,0.00040517768,0.0017742274,0.0012735581,0.0010944522],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011246152,0.0051456587,0.0304909,0.0010658157,0.000054304084,0.017644035,0.22250874,0.007019681,0.04343119,0.009618417,0.16669433,0.4952023],"study_design_scores_gemma":[0.000077061326,0.0015159971,0.12378522,0.0003904293,0.000021199325,0.0015348666,0.2913247,0.0036937636,0.006649529,0.0011260024,0.5696971,0.00018411345],"about_ca_topic_score_codex":0.39867863,"about_ca_topic_score_gemma":0.8567788,"teacher_disagreement_score":0.60132134,"about_ca_system_score_codex":0.005814078,"about_ca_system_score_gemma":0.008600195,"threshold_uncertainty_score":0.79271615},"labels":[],"label_agreement":null},{"id":"W3119538385","doi":"10.1002/nse2.20038","title":"Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID‐19","year":2021,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":104,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Student engagement; Psychology; Pandemic; Coronavirus disease 2019 (COVID-19); Medical education; Transition (genetics); Perception; Active listening; Mathematics education; Pedagogy; Chemistry; Medicine","score_opus":0.04417730418667632,"score_gpt":0.45740332316529564,"score_spread":0.4132260189786193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3119538385","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99926645,0.000013203309,0.00010196759,0.00005159444,0.0000044532935,0.000011995901,0.00001163033,0.0000034735513,0.00053523603],"genre_scores_gemma":[0.99940014,0.000022565737,0.00011816172,0.000026205737,0.000004604238,0.000016489164,0.00001853223,0.000001375145,0.00039194923],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99803275,0.0007658781,0.00012701884,0.0001544364,0.00049665006,0.000423252],"domain_scores_gemma":[0.99045885,0.002391437,0.0026864582,0.00023021057,0.001296083,0.002936939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024631019,0.00019021732,0.00020866771,0.00041617997,0.000827906,0.001769331,0.00043759754,0.00040182946,0.0027128458],"category_scores_gemma":[0.011820153,0.00014256896,0.00034000754,0.00021382415,0.0004573887,0.00057165284,0.001597904,0.00079544494,0.00030961298],"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":[0.0006125627,0.0026893076,0.8453935,0.00011083972,0.00007803324,0.00041990646,0.07185324,0.0003230778,0.008343168,0.00019210434,0.001093943,0.068890244],"study_design_scores_gemma":[0.000025093175,0.0022534302,0.90553457,0.00005600777,0.000032444317,0.00014390072,0.08602097,0.00080171984,0.0021446163,0.00011491665,0.0028326856,0.000039626248],"about_ca_topic_score_codex":0.002402541,"about_ca_topic_score_gemma":0.0049676443,"teacher_disagreement_score":0.0027128458,"about_ca_system_score_codex":0.000861018,"about_ca_system_score_gemma":0.00088525057,"threshold_uncertainty_score":0.013026297},"labels":[],"label_agreement":null},{"id":"W3119741750","doi":"10.1002/nse2.20040","title":"COVID‐19 field instruction: Bringing the forests of British Columbia to students 8,000 km away","year":2021,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Virtual Reality Applications and Impacts","field":"Computer Science","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Interactivity; Multimedia; Field (mathematics); Coronavirus disease 2019 (COVID-19); Computer science","score_opus":0.016932288052498082,"score_gpt":0.33873282137813254,"score_spread":0.32180053332563446,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3119741750","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6916336,0.0011492029,0.002935131,0.020732954,0.0013525708,0.0009821791,0.001173758,0.0017317389,0.2783089],"genre_scores_gemma":[0.7099238,0.0015458268,0.012515963,0.004091534,0.000110763845,0.0005799076,0.0012353412,0.0002778777,0.26971903],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9995235,0.000047051693,0.000005478814,0.00005540281,0.00015173269,0.0002168936],"domain_scores_gemma":[0.99765706,0.000045308072,0.000029649587,0.000034950084,0.00034583992,0.0018871722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00053234014,0.0004970839,0.00024117298,0.00047808868,0.008701844,0.002947715,0.0016489633,0.0009980486,0.03534229],"category_scores_gemma":[0.0010049571,0.0002718885,0.00016827078,0.00056138483,0.000764205,0.0008257858,0.0026757314,0.002091339,0.0053815246],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019634946,0.004633861,0.03234066,0.00025293216,0.000011854697,0.0024090586,0.019191137,0.0003764253,0.0060474933,0.0012792425,0.5290121,0.4042489],"study_design_scores_gemma":[0.00009487312,0.0010469484,0.13749798,0.0007357411,0.000027622189,0.000471005,0.13051331,0.0011227672,0.0030186134,0.0015317383,0.7238047,0.00013465312],"about_ca_topic_score_codex":0.46334708,"about_ca_topic_score_gemma":0.87525845,"teacher_disagreement_score":0.5366529,"about_ca_system_score_codex":0.0075327894,"about_ca_system_score_gemma":0.019521834,"threshold_uncertainty_score":0.9213002},"labels":[],"label_agreement":null},{"id":"W3159440665","doi":"10.1002/nse2.20047","title":"Lessons learned teaching during the COVID‐19 pandemic: Incorporating change for future large science courses","year":2021,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Problem and Project Based Learning","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Restructuring; Asynchronous learning; Consolidation (business); Asynchronous communication; Online teaching; Online learning; Pandemic; Distance education; Mathematics education; Teaching method; Computer science; Multimedia; Psychology; Synchronous learning; Political science; Cooperative learning; Business; Medicine","score_opus":0.11196020968358938,"score_gpt":0.45722855749771074,"score_spread":0.34526834781412136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3159440665","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72595286,0.0015976505,0.033188954,0.1475463,0.0047729164,0.0024611384,0.0002893331,0.0010364507,0.08315431],"genre_scores_gemma":[0.8910029,0.0013072459,0.07574977,0.010045865,0.0005493841,0.0010068321,0.0002660847,0.00017090626,0.019901037],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99529123,0.002469566,0.00014827757,0.00033846076,0.0007157319,0.0010367194],"domain_scores_gemma":[0.9888887,0.0029230847,0.0005009512,0.0005344672,0.0011766317,0.00597613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0077808048,0.00050645246,0.00029735258,0.0005712542,0.0041596754,0.005403898,0.002769165,0.0025501663,0.008551176],"category_scores_gemma":[0.015163407,0.00031775347,0.0005920522,0.00040292114,0.001919886,0.003659311,0.0071082884,0.0041882894,0.00142677],"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":[0.00024749854,0.0071497173,0.016709037,0.001092372,0.000031806896,0.004369209,0.10917478,0.0033786595,0.0074005392,0.014265811,0.11796877,0.71821177],"study_design_scores_gemma":[0.000215556,0.0024783942,0.03184498,0.0023233218,0.000039989696,0.0022059444,0.23580275,0.0049248533,0.0065670316,0.02805063,0.6853085,0.00023799721],"about_ca_topic_score_codex":0.0022510418,"about_ca_topic_score_gemma":0.008724485,"teacher_disagreement_score":0.008551176,"about_ca_system_score_codex":0.0042712004,"about_ca_system_score_gemma":0.008809135,"threshold_uncertainty_score":0.04114932},"labels":[],"label_agreement":null},{"id":"W3175415174","doi":"10.1002/nse2.20067","title":"Natural sciences education in a COVID‐19 world","year":2021,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Biomedical and Engineering Education","field":"Engineering","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Geography; Natural (archaeology); 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Pandemic; Environmental planning; Biology; Virology; Archaeology; Medicine; Outbreak","score_opus":0.010129188491216185,"score_gpt":0.2970984458997003,"score_spread":0.2869692574084841,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3175415174","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.054745812,0.017213155,0.0019402833,0.46101314,0.02098731,0.00026232123,0.0017738416,0.00023195734,0.44183224],"genre_scores_gemma":[0.35215098,0.02654903,0.009752435,0.06298922,0.0044256193,0.00042528127,0.0032735392,0.00017129061,0.54026264],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974941,0.00066197774,0.00011527933,0.00022072111,0.0006595652,0.0008483462],"domain_scores_gemma":[0.9835947,0.001070705,0.0008969778,0.00038458963,0.0026824973,0.01137046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032044442,0.00041566117,0.00034640913,0.0016173497,0.003500894,0.0048027276,0.00064076966,0.0014705746,0.08986801],"category_scores_gemma":[0.0059305714,0.00015024243,0.0002506055,0.0015167111,0.0017006561,0.0021779258,0.006021338,0.0022544821,0.008744578],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036030804,0.00068858266,0.03180852,0.0007394734,0.00005608394,0.0018446576,0.0039905678,0.00017587733,0.0029858628,0.16094562,0.42568555,0.3707189],"study_design_scores_gemma":[0.00001987121,0.00007661622,0.012228711,0.00043064295,0.000010869767,0.0003890548,0.0031325042,0.00008900624,0.00032241442,0.0030465687,0.9802376,0.000016119013],"about_ca_topic_score_codex":0.014540907,"about_ca_topic_score_gemma":0.04619102,"teacher_disagreement_score":0.08986801,"about_ca_system_score_codex":0.0035000227,"about_ca_system_score_gemma":0.029167421,"threshold_uncertainty_score":0.30063844},"labels":[],"label_agreement":null},{"id":"W4221110496","doi":"10.1002/nse2.20077","title":"Soil science education: A multinational look at current perspectives","year":2022,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Soil Carbon and Nitrogen Dynamics","field":"Agricultural and Biological Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"National Outstanding Youth Science Fund Project of National Natural Science Foundation of China; Universidade de São Paulo; Iowa State University","keywords":"Curriculum; Soil survey; Variety (cybernetics); Soil science; Earth science; Environmental science; Sociology; Computer science; Pedagogy; Soil water; Geology","score_opus":0.013059606482651025,"score_gpt":0.28735213984154206,"score_spread":0.27429253335889103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221110496","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":[0.10173246,0.075544424,0.00031805364,0.7009772,0.00201804,0.000038724702,0.0007634962,0.000056678244,0.11855101],"genre_scores_gemma":[0.7768433,0.10487049,0.0010901701,0.06955221,0.0019115143,0.00007827628,0.0011962493,0.000075109616,0.044382636],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9973749,0.0007170107,0.00011825145,0.00022761132,0.00054321013,0.0010189097],"domain_scores_gemma":[0.98742396,0.0026470963,0.0011636887,0.00024507497,0.0037379526,0.0047821337],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007484671,0.00025379052,0.0002791577,0.0021872781,0.0030731307,0.0068627116,0.0010267376,0.0020375175,0.019587701],"category_scores_gemma":[0.0042113685,0.00014263409,0.0003297523,0.0058550984,0.0018774137,0.0037850942,0.0034422989,0.002760799,0.0009633178],"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":[0.0003594534,0.0015122617,0.10075931,0.0017862448,0.00006054333,0.0008007085,0.0095445635,0.00049899594,0.0015606724,0.0868441,0.23228823,0.56398493],"study_design_scores_gemma":[0.00004335059,0.00033800455,0.18620296,0.002606092,0.000040032297,0.0002606001,0.041886166,0.00032242207,0.00042458484,0.0040444513,0.763787,0.000044469194],"about_ca_topic_score_codex":0.064000815,"about_ca_topic_score_gemma":0.11844417,"teacher_disagreement_score":0.064000815,"about_ca_system_score_codex":0.0087863775,"about_ca_system_score_gemma":0.022547511,"threshold_uncertainty_score":0.12725657},"labels":[],"label_agreement":null},{"id":"W4306403535","doi":"10.1002/nse2.20091","title":"Question banks for effective online assessments in introductory science courses","year":2022,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Online course; Mathematics education; Theme (computing); Online learning; Computer science; Argumentation theory; Psychology; Multimedia; World Wide Web","score_opus":0.03263483578895709,"score_gpt":0.514049314323589,"score_spread":0.48141447853463193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306403535","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":[0.15446249,0.0008964777,0.7449846,0.0052594915,0.0007219839,0.03683411,0.0024787223,0.036312774,0.01804933],"genre_scores_gemma":[0.08379046,0.00017826514,0.89864266,0.00045344516,0.00009798923,0.010741269,0.0011772985,0.0011527254,0.0037659507],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9348186,0.04831726,0.0069746296,0.0028259768,0.0058823866,0.0011810447],"domain_scores_gemma":[0.677462,0.2309938,0.018665107,0.025263427,0.04091699,0.00669863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07254122,0.0015563242,0.0011497863,0.0029689455,0.0010983219,0.0044013434,0.0029794713,0.0015749427,0.01766125],"category_scores_gemma":[0.21344589,0.0016055385,0.00084949937,0.0016852345,0.00094522367,0.0056065656,0.005241954,0.0022549585,0.009555179],"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":[0.0017121556,0.0041767424,0.014220629,0.0022136855,0.000059170794,0.00056391617,0.010096326,0.0024390318,0.026436497,0.006709072,0.039506286,0.89186656],"study_design_scores_gemma":[0.0026706515,0.008724233,0.06549329,0.009716767,0.00037446138,0.0027360239,0.014618382,0.097104296,0.1480745,0.03791192,0.6114792,0.0010962939],"about_ca_topic_score_codex":0.00067570666,"about_ca_topic_score_gemma":0.0009012569,"teacher_disagreement_score":0.07254122,"about_ca_system_score_codex":0.0016288202,"about_ca_system_score_gemma":0.0048544933,"threshold_uncertainty_score":0.38363922},"labels":[],"label_agreement":null},{"id":"W4308203266","doi":"10.1002/nse2.20092","title":"“His lectures were like watching a show on Netflix”: A success story of laugh tracks in prerecorded undergraduate lessons","year":2022,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Communication in Education and Healthcare","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Entertainment; Face (sociological concept); Laughter; Value (mathematics); Coronavirus disease 2019 (COVID-19); Style (visual arts); Online learning; Multimedia; Aesthetics; Psychology; Visual arts; Art; Computer science; Sociology; Social psychology; Social science","score_opus":0.046989350337156906,"score_gpt":0.43153828483814527,"score_spread":0.38454893450098837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4308203266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8931526,0.0017603022,0.012757035,0.03973658,0.002095651,0.00017727596,0.00035242725,0.0007092141,0.04925887],"genre_scores_gemma":[0.9551583,0.0010574941,0.0035086535,0.006049372,0.00073327916,0.000087574525,0.00016303509,0.00038879667,0.03285354],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9973991,0.0015967638,0.0000597481,0.00019669875,0.00038666753,0.00036098892],"domain_scores_gemma":[0.99418736,0.0032085776,0.00040312743,0.00024249706,0.00043052124,0.0015278595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018563404,0.0013541321,0.0004902397,0.00085654843,0.009364366,0.003981351,0.0014751905,0.0043929955,0.0046590553],"category_scores_gemma":[0.010797705,0.0005480298,0.0006481879,0.0003312145,0.0054768794,0.0035579132,0.0039581736,0.007041493,0.0018250342],"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":[0.00033770877,0.00026928357,0.0058922856,0.0003337931,0.00005831273,0.02241601,0.86328226,0.0005095617,0.0055509317,0.007714743,0.06410098,0.02953418],"study_design_scores_gemma":[0.00003821831,0.00069433346,0.010430947,0.0008361896,0.00004962684,0.024652023,0.7126353,0.0024334637,0.0060480274,0.0025747735,0.2394005,0.00020666141],"about_ca_topic_score_codex":0.0038364234,"about_ca_topic_score_gemma":0.011932421,"teacher_disagreement_score":0.009364366,"about_ca_system_score_codex":0.0019502902,"about_ca_system_score_gemma":0.0006023277,"threshold_uncertainty_score":0.015586078},"labels":[],"label_agreement":null},{"id":"W4376877841","doi":"10.1002/nse2.20118","title":"Key issues in teaching and learning resulting from the Covid‐19 pandemic","year":2023,"lang":"en","type":"article","venue":"Natural sciences education","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University; Thunder Bay Regional Research Institute","funders":"","keywords":"Pandemic; Coronavirus disease 2019 (COVID-19); Online learning; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); 2019-20 coronavirus outbreak; Online teaching; Synchronous learning; Key (lock); Distance education; Blended learning; Educational technology; Teaching method; Computer science; Mathematics education; Psychology; Medicine; Multimedia; Cooperative learning; Virology","score_opus":0.10768580779874562,"score_gpt":0.5084046880401648,"score_spread":0.4007188802414192,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376877841","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":[0.33745852,0.0058213966,0.005714629,0.4762137,0.003915546,0.0002932106,0.00012808532,0.00023081689,0.17022413],"genre_scores_gemma":[0.9648841,0.0024808762,0.0021268816,0.014859019,0.0008202295,0.00016062568,0.00004496877,0.00007328237,0.014549929],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98158294,0.012358614,0.0003108627,0.0005157035,0.002152444,0.0030793592],"domain_scores_gemma":[0.98370427,0.0075902226,0.001166862,0.00069599174,0.0016665534,0.0051761144],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014100111,0.00034221724,0.0004194669,0.0010718054,0.0131541975,0.012430069,0.0024849074,0.0041422565,0.012385627],"category_scores_gemma":[0.024137031,0.00030286686,0.0007485289,0.0009129647,0.012746598,0.0058982666,0.015371338,0.006623056,0.0010985662],"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":[0.00022210782,0.0017281403,0.027318206,0.0007804738,0.00004468037,0.0043753483,0.42501044,0.0010737862,0.0014081781,0.11209034,0.09572564,0.3302226],"study_design_scores_gemma":[0.000057857775,0.00041100715,0.019950382,0.00088068534,0.000020675243,0.0016387855,0.7389179,0.0006400795,0.0008619374,0.05678418,0.17976469,0.00007186247],"about_ca_topic_score_codex":0.006635805,"about_ca_topic_score_gemma":0.011840181,"teacher_disagreement_score":0.014100111,"about_ca_system_score_codex":0.0096059125,"about_ca_system_score_gemma":0.0099448105,"threshold_uncertainty_score":0.074569345},"labels":[],"label_agreement":null},{"id":"W4403200175","doi":"10.1002/nse2.20157","title":"Agriculture students’ weed collections: Choices of plants and errors in identification","year":2024,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Animal and Plant Science Education","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Agriculture; Weed; Identification (biology); Agroforestry; Geography; Agronomy; Biology; Ecology; Archaeology","score_opus":0.022923164767856406,"score_gpt":0.3751318853547959,"score_spread":0.3522087205869395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403200175","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99412066,0.00044734418,0.0015340787,0.0005095746,0.0000861932,0.00004632415,0.00021128464,0.000061665974,0.0029829033],"genre_scores_gemma":[0.995684,0.00041167703,0.0018302237,0.00026350495,0.000026000136,0.000034978737,0.0002759955,0.000041570052,0.0014320075],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9815732,0.006329901,0.0025709858,0.0016895705,0.007031198,0.00080513046],"domain_scores_gemma":[0.9149391,0.046235926,0.019385576,0.0052566235,0.012160802,0.0020221088],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013707395,0.0004567021,0.00033843407,0.0018912337,0.0015119086,0.0020880129,0.0009171557,0.0005557585,0.0033076329],"category_scores_gemma":[0.061950207,0.00037829028,0.00032331256,0.0021763088,0.0007893363,0.0020341857,0.0024356537,0.00094470684,0.0013107443],"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":[0.00051143114,0.00031156157,0.8252287,0.00032823338,0.00006422365,0.0008703193,0.014460377,0.00033694136,0.0030488314,0.00030008907,0.004895437,0.14964376],"study_design_scores_gemma":[0.000023097507,0.00048621141,0.9226071,0.0007042855,0.00010363854,0.0027027195,0.037910897,0.0027181848,0.0059306724,0.0011163369,0.025585925,0.00011082015],"about_ca_topic_score_codex":0.0030268375,"about_ca_topic_score_gemma":0.006998054,"teacher_disagreement_score":0.013707395,"about_ca_system_score_codex":0.0009737515,"about_ca_system_score_gemma":0.0010149673,"threshold_uncertainty_score":0.07249254},"labels":[],"label_agreement":null},{"id":"W4412139001","doi":"10.1002/nse2.70022","title":"Exploring scientific complexity with authenticity and inclusion: New curricula and assessment materials for phytobiome STEAM kits","year":2025,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Genetics, Bioinformatics, and Biomedical Research","field":"Biochemistry, Genetics and Molecular Biology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Inclusion (mineral); Curriculum; Engineering ethics; Engineering; Sociology; Pedagogy; Social science","score_opus":0.0668201879702584,"score_gpt":0.37747343811122697,"score_spread":0.31065325014096856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412139001","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92392886,0.00018653675,0.03972559,0.0020018534,0.00037080672,0.005198338,0.00072722195,0.0024677934,0.025392968],"genre_scores_gemma":[0.6764073,0.00040106382,0.29120585,0.0007332439,0.00012019867,0.007868112,0.0015898132,0.0004319304,0.021242572],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9968258,0.001100017,0.00039281513,0.0003425131,0.0010761815,0.00026273303],"domain_scores_gemma":[0.9823391,0.0076182173,0.0012100901,0.001630805,0.00330931,0.003892493],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006535493,0.00082236604,0.000500286,0.0020642644,0.0011954448,0.0029426867,0.0019246581,0.0012431056,0.017258815],"category_scores_gemma":[0.022155657,0.00047810058,0.0006032084,0.0006596643,0.0010793647,0.003277327,0.004287805,0.0018155833,0.0034587183],"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":[0.00090710184,0.033561643,0.04788877,0.0028385904,0.00005624862,0.001415625,0.04031752,0.0046524517,0.03111799,0.011470763,0.03998916,0.7857841],"study_design_scores_gemma":[0.0009294171,0.020595375,0.15732446,0.0037448332,0.00027507206,0.0018756094,0.03289277,0.026234316,0.101122014,0.040916435,0.6133651,0.0007245905],"about_ca_topic_score_codex":0.00027950204,"about_ca_topic_score_gemma":0.00087942317,"teacher_disagreement_score":0.017258815,"about_ca_system_score_codex":0.0015558219,"about_ca_system_score_gemma":0.002843376,"threshold_uncertainty_score":0.057736516},"labels":[],"label_agreement":null},{"id":"W4412372518","doi":"10.1002/nse2.70020","title":"Sustaining socially just and accurate life sciences teaching for sex, gender, and reproduction?","year":2025,"lang":"en","type":"article","venue":"Natural sciences education","topic":"Sex and Gender in Healthcare","field":"Medicine","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"National Science Foundation","keywords":"Reproduction; Geography; Sociology; Ecology; Biology","score_opus":0.09271024452954002,"score_gpt":0.461635987625252,"score_spread":0.36892574309571197,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412372518","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.35716072,0.0033526686,0.030003378,0.43320197,0.0023875749,0.00020123752,0.00006823169,0.00022701686,0.1733972],"genre_scores_gemma":[0.9836896,0.0003277167,0.0024717713,0.00985324,0.00016356741,0.000060215625,0.00000865496,0.00003665567,0.0033886621],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98336846,0.012291002,0.00020338841,0.000967364,0.0014941511,0.0016756038],"domain_scores_gemma":[0.9793819,0.008943289,0.0022253229,0.0018476088,0.0020867242,0.0055151996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.027822921,0.0002912115,0.00033610515,0.00057750795,0.0078001516,0.008966019,0.0016183563,0.0024564236,0.007424039],"category_scores_gemma":[0.029465662,0.00021810332,0.000316287,0.00037335278,0.027332578,0.0062917946,0.014928843,0.003689714,0.0008086983],"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":[0.00010071231,0.000542368,0.020664563,0.00036325149,0.000036581725,0.0007039071,0.33488205,0.00055076875,0.0045500263,0.45917788,0.023272747,0.15515508],"study_design_scores_gemma":[0.00006938691,0.0004530121,0.010952353,0.00089502,0.000037739504,0.00047154774,0.27560976,0.00096774654,0.0050433804,0.37871474,0.32670912,0.00007620755],"about_ca_topic_score_codex":0.0026380771,"about_ca_topic_score_gemma":0.0038146519,"teacher_disagreement_score":0.027822921,"about_ca_system_score_codex":0.0056379237,"about_ca_system_score_gemma":0.01581805,"threshold_uncertainty_score":0.14714348},"labels":[],"label_agreement":null}]}