{"meta":{"query_hash":"db8ccd456990","filters":{"venue":"Revista Educativa - Revista de Educação"},"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/db8ccd456990","api":"https://metacan.xera.ac/api/v1/cohort?venue=Revista+Educativa+-+Revista+de+Educa%C3%A7%C3%A3o"},"results":[{"id":"W2468882050","doi":"10.18224/educ.v19i1.5022","title":"Analysis of the Educational Aims of Language Teaching in Chile: the ideology behind curriculum adjustments","year":2016,"lang":"en","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education and Teacher Training","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Ideology; Curriculum; Appropriation; Emancipation; Sociology; Language education; Politics; Government (linguistics); Pedagogy; Mathematics education; Epistemology; Political science; Linguistics; Psychology; Philosophy; Law","score_opus":0.022172517435765093,"score_gpt":0.3684081699555316,"score_spread":0.3462356525197665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2468882050","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90258735,0.00042800294,0.0021369057,0.0035859647,0.00004595632,0.00006401998,0.0001580628,0.00001382223,0.09097995],"genre_scores_gemma":[0.9948997,0.00015306998,0.0005850386,0.00006501585,0.000009502233,0.00004072357,0.000039077557,0.000003963258,0.0042039226],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978404,0.001092122,0.000101103615,0.00016614683,0.00045942035,0.00034075076],"domain_scores_gemma":[0.99305785,0.004255128,0.000929628,0.00026706187,0.0010749209,0.00041539804],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046610986,0.0001440295,0.00013639664,0.0021093164,0.0020676032,0.003510661,0.0004546235,0.0004227478,0.0033954103],"category_scores_gemma":[0.007878443,0.00012804664,0.00015573684,0.0021153218,0.003864922,0.0011505329,0.0026611101,0.001145235,0.00021033183],"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":[0.00020185778,0.00030704116,0.27832332,0.00075212785,0.000036665417,0.0009149637,0.3709727,0.00083609734,0.004476312,0.23049143,0.004115097,0.108572416],"study_design_scores_gemma":[0.000035557263,0.00022235957,0.51884496,0.0009857657,0.000043347638,0.0002409338,0.32703018,0.0019916375,0.0054370896,0.021784194,0.12331571,0.000068247326],"about_ca_topic_score_codex":0.008257013,"about_ca_topic_score_gemma":0.010842105,"teacher_disagreement_score":0.008257013,"about_ca_system_score_codex":0.0076893717,"about_ca_system_score_gemma":0.007047313,"threshold_uncertainty_score":0.055790544},"labels":[],"label_agreement":null},{"id":"W3087683630","doi":"10.18224/educ.v22i1.6655","title":"Utilização de Materiais Didáticos Para Ensinar Ciências Humanas na Escola Primária","year":2019,"lang":"pt","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Science and Education Research","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.08750368097784353,"score_gpt":0.41018026646860534,"score_spread":0.32267658549076184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3087683630","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5715561,0.032451026,0.10626303,0.018351909,0.002421695,0.000797359,0.00064753764,0.0007144099,0.26679683],"genre_scores_gemma":[0.8857343,0.00983595,0.048658773,0.0010108821,0.00020734564,0.0002784213,0.0002275761,0.00014741196,0.053899236],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99651295,0.0012010768,0.0001920444,0.00047005338,0.0013514718,0.00027230429],"domain_scores_gemma":[0.99376833,0.0020954863,0.00068009394,0.0009244233,0.0020058488,0.0005258121],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053069545,0.0004771993,0.00041185104,0.0022276414,0.0026092106,0.0061136275,0.0012750754,0.0013482794,0.007383666],"category_scores_gemma":[0.00926389,0.00035122776,0.0006228313,0.0030182004,0.0029281739,0.003596356,0.0029249683,0.0013580667,0.0015930634],"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":[0.0007337237,0.000550186,0.03269261,0.006320789,0.00021703937,0.0018530949,0.056809332,0.003481995,0.12288204,0.1936974,0.01326919,0.5674926],"study_design_scores_gemma":[0.00007076758,0.0008844493,0.031783618,0.0011211098,0.00024054793,0.0013864443,0.03978193,0.003254202,0.065632455,0.04050174,0.8151719,0.00017085047],"about_ca_topic_score_codex":0.0037743894,"about_ca_topic_score_gemma":0.0076969177,"teacher_disagreement_score":0.007383666,"about_ca_system_score_codex":0.0042659086,"about_ca_system_score_gemma":0.0041966764,"threshold_uncertainty_score":0.03095144},"labels":[],"label_agreement":null},{"id":"W3127276130","doi":"10.18224/educ.v23i1.8600","title":"EVALUATION OF LEARNING TO SUPPORT AND PROMOTE DIVERSITY","year":2021,"lang":"pt","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education Pedagogy and Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.14672659117760184,"score_gpt":0.44786222808136894,"score_spread":0.3011356369037671,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3127276130","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7475425,0.0025844232,0.027474217,0.0059876833,0.0007919727,0.008176431,0.0010902141,0.0005967981,0.2057558],"genre_scores_gemma":[0.955941,0.000924492,0.02754028,0.0007177561,0.00010880776,0.0028534373,0.0004378405,0.000060731374,0.0114155235],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9557254,0.030229699,0.0021487132,0.0014466529,0.008986607,0.0014629709],"domain_scores_gemma":[0.90237075,0.06095017,0.0073559918,0.0056576394,0.015763653,0.007901814],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.037957262,0.000638974,0.0010748806,0.0028018223,0.0015955301,0.005464429,0.0017144693,0.0013185906,0.016037874],"category_scores_gemma":[0.09433799,0.00018939697,0.0010153097,0.0019397878,0.0018861109,0.0046383045,0.004270105,0.0011034218,0.0019182577],"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":[0.004400162,0.009438089,0.03654375,0.004195494,0.00035704338,0.00011703099,0.009535637,0.0027076844,0.0020406803,0.020884901,0.010456751,0.8993229],"study_design_scores_gemma":[0.008158796,0.082390934,0.3013388,0.013762521,0.0029467756,0.00059384835,0.07253471,0.022193987,0.03235786,0.122,0.34108338,0.0006383092],"about_ca_topic_score_codex":0.0014117098,"about_ca_topic_score_gemma":0.0029258612,"teacher_disagreement_score":0.037957262,"about_ca_system_score_codex":0.004618858,"about_ca_system_score_gemma":0.008010831,"threshold_uncertainty_score":0.20073962},"labels":[],"label_agreement":null},{"id":"W3129615496","doi":"10.18224/educ.v23i1.8610","title":"SOUTENIR ET FAVORISER LA DIVERSITÉ CHEZ LES APPRENANTS: LES ENJEUX DE L’ÉVALUATION DES APPRENTISSAGES EN CONTEXTE D’INCLUSION","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.10170308497217553,"score_gpt":0.3844739540247108,"score_spread":0.28277086905253523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3129615496","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.72695106,0.04073919,0.017654931,0.055489372,0.0018399771,0.00092486024,0.0001765636,0.00011408461,0.15610997],"genre_scores_gemma":[0.9637824,0.012473786,0.0075318445,0.0026429894,0.0002660238,0.000826656,0.00008176004,0.0000995095,0.0122950105],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.923861,0.053394407,0.003661901,0.00275213,0.013413271,0.0029172318],"domain_scores_gemma":[0.90465325,0.06009732,0.007210247,0.0046624253,0.019781945,0.0035947945],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07069412,0.0009063329,0.0015662198,0.003968361,0.007837669,0.021228585,0.0022223147,0.0027539204,0.006768655],"category_scores_gemma":[0.119492024,0.0005439882,0.00086541224,0.00418581,0.015834441,0.016507704,0.013048088,0.0047029257,0.0010466005],"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":[0.00014924337,0.00011086193,0.01730084,0.0019871306,0.000078108154,0.00035551615,0.7795413,0.00013807285,0.000690167,0.05050429,0.0032966938,0.14584787],"study_design_scores_gemma":[0.000020666257,0.00038412592,0.024372956,0.004442253,0.000117317715,0.00042515257,0.83821297,0.00018760301,0.001392388,0.0133977,0.11698035,0.00006644457],"about_ca_topic_score_codex":0.010996678,"about_ca_topic_score_gemma":0.018665265,"teacher_disagreement_score":0.07069412,"about_ca_system_score_codex":0.007780477,"about_ca_system_score_gemma":0.018453239,"threshold_uncertainty_score":0.37387073},"labels":[],"label_agreement":null},{"id":"W3129679665","doi":"10.18224/educ.v23i1.8605","title":"ÉLABORATION ET ÉVALUATION DES RAPPORTS DIAGNOSTIQUES DES DONNÉES DU PIRLS 2011: PERCEPTIONS DES ENSEIGNANTS AU PRIMAIRE, DES CONSEILLERS PÉDAGOGIQUES ET DES ORTHOPÉDAGOGUES","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Humanities; Political science; Art","score_opus":0.14439433611405206,"score_gpt":0.39404806172895956,"score_spread":0.2496537256149075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3129679665","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8908421,0.0074209324,0.02580892,0.011568104,0.00086175377,0.0024816082,0.0023818894,0.00027378774,0.058360934],"genre_scores_gemma":[0.9431694,0.005967147,0.028510155,0.0016525517,0.00017004836,0.0037910328,0.0015571417,0.00011610677,0.015066564],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9643517,0.017253106,0.0040164515,0.0014081153,0.011202015,0.0017685968],"domain_scores_gemma":[0.8989516,0.05259713,0.0077239093,0.0029361814,0.03521839,0.0025728007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04258251,0.00065508607,0.0008752825,0.005371745,0.0019033661,0.0037816565,0.001186982,0.0012679525,0.0055546826],"category_scores_gemma":[0.10870683,0.00039630593,0.0013341709,0.0028370465,0.0022596312,0.0029233373,0.0040576975,0.0020989198,0.0015387001],"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":[0.00045434866,0.0002838971,0.22646765,0.005062114,0.00024881703,0.0011528588,0.29873133,0.0011054532,0.0043243053,0.005439872,0.012477362,0.4442521],"study_design_scores_gemma":[0.00006367,0.0008373634,0.51615715,0.007830084,0.0002830123,0.001407195,0.296183,0.0013689328,0.0060975286,0.0033740373,0.16609322,0.00030488006],"about_ca_topic_score_codex":0.029475909,"about_ca_topic_score_gemma":0.044171073,"teacher_disagreement_score":0.04258251,"about_ca_system_score_codex":0.0067950534,"about_ca_system_score_gemma":0.013899647,"threshold_uncertainty_score":0.22520053},"labels":[],"label_agreement":null},{"id":"W3130139695","doi":"10.18224/educ.v23i1.8606","title":"RÉFLÉCHIR AUTOUR DES CONSIDÉRATIONS DIDACTIQUES DE L’UNIVERS SOCIAL POUR FAVORISER DES PRATIQUES ÉVALUATIVES PLUS INCLUSIVES: QUOI, POURQUOI ET COMMENT?","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education, sociology, and vocational training","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":"Université du Québec à Chicoutimi","funders":"","keywords":"Humanities; Political science; Art","score_opus":0.2044747592905621,"score_gpt":0.4827642457426598,"score_spread":0.2782894864520977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3130139695","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":[0.121332854,0.022352487,0.0747313,0.44491702,0.005179314,0.00055642496,0.00008594043,0.00017023852,0.33067432],"genre_scores_gemma":[0.92973834,0.0072711445,0.017816711,0.016840193,0.00070764485,0.0005859679,0.00003772177,0.00014258275,0.026859727],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.8986134,0.080985956,0.0024278099,0.0033445484,0.011573446,0.0030547983],"domain_scores_gemma":[0.9072326,0.0634994,0.0046895132,0.0051968633,0.013206431,0.006175193],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.078583874,0.0008531822,0.0010706001,0.0029833608,0.017087199,0.024682263,0.0019999384,0.0053211777,0.008390136],"category_scores_gemma":[0.08314632,0.00059933134,0.0008362939,0.0022420431,0.04019618,0.024233686,0.014452165,0.011398651,0.0013440377],"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":[0.000062165804,0.00013784143,0.005040853,0.00073951366,0.000053670057,0.00036918776,0.43828112,0.00035119578,0.0010140811,0.45624757,0.010669038,0.087033756],"study_design_scores_gemma":[0.000030095238,0.00017157476,0.006306829,0.0031309428,0.00007031885,0.00032774516,0.36263794,0.000463498,0.0014497477,0.20970954,0.41559452,0.00010733219],"about_ca_topic_score_codex":0.012056415,"about_ca_topic_score_gemma":0.021582548,"teacher_disagreement_score":0.078583874,"about_ca_system_score_codex":0.017954335,"about_ca_system_score_gemma":0.036551915,"threshold_uncertainty_score":0.4155962},"labels":[],"label_agreement":null},{"id":"W3130554856","doi":"10.18224/educ.v23i1.8696","title":"AVALIAÇÃO DAS APRENDIZAGENS PARA SUSTENTAR E PROMOVER A DIVERSIDADE","year":2021,"lang":"pt","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Environmental Sustainability and Education","field":"Environmental Science","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Philosophy","score_opus":0.02320984552226664,"score_gpt":0.3005425873720803,"score_spread":0.27733274184981366,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3130554856","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92690396,0.0041335886,0.016697753,0.006431991,0.00043716017,0.0005596253,0.0005465849,0.0012097898,0.043079622],"genre_scores_gemma":[0.9696418,0.0019305479,0.02011299,0.00031826817,0.000062579275,0.00015107598,0.00024288143,0.00010662742,0.0074331537],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9937564,0.002300703,0.00040776693,0.000777723,0.0019240406,0.0008334064],"domain_scores_gemma":[0.96764797,0.015422152,0.0031086616,0.0028958316,0.008599763,0.002325666],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009298057,0.0004723796,0.00040741422,0.0019968401,0.0012484399,0.0048197876,0.0014927087,0.0012048222,0.009309463],"category_scores_gemma":[0.044120114,0.0002748008,0.00068654004,0.0018340425,0.00080454076,0.0040208185,0.0018903834,0.0013477877,0.001449228],"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":[0.001084646,0.0016194133,0.09549452,0.001568508,0.00011827418,0.00049643347,0.013225494,0.0011888412,0.012546228,0.0056510386,0.004587333,0.86241925],"study_design_scores_gemma":[0.00039087643,0.009962911,0.46431834,0.005566484,0.0015761578,0.003804346,0.10633324,0.016722811,0.07822894,0.02528974,0.28743675,0.0003695057],"about_ca_topic_score_codex":0.0050260406,"about_ca_topic_score_gemma":0.0081890095,"teacher_disagreement_score":0.009309463,"about_ca_system_score_codex":0.0020733636,"about_ca_system_score_gemma":0.0058022765,"threshold_uncertainty_score":0.049173415},"labels":[],"label_agreement":null},{"id":"W3131035660","doi":"10.18224/educ.v23i1.8601","title":"SYNTHÈSE DES ÉCRITS SCIENTIFIQUES PORTANT SUR LES PRATIQUES D’ÉVALUATION DES APPRENTISSAGES ACTUELLES AUPRÈS D’ÉLÈVES DU SECONDAIRE AYANT UN TROUBLE DU SPECTRE DE L’AUTISME","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Cerebral Palsy and Movement Disorders","field":"Medicine","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Art; Political science","score_opus":0.028869040643858087,"score_gpt":0.2918047932200361,"score_spread":0.262935752576178,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3131035660","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.045521177,0.7489476,0.055749536,0.0490429,0.008634024,0.005668885,0.0029347893,0.00024075704,0.08326035],"genre_scores_gemma":[0.21153574,0.6262938,0.10602829,0.017680965,0.0026122,0.014863987,0.002318506,0.00034079212,0.018325768],"study_design_codex":"design_other","study_design_gemma":"systematic_review","domain_scores_codex":[0.96538025,0.020791635,0.004900307,0.0019759098,0.0064866906,0.0004651069],"domain_scores_gemma":[0.68922687,0.2621733,0.010225608,0.007467817,0.029554589,0.0013518473],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.047218423,0.0013265932,0.002080332,0.007279829,0.0025291233,0.009502614,0.0021661157,0.002823637,0.017500864],"category_scores_gemma":[0.15233581,0.00084167655,0.0030592212,0.007124261,0.005061924,0.008519971,0.003045315,0.004620369,0.0022750413],"study_design_candidate":"systematic_review","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007695341,0.00063756044,0.005084877,0.1730759,0.0021633264,0.0006625858,0.07603088,0.0008902789,0.002939598,0.058186907,0.027945483,0.651613],"study_design_scores_gemma":[0.00026320983,0.0009820156,0.016289718,0.40157136,0.0044775526,0.00085817435,0.04703687,0.00076351705,0.0044626985,0.032555833,0.49050805,0.00023103639],"about_ca_topic_score_codex":0.008788637,"about_ca_topic_score_gemma":0.019065645,"teacher_disagreement_score":0.047218423,"about_ca_system_score_codex":0.009155433,"about_ca_system_score_gemma":0.033584498,"threshold_uncertainty_score":0.24971789},"labels":[],"label_agreement":null},{"id":"W3131446293","doi":"10.18224/educ.v23i1.8608","title":"LA PROFESSIONNALITÉ DE L’AGIR ÉVALUATIF: UN AXE INCONTOURNABLE DANS UNE FORMATION PROFESSIONNALISANTE ET INCLUSIVE","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education, sociology, and vocational training","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.14115486028480262,"score_gpt":0.4874848455198611,"score_spread":0.3463299852350585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3131446293","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":[0.2280415,0.010365777,0.028807782,0.11029649,0.0013422674,0.00021504569,0.00006925741,0.00010627062,0.6207556],"genre_scores_gemma":[0.94096226,0.0025148655,0.0033981313,0.0044462597,0.00013962944,0.00014776584,0.000023677529,0.00008369098,0.048283715],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97502875,0.014141918,0.0004855428,0.0010788668,0.0070945257,0.0021704694],"domain_scores_gemma":[0.97259235,0.012098416,0.0018680592,0.0013579006,0.008808973,0.0032743292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021182641,0.0005036958,0.0005773473,0.0021095332,0.015980905,0.014558281,0.0014233578,0.0024109294,0.0068270196],"category_scores_gemma":[0.027553339,0.00025909944,0.00034420795,0.0017185885,0.039175566,0.007409429,0.0076752244,0.0047147116,0.00072352146],"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":[0.000050384268,0.00007523632,0.004345535,0.0003148173,0.000017200648,0.00029758544,0.501358,0.00019968253,0.00056998705,0.41966137,0.0084895715,0.06462064],"study_design_scores_gemma":[0.000018771536,0.000120388955,0.01610216,0.0016097421,0.00003567893,0.00030602838,0.41105473,0.000540184,0.0010976974,0.10978336,0.45925084,0.00008036599],"about_ca_topic_score_codex":0.1907002,"about_ca_topic_score_gemma":0.27654448,"teacher_disagreement_score":0.1907002,"about_ca_system_score_codex":0.031420603,"about_ca_system_score_gemma":0.049691197,"threshold_uncertainty_score":0.37918043},"labels":[],"label_agreement":null},{"id":"W3131913453","doi":"10.18224/educ.v23i1.8609","title":"SOSTENER LA PRÁCTICA REFLEXIVA DE LOS FUTUROS DOCENTES: EL ROL DE LA RETROACCIÓN DEL SUPERVISOR","year":2021,"lang":"es","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education and Teacher Training","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université du Québec en Abitibi-Témiscamingue","funders":"","keywords":"Humanities; Political science; Art","score_opus":0.03902288036717277,"score_gpt":0.4110203696237388,"score_spread":0.371997489256566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3131913453","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94819593,0.0013836651,0.0042811083,0.0047095697,0.00013943357,0.00015773578,0.00009111268,0.00008849044,0.04095282],"genre_scores_gemma":[0.989136,0.0006115654,0.0011816884,0.00037724644,0.000020050984,0.00004892273,0.000033506145,0.000014504267,0.00857653],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99143654,0.0037875976,0.00025829847,0.0006116033,0.002742152,0.001163799],"domain_scores_gemma":[0.9758243,0.008230055,0.0032655653,0.0012472876,0.0073382403,0.0040945346],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008966697,0.00043330278,0.00040788038,0.0016841841,0.006018034,0.0075418996,0.0017004004,0.0010752042,0.0056524933],"category_scores_gemma":[0.024941087,0.00031907155,0.00029068667,0.0012587963,0.0075861,0.0023470437,0.004165934,0.002122134,0.0007741562],"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":[0.00015985199,0.00020333048,0.1329575,0.0007618846,0.00005766538,0.00075667247,0.73100346,0.0003037154,0.0032975103,0.008591403,0.00461071,0.11729628],"study_design_scores_gemma":[0.000017182208,0.00031097906,0.15177062,0.0009775304,0.0000479903,0.00023496084,0.7989698,0.00036869646,0.0013752417,0.0018767033,0.043965373,0.000084902225],"about_ca_topic_score_codex":0.19182634,"about_ca_topic_score_gemma":0.31553182,"teacher_disagreement_score":0.19182634,"about_ca_system_score_codex":0.01067455,"about_ca_system_score_gemma":0.029835885,"threshold_uncertainty_score":0.3814196},"labels":[],"label_agreement":null},{"id":"W3132583935","doi":"10.18224/educ.v23i1.8607","title":"LA COMMUNICATION DE L’ÉVALUATION AUX PARENTS: UNE ANALYSE DE L’AJUSTEMENT DES ENSEIGNANTS FORMÉS À L’ÉTRANGER AU RENVERSEMENT DE LA CHARGE DE LA PRESSION DE L’ÉVALUATION DANS LES ÉCOLES MONTRÉALAISES","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Valuation (finance); Political science; Philosophy; Economics","score_opus":0.10206040552940326,"score_gpt":0.42692514444073937,"score_spread":0.3248647389113361,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3132583935","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93712723,0.001693564,0.005206748,0.007832335,0.00015802057,0.00015124354,0.00018812515,0.000052214415,0.047590557],"genre_scores_gemma":[0.97792494,0.0010989753,0.0018564699,0.0006054465,0.000027679078,0.00011917579,0.00007567043,0.00004768639,0.018243976],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.988555,0.0065492084,0.00035550067,0.00088382186,0.0025205058,0.0011359054],"domain_scores_gemma":[0.9635921,0.01672875,0.0030568063,0.0011981791,0.012508421,0.0029156862],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0129461065,0.0005017567,0.0005127677,0.0019955025,0.012404679,0.008121274,0.0013949628,0.0015096349,0.0077752965],"category_scores_gemma":[0.026616927,0.00045712612,0.0003173602,0.0024740265,0.008785754,0.0043275184,0.004591725,0.0030112665,0.0006981911],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003778677,0.000021270105,0.021711584,0.00013366711,0.000011071679,0.0006389697,0.9543863,0.00007809392,0.00051794964,0.0053679664,0.0012555552,0.015839836],"study_design_scores_gemma":[0.000004527814,0.00004645484,0.05155803,0.00033284546,0.00001846616,0.00020958224,0.89678746,0.00021730016,0.00045108888,0.00096179394,0.049370658,0.00004170878],"about_ca_topic_score_codex":0.4032058,"about_ca_topic_score_gemma":0.5194579,"teacher_disagreement_score":0.5967942,"about_ca_system_score_codex":0.025596136,"about_ca_system_score_gemma":0.035997905,"threshold_uncertainty_score":0.80171776},"labels":[],"label_agreement":null},{"id":"W3132633380","doi":"10.18224/educ.v23i1.8604","title":"LA RETROALIMENTACIÓN ENTRE PARES A TRAVÉS DEL BLOG EN LA CLASE DE INGLÉS LENGUA SEGUNDA AL SERVICIO DE UNA EDUCACIÓN INCLUSIVA","year":2021,"lang":"es","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"E-Learning and Knowledge Management","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec en Abitibi-Témiscamingue","funders":"","keywords":"Humanities; Philosophy; Art","score_opus":0.012027570218706441,"score_gpt":0.3100958429991663,"score_spread":0.2980682727804599,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3132633380","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8083922,0.0071371864,0.014730755,0.013620526,0.0009797234,0.00021473489,0.0002760887,0.00032711477,0.15432167],"genre_scores_gemma":[0.965434,0.003786524,0.0048663374,0.0016983179,0.00019965696,0.00015989064,0.00018590954,0.0001350604,0.023534251],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9873347,0.0055057863,0.00071736233,0.0011632307,0.0040981174,0.0011808674],"domain_scores_gemma":[0.9518974,0.02755952,0.007823719,0.0035119627,0.0068011386,0.0024062383],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01038186,0.00074312865,0.00061940344,0.004186969,0.004684223,0.012578984,0.0014964195,0.0023289598,0.008103294],"category_scores_gemma":[0.03823329,0.00055883056,0.00072994316,0.0041641574,0.0075586573,0.0128719965,0.0093693705,0.003239207,0.0017920493],"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":[0.00043389824,0.0003788153,0.16120335,0.0029072172,0.00015674774,0.0021512557,0.45716327,0.0003416544,0.0041992483,0.048003353,0.00832233,0.31473887],"study_design_scores_gemma":[0.00003231028,0.00044480394,0.18402793,0.004157872,0.00022962716,0.0014156029,0.5434656,0.0006355474,0.003165354,0.018757239,0.24352568,0.00014238125],"about_ca_topic_score_codex":0.0065327566,"about_ca_topic_score_gemma":0.012457723,"teacher_disagreement_score":0.012578984,"about_ca_system_score_codex":0.0047747553,"about_ca_system_score_gemma":0.007108039,"threshold_uncertainty_score":0.054905176},"labels":[],"label_agreement":null},{"id":"W3133078342","doi":"10.18224/educ.v23i1.8602","title":"MÉTACOGNITION, ÉTATS AFFECTIFS ET ENGAGEMENT COGNITIF CHEZ DES ÉTUDIANTS UNIVERSITAIRES: TRIADE PERCUTANTE POUR L’APPRENTISSAGE ET L’INCLUSION","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education, sociology, and vocational training","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.1596777172272047,"score_gpt":0.43998733680118507,"score_spread":0.2803096195739804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133078342","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9841346,0.0012311287,0.0021487346,0.0017811826,0.00004469805,0.000112730246,0.000068595764,0.000030306635,0.010447966],"genre_scores_gemma":[0.99632156,0.0003594782,0.0013001924,0.0001025417,0.000013646094,0.00009821216,0.000031616604,0.0000074733503,0.0017652556],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99391806,0.0030569604,0.00037852873,0.00039707113,0.0015509861,0.0006983525],"domain_scores_gemma":[0.984221,0.008562769,0.0022226055,0.0006166545,0.0027081617,0.0016689068],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00590188,0.0003321483,0.00047752942,0.0014281818,0.002041047,0.0043815793,0.00059023773,0.000858613,0.0037357095],"category_scores_gemma":[0.027428309,0.00023197112,0.00042623308,0.0011163987,0.0013854351,0.0018857655,0.0026992322,0.0014403886,0.00043273935],"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":[0.0004910658,0.00076567405,0.45200014,0.00087416585,0.00012379093,0.00055080943,0.23501897,0.0004210746,0.0040358026,0.007405103,0.0019709358,0.29634255],"study_design_scores_gemma":[0.000030096604,0.0007931268,0.80441535,0.00053809525,0.00009450644,0.000591771,0.15552823,0.0010336211,0.0032595135,0.0050993054,0.028496351,0.00012007546],"about_ca_topic_score_codex":0.008674104,"about_ca_topic_score_gemma":0.013491421,"teacher_disagreement_score":0.008674104,"about_ca_system_score_codex":0.003536343,"about_ca_system_score_gemma":0.005679271,"threshold_uncertainty_score":0.03121245},"labels":[],"label_agreement":null},{"id":"W3188775569","doi":"10.18224/educ.v24i0.8795","title":"LA LOGIQUE UTILITARISTE ET LA DÉFORMATION DES FINALITÉS DES SCIENCES HUMAINES ET SOCIALES ET DE LA SCIENCE D’ÉDUCATION","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Social Sciences and Governance","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Philosophy; Sociology","score_opus":0.13718393962431802,"score_gpt":0.47583868813834723,"score_spread":0.3386547485140292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3188775569","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.042054918,0.014297897,0.078331485,0.056024477,0.0009777116,0.00009872428,0.00018438618,0.00023953183,0.8077909],"genre_scores_gemma":[0.8610603,0.014244993,0.018450402,0.0032854613,0.00087020785,0.00032892547,0.00013862741,0.00029435943,0.10132667],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99078256,0.00519244,0.0003778847,0.00082181644,0.0021614677,0.000663988],"domain_scores_gemma":[0.9896079,0.0058920854,0.0011695147,0.0013107203,0.0016368823,0.00038292512],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008551657,0.0009171081,0.000785627,0.0050006877,0.0064044856,0.0134515595,0.0016748059,0.0031666276,0.0127760945],"category_scores_gemma":[0.011803355,0.00044860243,0.0008833559,0.0044280016,0.0475918,0.012100762,0.006917396,0.0058592246,0.0020979813],"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":[0.0000055112164,0.0000087928665,0.000381384,0.000057643723,0.0000032051346,0.000040004565,0.0052383253,0.00011897991,0.00006905218,0.98765,0.00067080394,0.0057563107],"study_design_scores_gemma":[0.000011251197,0.000035704536,0.0020542673,0.00040174715,0.000014318289,0.00021515123,0.008954634,0.00052421365,0.000557201,0.7321885,0.2550061,0.000036852645],"about_ca_topic_score_codex":0.01040573,"about_ca_topic_score_gemma":0.016550118,"teacher_disagreement_score":0.99359554,"about_ca_system_score_codex":0.01113519,"about_ca_system_score_gemma":0.011682082,"threshold_uncertainty_score":0.08079183},"labels":[],"label_agreement":null},{"id":"W3191755776","doi":"10.18224/educ.v24i0.9004","title":"ANALYSIS OF THE SCHOOL PURPOSES OF A SCHOOL LANGUAGE AND COMMUNICATION TEXT FROM CHILE FROM THE LOOK OF THE COGNITIVE VALUE OF THE KNOWLEDGE PROPOSED","year":2021,"lang":"en","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Educational theories and practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Curriculum; Value (mathematics); Structuring; Generalization; Cognition; Mathematics education; Process (computing); Pedagogy; Psychology; Sociology; Computer science; Epistemology","score_opus":0.025506744019018753,"score_gpt":0.35865237496360186,"score_spread":0.3331456309445831,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3191755776","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95828867,0.0005979647,0.0016883418,0.0014689321,0.00004626694,0.0001316535,0.00076091185,0.000024616844,0.036992617],"genre_scores_gemma":[0.9939938,0.00052610977,0.0013345798,0.000074719384,0.00002327464,0.00012424376,0.00052415335,0.000029876654,0.0033693446],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99782455,0.0011028706,0.00018773855,0.00020194973,0.00046686985,0.00021610677],"domain_scores_gemma":[0.9840416,0.011704362,0.001236862,0.00066412694,0.0020547742,0.00029833315],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025483936,0.00028352308,0.00037247132,0.005518248,0.0027174396,0.0036714883,0.00060634175,0.0006100711,0.003919471],"category_scores_gemma":[0.015567438,0.00020713717,0.00016869135,0.005301958,0.003524038,0.0028221565,0.0026246905,0.0012119198,0.000485095],"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":[0.00009266202,0.00009350561,0.047157627,0.000872428,0.000013022249,0.0017025063,0.86389875,0.00022557654,0.004677426,0.021175215,0.0022159126,0.05787531],"study_design_scores_gemma":[0.000013153288,0.0000633363,0.17146872,0.0011577738,0.000030409556,0.00064769835,0.721528,0.0010072769,0.0035870196,0.0041749356,0.09626411,0.000057510344],"about_ca_topic_score_codex":0.016086956,"about_ca_topic_score_gemma":0.020215482,"teacher_disagreement_score":0.016086956,"about_ca_system_score_codex":0.006361771,"about_ca_system_score_gemma":0.0044227517,"threshold_uncertainty_score":0.046158075},"labels":[],"label_agreement":null},{"id":"W3207279381","doi":"10.18224/educ.v24i0.7974","title":"POLÍTICAS EDUCACIONAIS E SEU POTENCIAL EMANCIPATÓRIO: UM CONTRAPONTO AO IDEÁRIO DO GERENCIALISMO","year":2021,"lang":"pt","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Social and Political Issues","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Public policy; Political science; Sociology; Government (linguistics); Capital (architecture); Humanities; Public administration; Public relations; Pedagogy; Social science; Philosophy; Geography; Law","score_opus":0.04896353574117724,"score_gpt":0.38588180752448614,"score_spread":0.3369182717833089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3207279381","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":[0.11893428,0.017257627,0.009948271,0.14755619,0.0004809002,0.000070886934,0.0002494925,0.00010788822,0.70539445],"genre_scores_gemma":[0.9390778,0.0076203276,0.0017956075,0.0045386646,0.00013463153,0.00007387231,0.000059257618,0.000057048615,0.04664277],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9942596,0.0025411334,0.00012480325,0.00067039684,0.0010075027,0.0013966508],"domain_scores_gemma":[0.9956209,0.0019172186,0.0005554625,0.00048485163,0.0008870025,0.0005345505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004571761,0.00045710435,0.0005649576,0.0029122338,0.008862906,0.017507596,0.0013433159,0.0026537878,0.009735653],"category_scores_gemma":[0.00511593,0.00032598732,0.0004449102,0.0041728867,0.036758352,0.0072255703,0.0057615004,0.0038577265,0.0009982379],"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":[0.000012178557,0.000014592863,0.002771351,0.00010786646,0.0000068097797,0.00015185663,0.024537846,0.0001999122,0.00010503505,0.9560114,0.0043543004,0.011727021],"study_design_scores_gemma":[0.000014061908,0.00003007092,0.014097581,0.0010663293,0.000026348283,0.00026114396,0.07851726,0.0005979954,0.00056443206,0.18313025,0.72164404,0.000050540937],"about_ca_topic_score_codex":0.13726424,"about_ca_topic_score_gemma":0.15288602,"teacher_disagreement_score":0.13726424,"about_ca_system_score_codex":0.030468723,"about_ca_system_score_gemma":0.027728273,"threshold_uncertainty_score":0.27293056},"labels":[],"label_agreement":null},{"id":"W4206697910","doi":"10.18224/educ.v24i1.9004","title":"ANÁLISIS DE LAS FINALIDADES EDUCATIVAS DE UN TEXTO ESCOLAR DE LENGUAJE Y COMUNICACIÓN DE CHILE A PARTIR DE LA MIRADA DEL VALOR COGNITIVO DE LOS CONOCIMIENTOS QUE SE PROPONEN","year":2021,"lang":"en","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education and Teacher Training","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Curriculum; Structuring; Generalization; Value (mathematics); Sociology; Pedagogy; Psychology; Cognition; Humanities; Epistemology; Computer science; Philosophy","score_opus":0.0667195177001923,"score_gpt":0.4068442400320497,"score_spread":0.3401247223318574,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206697910","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9596892,0.002595089,0.0010298666,0.0011024694,0.0001432985,0.000115897565,0.0010929457,0.000057568956,0.034173746],"genre_scores_gemma":[0.97329694,0.0024993694,0.0009967575,0.00014463034,0.0001522718,0.0002053196,0.0013136844,0.00007040705,0.021320699],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99810034,0.0005564423,0.00022338277,0.0002571245,0.0006492529,0.00021351202],"domain_scores_gemma":[0.9846372,0.0074296803,0.002704384,0.0007558144,0.00400935,0.0004635153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034454227,0.00032680726,0.00033582267,0.007221535,0.002153369,0.0040435507,0.00056074234,0.00068666536,0.0041053356],"category_scores_gemma":[0.018513897,0.00019583204,0.00023743667,0.00740478,0.0022060734,0.0022337714,0.002994084,0.0008007109,0.00069993857],"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":[0.00030644573,0.00016158422,0.15460299,0.0020355268,0.000056485766,0.003140423,0.6373389,0.00042880545,0.004985462,0.007897364,0.009098974,0.17994706],"study_design_scores_gemma":[0.000013299452,0.000109984074,0.42360088,0.00085768127,0.000066248824,0.00072269375,0.35917357,0.00036770658,0.0027406763,0.0010134827,0.21127997,0.000053826738],"about_ca_topic_score_codex":0.019558951,"about_ca_topic_score_gemma":0.02640371,"teacher_disagreement_score":0.019558951,"about_ca_system_score_codex":0.0042238953,"about_ca_system_score_gemma":0.0033109353,"threshold_uncertainty_score":0.038890243},"labels":[],"label_agreement":null},{"id":"W4235595275","doi":"10.18224/educ.v24i1.8795","title":"LA LOGIQUE UTILITARISTE ET LA DÉFORMATION DES FINALITÉS DES SCIENCES HUMAINES ET SOCIALES ET DE LA SCIENCE D’ÉDUCATION","year":2021,"lang":"fr","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education, sociology, and vocational training","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Philosophy; Sociology","score_opus":0.3555980322106745,"score_gpt":0.5541565909317901,"score_spread":0.19855855872111566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235595275","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":[0.042054918,0.014297897,0.078331485,0.056024477,0.0009777116,0.00009872428,0.00018438618,0.00023953183,0.8077909],"genre_scores_gemma":[0.8610603,0.014244993,0.018450402,0.0032854613,0.00087020785,0.00032892547,0.00013862741,0.00029435943,0.10132667],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99078256,0.00519244,0.0003778847,0.00082181644,0.0021614677,0.000663988],"domain_scores_gemma":[0.9896079,0.0058920854,0.0011695147,0.0013107203,0.0016368823,0.00038292512],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008551657,0.0009171081,0.000785627,0.0050006877,0.0064044856,0.0134515595,0.0016748059,0.0031666276,0.0127760945],"category_scores_gemma":[0.011803355,0.00044860243,0.0008833559,0.0044280016,0.0475918,0.012100762,0.006917396,0.0058592246,0.0020979813],"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":[0.0000055112164,0.0000087928665,0.000381384,0.000057643723,0.0000032051346,0.000040004565,0.0052383253,0.00011897991,0.00006905218,0.98765,0.00067080394,0.0057563107],"study_design_scores_gemma":[0.000011251197,0.000035704536,0.0020542673,0.00040174715,0.000014318289,0.00021515123,0.008954634,0.00052421365,0.000557201,0.7321885,0.2550061,0.000036852645],"about_ca_topic_score_codex":0.01040573,"about_ca_topic_score_gemma":0.016550118,"teacher_disagreement_score":0.99359554,"about_ca_system_score_codex":0.01113519,"about_ca_system_score_gemma":0.011682082,"threshold_uncertainty_score":0.08079183},"labels":[],"label_agreement":null},{"id":"W4244769058","doi":"10.18224/educ.v24i1.7974","title":"POLÍTICAS EDUCACIONAIS E SEU POTENCIAL EMANCIPATÓRIO: UM CONTRAPONTO AO IDEÁRIO DO GERENCIALISMO","year":2021,"lang":"pt","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Social and Political Issues","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Political science; Context (archaeology); Capital (architecture); Public policy; Humanities; Sociology; Philosophy; Geography; Law","score_opus":0.04896353574117724,"score_gpt":0.38588180752448614,"score_spread":0.3369182717833089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244769058","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":[0.11893428,0.017257627,0.009948271,0.14755619,0.0004809002,0.000070886934,0.0002494925,0.00010788822,0.70539445],"genre_scores_gemma":[0.9390778,0.0076203276,0.0017956075,0.0045386646,0.00013463153,0.00007387231,0.000059257618,0.000057048615,0.04664277],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9942596,0.0025411334,0.00012480325,0.00067039684,0.0010075027,0.0013966508],"domain_scores_gemma":[0.9956209,0.0019172186,0.0005554625,0.00048485163,0.0008870025,0.0005345505],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004571761,0.00045710435,0.0005649576,0.0029122338,0.008862906,0.017507596,0.0013433159,0.0026537878,0.009735653],"category_scores_gemma":[0.00511593,0.00032598732,0.0004449102,0.0041728867,0.036758352,0.0072255703,0.0057615004,0.0038577265,0.0009982379],"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":[0.000012178557,0.000014592863,0.002771351,0.00010786646,0.0000068097797,0.00015185663,0.024537846,0.0001999122,0.00010503505,0.9560114,0.0043543004,0.011727021],"study_design_scores_gemma":[0.000014061908,0.00003007092,0.014097581,0.0010663293,0.000026348283,0.00026114396,0.07851726,0.0005979954,0.00056443206,0.18313025,0.72164404,0.000050540937],"about_ca_topic_score_codex":0.13726424,"about_ca_topic_score_gemma":0.15288602,"teacher_disagreement_score":0.13726424,"about_ca_system_score_codex":0.030468723,"about_ca_system_score_gemma":0.027728273,"threshold_uncertainty_score":0.27293056},"labels":[],"label_agreement":null},{"id":"W4413187542","doi":"10.18224/educ.v18i2.4563","title":"ANÁLISE DOS OBJETIVOS EDUCACIONAIS DO ENSINO DE LINGUAGEM NO CHILE: A IDEOLOGIA POR TRÁS DOS AJUSTES CURRICULARES","year":2016,"lang":"pt","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Spanish Linguistics and Language Studies","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Political science; Philosophy","score_opus":0.019025053486717132,"score_gpt":0.2856752228537117,"score_spread":0.2666501693669946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413187542","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8970047,0.0037591443,0.0047073513,0.008395952,0.000110736335,0.0002890476,0.0015193567,0.00012836259,0.0840852],"genre_scores_gemma":[0.9749518,0.0029319667,0.004057306,0.0003161773,0.00003712082,0.00036214656,0.00060393807,0.000068602036,0.01667094],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99406874,0.0023357572,0.0005178838,0.000553364,0.0019100974,0.00061412837],"domain_scores_gemma":[0.97904897,0.0087038465,0.0022758106,0.0019366991,0.006900883,0.0011337561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009379506,0.00036414317,0.00044923538,0.005579817,0.002931457,0.0070997053,0.0008855737,0.0006871229,0.0060507297],"category_scores_gemma":[0.03139488,0.00037094209,0.00038588126,0.009770101,0.0029909855,0.0036928563,0.005377399,0.001241056,0.000981609],"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":[0.00016303292,0.0001889432,0.3560198,0.0020951626,0.00008130772,0.0005834854,0.34318188,0.00076681696,0.0024660318,0.033041723,0.0068952576,0.25451663],"study_design_scores_gemma":[0.00001557381,0.00010747887,0.490304,0.001988146,0.0000749523,0.00019426212,0.3866266,0.00065179815,0.0024976062,0.006238618,0.11124034,0.000060694354],"about_ca_topic_score_codex":0.04608217,"about_ca_topic_score_gemma":0.063133165,"teacher_disagreement_score":0.04608217,"about_ca_system_score_codex":0.009679367,"about_ca_system_score_gemma":0.02366631,"threshold_uncertainty_score":0.091627896},"labels":[],"label_agreement":null},{"id":"W4413245122","doi":"10.18224/educ.v27i1.14177","title":"APOIAR E PROMOVER A DIVERSIDADE","year":2024,"lang":"pt","type":"article","venue":"Revista Educativa - Revista de Educação","topic":"Education Pedagogy and Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal; Université du Québec à Trois-Rivières","funders":"","keywords":"Humanities; Philosophy","score_opus":0.07112402247235611,"score_gpt":0.4189766817949811,"score_spread":0.347852659322625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413245122","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.37436938,0.12468423,0.04743819,0.10931352,0.004322623,0.0009066959,0.00117512,0.00072813564,0.3370621],"genre_scores_gemma":[0.89035934,0.0522885,0.027124839,0.0041531706,0.0011273085,0.00045992297,0.0002587432,0.0002072397,0.024020873],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9700201,0.015440267,0.0021731323,0.003017258,0.007946967,0.0014022549],"domain_scores_gemma":[0.90663433,0.06041355,0.0077182497,0.01081839,0.012211399,0.0022040203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035660867,0.0010154713,0.0009820692,0.0068083797,0.0045873527,0.018977232,0.0028369345,0.0031772812,0.011553406],"category_scores_gemma":[0.07207386,0.0006874534,0.00097011,0.0075393273,0.00903492,0.019685337,0.010748915,0.0031805737,0.0015850645],"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":[0.00026761548,0.0002807743,0.0316311,0.00635136,0.00014130342,0.0007212342,0.19127673,0.00056338497,0.0024349538,0.15191449,0.011709277,0.6027078],"study_design_scores_gemma":[0.000031049676,0.0005746605,0.042916384,0.010857803,0.00028794786,0.0016558329,0.2087714,0.00058199133,0.0042495527,0.06382293,0.66610986,0.00014055839],"about_ca_topic_score_codex":0.005910559,"about_ca_topic_score_gemma":0.010982892,"teacher_disagreement_score":0.035660867,"about_ca_system_score_codex":0.005797932,"about_ca_system_score_gemma":0.015892388,"threshold_uncertainty_score":0.18859494},"labels":[],"label_agreement":null}]}