{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":69,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":69,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"query_hash":"43fd51bcb670","filters":{"venue":"Journal of Research in Science Teaching"}},"results":[{"id":"W2053173693","doi":"10.1002/tea.20363","title":"Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study","year":2010,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Career Development and Diversity","field":"Social Sciences","cited_by":1058,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Salience (neuroscience); Competence (human resources); Identity (music); Science education; Physics education; Mathematics education; Psychology; Social psychology; Physics","retraction":null,"screen_n_in":null,"score":{"opus":0.2459867115279199,"gpt":0.4954332371992698,"spread":0.2494465256713499,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.01617775,0.0001192062,0.0002463417,0.0002989464,0.003127994,0.001228919,0.001213768,0.0000542761,0.00002895853],"category_scores_gemma":[0.004970647,0.0001098703,0.00006119721,0.001734624,0.0009810756,0.004792815,0.0005502731,0.00190339,0.000006818892],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004080902,"about_ca_system_score_gemma":0.0011332,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003279273,"about_ca_topic_score_gemma":0.001913642,"domain_scores_codex":[0.9944155,0.0005187723,0.0003945009,0.0003283787,0.003690808,0.0006520771],"domain_scores_gemma":[0.9975952,0.0006714495,0.0002511073,0.0001994226,0.0008905109,0.000392324],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.000006770718,0.0001743121,0.7343407,0.000006980425,0.00000834522,0.00002565659,0.2525537,0.00001657765,0.0007047237,0.00400479,0.00004621994,0.008111184],"study_design_scores_gemma":[0.0007451128,0.00008899878,0.1780023,0.00003891374,0.000009755366,0.000005556227,0.8117734,0.0001520246,0.0001728431,0.008679641,0.0001277205,0.0002038034],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9965636,0.00003707922,0.0008363168,0.0002559859,0.0008079764,0.0002678657,9.107594e-7,0.00001809705,0.001212228],"genre_scores_gemma":[0.9960749,0.000008441968,0.002906962,0.00002232398,0.0009346057,0.000005928205,2.131699e-7,0.000007097457,0.00003958573],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5592197,"threshold_uncertainty_score":0.9998079,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2058518083","doi":"10.1002/tea.20333","title":"PISA 2006: An assessment of scientific literacy","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":313,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Government of New Brunswick","funders":"","keywords":"Scientific literacy; Mathematics education; Test (biology); Literacy; Psychology; Reading (process); Science education; Scale (ratio); Achievement test; Pedagogy; Medical education; Standardized test; Medicine; Political science; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.2878043853163388,"gpt":0.6688702908396115,"spread":0.3810659055232727,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication"],"consensus_categories":["sts"],"category_scores_codex":[0.1143923,0.00006145443,0.0001674004,0.002501247,0.002119831,0.001074194,0.001935279,0.00004048435,0.0001274387],"category_scores_gemma":[0.004953884,0.00005056389,0.00005222237,0.003911081,0.00297246,0.004007469,0.0000560546,0.001128043,0.000003820217],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005180394,"about_ca_system_score_gemma":0.007212574,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006733348,"about_ca_topic_score_gemma":0.0001961182,"domain_scores_codex":[0.9924866,0.001705661,0.0005246646,0.00027102,0.004300003,0.0007120458],"domain_scores_gemma":[0.9969665,0.000583275,0.0002863922,0.0002856434,0.001409844,0.0004682852],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00002491619,0.001327126,0.1575117,0.00001190092,0.000002427988,0.00003286893,0.2180338,0.000279383,0.05055681,0.1567481,0.001345834,0.4141251],"study_design_scores_gemma":[0.0007712054,0.001534441,0.6919821,0.0005910091,0.000004731521,0.00004675121,0.1839339,0.004019873,0.001284592,0.05981182,0.0556729,0.0003466806],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9618589,0.00005781722,0.0002525243,0.006819458,0.0009093077,0.0001106564,6.187453e-7,0.000006229013,0.02998447],"genre_scores_gemma":[0.9913765,0.00002462701,0.007703229,0.00007529162,0.0003080925,6.970499e-7,1.543239e-7,0.000002100367,0.0005092654],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5344704,"threshold_uncertainty_score":0.9999628,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2151170333","doi":"10.1002/tea.10071","title":"Theoretical perspectives on learning in an informal setting","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Museums and Cultural Heritage","field":"Arts and Humanities","cited_by":227,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Formative assessment; Constructivist teaching methods; Informal learning; Constructivism (international relations); Mathematics education; Interpretation (philosophy); Psychology; Class (philosophy); Restructuring; Knowledge base; Concept map; Pedagogy; Teaching method; Epistemology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.09026530449468509,"gpt":0.4106018060777642,"spread":0.3203365015830791,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01871765,0.00006416454,0.000116483,0.0006931926,0.0007499901,0.0005989058,0.0003601188,0.00002064378,0.0004302553],"category_scores_gemma":[0.002111625,0.00004208046,0.00003376557,0.000193893,0.001147609,0.001757024,0.00004014207,0.002068135,0.000005546666],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001253363,"about_ca_system_score_gemma":0.0001959791,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003943505,"about_ca_topic_score_gemma":0.0001014221,"domain_scores_codex":[0.997601,0.0005529586,0.0002834059,0.000130903,0.0009737019,0.0004579864],"domain_scores_gemma":[0.9992423,0.0002550976,0.00007642311,0.00007972617,0.000223604,0.0001228268],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001904874,0.00006381364,0.002916857,0.000004339674,6.588008e-7,0.00003191815,0.1817925,0.0001541838,0.000413102,0.8103645,0.00000657286,0.004232569],"study_design_scores_gemma":[0.0004876516,0.001219514,0.005508736,0.0004182097,8.791739e-7,0.00004176435,0.969862,0.002172105,0.0001304943,0.01131318,0.008696957,0.0001484468],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.834393,0.00004213424,0.000002816102,0.000341379,0.00007570918,0.00004385854,1.273799e-7,0.000004960627,0.165096],"genre_scores_gemma":[0.99935,0.00001031634,0.0002793192,0.00002969738,0.0001713805,9.381644e-7,5.255868e-8,0.000004273857,0.0001540899],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7990513,"threshold_uncertainty_score":0.8985131,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2042032395","doi":"10.1002/tea.10122","title":"Prevalence, function, and structure of photographs in high school biology textbooks","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":227,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Subject matter; Relation (database); Mathematics education; Function (biology); Interpretation (philosophy); Focus (optics); Subject (documents); Science education; Psychology; Pedagogy; Computer science; Curriculum; Linguistics; Library science; Biology; Physics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.1000818820844399,"gpt":0.4917033907251358,"spread":0.3916215086406959,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01403382,0.00005218673,0.0001478602,0.001504329,0.000421943,0.00002294347,0.0002496611,0.00007222196,0.00005977353],"category_scores_gemma":[0.00413852,0.00003890297,0.0000170383,0.0008416694,0.0004954356,0.0004520779,0.00004199997,0.001795464,0.000002002464],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002014511,"about_ca_system_score_gemma":0.00122794,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003160115,"about_ca_topic_score_gemma":0.00004696869,"domain_scores_codex":[0.9974804,0.000986741,0.0004822301,0.0001513049,0.0004857876,0.0004135251],"domain_scores_gemma":[0.9985161,0.0006476198,0.0002160168,0.0001205559,0.0003378432,0.0001618444],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003333748,0.00004526156,0.9703445,0.0000933238,0.000001788979,0.000001058374,0.003081074,0.00002474808,0.01843854,0.004497241,0.00005851069,0.003380593],"study_design_scores_gemma":[0.0009258881,0.0005516267,0.8470506,0.001496691,0.000003545577,0.00001614104,0.01989077,0.00004679026,0.0004686014,0.1277989,0.001644062,0.0001063348],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9933029,0.0003772168,0.0001098516,0.00009875232,0.0004462387,0.000152711,0.000001273529,0.000002569661,0.005508502],"genre_scores_gemma":[0.9988723,0.00008174124,0.0008229478,0.00002866889,0.00006151465,0.000002064253,1.650467e-7,0.000003504946,0.0001271162],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1233017,"threshold_uncertainty_score":0.7800497,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2071318150","doi":"10.1002/tea.1031","title":"Learning science through technological design","year":2001,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":199,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Science education; Mathematics education; Curriculum; Science, technology, society and environment education; Learning sciences; Computer science; Sociology; Educational technology; Engineering ethics; Psychology; Pedagogy; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.4950982318202393,"gpt":0.6152720530086239,"spread":0.1201738211883846,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.1812353,0.00007777664,0.0001634879,0.002329452,0.00584735,0.0008479693,0.003162378,0.00006092906,0.0001280249],"category_scores_gemma":[0.04881018,0.00006072018,0.00004341625,0.009670457,0.01546841,0.00383921,0.0002321462,0.002754309,0.00003250825],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001087074,"about_ca_system_score_gemma":0.007455136,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006769317,"about_ca_topic_score_gemma":0.00005916288,"domain_scores_codex":[0.9908136,0.002002005,0.0004221428,0.0003653149,0.005079113,0.001317862],"domain_scores_gemma":[0.9963733,0.00176232,0.0002076633,0.000209615,0.001059305,0.0003878017],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007824152,0.000506338,0.1363595,0.000006169716,0.00000301058,0.0003263958,0.1946048,0.002458771,0.04326089,0.3084164,0.0006220437,0.3133575],"study_design_scores_gemma":[0.0006047744,0.0009689197,0.02110342,0.0003616654,0.000003184981,0.0004455913,0.7056279,0.002358973,0.002632988,0.09028485,0.1751968,0.000410879],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9031941,0.0001221137,0.006379388,0.01522194,0.0006050386,0.0001751773,3.92131e-8,0.00003680727,0.07426543],"genre_scores_gemma":[0.9867107,0.0003039935,0.0121628,0.00007708555,0.0002528501,0.000002851761,1.241536e-8,0.000003546197,0.0004861887],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5110232,"threshold_uncertainty_score":0.9995463,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1977215039","doi":"10.1002/tea.20419","title":"Globalizing students acting for the common good","year":2011,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":194,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada; York University","keywords":"Consumerism; Science education; Sociology; Goods and services; Egalitarianism; Intangible good; Dualism; Consumption (sociology); Public relations; Environmental ethics; Economics; Political science; Social science; Epistemology; Law; Pedagogy; Politics","retraction":null,"screen_n_in":null,"score":{"opus":0.459982540797794,"gpt":0.5957294216075077,"spread":0.1357468808097138,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.03036703,0.00005241924,0.0001110525,0.0002835395,0.0008297199,0.0002024605,0.001682724,0.0000290823,0.00002918358],"category_scores_gemma":[0.001220019,0.00003161596,0.00005002287,0.000458653,0.0004894077,0.000410314,0.0001651435,0.0008532229,0.000004188371],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002022898,"about_ca_system_score_gemma":0.0002283189,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001119906,"about_ca_topic_score_gemma":0.00005477626,"domain_scores_codex":[0.9977894,0.0003399188,0.0003196674,0.0001360619,0.0009342627,0.0004806351],"domain_scores_gemma":[0.9976108,0.001708346,0.0001837995,0.0001912507,0.000229072,0.00007670759],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001688523,0.0003796324,0.8059899,0.00001862653,0.00003588198,0.00004123391,0.03645472,0.00003667831,0.0005109815,0.1146675,0.001907973,0.03978805],"study_design_scores_gemma":[0.0003880857,0.0004239835,0.8055751,0.0001508165,0.000005032347,0.0001286211,0.1739426,0.00005699976,0.00007785545,0.01552817,0.003650857,0.00007196976],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9607127,0.0003752757,0.0002547901,0.001462755,0.0009323919,0.0001537988,5.163735e-7,0.00000458399,0.03610317],"genre_scores_gemma":[0.9978327,0.0000168174,0.001755513,0.00004510495,0.0002026084,0.000008830245,4.47927e-8,0.000003947784,0.0001344412],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1374878,"threshold_uncertainty_score":0.9984412,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2091496793","doi":"10.1002/tea.20169","title":"Student affect and conceptual understanding in learning chemistry","year":2006,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":188,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Holland Bloorview Kids Rehabilitation Hospital","funders":"","keywords":"Situational ethics; Affect (linguistics); Psychology; Chemistry; Chemistry education; Concept learning; Mathematics education; Feeling; Science education; Conceptual change; Cognition; Class (philosophy); Social psychology; Epistemology; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.3036042136505663,"gpt":0.5717385533461283,"spread":0.268134339695562,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.05603183,0.00005002756,0.0001192875,0.0006956523,0.001237529,0.000403542,0.0005698917,0.00004072785,0.00005078333],"category_scores_gemma":[0.003832231,0.00004431524,0.0000207314,0.001405404,0.0026851,0.0008831124,0.00008576443,0.001447297,0.000001466785],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001204854,"about_ca_system_score_gemma":0.001538988,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001873884,"about_ca_topic_score_gemma":0.001230729,"domain_scores_codex":[0.9960158,0.001024548,0.0002899334,0.0001826723,0.00192771,0.0005592738],"domain_scores_gemma":[0.9982761,0.00124248,0.000119173,0.00006177538,0.0001283883,0.0001720586],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001103509,0.0001067083,0.8122298,0.000007125047,8.903885e-7,0.0000427981,0.1381017,0.0005701577,0.01035227,0.03648752,0.0002051472,0.0018848],"study_design_scores_gemma":[0.0003742869,0.00007192502,0.06513321,0.0001940805,7.364328e-7,0.00001688489,0.9252847,0.0002411457,0.0001981428,0.004947787,0.003447542,0.00008960064],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9496982,0.0001266796,0.0001094347,0.004527203,0.0001688926,0.00006944005,5.270909e-8,0.000004372188,0.04529571],"genre_scores_gemma":[0.9990743,0.0000593687,0.0001894798,0.00001846839,0.0002453285,0.000001076248,4.022934e-8,0.000002337615,0.000409594],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7871829,"threshold_uncertainty_score":0.9893364,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2169310428","doi":"10.1002/tea.20008","title":"Scientists' views of science, models of writing, and science writing practices","year":2004,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":167,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Victoria","funders":"","keywords":"Reading (process); Scientific writing; Professional writing; Science education; Science communication; Ambiguity; Perception; Scientific literacy; Technical writing; Science, technology, society and environment education; Sociology; Nature of Science; Engineering ethics; Psychology; Mathematics education; Computer science; Higher education; Political science; Engineering; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.2310648360709079,"gpt":0.4966819380656629,"spread":0.265617101994755,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.08272054,0.0001128437,0.0003820486,0.004935667,0.002776424,0.001086636,0.001992496,0.00001604054,0.00002234869],"category_scores_gemma":[0.008392096,0.00008324232,0.000070514,0.002547432,0.04431341,0.007963439,0.000781514,0.0008243106,8.482435e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002862572,"about_ca_system_score_gemma":0.002404702,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007821426,"about_ca_topic_score_gemma":0.0003050546,"domain_scores_codex":[0.9927635,0.0001729504,0.0009373953,0.0004078101,0.004934857,0.0007834797],"domain_scores_gemma":[0.9949677,0.0004501409,0.001341245,0.0003214174,0.002715882,0.0002036453],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002251197,0.0003626978,0.004036355,0.000155644,0.0000171303,0.00005241554,0.1711812,0.001509899,0.07309827,0.73194,0.00002850812,0.01759538],"study_design_scores_gemma":[0.001458826,0.001092762,0.004471165,0.005348167,0.00006183249,0.0002107839,0.8842718,0.007498649,0.02082891,0.07334433,0.0009280135,0.0004847582],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9260435,0.001289044,0.0001103614,0.0005138238,0.0001868111,0.0001060149,0.0000020544,0.000004335667,0.07174402],"genre_scores_gemma":[0.9944002,0.0001290885,0.005220662,0.00001611058,0.0001612157,0.000001444964,3.952747e-8,0.000005535322,0.00006569119],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7130907,"threshold_uncertainty_score":0.9999607,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2147442928","doi":"10.1002/tea.1040","title":"Learning to teach science in urban schools","year":2001,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":154,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Curriculum; Pedagogy; Mathematics education; Sociology; Teacher education; Professional development; Ethnography; Teaching method; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.09133853791712378,"gpt":0.4992691914125015,"spread":0.4079306534953778,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.1713742,0.0001066639,0.0002452832,0.005728054,0.004542659,0.001005798,0.002539529,0.0000573492,0.00002934151],"category_scores_gemma":[0.04333546,0.00009210686,0.00004277639,0.01365835,0.002083784,0.003459255,0.0006241431,0.004103035,0.00002292903],"about_ca_system_candidate":true,"about_ca_system_consensus":true,"about_ca_system_score_codex":0.004414613,"about_ca_system_score_gemma":0.005782582,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003523452,"about_ca_topic_score_gemma":0.001306228,"domain_scores_codex":[0.9896496,0.002417151,0.0005879651,0.0004461488,0.005452102,0.001447033],"domain_scores_gemma":[0.9970417,0.0006914596,0.0001837648,0.0002281743,0.00116052,0.0006943977],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009064614,0.0002438565,0.6552358,0.000005338864,0.000001190367,0.0002039577,0.1946349,0.001612321,0.05360804,0.009103276,0.0007056599,0.08455504],"study_design_scores_gemma":[0.001359053,0.00173694,0.251204,0.002101808,0.000002861155,0.00007485747,0.5566835,0.003077255,0.0008236709,0.006170323,0.1761687,0.0005969629],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9467391,0.0000748984,0.0001421977,0.009276224,0.0003363278,0.0002219663,1.367482e-7,0.00001867058,0.04319048],"genre_scores_gemma":[0.9962213,0.00008116267,0.002533543,0.00007950248,0.0003599417,0.000003532473,3.760077e-8,0.000007166178,0.0007138274],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4040317,"threshold_uncertainty_score":0.9998537,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2036352550","doi":"10.1002/tea.20060","title":"Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database","year":2005,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":136,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"University of British Columbia","keywords":"Mathematics education; Test (biology); Rasch model; Psychology; Item response theory; Cognitive development; Energy (signal processing); Curriculum; Science education; Concept learning; Piaget's theory of cognitive development; Achievement test; Cognition; Item analysis; Classical test theory; Developmental psychology; Pedagogy; Psychometrics; Standardized test; Mathematics; Statistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1563988933828027,"gpt":0.5295182645943851,"spread":0.3731193712115825,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.03763586,0.00005929052,0.0002378018,0.001836966,0.0005315574,0.0001412583,0.002234258,0.00003451524,0.0001588839],"category_scores_gemma":[0.007363288,0.00004200115,0.00005315764,0.009483815,0.001858253,0.001314505,0.0001718418,0.0006851785,0.000001112584],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000536431,"about_ca_system_score_gemma":0.003421704,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02634115,"about_ca_topic_score_gemma":0.01714633,"domain_scores_codex":[0.9935495,0.001684781,0.0006199623,0.000195862,0.003513189,0.000436675],"domain_scores_gemma":[0.9965272,0.002140656,0.0003212706,0.0001207522,0.0007216962,0.0001684483],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00002222837,0.0002866561,0.8336598,0.0000013761,0.00003004455,0.000004103505,0.1457016,0.0002878281,0.007530655,0.003755455,0.0002873426,0.008432939],"study_design_scores_gemma":[0.0005184467,0.0000758703,0.7652318,0.0001718471,0.00002257274,0.000002383323,0.2255414,0.001636711,0.003904686,0.0004862255,0.002284344,0.0001236937],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9953969,0.000149511,0.0001981114,0.002641119,0.0001100451,0.00006679886,0.000005655436,0.000002147489,0.001429782],"genre_scores_gemma":[0.9980246,0.00008619542,0.00162322,0.00006644108,0.0001299733,0.000001475286,0.000001202209,0.000002112531,0.00006480356],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0798398,"threshold_uncertainty_score":0.9909564,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1969379996","doi":"10.1002/tea.20001","title":"Why educate “little scientists?” Examining the potential of practice‐based scientific literacy","year":2004,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":131,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Scientific literacy; Agency (philosophy); Curriculum; Science education; Literacy; Mathematics education; Work (physics); Process (computing); Pedagogy; Sociology; Psychology; Engineering ethics; Social science; Computer science; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.2300005072014985,"gpt":0.5697090228606678,"spread":0.3397085156591693,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.135787,0.00009065821,0.0001769993,0.002321812,0.004866995,0.002075712,0.002718241,0.00004868605,0.00009095583],"category_scores_gemma":[0.02768592,0.00006404981,0.00007909237,0.006130337,0.00898484,0.004060673,0.0001758153,0.001469605,0.00001249914],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007373918,"about_ca_system_score_gemma":0.01411568,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003306124,"about_ca_topic_score_gemma":0.0002979242,"domain_scores_codex":[0.9904101,0.002158728,0.0006434568,0.0003788066,0.005471222,0.0009376301],"domain_scores_gemma":[0.9942486,0.002020106,0.0005491905,0.0004164978,0.002378027,0.0003876164],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001614767,0.002315776,0.02010194,0.00005971062,0.00001637096,0.0001498627,0.6421192,0.009687291,0.09516974,0.1316308,0.004086823,0.09450095],"study_design_scores_gemma":[0.00180546,0.0007388898,0.0458486,0.001349152,0.00002379011,0.0002185869,0.631829,0.001414937,0.004436181,0.02893148,0.2829404,0.00046362],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9418502,0.0002470368,0.001415877,0.04458121,0.003515365,0.000214605,9.649948e-7,0.000008230606,0.008166544],"genre_scores_gemma":[0.9918046,0.00002013681,0.007120052,0.0003695221,0.0004213403,0.000003258312,2.078467e-7,0.000005358721,0.0002555164],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2788535,"threshold_uncertainty_score":0.9989603,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2117962730","doi":"10.1002/tea.20153","title":"Concept maps: Experiments on dynamic thinking","year":2006,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":130,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Waterloo","funders":"","keywords":"Header; Focus (optics); Concept map; Task (project management); Mathematics education; Computer science; Psychology; Engineering; Physics","retraction":null,"screen_n_in":null,"score":{"opus":0.2020900081355763,"gpt":0.5848167688805302,"spread":0.3827267607449539,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.04602309,0.00006689951,0.0001295662,0.001419173,0.002456833,0.0005839609,0.001554433,0.0000466007,0.0001010065],"category_scores_gemma":[0.003089705,0.00005504697,0.00004739897,0.001712393,0.002128659,0.001293346,0.00008035376,0.001252017,0.00002288077],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00106403,"about_ca_system_score_gemma":0.00229501,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002873352,"about_ca_topic_score_gemma":0.0004336827,"domain_scores_codex":[0.993579,0.001212436,0.0003710658,0.0002268939,0.003867323,0.000743293],"domain_scores_gemma":[0.9982069,0.0008507145,0.0001839489,0.0001650191,0.0003691698,0.000224301],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006290646,0.0008872137,0.04997247,0.000008397002,0.000004594552,0.000131547,0.3580615,0.001419488,0.01770516,0.4992746,0.008108477,0.06436369],"study_design_scores_gemma":[0.001375922,0.0007599519,0.05226995,0.0008889508,0.000003339291,0.00005336835,0.6689848,0.001075512,0.002538348,0.1672389,0.1043029,0.0005079853],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8973327,0.0001763313,0.0001596044,0.007984286,0.001242276,0.000126835,4.196123e-7,0.00001269223,0.09296481],"genre_scores_gemma":[0.9969999,0.00002072932,0.001436845,0.0001361446,0.0004367678,0.000002001276,1.558576e-7,0.000004043228,0.0009634],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3320356,"threshold_uncertainty_score":0.9988418,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2000334156","doi":"10.1002/tea.20030","title":"Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools","year":2004,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":128,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Curriculum; Mathematics education; Honor; Pedagogy; Sociology; Agency (philosophy); Science education; Social studies; Teaching method; Psychology; Social science; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.04467232902993583,"gpt":0.4428388961379597,"spread":0.3981665671080239,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.08722667,0.0001399114,0.0003253122,0.001328084,0.005168299,0.0008228243,0.0008302723,0.0001037709,0.000007302677],"category_scores_gemma":[0.05382609,0.0001280932,0.0000501784,0.002120292,0.0006487193,0.001213295,0.000373371,0.005311211,0.000001447637],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002280162,"about_ca_system_score_gemma":0.001446781,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005498358,"about_ca_topic_score_gemma":0.0005036553,"domain_scores_codex":[0.9938449,0.002065081,0.0006021315,0.0004350642,0.002059554,0.0009932801],"domain_scores_gemma":[0.9969255,0.001715866,0.000278131,0.0001157968,0.0005086148,0.0004560941],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002665405,0.0002598979,0.2405229,0.00007958368,0.000008825464,0.00007257863,0.5494066,0.01648715,0.1369687,0.005997823,0.000109072,0.0498203],"study_design_scores_gemma":[0.003859817,0.001798454,0.03338028,0.005159367,0.0000101789,0.00004547247,0.8696613,0.002035804,0.002335293,0.01004036,0.0709346,0.0007390724],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9868866,0.0002122143,0.0006753307,0.005737517,0.00008501283,0.0003034876,4.712523e-7,0.00002737403,0.006072032],"genre_scores_gemma":[0.9869693,0.00004599634,0.01193367,0.00003143693,0.0004439147,0.000009401358,2.585587e-7,0.00001458154,0.0005514309],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3202547,"threshold_uncertainty_score":0.9969836,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2151323772","doi":"10.1002/tea.10109","title":"The value of an emergent notion of authenticity: Examples from two student/teacher–scientist partnership programs","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":117,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal","funders":"","keywords":"Meaning (existential); Curriculum; General partnership; Science education; Value (mathematics); Property (philosophy); Mathematics education; Pedagogy; Face (sociological concept); Epistemology; Norm (philosophy); Sociology; Psychology; Computer science; Social science; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.3485302003447787,"gpt":0.5852288606081715,"spread":0.2366986602633928,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.1039543,0.00007756128,0.0001917649,0.0006344154,0.00192142,0.000425124,0.001946771,0.00004051429,0.00006217592],"category_scores_gemma":[0.008763176,0.0000539363,0.00008097381,0.00220701,0.003849603,0.001126693,0.00009036303,0.0007968326,0.000002296735],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003124077,"about_ca_system_score_gemma":0.002543207,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006744412,"about_ca_topic_score_gemma":0.003998653,"domain_scores_codex":[0.9888523,0.004746108,0.0007289029,0.0002787627,0.004670561,0.0007233779],"domain_scores_gemma":[0.9969561,0.001077605,0.0005083949,0.0003171324,0.0007852536,0.0003554819],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003892947,0.001113657,0.4266014,0.00001078463,0.00001416886,0.000006954081,0.2746212,0.0003112348,0.01286746,0.1901998,0.00007913919,0.0941353],"study_design_scores_gemma":[0.0007532068,0.0005837049,0.2348354,0.0002964975,0.00001466846,0.000007696085,0.7088099,0.001248624,0.00323998,0.03263997,0.01736545,0.00020487],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9919364,0.0001791492,0.0001794624,0.001223157,0.000879164,0.0002160958,5.752474e-7,0.000004906886,0.005381074],"genre_scores_gemma":[0.9978982,0.00006282271,0.001583104,0.000009390057,0.0002001375,0.000003372133,2.749351e-7,0.000004064369,0.0002386195],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4341886,"threshold_uncertainty_score":0.9998698,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2050341665","doi":"10.1002/tea.20015","title":"Learning to write like a scientist: Coauthoring as an enculturation task","year":2004,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":117,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Enculturation; Task (project management); Supervisor; Process (computing); Civility; Psychology; Writing process; Prewriting; Pedagogy; Engineering ethics; Mathematics education; Sociology; Computer science; Cooperative learning; Teaching method; Political science; Management","retraction":null,"screen_n_in":null,"score":{"opus":0.1534310262692533,"gpt":0.5336386349651023,"spread":0.380207608695849,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02030799,0.0000758423,0.0001308327,0.001116303,0.001058313,0.0006016964,0.0008348268,0.00004544881,0.00003698672],"category_scores_gemma":[0.00197566,0.00006045827,0.00003636974,0.001450192,0.0004548142,0.001369051,0.0001164392,0.001406848,0.00006429349],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005441394,"about_ca_system_score_gemma":0.0007471633,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00117731,"about_ca_topic_score_gemma":0.0000792857,"domain_scores_codex":[0.9969252,0.0004641154,0.0003738436,0.000292104,0.001347519,0.0005971604],"domain_scores_gemma":[0.9986949,0.0002263142,0.0001407298,0.000172044,0.0004713516,0.0002946422],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003730189,0.001228634,0.06892736,0.0000538859,0.00002785714,0.0008549531,0.3521333,0.05077653,0.1637008,0.2734887,0.0008696721,0.0875653],"study_design_scores_gemma":[0.001314999,0.005896411,0.3976575,0.00101942,0.000006950097,0.002017247,0.5236363,0.0002011872,0.001009594,0.05130271,0.01545562,0.0004820752],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9809837,0.00008449185,0.0003963676,0.002816996,0.0008827546,0.0001107723,2.611011e-7,0.00001240508,0.0147122],"genre_scores_gemma":[0.9950278,0.000008923308,0.004043839,0.00006117898,0.0002931791,0.000005925668,4.113985e-7,0.000005395656,0.0005532941],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3287301,"threshold_uncertainty_score":0.8139794,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2093446643","doi":"10.1002/tea.10111","title":"Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":105,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Mathematics education; Quarter (Canadian coin); Conceptual change; Concept learning; Coherence (philosophical gambling strategy); Psychology; Science education; Variance (accounting); Conceptual framework; Mathematics; Sociology; Statistics","retraction":null,"screen_n_in":null,"score":{"opus":0.165660979381818,"gpt":0.5721715363524832,"spread":0.4065105569706652,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.06028793,0.00006498601,0.0001539901,0.0009166648,0.001565821,0.0004426789,0.0006012496,0.00003378774,0.00001460774],"category_scores_gemma":[0.006517678,0.0000580696,0.00003506011,0.001657072,0.0006721805,0.001342979,0.00005541274,0.0009390817,5.46792e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005214745,"about_ca_system_score_gemma":0.002364912,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007510977,"about_ca_topic_score_gemma":0.002304843,"domain_scores_codex":[0.9961359,0.001102116,0.0003519819,0.0002196453,0.001479294,0.000711088],"domain_scores_gemma":[0.9980945,0.0009726365,0.0001628015,0.0001079919,0.0004004798,0.0002615624],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.000002629253,0.0001181919,0.8267261,0.000006042253,0.000001662091,0.000005675468,0.09933136,0.00009329678,0.0003281906,0.0653,0.00001563193,0.008071257],"study_design_scores_gemma":[0.0008556664,0.0001415686,0.3273928,0.0005049059,0.000005313417,0.0000215186,0.6474144,0.0010506,0.0001255891,0.01789911,0.004392732,0.0001957514],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9930183,0.0001313588,0.002509359,0.002096002,0.0004808209,0.0001736378,9.444737e-7,0.00000468815,0.001584941],"genre_scores_gemma":[0.9975691,0.0001054243,0.002063287,0.00003545201,0.0001779806,0.00000539559,7.220603e-8,0.000003925012,0.00003936562],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5480831,"threshold_uncertainty_score":0.999734,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2604565736","doi":"10.1002/tea.21396","title":"Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers","year":2017,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":104,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Scientific misconceptions; Conceptual change; Task (project management); Science education; Psychology; Mathematics education; Concept learning; Tracking (education); Cognition; Sociology of scientific knowledge; Scientific literacy; Pedagogy; Sociology; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.2339594008709526,"gpt":0.547832849953404,"spread":0.3138734490824514,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication","open_science"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.06069935,0.0001151412,0.0002675625,0.001551088,0.008144039,0.001885917,0.006645202,0.00004425383,0.00008250996],"category_scores_gemma":[0.05123164,0.00008687512,0.0001022021,0.002748298,0.01947298,0.00438632,0.0004949935,0.001298584,0.000006369755],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006400936,"about_ca_system_score_gemma":0.005882441,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005605641,"about_ca_topic_score_gemma":0.0007285076,"domain_scores_codex":[0.9926791,0.001121904,0.0007167141,0.0005010806,0.004059313,0.0009219585],"domain_scores_gemma":[0.9942577,0.001983561,0.0007820313,0.0008279603,0.001654663,0.000494011],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00002549418,0.0001842398,0.1516277,0.00007755168,0.000007333167,0.000006331963,0.4427932,0.000457945,0.3608809,0.007962988,0.0001586469,0.03581765],"study_design_scores_gemma":[0.001017125,0.0004519952,0.6824,0.005635466,0.0000263911,0.00001295086,0.2576983,0.0007562549,0.04269565,0.006893435,0.002065103,0.0003473612],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9895229,0.0003313449,0.0005111771,0.004215447,0.002013494,0.0004426894,0.000003090096,0.000007669166,0.002952129],"genre_scores_gemma":[0.9971676,0.00009740382,0.002121534,0.00002424561,0.0002268926,0.00001275358,5.615533e-8,0.000005647155,0.0003438534],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5307723,"threshold_uncertainty_score":0.9997533,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2153579845","doi":"10.1002/tea.10018","title":"Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching","year":2002,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":94,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Praxis; Psychology; Mathematics education; Subject matter; Subject (documents); Teaching method; Pedagogy; Epistemology; Curriculum; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.2406407258679001,"gpt":0.5956801122643562,"spread":0.3550393863964562,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06645493,0.00007069235,0.0001760233,0.0006820832,0.001637777,0.000580195,0.0009857715,0.00004090522,0.00003326935],"category_scores_gemma":[0.02968538,0.00005061766,0.00002251623,0.00111543,0.002616112,0.002369962,0.000153122,0.003432406,0.000001571346],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005269301,"about_ca_system_score_gemma":0.0003325045,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00507421,"about_ca_topic_score_gemma":0.001306793,"domain_scores_codex":[0.9885284,0.008047249,0.0003474359,0.0002757818,0.00234451,0.0004565668],"domain_scores_gemma":[0.9922782,0.006839487,0.000294049,0.0001984287,0.0002367518,0.0001530465],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00008049198,0.001206774,0.6005393,0.000002302829,0.000004530466,0.00001913079,0.2863627,0.0008062279,0.002991013,0.01089259,0.000006133888,0.09708877],"study_design_scores_gemma":[0.0007340731,0.001416965,0.6552212,0.0002769857,0.000005275412,0.000008950235,0.3216454,0.006943593,0.0002277541,0.01298466,0.0004132372,0.0001219163],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9858313,0.00006070801,0.00004538854,0.004938656,0.0001609074,0.0002002108,2.400696e-7,0.000004557223,0.008758082],"genre_scores_gemma":[0.9993123,0.00008172129,0.0003685157,0.00001503394,0.0001918555,0.000002968882,2.31646e-8,0.000005647383,0.00002194191],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.09696685,"threshold_uncertainty_score":0.999662,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2086427025","doi":"10.1002/tea.20412","title":"A study of laughter in science lessons","year":2011,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Humor Studies and Applications","field":"Psychology","cited_by":87,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Laughter; Seriousness; Phenomenon; Solidarity; Dialectic; Psychology; Complicity; Science class; Boredom; Curriculum; Mathematics education; Pedagogy; Sociology; Science education; Social psychology; Epistemology; Political science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.4781167332552305,"gpt":0.6013513138150917,"spread":0.1232345805598612,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.02950141,0.00005484232,0.0001772506,0.001945504,0.0004417629,0.00004549883,0.001470936,0.00001779375,0.00005328503],"category_scores_gemma":[0.0007730415,0.00004097251,0.00002497081,0.002979819,0.001673781,0.0003034546,0.0003270861,0.001054846,0.000009497509],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000172405,"about_ca_system_score_gemma":0.0003587644,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001200456,"about_ca_topic_score_gemma":0.0003518178,"domain_scores_codex":[0.9971011,0.0003135945,0.0004629036,0.0002479767,0.001315813,0.0005586047],"domain_scores_gemma":[0.998895,0.0002278026,0.0001650358,0.0003241205,0.0002627526,0.0001252331],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00007200395,0.004125476,0.5182928,0.000007841827,0.000009475673,0.0002169911,0.3947084,0.00001669507,0.009209962,0.05220224,0.0002202643,0.02091788],"study_design_scores_gemma":[0.0006702452,0.0006994407,0.7937293,0.00009407715,0.000001848773,0.00004197039,0.2022292,0.00003720719,0.0002378842,0.001906627,0.0002894624,0.00006271524],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9570659,0.00005220184,0.00002133263,0.0006069244,0.0001251319,0.0001761458,3.860708e-7,0.000002188214,0.04194981],"genre_scores_gemma":[0.999048,0.000007123039,0.0008125084,0.00001040323,0.00003541794,0.00001155497,6.734702e-9,0.000003461661,0.00007150715],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2754365,"threshold_uncertainty_score":0.9993325,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2768667567","doi":"10.1002/tea.21430","title":"The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates","year":2017,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Climate Change Communication and Perception","field":"Social Sciences","cited_by":85,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Climate change; Perception; Psychology; Risk perception; Sample (material); Knowledge level; Social psychology; Mathematics education; Ecology","retraction":null,"screen_n_in":null,"score":{"opus":0.4700033148614056,"gpt":0.5695468158969711,"spread":0.09954350103556553,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.03592125,0.00005712754,0.0001150372,0.0004724182,0.008057441,0.0005996615,0.001203862,0.00004606084,0.00000502507],"category_scores_gemma":[0.006967162,0.00003937522,0.0000343094,0.0003215966,0.004682574,0.001813884,0.0002806562,0.0008481776,0.000003257472],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000270706,"about_ca_system_score_gemma":0.0001675225,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002398333,"about_ca_topic_score_gemma":0.004102698,"domain_scores_codex":[0.9969873,0.00124541,0.0003075292,0.0001309749,0.0009902618,0.0003385686],"domain_scores_gemma":[0.9975342,0.0008531106,0.0005105761,0.000355612,0.000621027,0.0001254626],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000448151,0.0000662954,0.5278422,0.00001912038,0.000002473004,8.812863e-7,0.1022713,0.00001850281,0.001373476,0.006310386,0.00002096942,0.3620296],"study_design_scores_gemma":[0.000186659,0.0001056182,0.9585002,0.0004149291,0.00000221048,0.000002408279,0.03460981,0.0003109984,0.00001511024,0.005215991,0.0005925927,0.0000434691],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9909655,0.0001377607,0.00000210545,0.003676787,0.0001616108,0.0001615648,0.000001070128,0.000005202409,0.004888325],"genre_scores_gemma":[0.9682088,0.0314259,0.0001587182,0.000007181254,0.0001660757,0.000004574583,8.253353e-8,0.000003452804,0.00002513789],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.430658,"threshold_uncertainty_score":0.9980261,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1951617065","doi":"10.1002/tea.21105","title":"“We could think of things that could be science”: Girls' re‐figuring of science in an out‐of‐school‐time club","year":2013,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":83,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal; McGill University","funders":"","keywords":"Club; Science education; Sociology; Sociocultural evolution; Figuring; Conversation; Media studies; Pedagogy; Psychology; Anthropology","retraction":null,"screen_n_in":null,"score":{"opus":0.3456807385697034,"gpt":0.5584848036195793,"spread":0.2128040650498759,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication","open_science"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.1511025,0.0001709333,0.0005256379,0.006298224,0.002264361,0.0007539128,0.006904577,0.0001224952,0.0003187396],"category_scores_gemma":[0.02361965,0.0001405377,0.0001005354,0.009880045,0.02831328,0.01395359,0.0005468252,0.002290926,0.00001243795],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001176502,"about_ca_system_score_gemma":0.01739517,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006464745,"about_ca_topic_score_gemma":0.0007590589,"domain_scores_codex":[0.9845489,0.001246994,0.001296413,0.000659482,0.01063204,0.001616155],"domain_scores_gemma":[0.9926043,0.001552677,0.001091157,0.0006633,0.003058276,0.001030246],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003759761,0.0005034316,0.1394945,0.0000497011,0.000002601523,0.0000084466,0.4813604,0.000277435,0.3575712,0.008078926,0.0002893738,0.01232629],"study_design_scores_gemma":[0.0009645231,0.001005941,0.1508705,0.001679857,0.000007820914,0.00001965249,0.7776341,0.006748581,0.04408209,0.0155641,0.0009268361,0.0004960721],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9706491,0.0001102707,0.00004823619,0.008106101,0.0009850356,0.0003934551,0.0000011538,0.0000113988,0.01969525],"genre_scores_gemma":[0.9952713,0.0001439414,0.004038483,0.0001181854,0.0001404679,0.000004283475,9.90775e-8,0.000008603997,0.0002746081],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3134891,"threshold_uncertainty_score":0.9998378,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2067451132","doi":"10.1002/tea.20139","title":"Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting","year":2006,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Language, Metaphor, and Cognition","field":"Psychology","cited_by":76,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Gesture; Semiotics; Dialectic; Pragmatics; Meaning (existential); Linguistics; Multimodality; Interpersonal communication; Context (archaeology); Psychology; Embodied cognition; Relation (database); Discourse analysis; Meaning-making; Epistemology; Interpretation (philosophy); Communication; Computer science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.07173442565241635,"gpt":0.4516413018848394,"spread":0.3799068762324231,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01166122,0.0000600968,0.0001665231,0.0007532054,0.00009851152,0.0000605327,0.0004444341,0.00004779013,0.0000460113],"category_scores_gemma":[0.0008692435,0.00003805203,0.00003907466,0.0006164256,0.0007383504,0.0003496679,0.00005362935,0.0009106134,4.764709e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005991199,"about_ca_system_score_gemma":0.0001730511,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002333569,"about_ca_topic_score_gemma":0.0001656025,"domain_scores_codex":[0.9973918,0.0008808624,0.0004815029,0.0001397532,0.0008436104,0.0002624785],"domain_scores_gemma":[0.9987922,0.0005947484,0.0002765382,0.0001254996,0.0001666851,0.00004435369],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0004852308,0.0004767602,0.1214836,0.0001317631,0.00003045995,0.0002963222,0.3032368,0.000295642,0.2417166,0.07504618,0.00290506,0.2538956],"study_design_scores_gemma":[0.002531801,0.0009275441,0.653965,0.000937872,0.00001689886,0.0007698727,0.2504284,0.0002152481,0.003243058,0.08618743,0.000610145,0.0001667141],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9942418,0.001144034,0.0005604459,0.0005668924,0.0001224919,0.0001284726,0.000001856611,0.000001898667,0.003232126],"genre_scores_gemma":[0.9983785,0.0000227052,0.001347507,0.00003721833,0.0001750331,0.000001833944,5.060849e-7,0.000003208264,0.00003344701],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5324814,"threshold_uncertainty_score":0.4041571,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1905924488","doi":"10.1002/tea.21088","title":"Science identity trajectories of latecomers to science in college","year":2013,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Career Development and Diversity","field":"Social Sciences","cited_by":75,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Identity (music); Persistence (discontinuity); Science education; Construct (python library); Mathematics education; Sociology; Psychology; Epistemology; Computer science; Aesthetics; Engineering; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.1170077268937852,"gpt":0.4724725776818442,"spread":0.355464850788059,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.08840907,0.00007198399,0.0002112781,0.007089837,0.002105759,0.0006320733,0.00362887,0.00003245597,0.00005914075],"category_scores_gemma":[0.0115916,0.00006428673,0.00003929911,0.01966706,0.01001851,0.009338528,0.0007544778,0.0007434456,0.00001140987],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0020758,"about_ca_system_score_gemma":0.01127901,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009907926,"about_ca_topic_score_gemma":0.003061322,"domain_scores_codex":[0.9912267,0.0002863179,0.0004458845,0.0003130225,0.006682489,0.00104564],"domain_scores_gemma":[0.9967494,0.000388207,0.0001630889,0.0001829347,0.001971934,0.0005444571],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003116146,0.0001656486,0.776067,0.00001707803,0.000001573188,0.00004232784,0.09533021,0.0001029181,0.06861056,0.05260174,0.0003064155,0.006723373],"study_design_scores_gemma":[0.0003601971,0.0001790536,0.8627419,0.0002510196,0.000001122863,0.000005605185,0.1256767,0.0001044721,0.003102196,0.006862881,0.0005594567,0.0001553689],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9798132,0.00001873044,0.00002891228,0.001734145,0.0005617513,0.0002584286,8.760953e-7,0.000005310416,0.01757871],"genre_scores_gemma":[0.9974348,0.0000191899,0.002327309,0.00002372101,0.00004762575,0.000001594113,1.347149e-8,0.00000211375,0.0001436536],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08667492,"threshold_uncertainty_score":0.9991934,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1966380625","doi":"10.1002/tea.20406","title":"Science student role: Evidence of social structural norms specific to school science","year":2010,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":69,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Science education; Psychology; Agency (philosophy); Sociocultural evolution; Dialectic; Mathematics education; Exploratory research; Consistency (knowledge bases); Qualitative research; Structure and agency; Identity (music); Pedagogy; Social psychology; Sociology; Epistemology; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.2398278654099277,"gpt":0.6175206301682914,"spread":0.3776927647583637,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication","open_science","research_integrity"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.159194,0.0001405066,0.0003001807,0.00676772,0.007246823,0.001811555,0.008642083,0.00006815807,0.000262867],"category_scores_gemma":[0.03366829,0.0001127138,0.00007973681,0.01858197,0.02443145,0.007256667,0.0007992575,0.002882749,0.0000408568],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001531893,"about_ca_system_score_gemma":0.02930034,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001076422,"about_ca_topic_score_gemma":0.0007074905,"domain_scores_codex":[0.9830357,0.0006267542,0.0008529084,0.0006941934,0.01300088,0.001789491],"domain_scores_gemma":[0.9925228,0.0009802101,0.0004485572,0.0004885043,0.004093901,0.001465992],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","study_design_scores_codex":[0.0000382411,0.0001078121,0.0749808,0.000006934515,0.000001083193,0.000008128774,0.1292882,0.00004845832,0.710364,0.0612524,0.000141966,0.023762],"study_design_scores_gemma":[0.0003499674,0.0005532554,0.7124689,0.0003292396,0.000002982327,0.000049653,0.2589462,0.0001921986,0.01355278,0.00526469,0.007946312,0.0003437952],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9779935,0.00007251991,0.00003849881,0.007244735,0.002634969,0.0003142858,6.549686e-7,0.00001140461,0.01168939],"genre_scores_gemma":[0.9947054,0.00002805608,0.003993553,0.00008362792,0.001007731,0.000003571772,2.047332e-8,0.000005918871,0.0001721204],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6968113,"threshold_uncertainty_score":0.9994177,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1988371629","doi":"10.1002/tea.20266","title":"Metacognitive engagement during field‐trip experiences: A case study of students in an amusement park physics program","year":2008,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":62,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Metacognition; Psychology; Mathematics education; Amusement; Argumentative; Cognitive dissonance; Curiosity; Think aloud protocol; Science education; Cognition; Pedagogy; Social psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.4184811433073895,"gpt":0.6302846631503787,"spread":0.2118035198429892,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.06301729,0.0001458773,0.0003882274,0.001716029,0.0008407942,0.0001074593,0.00106492,0.00004654002,0.0000289691],"category_scores_gemma":[0.002442272,0.0001179755,0.00005361258,0.002309461,0.0005327155,0.0007233199,0.0002912086,0.00344573,0.000001198553],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003043405,"about_ca_system_score_gemma":0.000242886,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001442436,"about_ca_topic_score_gemma":0.00006529307,"domain_scores_codex":[0.9851094,0.01016571,0.0009525202,0.0004484183,0.002565226,0.0007587663],"domain_scores_gemma":[0.9975257,0.001020468,0.0004265384,0.0003385039,0.0005369164,0.0001519092],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001489221,0.004947854,0.4197273,0.00001149073,0.000026008,0.005668505,0.5305592,0.0001315318,0.001117701,0.0000349725,0.000005465438,0.03762098],"study_design_scores_gemma":[0.002284023,0.005801601,0.2306823,0.0002044193,0.000006346527,0.0006489907,0.7593369,0.0001695834,0.0006575082,0.00005113524,0.00002374332,0.000133435],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.997831,0.00004220688,0.0005381157,0.00003190199,0.0002686918,0.0006775795,2.135489e-7,0.00001295158,0.00059727],"genre_scores_gemma":[0.9939974,0.000004095863,0.005722743,0.00001619336,0.000123774,0.00009409106,8.905529e-8,0.00001090604,0.00003072565],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2287776,"threshold_uncertainty_score":0.9988534,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1990175035","doi":"10.1002/tea.21067","title":"New metaphors about culture: Implications for research in science teacher preparation","year":2012,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Science education; Sociology; Social science education; Ethnic group; Equity (law); Pedagogy; Social science; Epistemology; Psychology; Political science; Anthropology","retraction":null,"screen_n_in":null,"score":{"opus":0.5191058058577324,"gpt":0.6724275424104231,"spread":0.1533217365526908,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.2419668,0.00009108932,0.0001887074,0.004180599,0.004238911,0.0009277549,0.002683895,0.00008731636,0.00005546934],"category_scores_gemma":[0.02342082,0.00007494696,0.00006471513,0.01014735,0.00415611,0.005894569,0.0001886116,0.001919067,0.00001680617],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002145533,"about_ca_system_score_gemma":0.01308221,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003262759,"about_ca_topic_score_gemma":0.001363956,"domain_scores_codex":[0.9907475,0.001970734,0.0006242725,0.0004205435,0.004247655,0.001989263],"domain_scores_gemma":[0.995096,0.001507709,0.0002182696,0.0003607415,0.001802735,0.001014592],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00006464365,0.0005180504,0.2168435,0.00001381577,0.000003269904,0.000001250216,0.3938588,0.0001239447,0.02802103,0.2599113,0.008322679,0.09231769],"study_design_scores_gemma":[0.0009935817,0.0005485432,0.3791232,0.0003844633,0.000006793472,0.00004065776,0.3191131,0.0007343018,0.001813778,0.07381056,0.2229958,0.00043516],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9252207,0.0009117158,0.001885417,0.02450734,0.001309609,0.0009165885,0.000001178628,0.00001597293,0.04523151],"genre_scores_gemma":[0.9877813,0.0001352985,0.009627172,0.00004820123,0.001013571,0.00003185105,2.33518e-7,0.000006113956,0.001356267],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2185459,"threshold_uncertainty_score":0.998554,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1592094823","doi":"10.1002/tea.21235","title":"Experimental evidence of the superiority of the prevalence model of conceptual change over the classical models and repetition","year":2015,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":54,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Conceptual change; Repetition (rhetorical device); Cognition; Psychology; Teaching method; Mathematics education; Concept learning; Cognitive psychology; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.6733055901548778,"gpt":0.581618746847263,"spread":0.09168684330761478,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.03371812,0.00005050393,0.0001334694,0.0001568891,0.0006479544,0.00006056787,0.00163712,0.00003907322,0.0000113571],"category_scores_gemma":[0.007275605,0.00002506293,0.00005835062,0.0009377413,0.01078901,0.001589184,0.0003221237,0.0006808637,1.166256e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000227915,"about_ca_system_score_gemma":0.002666275,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001277734,"about_ca_topic_score_gemma":0.0002112813,"domain_scores_codex":[0.9943912,0.001733986,0.0003685822,0.0001490699,0.003084185,0.0002729813],"domain_scores_gemma":[0.9977053,0.0009763796,0.0003180788,0.0002673508,0.0005983163,0.00013462],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007393472,0.0002240845,0.1172487,0.00004038641,0.000002742544,5.10538e-7,0.7334712,0.001333702,0.06056047,0.08561266,0.0001554117,0.001276183],"study_design_scores_gemma":[0.0007190286,0.0006484372,0.1347367,0.002350024,0.00001457868,0.00002434382,0.7275308,0.0881476,0.02287183,0.02246112,0.0003052854,0.0001902967],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9910576,0.0006703101,0.00006456769,0.006862245,0.0003366803,0.0002099367,0.000001510597,0.000001195489,0.0007959521],"genre_scores_gemma":[0.9994607,0.0001160317,0.0001874298,0.00004166195,0.000105631,0.000003706274,5.650485e-9,0.00000174308,0.00008306922],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08681389,"threshold_uncertainty_score":0.9949905,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2110214764","doi":"10.1002/tea.20025","title":"Impact of a school district's science reform effort on the achievement and attitudes of third‐ and fourth‐grade students","year":2004,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":52,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; Supervisor; Curriculum; Psychology; Science education; Student achievement; Perception; School district; Academic achievement; Pedagogy; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.2154115090236793,"gpt":0.5773881491558533,"spread":0.3619766401321741,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.06069887,0.00007703218,0.000177607,0.001173048,0.001688414,0.0003966993,0.001747946,0.00002974729,0.00001270244],"category_scores_gemma":[0.005620605,0.00004373205,0.00004912505,0.00243822,0.006698752,0.001282532,0.000268531,0.0008534301,7.940257e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00119863,"about_ca_system_score_gemma":0.004496588,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007104048,"about_ca_topic_score_gemma":0.0004437152,"domain_scores_codex":[0.9940296,0.0003212083,0.0004151673,0.0002292831,0.004450253,0.000554531],"domain_scores_gemma":[0.9980843,0.0005179059,0.0002971336,0.0002112343,0.0004821429,0.0004072584],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003255573,0.0004111691,0.9345295,0.00001034771,0.000006142411,0.000003579143,0.02769432,0.0001093,0.005624997,0.02657334,0.00001246378,0.004992321],"study_design_scores_gemma":[0.000294327,0.0005733153,0.9690008,0.0002299816,0.000001879673,0.000008221036,0.0271284,0.00002108604,0.0004025915,0.002254863,0.00003537582,0.00004914205],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.992288,0.00006963723,0.0000216394,0.004979298,0.0001246507,0.0002057955,8.657848e-7,0.000002408862,0.002307701],"genre_scores_gemma":[0.9991974,0.0002198106,0.0004587491,0.00003012603,0.00006555063,0.000002046998,2.391662e-8,0.000002223707,0.00002406142],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05507826,"threshold_uncertainty_score":0.9996113,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2010808139","doi":"10.1002/tea.20343","title":"Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefs","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Innovative Teaching Methodologies in Social Sciences","field":"Social Sciences","cited_by":50,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"York University","funders":"","keywords":"Archetype; Subject (documents); Mathematics education; Science education; Chemistry; Teacher education; Psychology; Pedagogy; Sociology; Computer science; Literature; Library science","retraction":null,"screen_n_in":null,"score":{"opus":0.3037794294812641,"gpt":0.5836462905747329,"spread":0.2798668610934689,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.2263171,0.0002079179,0.0004820097,0.0006504621,0.004699246,0.0009680186,0.002496117,0.0002727341,0.00002066008],"category_scores_gemma":[0.04870305,0.0001792899,0.00007935129,0.003437065,0.008197158,0.003249726,0.0003651048,0.008857165,0.000002649641],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001642933,"about_ca_system_score_gemma":0.002488215,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008521254,"about_ca_topic_score_gemma":0.0006373633,"domain_scores_codex":[0.984566,0.007371927,0.0008936492,0.0006626008,0.004852496,0.001653296],"domain_scores_gemma":[0.995181,0.003121168,0.0004918971,0.0003112015,0.0006447118,0.0002500481],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00004010292,0.0003726502,0.04032735,0.00004111563,0.000006530646,0.00007502204,0.6910339,0.00008706465,0.02627038,0.1157293,0.0006004808,0.1254161],"study_design_scores_gemma":[0.001184085,0.0004871522,0.04885853,0.001730574,0.00001031058,0.0000351309,0.3184119,0.0006787058,0.002373764,0.5758164,0.04951506,0.000898402],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9055688,0.0007810098,0.00093237,0.0293259,0.0005666557,0.0002778659,0.000001466059,0.00004250028,0.06250343],"genre_scores_gemma":[0.9746414,0.0003495028,0.02286157,0.0002246215,0.001044868,0.000002984269,2.954419e-7,0.000009945593,0.0008647412],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4600871,"threshold_uncertainty_score":0.9980811,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2112973645","doi":"10.1002/tea.20271","title":"Written extended‐response questions as classroom assessment tools for meaningful understanding of evolutionary theory","year":2008,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Schematic; Evolutionary theory; Mathematics education; Descriptive research; Computer science; Concept learning; Psychology; Science education; Knowledge level; Epistemology; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.4041362163973832,"gpt":0.5753339453363949,"spread":0.1711977289390117,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.09775683,0.00007583769,0.0001944687,0.0017314,0.003509327,0.0002220623,0.001154381,0.00006338473,0.00009680639],"category_scores_gemma":[0.03537248,0.00006598663,0.00009690766,0.001766222,0.003639344,0.002447078,0.00009316643,0.0009954907,0.000003243389],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00223576,"about_ca_system_score_gemma":0.01284175,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003834287,"about_ca_topic_score_gemma":0.00008455531,"domain_scores_codex":[0.9920259,0.003534147,0.0005419007,0.0002430447,0.002967558,0.0006874378],"domain_scores_gemma":[0.988552,0.009691461,0.0003039656,0.0001921177,0.0009266573,0.0003338144],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003391794,0.0003339572,0.01577686,0.00001058218,0.000008050509,0.00002730119,0.07359872,0.0002318783,0.00684182,0.8933582,0.001163154,0.008310335],"study_design_scores_gemma":[0.0006633407,0.0008485359,0.09427074,0.0003717349,0.00000655024,0.0001499958,0.5772742,0.0007976413,0.0001498368,0.3126529,0.01262286,0.0001916176],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.946898,0.0001701268,0.01761611,0.01357685,0.0007957097,0.0003526691,0.000002931312,0.00001396982,0.02057363],"genre_scores_gemma":[0.988373,0.0001152269,0.01063815,0.00005819058,0.0002330959,0.000008580918,2.023834e-7,0.000005224706,0.0005683289],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5807052,"threshold_uncertainty_score":0.9990722,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1976183541","doi":"10.1002/tea.10114","title":"Emergence, flexibility, and stabilization of language in a physics classroom","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Flexibility (engineering); German; Phenomenon; Mathematics education; Science education; Teaching method; Sociology; Epistemology; Linguistics; Psychology; Mathematics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.2536883806218043,"gpt":0.5679914771303536,"spread":0.3143030965085493,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.05909484,0.00004040591,0.0001212574,0.0007748283,0.0003997482,0.00009164362,0.0004527692,0.00003182555,0.00006983243],"category_scores_gemma":[0.01240455,0.00003475535,0.00002099864,0.002723478,0.001520364,0.001041799,0.00004324599,0.0006082578,8.960782e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001912775,"about_ca_system_score_gemma":0.002377667,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001438646,"about_ca_topic_score_gemma":0.001632506,"domain_scores_codex":[0.9960831,0.001525146,0.0003539086,0.0001608738,0.001465539,0.0004114327],"domain_scores_gemma":[0.9986157,0.0006072752,0.0001436881,0.0001164439,0.0003508766,0.00016599],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001086692,0.0002251843,0.6231441,0.00001832637,8.202751e-7,0.000005162713,0.2514529,0.0002357446,0.009251681,0.07770364,0.00006031657,0.03789131],"study_design_scores_gemma":[0.0005204205,0.0002206465,0.06983254,0.0002470386,0.000001713744,0.00000909238,0.8751823,0.001964074,0.002185719,0.047559,0.002125908,0.0001515106],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9828617,0.0001532818,0.0003150283,0.0007296975,0.0002306891,0.0001010679,2.148836e-7,0.000002198538,0.01560612],"genre_scores_gemma":[0.9981186,0.00009975098,0.001620726,0.00001451214,0.00006943963,0.000001019007,3.427342e-8,0.000001862907,0.00007400503],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6237295,"threshold_uncertainty_score":0.9959144,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1487557252","doi":"10.1002/tea.21153","title":"The synergistic effect of affective factors on student learning outcomes","year":2014,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Environmental Education and Sustainability","field":"Environmental Science","cited_by":48,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Victoria","funders":"National Science Council","keywords":"Science education; Psychology; Mathematics education; Phenomenon; Environmental education; Student engagement; Identity (music); Nature of Science; Social psychology; Pedagogy; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.02417867988641118,"gpt":0.4265226025004368,"spread":0.4023439226140256,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.03690409,0.00008250771,0.0001718687,0.0002123512,0.0007530598,0.00008179247,0.0007898232,0.0000220982,0.00003403562],"category_scores_gemma":[0.01308633,0.00004299054,0.00006007238,0.0004992221,0.001632093,0.0002971859,0.0002652002,0.001146624,0.000008990551],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001154467,"about_ca_system_score_gemma":0.00005091821,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000206803,"about_ca_topic_score_gemma":0.00002080962,"domain_scores_codex":[0.9951767,0.001980526,0.0002955468,0.0001789828,0.001990309,0.0003779638],"domain_scores_gemma":[0.9942527,0.005193484,0.0001778683,0.0002077863,0.00002425693,0.0001438718],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00002072161,0.000106475,0.972463,0.000005022337,0.000002397745,0.000001721659,0.00256362,0.005335716,0.003589192,0.0003307055,0.00001479808,0.01556661],"study_design_scores_gemma":[0.0002081997,0.00103541,0.9893338,0.0000321167,0.000001840134,0.000001506168,0.005641166,0.0004044957,0.002456244,0.0004586628,0.0003805885,0.00004597993],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9945447,0.000008162553,0.00006460434,0.0004429706,0.000142801,0.000153738,7.101918e-8,0.000002653875,0.004640274],"genre_scores_gemma":[0.9997894,0.00000766983,0.0000461438,0.00001120595,0.0000157093,0.000003007697,3.561203e-8,0.000004067603,0.0001228237],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02381776,"threshold_uncertainty_score":0.9952269,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2091134906","doi":"10.1002/tea.20160","title":"Proliferation of inscriptions and transformations among preservice science teachers engaged in authentic science","year":2007,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Mathematics education; Science education; Psychology; Observational study; Nature of Science; Pedagogy; Chemistry; Sociology; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.1898448581960635,"gpt":0.5316515786277104,"spread":0.3418067204316469,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.2804037,0.00007731323,0.0001620651,0.00639257,0.005214693,0.0006155771,0.001883964,0.00004913755,0.00003237072],"category_scores_gemma":[0.02667297,0.00006849969,0.00002896008,0.0111914,0.01471679,0.008150934,0.0001227351,0.001964381,0.000001947604],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009982019,"about_ca_system_score_gemma":0.008563312,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00236089,"about_ca_topic_score_gemma":0.004753218,"domain_scores_codex":[0.9919619,0.001315144,0.0007703355,0.0003320219,0.004580809,0.001039805],"domain_scores_gemma":[0.9962886,0.001251715,0.0002657378,0.0002165106,0.001457827,0.0005195946],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00002140322,0.0002330285,0.2161984,0.00001729296,9.216081e-7,0.000004133469,0.6804488,0.0001718567,0.0671232,0.02215045,0.00001750129,0.01361302],"study_design_scores_gemma":[0.0003686683,0.0001275681,0.6137555,0.0002358218,0.000002214884,0.00001122911,0.3766984,0.002194229,0.003004248,0.003023026,0.0004674994,0.0001115749],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9817571,0.00005631113,0.000466517,0.00213364,0.0003226846,0.000309239,4.222088e-7,0.000007397285,0.01494667],"genre_scores_gemma":[0.9980715,0.00003904444,0.001662551,0.00002163125,0.00008046051,0.000003919,7.152438e-8,0.000003001016,0.0001178115],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3975571,"threshold_uncertainty_score":0.9970572,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3163486026","doi":"10.1002/tea.21695","title":"“Anybody can do science if they're brave enough”: Understanding the role of science capital in science majors' identity trajectories into and through postsecondary science","year":2021,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Career Development and Diversity","field":"Social Sciences","cited_by":45,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; McGill University","funders":"","keywords":"Science education; Identity (music); Outreach; Science communication; Science, technology, society and environment education; Social science education; Sociology; Outline of social science; Capital (architecture); Mathematics education; Pedagogy; Psychology; Political science; Law","retraction":null,"screen_n_in":null,"score":{"opus":0.07774665484752874,"gpt":0.4145097926961916,"spread":0.3367631378486629,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","bibliometrics","sts","scholarly_communication","open_science"],"consensus_categories":["metaresearch","sts","scholarly_communication"],"category_scores_codex":[0.1198247,0.0001916977,0.000361975,0.003987316,0.01438813,0.004171754,0.006611838,0.00006171699,0.00003243833],"category_scores_gemma":[0.01538626,0.0001525472,0.00007023075,0.02261365,0.09770682,0.01921935,0.002971401,0.001642364,0.000001400565],"about_ca_system_candidate":true,"about_ca_system_consensus":true,"about_ca_system_score_codex":0.00596054,"about_ca_system_score_gemma":0.05029677,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01363621,"about_ca_topic_score_gemma":0.01261738,"domain_scores_codex":[0.9835376,0.0005111333,0.0006794196,0.000998892,0.01230729,0.001965704],"domain_scores_gemma":[0.9943892,0.0008680238,0.0003911759,0.0005099383,0.00318402,0.0006576416],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002531617,0.00008966002,0.1019398,0.00001748448,0.000002573611,0.0000930541,0.5144874,0.00003731709,0.1411051,0.2393452,0.00000357488,0.002853484],"study_design_scores_gemma":[0.0003435411,0.0001121044,0.1013061,0.0003126424,0.000004410576,0.00006722419,0.7739729,0.0001552083,0.01774585,0.105708,0.00005043339,0.0002215073],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9790426,0.0004352619,0.00008022061,0.001816051,0.0007698449,0.0002624896,0.000003408995,0.00001075418,0.01757941],"genre_scores_gemma":[0.997938,0.0001790014,0.001714277,0.00004475907,0.0000934516,0.00000163947,9.387248e-8,0.000005873741,0.00002295329],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2594855,"threshold_uncertainty_score":0.9987628,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4280642105","doi":"10.1002/tea.21778","title":"Gender representation and academic achievement among <scp>STEM‐interested</scp> students in college <scp>STEM</scp> courses","year":2022,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Career Development and Diversity","field":"Social Sciences","cited_by":45,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Waterloo","funders":"National Science Foundation of Sri Lanka; Bill and Melinda Gates Foundation; Raikes Foundation; National Science Foundation","keywords":"Graduation (instrument); Representation (politics); Mathematics education; Psychology; Academic achievement; Gender gap; Women in science; Mathematics; Sociology; Gender studies","retraction":null,"screen_n_in":null,"score":{"opus":0.1934201498925908,"gpt":0.4656698606519581,"spread":0.2722497107593673,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.04800104,0.0001298047,0.0002837091,0.002169834,0.00251581,0.0004379311,0.001970255,0.00007645083,0.000009159767],"category_scores_gemma":[0.002578828,0.0001283683,0.00006565374,0.002602055,0.00107816,0.001966417,0.001565021,0.002530613,0.00000315662],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001914642,"about_ca_system_score_gemma":0.001367699,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001666961,"about_ca_topic_score_gemma":0.001014899,"domain_scores_codex":[0.9893724,0.002334934,0.000630031,0.0004422504,0.006276583,0.0009438088],"domain_scores_gemma":[0.9967937,0.001936595,0.0003747485,0.0001690521,0.0003183077,0.000407634],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000008996566,0.0001183006,0.9172528,0.00001200126,0.00001047847,0.0002072038,0.07707847,0.0001425301,0.0005256525,0.0009875656,0.002776918,0.0008790588],"study_design_scores_gemma":[0.0006846155,0.00009593712,0.5986279,0.0001076019,0.000005091964,0.00001874663,0.3968675,0.000123972,0.0001150814,0.0006906329,0.002626492,0.00003651036],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9936796,0.000321815,0.00002227227,0.0006186,0.0005977647,0.0004621931,0.000006056449,0.00001378405,0.004277939],"genre_scores_gemma":[0.9979144,0.0002003752,0.0001395356,0.00006513689,0.0001022579,0.00001211921,6.197489e-7,0.000007666096,0.001557919],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.319789,"threshold_uncertainty_score":0.9997706,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2018277211","doi":"10.1002/tea.10030","title":"Structural characteristics of university engineering students' conceptions of energy*","year":2002,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba; University of Prince Edward Island","funders":"","keywords":"Paragraph; Mathematics education; Energy (signal processing); Curriculum; Psychology; Science education; Pedagogy; Mathematics; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1868312501713779,"gpt":0.4896802766956428,"spread":0.3028490265242649,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01437608,0.00003681533,0.0001310497,0.0009346831,0.0004868172,0.0000605281,0.001124044,0.00002844316,0.0001414676],"category_scores_gemma":[0.003281411,0.00003394292,0.00003836182,0.001460085,0.001389439,0.000744228,0.00008359904,0.0004640167,8.395597e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002671804,"about_ca_system_score_gemma":0.0005343694,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008589572,"about_ca_topic_score_gemma":0.00008330394,"domain_scores_codex":[0.9970164,0.0005236082,0.0002751734,0.00009348774,0.001798351,0.0002930007],"domain_scores_gemma":[0.9983764,0.0006207963,0.0002125736,0.00009792696,0.0005247639,0.0001674915],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00002973093,0.0002851597,0.6498038,0.00002625622,0.00001093058,0.00002766722,0.1814536,0.0005075334,0.02000332,0.1157859,0.0002759717,0.03179022],"study_design_scores_gemma":[0.0007130342,0.0003523261,0.7584757,0.0004385609,0.000008302866,0.00002245574,0.2180594,0.005161412,0.0007889861,0.0008085998,0.01494934,0.0002217918],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9963665,0.00003384627,0.0001605784,0.0007233492,0.0003480429,0.00003246454,0.000001337639,0.000002605626,0.002331302],"genre_scores_gemma":[0.9988909,0.0001011551,0.0006465875,0.00000625673,0.0001089226,8.782816e-8,4.997689e-8,0.00000144481,0.0002446124],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1149773,"threshold_uncertainty_score":0.5119447,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1989412404","doi":"10.1002/tea.20259","title":"Representations of scientists in Canadian high school and college textbooks","year":2008,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Perceptions","field":"Psychology","cited_by":42,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Victoria","funders":"","keywords":"Rhetorical question; Mathematics education; Semiotics; Sample (material); Sociology; Domain (mathematical analysis); Psychology; Pedagogy; Epistemology; Linguistics; Chemistry; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.2033052818111842,"gpt":0.5371441528203745,"spread":0.3338388710091903,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01547639,0.00004652075,0.0001224869,0.004371601,0.0007190212,0.00005935854,0.0006045121,0.00003533147,0.000502426],"category_scores_gemma":[0.00270311,0.00004140787,0.00002133822,0.002540367,0.001939049,0.0006251129,0.00005223654,0.0008238463,0.00001962736],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004463055,"about_ca_system_score_gemma":0.003747806,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.2200642,"about_ca_topic_score_gemma":0.09150297,"domain_scores_codex":[0.9974838,0.0004262534,0.000395868,0.0002135523,0.0009512242,0.0005293115],"domain_scores_gemma":[0.9984327,0.000347368,0.0001030778,0.0002168548,0.0003370097,0.0005629985],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000124452,0.0001305661,0.9453988,0.000003805106,0.000001790187,0.0001225968,0.02694187,0.00005989891,0.005195013,0.01679679,0.003549784,0.001786656],"study_design_scores_gemma":[0.0002969331,0.00006922292,0.9818822,0.00006297381,5.307083e-7,0.0003262229,0.01504237,0.0001011521,0.000035096,0.00105016,0.001091107,0.00004201114],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9722747,0.00005788053,0.00001227007,0.002911403,0.00047898,0.0001156717,0.00000507665,0.000001631734,0.02414235],"genre_scores_gemma":[0.9971315,0.00001719942,0.001418682,0.00004836699,0.00006289905,0.00000404299,1.809635e-7,0.000002771357,0.001314312],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1285612,"threshold_uncertainty_score":0.9250748,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2324169338","doi":"10.1002/tea.21318","title":"Visualizing biological data in museums: Visitor learning with an interactive tree of life exhibit","year":2016,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Animal and Plant Science Education","field":"Psychology","cited_by":42,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Science North","funders":"Engineering and Physical Sciences Research Council; National Science Foundation","keywords":"Visitor pattern; Gesture; Tree (set theory); Visualization; Baseline (sea); Computer science; Psychology; Cognitive psychology; Human–computer interaction; Artificial intelligence; Biology; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.2970235394814559,"gpt":0.5375220269685731,"spread":0.2404984874871172,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02724882,0.00007500262,0.0002040438,0.001273046,0.0001887601,0.00007744052,0.001505512,0.00004824082,0.00007875329],"category_scores_gemma":[0.005000514,0.00003932047,0.00001752186,0.001039388,0.000781183,0.002300448,0.0002250924,0.001104343,0.000008938184],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001591546,"about_ca_system_score_gemma":0.0005581451,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005058435,"about_ca_topic_score_gemma":0.0001298523,"domain_scores_codex":[0.9964393,0.001308929,0.0004415142,0.0003626556,0.0009670132,0.0004805705],"domain_scores_gemma":[0.9973271,0.001670476,0.0003082815,0.000273576,0.0002095274,0.000211036],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0008898925,0.0004137852,0.8314112,0.000005936337,0.000005783853,0.00007368021,0.01594571,0.0000181534,0.08639022,0.001173654,0.00006504746,0.06360688],"study_design_scores_gemma":[0.001073595,0.003988131,0.9106887,0.001125325,0.000002123785,0.0001827184,0.07988632,0.001162175,0.0005468791,0.0005203194,0.00065603,0.0001676993],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9966155,0.00005203349,0.000701389,0.0009034454,0.0001980579,0.00007639472,0.000001858639,0.000004664959,0.0014467],"genre_scores_gemma":[0.9983346,0.00001813017,0.001387807,0.00001627636,0.0001993749,0.000001463429,5.260803e-7,0.00000396225,0.00003787719],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08584334,"threshold_uncertainty_score":0.9443951,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2122607195","doi":"10.1002/tea.20422","title":"Cultural diversity in science education through <i>Novelization</i>: Against the <i>Epicization</i> of science and cultural centralization","year":2011,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":41,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Diversity (politics); Sociology; Science education; Unitary state; Cultural diversity; Face (sociological concept); Globalization; Epistemology; Social science; Pedagogy; Mathematics education; Psychology; Anthropology; Political science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.2730437705535902,"gpt":0.5127122237696398,"spread":0.2396684532160496,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.0494649,0.00007202012,0.0001199475,0.001244536,0.005009833,0.0004618589,0.001533618,0.0000327697,0.00001384593],"category_scores_gemma":[0.02168272,0.00005018782,0.00001757942,0.0103175,0.01483818,0.009277386,0.000352902,0.000744455,0.000001052611],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008242364,"about_ca_system_score_gemma":0.008239976,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003668262,"about_ca_topic_score_gemma":0.0002919046,"domain_scores_codex":[0.9948065,0.0007682811,0.0004282734,0.0002587877,0.00322388,0.0005142528],"domain_scores_gemma":[0.9935595,0.0003142381,0.0005181064,0.0001527102,0.00532121,0.0001341954],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001919412,0.0002226923,0.2329276,0.0000122728,0.000001385112,0.000001013167,0.559253,0.0001033985,0.009014961,0.1907491,0.0001737792,0.007521564],"study_design_scores_gemma":[0.0003568781,0.0001054677,0.3331999,0.0003732916,0.000004436235,0.00001087949,0.6505459,0.0005707059,0.003582059,0.003840833,0.007243338,0.0001662901],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9612454,0.00009399509,0.0002244759,0.003282179,0.0006287446,0.0002156694,3.081602e-7,0.000005470035,0.0343038],"genre_scores_gemma":[0.997097,0.0002642636,0.002273948,0.0001946607,0.00009701904,0.000001545848,2.453726e-7,0.00000250579,0.00006886647],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1869083,"threshold_uncertainty_score":0.9973824,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2030525854","doi":"10.1002/tea.20332","title":"Scientific literacy and contexts in PISA 2006 science","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Educational Assessment and Pedagogy","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Government of New Brunswick","funders":"","keywords":"Scientific literacy; Science education; Popular science; Literacy; Library science; Citation; Mathematics education; Sociology; Computer science; Pedagogy; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1456606794854489,"gpt":0.5959413946273923,"spread":0.4502807151419433,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication"],"consensus_categories":["sts"],"category_scores_codex":[0.08456427,0.00006174137,0.0001383078,0.003265236,0.002212568,0.001931181,0.001236415,0.00003064359,0.00002237804],"category_scores_gemma":[0.004046687,0.00005227042,0.00002289714,0.004336147,0.005302144,0.004599872,0.00009574103,0.000990683,0.000003784079],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006826748,"about_ca_system_score_gemma":0.006093657,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008712576,"about_ca_topic_score_gemma":0.0006196318,"domain_scores_codex":[0.9947572,0.0005514682,0.0003826131,0.0002990212,0.003210946,0.000798723],"domain_scores_gemma":[0.9979023,0.0006791459,0.0001385067,0.0001398366,0.0008052565,0.0003349592],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003489032,0.0004366227,0.4262337,0.000009721231,0.000001015602,0.00006397151,0.1261387,0.00003721067,0.02178387,0.2132498,0.0004430316,0.2115674],"study_design_scores_gemma":[0.0006310859,0.0003240355,0.8351434,0.0005858809,0.00000144676,0.00003765557,0.03246873,0.0005088714,0.0002784591,0.1064394,0.02337194,0.0002090135],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9686056,0.0003835708,0.00001923683,0.01258773,0.0004203006,0.0001168924,3.716601e-7,0.000003899674,0.01786234],"genre_scores_gemma":[0.9975796,0.00005605694,0.001513729,0.00007792976,0.0002088703,9.545472e-7,7.385133e-8,0.000001788077,0.0005610486],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4089097,"threshold_uncertainty_score":0.9995409,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1988888717","doi":"10.1002/tea.20245","title":"The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community‐based science projects","year":2007,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Diverse Educational Innovations Studies","field":"Agricultural and Biological Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Curriculum; Framing (construction); Discipline; Mathematics education; Context (archaeology); Pedagogy; Integrated curriculum; Science education; Sociology; Psychology; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.1745288448804819,"gpt":0.4777921908135513,"spread":0.3032633459330694,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.08595631,0.00007139333,0.00009194283,0.0003566882,0.005176801,0.0006594264,0.00113668,0.00001582357,0.000005051303],"category_scores_gemma":[0.004206088,0.0000226355,0.00001939469,0.003644706,0.001762325,0.000564982,0.0002679733,0.001959439,0.000001168019],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005371986,"about_ca_system_score_gemma":0.0003489893,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002360888,"about_ca_topic_score_gemma":0.004668924,"domain_scores_codex":[0.9964709,0.0007995578,0.0004258002,0.0001493684,0.001639138,0.0005152468],"domain_scores_gemma":[0.9939191,0.004746385,0.0002060844,0.00006278467,0.0009954663,0.00007014257],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000126953,0.0001805298,0.8659121,0.000002613767,0.000002400599,0.000005425125,0.005133009,0.00003191355,0.01615027,0.01647563,0.0001035224,0.09598985],"study_design_scores_gemma":[0.0001142953,0.000260447,0.513463,0.0001332104,5.869535e-7,0.000005926658,0.4834741,0.0001619342,0.0003736586,0.0003883499,0.001580897,0.00004367518],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9850932,0.00005407701,0.00000436451,0.01372469,0.00009017779,0.0002142357,4.342611e-7,0.000004724485,0.0008141443],"genre_scores_gemma":[0.9995921,0.00002041196,0.0001245253,0.00019357,0.00004815006,0.000006410976,3.892218e-7,5.41655e-7,0.00001389405],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.478341,"threshold_uncertainty_score":0.9961183,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2895256255","doi":"10.1002/tea.21467","title":"Individual and collective agencies in China's curriculum reform: A case of physics teachers","year":2018,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Agency (philosophy); Pedagogy; Mathematics education; Context (archaeology); Negotiation; Professional development; Sociology; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.2382011090146312,"gpt":0.5218439405786254,"spread":0.2836428315639942,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.03190457,0.00006548261,0.0002083973,0.001046474,0.001148542,0.0001172777,0.0005461661,0.00005656737,0.000008246653],"category_scores_gemma":[0.004526576,0.00005330139,0.00003457558,0.002364811,0.004325129,0.0007588554,0.0001144703,0.001268174,6.799425e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002004838,"about_ca_system_score_gemma":0.003481462,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02156194,"about_ca_topic_score_gemma":0.004371806,"domain_scores_codex":[0.9967459,0.0008727876,0.0003468069,0.0001809225,0.001312269,0.0005413491],"domain_scores_gemma":[0.9987621,0.0003412241,0.0001932216,0.0001006185,0.000367194,0.000235647],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001638196,0.0001987288,0.07406587,0.00001012917,0.000005096874,0.0002079405,0.8893847,0.000005893946,0.0003806635,0.007259303,0.0002491186,0.0282161],"study_design_scores_gemma":[0.0005185569,0.0008731927,0.03455736,0.0003057136,0.000005341282,0.000196641,0.9492633,0.0001817311,0.0001236503,0.01278879,0.001045367,0.0001403348],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9758707,0.0001601356,0.00001984912,0.0007181425,0.0002265995,0.00008715875,8.525074e-7,0.000003805372,0.02291281],"genre_scores_gemma":[0.9981133,0.00003401994,0.001357104,0.000009424295,0.0003467127,0.000001728982,3.189522e-8,0.000003827363,0.0001339061],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05987854,"threshold_uncertainty_score":0.9983845,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1526461237","doi":"10.1002/tea.21141","title":"Reframing research on informal teaching and learning in science: Comments and commentary at the heart of a new vision for the field","year":2014,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal","funders":"","keywords":"Transformative learning; Cognitive reframing; Sociology; Science education; Epistemology; Grounded theory; Learning sciences; Learning theory; Field (mathematics); Pedagogy; Diversity (politics); Educational research; Experiential learning; Psychology; Social science; Qualitative research; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.2089336004512339,"gpt":0.6004201044970175,"spread":0.3914865040457837,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.2680061,0.00005885926,0.0001287377,0.001226337,0.008220742,0.0005929191,0.0008325612,0.00003717809,0.000008332235],"category_scores_gemma":[0.05755686,0.00003517996,0.00001941479,0.001525903,0.00297257,0.001542212,0.0004098077,0.004198964,5.998302e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003162521,"about_ca_system_score_gemma":0.0008258439,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00549871,"about_ca_topic_score_gemma":0.0005324383,"domain_scores_codex":[0.9925634,0.003794593,0.0003805635,0.0001901655,0.002463536,0.0006077329],"domain_scores_gemma":[0.9739011,0.0251243,0.0002395953,0.0001518436,0.0004417706,0.0001413894],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0003330879,0.0001487543,0.1370109,0.00003598002,0.000005800205,0.000001367578,0.3674417,0.0003074818,0.006826508,0.02257688,0.00786612,0.4574454],"study_design_scores_gemma":[0.0008919821,0.001725008,0.1429591,0.0008248087,0.000002643734,0.0000107083,0.37867,0.005020283,0.0004234085,0.001343702,0.4680164,0.0001118431],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8528748,0.00007622427,0.00008194635,0.1426685,0.0001510716,0.0002257474,8.529314e-8,0.000002244468,0.003919317],"genre_scores_gemma":[0.9970202,0.0000497131,0.001270873,0.001158152,0.0001828067,0.000003274317,7.148365e-8,0.000003398622,0.0003115175],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4601503,"threshold_uncertainty_score":0.9997408,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2147458616","doi":"10.1002/tea.20352","title":"To be or not to be? Discursive resources for (Dis‐)identifying with science‐related careers","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Formative assessment; Performative utterance; Science education; Discourse analysis; Pedagogy; Sociology; Discursive psychology; Psychology; Mathematics education; Epistemology; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1686942795964126,"gpt":0.4646931946023418,"spread":0.2959989150059292,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.01910897,0.0001494475,0.0003389597,0.003479959,0.002938907,0.001781401,0.001778122,0.00001929352,0.00007167198],"category_scores_gemma":[0.00445343,0.00008826199,0.00009170418,0.001626363,0.002623586,0.001911073,0.0002660259,0.0007515565,0.00000384478],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005025004,"about_ca_system_score_gemma":0.0006428006,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002950896,"about_ca_topic_score_gemma":0.002267771,"domain_scores_codex":[0.9945012,0.0001470255,0.0004978888,0.0004264568,0.003427165,0.001000209],"domain_scores_gemma":[0.9973698,0.0004371257,0.0001921794,0.000299048,0.001302606,0.0003992042],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000492285,0.0001709507,0.0004528667,0.00002457106,0.00005056464,0.0001893257,0.9311225,0.001444031,0.005966961,0.0347867,0.002598395,0.02270085],"study_design_scores_gemma":[0.0006837677,0.002691448,0.002999893,0.0009554689,0.00004368402,0.00003884281,0.9709496,0.0003292679,0.001097852,0.001361654,0.01850941,0.0003390554],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9617687,0.00009322629,0.0001595189,0.02434045,0.0002336587,0.000366828,0.000007446034,0.00001302539,0.01301719],"genre_scores_gemma":[0.9946771,0.000007016679,0.002439657,0.0006106538,0.0003011384,0.000007680701,2.033583e-7,0.00001001697,0.001946556],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03982716,"threshold_uncertainty_score":0.9992548,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2897423990","doi":"10.1002/tea.21523","title":"Evaluating the effects of analogy enriched text on the learning of science: The importance of learning indexes","year":2018,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Education and Early Childhood Development","funders":"Sixth Framework Programme; European Commission","keywords":"Analogy; Conceptual change; Reading (process); Concept learning; Psychology; Test (biology); Mathematics education; Artificial intelligence; Computer science; Epistemology; Linguistics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.2132627396254807,"gpt":0.5610157559815953,"spread":0.3477530163561146,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.07950629,0.00008315431,0.000224758,0.0006211377,0.00147217,0.00007931532,0.002086299,0.00004091436,0.0000477695],"category_scores_gemma":[0.03195847,0.00003719515,0.00006864082,0.002354152,0.0103536,0.0002683738,0.0002545883,0.002034822,0.000002138373],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001278983,"about_ca_system_score_gemma":0.001122515,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003292074,"about_ca_topic_score_gemma":0.00001709884,"domain_scores_codex":[0.9940043,0.002415347,0.0006353027,0.0002152957,0.002212171,0.0005175906],"domain_scores_gemma":[0.9869028,0.01071682,0.0009418334,0.0003539587,0.00103167,0.00005290729],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001900009,0.0001827874,0.5891805,0.00007014018,0.0000339791,0.000006395614,0.0627635,0.002759337,0.2264942,0.1034449,0.000159818,0.01471444],"study_design_scores_gemma":[0.0003400986,0.004536364,0.8382242,0.0005052533,0.000009864193,0.00005764074,0.1396876,0.001978685,0.004878246,0.009591185,0.0001093065,0.00008150787],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9895284,0.0004440909,0.00004408774,0.002451253,0.000396442,0.0001748051,1.242378e-7,0.00000244155,0.006958368],"genre_scores_gemma":[0.9994757,0.0000297879,0.0001737421,0.00003440685,0.0001544333,0.000005612519,3.707391e-8,0.000004846095,0.0001215005],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2490437,"threshold_uncertainty_score":0.9998278,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2328888181","doi":"10.1002/tea.21319","title":"Exemplification in science instruction: Teaching and learning through examples","year":2016,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Exemplification; Argumentation theory; Scientific literacy; Mathematics education; Conceptual change; Science education; Concept learning; Psychology; Generalization; Reading (process); Nature of Science; Computer science; Pedagogy; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.1883873598368767,"gpt":0.515397402302112,"spread":0.3270100424652353,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.04543608,0.0000910685,0.000168523,0.001751836,0.001444967,0.0002696742,0.000718401,0.00004557868,0.00003335403],"category_scores_gemma":[0.01215828,0.00006064206,0.00002080357,0.001606687,0.002419074,0.002648663,0.0002102245,0.002722702,0.0000125117],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002865694,"about_ca_system_score_gemma":0.0004599373,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005002598,"about_ca_topic_score_gemma":0.00002090812,"domain_scores_codex":[0.9957286,0.001393569,0.0004315062,0.0004230725,0.001359323,0.0006639608],"domain_scores_gemma":[0.9977293,0.001334782,0.0002311665,0.0001473575,0.000421621,0.0001357658],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00007288662,0.00009679951,0.1667159,0.00001602373,0.000002391752,0.00003422997,0.02795287,0.00001758604,0.05481666,0.01670985,0.00001163725,0.7335532],"study_design_scores_gemma":[0.002265977,0.001163571,0.8557137,0.002169099,0.000003967317,0.0008058585,0.1045269,0.0001611774,0.00179129,0.02459778,0.006476953,0.0003237754],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9835433,0.000223643,0.001790532,0.001696727,0.0002209569,0.00008132057,1.80153e-7,0.00001241745,0.01243086],"genre_scores_gemma":[0.9968243,0.00004751845,0.00265558,0.00003076604,0.0001492377,0.000005276428,4.330362e-8,0.000007274525,0.0002800084],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7332294,"threshold_uncertainty_score":0.999855,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2096609684","doi":"10.1002/tea.21158","title":"Science language<i>Wanted Alive</i>: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle","year":2014,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Dialogical self; Sociocultural evolution; Dialectic; Epistemology; Relation (database); Framing (construction); Sociology; Premise; Science education; Psychology; Pedagogy; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.1487915842090199,"gpt":0.5328279719277582,"spread":0.3840363877187383,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.1905728,0.000105403,0.0003258068,0.0008019754,0.001542668,0.000221521,0.001721639,0.00005519689,0.00003095027],"category_scores_gemma":[0.0376239,0.00005219783,0.00006898743,0.003255483,0.01304904,0.0005030445,0.0003508308,0.00360183,0.000006172992],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001062805,"about_ca_system_score_gemma":0.00045643,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006666702,"about_ca_topic_score_gemma":0.000008568721,"domain_scores_codex":[0.986371,0.009893779,0.000598471,0.0003473079,0.001996162,0.0007932691],"domain_scores_gemma":[0.9899133,0.008647732,0.0003533033,0.0004453801,0.000547939,0.00009230659],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.0005883325,0.0004884374,0.02458861,0.00002670147,0.00003128431,0.00005070269,0.2022245,0.0000826711,0.1062614,0.519127,0.0003803156,0.1461501],"study_design_scores_gemma":[0.01139993,0.003972439,0.7806869,0.001096515,0.0000501641,0.00119222,0.1060158,0.005188831,0.006273262,0.06610846,0.01736306,0.000652354],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.941563,0.0002349487,0.008869655,0.006311664,0.0004658306,0.0001612739,4.299392e-7,0.000009950508,0.04238322],"genre_scores_gemma":[0.9945985,0.00001192462,0.004730392,0.0002701349,0.0002734738,0.000003003375,4.272609e-8,0.000007795502,0.0001047452],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7560983,"threshold_uncertainty_score":0.9997572,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2768850143","doi":"10.1002/tea.21425","title":"The contribution of science‐rich resources to public science interest","year":2017,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Climate Change Communication and Perception","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"TheMuseum","funders":"","keywords":"Science education; Psychology; Diversity (politics); Metropolitan area; Demographics; Perception; Cognition; Social psychology; Demography; Sociology; Geography; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.7513706013868204,"gpt":0.6362287240479799,"spread":0.1151418773388405,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","scholarly_communication","open_science"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.1849214,0.00006036699,0.0001422648,0.00207815,0.02105195,0.003597201,0.008907625,0.00003304481,0.00001801754],"category_scores_gemma":[0.07406545,0.00004116131,0.00003998237,0.00328384,0.03375851,0.003884265,0.001328841,0.0009138757,0.000008520878],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00126838,"about_ca_system_score_gemma":0.00323196,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001143156,"about_ca_topic_score_gemma":0.004491103,"domain_scores_codex":[0.9934031,0.0007446926,0.0004737827,0.0002405665,0.004195001,0.0009428148],"domain_scores_gemma":[0.9936649,0.0008879608,0.0005025642,0.0007935805,0.003679784,0.000471274],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.00009214681,0.0002171612,0.1046533,0.000008450902,0.000003136738,0.000006202883,0.1615577,0.0000132414,0.2196538,0.2715582,0.0002764998,0.2419602],"study_design_scores_gemma":[0.0007396053,0.0006058843,0.5659388,0.0009378415,0.000004049654,0.00002432231,0.29715,0.000990079,0.003807633,0.01492099,0.1145995,0.0002812195],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9365601,0.00007552407,0.00003626428,0.03897308,0.0004723665,0.0001792357,5.592652e-7,0.000005500171,0.02369739],"genre_scores_gemma":[0.9989557,0.0004635605,0.0003052709,0.00003380848,0.0001644036,0.000003115157,4.56351e-8,0.000002636527,0.00007146893],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4612856,"threshold_uncertainty_score":0.9974372,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1973562194","doi":"10.1002/tea.20275","title":"Natural pedagogical conversations in high school students' internship","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Internship; Conversation; Natural (archaeology); Psychology; Pedagogy; Mathematics education; Science education; Medical education; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.3304474416214984,"gpt":0.6241920804576232,"spread":0.2937446388361248,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.08929852,0.0001070789,0.0002599725,0.002981546,0.0003590193,0.0002628102,0.001549741,0.00007408292,0.0001465787],"category_scores_gemma":[0.0106342,0.00008339356,0.00005508734,0.002001595,0.0005212458,0.0006524165,0.0001293516,0.007593336,0.00003557967],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007012421,"about_ca_system_score_gemma":0.0003592526,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003285728,"about_ca_topic_score_gemma":0.00001268045,"domain_scores_codex":[0.9911436,0.005138963,0.0006617028,0.0003133972,0.001982255,0.0007600966],"domain_scores_gemma":[0.997755,0.001232925,0.0002175027,0.0002474483,0.0003631632,0.0001839537],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002812673,0.0006814635,0.8554353,0.000005712647,0.00001145077,0.0005241161,0.04355308,0.0001267443,0.008662821,0.03840753,0.0005309509,0.05177959],"study_design_scores_gemma":[0.001045791,0.0005474035,0.9777991,0.0002283085,0.000001421622,0.0001043531,0.01489724,0.0001133528,0.0000408851,0.004528672,0.0005960686,0.00009744434],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9882428,0.0001105991,0.001296325,0.003519561,0.0007550943,0.0001164138,2.241898e-7,0.00001347734,0.005945476],"genre_scores_gemma":[0.9928071,0.000003097946,0.005835743,0.0002017193,0.0002678217,0.000001928083,2.249836e-7,0.000005949056,0.0008764552],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1223638,"threshold_uncertainty_score":0.9976996,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2148398013","doi":"10.1002/tea.21078","title":"Interpreting Student Views of Learning Experiences in a Contextualized Science Discourse in Kenya","year":2013,"lang":"en","type":"article","venue":"Journal of Research in Science Teaching","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Curriculum; Kenya; Pedagogy; Science education; Mathematics education; Kali; Sociology; Nature of Science; Psychology; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.2354410166032056,"gpt":0.6104382556159458,"spread":0.3749972390127402,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.1197957,0.00009895728,0.0003309693,0.004016532,0.001073424,0.0006483406,0.002833308,0.00004632903,0.0001924494],"category_scores_gemma":[0.02537827,0.00007854306,0.00005351656,0.0062865,0.008226287,0.004060116,0.0003175675,0.001813969,0.000008115569],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009957978,"about_ca_system_score_gemma":0.004816548,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008456322,"about_ca_topic_score_gemma":0.002839385,"domain_scores_codex":[0.9906013,0.002628648,0.001024896,0.0003904564,0.004235876,0.001118824],"domain_scores_gemma":[0.9965796,0.001645341,0.0004640361,0.0001957973,0.0007492148,0.0003659423],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001095086,0.0001642519,0.3051607,0.000004540812,4.738126e-7,0.000008194163,0.6602669,0.0001555448,0.008619835,0.0030459,0.00001773228,0.02254498],"study_design_scores_gemma":[0.0003038625,0.0001375863,0.06077168,0.0005595054,3.83613e-7,0.0000050415,0.9354647,0.001206535,0.0003165441,0.0007337699,0.0004110322,0.00008929583],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9829927,0.0001907627,0.00006018941,0.00310136,0.0005155909,0.000321142,6.391354e-8,0.000004802895,0.01281337],"genre_scores_gemma":[0.9988344,0.00008106806,0.0008147086,0.00003987119,0.00008100848,0.00002327073,2.315456e-8,0.000003817248,0.000121854],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2751979,"threshold_uncertainty_score":0.9981465,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}