Bibliographic record
Abstract
This paper examines practice, growth and research associated with numerous experiential science, field studies and related place-based activities incorporated in a number Indigenous and rural communities in northern Canada. These approaches to science are presently being applied in the public school systems of the northern Canadian Territories (Yukon and Nunavut), and in numerous Cree and Dene Nation reserve schools in the northern Provinces of Alberta, Saskatchewan and Quebec. The research has followed students over a range of years following their engagement in these programs exploring their ongoing participation in the field of science and in community affairs. The capacity for communities to direct and manage their own educational programs has been a central concern particularly in rural, remote and Indigenous communities. Characteristics of peripheral communities provide opportunities to initiate and manage various conditions of social change. This paper identifies those characteristics that favor educational approaches that require changes in how schools organize time, teaching staff, and curriculum offerings. These include experiential and place-based science approaches. These approaches have shown a greater engagement and improved outcomes of Indigenous and rural students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.006 | 0.013 |
| Scholarly communication | 0.011 | 0.005 |
| Open science | 0.001 | 0.012 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".