Educating the Imagination: Teaching for Sustainability through a Bioregional Literacy Curriculum
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In Canada, a national framework proposes to integrate learning outcomes into existing K-12 curricula to teach the values, skills and behaviours of sustainability. This article describes a research project designed to identify existing curricula that may contribute to education for sustainable development (ESD). The province of Newfoundland and Labrador, Canada, has a tradition of developing bioregional curriculum resources that reflect the unique landscape, history and culture of the province. This article presents research investigating the Newfoundland curriculum to determine to what extent it correlates with, and teaches to, the values of ESD as represented by the Decade for Education for Sustainable Development (2005–14) initiative. High school students involved in a four-week unit of study were carefully observed, and the texts they generated were analysed for themes of pedagogical value in an attempt to determine the potential of the Newfoundland bioregional curriculum to foster values associated with ESD. It was found that literacy curricula containing imaginative, creative texts can be used to deepen student awareness of the cultural and living landscapes in which they dwell. Further research is needed to support the use of existing curricular resources and the development of new bioregional curricula specific to unique cultures, communities and bioregions across Canada and other countries.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it