Translations of scientific practice to “students' images of science”
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
Abstract In the science education research literature, it often appears to be assumed that students “possess” more or less stable “images of science” that directly correspond to their experiences with scientific practice in science curricula. From cultural‐historical and sociocultural perspectives, this assumption is problematic because scientific practices are collective human activities and are therefore neither identical with students' experiences nor with the accounts of these experiences that students make available to researchers. “Students' images of science” are therefore translated from (rather than directly correspond to) scientific practices. Drawing on data collected during and after preuniversity biology students' internships in a scientific laboratory, we exemplify the role of these translations in the production of “students' images of science.” A coarse‐grained analysis based on existing research showed our data to be comparable with earlier studies on “students' images of science.” A fine‐grained analysis shows how “students' images of science” were coproduced along a trajectory of translations that was determined by the use of particular actions and tools, and a particular division of labor in scientific practice. We propose to reconceptualize “students' images of science” as particular coproductions at a given point in time. The methodological and educational implications of this proposal are discussed. © 2008 Wiley Periodicals, Inc. Sci Ed 93: 611–634, 2009
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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 | 0.008 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.011 |
| Science and technology studies | 0.004 | 0.017 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.002 | 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