School science and its controversies; or, whatever happened to scientific literacy?
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
The 1980s saw the rise of the public understanding of science, as a movement and as a research field. The decade also saw the goal of K-12 science instruction reoriented toward the promotion of scientific literacy for all students. This paper explores the subsequent relationship of these two movements. It examines debates over K-12 science curricular reform, with particular focus on “civic scientific literacy,” the introduction of science, technology, and society (STS) issues into classrooms, and the gradual retreat from STS-oriented reforms. It discusses how those debates may have been influenced by findings from the public understanding of science, and argues that educational debates themselves provide an important resource for probing larger issues of public understanding.
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 | 0.028 | 0.026 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.013 |
| Science and technology studies | 0.007 | 0.017 |
| Scholarly communication | 0.003 | 0.006 |
| 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