Learner Acquisition and Its Relationship with Constructivist Learner Roles in a Secondary Education Chemistry Curriculum in Québec/Canada
Bibliographic record
Abstract
This study aims to identify constructivist learner roles in acquisitions in the secondary education chemistry curriculum of the province of Québec / Canada. This research used document analysis as a qualitative research method. According to our findings; the “learner roles” in curriculum correspond with the “student roles” emphasized by the program. We found that these overlaps mostly cohere with “constructive learner roles”. These cohering constructive learner roles are i) the individual takes the control of the learning process, ii) the individual is selective, constructive and active in the learning process, iii) the individual carries out his/her responsibilities in constructive learning environments ,iv) the individual, constructs a meaning in his/her mind for knowledge acquired in the construction process and appropriates that knowledge, v) the individual communicates and discusses issues with other learners and teachers. Moreover, a clue indicating that a History-Technology-Society perspective was used as a background framework for generating the special approaches and goals for science learning has been encountered in the assumption of the constructivist learner roles. This clue is a quote from Albert Einstein: “Every day I remind myself that my inner and outer life are based on the labors of other men, living and dead, and that I must exert myself in order to give in the same measure as I have received and am still receiving” This clue can be generalized to contribution of education programs to teaching programs / the contribution of chemistry program to the educational program.
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How this classification was reachedexpand
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".