Increase Motivation and Knowledge the Environment through Contextual Model
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 purpose of this exploratory study is to determine the development of curriculum Environmental Sciences which applies scientific lecture materials that are integrated in the environment, application of environmental knowledge, and character development curriculum on motivation. This study involved 45 students who were selected randomly. Data from samples were obtained by using a questionnaire. Validity and reliability of the survey instrument was conducted by performing a pilot study involving 30 students. The findings of the pilot study as a whole shows that each aspect has high reliability with Cronbach alpha values between 0.77 to 0.823. The findings of the study were analyzed using SPSS software 19.0. The analysis of the results showed that the development of curriculum Environmental Sciences which applies scientific lecture materials that are integrated in the environment is at a good level of motivation; the implementation of environmental knowledge is at the average or moderate level of motivation; and character development curriculum is at the high level of motivation. These findings provide information to various stakeholders to develop environment in order to engage students in a campaign or expansion activities in the environmental awareness among the public.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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