Inter-connecting Aboriginal and Western Paradigms in Post-secondary Science Education: An Action Research Approach
Bibliographic record
Abstract
Very few Aboriginal[1] students are successful in science courses in the Western education system, particularly at the post-secondary level. Without a science background they are excluded from entering into science-related professions such as medicine, scientific research, science education, fields of engineering environmental and biological sciences to name a few. The result has been the severe under-representation of Aboriginal people and their voice in such professions. The vast array of literature that addresses the issue of Aboriginal success in post-secondary education is quantitative in nature and done “on” Aboriginal people by non-Aboriginal people. Very little qualitative data exists, that addresses this issue from the experiential voice and perspective of the Aboriginal people themselves. This paper addresses the results of focus group discussions with Aboriginal students, faculty, teachers and community members around the issue, from their perspective and voice, of what is needed for Aboriginal success in post-secondary education with a specific focus on science. [1] The research for this project was done in collaboration with members of the surrounding Blackfoot community, the Aboriginal community indigenous to Southern Alberta. The words Aboriginal, Indigenous, Native will be used interchangeably within this paper and are meant to be inclusionary of Aboriginal peoples. Blackfoot specifically refers to members of the surrounding Aboriginal community involved in this project.
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.
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 | 0.010 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 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) | 0.000 | 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 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".