Authentic science experiences as a vehicle to change students’ orientations toward science and scientific career choices: Learning from the path followed by Brad
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
Bringing a greater number of students into science is one of, if not the most fundamental goals of science education for all , especially for heretofore-neglected groups of society such as women and Aboriginal students. Providing students with opportunities to experience how science really is enacted—i.e., authentic science —has been advocated as an important means to allow students to know and learn about science. The purpose of this paper is to problematize how “authentic” science experiences may mediate students’ orientations towards science and scientific career choices. Based on a larger ethnographic study, we present the case of an Aboriginal student who engaged in a scientific internship program. We draw on cultural–historical activity theory to understand the intersection between science as practice and the mundane practices in which students participate as part of their daily lives. Following Brad, we articulate our understanding of the ways in which he hybridized the various mundane and scientific practices that intersected in and through his participation and by which he realized his cultural identity as an Aboriginal. Mediated by this hybridization, we observe changes in his orientation towards science and his career choices. We use this case study to revisit methodological implications for understanding the role of “authentic science experiences” in science education.
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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 | 0.006 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.009 |
| Science and technology studies | 0.012 | 0.018 |
| Scholarly communication | 0.002 | 0.004 |
| 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