The Diluted Curriculum: The Role of Government in Developing EcologicalLiteracy as the First Imperative in Ontario Secondary Schools
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
In 2000, the Ontario Ministry of Education removed Environmental Science from the secondary school curriculum as single-focus, stand-alone courses. Instead, the Ministrychose to integrate or “infuse” ecological concepts in other science and geography courses. In this study, surveys were sent out to science and geography teachers across theprovince. Teachers were asked whether or not they taught various topics, how much time they spent teaching these topics, and how much time they spent per course teachingoutdoors. The data collected from the surveys demonstrate that grade 9/10 and grade 11/12 science and geography teachers are, in fact, spending very little time teachingecological concepts. There is a limited and ineffective emphasis on learning about environmental science topics or promoting ecological literacy in the current curriculumguidelines. The results of the study indicate the failure of the “infusion model” for ecological education. The study suggests that in light of the serious challenges theecosphere faces in the future, ecological literacy must become the first imperative in the school curriculum.
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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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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