New Venues for Science Teacher Education: Self-organizational Pedagogy on the Edge of Chaos
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
This paper describes our attempt to develop a pedagogical practice informed by the concepts of complexity applied to education. The context of our study was the science methods course within an elementary teacher education program. The practice, described here, has overlapped instruction and assignment; teaching and learning; science and the arts; formal and informal education. Prospective teachers, while working in teams of 4–5, taught mini-lessons about science topics to 6th and 7th graders in field settings, and then, collaboratively with the children, produced scientific/artistic digital videos about these topics. As a next step, prospective teachers shared their teaching experiences, classroom observations, and self-produced videos with their university peers. Upon completing this practice, many prospective teachers have changed their ways of thinking about science and science education. We discuss how this practice is informed by and further informs such concepts of complexity as self-organization, chaotic attractors, fluidity, fuzzy boundaries, the edge of chaos, improvisation, adaptation, and transformation.
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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 | 0.001 |
| 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