Interpreting Student Views of Learning Experiences in a Contextualized Science Discourse in Kenya
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
Abstract Despite the centrality of the informal manufacturing sector ( Jua Kali ) to the Kenyan society and its richness in scientific phenomena, there is no strong link between activities in the Jua Kali and school science. And, although there has been an ongoing public discourse in Kenya to industrialize, this hope is unlikely without connecting classroom science to the real world of the Jua Kali. In view of this concern, an interpretive case study was framed to investigate Kenyan high school students' views of contextualized science learning in culturally relevant real‐world science curriculum. This article reports the analysis of Kenyan students' views of contextualized science learning and school science curriculum and instruction elicited through an interpretive case study approach employing interview methods. The analysis of interview data reveals that the participating students interviewed expressed views that: (1) acknowledged the richness of Jua Kali in scientific phenomena and embedded science; (2) indicated existence of a lack of meaningfulness and relevance in existing science curriculum and instruction model; (3) revealed experience of resonance of group and real life learning strategies modeled in the curriculum unit with their preferred learning modes; and (4) revealed their metacognitive assessment of the traditionally used and the new contextualized science modeled learning strategies. Thus, this article offers insight about the Kenyan students on their journey through the experience of contextualized science learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 381‐407, 2013
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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 | 0.120 | 0.025 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.001 | 0.008 |
| Scholarly communication | 0.001 | 0.004 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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