Investigating New Paths in the Teaching of Plant Processes in Elementary Schools
Bibliographic record
Abstract
The purpose of this researching study was to develop a teaching proposal and investigate the conceptualizations thatchildren make about the processes of plants (photosynthesis, respiration, transpiration).We undertook an innovativeimplementation on teaching living things to students of 10 to 11 years old (5th grade). The theoretical framework is theCultural-Historical Activity Theory that is inherently developed to understand the use of tools in human activity. Theresearching methodology followed a qualitative design, involving classroom observations and data analysis. The datawere classified as students' arguments before the implementation and students' arguments after the implementation.Also, we analyzed how biology education is progressing at schools, under the Cultural-Historical Activity Theoryframework. The findings and the results of the analysis were very optimistic and promising. Students participatedactively in all educational actions and achieved the goals of teaching the plant processes. Students were able after theteaching to explain in simple terms the concepts of plant processes and also developed positive attitudes and valuesabout living things.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".