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
Objective: Within Canada, health education is generally taught by teachers who are subject generalists, or subject specialists within other disciplines, with little-to-no formal teacher training in health education. Without teacher training related to curriculum and instruction in health education, teachers are effectively required to adapt their developing pedagogies to unique health contexts. This article highlights findings from a recent study in which pre-service physical education (PE) teachers implemented interactive drama (ID) as a pedagogical practice to engage adolescent students (aged 13–16 years) in meaningful learning opportunities related to particular health education curricular outcomes. Design: The study was part of a Service Learning Project (SLP) within a secondary physical education curriculum and instruction course at Atlantic Canada University. 1 During the SLP, pre-service PE teachers ( n = 21) engaged adolescent students ( n = 162) in ID presentations and discussions. After completion of the SLP, pre-service PE teachers shared their perspectives of ID as a pedagogical practice capable of meaningfully engaging themselves and their students within health education. Setting: Atlantic Canada University has a population of approximately 5,000 students, the majority of whom come from Atlantic and Eastern Canada. The SLP occurred at Melmerby School, 2 a P-12 school with a student population of approximately 500 students. Method: Applying case study methodology, the researchers examined pre-service PE teachers’ written responses to a post-SLP survey. These data were collected so as to gain an in-depth understanding of ID as a perceived appropriate pedagogical practice for health education. Results: Three primary themes were identified through the data analysis. These were: enabling teachers; engaging students; and real-life connections. Conclusion: ID can be a beneficial pedagogical practice for health education; it has the potential to benefit both pre-service PE teachers and their adolescent students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 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