Lessons on and from the dihybrid cross: An activity–theoretical study of learning in coteaching
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 During their training, future teachers usually learn the subject matter of science. However, they are largely left on their own when it comes to figuring out how to teach this subject matter, that is, how to find appropriate pedagogical forms. In this article we present a model of collective teaching and learning, which we term coteaching/cogenerative dialoguing , as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. As praxis, coteaching brings about a unity between teaching and learning to teach; cogenerative dialoguing brings about a unity between teaching and researching. Both are potential sites for deep learning. We articulate coteaching/cogenerative dialoguing in terms of activity theory and the associated first‐person research methodology that has been developed by critical psychologists as a method of choice for dealing with the theory–praxis gap. Our detailed case study highlights opportunities of learning subject matter and pedagogy by university professors who participate in coteaching/cogenerative dialoguing in an urban high school. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 253–282, 2002
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 | 0.066 | 0.030 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| 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