Curriculum as an International Text: Evaluation of Global Education from Junior High School Students' Knowledge and Attitude in Taiwan
Bibliographic record
Abstract
This study is interested in understanding curriculum as an international text and evaluating the connections between junior high school students’ global knowledge and attitudes and the required national curriculum in Taiwan. The study also examines whether the global knowledge and attitudes vary by demographic variables. By using the Global Knowledge Scale and Global Attitudes Scale, data were collected from 1,017 students in central Taiwan and analyzed by descriptive statistics, chi-square and one-way MANOVA. The results of this study revealed that, first, the global knowledge of the junior high school students was insufficient, but their global attitudes were positive. Second, there was no gender difference in global knowledge but there was a difference in global attitudes. Third, ninth graders held significantly the highest knowledge and attitudes than eighth graders and seventh graders. Fourth, there was a socioeconomic status difference in global knowledge and attitudes. Finally, students with overseas travel experience have better global knowledge and attitudes. This study suggests that practitioners and researchers need to find practical ways to improve global education including curriculum design and implementation, teacher preparation, school environment, and students’ assessment.
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How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".