From Boring to the Sublime: Elementary Teacher Candidates' Memories and Perspectives of Social Studies Education
Bibliographic record
Abstract
Through the lens of elementary teaching candidates in Brantford, Ontario, Canada, this study investigates memories and perspectives of elementary Social Studies education. Primary source data include 149 journal entries and academic discourse from in-class journal sharing and discussion. Hence, this study is theoretically rooted in reflective practice (phenomenology) and traditional qualitative inquiry by using a richly descriptive end product. Results are consistent with literature in the field and can be categorized into two principal segments: (a) the majority of teacher candidates who exhibited negative memories of Social Studies, or no memories at all, both suggesting mundane and uneventful experiences; and (b) the minority of teacher candidates who had positive Social Studies experiences rooted in student-centered and collaborative group learning. Lastly, this article ends with a philosophical discussion that aims to elaborate on the overall results of the study, as well as comments on the current and future status of Social Studies education.
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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 | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.014 | 0.014 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.004 |
| 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".