Bibliographic record
Abstract
The purpose of this qualitative, phenomenological investigation was to explore \nwolf-focused education from the perspective of educators who work at various wolf \neducation centres and programs around North America. The research question was: \nWhat are the experiences of educators who work at programs that feature captive or wild \nwolves; in particular, what do these educators learn through both working with and \nteaching about wolves? The research sought: to better understand the learning that \nemerges from direct experiences humans have with other animals, in this case wolves; to \nfill a gap in the research on wolf education; and to explore and understand some of the \nethical aspects of wolf education and wolf conservation from the perspective of \neducators. Using a phenomenological methodology that drew from critical theory, \nmethods included 16 in-depth semi-structured interviews with 17 educators from 15 \ndifferent wolf programs around North America, a brief content analysis of the programs? \nwebsites, and observations of two wolf programs. Topics discussed with the educators \nincluded the purpose of their work, their ideas about how best to educate the public about \nwolves, their own ideas about wolves including what they had learned through observing \nand working with wolves, and their thoughts on wild wolf management and conservation. \nWhen it came to the experience of being a wolf educator certain motifs emerged that help \nelucidate the experience: the significance of political, regional, and cultural contexts; the \nkey role that scientific knowledge and learning has for many wolf educators; the \nimportance of ethics to the educators when it comes to teaching about and working with \ncaptive or wild wolves; the impact of direct experiences with wolves on how educators \nunderstand and feel about wolves; and finally, their engagement with conservation issues. \nThis research highlights the importance of education as one strategy for wolf \nconservation, especially if it does not shy away from the messiness of controversial \nconservation issues and helps people grapple with the social, ethical, regional, and \ncultural aspects of knowing wolves and our relationships as humans with them.
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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 | 0.000 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.068 | 0.004 |
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; both teacher heads agree on what is shown here.
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".