The Effect of Instruction on Children’s Knowledge of Marine Ecology, Attitudes Toward the Ocean, and Stances Toward Marine Resource Issues
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
This study examined grade 4 students’ knowledge of marine ecology, their attitude towards the seashore and ocean, and their stances (preservationist, conservationist, exploitive) towards marine resource issues before and after a classroom instructional unit. Students’ pre-instructional and post-instructional questionnaires, drawings and writing were collected and analyzed. Prior to instruction, the students’ knowledge level was low, however their ocean attitudes were positive and they were predominately preservationist and conservationist in their stances. The instructional unit was developed using a constructivist perspective with an emphasis on experiential learning and included field trips to the seashore and the investigation of a local marine resource issue (Pacific salmon stock depletion). After instruction, a significant increase in knowledge and positive attitude was evident. As well, students’ stances toward marine resource issues were less polarized. The results have implications for environmental education in general and marine ecology and resource management studies in particular.
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 it