Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards
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 The Next Generation Science Standards (NGSS) were designed to address poor science and math performance in United States schools by inculcating globally competitive science, technology, engineering, and mathematics literacies relevant to participation in future society. Considering the complex network of influences involved in the development of the NGSS, the purpose of this paper is to evaluate how educational values are embedded in the discourse of the standards. Using critical discourse analysis and content analysis, we evaluated how themes related to (i) performance, (ii) accessibility, and (iii) innovation and creativity are discursively constituted in the NGSS. Our analysis indicates the NGSS prioritizes: measurable and reproducible performances; the standards appear to be based on a conception of accessibility closely aligned with equality, and self‐investment, and; innovation and creativity are discursively constituted as attributes that can be developed through specific, prescribed practices. We discuss these findings in relation to the goals of the NGSS and potential teaching and learning outcomes resulting from education based on the standards.
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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 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