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 chapter explores digital web-based tools for engaging learners and promoting inquiry-based STEM learning. Specifically the authors analyze a selection of technological supports in STEM education, including remote laboratories and simulations, within the context of inquiry based teaching and learning in physics. Teaching physics through inquiry continue to create high levels of anxiety amongst elementary school teachers, which in turn influences their pedagogical choices and limits the possibility of spontaneous events arising from student exploration in the classroom. The authors maintain that teachers will require professional development opportunities to work within the Technological Pedagogical Content Knowledge (TPACK) framework to ensure that they are able to select from a broad spectrum of technological supports. The authors highlight the potential of web-based digital tools to promote inquiry-based STEM learning, and engage both teachers and students, thus potentially improving attitudes toward teaching and learning STEM content through digital technologies.
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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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