Constructing Biology Curriculum for a Diverse Student Population: Opportunities for the Integration of STSE Education and Issues of Social Justice
Bibliographic record
Abstract
Science, technology, society, and the environment (STSE) education is both a part of the mandated science curriculum in Ontario schools and also a philosophical and theoretical positioning for a science teacher. The study seeks to understand how biology curriculum can be developed that is inclusive of a diverse student body with special attention to STSE education as a vehicle for integration with issues of social justice. Participants were provided with opportunities to explore their understanding of STSE education, their role and identification as teachers, and how they meet student needs, in relation to the curriculum development process. The research then is a confluence of three areas: inclusive curriculum, STSE/social justice, and teacher identification. This qualitative study uses individual interviews, group meetings, and participant action research to explore, how teachers, develop and implement inclusive science curriculum for a diverse student population, how science teachers understand themselves and their role, and, how teachers understand STSE/social justice perspectives and practices. Findings showed that this is difficult work. Teachers are faced with pressures such as assessment challenges inherent in STSE education, student attitudes related to what science teaching is, and personal and contextual barriers that influence curriculum development and implementation, teaching content and issues, as well as the action research cycle in general. Teacher development of a personal critical theory of teaching and understanding of the political, historical, and sociological context of teacher work is an ongoing question from this research. Findings may have impact on how teachers see themselves and understand their role, how they approach issues in their teaching, how they understand teaching as a political act, and how they use social justice issues as one part of an STSE-informed approach to more inclusive science teaching.
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.
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 | 0.007 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.006 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.001 | 0.002 |
| 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".