‘More than particle theory’: Action-oriented citizenship through science education in a school setting
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
The body of literature connecting science education and citizenship is growing, linked through the lens of scientific and technological literacy. The case study presented here offers a new analysis of science-civic engagement, examining the opportunity given to an Intermediate science class to include opportunities for activism and engagement with citizenship through the topic of waste management. A teacher encouraged her students to develop and implement Action Projects based around their own understanding of required change for waste reduction. By analyzing outcomes of the Action Project, the students’ personal change, and the factors influencing their change, it was found that the students formed new connections between science education and citizenship. They experienced authentic empowerment, contextual knowledge acquisition and exceptional teacher influence. Through their empowerment, they gained recognition of the impact that an individual can have on the wellbeing of self, society and environment. This case study points to the need to expand the study of the pedagogical interaction of science and action-oriented citizenship education.
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 | 0.006 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 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