Identifying Contradictions in Science Education Activity Using the Change Laboratory Methodology
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 study is based on an implementation of the basic steps of the Change Laboratory methodology (Engeström,Virkkunen, Helle, Pihlaja & Poikela, 1996) at the University of Ioannina. It was derived by a discussion withmaster’s students during a course about science education curricula in pre-school and primary education and theireffectiveness in the current educational system. Students’ engagement in Science Education is a multifaceted andcomplex process. Under a socio-cultural approach it constitutes an activity system which consists of several elementsand as a whole, is interconnected and interacting with more activity systems which interfere in the process. Theelement that connects all the above systems is the shared object which in the case we are studding is theenhancement of teachers’ confidence in teaching science education. The developmental work research methodology(Virkkunen & Newnham, 2013; Engestrom, 2015) was chosen in order the participants to reflect on the currentactivity, to identify the contradictions of the activity and propose solutions forming a new model. Within thisimplementation Engestrom’s triangular model of the Activity system (2001) is deployed and qualitative researchmethods are applied to analyze the content of the CL sessions occurred among participants. The findings of thisstudy attempt to examine the challenges of the participating teachers in teaching science education and how theirconfidence can be enhanced and furthermore, the CL methodology as a tool in professional development.
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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 | 0.008 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| 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