History education debates: Canadian identity, historical thinking and historical consciousness
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
espanolEste articulo profundiza en los debates historicos y actuales en Canada sobre la historia nacional y la ensenanza de la historia en el complicado escenario de trece jurisdicciones educativas de Canada. En este trabajo se analizan los debates sobre los contenidos en la ensenanza de la historia y en los libros de texto, asi como los enfoques en la escuela. Se analizan las formas en que un enfoque de pensamiento historico esta consolidandose en todo el pais en el periodo actual, con una mayor atencion a la investigacion en la ensenanza de la historia y su difusion y su mayor presencia en los planes provinciales. Se considera el papel del gobierno federal en estos cambios, las organizaciones privadas sin fines de lucro, y los proyectos financiados por el gobierno nacional, tales como el Historical Thinking Project y The History Education Network. EnglishThis article sets Canadian historical and current debates about national history and history education into the complicated scenario of Canada’s thirteen educational jurisdictions. It looks at debates in the past about the content of history courses and textbooks, as well as approaches to the teaching of history in schools. It discusses the ways in which a historical thinking approach to history education is thriving across the country in the present period, with increased attention to history education research and its dissemination, and an increased presence in provincial curricula. It considers the role in these changes of the federal government, nonprofit private organizations, and national government-funded projects, such as The Historical Thinking Project and The History Education Network.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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