Self Assessments of the Prospective Teachers about the Teaching Materials They Have Designed
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 purpose of the study is to reveal the self-evaluations of the prospective teachers on two-and three-dimensionalvisual teaching materials they have designed in the field of the pedagogical formation education. A qualitativeresearch method was used in the study. The study group was chosen from the prospective teachers who were enrolledin the pedagogical formation education at a state university in Turkey. A questionnaire consisting of three open-endedquestions was used. In this questionnaire, the prospective teachers were asked questions about the strengths andweaknesses of the instructional materials they designed and what kind of arrangements they would make if theydesigned the material again. The data were analyzed descriptively. The views of the prospective teachers on thestrengths of the instructional materials they design are collected under seven themes: the characteristics of us, theeffect on learning the relation with the subject, the preparation and construction process, the gains to the learners, thepresentation of the information and conformity. The opinions of the prospective teachers about the weaknesses of theteaching materials have been collected under five themes. In general, it is seen that the arrangements to be made inthe case of redesign are expressed in terms of the weaknesses.
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 | 0.005 | 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