A Journey of Change and Hope: An Autoethnography of my 40-Year Career as a Science Educator
Bibliographic record
Abstract
A major focus of my academic career has been bringing together the insights and critique, particular post-structural critiques, in the field of curriculum studies to the context and arena of school science education. Through autoethnographic analysis, I reflect on several “critical incidents” during my 40-year career in education and how these incidents led to epiphanies that resulted in changes of thinking and direction in my professional and personal life that led me to attempt a fusion of science education and curriculum theory. I have lived as a student, secondary school teacher, graduate student, teacher educator and university academic—with no evolution implied or intended in this sequencing—through a reflexive analysis of my experiences that uses recollection, published works and journal entries I reveal the need for a rapprochement of science education with reconceptualist curriculum theory. In this paper I argue that such partnerships presents possibilities for thinking about science education and for being science educators beyond our current technical-rational entrapment.
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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 | 0.011 | 0.024 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.020 | 0.028 |
| Scholarly communication | 0.010 | 0.007 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.004 | 0.012 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".