The influence of science clubs in low-income communities on children’s relationships toward school science?
Bibliographic record
Abstract
Informal science education has great potential to support equitable and ongoing engagement of a diverse range of participants with science. This study focuses on children from low-income neighborhoods in an East-Central province of Canada, who participated in an informal science education opportunity: a science club program. Using theory related to factors influencing a child’s science identity we examined the ways in which children compared science as experienced in club and school settings. Based on a qualitative methodology and case study research strategy, we conducted 14 focus group sessions with 45 children enrolled in the clubs. Our focus group questions did not ask children to compare club and school science but these comparisons emerged in the children’s conversations. Children made strong contrasts between their perceptions of the fun and exciting science of science clubs and the boring lack of learning that occurs in school science. We problematize the positioning of these two science educational contexts as being in opposition to one another and encourage science club providers to consider ways of harnessing the combined force of complementary formal and informal science provision.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.005 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".