Undergraduate Science Majors’ orientations to science and teaching in an out-of-school-time science outreach program.
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
In this paper, we present learnings from a pilot study that brought pre-service teachers (PSTs) and undergraduate science majors (USMs) into contact with disadvantaged youth through science lessons offered in an out-of-school-time context. The program, Teaching Science in the Zone , had the goals of elicited youths’ science-related talk, and supporting their identity work. However, the success of the teaching project was limited, as preliminary analysis suggests that novice teachers were more focused on achieving instructional goals and ‘delivering content’ than on facilitating youths’ science talk, curiosity, and identification with science. Interview data along with video diaries, field notes and reflection data were collected from 6 PSTs and USMs participating in the program. This paper reports on three USMs identity work in relation to science and science teaching. Findings suggest that although they all discuss access to various forms of ‘science capital’ in narrating their trajectories into science, they do so in ways that suggest different forms of engagement with science. We argue that these different forms of engagement in science may impact the orientations USMs take to teaching science in OST contexts, and at the same time influence their science identity trajectories.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.006 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 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