Utility of Metric Conversion for Success in Introductory College Science Courses
Bibliographic record
Abstract
Cross-connections between the sciences and mathematics are emphasized through the Next Generation ScienceStandards and the Common Core State Standards in the United States. One topic that is a common bridge betweenmath and science is the concept of measurement and unit conversions in the metric/English system. This article usesa mixed-methods research design attempt to highlight the significance of this topic to demonstrate scientific literacyand for preparing students to be college ready. An analysis of content from college level introductory physicalscience textbooks, middle and high school math and science teacher surveys, clinical interviews and college studentsurveysare used to show how this critical concept may not be getting the attention it deserves in the US schoolsystems. Furthermore, the critical need to have specific questions related to this topic on standardized stateassessments has been suggested. The results indicate the need to reify this topic more extensively over the schoolyears, especially since the metric system of measurement is not a part of daily life in the United States.
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.
How this classification was reachedexpand
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 | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".