MERGING EARTH SCIENCE WITH ENVIRONMENTAL EDUCATION FOR TEACHERS THROUGH INQUIRY, CONSTRUCTIVIST AND PLACE-BASED LEARNING
Bibliographic record
Abstract
Recognizing the importance of interdisciplinarity and effective pedagogical implementation, Earth science is incorporated into three of the six modules of an Environmental Education course (EDU452) at Simon Fraser University for teachers, through inquiry, constructivist and place-based learning. The case study research encompasses two pilots with 52 participants in summer 2018 and 2019. Field observations, interviews and pre- and post-course surveys (MESEES) were employed to evaluate the course effectiveness and pedagogies. EDU452 increased students’ recognition of Earth Science being fundamental and relevant. Inquiry learning promoted engagement, yet careful design of overarching questions and guidance adjusted according to individual’s pre-existing knowledge and the conceptual difficulty are recommended. Constructivist and place-based learning are widely accepted by the participants for offering personal ownership of learning, engaging experiences, impactful visuals, and local relevance of knowledge. Conceptual and experiential learners have different understandings of the role of Earth Science. An integrated teaching strategy is believed to enhance the congruency across subjects.
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 | 0.000 | 0.000 |
| 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 | 0.005 |
| 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 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".