Experiences of Pre-School Teacher Candidates on the Development and Application of Slowmation in Science Education
Bibliographic record
Abstract
The purpose of the study is to examine the pre-school teacher candidates’ experiences in developing and using a Slowmation as an educational technique with young children. This study also aims at providing the pre-school teachers’ reflections on the whole development and application process. The study was carried out with 65 pre-school teacher candidates (46 of them are from day classes and 19 of them are from evening classes) who were studying in the pre-school education department in the spring term of the 2017–2018 academic year. The researcher used phenomenological research method which relied on these data resources: field notes, open-ended questions, videos and photos and semi-structured interviews. It was concluded that pre-school teacher candidates have developed their skills in using the Slowmation technique during the course. The researchers also concluded that the Slowmation technique, despite having some limitations, has a positive effect on pre-school students’ learning process of the science concepts and it could contribute significantly to their skill development process.
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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 | 0.001 | 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 | 0.000 | 0.000 |
| 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".