Exploring the Impact of Place-Conscious Pedagogy on Science Education
Bibliographic record
Abstract
Our research explores the impact of place-conscious pedagogy on science education in the context of small seaport and prairie communities in Canada. Place-conscious pedagogy offers hands-on opportunities for students to become active participants in understanding and applying scientific knowledge and methods in local environmental contexts. Our study is guided by two interrelated questions: what practices do place-conscious teachers offer science students and how do these teachers understand the impact of place-conscious pedagogy on science education? We explore these questions through in-depth teacher interviews and photographic documentation of related classroom practices and outcomes. This information is used to generate case studies that further our understanding of place-conscious pedagogy as a practical means of enhancing science education—a core curricular expectation—and as a support for fostering social transformation and environmental sustainability. Our presentation focuses on two such cases. One case enlisted high school students in a population count of the invasive green crab. The second case engaged elementary students in field observations of owls. A theme we explored in our case studies was the relationship between place-conscious pedagogy and transformative student agency. Our research indicates that when students actively participate in understanding and shaping the world around them, they learn to recognize themselves as transformative agents of change (Kelly & Pelech, 2019; Pelech & Kelly, 2020). These cases offer practical illustrations of teaching that can enhance prospects for making science meaningful to students and that promote long-term environmental and social transformation.
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 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 | 0.007 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.017 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".