13. Conservation Education in the Kingston Classroom
Bibliographic record
Abstract
In order to sustain and improve global and local conservation efforts, each incoming generation must become informed and active within the conservation field. If education surrounding conservation can be improved and preserved, the importance of maintaining an intact natural world will be better understood and passed on. We hope to address this issue through examination of the current state of subject material surrounding conservation biology in the Limestone District School Board (LDSB) in Kingston, Ontario. Material in eachgrade will be analyzed and a report on the current state of environmental and conservation education will be prepared. We also hope to gather expert opinions on the questions relating to: what grade level conservation education will make the largest impact on and the current pressing issues in conservation biology. These expert opinions will be gathered from both researchers and educators here at Queens as well as teachers and administration in the school board. We hope to compile all information gathered, to then prepare five lessons for a conservation biology science unit. We hope to work in a classroom to teach one of these prepared unit lessons and get feedback on the lesson from both teachers and students.From all the information gathered we hope to provide a plan for improvement on the overall conservation curriculum in addition to designing a specific unit of conservation biology for elementary school students. The report will also examine the process of implementing curriculum into a school system, providing a tool for other conservation biologists who are inclined to improve the education system.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
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".