شناسایی ابعاد، مؤلفهها و شاخصهای آموزش شیمی برای توسعة پایدار و بررسی میزان توجه به آنها در کتابهای درسی دورة دوم متوسطه
Bibliographic record
Abstract
The purpose of this study is to identify the dimensions and components of chemistry education for sustainable development and Surveying the Degree of Attention in the high School's chemistry Curriculum. The present study is a combination of non-experimental studies in terms of nature, non-experimental in terms of control over variables, applied researches in terms of purpose, and Shannon in terms of document analysis, comparative and entropy methods. The statistical population in this study were: high school chemistry textbooks, curricula, documents related to chemistry education for sustainability and UNESCO global documents. Purposeful sampling method and the countries of England, Canada and Finland were selected for comparison with Iran. The research findings identified 3 dimensions, 17 components and 81 indicators in chemistry education for sustainable development. In addition, the results of the study showed that in Iranian textbooks in the eleventh and twelfth grade, less attention has been paid to the components of the environmental dimension and more attention has been paid to the economic and social components. In the tenth grade, the components of chemistry in the society have received the least attention. The results show that the current situation of Iranian secondary chemistry curricula is not sufficient for sustainable development in comparison with other countries in terms of attention to skills training.
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.028 | 0.015 |
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".