Mentoring teachers in the context of student-question-based inquiry: the challenges of the <i>Savanturiers</i> programme
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Student-Question-Based Inquiry (SQBI) represents a form of inquiry where pupils design their research questions, hypotheses, and protocols. The Savanturiers program aims at helping teachers overcome their potential apprehension of SQBI by matching hundreds of elementary and middle school teachers with mentors. These mentors are usually researchers or Ph.D. candidates. This contribution aims at describing various tensions that arose during the mentorship of SQBI in this program through the lens of Engeström’s activity theory. Field observations and semi-structured interviews with a sample of teachers suggested that numerous obstacles hindered mentor-practitioner collaborations. We identified at least three mechanisms that contributed to the paucity of interactions that we interpreted as contradictions of the activity system: mentors sometimes suggested activities that fell outside of the boundaries of curricula or were too time-consuming for a given group of learners. Alternatively, pupils’ agency, notably in the phrasing of research questions, could lead them to explore topics or approaches for which the mentor had little expertise.
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.
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 | 0.009 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 it