Extreme freshwater events, scientific realities, curriculum inclusions, and perpetuation of cultural beliefs
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
The purpose of this research was to explore and open dialogue about possible connections between the scientific realities of extreme freshwater events (EFWE), a lack of EFWE-related curricular content in schools, and future teachers’ awareness and perceptions of EFWE. In phase one, an analysis of existing weather data demonstrated ongoing moderate to severe EFWE in the two regions under investigation, Queensland, Australia and Saskatchewan, Canada, at the time of data collection. In phase two, a content analysis of school curricula in the two regions shows a dearth of mandatory content related to EFWE, though Queensland, Australia had slightly more mandated content than did Saskatchewan, Canada. In phase 3, a survey of pre-service teachers in the two regions showed a demonstrable lack of recognition of undergoing moderate to severe EFWE at time of data collection, along with a general satisfaction with the current level of curricular coverage of the topic. While respondents’ overall concern was low, there were consistent regional differences. Queenslanders were more likely to recognize their lived experience with EFWE and perceived it to be a more important inclusion in school curricula than their Saskatchewanian counterparts. Taken together, results suggested that learned cultural truths were reflected in and perpetuated by school curricula. Results highlighted cultural denial of EFWE severity and a need to change false truths by increasing visibility of EFWE in mandated school curricula. The authors propose that results warrant further research and discussion as it relates to public policy and prioritizing EFWE in formal school curricula.
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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.010 | 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