Studies in chemistry education under the perspective of the animal issue: a review on the international literature
Bibliographic record
Abstract
Guided by the questioning about how issues related to animals are addressed in research aimed at teaching chemistry, we conducted a review in international journals in science, chemistry, education and animal ethics, seeking to identify a possible dialogue between the themes. Highlighting the novelty of these possible relations, the objective was to assemble a panoramic impression of it, assuming that inserting the animal theme in chemistry classes would improve learning, the development of values generally associated with a critical citizen, and would promote significant practices linked to the questioning of reality. In line with the themes of the works found, we built a theoretical basis on the issue between animal consumption and the future of the environment, followed by the methodology and analysis of the selected articles, divided into three categories: environmental chemistry as driving issue to construct scientific concepts, discussions on food and nutrition through a scientific view, and introduction of concepts, analysis and methods through food chemistry. The analyzed texts brought several aspects of the investigated relations, dealing with both food health and environmental problems. Along with that, they explored numerous pedagogical possibilities in order to raise awareness and make the teaching-learning process more attractive and effective. Among the conclusions, there is that animal ethics, through its various aspects, is either not contemplated or appears in a veiled way by publications in the area of chemistry education. We recognize that there is a long way to go in search of a new perception.
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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.010 | 0.015 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".