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Record W4367172049 · doi:10.5539/hes.v13n2p111

The Predictive-Observation-Explanatory (POE) Technology based Learning Management Results to Promote Scientific Explanations Making about the Change of the Substance for Primary School Students

2023· article· en· W4367172049 on OpenAlex

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.

venuePublished in a venue whose home country is Canada.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueHigher Education Studies · 2023
Typearticle
Languageen
FieldSocial Sciences
TopicEducational Methods and Outcomes
Canadian institutionsnot available
Fundersnot available
KeywordsPsychologyLesson planLearning ManagementLearning sciencesMathematics educationNonprobability samplingEducational technologySociologyPopulation

Abstract

fetched live from OpenAlex

The research aimed to 1) build and assess suitability of the learning management plan of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students, 2) to distill the lesson learnt of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students. The research was action research. The sample in the research consisted of: (1) a group of experts assessing the learning management approach, namely staff of teachers, teachers of science and experts of science learning management, accounting for 9 people and (2) the experimental group of learning management, namely 3 science teacher and 40 Year 5 primary school students. Purposive sampling was used to come up with a total of 52 people. The study results revealed that: 1) Building and assessing suitability of the learning management plan of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students has brought about the learning management plan for 3 learning management plans by using the total of 3 hours for learning. There is the process in organizing learning activities for 7 steps called “7P POE Technology based Learning Model” consisting of (1) Positive Stimulate, (2) Pre-debate, (3) Predict, (4) Post-debate, (5) Participant Observation, (6) Phenomenon Explanation and (7) Practice and the result of suitability assessment was at the highest level. 2) Distilling the lesson learned of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students has found that scientific learning competency called (Scientific Explanations Making Concepts consists of (1) Positive Definition, (2) Scientific Phenomenon Prediction and (3) Logical Thinking. This is important scientific learning competency which should be developed to primary school students in the future.

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 imitation

Not 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.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.319
Threshold uncertainty score0.998

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0030.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.002
Science and technology studies0.0040.000
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.176
GPT teacher head0.468
Teacher spread0.292 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it