HACKING THE CHILDREN’S MUSEUM: ILLUMINATING MIDDLE YEARS SOCIAL STUDIES CURRICULUM IN PERMANENT EXHIBITIONS
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 present ongoing study, seeks to extend the educational resources that exist in the Manitoba Children's Museum's fixed exhibits by introducing social studies and arts into the educational methodology of STEM (Science, Technology, Engineering and Mathematics), where visitors learn such fields of teaching and ability to interact and play with the works of art. To be able to introduce a STEAM methodology, we will be inviting 15 5th graders from a school in Northeast-Winnipeg (Manitoba -Canada) to visit the Engine House exhibit -a true size train of the 1950's -for them to interact with the work and take notes on the relationship between the train and the place where the museum is located and the social studies curriculum of its corresponding curriculum. This is justified by the fact that the MCM is housed in a historic facility that once housed the Canadian Pacific Railway's Machine Repair Hall, which is also a significant content of the fifth-year syllabus. To introduce the Arts, we will use Museum Hacking, an active art methodology where visitors create artistic interventions such as photographs, montages and collages to present new narratives or shed light on aspects that had not been highlighted. In the case of participating students, this will be done through actions that use social studies and history that are already in their curricular system, as well as other theoretical-practical tools such as social semiotics and narrative theories. With the Engine House hack, we intend, first of all, to expand the educational possibilities of the fixed exhibitions at the MCM by introducing an important and necessary tool that is also justified by the historical importance of the place itself: the Social Sciences and the Arts. After this first initiative, we also intend to expand the actions of artistic intervention in other fixed works, to reveal new stories and expand other STEM for STEAM's, taking us to our final objective, which is to develop a new curriculum program with the MCM where other schools and other school years can also discover new narratives and new stories, using artistic-semiotic contexts. Finally, the expected result is that the artistic productions of the participating students can be organized in a future exhibition and that, also reveal important social aspects that give visibility to the excluded and provoke new ways of experiencing fixed exhibitions in other children's museums around the world.
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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 | 0.000 |
| 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