Polar bears, climate change, and trusted messengers: informing the Contextual Model of Transformative Learning Theory
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
Nature-based tourism is often touted as an inherently effective form of ecotourism, where visitors become ambassadors for the places they visit and participate in transformative experiences. However, research demonstrates that behavior change and transformative experiences remain elusive. This study builds upon the Contextual Model of Learning and Transformative Learning Theory by exploring visitors’ learning and behavior change at both in situ and ex situ polar bear tourism experiences. A detailed conceptual analysis and integration of existing literature provides evidence to support an integration of these learning frameworks to more effectively guide the intentional design of visitor experiences in order to target specific outcomes and domains of learning. This paper offers an important next step in providing a guiding process to facilitate and evaluate free-choice learning experiences that seek to offer visitors more intentionally designed, impactful, and potentially transformative experiences.
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 | 0.004 | 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 | 0.001 |
| 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