Children Communicating Care Through Curiosity Walks
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
Children experience and grapple with the ongoing effects of climate change in their daily lives. While they did not cause climate change nor should they have to solve it, children deserve educational opportunities to understand why and how it occurs as they prepare to address it. In this Methods and Strategies article, we share how children engaged in place-based art, science, and literacy activities designed to support them in further cultivating relationships with their ecological community and to communicate their findings with other children engaging in the same process across the three coastal communities of Boston, Toronto, and San Diego. Specifically, we highlight how crafting representations of their noticings and wonderings from family walks in their ecological communities supported children to analyze the interactions within ecosystems and express concern and care for the natural world as they engaged in the science practice of asking questions. We share how elementary teachers can support children in cultivating relationships with their local community as they make observations and ask questions to understand how climate change impacts their ecological communities.
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 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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