On Butterflies and Silences: Exploring Teachers' and Students' Experiences in High School Biology Classrooms
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
This paper is a hermeneutic inquiry into how students and teachers experience the biology classroom and how they navigate between expectations from external factors leading to classrooms that are focused on memorizing facts and the desire to engage students deeply in the discipline of biology. From data collected from semi-structured interviews with teachers and students, and an open-ended questionnaire, the paper explores the experiences and assumptions about teaching biology that is prevalent in the classroom. The inability of teachers or students to be able to point to memorable experiences within the classroom leads to a discussion of students’ experience of biology as a passive transmission of facts that are often considered irrelevant and boring. The paper explores the teachers’ sense of conflict between wanting to instill a love for biology in their students and their perceived role in preparing students to memorize information for tests and prepare students for post-secondary school.
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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 | 0.000 | 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