Addressing Barriers to STEM Education through Experiential Learning in High School Physics
Bibliographic record
Abstract
High school physics in Ontario faces large gender and racial disparities in enrollment. This leads to barriers for many youth as physics is a prerequisite for many post-secondary STEM pathways. This paper will focus on the work of k2i academy’s Bringing STEM to Life: Work-Integrated Learning(W-IL) program to explore the impact of the operational and programmatic design that allows youth who have opted out of traditional high school physics the opportunity to engage with the course through experiential learning that allows for hands-on learning of curriculum expectations and a paid-work experience. During the program, participants gained confidence in coding and engineering while engaging in STEM spaces where they felt an increased sense of belonging and representation. Participants also had great access to STEM role models. The W-IL provides best practices for how experiential learning can be embedded into formal education to improve the ways underrepresented youth engage in STEM education.
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How this classification was reachedexpand
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 | 0.002 |
| 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 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".