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
that outlines the theme and summarizes the papers' contributions.It concludes with forward-looking remarks on this research program.This special issue is at the very core of the journal's mission, uniting innovations coming from the philosophy of science and renewed approaches in science education that build from those philosophical perspectives.The special issue as a whole (and the editorial introduction) challenges the traditional assumption of representational unicity-the idea that individuals naturally develop and maintain a single representation (model, theory, or understanding) of a phenomenon.It sheds light, instead, on growing evidence from philosophy of science and science education supporting representational plurality, where individuals and scientific communities hold multiple, sometimes incompatible, representations simultaneously.The special issue features seven open-access contributions.Among the papers that are not open access, the invited editors and I chose the paper "The Conceptual Profile of Molecule as a Manifestation of Representational Pluralism in Chemistry" by Pereira and Mortimer (2025) to be in the spotlight (free access) for the next eight weeks.The paper begins with an analysis of the theory of conceptual profiles as a manifestation of representational pluralism, next examining how undergraduate and postgraduate students utilize the zones that constitute the conceptual profile of a molecule when dealing with a specific task: synthesizing a substance with insecticidal activity.This paper further contributes to the long-standing theory of conceptual profiles, which has its roots in a seminal publication in Science & Education 30 years ago (Mortimer, 1995), subsequently elaborated in a book (Mortimer & El-Hani, 2014) and several publications in this journal and elsewhere.Adding to the special issue, there are 26 further papers, bringing the total to 36 papers, the longest issue of Science & Education this year.Finally, I am pleased to announce that Science & Education continues to improve its metrics.Our new impact factor (JIF) was released, representing an increase (JIF is 2.5 (2024) up from 2.1 (2023)) and reinforcing our position in the Q1 quartile both in * Cristiano B.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
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