Production of Innovation in Educational Settings from the STEM + H Perspective
Bibliographic record
Abstract
Abstract This study aimed to analyse the production of educational innovation from a STEM-H perspective within two educational settings in Medellín, Colombia, during 2020. Specifically, it sought to explore the conceptions, experiences, and perceptions surrounding local discourses on innovation. Through documentary research, we reviewed seven award-winning initiatives from the SER MEJOR awards for teachers and the program SER + STEM applied for local public institutions. Additionally, the collected data was compared with the guidelines provided by the Municipal Development Plan for 2020–2023 and the SER + STEM educational approach proposed for the city. The analysis revealed that innovation in the classroom permeates the school culture, driven by the educational needs and challenges of the local context. The initiatives reviewed demonstrated a strong alignment with the STEM-H approach, showcasing how teachers and institutions adapt and respond to the specific educational demands of their environment. The study underscores the importance of context-driven innovation in education, highlighting how the integration of STEM-H perspectives can address local educational needs. These findings suggest that educational policies and practices should consider the specific challenges of each context to foster meaningful innovation. This approach can serve as a model for other regions seeking to enhance their educational systems through innovation.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| 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 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".