STEM in Canadian teacher education: An overview
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
Since emerging as a concept in the 1990s STEM and STEM education has become an area of broad interest in Canada in the past 15 years. STEM programs are well-promoted in science faculties at Canadian universities and associated provincial education programs, raising the question as to the degree to which STEM and courses teaching (about) STEM are present in Faculties of Education in Canada. This chapter presents data drawn from Canadian Bachelor of Education (BEd) academic calendars (n = 56), Canadian academic conferences where research on STEM in BEd programs would be presented (n = 17), and publications from the Council of Ministers of Education to understand what STEM opportunities are available to prospective teachers. Four detailed, narrative descriptions of STEM courses at four faculties of education provide examples of the types of offerings available in Canadian teacher training programs. Overall, we report that in Canadian BEd programs few STEM courses are offered—and even fewer STEM programs—raising questions about the support offered by BEd programs for STEM school initiatives that exist both provincially and federally. Implications of this are discussed.
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 | 0.000 |
| 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) | 0.001 | 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