Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - II deo
Bibliographic record
Abstract
This paper shows and analyses aims of teaching chemistry and expected outcomes are given in the curricula of different countries: Slovenia, England, Denmark, Malta, North Carolina, Yuta, Ontario and Singapore. Existence of precisely defined aims and outcomes planned in advance and in many details are the pre condition for quality and successful form of knowledge in the frame of the teaching process. The intention of this paper is to see the essence, meaning, contents and the ways of defining aims of teaching chemistry in different curricula, and concerning this their further processing and operation until outcomes and standards. We have also seen the structure of the curricula in which they are exposed. Results of the analyses of the aims of teaching chemistry in different countries show equal, common postulates upon which teaching chemistry should be built on. They refer to the importance of the experimental work in gaining knowledge, as well as necessity of mastering concrete abilities and skills.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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".