Affordances and constraints of the science curriculum for developing culturally diverse science-literate identities
Bibliographic record
Abstract
Manitoba schools are populated with students from diverse cultural backgrounds. Manitoba’s K to 12 Education Action Plan includes the goal to promote the well-being and inclusion of all students. Hence, it is important to examine the role of curricular documents in including students from all cultural backgrounds. Considering the richly diverse science classrooms in Manitoba and the curriculum vision of forming scientifically literate students, my research asks the following question: What are the affordances and constraints of the Senior 1 Science: A Foundation for Implementation curriculum document for the development of science-literate identities inclusive of diverse cultural backgrounds? I conducted a Critical Discourse Analysis (CDA) of the curriculum document, using the theoretical lenses of critical multicultural education and sociocultural studies. The findings of this study point to the need for a science curricular Discourse that problematizes the taken-for-granted assumption that mainstream science is acultural and universal in its discourses and practices, making evident and challenging the hegemonic colonial and Eurocentric Discourses that are normative in the science curriculum. The grade nine science curriculum document presents affordances to culturally inclusive science education, but many constraints to this goal are still in place. These results may contribute to a more inclusive science curriculum and practice in Manitoba and beyond.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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; both teacher heads agree on what is shown here.
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".