Proceedings of the ATEE Winter Conference ‘Science and mathematics education in the 21st century’
Bibliographic record
Abstract
[Excerpt] Introduction: The University of Minho, Braga, Portugal, hosted the 2019 Winter Conference of the \nAssociation for Teacher Education in Europe (ATEE), which took place from 15th to 17th \nApril. \nThe ATEE Winter conference is one of the three ATEE conferences which are organised \nevery year, the others being the Spring conference and the Annual conference. The Winter \nconference is usually organized by one (or more) of the several ATEE Research and \nDevelopment Communities (RDCs). This Conference was organized by the RDC on Science \nand Mathematics Education, which is one of the longest-standing and most active RDCs. \nThe Conference focused on Science and Mathematics Education in the 21st Century. It is \nfully accepted that, nowadays, Science and Mathematics Education is an area of interest to \npolicy-makers worldwide. The area is relevant not only for the ongoing scientific and \ntechnological development of modern, globalized and digital societies, but also for citizenship \neducation and the sustainability of the Planet. Moreover, it contributes to the full development \nof the individual learner. Science and Mathematics teachers, teacher educators and researchers \ncan therefore help to make a difference beyond the classroom. \nHowever, Science and Mathematics Education is under pressure. It has been unable to \ndevelop good levels of literacy and numeracy, to lead enough youngsters to engage in science \nand technology careers, and to overcome many people’s dislike and even fear of the subjects. \nThus, the Conference aimed at promoting forward-looking approaches that combine \nengagement and enjoyment with effectiveness in developing knowledge and skills, and hence \nfostering ways of overcoming the challenges that the area has been facing. The Conference \nwas a forum to enhance deep and multicultural discussions on issues like: innovative \napproaches to teaching science and mathematics; technologically enhanced science and \nmathematics education; science and mathematics education and the STEM agenda; science and \nmathematics education in multicultural and inclusive schools; science and mathematics teacher \neducation in a changing world; and 21st century assessment in science and mathematics \neducation. \nTwo Keynotes addressed and elaborated on the conference theme. A Panel offered an \nopportunity for getting some insight into ways forward with regard to the challenges that \nscience and mathematics education face in the present century. Two Plenary presentations \nhighlighted European and Portuguese policies for Science and Mathematics Education. \nOver seventy papers and posters were presented at the Conference. The abstracts of the \npaper and poster proposals were blind refereed by at least two members of the Conference \nAcademic Committee and many of them were reviewed and improved by their author(s) before \nbeing accepted. Altogether, they offered a rich and multifaceted picture of the Conference \ntheme. \nTwenty-one full papers (fourteen related to paper presentations, and seven to poster \npresentations) were submitted and fifteen (ten related to paper presentations and five to poster \npresentations) were accepted for inclusion in the Proceedings. It should be noted that, even \nthough full papers were submitted to a double peer review process, the content and ideas \nconveyed by them as well as the language used are the authors’ own responsibility. \nThe organisers of the Proceedings would like to express their gratitude to the Conference \nAcademic and Organising committees and to all the people, institutions and organisations that, \nin various ways, sponsored the Conference. However, special thanks are due to ATEE and to \nthe RDC on Science and Mathematics Education for trusting the conference organizers, and to \nthe University of Minho for hosting and supporting the Conference. [...]
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 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".