EOUCATION POSITION OR POLICYEmpirical Testing of a Basic Assumption
Bibliographic record
Abstract
This study investigated relationships between open education and curiosity behavior of students enrolled in different types of school programs. The Non Verbal Curiosity Test (designed and validated for the study) was used to measure subjects ' curiosity, since it considers quan:fi-i'ative and qualitative aspects of curiosity behavior. Subjects (N=237) were 11-year olds in six Ontario parochial schools. Openness of the school program was assessed with information collected from teachers in the Dimensions of Schooling Questionnaire (DISC). Analysis of results indicates that openness of program was not significantly related to children's curiosity behavior. A curvilinear distribution for curiosty and opennesS of program was obtained, similar to the distribution postulated by Berlyne for cognitive conflict and specific curiosity. This similarity is the basis for discussion. It is concluded that the tentative evidence obtained raises some questions as to whether open programs necessarily enhance curiosity behavior. It is suggested that a moderate level of program openness may be the optimum environment for fostering curiosity. (DP)
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.046 | 0.125 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.019 |
| Scholarly communication | 0.005 | 0.009 |
| Open science | 0.003 | 0.004 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.021 | 0.004 |
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 source (direct Gemma or distilled Codex), 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".