149Canadian Journal of Environmental Education, 14, 2009 Transformative Environmental Education: Stepping Outside the Curriculum Box
Bibliographic record
Abstract
Environmental education has become trapped in the curriculum box. At a time when our students ’ generation is becoming trapped in a global warm-ing box, their education needs to be rapidly adaptable to the changing state of their planet. Venturing outside the curriculum box takes courage, creativ-ity, and a willingness to let nature serve as the teacher. This paper provides a rationale for stepping outside the box, and discusses my experiences as an environmental education coordinator working to create transformative learning experiences for students. Résumé L’éducation écologique est devenue enfermée dans une boîte de programmes scolaires. Alors que la génération étudiante devient enfermée dans la boîte du réchauffement climatique, son éducation nécessite de s’adapter rapide-ment aux changements de sa planète. S’aventurer hors de la boîte des pro-grammes scolaires demande du courage, de la créativité et un empresse-ment à laisser la nature être l’enseignant, l’enseignante. L’article fournit des raisons pour sortir de la boîte et examine l’expérience de l’auteure comme coordonnatrice de l’éducation écologique travaillant à créer pour les élèves des expériences d’apprentissage qui métamorphosent.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.051 | 0.005 |
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".