bluuebunny/crossref_metadata_2025_split huggingface dataset:
Supporting Simulation-Mediated Scientific Inquiry through Automated Feedback
Authors: Hee-Sun Lee , Gey-Hong Gweon , Amy Pallant 
Published: November 2024

Abstract
Designing an effective feedback system that functions in real-world classrooms is both complex and painstaking. Using a conjecture map, we delineate the design research process related to an artificial intelligence (AI)-enabled automated feedback system called HASbot. In particular, we focus on whether and how automated feedback on scientific argument artifacts can improve students’ simulation-mediated scientific inquiry. We describe the design of HASbot in terms of domain model, student model, progress support model, and user interface. We investigated mediating processes using students’ simulation interactions from log data, changes in scientific arguments when students used HASbot, and students’ epistemic discourse. We discuss challenges in developing AI-afforded automated feedback systems to support science practices: (1) improving AI-based diagnostic models, (2) improving automated feedback design and strategies for science practices, (3) soliciting larger impacts through teacher buy-ins, and (4) addressing equity concerns in AI.
Using Evidence-Centered Design to Develop an Automated System for Tracking Students’ Physics Learning in a Digital Learning Environment
Authors: Kubsch Marcus , Grimm Adrian , Neumann Knut , Drachsler Hendrik , Rummel Nikol 
Published: November 2024

Abstract
Providing individualized support to students greatly improves learning but is challenging for teachers to provide for all learners. The challenge is to continuously assess students’ learning and then provide respectively individualized support. Here, AI-based systems have the potential to help provide individualized support for all learners through automation. While recent work has demonstrated that traditional assessments can validly and reliably be scored automatically, it remains unclear how to automatically assess students’ learning on the granularity needed for individualized support, i.e., on a task-to-task basis as students engage in learning. Drawing on evidence-centered design, we developed a framework for how to build AI-based assessments for existing, high-quality digital learning environments that provide valid and reliable information about student learning based on the artifacts that students produce as they engage in tasks. We demonstrate how we applied the framework and discuss questions of validity and bias of the resulting assessments.
A Systematic Review on Artificial Intelligence in Supporting Teaching Practice
Authors: Shi Lehong , Choi Ikseon 
Published: November 2024

Abstract
A burgeoning scholarly interest has emerged in exploring the roles of artificial intelligence (AI) in education. To enhance our understanding of how AI has supported and transformed teaching practices, we systematically reviewed the literature on AI in teaching studies according to the proposed three-dimensional framework. Through analyzing forty-four eligible studies, we categorized five types of AI applications in supporting teaching. Across various AI applications, we categorized three salient pedagogical roles of AI in supporting and enhancing teaching practices, namely (1) AI as an instructional partner, (2) AI as an evaluative partner, and (3) AI as a pedagogical decision partner. Furthermore, the technological characteristics of AI in teaching were identified, encompassing AI–teacher interactivity, AI automaticity, and AI autonomy, collectively constituting the distinctive profile of AI technology in teaching. By shedding light on the current research foci and identifying literature gaps of AI in supporting teaching practices, this study provides valuable insights on shaping and informing the discourse concerning AI’s transformative impact on instructional paradigms and pedagogical innovations.
A Design Framework for Integrating Artificial Intelligence to Support Teachers’ Timely Use of Knowledge-in-Use Assessments
Authors: He Peng , Shin Namsoo , Zhai Xiaoming , Krajcik Joseph 
Published: November 2024

Abstract
Artificial intelligence (AI) technologies, including machine learning and data mining, have been extensively adopted to automate scoring of student responses to performance-based assessment tasks in classrooms, subsequently generating informative assessment reports. Although the innovative potential of these technologies is widely acknowledged, teachers often find it challenging to utilize these assessment data for instructional decisions. This is particularly evident when the data are sourced from assessments aligned with the Next Generation Science Standards in classroom environments. This chapter introduces a design framework guiding by cognitive theories to facilitate teachers’ utilization of AI-based knowledge-in-use assessments in support of their instructional decisions. The framework comprises four stages: engaging with the AI system via professional learning support, evaluating the automatically generated assessment reports, considering AI-suggested instructional strategies, and determining instructional decisions and actions. Furthermore, this chapter provides insight into the current project design work, which encompasses automated reports on student knowledge-in-use performance and content-specific instructional strategies.
Use of Machine Learning to Score Teacher Observations
Authors: Bradford Lydia 
Published: November 2024

Abstract
Machine learning (ML) in STEM education has brought new innovations in designing and scoring assessments for both teachers and students. This chapter explores a new method that uses ML to score teacher observations into mediator variables and treatment fidelity indicators. This example takes observation field notes and their respective scores from two different science interventions and optimizes and compares different ML methods using cross-validation, accuracy, precision, recall, and F1-score metrics and time to train. The optimal ML method for this dataset was the multinomial logistic regression, which had an accuracy score of 0.57 with text only and 0.61 when accounting for question number and observer identification, which was a 191% improvement upon the baseline, and a time-to-train of 1.34 seconds. This method was not only the optimal method but an easy-to-use method to hyperparameterize and train quickly, a viable option for researchers interested in doing similar work. Overall, this chapter lays out a foundation for researchers interested in exploring text scoring in their own research from the data preprocessing stage to choosing the optimal method to additional considerations for its use in their research.
Fair Artificial Intelligence to Support STEM Education
Authors: Xing Wanli , Li Chenglu 
Published: November 2024

Abstract
Artificial intelligence (AI) has enabled science, technology, engineering, and mathematics (STEM) education researchers to automatically investigate, assess, and scaffold students’ learning inquiries. Regardless of the many benefits of AI in education, there are ethical concerns about its fairness. Numerous studies have found that AI can biasedly treat people with specific attributes across domains such as business, medicine, and education. Although there are extensive educational studies showing that AI can be a promising tool to power next-generation STEM learning environments, few studies have proactively addressed the potential bias issues of AI in education. This chapter aims to guide the building of fair and ethical AI in STEM education by operationalizing AI fairness, investigating its importance, and discussing current attempts to enhance AI fairness in education. To this end, we investigated three state-of-the-art cases of fair AI in educational settings to decode their debiasing strategies, findings, and implications for researchers and practitioners in STEM contexts.
Supporting Inclusive Science Learning through Machine Learning
Authors: Roski Marvin , Hoppe Anett , Nehring Andreas 
Published: November 2024

Abstract
Integrating artificial intelligence (AI) and machine learning (ML) into science education offers the potential to improve teaching and learning processes. Alongside these developments, global education has evolved to include diverse learners by shifting from a disability-centered perspective to a broad understanding of inclusion, aiming at supporting all learners. Linking AI, science education, and inclusive pedagogy promises to understand and model individualized learning supported by ML and learning analytics to enable accessible learning experiences. In this chapter, the NinU-framework (proposed by the Network for Inclusive Science Education: NinU), which bridges inclusive pedagogy and science education, is linked with AI-based perspectives leading to the novel Artificial Intelligence in Inclusive Science Education (AIISE) framework. This chapter describes the AIISE framework and provides researchers with criteria to consider when addressing inclusivity and avoiding discrimination in ML-enhanced learning. It extends the established “NinU scheme” and provides a roadmap for integrating AI into inclusive science education.
Conclusions and Foresight on AI-Based STEM Education
Authors: Zhai Xiaoming 
Published: November 2024

Abstract
The concluding chapter of this volume serves as a capstone to a comprehensive exploration of the integration of artificial intelligence (AI) into science, technology, engineering, and mathematics (STEM) education. Situated in the context of a rapidly evolving academic landscape, this chapter synthesizes key insights from the book’s four thematic sections—AI-Driven Assessments; AI Tools for Transforming STEM Learning; AI-based STEM Instruction and Teacher Professional Development; and Ethics, Fairness, and Inclusiveness of AI-based STEM Education. It distills the transformative potential and challenges of AI in STEM education, offering a nuanced understanding of its multifaceted impact. The chapter also presents a set of actionable recommendations aimed at guiding future research, policy, and practice. These recommendations emphasize the need for interdisciplinary collaboration, ethical considerations, and a commitment to inclusivity and fairness. As AI technologies continue to permeate educational settings, this chapter serves as both a reflective summary and a forward-looking roadmap, aiming to equip educators, policymakers, researchers, and AI developers with the tools and perspectives needed to navigate this complex, interdisciplinary field. It posits that while the integration of AI into STEM education offers unprecedented opportunities, it also necessitates a balanced, responsible approach rooted in empirical evidence and ethical principles.
America First
Authors: Dougall Andrew 
Published: November 2024

Abstract
This chapter completes the book’s analysis of the case of the American New Right. It begins by setting out a conception of the twenty-first-century American media sphere as ‘hybrid’: involving the diachronic layering of multiple technologies, including the internet. It then turns to address debates about the impact of online filter bubbles and echo chambers. Moving beyond these ideas, the chapter points to the confluence of two key trends to explain the New Right’s breakthrough: the growth of a bombastic and radical conservative media style in the 1990s and early 2000s, and the online activities of the post-paleoconservative alt-right. The chapter concludes by examining the distributive affordances produced at the intersection of these trends—contending that they produced a protean, shifting media sphere in which the distributive affordances existed for the New Right to advance.
Appel-incident or Escalation to the Second Level of Jurisdiction
Authors: Diago Ortega José-Modesto 
Published: November 2024

Abstract
This chapter analyses the substance of the debates at the second level of jurisdiction—a part wanted a harsher punishment on Sax, and the other part (he) did not consider the sentence to be just—and how the political and economic landscape changed again, including the approval of an authoritarian constitution, the electoral triumph of the Order party, and industrial promotion initiatives, such as the 1849 National Exhibition. Oddly enough, it was at this event that the defendant and his brasswinds won the first and only prize awarded to wind instrument makers, which challenged the legal ruling that had dismissed these products. However, this and other informal pressures did not succeed in getting the Court of Appeal (16 February 1850) to disassociate itself from the sentence that the lower court had rendered in 1848 and continued to consider those brasswinds illegitimate.
With Malice Aforethought
Authors: Diago Ortega José-Modesto 
Published: November 2024

Abstract
This chapter analyses one of the business strategies to undermine rivals at any cost. The confrontation between Sax and Gautrot seemed to have ended in 1859 with a financial and a commercial agreement in the form of a licence. However, this could not be further from the truth for the latter, who had to endure five more (unexpected) years of close surveillance and lost profits because the French parliament had authorized the extension of Sax’s monopoly. Sax, convinced that Gautrot was not respecting the agreed contract, inflicted a raid on him. This action was orchestrated on the eve of the expiry of the saxotromba patent. The treacherous seizure took place simultaneously at the Gautrot’s Paris factory and its Château-Thierry branch. Of course, this attack opened a new case between the two, which lasted seventeen months and escalated once again to Cassation.
The locative domain in Pero
Authors: Frajzyngier Zygmunt 
Published: November 2024

Abstract
Pero (West Chadic) has the locative domain as part of its semantic structure. The evidence for the existence of the locative domain consists of the interaction of the locative-only preposition tì with the locative value of the noun in directional predication. If the noun is inherently locative, the preposition tì is not deployed in the locative complement. If the noun is not inherently locative, the preposition tì must code the locative complement. The locative domain is composed of three subdomains: stative locative predication, directionality, and spatial relations. Directionality is coded only by verbs and verbal inflection. An outstanding feature of Pero is that every directional predication must indicate whether the event originated at some place and ended in a location inferred from the ongoing discourse (‘ventive’) or did not culminate in a place inferred from the ongoing discourse.
Implications for linguistic theory
Authors: Frajzyngier Zygmunt 
Published: November 2024

Abstract
Chapter 12, ‘Implications for linguistic theory’, discusses the main implications of the findings in this study for linguistic theory. The chapter focuses on the contribution of the volume to three areas of importance for linguistic theory: (i) The existence of the semantic structures encoded in the grammatical systems of an individual language as the primary object of semantic description, (ii) the status of the lexicon as a not fully autonomous coding means, and (iii) the formation of utterances. This last section summarizes evidence against the autonomy of syntax and sketches a hypothesis about how utterances are formed in natural languages.
General Introduction
Authors: Tomasello Michael , Call Josep 
Published: November 2024

Abstract
This chapter includes an historical background of research in primate cognition, a description of the ecological approach to cognition that highlights three of its defining characteristics (flexibility, representation, and complexity), and a description of primates and their lives, which includes information about their taxonomy, evolutionary history, key morphology adaptations, geographical distribution, habitat use, activity patterns, diet, and social organization. There is also a plan of the book as a whole (both volumes). The current volume focuses on primate social cognition. It thus focuses on processes of competition and cooperation, social strategies and communication, social learning and culture, and theory of mind and metacognition. Volume 2 focuses on primate physical cognition. It thus focuses on primates’ understanding of space and objects, quantities and time, features and categories, and tools and causality.
Hard Power
Authors: Hewitson Mark 
Published: November 2024

Abstract
The establishment and consolidation of the European Communities were dependent on the new international order of the Cold War. To what extent did Europeans help to create or shape that order? Most historians of the post-war era, even if they acknowledge that new transnational contacts complicated policy-making and tested allegiances, accept that the domestic agenda, usually resting on the need for reconstruction and reconciliation, and security policy, which seemed to require the involvement of the United States, were uppermost in politicians’ minds for at least two decades after the Second World War. Such conditions did not prevent European integration occurring in the 1950s, since they were accompanied by an unrepeatable special context, resting on the geopolitics of the Cold War and a corresponding shift in the ‘German question’, which made integration more likely. When it did occur, despite being erratic and faltering, European integration acquired its own momentum, turning the EEC into the focal point of Western Europe within a few years. Nevertheless, with economics, politics, and diplomacy interlinked, questions about the EU’s geopolitical role remain open.
European Stories
Authors: Hewitson Mark 
Published: November 2024

Abstract
Historically, European integration appears likely, given the breadth of support for diplomatic and economic cooperation after 1918, and improbable, if one bears in mind the absence of an institutional framework for cooperation before the First World War and the failure of governments to cooperate after it. International organizations and inter-state conflicts had co-existed in Europe in the first half of the twentieth century. In the second half of the century, it seemed as though the imperatives of the Cold War would at once reduce the number of inter-state conflicts in the rim around the Soviet Union, with the exception of ‘proxy’ wars, and push governments to participate in US-backed, ‘Western’ organizations rather than specifically European ones. However, although they continue to belong to a panoply of international organizations, European states have cooperated most fully on the European level and have delegated more powers to European institutions than to their international counterparts, begging a series of questions about how and why they have done so. In this institutional context, how far have citizens come to identify with the European Union?
Identity
Authors: Hewitson Mark 
Published: November 2024

Abstract
It is tempting either to underplay or to overstate the contrast between ‘depthless’ cosmopolitans and ‘tribal’ authoritarians during an era of globalization. In some respects, citizens’ national and European affiliations have existed uneasily alongside each other or have come into conflict. The far right, in particular, has sought to profit from such tensions, becoming more markedly Eurosceptical since the 1990s. At the same time, many citizens evidently have had multiple attachments to the nation-state, the European Union and to other groups and institutions. Most voters were ‘less concerned about Europe’ than politicians were, remarked John Major as he struggled to ratify the Maastricht Treaty in parliament, facing opposition from a small minority of Conservative MPs (and a number of ‘bastards’, as he had called ex-ministerial colleagues off-air). Since the spheres in which the EU and member states operate are distinct and well-defined, there have been relatively few clash points, when parties and individuals have had to choose between the position of their own government and that of ‘Brussels’. National governments themselves are responsible for the ‘history-making decisions’ of the EU in the European Council, which generally works by minimizing differences between member states. In these circumstances, a majority of citizens in most member states—except the UK, Austria, and Scandinavia, at different points in time—have maintained national and European affiliations and allegiances, notwithstanding the fluctuation of events, over a long period.
Conclusion
Authors: Hewitson Mark 
Published: November 2024

Abstract
Histories of European integration and the European Community, together with political studies of the EU, tend to overstate the role of the founders of European institutions and understate the longer-term significance of national governments. An insider’s view of the institutions as they evolved is necessary. In the 1950s and 1960s, the Community project seemed to be proceeding according to plan, with the effective development of the European Coal and Steel Community and the creation of the European Economic Community. Even critics accept that the liberal framework for a customs union regulated by the principle of competition enjoyed a certain amount of success, reinforcing the institutional structure of the EEC. The same institutions, though, were also established, reformed, and limited through deliberate acts of governments, in whose territories they operated and from whose coffers they have been funded. Although the ‘history-making decisions’ of member states are referred to regularly and turning-points at intergovernmental conferences and European Council meetings have been studied in detail, the more routine decision-making of governments, which found expression in Councils of Ministers but which was prepared and discussed in internal and bi-lateral meetings, has received less attention. Although national governments, which are accountable to voters, domestic media, and public opinion, have had to adjust to changing historical conditions and an evolving set of European institutions, together with a rotating series of leaders, they have managed, to date, to retain control of politics on the European level.
Introduction
Authors: Croissant Aurel , Eschenauer-Engler Tanja , Kuehn David 
Published: November 2024

Abstract
This chapter introduces the volume by presenting and contextualizing the main research question: Why do some militaries defend an embattled autocrat challenged by peaceful mass protest, whereas others side with the opposition or decide to stage a coup d’état? To do so, the chapter explains the crucial importance of “dictators’ endgames” for the understanding of authoritarian regime survival, civil–military relations, and democratic transitions. Reviewing the existing literature, the chapter highlights the contribution of the book in addressing the limitations in the existing scholarship. Next, we summarize the conceptual and theoretical frameworks, the core argument, and the main empirical findings. The chapter closes with a brief overview of the structure of the book and the contents of the following chapters.