{'fraction_non_alphanumeric': 0.019402985074626865, 'fraction_numerical': 0.0, 'mean_word_length': 5.212962962962963, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
CoS and Effect

The science that is done by students in grade school settings naturally differs considerably from that done by actual scientists. While much of this difference is attributable to differences in age and experience between the two groups, it may be possible to decrease the gap between the learner and the researcher in science. To explore this possibility, an educational design research (EDR) study was conducted from the perspectives of complexity and networks, communities of practice, and integral theory, the goal being to assess the potential outcomes of engaging learners in a student-led science conference called the celebration of science (CoS).