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Experiences of Science Teachers under Spiral Progression Approach

Eddie Manzano
Psychology and Education: A Multidisciplinary Journal · 2022-11-14 · DOI 10.5281/zenodo.7317262
Token #742
✓ Verified on SciChain. The record below hashes to exactly the content hash stored on chain for token #742.
Token#742 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0xd1271007b3de6512b4659e3d1de0f0be9dd5977a5640d9aa09c4cb112e432628 · block 12096918
Minted2026-10-01 17:19 UTC
Hash on chain0x8f49ebf213a9d58e855568e819f5705168a2bc94ba4bd75af0c288ee965551db
SHA-256 of the record0x8f49ebf213a9d58e855568e819f5705168a2bc94ba4bd75af0c288ee965551db
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Eddie Manzano 0xfE885F4d…70f03D 900,000 900,000

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"This phenomenological research explored science teachers' views under the spiral progression approach. There were a total of five (5) science teachers with different specializations who voluntarily participated in the study. The findings of the study indicate varied views towards teaching science areas considering their field of specialization. Following the phenomenological reduction, cool and warm data analyses, three themes emerged from science teachers' views vis-à-vis teaching all science areas. In science teachers' views, personal aptitude, knowing the limits, and support mechanisms are essential in providing quality science instruction. The study revealed that teachers were competent in teaching their fields of expertise. They also viewed that despite their competence, limitations were identified, such as difficulty understanding concepts unrelated to their expertise. Thus, they provide support mechanisms to surpass constraints. The identified subthemes were peer tutorial/mentoring, team teaching, and self-initiative. These views and mechanisms boost confidence and competence when teaching beyond expertise during science instruction.","abstract_source":"original","authors":["Eddie Manzano"],"date":"2022-11-14","doi":"10.5281/zenodo.7317262","id":742,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"575b6d0512de675450959205890807168e0e3079441b6acf21f916e52eb31b7a","schema":"scimatic-article/1","title":"Experiences of Science Teachers under Spiral Progression Approach","volume":5}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/742.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(742)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c29000000000000000000000000000000000000000000000000000000000000002e6"},"latest"]}'

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