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1. Improving Evidence Retrieval with Claim-Evidence Entailment

   Fan Yang, Eduart Dragut (January 2021, The Conference on Recent Advances in Natural Language Processing)

   Claim verification is challenging because it requires first to find textual evidence and then apply claim-evidence entailment to verify a claim. Previous works evaluate the entailment step based on the retrieved evidence, whereas we hypothesize that the entailment prediction can provide useful signals for evidence retrieval, in the sense that if a sentence supports or refutes a claim, the sentence must be relevant. We propose a novel model that uses the entailment score to express the relevancy. Our experiments verify that leveraging entailment prediction improves ranking multiple pieces of evidence. 

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2. Evidence for Macroevolution

   https://doi.org/10.1525/abt.2025.87.2.93  

   Hoskinson, Joshua S; Wideman, Jeremy G (February 2025, The American Biology Teacher)

   The teaching and learning of macroevolutionary processes have received limited attention in the evolution education literature despite their importance in evolution acceptance and evolution understanding. This necessitates the development of pedagogical content knowledge, including best practices in curriculum and instruction, on macroevolutionary processes that support student understanding and acceptance of macroevolution. One promising approach is to consider macroevolution at the microbiological level by teaching endosymbiotic theory while capitalizing on pre-existing pedagogical content knowledge of tree thinking and bioinformatics. Here, we present a computational laboratory activity that guides students through the construction of a phylogeny based on the universal small subunit ribosomal RNA gene. The resulting phylogenetic tree demonstrates that the photosynthetic organelles of the protist Paulinella chromatophora evolved independently of the chloroplasts of plants and algae. This not only addresses the need for pedagogical content knowledge in macroevolution in an interdisciplinary and integrative fashion, but also serves as a foundation for future research into the teaching of endosymbiosis. This activity is designed for a 15–20 student introductory/intermediate biology laboratory. 

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3. Evidence‐Based Change Practices

   https://doi.org/10.1002/jee.20152  

   Herman, Geoffrey L.; Loewenstein, Jeffrey (January 2017, Journal of Engineering Education)
4. Algorithmic Persuasion with Evidence

   https://doi.org/10.1145/3696470  

   Hoefer, Martin; Manurangsi, Pasin; Psomas, Alexandros (December 2024, ACM Transactions on Economics and Computation)

   In a game of persuasion with evidence, a sender has private information. By presenting evidence on the information, the sender wishes to persuade a receiver to take a single action (e.g., hire a job candidate, or convict a defendant). The sender’s utility depends solely on whether the receiver takes the action. The receiver’s utility depends on both the action and the sender’s private information. We study three natural variations. First, we consider the problem of computing an equilibrium of the game without commitment power. Second, we consider a persuasion variant, where the sender commits to a signaling scheme and the receiver, after seeing the evidence, takes the action or not. Third, we study a delegation variant, where the receiver first commits to taking the action if being presented certain evidence, and the sender presents evidence to maximize the probability the action is taken. We study these variants through the computational lens, and give hardness results, optimal approximation algorithms, and polynomial-time algorithms for special cases. Among our results is an approximation algorithm that rounds a semidefinite program that might be of independent interest, since, to the best of our knowledge, it is the first such approximation algorithm in algorithmic economics. 

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5. Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

   https://doi.org/10.1002/tea.21610  

   Rahman, Tawabur; Lewis, Scott E. (December 2019, Journal of Research in Science Teaching)

   Abstract Investigating the effectiveness of instructional practices provides an evidence base to inform instructional decisions. Synthesizing research studies on instructional effectiveness provides an estimate of the generalizability of effectiveness across settings, along with an exploration of factors that may moderate the impact, which cannot be achieved within individual studies. This study sought to provide a synthesis of evidence‐based instructional practices (EBIPs) particular to chemistry through meta‐analysis. Ninety‐nine studies were analyzed comprising a broader view of chemistry specific studies than past meta‐analyses. The results showed that EBIPs feature a demonstrably positive impact on students' academic performance in chemistry, although assessment topic coverage and setting size emerged as relevant moderators of impact and prevented making definitive conclusions of the relative impact of each EBIP. In examining publication bias, an asymmetric distribution of studies based on standard error(SE)and effect size was found, indicative of potential publication bias. To explore the potential impact of bias, the trim and fill method was employed resulting in a range for the overall weighted effect size from 0.29 to 0.62. The study concludes that evidence‐based instructional practices have demonstrated effectiveness even in consideration of potential publication bias, as the range of effect sizes remains positive, but highlights the continued need to publish null findings in the research literature. 

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