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1. Learning science while caring for pets: Findings from a virtual workshop for teens

   Parekh, P.; Polman, J.; Kane, S.; Shapiro, R.B. (June 2022, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)

   Chinn, C.; Tan, E.; Chan, C. & (Ed.)

   Pets are beloved family members in many cultures. Companionship with pets motivates and positions humans as inquirers as they find out their pets' experiences with them. With the need to advance science education from dualist notions of the world and the learner as separate entities, our research team conducted a two-week online summer camp to engage teens and their pets in investigations around pets' senses. Following a qualitative analysis of participants' talk and projects at the workshop, we found that teens engaged in science learning practices while investigating aspects of their pets' lives and designing experiences for them. Additionally, participants adopted an ecological and relational approach to science learning that positioned themselves and their pets as subjects. We discuss implications for future work with pets, and for the design of other STEM learning environments that engage perspective-taking, empathy, and care. 

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2. User-Centric Textual Descriptions of Privacy-Enhancing Technologies for Ad Tracking and Analytics

   https://doi.org/10.56553/popets-2025-0021  

   Xian, Lu; Lee-Kan, Song Mi; Im, Jane; Schaub, Florian (January 2025, Proceedings on Privacy Enhancing Technologies)

   Describing Privacy Enhancing Technologies (PETs) to the general public is challenging but essential to convey the privacy protections they provide. Existing research has explored the explanation of differential privacy in health contexts. Our study adapts well-performing textual descriptions of local differential privacy from prior work to a new context and broadens the investigation to the descriptions of additional PETs. Specifically, we develop user-centric textual descriptions for popular PETs in ad tracking and analytics, including local differential privacy, federated learning with and without local differential privacy, and Google's Topics. We examine the applicability of previous findings to these expanded contexts, and evaluate the PET descriptions with quantitative and qualitative survey data (n=306). We find that adapting a process- and implications-focused approach to the ad tracking and analytics context achieved similar effects in facilitating user understanding compared to health contexts, and that our descriptions developed with this process+implications approach for the additional, understudied PETs help users understand PETs' processes. We also find that incorporating an implications statement into PET descriptions did not hurt user comprehension but also did not achieve a significant positive effect, which contrasts prior findings in health contexts. We note that the use of technical terms as well as the machine learning aspect of PETs, even without delving into specifics, led to confusion for some respondents. Based on our findings, we offer recommendations and insights for crafting effective user-centric descriptions of privacy-enhancing technologies. 

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3. Reconfiguring science education through caring human inquiry and design with pets

   https://doi.org/10.1080/10508406.2023.2228990  

   Parekh, Priyanka; Polman, Joseph L.; Kane, Shaun; Shapiro, R. Benjamin (August 2023, Journal of the Learning Sciences)

   BACKGROUND: Natureculture (Haraway, 2003; Fuentes, 2010) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures. METHODS: At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop. FINDINGS: We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning. CONTRIBUTION: Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry. 

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4. Middle schoolers’ trajectories of identification and wayfaring through a pet science workshop

   Parekh, P; Polman, J; Kane, S; Shapiro, R. B. (June 2023, Proceedings of the International Conference of the Learning Sciences)

   Blikstein, P. (Ed.)

   Based on the widely recognized situated nature of identity and youth as social producers and products, this qualitative case study reports findings from a week-long informal pet-sciences workshop for middle schoolers who have existing relationships with pets or a strong interest in future pet companionship. Mindful of the structure-agency dialectic, we analyze youth’s wayfaring and trajectories of identification as they learn about their pets at the workshop, accounting for how youth see themselves and their pets and are seen by others. In contrast to a commonly assumed analytic directionality seeing people as moving towards or away from STEM, we find that there were different ways for youth to meaningfully engage themselves in learning about their pets at the workshop. We conclude that attention to fluidity in youth’s identifications can inform us, the adults in the community, of the need to affirm the many possible trajectories that youth may follow. 

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5. FEED PETs: Further Experimentation and Expansion on the Disambiguation of Potentially Euphemistic Terms.

   Lee P., Shode I. (June 2023, 12th Joint Conference on Lexical and Computational Semantics (SEM 2023))

   Transformers have been shown to work well for the task of English euphemism disambiguation, in which a potentially euphemistic term (PET) is classified as euphemistic or non-euphemistic in a particular context. In this study, we expand on the task in two ways. First, we annotate PETs for vagueness, a linguistic property associated with euphemisms, and find that transformers are generally better at classifying vague PETs, suggesting linguistic differences in the data that impact performance. Second, we present novel euphemism corpora in three different languages: Yoruba, Spanish, and Mandarin Chinese. We perform euphemism disambiguation experiments in each language using multilingual transformer models mBERT and XLM-RoBERTa, establishing preliminary results from which to launch future work. 

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