Journal of the Korean Association for Research in Science Education最新文献_第9页

A Study on the Change of the Awareness of Teachers who participated in Social Constructionism Science Teacher Training program and Their Subsequent Teaching Practice 参与社会建构主义科学教师培训的教师意识变化及其后续教学实践研究

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.0939

J. Kang, Jung-Eun Kim, Sung-Hye Paik

{"title":"A Study on the Change of the Awareness of Teachers who participated in Social Constructionism Science Teacher Training program and Their Subsequent Teaching Practice","authors":"J. Kang, Jung-Eun Kim, Sung-Hye Paik","doi":"10.14697/JKASE.2015.35.6.0939","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.0939","url":null,"abstract":"For secondary school teachers who attended 'A Social Constructionism Science Teacher Training Program', we analyzed their processes of cognizance change as well as whether they put its results into practice in the field of education, so as to find out the efficacy of the program. 'A Social Constructionism Science Teacher Training Program' consists of three phases based on La main la , a French experience-oriented science education program. In its first phase, a study of the philosophy of La main la was made, together with a search for examples of creativity education. In its second and third stages, real education programs were developed for designated themes and free themes, respectively, and then discussions were made. It was a ten-session program, with each session comprising a four-hour sub-program. All activities were both visually and orally recorded, while the participants were asked to write reflective journals for each class. An additional survey and interview were conducted six months later to check if the seven selected secondary school teachers put the results of the program into practice. It was found that changes may be made in the beliefs of teachers with the introduction of theories in teacher indoctrination, but the acquisition of practical knowledge that can be implemented in actual classes may be effectively secured by demonstrations and practice sessions. It was concluded that indoctrination should be conducted to lead participants to the level of practical planning from the level of mere belief so that the theories might actually be put into practice in the education field.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130504674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing the Structure of Secondary School Students' Perception of the Meaning of 'Experiment' in Science and Biology 中学生对科学与生物“实验”意义感知结构的比较

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.0997

Jun-Ki Lee, Sein Shin, M. Ha

{"title":"Comparing the Structure of Secondary School Students' Perception of the Meaning of 'Experiment' in Science and Biology","authors":"Jun-Ki Lee, Sein Shin, M. Ha","doi":"10.14697/JKASE.2015.35.6.0997","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.0997","url":null,"abstract":"Perception of the experiment is one of the most important factors of students' understanding of scientific inquiry and the nature of science. This study examined the perception of middle and high school students of the meaning of 'experiment' in the biological sciences. Semantic network analysis (SNA) was especially used to visualize students' perception structure in this study. One hundred and ninety middle school students and 200 high school students participated in this study. Students responded to two questions on the meaning of 'experiment' in science and biology. This study constructed four semantic networks based on the collected response. As a result, middle school students about the 'experiment' in science are 'we', 'direct', 'principle' of such words was aware of the experiments from the center to the active side. The high school students' 'theory', 'true', 'information' were recognized as an experiment that explores the process of creating a knowledge center including the word. In addition, middle school students relative to 'experiment' of the creature around the 'dissection', 'body', high school students were recognized as 'life', 'observation' observation activities dealing with the living organisms and recognized as a core. The results of this study will be used as important evidence in the future to map out an experiment in biological science curriculum.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114735928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students 高中生认识论信念、元认知、科学探究技能与科学成就的结构关系

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.0931

Suehye Kim, Young-Lan Chung

{"title":"Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students","authors":"Suehye Kim, Young-Lan Chung","doi":"10.14697/JKASE.2015.35.6.0931","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.0931","url":null,"abstract":"* 교신저자 : 정영란 (ylchung@ewha.ac.kr) ** 본 논문은 김수진의 2014년도 석사학위논문의 데이터를 활용하여 재구성하였음 http://dx.doi.org/10.14697/jkase.2015.35.6.0931 I. 서론 학업성취도의 향상은 학교가 달성해야 할 목표이며 과제이다. 이는 학생들의 학업성취도가 교수 . 학습의 결과로서 학생들의 교육 목표 달성 여부를 판단하는 자료인 동시에 상급 학교의 진학과 앞으로의 진로에 큰 영향을 미치기 때문이다. 그런데 동일한 학습 환경에서 학습 이 이루어짐에도 불구하고 학생들의 학업성취도에는 개인차가 나타난 다. 이에 따라 교육 현장에서는 학생들의 학업성취도를 향상시키고 그 개인차를 줄이기 위해 학업성취도에 영향을 미치는 변인들을 찾으 려고 노력해 왔다. 선행 연구를 통해 과학 학업성취도에 영향을 미치는 다양한 변인들이 밝혀졌는데, 그 중 학습자 변인이 가장 중요한 것으로 나타났다(Bloom, 1976). 학습자 변인은 학업 성취를 가장 잘 설명해주 고 학습자 자신의 의지에 따라 학습 결과를 가져올 수 있는 유일한 변인이라는 점에서 주목할 필요가 있다. 과학 학업성취도에 영향을 미치는 학습자 변인과 관련한 여러 연구에서 과학에 대한 태도와 과학 학습 동기(Glynn et al., 2011: Kim & Seo, 2011), 과학 경험(Reynolds & Walberg, 1991), 메타인지(Plants, 2000), 과학 탐구 능력(Lee & Kim, 1996), 인식론적 신념(Schommer, 1994b) 등이 학생들의 학업성 취도 향상에 중요한 역할을 하는 것으로 나타났다. 이 변인들 중 본 연구에서는 지식 습득에 직접적 영향을 주는 인지적 능력인 과학 탐구 능력(Kwon & Kim, 1994)과 메타인지(Flavell, 1979; Pintrich & De Groot, 1990) 및 인식론적 신념(Schommer, 1990; Jehng, 1991)을 학습 자 변인으로 설정하였다. 이들은 학습자 중심의 교수 . 학습 환경에서 꾸준하게 그 중요성이 강조되고 과학 교육의 목표인 과학적 소양을 함양하기 위해 필요한 과학의 본성을 이해하는 데 효과적이며, 쉽게 변하지 않는 안정적인 속성을 지니는 지능이나 기억력 등과 달리 교육 적 경험에 따라 변하며 체계적인 훈련이나 연습에 의해 신장이 가능하 므로 교육 현장에서 실제적인 도움을 줄 수 있을 것이라 판단되어지기 때문이다. 이전의 연구들은 대부분 실험 연구의 효과 검증에만 치우쳐 있어 이 변인들 간의 상호 연관성이 높은 것으로 나타나기는 했지만 과학 학업성취도에 대한 상대적인 영향력이나 어떤 변인이 다른 변인 에 우선하는지 등에 대해서는 알려진 바가 없고 과학 탐구 능력, 메타 인지, 인식론적 신념간의 관계를 통합적으로 밝히지 못하고 있다. 이에 따라 세 가지 변인들에 대해 구조적으로 접근함으로써 학업성취도에 미치는 상대적인 영향력이나 변인들 간의 인과적 관계를 규명해보고 자 한다. 현대 사회는 과학과 기술의 급격한 발달로 인해 지식과 정보가 폭발 적으로 증가하고 급변하는 지식 기반 사회이다. 따라서 교사가 과학 수업에서 많은 양의 과학 지식과 정보를 구조화해서 학생들을 이해시 키는 데는 한계가 있다. 그러므로 학생들에게 단편적인 과학 지식을 전달하기보다는 탐구 활동을 통해 과학 개념을 습득하고 이해하도록 지도하는 것이 필요하다(Kim, 1996). 학생들이 탐구 과정을 직접 경험 Journal of the Korean Association for Science Education Journal homepage: www.koreascience.org","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131075868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Development of A Checklist for Helping Students' Open Scientific Inquiry Report Writing 帮助学生撰写开放性科学探究性报告的清单

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.1075

Duk-Young Kim, Jong-won Park

引用次数: 1

An Understanding of Secondary Science Teachers' Performance on STEAM Lessons in the Perspective of the CHAT 基于CHAT视角的中学科学教师STEAM课堂表现研究

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.0949

Sook-Yeong Choi, Minhwa Kim, Taehee Noh

{"title":"An Understanding of Secondary Science Teachers' Performance on STEAM Lessons in the Perspective of the CHAT","authors":"Sook-Yeong Choi, Minhwa Kim, Taehee Noh","doi":"10.14697/JKASE.2015.35.6.0949","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.0949","url":null,"abstract":"Received 23 November 2015Received in revised form 16 December 2015Accepted 23 December 2015In this case study, we analyzed the STEAM lessons conducted by secondary science teachers in the perspective of the CHAT. Two science teachers at high schools in Seoul participated in this study. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. We also observed the atmospheres in both school offices and classrooms. Semi-structured interviews were conducted before and after their lessons. All the data collected were categorized according to the elements of the activity system and analyzed by using the constant comparative method. The analyses of the results revealed that both teachers did not consider the student-centered self-directed activities in their STEAM lessons, but that they differed in the subject element such as teacher’s professionalism on STEAM. Various elements of the activity system such as environmental characteristics of the school and policies about the STEAM influenced the performance of their STEAM lessons. Contradictions in the elements of the activity system brought about various changes. Successful experiences of the STEAM lessons by complex effects of the elements positively influenced their performances on their STEAM lessons. Based on these results, we have made some suggestions for the establishment of the STEAM in secondary schools.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124695628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effects of Artistic and Technological Context on Physics Problem Solving for High School Students 艺术和技术情境对高中生物理问题解决的影响

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.0985

Sua Lee, Yunebae Park

{"title":"Effects of Artistic and Technological Context on Physics Problem Solving for High School Students","authors":"Sua Lee, Yunebae Park","doi":"10.14697/JKASE.2015.35.6.0985","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.0985","url":null,"abstract":"This study examines the effects of the introduction of artistic and technological factors on science problems for the activation of creative and integrated thinking. We developed problems consisting of STA(problems that introduced technological and artistic factors on the College Scholastic Ability Test) and TA(problems that introduced artistic factors in a technological context). Subjects of the study included 60 high school senior students in Daegu. Their problem solving processes for STA were examined. Four students were interviewed using the retrospective interview method. Also, after finishing TA, the problem solving processes of four students were examined. The results of the study are as follows. First, students selected scientific context more than artistic and technological contexts. It was found that students preferred short length problem in order to solve problems in a short time. Second, students were more interested in artistic and technological contexts of STA than scientific context, but felt that they were more difficult. Moreover, students were more interested about the context of TA than scientific context. Third, irrespective of the given contexts in STA, students have a tendency to solve problems through relatively brief ways by using core scientific knowledge. This can seem to mean that there is a possibility to stereotype the problem solving process through repeated learning. Logical thinking and elaboration were observed, but creativity was not conspicuous. In addition, integrated thinking was not observed in all contexts of STA. Fourth, science related problems of TA showed similar results. However, in problems related to everyday life, students made original descriptions that they based on their daily lives. Particularly, in creative design, original ideas and integrated thinking were observed.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122863594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Theoretical Review and Trial Application of the ‘Resources-Based View’ (RBV) as an Alternative Cognitive Theory “资源基础观”作为一种替代认知理论的理论回顾与尝试

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.0971

P. Oh

{"title":"A Theoretical Review and Trial Application of the ‘Resources-Based View’ (RBV) as an Alternative Cognitive Theory","authors":"P. Oh","doi":"10.14697/JKASE.2015.35.6.0971","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.0971","url":null,"abstract":"Received 3 November 2015Received in revised form 25 November 201527 December 2015Accepted 28 December 2015The purpose of this study is twofold: to theoretically review the ‘resources-based view’ (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combi-nation of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students’ resources and help them use the resources productively to learn science.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126070960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Analysis of the Refinement of Shared Mental Model in Science-Gifted Students' Collaborative Problem Solving Process 科学资优学生协作解决问题过程中共享心理模型的细化分析

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.1049

Jiwon Lee

{"title":"Analysis of the Refinement of Shared Mental Model in Science-Gifted Students' Collaborative Problem Solving Process","authors":"Jiwon Lee","doi":"10.14697/JKASE.2015.35.6.1049","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.1049","url":null,"abstract":"To understand the synergy of collaboration and to apply this understanding to education, an analysis of how a team solves a problem and the sharing of their mental models is needed. This paper analyzed two things qualitatively to find out the source of synergy in a collaborative problem-solving process. First, the sharing contents in team mental model and second, the process of sharing the team mental model. Ten gifted middle school students collaborated to solve an ill-defined problem called sunshine through foliage problem. The gifted students shared the following results after the collaboration: First, scientific concept prior to common idea or the idea that all group members have before the discussions; second, unique individual ideas of group members; and third, created ideas that were not originally in the personal mental model. With created ideas, the team model becomes more than the sum of individuals. According to the results of process analysis, in the process of sharing mental model, the students proposed and shared the most important variable first. This result implied that the analysis of the order of sharing ideas is important as much as finding shared ideas. Also, the result shows that through their collaboration, the gifted students' shared mental model became more refined and expanded as compared to their individual prior mental models. It is recommended that these results can be used to measure shared mental model and develop collaborative learning models for students.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124068929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

An Analysis of Verbal Interaction and Analogy-generating Pattern of Science-gifted Students in Learning Using Analogy-generating Strategy 运用类比生成策略学习科学资优学生言语互动及类比生成模式分析

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.1063

Youjung Kim, Taehee Noh

{"title":"An Analysis of Verbal Interaction and Analogy-generating Pattern of Science-gifted Students in Learning Using Analogy-generating Strategy","authors":"Youjung Kim, Taehee Noh","doi":"10.14697/JKASE.2015.35.6.1063","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.1063","url":null,"abstract":"In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123451890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and Application of NABI(NAture-study Based Ideas) Program for 'Science Education through Nature' “通过自然进行科学教育”NABI(Nature -study Based Ideas)项目的开发与应用

Journal of the Korean Association for Research in Science Education Pub Date : 2015-12-31 DOI: 10.14697/JKASE.2015.35.6.0961

Dahye Park, Jongseok Park

{"title":"Development and Application of NABI(NAture-study Based Ideas) Program for 'Science Education through Nature'","authors":"Dahye Park, Jongseok Park","doi":"10.14697/JKASE.2015.35.6.0961","DOIUrl":"https://doi.org/10.14697/JKASE.2015.35.6.0961","url":null,"abstract":"This study aims to develop the NABI program, which can be applied to science education in school, to realize 'Science Education through Nature' for today's students. The first NABI program was developed based on the viewpoints of education and teaching methods of Nature-Study, and it was revised as the second NABI program through experts' workshop. The second NABI program was applied to 24 third-grade students of an elementary school. The possibility of applying the program to school science education was explored through the analysis of students' qualitative data, along with surveys that were completed by 24 students and 79 current teachers. As a result of applying the program, students were curious about and communed with nature. The program could also realize the learner-centered education and integration of subjects, science with literature and art. The students were interested and wanted to continually participate in the NABI program. The teachers' evaluation of the program deduced that the relationship between the program presenting Nature-Study ideologies could be applied to science education in school. In conclusion, it was found that the NABI program was well reflected in the scope of the Nature-Study, and it can be applied to science education in school. The NABI program proceeds in nine steps: 'Accepting - Choosing - Selecting the common subject - Ice Breaking - Making relationship - Observing - Scaffolding - Expressing - Sharing'. The NABI program is a good way to realize the essence of science education, 'Science Education through Nature', for today's students.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126396598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2