Journal of Chemical Education最新文献

{"title":"Demonstrating Surface and Plasma Chemistry with a Nonthermal Atmospheric Plasma","authors":"Marvin Geyer,&nbsp;Christine Böhm,&nbsp;Florian Zellmer,&nbsp;Julian Meier and Rainer Ostermann*,&nbsp;","doi":"10.1021/acs.jchemed.4c0051810.1021/acs.jchemed.4c00518","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00518https://doi.org/10.1021/acs.jchemed.4c00518","url":null,"abstract":"<p >A low-cost plasma nozzle/setup was developed to allow demonstrations, and it invites hands-on experimentation with nonthermal plasmas of air and other gases. Several high-tech plasma applications, such as surface cleaning and activation, as well as mild but effective sterilization, will be explained and adapted to be eagerly explored by undergraduate and senior high school students. The results were surprisingly similar to those obtained with a commercial plasma treatment system. While the focus is on the experimental introduction to plasma physics and chemistry, it will be highlighted how a multidisciplinary approach enables the study and discussion of important concepts ranging from surface energies and contact angles to environmental or microbiological control.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2230–2234 2230–2234"},"PeriodicalIF":2.5,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The Chocolate Conundrum” and Other Easy Active Learning Additions to Traditional Undergraduate Science Courses Designed to Teach for Critical Thinking","authors":"Kaitlyn Ramsay,&nbsp;Hardeep Kevin Gill and Katherine S. Elvira*,&nbsp;","doi":"10.1021/acs.jchemed.4c0094710.1021/acs.jchemed.4c00947","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00947https://doi.org/10.1021/acs.jchemed.4c00947","url":null,"abstract":"<p >The need for science students to acquire critical thinking skills during their undergraduate degree is clear, but how to ensure that they indeed develop these skills is still open for discussion. Here, we show that straightforward active learning components designed to teach for critical thinking can be added to a standard second-year analytical chemistry course and that they cause an increase in the critical thinking skills of the students. We analyze our data both quantitatively (using the Danczak-Overton-Thompson (DOT) test) and qualitatively (using student feedback). The course components designed to teach for critical thinking are an open-ended group exercise called “The Chocolate Conundrum”, self-reflection exercises for students to self-assess their critical thinking skills, and a group project designed to enable students to learn to critically review a peer-reviewed journal paper. By linking these components to established teaching theories and synthesizing current knowledge in the field into practical exercises that can be added to current science undergraduate courses, our work highlights how simple and innovative approaches for fostering critical thinking can have impactful outcomes. Students report greatly increased confidence in their critical thinking skills at the end of the course. We hope that our research shows the value of adding simple active learning components to current chemistry and science courses to explicitly teach for critical thinking.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1864–1873 1864–1873"},"PeriodicalIF":2.5,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Grades: Harnessing Digital Badges to Champion Holistic Skill Development and Celebrate Active Engagement across a Large Enrollment Organic Chemistry Module","authors":"Frances Heaney*,&nbsp;Trinidad Velasco-Torrijos,&nbsp;Carmel Breslin,&nbsp;Robert Elmes,&nbsp;John Stephens,&nbsp;Ria Collery-Walsh,&nbsp;Anne Cleary,&nbsp;Orla Joyce,&nbsp;Brian Murphy,&nbsp;Bernard Drumm,&nbsp;Ronan Bree,&nbsp;Eric Moore,&nbsp;Aoife Morrin,&nbsp;Blánaid White and Denise Rooney,&nbsp;","doi":"10.1021/acs.jchemed.4c0132510.1021/acs.jchemed.4c01325","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01325https://doi.org/10.1021/acs.jchemed.4c01325","url":null,"abstract":"<p >In a technology-enhanced learning environment and underpinned by a unique hybrid pedagogic model that borrows from gamification, constructivism, and experiential learning approaches, badges were purposefully used to foster engagement. This approach promoted the development of a mindset that identifies and appreciates the worth of a portfolio of practical and general skills developed across an entire introductory organic chemistry lab course. Within the subthemes of General Laboratory Skills, Purification and Characterization Skills, and Professional Desk-Based Skills, ten key microskills that align with course objectives were identified. A visually attractive badge icon that clearly illustrates the specific achievement was created for each. Development of each skill was presented as a standalone short-term goal to be rewarded with an individual task-completion badge. Award criteria included effort and engagement with structured prelab activities, including LearnSci lab sims, instructional videos and online quizzes, hands-on laboratory experience, and postlab reporting. The broad range afforded students opportunities to construct their knowledge and skills across different scenarios, both on and off campus. Award criteria were judiciously selected for their compatibility with our Virtual Learning Environment, Moodle, and its badges plugin. In this way, the logistical demands of validation and badge issuance for a large enrollment class were serviced by technology. Across two academic cycles, ∼3,250 badges were awarded to ∼370 students. Survey responses show that participants found this hybrid pedagogic approach useful for highlighting skill development and evidencing achievement. Students considered it an attractive teaching method that positively impacted on their education and enabled them to make links between in-curriculum skill acquisition and competency for employment.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1901–1911 1901–1911"},"PeriodicalIF":2.5,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01325","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of Supported Liquid Extraction and Solid Phase Extraction for Methamphetamine in Urine","authors":"Taylor G. Hood,&nbsp; and ,&nbsp;Xuyang He*,&nbsp;","doi":"10.1021/acs.jchemed.4c0140210.1021/acs.jchemed.4c01402","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01402https://doi.org/10.1021/acs.jchemed.4c01402","url":null,"abstract":"<p >Incorporating forensic applications into chemical education serves as an effective strategy for engaging college students and equipping them with the skills necessary to become valuable in the workforce in relevant fields. For instance, learning how to extract controlled substances from biological specimens in a laboratory course is essential for students pursuing a career in forensic toxicology. This laboratory experiment was designed to teach junior or senior-level undergraduate students two commonly used extraction techniques, supported liquid extraction (SLE) and solid phase extraction (SPE), for extracting methamphetamine (MA) from MA-spiked urine, with detection and quantitation via gas chromatography–mass spectrometry (GC-MS). Specifically, the performance of SLE was compared with that of the mixed mode nonpolar/cation exchange SPE, and the effect of different extraction conditions on the recovery efficiencies was discussed for both techniques. Furthermore, students were introduced to key quantitative concepts, such as accuracy, precision, controls, coefficient of determination (R²), and coefficient of variation (CV %), etc., all of which are critical for method validation and ensuring the reliability of analytical results. The primary goal of this laboratory exercise was to deepen students’ understanding of the fundamental principles of these extraction methods while providing hands-on experience in analyzing an illicit drug in a biological matrix.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2070–2078 2070–2078"},"PeriodicalIF":2.5,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Different Safety Training Methods on Students’ Unsafe Behavior in the Laboratory","authors":"Luhong Sun,&nbsp;Dong Zeng,&nbsp;Ran Xu and Liang Liu*,&nbsp;","doi":"10.1021/acs.jchemed.4c0145810.1021/acs.jchemed.4c01458","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01458https://doi.org/10.1021/acs.jchemed.4c01458","url":null,"abstract":"<p >Unsafe behavior in the laboratory is a major cause of laboratory accidents. University administrators or laboratory supervisors have introduced various forms of safety training to reduce students’ unsafe behaviors. However, there are insufficient data to substantiate the effectiveness of the implemented safety training programs. To explore the effectiveness of safety training, we introduced centralized and dispersed safety training methods and compared the effects of the two training methods on students’ unsafe behaviors. Centralized training is a comprehensive training method that incorporates a well-structured knowledge system. This method is implemented at the commencement of the semester. Dispersed training exhibits a fragmented structure, with its content being determined by the course experiments and distributed across the semester. By segmenting the experiment process and categorizing unsafe behavior, we studied the incidence of students’ unsafe behaviors and risk profile for different training methods. The data show that the effects of centralized training in reducing unsafe behaviors seem to be limited. In contrast, dispersed training seems to be effective in reducing the incidence of most unsafe behaviors in the laboratory, thereby reducing safety risks. The statistics show a significant difference between centralized and dispersed training in reducing students’ unsafe behaviors. These results indicate that dispersed training has a positive impact on reducing students’ unsafe behaviors and is more appropriate for application in pharmaceutical chemistry laboratories.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1981–1990 1981–1990"},"PeriodicalIF":2.5,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Snakeleev: A Gamified Serious Game for Learning the Periodic Table.","authors":"Pietro Galizia","doi":"10.1021/acs.jchemed.5c00029","DOIUrl":"10.1021/acs.jchemed.5c00029","url":null,"abstract":"<p><p>This work introduces <i>Snakeleev</i>, a gamified serious game designed to enhance learning and memorization of the periodic table of chemical elements through an engaging and interactive experience (https://pietrogalizia.github.io/Snakeleev/). For the first time, <i>Snakeleev</i> transforms the classic Snake game into an educational tool, replacing apples with chemical elements and challenging players to recognize and classify them based on thematic \"diets\" tied to real-world applications, such as smartphone components and critical raw materials. By integrating gamification, active learning, and real-world applications, this Snake-based video game fosters interdisciplinary connections, linking the periodic table to materials science, sustainability, and technology. Its thematic diets range from energy and electronics to biology, geology, and astronomy, while some explore socioeconomic and linguistic aspects, such as Latin and Greek etymologies. A preliminary statistical analysis suggested a positive learning effect. After 10 and 20 min of gameplay, students' scores improved markedly, with Cohen's d ranging from 1.23 (indicating very large effect for symbol-to-name association of chemical elements) to 2.67 (huge effect for classification by diet). The greatest learning gains occurred within the first 10 min, particularly on less familiar topics. The Friedman test (<i>p</i> < 0.0001) indicated statistically significant improvements. Surveys showed that over 90% of students found <i>Snakeleev</i> engaging and helpful, with many recommending it, stating: \"It definitely saves me hours of studying\" and \"Even without trying, you automatically learn the periodic table quickly\". Beyond chemistry, <i>Snakeleev</i>'s innovative and pioneering framework enables future expansions into other disciplines, including <i>Snakileo Snakilei</i> (physics), <i>Phytonacci</i> (mathematics), and <i>SnEco</i> (waste sorting), extending its application not only to science education but also to other fields. By merging education and entertainment, <i>Snakeleev</i> stands as the first and original gamified Snake-based serious game, reimagining <i>Snake</i> not only to explore the periodic table of elements, but also to foster curiosity and interdisciplinary exploration across STEM, humanities, and environmental education.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1814-1828"},"PeriodicalIF":2.5,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080125/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144092128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Snakeleev: A Gamified Serious Game for Learning the Periodic Table","authors":"Pietro Galizia*,&nbsp;","doi":"10.1021/acs.jchemed.5c0002910.1021/acs.jchemed.5c00029","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00029https://doi.org/10.1021/acs.jchemed.5c00029","url":null,"abstract":"<p >This work introduces <i>Snakeleev</i>, a gamified serious game designed to enhance learning and memorization of the periodic table of chemical elements through an engaging and interactive experience (https://pietrogalizia.github.io/Snakeleev/). For the first time, <i>Snakeleev</i> transforms the classic Snake game into an educational tool, replacing apples with chemical elements and challenging players to recognize and classify them based on thematic “diets” tied to real-world applications, such as smartphone components and critical raw materials. By integrating gamification, active learning, and real-world applications, this Snake-based video game fosters interdisciplinary connections, linking the periodic table to materials science, sustainability, and technology. Its thematic diets range from energy and electronics to biology, geology, and astronomy, while some explore socioeconomic and linguistic aspects, such as Latin and Greek etymologies. A preliminary statistical analysis suggested a positive learning effect. After 10 and 20 min of gameplay, students’ scores improved markedly, with Cohen’s d ranging from 1.23 (indicating very large effect for symbol-to-name association of chemical elements) to 2.67 (huge effect for classification by diet). The greatest learning gains occurred within the first 10 min, particularly on less familiar topics. The Friedman test (<i>p</i> &lt; 0.0001) indicated statistically significant improvements. Surveys showed that over 90% of students found <i>Snakeleev</i> engaging and helpful, with many recommending it, stating: “It definitely saves me hours of studying” and “Even without trying, you automatically learn the periodic table quickly”. Beyond chemistry, <i>Snakeleev</i>’s innovative and pioneering framework enables future expansions into other disciplines, including <i>Snakileo Snakilei</i> (physics), <i>Phytonacci</i> (mathematics), and <i>SnEco</i> (waste sorting), extending its application not only to science education but also to other fields. By merging education and entertainment, <i>Snakeleev</i> stands as the first and original gamified Snake-based serious game, reimagining <i>Snake</i> not only to explore the periodic table of elements, but also to foster curiosity and interdisciplinary exploration across STEM, humanities, and environmental education.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1814–1828 1814–1828"},"PeriodicalIF":2.5,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.5c00029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Mass Spectrometry Skills through Instrumental Activities for Second-Year Students of Medicinal Chemistry","authors":"Rafał Frański*,&nbsp;Izabela Bańczyk and Błażej Gierczyk,&nbsp;","doi":"10.1021/acs.jchemed.5c0015410.1021/acs.jchemed.5c00154","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00154https://doi.org/10.1021/acs.jchemed.5c00154","url":null,"abstract":"<p >Instrumental experiments using simple mass spectrometers have been proposed for second-year undergraduate students in Medicinal Chemistry and Drug Design. The experimental goals were to develop students’ skills in mass spectrometer operation, e.g., by varying ion source and analyzer parameters, in mass spectra interpretation, e.g., recognition of charge separation reaction, isomer differentiation, as well as to expand their knowledge in the field of gas-phase ion chemistry, e.g., retro-Diels–Alder reaction, <i>ortho</i>-effect. A number of drugs, namely, pancuronium, amikacin, salvarsan, ephedra alkaloids, aspirin, have been analyzed by the students by using various mass spectrometric techniques. The activities included direct inlet/infusion-mass spectrometry (DI-MS) as well as gas chromatography–mass spectrometry (GC-MS) and high pressure liquid chromatography–mass spectrometry (HPLC-MS) experiments. The experiments may be a good solution when access to more advanced instruments is problematic.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2221–2229 2221–2229"},"PeriodicalIF":2.5,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.5c00154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thermal Effects in Optically Detected Magnetic Resonance of Nitrogen Vacancies in Diamond: A Quantum Thermometer for a Graduate Teaching Lab","authors":"Gustaw Szawioła,&nbsp;Szymon Mieloch,&nbsp;Danuta Stefańska*,&nbsp;Przemysław Głowacki,&nbsp;Agata Frajtak,&nbsp;Jędrzej Michalczyk,&nbsp;Krzysztof Murawski,&nbsp;Andrzej Pruchlat,&nbsp;Jan Raczyński,&nbsp;Michał Schmidt,&nbsp;Jerzy Sobkowski,&nbsp;Maksymilian Wosicki,&nbsp;Andrzej Biadasz,&nbsp;Adam Buczek,&nbsp;Anna Dychalska,&nbsp;Piotr Mazerewicz and Mirosław Szybowicz,&nbsp;","doi":"10.1021/acs.jchemed.4c0143410.1021/acs.jchemed.4c01434","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01434https://doi.org/10.1021/acs.jchemed.4c01434","url":null,"abstract":"<p >This work reports a study of thermal effects in nitrogen vacancies in diamond using the optically detected continuous wave magnetic resonance (cw-ODMR) method. Changes in the ODMR signal induced by heating the diamond sample with both laser light at various powers and by a simple heater were investigated and analyzed. The influence of heating on the ODMR signal was measured for two types of synthetic diamond powder─a low cost microcrystalline powder (particle diameters ca. 80 μm) and a high purity nanodiamond powder (particle diameters ca. 140 nm). The experimental setup can be viewed as a pedagogical quantum thermometer. A number of cost-effective components were used, e.g., a self-constructed confocal microscope, and the Raspberry Pi 4B microcomputer in an experiment control and data acquisition system, as well as an inexpensive microwave modulator, analog to digital converter, and a heating plate.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1949–1959 1949–1959"},"PeriodicalIF":2.5,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interactive Application and Visualization of the Variational Method to Aid Conceptual Understanding of Introductory Quantum Mechanics","authors":"Arjan van der Vaart*,&nbsp;Sang T. Le Phan and Brielle Wolfe,&nbsp;","doi":"10.1021/acs.jchemed.4c0156010.1021/acs.jchemed.4c01560","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01560https://doi.org/10.1021/acs.jchemed.4c01560","url":null,"abstract":"<p >We introduce a self-guided, interactive JupyterLab to familiarize undergraduate students with introductory quantum mechanics concepts. In the lab, the linear variational method is applied to a confined particle that is subject to various 1-dimensional potentials, including a step potential, a central potential, a double barrier potential, and parabolic and intersecting parabola potentials. Through visualization of multiple scenarios, students learn about parity and its consequences, tunneling and delocalization, the size and quality of the basis set, and the effect of boundaries and potential surface curvature on ground state probabilities. Chemical applications include ammonia inversion, light absorption by cyanine dyes, and vibrational transitions in HCl. The lab is geared toward students with limited exposure to quantum mechanics and no coding or “pen-and-paper” math is required. All code is hidden and student interaction is through buttons, sliders and fillable fields.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2160–2166 2160–2166"},"PeriodicalIF":2.5,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}