Research in Science & Technological Education最新文献

{"title":"Meaning making in collaborative practical work: a case study of multimodal challenges in a Year 10 chemistry classroom","authors":"Jack K. H. Pun, Kason Ka Ching Cheung","doi":"10.1080/02635143.2021.1895101","DOIUrl":"https://doi.org/10.1080/02635143.2021.1895101","url":null,"abstract":"ABSTRACT Background Constructing knowledge through collaborative practical work is a complex process and involves the use of multiple modalities by group members. In practical work sessions, students often manipulate visual objects or textual materials but do not develop their scientific ideas. Purpose This study illustrates (a) the challenges that science students face when they create thematic patterns in a laboratory class and (b) characterises the processes of how students make meaning of practical work activities. Sample Drawing from a video database, we chose to investigate an 80-min chemistry lesson with eight Year 10 students who were unpacking the complex ideas behind practical work. This lesson episode was transcribed multimodally, with snapshots of the pictures of students’ actions and gestures. Methods This study adopts a case-study approach. A multimodal discourse analysis approach was taken to examine the classroom discourse of the students when they were determining the strength of acids and alkalis through electroconductivity. Results We identified various challenges when students integrated gestures, pictures and verbal discourse during the practical work section. These challenges include those when students realise textual and visual modes and those when students associate components of apparatus into a system of functional set-up. Moreover, students cannot construct thematic patterns because they reorient their focus from the domain of ideas to the domain of objects and observables. The study recorded a number of strategies that students use to overcome these challenges that impede their meaning-making. Conclusion The findings of this study contribute to the literature by identifying the challenges and strategies faced by students when they were connecting the scientific ideas with the practical work. When science education researchers advocate an inquiry-oriented approach, they should provide ample scaffolds for these multimodal challenges.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"271 - 288"},"PeriodicalIF":1.6,"publicationDate":"2021-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1895101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46572854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between students’ hands-on making self-efficacy, perceived value, cooperative attitude and competition preparedness in joining an iSTEAM contest","authors":"H. Nguyen, Jong-Chao Hong, M. Chen, Jhen-Ni Ye, Chi-Ruei Tsai","doi":"10.1080/02635143.2021.1895100","DOIUrl":"https://doi.org/10.1080/02635143.2021.1895100","url":null,"abstract":"ABSTRACT Background Hands-on activities and makerspaces have rapidly gained popularity in recent years. One of the reasons for this is that they have the potential to stimulate interest and identity development in STEM or STEAM. Taiwan has organized many technology and science competitions for students to raise their interest and creativity in the past years. Purpose The iSTEAM contest in Taiwan plan to assist public schools in rural areas to develop students’ capability in making activities. To motivate rural students to experience an integrated science, technology, engineering, art, and math (iSTEAM) contest, this study invited rural school students to prepare for and join a competition focusing on making miniature models. The related variables relevant to motivation orientation, such as participants’ hands-on making self-efficacy, perceived value, cooperative attitude, and competition preparedness in the iSTEAM contest were explored. Expectedly, with an understanding of the correlates between those variables, the results of this study can be applied to successfully implement other STEAM contests. Sample A total of 187 students who participated in the competition filled in the questionnaire for the survey participants. After invalid questionnaires were excluded, 167 valid questionnaires were obtained. Design and Methods This study adopts the purposive sampling method, based on the value-attitude-behavior model, the quantitative research method was adopted. Results The results showed that students who participated in the competition had high self-efficacy for making miniature models, appreciated the value that the competition brought them, and had a positive attitude about cooperating with team members as well as preparing for the competition. Conclusion There is a close and positive correlation between the four constructs of self-efficacy, perceived value, cooperative attitude, and competition preparedness.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"251 - 270"},"PeriodicalIF":1.6,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1895100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59305943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does computation technology matter in science, technology, engineering and mathematics (STEM) projects?","authors":"W. So","doi":"10.1080/02635143.2021.1895099","DOIUrl":"https://doi.org/10.1080/02635143.2021.1895099","url":null,"abstract":"ABSTRACT Background STEM education and research are increasingly emphasized by governments worldwide to foster national development and productivity, economic competitiveness and societal wellbeing. There is no exception in Hong Kong, with its desire to promote STEM education and to strengthen Innovation and Technology development in the future. Purpose This study aimed to explore the STEM activities employed in primary students’ STEM projects under the theme ‘Living in a Smart City’, and to identify what and how computation technologies were generally used and to examine the differences of computation technology used among project types and award levels. Sample 168 project reports were collected from a STEM Fair with the following areas of content: the origins of the inquiry idea; scientific/STEM theories employed; inquiry process and testing methods implemented; findings and results obtained; difficulties encountered; and students’ reflections. Design and methods Content analysis on project reports and students’ reflections was performed. The qualitative data were coded for statistical analysis, to explore the differences in the association of the STEM activities in the projects. Analyses were supported by students’ reflections in the reports to explore students’ computation experiences. Results Most students worked on new device projects, and projects producing new devices were more likely to integrate technological activities. On the whole, science, engineering and mathematics activities complemented each other well, with less evidence of integration with respect to technology activities. Students gained valuable knowledge and got a sense of achievement from the STEM project work. Conclusion It is encouraging to find that students were capable of integrating STEM activities to different extents into STEM projects. It is noticed that more emphasis should be laid on promoting the infusion of computation technological activities. More attention should also be paid on providing computation technique assistance or logical explanation to students.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"232 - 250"},"PeriodicalIF":1.6,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1895099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science","authors":"K. Chan","doi":"10.1080/02635143.2021.1872517","DOIUrl":"https://doi.org/10.1080/02635143.2021.1872517","url":null,"abstract":"ABSTRACT Background Effective science teaching requires a specialised body of knowledge. Researchers have recognised the importance of understanding the incoming knowledge that pre-service science teachers (PSTs) bring to their initial teacher education. However, although many studies have focused on PSTs’ declarative knowledge or the knowledge that informs their lesson planning decisions, few have considered the knowledge that PSTs activate and use in contexts similar to authentic classroom situations. Purpose This study investigated the nature of PSTs’ incoming usable knowledge for teaching science. Specifically, it utilised two video-based tasks, a video annotation task and an interactive video analysis task, to explore and characterise the nature of two forms of usable knowledge: knowledge that informs PSTs’ analysis of classroom situations and knowledge that informs their in-the-moment instructional decision-making. Methods Fourteen PSTs attempted two video-based tasks at the beginning of a science major methods course. Their responses in the two tasks were analysed qualitatively to shed light on the two abovementioned forms of usable knowledge. Findings The PSTs readily identified the general pedagogical knowledge (PK) and topic-specific pedagogical content knowledge (PCK), but not the discipline-specific PCK displayed by the teacher shown in the videos. Second, the PSTs readily identified examples of students’ non-cognitive engagement or content-generic thinking in the videos. The PSTs tended to describe rather than activate their knowledge of student understanding to interpret the examples of students’ cognitive thinking identified in the videos. Third, the PSTs relied primarily on PK, not PCK, to suggest alternative instructional strategies/representations. Finally, the PSTs’ responses were seldom connected with emergent student thinking; instead, PSTs relied on PK rather than PCK in their on-the-fly teaching decisions. Conclusion The study delineated two forms of PSTs’ usable knowledge for teaching science and exemplified how video-based instruments can be used to systematically investigate teachers’ usable knowledge for teaching science.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"147 - 169"},"PeriodicalIF":1.6,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1872517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41506415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing practical science assessments in England: students' engagement and perceptions.","authors":"Yasmine H El Masri, Sibel Erduran, Olga Ioannidou","doi":"10.1080/02635143.2021.1872519","DOIUrl":"10.1080/02635143.2021.1872519","url":null,"abstract":"<p><strong>Background: </strong>The paper discusses how the design of summative assessments of practical science can be enhanced through the use of robust theoretical models that capture the diversity of scientific methods. The developments in assessment policy in England and the role of practical science in teaching and learning of science are reviewed.</p><p><strong>Purpose: </strong>The paper has two main purposes: (a) to explore how summative assessments of practical science can potentially reflect the breadth of scientific methods; and (b) to investigate how Year 10 students in England engage with and perceive summative assessments designed using Brandon's Matrix, a framework clarifying the diversity of scientific methods.</p><p><strong>Sample: </strong>The paper draws on data from Year 10 (14-15 years old) students with a sample of physics assessment tasks developed using Brandon's Matrix.</p><p><strong>Design and methods: </strong>The study focused on the development of a series of assessment questions based on Brandon's Matrix, a framework by a philosopher of science, who classifies scientific methods in a taxonomy. Students' performance on the assessments as well as their perceptions about practical science are investigated.</p><p><strong>Conclusion: </strong>The results suggest that students held a very narrow understanding of what a scientific method is and often linked it to hypothesis testing, variable manipulation and measurement of several variables. Furthermore, they reported not to enjoy drawing conclusions from data.</p>","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"190-210"},"PeriodicalIF":1.8,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11837244/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45928526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Taiwanese students’ views on climate change and the teaching of climate change in the context of higher education","authors":"Yuh-Yuh Li, Shu-Chiu Liu","doi":"10.1080/02635143.2020.1830268","DOIUrl":"https://doi.org/10.1080/02635143.2020.1830268","url":null,"abstract":"ABSTRACT Background Although higher education continues to pay great attention to teaching climate change, relatively little is known about how university students understand and perceive climate change and its teaching and learning, and how their understanding and perceptions may change over the course of climate change instruction. Purpose The study was embedded in the context of a Taiwanese public university which has been actively integrating a climate change agenda into the curriculum. The purpose of the study was to examine students’ knowledge of and views on climate change and its teaching, and the influence of climate-related instruction on their knowledge and views. Sample A total of 146 university students were solicited through four semester-long general environmental studies courses, all of which included some climate change instruction. Design and methods Participating students completed both pre- and post-course surveys including Likert-type, multiple choice and open-ended questions for the purpose of examining their views about climate change and the teaching of this issue. Results The vast majority of students demonstrated a high level of certainty about the reality of the happening of global warming as well as concern about this issue. However, their actual knowledge about its causes was alarmingly poor, and action-related perceptions were rather negative. Participating in an environmental course had only a limited impact on their views; significant improvement was only observed in their subjective knowledge and concern about the issue. Nevertheless, students’ responses regarding university teaching about climate change exhibited a strong interest in and support for their university to take an active role in combating the problem. Conclusion These findings raise questions about the focus of, and approaches to, climate education in higher education, and serve as important basis for promoting curricular and instructional innovation in the field of climate change education.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"40 1","pages":"515 - 528"},"PeriodicalIF":1.6,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2020.1830268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48729225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are preservice science teachers (PSTs) prepared for teaching argumentation? Evidence from a university teacher preparation program in China","authors":"Guoqing Zhao, Rongchi Zhao, Xinyuan Li, Yanyan Duan, T. Long","doi":"10.1080/02635143.2021.1872518","DOIUrl":"https://doi.org/10.1080/02635143.2021.1872518","url":null,"abstract":"ABSTRACT Background As a fundamental approach to fostering students’ scientific literacy, argumentation has received more and more attention from science researchers and educators. Preservice science teachers’ (PSTs) abilities to both construct and evaluate arguments are fundamental to their future science teaching. Research combining these two aspects of PSTs’ argumentation abilities is lacking. Purpose This study aims to investigate PSTs’ argumentation ability from both construction and evaluation perspectives and to explore their relationship. Sample A total of 76 first-year graduates enrolling in a postgraduate-level science teachers preparation program at a university in China participated in this study, and 69 valid responses were obtained. Design and methods This study employed the Chinese version of the Argument Evaluation Test (AET) translated from Martin-Gamez and Erduran (2018) to assess the participants’ abilities to evaluate arguments, and the Argument Construction Test (ACT) designed following Toulmin’s Argument Pattern (TAP) to assess the participants’ abilities to construct arguments. The participants completed the tests via an online questionnaire system. Results The findings show: (1) Many limitations concerning PSTs’ abilities to evaluate arguments were visible. They were more incompetent in identifying ‘what is a good rebuttal’ than in identifying ‘what is a good argument’. (2) PSTs had obvious deficiencies in constructing arguments. Their performance in the dimensions of data, rebuttal and backing was significantly lower than their performance in the dimesion of warrant. (3) PSTs performed significantly better in a socio-technological issue (STI) than in a socio-scientific issue (SSI) in the dimension of evidence, and significantly better in an SSI than in a social issue (SI) in the dimension of the warrant. (4) A significant and moderate correlation was found between PSTs’ abilities to evaluate arguments and their abilities to construct arguments. Conclusions This study suggests that first-year graduates (also postgraduate-level PSTs) are not well-prepared for teaching argumentation. There are a high necessity and urgency to offer systematic courses focusing on argumentation skills in PSTs programs. The ability to evaluate arguments and ability to construct rebuttals need to be highlighted in such courses. More attention needs to be paid to PSTs’ abilities to construct arguments with data and evidence rather than their abilities to simply propose claims and to show their warrants.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"170 - 189"},"PeriodicalIF":1.6,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1872518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44699333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes of secondary school students towards geology in Spain","authors":"T. Zamalloa, J. Sanz","doi":"10.1080/02635143.2020.1845641","DOIUrl":"https://doi.org/10.1080/02635143.2020.1845641","url":null,"abstract":"ABSTRACT Background The importance of attitudes in learning is gaining relevance among researchers and teachers and yet little research has examined students’ attitudes specifically in relation to geology. Purpose The aim of this study was to examine students’ attitudes towards geology and with respect to other sciences, as well as to determine the key factors that influence these attitudes. Sample A sample of 1.641 students in their fourth year of secondary education from five autonomous communities in Spain participated in this study. Design and Methods The research was conducted using a previously validated survey, specifically designed to answer the research questions of the study. Results The findings revealed that participants generally demonstrate more negative attitudes towards geology than with respect to other sciences. Although they do not consider it a difficult subject, they find it boring and of little interest. Demographic factors, school type or gender do not explain these attitudes: academic aspects seem to be the key to reversing this situation. Conclusions The findings of the present study provide some insights into the teaching of geology. For instance, geology programmes need to focus on topics in which students are interested in, and also on establishing connections between geological contents taught in the classroom and real life.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"123 - 146"},"PeriodicalIF":1.6,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2020.1845641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46986031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A material for education process and the Teacher: the use of digital storytelling in preschool science education","authors":"Melek Merve Yilmaz, Ayperi Siğirtmaç","doi":"10.1080/02635143.2020.1841148","DOIUrl":"https://doi.org/10.1080/02635143.2020.1841148","url":null,"abstract":"ABSTRACT Background One of the technologies that can be used to enhance the education process is digital stories. Digital stories can be used for different purposes due to their benefits to the education process. When the research conducted on higher levels of education has been examined, it has been determined that the use of digital stories in science teaching has a positive effect on teaching and learning process. Yet, no study conducted to investigate the process of using digital stories in pre-school science activities has been found in the literature. Purpose Through the current study, it was aimed to investigate the pre-service teachers’ opinions and experiences about the process including the selection of the science concepts, preparation, and implementation of the digital story by focusing on the use of digital stories in pre-school science activities. Study group and Method The study was conducted on the basis of the multiple holistic case design. The study group of the current research is comprised of six pre-service teachers with differing levels of technology disposition. In the collection of the research data, observations, semi-structured interviews, and document analysis were used. In the analysis of the collected data, the data obtained from observations, interviews, and document analyses were evaluated together through content analysis. Results: The findings of the current study are presented under two main themes; the digital story as a material for education and the digital story as a means of technology for the teacher. The results are discussed in reference to the advantages of using digital stories in pre-school science activities, the dimensions that need to be improved, limitations of using digital stories, and digital literacy. Conclusion The current study has produced some data about the advantages of using digital stories in pre-school science activities, which aspects of them should be developed and which bring about limitations to their use. Another important conclusion of the current study points out the importance of incorporating technology in general and digital stories in particular into teacher training programs.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"61 - 88"},"PeriodicalIF":1.6,"publicationDate":"2020-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2020.1841148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43270503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children’s practices with electronic sensors to understand and mitigate sound pollution in primary school","authors":"Maria João Silva","doi":"10.1080/02635143.2020.1841150","DOIUrl":"https://doi.org/10.1080/02635143.2020.1841150","url":null,"abstract":"ABSTRACT Background To contribute to smart, inclusive, sustainable, and multisensory practices in science education, this paper presents research that studied the use of electronic sensors by children to address a sound pollution problem in their school. A didactic sequence was specifically designed and implemented to that purpose. Participants The participants of this study were a project Teacher/Researcher, and the children of eight 4th grade classes (four experimental groups and four control groups), in four primary schools. Purpose The research aim was to study whether and how, throughout the didactic sequence, children developed practices that are needed to understand and mitigate sound pollution in school, including acquiring, analysing, interpreting, and sharing environmental data, as well as interpreting, and applying information, making suggestions to solve the problem. The importance of the use of the electronic sensors was also assessed. Design and methods To answer to the research questions, during the didactic sequence, data were collected through the data collection forms, the collaborative platform, the pre and post-tests, and the children’s suggestions to solve the sound pollution problem. Statistical methods were used to process pre- and post-tests results, and a content analysis allowed the treatment of the children’s suggestions. Results The vast majority of children properly collected, registered, classified, and shared the acquired data. The statistical analysis showed that there was an improvement from the pre to the post-tests results, with the experimental group having more significant improvements. The content analysis of the children’s suggestions revealed that all the children made productive suggestions, but the experimental group made more specific and diversified suggestions. Conclusion Those results suggest that the experimental didactic sequence allowed and scaffolded children in using ICT tools to develop science education hands-on experimental practices, while understanding, analysing and contributing to solve a sound pollution problem in their schools.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"107 - 122"},"PeriodicalIF":1.6,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2020.1841150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45732989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}