IEEE Transactions on Education最新文献

筛选
英文 中文
Effective Use of Digital Textbooks: A Hybrid Framework of Acceptance and Self-Determination in Higher Education Programming Courses 数字教科书的有效使用:高等教育规划课程中接受与自主的混合框架
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-03-26 DOI: 10.1109/TE.2025.3569558
Teng Ma;Ahmad Samed Al-Adwan;Na Li;Erick Purwanto;Wan Meng;Hai-Ning Liang
{"title":"Effective Use of Digital Textbooks: A Hybrid Framework of Acceptance and Self-Determination in Higher Education Programming Courses","authors":"Teng Ma;Ahmad Samed Al-Adwan;Na Li;Erick Purwanto;Wan Meng;Hai-Ning Liang","doi":"10.1109/TE.2025.3569558","DOIUrl":"https://doi.org/10.1109/TE.2025.3569558","url":null,"abstract":"Contribution: This study has proposed a hybrid framework of acceptance and self-determination for the use of digital textbooks in higher education programming courses. The intertwined relationships between acceptance and self-determination factors, and their joint effects on student’s engagement and learning performance are all examined. Background: Despite the proliferation of education technologies, their acceptance and performance among students are still limited by the active participation of students, especially for engineering training of higher education. Traditional acceptance-related factors face challenges in explaining the engagement of students in using new technology, which calls for an integrated examination for their interconnection and joint effects. Research Questions: 1) How do acceptance and self-determination factors influence each other in using digital textbooks? 2) How do acceptance and self-determination factors jointly affect student’s engagement and learning performance? Methodology: By collecting data from students in a programming course using HTML5 package (H5P) digital textbooks, this study examined relationships in the hybrid framework through partial least-squares structural equation modeling (PLS-SEM). Findings: This study reveals the relationship between acceptance and self-determination, which verified the mediation effect of self-determination between perceived usefulness / ease of use and acceptance. Besides, the acceptance of students, along with competence and relatedness, could significantly facilitate learning engagement, which further increases the learning performance.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 3","pages":"312-321"},"PeriodicalIF":2.1,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student-Led Tutorials Interactions and Learning in Electromagnetism 学生辅导课电磁学中的互动与学习
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-03-24 DOI: 10.1109/TE.2025.3549317
Cornelis J. C. Vertegaal;Cecilia Martinez;Ramiro Serra;Prem Sundaramoorthy;Mark J. Bentum
{"title":"Student-Led Tutorials Interactions and Learning in Electromagnetism","authors":"Cornelis J. C. Vertegaal;Cecilia Martinez;Ramiro Serra;Prem Sundaramoorthy;Mark J. Bentum","doi":"10.1109/TE.2025.3549317","DOIUrl":"https://doi.org/10.1109/TE.2025.3549317","url":null,"abstract":"Contribution: This study identifies the types of interaction that contribute to student learning with student-led tutorials (SLTs). The quality of these interactions include peer discussion, student tutor presentation, joint reasoning, and constructive feedback.Background: The introduction of SLTs in an advanced electromagnetics bachelor course has improved the passing rates from 40% to 60%. SLTs, as one type of peer learning and tutoring, correlate with active learning and student achievement. However, there is not much knowledge about the different kinds of student interactions and its respective impact on learning.Research Question: How students’ interactions contribute to students understanding of content and problem-solving skills in electromagnetism and what influences the quality of such interactions?Design/Method: The study inductively analyzed different sources of data that included classroom observations, student surveys, focus groups, and interviews to identify SLTs interactions.Findings: SLTs contributed to student understanding of concepts, practicing general engineering problem-solving skills, and keeping pace with the course activities. The quality of students’ presentations, the type of questions that tutors posed, the tension between revising all problems in broader terms and discussing concepts in-depth, the difficulty of content knowledge and tutors’ understanding of the problems; influenced the quality of SLT interactions. This research finds that, while in general SLT promotes learning, teaching students how to actively participate and training teaching assistants how to organize classroom interactions, can further contribute to in-depth conceptual discussions of the subject matter.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"234-247"},"PeriodicalIF":2.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Elevating Learning Effectiveness in Solid-State Physics Through Interactive Software and Stereoscopic Projection 通过互动软件和立体投影提高固态物理的学习效果
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-03-20 DOI: 10.1109/TE.2025.3545696
Xuhan Luo;Boxuan Li;Jinmei Liu;Shihong Ma;Xinyuan Wei;Yan Cen
{"title":"Elevating Learning Effectiveness in Solid-State Physics Through Interactive Software and Stereoscopic Projection","authors":"Xuhan Luo;Boxuan Li;Jinmei Liu;Shihong Ma;Xinyuan Wei;Yan Cen","doi":"10.1109/TE.2025.3545696","DOIUrl":"https://doi.org/10.1109/TE.2025.3545696","url":null,"abstract":"Contribution: An innovative approach utilizing interactive software paired with stereoscopic projection hardware is introduced to enhance the teaching and learning of solid-state physics. This method is distinctive for its integration of complex 3-D visualizations directly into classroom instruction, facilitating a deeper understanding of abstract concepts through interactive engagement.Background: This study is motivated by the challenges faced in teaching abstract concepts in a solid-state physics course, such as the energy band theory and Bravais lattices, to undergraduate students. Traditional teaching methods, such as blackboard teaching, or PowerPoint presentations often fail to adequately address these complexities, leading to a significant learning gap. This gap underlines the necessity for innovative educational tools that can bridge theoretical knowledge with practical understanding, applicable globally across educational programs.Intended Outcomes: The primary outcomes targeted by this approach include improved student engagement and learning efficacy, enhanced comprehension and retention of complex physics concepts, and better transfer of theoretical knowledge to practical applications.Application and Evaluation Experiment Design: The teaching tool integrates MATLAB-based interactive software with hardware utilizing the “Pepper Ghost” technique for 3-D stereoscopic visualization. This approach aims to foster an interactive and engaging learning environment, allowing complex physics concepts to be visualized intuitively. Assessment of learning effectiveness is carried out through the design of targeted questions, participant recruitment, and statistical analysis of questionnaire responses.Findings: Noticeable improvements in performance on both retention questions and transfer questions are observed, indicating that students exposed to this new teaching approach benefit in knowledge retention and application compared to those who experienced traditional teaching methods. These findings highlight the effectiveness of the integrated teaching tool in enhancing teaching outcomes in physics, suggesting its potential broad applicability in other fields.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"224-233"},"PeriodicalIF":2.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating AI in Engineering Education: A Comprehensive Review and Student-Informed Module Design for U.K. Students 将人工智能融入工程教育:面向英国学生的全面回顾和学生知情模块设计
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-03-12 DOI: 10.1109/TE.2025.3536105
Yijia Hao;Yushi Liu;Bo Liu;George Amarantidis;Rami Ghannam
{"title":"Integrating AI in Engineering Education: A Comprehensive Review and Student-Informed Module Design for U.K. Students","authors":"Yijia Hao;Yushi Liu;Bo Liu;George Amarantidis;Rami Ghannam","doi":"10.1109/TE.2025.3536105","DOIUrl":"https://doi.org/10.1109/TE.2025.3536105","url":null,"abstract":"Contribution: The integration of artificial intelligence (AI) in engineering higher education is becoming increasingly important nowadays. This article contributes to the Scholarship of Integration by providing a comprehensive review of current research on AI integration in engineering higher education and presenting a pilot AI introductory module designed to teach engineering students AI fundamentals. Background: With the rapid development of AI, it is crucial to integrate AI into engineering curricula to prepare students for the workforce. However, there is a lack of comprehensive research on the strategies to integrate AI into engineering higher education. Research Questions (RQs): This article addresses the following RQs: What is the current state of AI integration in engineering higher education? What are the key considerations for integrating AI education into undergraduate engineering programs? What are the challenges and lessons learned when delivering an AI module to undergraduate students majoring in electronics? Methodology: A comprehensive review was conducted to identify current research on pedagogical methods for integrating AI in engineering curricula. A pilot AI introductory module was also developed and implemented based on this comprehensive review. To customize module design for U.K. students, data was collected from a program review of 29 universities in the U.K. to understand the platforms used to deliver these programs. Finally, surveys were used to evaluate the impact of this module and to identify any challenges and lessons learned. Findings: Our comprehensive review revealed a lack of comprehensive research on AI integration in engineering higher education. The program review results showed that 29 universities in the U.K. offer AI and engineering-related knowledge in the same curriculum, among which London leads the trend. Following the review, an AI module was developed and delivered to 150 U.K. first-year electronics and electrical engineering students. The module was evaluated via entry and exit surveys that were completed by 114 and 104 students, respectively. The results suggested that the pilot AI module aids in teaching AI fundamentals to undergraduate engineering students, with 97% of students agreeing that the module can increase their future job competencies. The review and developed module can serve as valuable references for introducing AI into existing engineering programs at the undergraduate level.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"173-185"},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
PBL Student Assessment: Consistency of Different Evaluation Methods in a Computing Faculty PBL学生评估:计算机学院不同评估方法的一致性
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-03-12 DOI: 10.1109/TE.2025.3545314
Henrique Mohallem Paiva;Flávia Maria Santoro;Victor Takashi Hayashi;Bianca Cassemiro Lima
{"title":"PBL Student Assessment: Consistency of Different Evaluation Methods in a Computing Faculty","authors":"Henrique Mohallem Paiva;Flávia Maria Santoro;Victor Takashi Hayashi;Bianca Cassemiro Lima","doi":"10.1109/TE.2025.3545314","DOIUrl":"https://doi.org/10.1109/TE.2025.3545314","url":null,"abstract":"Contribution: This article analyzes student assessment within a computing faculty employing a full project-based learning (PBL) approach. Examining 2078 final grades across 60 classes and periods, the study reveals a significant correlation between graded self-studies, exams, and projects. This result contributes to understanding the reliability and independence of diverse evaluation methods, emphasizing their effectiveness in measuring students’ learning within a PBL framework. Background: This study is motivated by the need to investigate diverse learning assessment methods within a PBL setting, aiming to establish context and underline the broad applicability of a comprehensive evaluation approach in computing education. Intended Outcomes: The study seeks to provide information about the interrelationships between different assessment methods within a PBL framework. The desired outcome is a comprehensive understanding applicable across various classes and periods, emphasizing the robustness of the assessment system. Application Design: Implementing a full PBL model in a computing faculty during a two-year period, the chosen approach integrates graded self-studies, exams, and projects to ensure a well-rounded evaluation system, capturing student proficiency across diverse computing concepts. This study involved 210 first- and second-year students, 162 men and 48 women, with a mean age of 21.7 ± 2.7 years. Findings: Correlation analysis of 2078 final grades indicates consistent reliability among graded self-studies, exams, and projects. This result underscores the effectiveness of each assessment method in measuring learning within a PBL framework, highlighting the system’s robust applicability in a computing educational environment.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"215-223"},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10924470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring the Antecedents and Moderators of Impacting Self-Efficacy in Students’ Learning Computer Programming 学生计算机程序设计学习自我效能感的影响因素及调节因素探讨
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-02-26 DOI: 10.1109/TE.2025.3540493
Ying-Chieh Liu;Hung-Yi Chen
{"title":"Exploring the Antecedents and Moderators of Impacting Self-Efficacy in Students’ Learning Computer Programming","authors":"Ying-Chieh Liu;Hung-Yi Chen","doi":"10.1109/TE.2025.3540493","DOIUrl":"https://doi.org/10.1109/TE.2025.3540493","url":null,"abstract":"Contribution: Expand the scope of factors influencing self-efficacy and highlight the importance of teaching quality, peer support, perceived course value, the moderating effects of self-regulation, and adversity quotient (AQ). Background: Self-efficacy has been regarded as an important factor in students’ learning performance. However, little research has explored the antecedents of self-efficacy in the context of students’ learning computer programming. Research Question: What are the factors affecting students’ self-efficacy in the context of learning computer programming? And how do these factors influence students’ self-efficacy in learning computer programming?Methodology: Five hundred and twenty-three validated questionnaires were collected from four universities in Taiwan. Findings: Three antecedents (the quality of lectures, reciprocal peer tutoring, and perceived course value) positively affected self-efficacy. Two moderators (self-regulation and AQ) positively moderated the relationships between the quality of lectures, reciprocal peer tutoring, and self-efficacy but not the relationship between perceived course value and self-efficacy.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"203-214"},"PeriodicalIF":2.1,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Women in Computer Science: High School Math Exam, School Belonging, Academic Self-Efficacy, and Their Relationship to First-Semester Grades 计算机科学专业女生:高中数学考试、学校归属感、学术自我效能感及其与第一学期成绩的关系
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-02-20 DOI: 10.1109/TE.2025.3538949
Mirjam Paales;Karin Täht
{"title":"Women in Computer Science: High School Math Exam, School Belonging, Academic Self-Efficacy, and Their Relationship to First-Semester Grades","authors":"Mirjam Paales;Karin Täht","doi":"10.1109/TE.2025.3538949","DOIUrl":"https://doi.org/10.1109/TE.2025.3538949","url":null,"abstract":"Contribution: This study enhances the understanding of the factors that impact academic performance and self-efficacy among computer science (CS) students, specifically focusing on gender differences. Background: The motivation behind this study stems from the gender disparity observed within undergraduate CS programs. This gender gap undermines diversity within the tech industry and hampers its potential for innovation. Research Questions: Do female CS students exhibit lower levels of school belonging and academic self-efficacy? Are there gender differences in academic achievement? What is the predictive power of prior academic performance, academic self-efficacy, and sense of belonging on first-semester grades? Methodology: In this study, 113 undergraduate students (82 males) were surveyed. The questionnaire was administered midway through the semester, in early November. High school math exam scores were assessed along with self-reported measures of academic self-efficacy and sense of belonging. Findings: The findings revealed several noteworthy observations: Female students exhibited a statistically significant higher grade point average (GPA) at the end of the first semester despite reporting lower levels of academic self-efficacy. Regression analysis identified gender, academic self-efficacy, and high school math exam scores as significant predictors of first-semester GPA. Implications: The implications of the study underscore the importance of fostering a supportive learning environment within CS education. Specifically, this study advocates for implementing teaching practices that prioritize social aspects and help enhance field-specific self-efficacy for all students.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"195-202"},"PeriodicalIF":2.1,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Teaching Evaluations Through Campus Data 利用校园数据加强教学评价
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-02-13 DOI: 10.1109/TE.2025.3536301
Ruizhi Liao;Zhizhen Chen;Ao Zhang
{"title":"Enhancing Teaching Evaluations Through Campus Data","authors":"Ruizhi Liao;Zhizhen Chen;Ao Zhang","doi":"10.1109/TE.2025.3536301","DOIUrl":"https://doi.org/10.1109/TE.2025.3536301","url":null,"abstract":"Contribution: This study examines the impact of student data and behaviors on student evaluations of teaching. It leverages campus data and employs statistical methods to explore the relationships among these indicators. A regression model is developed that integrates teaching evaluation, expected grades, and course participation, aiming to mitigate instructors’ influence on student evaluations.Background: In higher education, the assessment of teaching quality commonly includes student evaluations of teaching. However, subjective factors, such as students’ expected grades, can distort evaluation outcomes. The ample student behavior data on campus enable an analysis of the validity of student evaluations on teaching.Research Questions: How do student evaluations of teaching correlate with student grades, library borrowing, and dormitory living? How can campus data analysis be utilized to mitigate the influence of instructors on student evaluations of teaching?Methodology: Data collected from campus are utilized, and statistical methods, including the Shapiro-Wilk test and linear regression models, are applied to analyze the relationships between student data and teaching evaluations.Findings: The study finds a strong correlation between students’ expected grades and teaching evaluation scores, suggesting the potential for instructor influence. The proposed regression model highlights the interrelationships among teaching evaluations, expected grades, and course participation, offering insights into mitigating instructor influence on student evaluations.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"186-194"},"PeriodicalIF":2.1,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
IEEE Transactions on Education Information for Authors IEEE作者教育信息汇刊
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-02-06 DOI: 10.1109/TE.2025.3530662
{"title":"IEEE Transactions on Education Information for Authors","authors":"","doi":"10.1109/TE.2025.3530662","DOIUrl":"https://doi.org/10.1109/TE.2025.3530662","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"C3-C3"},"PeriodicalIF":2.1,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10876440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
IEEE Transactions on Education Publication Information IEEE教育出版信息汇刊
IF 2.1 2区 工程技术
IEEE Transactions on Education Pub Date : 2025-02-06 DOI: 10.1109/TE.2025.3530660
{"title":"IEEE Transactions on Education Publication Information","authors":"","doi":"10.1109/TE.2025.3530660","DOIUrl":"https://doi.org/10.1109/TE.2025.3530660","url":null,"abstract":"","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"C2-C2"},"PeriodicalIF":2.1,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10876573","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信