Pub Date : 2019-10-02DOI: 10.1080/11356405.2019.1656938
Naiara Berasategi, N. Larrañaga, Iñaki García, M. Azurmendi
Abstract The main objective of this study was to analyse the acquisition of languages by the immigrant students enrolled in the bilingual Basque school, in comparison with indigenous students. We have analysed both the family language of immigrant students as well as the knowledge, use and desire to know the two languages of the school: Basque and Spanish. On the other hand, we have measured the incidence of some variables, such as family language, the length of stay in the host country and the school language model. The sample was composed of 977 secondary school students, of which 145 were immigrant students enrolled in the Basque Autonomous Community. The results show the linguistic diversity among these students. The immigrant student’s family language, the linguistic model in which they are enrolled and the length of stay are decisive in the perception of knowledge, use and desire to learn the two languages of the school.
{"title":"Perceptions of knowledge and use of languages of indigenous and immigrant students in Basque schools / Percepción del conocimiento y uso de lenguas entre alumnado autóctono e inmigrante en la escuela vasca","authors":"Naiara Berasategi, N. Larrañaga, Iñaki García, M. Azurmendi","doi":"10.1080/11356405.2019.1656938","DOIUrl":"https://doi.org/10.1080/11356405.2019.1656938","url":null,"abstract":"Abstract The main objective of this study was to analyse the acquisition of languages by the immigrant students enrolled in the bilingual Basque school, in comparison with indigenous students. We have analysed both the family language of immigrant students as well as the knowledge, use and desire to know the two languages of the school: Basque and Spanish. On the other hand, we have measured the incidence of some variables, such as family language, the length of stay in the host country and the school language model. The sample was composed of 977 secondary school students, of which 145 were immigrant students enrolled in the Basque Autonomous Community. The results show the linguistic diversity among these students. The immigrant student’s family language, the linguistic model in which they are enrolled and the length of stay are decisive in the perception of knowledge, use and desire to learn the two languages of the school.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130813731","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}
Pub Date : 2019-10-02DOI: 10.1080/11356405.2019.1656487
Sandra Girbés-Peco, Regina Gairal-Casadó, Luis Torrego-Egido
Abstract Previous studies have highlighted the role that schools can play in improving the education and well-being of disadvantaged families. In this study we focus on the benefits perceived by two of the most disadvantaged groups in Spain: Roma women and immigrants with low levels of education. Specifically, we analyse the impact of participating in family education programmes delivered by eight schools. The study is based on a communicative approach and has been developed through interviews and focus groups. The sample comprises Roma and Moroccan women as well as their children, family members, teachers and volunteers. The data obtained suggest that the inclusion of the women in the educational programmes has helped improve the women’s perception of their academic and linguistic abilities, and has also brought about psychosocial benefits, including increases in self-esteem and autonomy and the strengthening of social networks.
{"title":"The participation of Roma and Moroccan women in family education: educational and psychosocial benefits / Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales","authors":"Sandra Girbés-Peco, Regina Gairal-Casadó, Luis Torrego-Egido","doi":"10.1080/11356405.2019.1656487","DOIUrl":"https://doi.org/10.1080/11356405.2019.1656487","url":null,"abstract":"Abstract Previous studies have highlighted the role that schools can play in improving the education and well-being of disadvantaged families. In this study we focus on the benefits perceived by two of the most disadvantaged groups in Spain: Roma women and immigrants with low levels of education. Specifically, we analyse the impact of participating in family education programmes delivered by eight schools. The study is based on a communicative approach and has been developed through interviews and focus groups. The sample comprises Roma and Moroccan women as well as their children, family members, teachers and volunteers. The data obtained suggest that the inclusion of the women in the educational programmes has helped improve the women’s perception of their academic and linguistic abilities, and has also brought about psychosocial benefits, including increases in self-esteem and autonomy and the strengthening of social networks.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124177674","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}
Pub Date : 2019-10-02DOI: 10.1080/11356405.2019.1659007
E. Trigo, M. Romero, I. Santos-Díaz
Abstract Correct spelling is associated with social prestige. However, the research carried out in the Spanish-speaking world, from preschool to university, shows little impact of social class on spelling competence. In this study, we use lexical availability materials to investigate the influence of sociolinguistic factors — gender, type of school, area and sociocultural level — on pre-university students’ misspellings. The factorial correspondence analysis showed that the variables studied are directly related to the type of error recorded. Sociocultural level may be especially significant: the lower the level, the greater and more stigmatized the reported errors. These results encourage us to reflect on the levelling power that school should have in the twenty-first century when preparing students to face life in society with the strongest guarantees of success.
{"title":"Empirical approach from lexical availability to the influence of sociolinguistic factors on mastery of spelling / Aproximación empírica desde la disponibilidad léxica a la influencia de los factores sociolingüísticos en el dominio ortográfico","authors":"E. Trigo, M. Romero, I. Santos-Díaz","doi":"10.1080/11356405.2019.1659007","DOIUrl":"https://doi.org/10.1080/11356405.2019.1659007","url":null,"abstract":"Abstract Correct spelling is associated with social prestige. However, the research carried out in the Spanish-speaking world, from preschool to university, shows little impact of social class on spelling competence. In this study, we use lexical availability materials to investigate the influence of sociolinguistic factors — gender, type of school, area and sociocultural level — on pre-university students’ misspellings. The factorial correspondence analysis showed that the variables studied are directly related to the type of error recorded. Sociocultural level may be especially significant: the lower the level, the greater and more stigmatized the reported errors. These results encourage us to reflect on the levelling power that school should have in the twenty-first century when preparing students to face life in society with the strongest guarantees of success.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133607418","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}
Pub Date : 2019-10-02DOI: 10.1080/11356405.2019.1656486
Cristina Pascual-Arias, S. García-Herranz, V. López-Pastor
Abstract We present an experience on formative and shared assessment aimed at fostering student participation in the learning and assessment process in the first year of the second cycle of preschool education. The main objective is to encourage the students’ right to participate and make decisions concerning their own learning by means of assessment. In the article, we show several learning and assessment activities in which the students themselves are at the core and provide information on their own learning processes. The results of this experience inform us that students are able to express and propose changes in the classroom, make decisions and contribute ideas to the teaching-learning process while improving their commitment to their own learning and their ability to express themselves. The stated outcomes allow us to conclude that promoting student participation improves the overall quality of preschool education.
{"title":"What do preschool students want? The role of formative and shared assessment in their right to decide / ¿Qué quieren los niños y niñas de Educación Infantil? El papel de la evaluación formativa y compartida en su derecho a decidir","authors":"Cristina Pascual-Arias, S. García-Herranz, V. López-Pastor","doi":"10.1080/11356405.2019.1656486","DOIUrl":"https://doi.org/10.1080/11356405.2019.1656486","url":null,"abstract":"Abstract We present an experience on formative and shared assessment aimed at fostering student participation in the learning and assessment process in the first year of the second cycle of preschool education. The main objective is to encourage the students’ right to participate and make decisions concerning their own learning by means of assessment. In the article, we show several learning and assessment activities in which the students themselves are at the core and provide information on their own learning processes. The results of this experience inform us that students are able to express and propose changes in the classroom, make decisions and contribute ideas to the teaching-learning process while improving their commitment to their own learning and their ability to express themselves. The stated outcomes allow us to conclude that promoting student participation improves the overall quality of preschool education.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131687624","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}
Pub Date : 2019-10-02DOI: 10.1080/11356405.2019.1656485
P. Gil-Madrona, M. Martínez-López, M. Sáez-Sánchez
Abstract This study aims to evaluate the real effect of students’ subjective and emotional spheres on academic performance in science and to compare it with other objective and structural factors. The Spanish sample is made up of 6,736 15-year-old students who participated in the PISA 2015 study. In order to evaluate the relationship between the different variables, a confirmatory factor analysis was performed and a structural equations model was constructed and evaluated. The importance of the subjective and emotional dimensions in student performance in the sciences is clear, and families’ socioeconomic levels are somehow related as well. Student anxiety has a negative impact on their performance, while their enjoyment learning science has a positive impact. Achievement motivation has a significant impact on performance in science, followed by a sense of belonging to the school and collaboration.
{"title":"Objective and subjective factors associated with Spanish students’ performance in science in PISA 2015 / Factores objetivos y subjetivos asociados al rendimiento del alumnado español en ciencias en PISA 2015","authors":"P. Gil-Madrona, M. Martínez-López, M. Sáez-Sánchez","doi":"10.1080/11356405.2019.1656485","DOIUrl":"https://doi.org/10.1080/11356405.2019.1656485","url":null,"abstract":"Abstract This study aims to evaluate the real effect of students’ subjective and emotional spheres on academic performance in science and to compare it with other objective and structural factors. The Spanish sample is made up of 6,736 15-year-old students who participated in the PISA 2015 study. In order to evaluate the relationship between the different variables, a confirmatory factor analysis was performed and a structural equations model was constructed and evaluated. The importance of the subjective and emotional dimensions in student performance in the sciences is clear, and families’ socioeconomic levels are somehow related as well. Student anxiety has a negative impact on their performance, while their enjoyment learning science has a positive impact. Achievement motivation has a significant impact on performance in science, followed by a sense of belonging to the school and collaboration.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133736282","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}
Abstract This article presents the results of a study carried out in nine schools in Cantabria (Spain) over a five-year period under the Student Voice philosophy. Experiences are described in early childhood and primary and secondary education, as well as in ‘second chance contexts’. The study has been carried out within a qualitative-collaborative framework using ethnographic data collection techniques (semi-structured interviews, participant observations and images). The analysis was conducted using a system of categories and codes compiled according to inductive and deductive processes with the MAXQDA qualitative analysis program. Specifically, the Student Consultation Phase carried out in all the schools is analysed in order to ensure that all students participate and are heard, including those who have tended to have greater difficulties or less presence in school. A review is carried out of the consultation strategies used, the means of communication (languages) and the issues that have been the focus of dialogue and improvements: curricular developments, coexistence, the design of spaces and classroom management. We conclude that reflection on curricular matters tends to be scarce, and that adults still have a significant presence in the management of the dialogue process, which needs to be directed more by children and young people.
{"title":"Student consultation strategies as a lever for school improvement. Results of a collaborative study / Estrategias de consulta al alumnado como palanca para la mejora escolar. Resultados de una investigación colaborativa","authors":"Noelia Ceballos-López, Adelina Calvo-Salvador, Ignacio Haya-Salmón","doi":"10.1080/11356405.2019.1656937","DOIUrl":"https://doi.org/10.1080/11356405.2019.1656937","url":null,"abstract":"Abstract This article presents the results of a study carried out in nine schools in Cantabria (Spain) over a five-year period under the Student Voice philosophy. Experiences are described in early childhood and primary and secondary education, as well as in ‘second chance contexts’. The study has been carried out within a qualitative-collaborative framework using ethnographic data collection techniques (semi-structured interviews, participant observations and images). The analysis was conducted using a system of categories and codes compiled according to inductive and deductive processes with the MAXQDA qualitative analysis program. Specifically, the Student Consultation Phase carried out in all the schools is analysed in order to ensure that all students participate and are heard, including those who have tended to have greater difficulties or less presence in school. A review is carried out of the consultation strategies used, the means of communication (languages) and the issues that have been the focus of dialogue and improvements: curricular developments, coexistence, the design of spaces and classroom management. We conclude that reflection on curricular matters tends to be scarce, and that adults still have a significant presence in the management of the dialogue process, which needs to be directed more by children and young people.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133781497","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}
Pub Date : 2019-10-02DOI: 10.1080/11356405.2019.1656488
M. Lafuente-Lechuga, Ú. Faura-Martínez
Abstract This study presents a teaching experience in which students use ICT to develop video tutorials of the mathematical concepts from the Mathematics for Business I course in the first year of the Bachelor’s in Business Administration. This is an active methodology which not only covers the class contents but is also sure to motivate the students. To evaluate the suitability and mathematical validity of each video, the students themselves filled out a survey which was designed based on a video evaluation model which enables the videos to be ranked according to six didactic facets. We applied the TOPSIS discreet multi-criterion method to these results in order to get the final mark of the videos.
{"title":"Evaluation of videos of mathematical concepts made by students / Evaluación de vídeos de conceptos matemáticos elaborados por los estudiantes","authors":"M. Lafuente-Lechuga, Ú. Faura-Martínez","doi":"10.1080/11356405.2019.1656488","DOIUrl":"https://doi.org/10.1080/11356405.2019.1656488","url":null,"abstract":"Abstract This study presents a teaching experience in which students use ICT to develop video tutorials of the mathematical concepts from the Mathematics for Business I course in the first year of the Bachelor’s in Business Administration. This is an active methodology which not only covers the class contents but is also sure to motivate the students. To evaluate the suitability and mathematical validity of each video, the students themselves filled out a survey which was designed based on a video evaluation model which enables the videos to be ranked according to six didactic facets. We applied the TOPSIS discreet multi-criterion method to these results in order to get the final mark of the videos.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128568771","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}
Pub Date : 2019-07-03DOI: 10.1080/11356405.2019.1630954
Eider Oregui, A. Aierbe
Abstract This study analyses whether narrative skill and the perception of values/countervalues among students in primary school vary according to the structure (narrative vs non-narrative) of the episodes of fiction viewed, the grade age (third and sixth, 8–12 years old), sex and attentional level. With this purpose in mind, quantitative and qualitative methodologies were implemented. The most noteworthy results include the higher narrative skill and perception of values/countervalues of students in the sixth grade of primary school and those who viewed an episode with a narrative structure. The conclusion is that when addressing narrative skills and the education in values/countervalues from the formal and informal spheres, special importance should be attached to the structure of the fiction contents, given that it can to some extent help students make the messages meaningful in terms of values and countervalues.
{"title":"Structure of cartoons, narrative skills and perception of values/countervalues in primary school / Estructura de los dibujos animados, habilidades narrativas y percepción de valores/contravalores en Educación Primaria","authors":"Eider Oregui, A. Aierbe","doi":"10.1080/11356405.2019.1630954","DOIUrl":"https://doi.org/10.1080/11356405.2019.1630954","url":null,"abstract":"Abstract This study analyses whether narrative skill and the perception of values/countervalues among students in primary school vary according to the structure (narrative vs non-narrative) of the episodes of fiction viewed, the grade age (third and sixth, 8–12 years old), sex and attentional level. With this purpose in mind, quantitative and qualitative methodologies were implemented. The most noteworthy results include the higher narrative skill and perception of values/countervalues of students in the sixth grade of primary school and those who viewed an episode with a narrative structure. The conclusion is that when addressing narrative skills and the education in values/countervalues from the formal and informal spheres, special importance should be attached to the structure of the fiction contents, given that it can to some extent help students make the messages meaningful in terms of values and countervalues.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131637351","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}
Pub Date : 2019-07-03DOI: 10.1080/11356405.2019.1630953
Julio Cabero-Almenara, J. Meza-Cano
Abstract Although Web 2.0 has changed students’ roles, placing them at the centre of the teaching-learning process, attitudes towards Web 2.0 have been observed to have a relation with its use in a formal academic context. An instrument was applied to higher education students in Mexico to explore their perceptions by collecting information on students’ attitudes, training and use of Web 2.0, and its impact on higher education. The findings showed that training in Web 2.0 determines use of it, as well as the attitudes towards it and the possible impact these can have on teaching-learning processes. No differences were found regarding participants’ gender in relation to their perceptions of the use of Web 2.0 as a learning environment.
{"title":"Online undergraduate students’ perceptions of the impact of Web 2.0 on higher education / Percepciones de estudiantes de licenciatura en línea sobre el impacto de la Web 2.0 en educación superior","authors":"Julio Cabero-Almenara, J. Meza-Cano","doi":"10.1080/11356405.2019.1630953","DOIUrl":"https://doi.org/10.1080/11356405.2019.1630953","url":null,"abstract":"Abstract Although Web 2.0 has changed students’ roles, placing them at the centre of the teaching-learning process, attitudes towards Web 2.0 have been observed to have a relation with its use in a formal academic context. An instrument was applied to higher education students in Mexico to explore their perceptions by collecting information on students’ attitudes, training and use of Web 2.0, and its impact on higher education. The findings showed that training in Web 2.0 determines use of it, as well as the attitudes towards it and the possible impact these can have on teaching-learning processes. No differences were found regarding participants’ gender in relation to their perceptions of the use of Web 2.0 as a learning environment.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128639598","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}
Abstract The process of including students with disabilities is necessarily influenced by teachers’ attitudes towards them and towards their inclusion in education. After detecting the need to study the attitudes present in preschool and primary and secondary school teachers, this study was proposed as it was decided that an analysis of such attitudes could help to develop a better understanding of the current needs of the education system. This study analysed data on attitudes from a total of 175 teachers (29.10% male) working in state schools (50.30%) and semi-private schools in different autonomous communities of the Spanish state. An adapted version of the teacher questionnaire on attitudes towards students with special educational needs arising from disability was used. After analysing the psychometric properties of the questionnaire, further purification of these properties resulted in an assessment instrument comprising 22 items. It is worth highlighting the appraisal that teachers carry out of their training, the existence of resources, as well as their own level of involvement.
{"title":"Assessment and interpretation of teachers’ attitudes towards students with disabilities / Evaluación e interpretación de la actitud del profesorado hacia alumnos con discapacidad","authors":"Patricia Solis, Ignacio Pedrosa, Luz-María Mateos-Fernández","doi":"10.1080/11356405.2019.1630955","DOIUrl":"https://doi.org/10.1080/11356405.2019.1630955","url":null,"abstract":"Abstract The process of including students with disabilities is necessarily influenced by teachers’ attitudes towards them and towards their inclusion in education. After detecting the need to study the attitudes present in preschool and primary and secondary school teachers, this study was proposed as it was decided that an analysis of such attitudes could help to develop a better understanding of the current needs of the education system. This study analysed data on attitudes from a total of 175 teachers (29.10% male) working in state schools (50.30%) and semi-private schools in different autonomous communities of the Spanish state. An adapted version of the teacher questionnaire on attitudes towards students with special educational needs arising from disability was used. After analysing the psychometric properties of the questionnaire, further purification of these properties resulted in an assessment instrument comprising 22 items. It is worth highlighting the appraisal that teachers carry out of their training, the existence of resources, as well as their own level of involvement.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116649748","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}
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