Pub Date : 2023-08-31DOI: 10.15293/2658-6762.2304.04
Z. I. Lavrentyeva, Natalya Vladimirovna Kochan, A. Z. Murzalinova, Tatyana Aleksandrovna Romm
Introduction. The authors investigate the current trends in scientific and methodological support of preparing future teachers for moral education activities. The aim of the article is to identify changes in the leading characteristics of scientific and methodological support of classroom teachers’ preparation in modern conditions and to determine its prospects in the context of higher education transformation. Materials and Methods. The study is theoretical in nature, includes the analysis and generalization of theoretical approaches to scientific and methodological support of university teachers and empirical data obtained in the course of a comprehensive study of the content, forms and methods of preparing future teachers for conducting moral educational activities. The study is based on the following methodological approaches: psychological and educational support, scientific and methodological support, and the concept of involvement, allowing to reveal the successful areas and the main difficulties in scientific and methodological support of classroom teachers' training in academic and extracurricular activities, and to identify the prospects of scientific and methodological support in the context of the transformation of higher education. Results. The paper identifies the main areas of support: scientific and methodological support, student extracurricular involvement, research projects on classroom management problems, targeted information and methodological support. The study reveals the contradictions between teachers’ satisfaction with existing scientific and methodological support and dissatisfaction of students and heads of educational settings with the quality of classroom teachers’ preparation in modern schools. The authors identify the characteristic features of improving the quality of classroom management in modern schools. Conclusions. The study has shown the socio-pedagogical and professional significance of scientific and methodological support of classroom teachers' preparation in higher educational institutions that provide teacher education programmes. New methodological approaches to understanding the role and place of scientific and methodological support in higher education institution, innovative, network and interactive formats of training, and creating educational open professional-oriented environment serve as resources of scientific and methodological support of classroom teachers’ preparation.
{"title":"Scientific and methodological support for preparing classroom teachers in modern education system: Evaluation of changes and opportunities","authors":"Z. I. Lavrentyeva, Natalya Vladimirovna Kochan, A. Z. Murzalinova, Tatyana Aleksandrovna Romm","doi":"10.15293/2658-6762.2304.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.04","url":null,"abstract":"Introduction. The authors investigate the current trends in scientific and methodological support of preparing future teachers for moral education activities. The aim of the article is to identify changes in the leading characteristics of scientific and methodological support of classroom teachers’ preparation in modern conditions and to determine its prospects in the context of higher education transformation. Materials and Methods. The study is theoretical in nature, includes the analysis and generalization of theoretical approaches to scientific and methodological support of university teachers and empirical data obtained in the course of a comprehensive study of the content, forms and methods of preparing future teachers for conducting moral educational activities. The study is based on the following methodological approaches: psychological and educational support, scientific and methodological support, and the concept of involvement, allowing to reveal the successful areas and the main difficulties in scientific and methodological support of classroom teachers' training in academic and extracurricular activities, and to identify the prospects of scientific and methodological support in the context of the transformation of higher education. Results. The paper identifies the main areas of support: scientific and methodological support, student extracurricular involvement, research projects on classroom management problems, targeted information and methodological support. The study reveals the contradictions between teachers’ satisfaction with existing scientific and methodological support and dissatisfaction of students and heads of educational settings with the quality of classroom teachers’ preparation in modern schools. The authors identify the characteristic features of improving the quality of classroom management in modern schools. Conclusions. The study has shown the socio-pedagogical and professional significance of scientific and methodological support of classroom teachers' preparation in higher educational institutions that provide teacher education programmes. New methodological approaches to understanding the role and place of scientific and methodological support in higher education institution, innovative, network and interactive formats of training, and creating educational open professional-oriented environment serve as resources of scientific and methodological support of classroom teachers’ preparation.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73891753","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.06
Natalia Sergeevna Garkusha, Anna Stanislavovna Alekseeva, L. M. Asmolova
Introduction. The current contradictions between challenges of an intensively developing digital environment and the personal and professional values of the head of an educational institution, between theoretical knowledge of digitalization and its application in management practice require a detailed study of the phenomenon of ‘digital culture of the head of an educational institution’ and a methodological clarification of both the phenomenon itself and the structural components of digital culture, which influence the successfulness and efficiency of the headteacher in solving digital tasks. The aim of the article is to identify and clarify the methodological aspects of the phenomenon of ‘digital culture of the head of an educational institution’. Materials and Methods. The study is conducted through a logical analysis of scientific theories, system analysis and theoretical justification of the conclusions existing in science and practice about the application of methodological approaches to studying the category of digital culture of the head of an educational institution. The research methods of specification, modelling and formalization were used to substantiate the conceptual construct of the digital culture of the head of an educational institution. Results. The article explores the phenomenon of ‘digital culture of the head of an educational institution’, the significance of which is determined by the fact that it is represented as a new type of culture, which creates a new space of values and meanings, contributes to the emergence of other cultural practices and forms of human activities. The authors have identified methodological aspects of the phenomenon of ‘digital culture of the head of an educational institution’ based on the application of interrelated and complementary scientific approaches that provide a full and deep understanding of this phenomenon: system-activity, culturological, axiological, praxiological and setting incremental ones. According to the networking incremental approach, the authors justify the conceptual construct of the digital culture of the head of an educational institution, which includes the following elements: digital thinking, digital affiliation, digital adaptation, and digital experience. Conclusions. The article concludes that the considered methodological approaches are complementary, providing a wide range of methodological tools to study the phenomenon of ‘digital culture of the head of educational institution’. The combination of the approaches helps to deepen the understanding of different aspects of digital culture, their interconnection, and their influence on the behavior and activities of the head of an educational institution in the digital environment.
{"title":"Digital culture of the head of an educational institution: Methodological approaches to research","authors":"Natalia Sergeevna Garkusha, Anna Stanislavovna Alekseeva, L. M. Asmolova","doi":"10.15293/2658-6762.2304.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.06","url":null,"abstract":"Introduction. The current contradictions between challenges of an intensively developing digital environment and the personal and professional values of the head of an educational institution, between theoretical knowledge of digitalization and its application in management practice require a detailed study of the phenomenon of ‘digital culture of the head of an educational institution’ and a methodological clarification of both the phenomenon itself and the structural components of digital culture, which influence the successfulness and efficiency of the headteacher in solving digital tasks. The aim of the article is to identify and clarify the methodological aspects of the phenomenon of ‘digital culture of the head of an educational institution’. Materials and Methods. The study is conducted through a logical analysis of scientific theories, system analysis and theoretical justification of the conclusions existing in science and practice about the application of methodological approaches to studying the category of digital culture of the head of an educational institution. The research methods of specification, modelling and formalization were used to substantiate the conceptual construct of the digital culture of the head of an educational institution. Results. The article explores the phenomenon of ‘digital culture of the head of an educational institution’, the significance of which is determined by the fact that it is represented as a new type of culture, which creates a new space of values and meanings, contributes to the emergence of other cultural practices and forms of human activities. The authors have identified methodological aspects of the phenomenon of ‘digital culture of the head of an educational institution’ based on the application of interrelated and complementary scientific approaches that provide a full and deep understanding of this phenomenon: system-activity, culturological, axiological, praxiological and setting incremental ones. According to the networking incremental approach, the authors justify the conceptual construct of the digital culture of the head of an educational institution, which includes the following elements: digital thinking, digital affiliation, digital adaptation, and digital experience. Conclusions. The article concludes that the considered methodological approaches are complementary, providing a wide range of methodological tools to study the phenomenon of ‘digital culture of the head of educational institution’. The combination of the approaches helps to deepen the understanding of different aspects of digital culture, their interconnection, and their influence on the behavior and activities of the head of an educational institution in the digital environment.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"161 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86453091","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.09
Lyubov Alekseevna Kramskaya, Y. M. Perevozkina, Yuliya Vladimirovna Poshekhonova, M. Kashapov
Introduction. The relevance of studying professional thinking in the context of higher medical education is determined by theoretical and practical significance of the problem, which has an epistemological, not ontological nature: the formation of doctor’s professional clinical thinking. The article presents the findings of an empirical study of psychological patterns underlying the correlation between styles and types of thinking among medical students, attending physicians, and doctors in academic and professional activities. The purpose of the article is to identify the dynamics of relationships between styles and types of thinking among doctors at different stages of their professional development. Materials and Methods. Stylistic and typological features of doctors’ thinking were established by analyzing acmeological and psychological mechanisms of professionals’ creative thinking in the context of a metacognitive approach. Based on the resource approach to understanding the phenomenon of professional thinking, clinical thinking is considered as the highest cognitive process of searching, detecting and resolving problems, identifying externally unspecified, implicit properties of the cognizable and transformed medical situation. The following methods were used: A.K. Belousova’s ‘Styles of thinking inventory’ and V.A. Ganzen, K.B. Malyshev, L.V. Oginets’s ‘Method of identifying the type of thinking and the level of creativity’. Results. The authors have revealed the interrelation between styles and types of thinking of medical students, attending physicians and doctors. It was established that the dominant type and style of medical students, attending physicians and doctors’ thinking are the imaginative type of thinking and the practical style of thinking. The authors clarified and described the dynamics of interrelations between thinking styles and types in medical students, attending physicians and doctors. It varies depending on the stage of doctor’s professionalization. The psychological peculiarities of typical and stylistic characteristics of doctor's thinking were revealed. The authors summarized the connection of doctors' creative abilities with leading styles and types of thinking and described the resources of professionalization of clinical thinking. Conclusions. The article presents the understanding of doctor’s professional thinking as a type of thinking, whose laws are based on general laws of thinking, but follow the specifics of medical activities. It is shown that the connections between the styles and types of doctor’s thinking acquire quantitative and qualitative peculiarities at the certain stages of doctor’s professional development.
{"title":"Studying the dynamics of interrelations between styles and types of thinking of professionals in the context of higher medical education","authors":"Lyubov Alekseevna Kramskaya, Y. M. Perevozkina, Yuliya Vladimirovna Poshekhonova, M. Kashapov","doi":"10.15293/2658-6762.2304.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.09","url":null,"abstract":"Introduction. The relevance of studying professional thinking in the context of higher medical education is determined by theoretical and practical significance of the problem, which has an epistemological, not ontological nature: the formation of doctor’s professional clinical thinking. The article presents the findings of an empirical study of psychological patterns underlying the correlation between styles and types of thinking among medical students, attending physicians, and doctors in academic and professional activities. The purpose of the article is to identify the dynamics of relationships between styles and types of thinking among doctors at different stages of their professional development. Materials and Methods. Stylistic and typological features of doctors’ thinking were established by analyzing acmeological and psychological mechanisms of professionals’ creative thinking in the context of a metacognitive approach. Based on the resource approach to understanding the phenomenon of professional thinking, clinical thinking is considered as the highest cognitive process of searching, detecting and resolving problems, identifying externally unspecified, implicit properties of the cognizable and transformed medical situation. The following methods were used: A.K. Belousova’s ‘Styles of thinking inventory’ and V.A. Ganzen, K.B. Malyshev, L.V. Oginets’s ‘Method of identifying the type of thinking and the level of creativity’. Results. The authors have revealed the interrelation between styles and types of thinking of medical students, attending physicians and doctors. It was established that the dominant type and style of medical students, attending physicians and doctors’ thinking are the imaginative type of thinking and the practical style of thinking. The authors clarified and described the dynamics of interrelations between thinking styles and types in medical students, attending physicians and doctors. It varies depending on the stage of doctor’s professionalization. The psychological peculiarities of typical and stylistic characteristics of doctor's thinking were revealed. The authors summarized the connection of doctors' creative abilities with leading styles and types of thinking and described the resources of professionalization of clinical thinking. Conclusions. The article presents the understanding of doctor’s professional thinking as a type of thinking, whose laws are based on general laws of thinking, but follow the specifics of medical activities. It is shown that the connections between the styles and types of doctor’s thinking acquire quantitative and qualitative peculiarities at the certain stages of doctor’s professional development.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91473708","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.05
N. A. Emikh, M. Fomina
Introduction. The article examines the problem of digital transformation of higher education. The purpose of the study is to identify the specifics of the new paradigm of higher education in the context of its digitalization. Materials and Methods. The methodology of scientific research consists of phenomenological, philosophical and anthropological approaches and the principle of correlation, which allow us to consider the problem under study in the context of substantiating a new paradigm of higher education, identifying its specifics. The research methods include a comparative analysis of scientific theories and concepts, which allows to reveal the opportunities and risks of digital education in the international field, as well as synthesis and generalization. Following the paradigm approach makes it possible to explain addressing the interpretation of the new educational paradigm. Results. The authors consider the problem of digital education, defined as a change in the relationship between a person and digital technologies, on the one hand, and as the development of a relationship between a person and a cultural and communication environment, on the other hand. The specifics of the new (techno-anthropo-oriented) paradigm of higher education in the context of its digitalization are revealed. The new paradigm is a reflection that demonstrates the interaction of a person with the technological environment; its content is the cultural and communication environment where a new type of dialogue is formed on the basis of practice. Within the new paradigm, a person who creates meaning appears as a creator of themselves and the meaning of cultural communication by means of digital technologies. The techno-cultural function of the paradigm allows to act in the educational process of value-semantic and digital cultural-instrumental practices. The authors argue that in the new paradigm of education, a person surrounded by technology is focused on a new type of dialogue, strives to possess digital culture, to be its member and creator. Conclusions. The authors summarize the characteristic features of the new paradigm of higher education in the context of its digitalization.
{"title":"Specifics of the new paradigm of higher education in the context of its digitalization","authors":"N. A. Emikh, M. Fomina","doi":"10.15293/2658-6762.2304.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.05","url":null,"abstract":"Introduction. The article examines the problem of digital transformation of higher education. The purpose of the study is to identify the specifics of the new paradigm of higher education in the context of its digitalization. Materials and Methods. The methodology of scientific research consists of phenomenological, philosophical and anthropological approaches and the principle of correlation, which allow us to consider the problem under study in the context of substantiating a new paradigm of higher education, identifying its specifics. The research methods include a comparative analysis of scientific theories and concepts, which allows to reveal the opportunities and risks of digital education in the international field, as well as synthesis and generalization. Following the paradigm approach makes it possible to explain addressing the interpretation of the new educational paradigm. Results. The authors consider the problem of digital education, defined as a change in the relationship between a person and digital technologies, on the one hand, and as the development of a relationship between a person and a cultural and communication environment, on the other hand. The specifics of the new (techno-anthropo-oriented) paradigm of higher education in the context of its digitalization are revealed. The new paradigm is a reflection that demonstrates the interaction of a person with the technological environment; its content is the cultural and communication environment where a new type of dialogue is formed on the basis of practice. Within the new paradigm, a person who creates meaning appears as a creator of themselves and the meaning of cultural communication by means of digital technologies. The techno-cultural function of the paradigm allows to act in the educational process of value-semantic and digital cultural-instrumental practices. The authors argue that in the new paradigm of education, a person surrounded by technology is focused on a new type of dialogue, strives to possess digital culture, to be its member and creator. Conclusions. The authors summarize the characteristic features of the new paradigm of higher education in the context of its digitalization.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"234 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85172472","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.03
A. Druzhinina, N. Garashkina
Introduction. The article is devoted to the problem of developing Education undergraduates’ system thinking skills through cognitive mapping. The purpose of the article is to identify the specifics of the development of system thinking skills in Education undergraduates by means of cognitive mapping strategy. Materials and Methods. The study follows competence-based, systemic and activity-based approaches to teaching Education students. The authors used a set of theoretical (analysis, synthesis, reviewing scholarly publications) and empirical methods. The empirical research was conducted as a formative teaching experiment (action research). The empirical data were analyzed and summarized. The sample consisted of 186 Education students (State University of Education, Tambov State University named after G. R. Derzhavin). In order to verify the research findings, the authors developed and used a system thinking skills scale and A. V. Panova and M. A. Fedorova’s system thinking assessment inventory. In order to assess system thinking skills, the authors selected a set of criteria based on the analysis of R. A. Excelsa, G. K. Semiz and G. Teksoz’s studies. The Mann-Whitney U-test was used to determine the reliability of the reported statistics and the accuracy of the results. Results. Based on the analysis of theoretical studies and successful educational practices, the authors clarified the concept of developing the skills of systemic thinking in Education students, identified the specifics of this process on the basis of a formative experiment on the implementation of cognitive mapping strategy (setting the goal; choosing a topic for mapping; collecting information; preparing materials; definition of key terms; creation of the first level of the cognitive map; adding additional levels; analysis and evaluation; preparation for use; editing and updating). Summarizing theoretical and empirical data, the authors developed and justified diagnostic tools for measuring students’ system thinking skills (role levels include pre-aware; developing; developer and master), and identified the level of system thinking skills in future teachers. The study has proved the effectiveness of the purposeful development of system thinking skills in Education students by means of cognitive mapping strategy. Conclusions. The article concludes about the effectiveness of developing systemic thinking skills in Education students through cognitive mapping strategy. Research findings on the level students’ system thinking skills are summarized.
介绍。本文探讨了通过认知映射培养教育本科生系统思维能力的问题。本文的目的是通过认知映射策略来识别教育本科生系统思维技能发展的具体特点。材料与方法。该研究遵循以能力为基础，系统和活动为基础的方法来教学教育学生。作者采用了一套理论(分析、综合、回顾学术出版物)和实证方法。实证研究以形成性教学实验(行动研究)的形式进行。对实证数据进行了分析和总结。样本包括186名教育专业学生(国立教育大学，以G. R. Derzhavin命名的坦波夫国立大学)。为了验证研究结果，作者开发并使用了系统思维技能量表和a . V. Panova和M. a . Fedorova的系统思维评估量表。为了评估系统思维能力，作者在分析R. a . Excelsa、G. K. Semiz和G. Teksoz的研究基础上选择了一套标准。使用Mann-Whitney u检验来确定报告统计数据的可靠性和结果的准确性。结果。在分析理论研究和成功教育实践的基础上，作者明确了培养教育学生系统思维技能的概念，并在实施认知映射策略(设定目标;选择一个主题进行映射;收集信息;准备材料;关键词定义;第一层认知地图的创建;添加额外关卡;分析与评价;准备使用;编辑和更新)。总结理论和实证数据，作者开发并证明了用于测量学生系统思维技能的诊断工具(角色水平包括预先意识;发展;开发人员和大师)，并确定了未来教师的系统思维技能水平。本研究证明了认知映射策略对教育学生系统思维技能有目的发展的有效性。结论。本文总结了通过认知映射策略培养教育学生系统思维技能的有效性。总结了关于系统思维能力水平的研究成果。
{"title":"Developing system thinking skills in education students by means of cognitive mapping strategy","authors":"A. Druzhinina, N. Garashkina","doi":"10.15293/2658-6762.2304.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.03","url":null,"abstract":"Introduction. The article is devoted to the problem of developing Education undergraduates’ system thinking skills through cognitive mapping. The purpose of the article is to identify the specifics of the development of system thinking skills in Education undergraduates by means of cognitive mapping strategy. Materials and Methods. The study follows competence-based, systemic and activity-based approaches to teaching Education students. The authors used a set of theoretical (analysis, synthesis, reviewing scholarly publications) and empirical methods. The empirical research was conducted as a formative teaching experiment (action research). The empirical data were analyzed and summarized. The sample consisted of 186 Education students (State University of Education, Tambov State University named after G. R. Derzhavin). In order to verify the research findings, the authors developed and used a system thinking skills scale and A. V. Panova and M. A. Fedorova’s system thinking assessment inventory. In order to assess system thinking skills, the authors selected a set of criteria based on the analysis of R. A. Excelsa, G. K. Semiz and G. Teksoz’s studies. The Mann-Whitney U-test was used to determine the reliability of the reported statistics and the accuracy of the results. Results. Based on the analysis of theoretical studies and successful educational practices, the authors clarified the concept of developing the skills of systemic thinking in Education students, identified the specifics of this process on the basis of a formative experiment on the implementation of cognitive mapping strategy (setting the goal; choosing a topic for mapping; collecting information; preparing materials; definition of key terms; creation of the first level of the cognitive map; adding additional levels; analysis and evaluation; preparation for use; editing and updating). Summarizing theoretical and empirical data, the authors developed and justified diagnostic tools for measuring students’ system thinking skills (role levels include pre-aware; developing; developer and master), and identified the level of system thinking skills in future teachers. The study has proved the effectiveness of the purposeful development of system thinking skills in Education students by means of cognitive mapping strategy. Conclusions. The article concludes about the effectiveness of developing systemic thinking skills in Education students through cognitive mapping strategy. Research findings on the level students’ system thinking skills are summarized.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74875690","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.10
E. Sarf, L. Bel’skaya
Introduction. At the initial stage of professionalization of future teachers, the assessment of neuropsychic stability is of particular importance. The 1st-year students are most susceptible to stress, since the stability of the psyche (moral, personal, and emotional) is in the process of formation, therefore, their ability to overcome educational stress and develop a stable motivation for higher education depends on the success of the adaptation period. In order to achieve optimal adaptation of students, various tactical and strategic programs have been developed, however, there are a large number of methods for evaluating results that are not unified and require long-term data processing for various tests. In this connection, a new approach is needed to assess the level of stress for operational control in the process of adaptation measures. The purpose of the study is to substantiate the usage of the biochemical analysis of saliva to assess the level of psycho-emotional stress during the implementation of a set of adaptive measures aimed at overcoming educational stress and the formation of sustainable motivation for learning. Materials and Methods. We used sociological (questionnaire), analytical (biochemical) and statistical research methods. The study involved 105 students (age between 18.3 ± 0.3 years) who underwent a survey to determine the integral indicator of mental tension in accordance with the Lemoure-Tessier-Fillion scale modified by N. E. Vodopyanova. In all volunteers, we determined the content of cortisol, thyroid-stimulating hormone, testosterone, secretory immunoglobulin class A in saliva, as well as the mineral composition, the content of total protein and catalase activity, the content of substrates for peroxidation processes lipids and endogenous intoxication. The study was conducted twice: in the first week of the academic year and after the winter examination session. Results. It is shown that at the beginning of the academic year, the level of psycho-emotional stress is higher, while after the winter examination session, adaptation takes place. The more stressed subgroup is characterized by increased levels of cortisol both at the beginning of the year and after the winter examination session. The authors revealed statistically significant differences in the content of total protein, products of endogenous intoxication, concentration of salivary cations between groups with different stress resistance. The authors suggest that the biochemical composition of saliva characterizes the "background" level of stress, which is not detected by traditional questionnaire methods. Conclusions. The article concludes that the study has shown that the subjective assessment of the level of stress resistance correlates to changes in the biochemical parameters of saliva, which can complement the questionnaire methods and be used in the process of monitoring a set of adaptive measures.
介绍。在未来教师专业化的初始阶段，神经心理稳定性的评估尤为重要。一年级学生最容易受到压力的影响，因为心理(道德，个人和情感)的稳定性正在形成过程中，因此，他们克服教育压力并发展稳定的高等教育动机的能力取决于适应期的成功。为了实现学生的最佳适应，制定了各种战术和战略方案，但评估结果的方法大量不统一，需要对各种测试进行长期的数据处理。在这方面，需要一种新的方法来评估适应措施过程中业务控制的压力水平。本研究的目的是证实在实施一套旨在克服教育压力和形成可持续学习动机的适应性措施时，使用唾液生化分析来评估心理-情绪压力水平。材料与方法。我们采用了社会学(问卷调查)、分析学(生化)和统计学的研究方法。本研究采用N. E. Vodopyanova修订的lemour - tessier - fillion量表，对105名年龄在18.3±0.3岁之间的学生进行了心理紧张综合指标的调查。在所有志愿者中，我们测定了唾液中皮质醇、促甲状腺激素、睾酮、分泌性免疫球蛋白A类的含量，以及矿物质组成、总蛋白含量和过氧化氢酶活性、过氧化过程中脂质和内源性中毒的底物含量。这项研究进行了两次:在学年的第一周和冬季考试之后。结果。结果表明，在学年开始时，心理情绪压力水平较高，而在冬季考试之后，适应发生。压力较大的亚组的特点是皮质醇水平在年初和冬季考试后都有所增加。结果显示，不同抗逆性组间总蛋白含量、内源性中毒产物、唾液阳离子浓度差异有统计学意义。作者认为，唾液的生化成分表征了“背景”压力水平，这是传统问卷调查方法无法检测到的。结论。文章的结论是，本研究表明，对抗逆性水平的主观评价与唾液生化参数的变化相关，可作为问卷调查方法的补充，在监测过程中可采用一套适应性措施。
{"title":"Assessing the level of psycho-emotional stress in students using biochemical analysis of saliva","authors":"E. Sarf, L. Bel’skaya","doi":"10.15293/2658-6762.2304.10","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.10","url":null,"abstract":"Introduction. At the initial stage of professionalization of future teachers, the assessment of neuropsychic stability is of particular importance. The 1st-year students are most susceptible to stress, since the stability of the psyche (moral, personal, and emotional) is in the process of formation, therefore, their ability to overcome educational stress and develop a stable motivation for higher education depends on the success of the adaptation period. In order to achieve optimal adaptation of students, various tactical and strategic programs have been developed, however, there are a large number of methods for evaluating results that are not unified and require long-term data processing for various tests. In this connection, a new approach is needed to assess the level of stress for operational control in the process of adaptation measures. The purpose of the study is to substantiate the usage of the biochemical analysis of saliva to assess the level of psycho-emotional stress during the implementation of a set of adaptive measures aimed at overcoming educational stress and the formation of sustainable motivation for learning. Materials and Methods. We used sociological (questionnaire), analytical (biochemical) and statistical research methods. The study involved 105 students (age between 18.3 ± 0.3 years) who underwent a survey to determine the integral indicator of mental tension in accordance with the Lemoure-Tessier-Fillion scale modified by N. E. Vodopyanova. In all volunteers, we determined the content of cortisol, thyroid-stimulating hormone, testosterone, secretory immunoglobulin class A in saliva, as well as the mineral composition, the content of total protein and catalase activity, the content of substrates for peroxidation processes lipids and endogenous intoxication. The study was conducted twice: in the first week of the academic year and after the winter examination session. Results. It is shown that at the beginning of the academic year, the level of psycho-emotional stress is higher, while after the winter examination session, adaptation takes place. The more stressed subgroup is characterized by increased levels of cortisol both at the beginning of the year and after the winter examination session. The authors revealed statistically significant differences in the content of total protein, products of endogenous intoxication, concentration of salivary cations between groups with different stress resistance. The authors suggest that the biochemical composition of saliva characterizes the \"background\" level of stress, which is not detected by traditional questionnaire methods. Conclusions. The article concludes that the study has shown that the subjective assessment of the level of stress resistance correlates to changes in the biochemical parameters of saliva, which can complement the questionnaire methods and be used in the process of monitoring a set of adaptive measures.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91030401","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.02
A. V. Voroncova, Mariya Aleksandrovna Raikina
Introduction. The article addresses the problem of psychological and educational support for university students in building their life strategies in the context of global transformation. The purpose of the study is to identify the characteristic features of building life strategies by university students and to determine the ways and forms of psychological and educational support for this process. Materials and Methods. The study is based on the ideas of learner-centered approach. In order to achieve the purpose of the study and test its hypotheses, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (questionnaire, method of mathematical and statistical information processing) methods. An electronic survey was used to collect empirical data. The study sample included 422 students of Kostroma State University. Results. The article presents a theoretical analysis of approaches to the problem of building life strategies, as well as the research findings in the field of psychological and educational support for students in the educational environment of the university. The study revealed the following characteristic features of the process of building university students’ life strategies: the external determination of this process, the dominance of short- and medium-term planning, the close connection of their own readiness for long-term planning with the existing experience of building life strategies in the family; the greater dependence of life strategies on the circumstances of a close social environment than on global transformational processes, the determination of the dynamics of building life strategies by personal competencies to a greater extent than changing social circumstances; ambivalence of the university’s impact on the process of building individual’s life strategies, which is expressed positively in the increase in the ability to plan and negatively – in the destruction of previously established life strategies. The authors have drawn the conclusion that mediated, contextual formats of education have a much stronger impact on individual’s life strategies than specially organized training programs on self-design. The study revealed the willingness of students to engage in specially organized activities aimed at designing life strategies at the university. Students’ demand for individual, psychological formats of support in the process of long-term planning has been identified. University teachers and curators are considered to be the most referential subjects for students to influence the life strategy in the university environment. Conclusions. Based on the data obtained, the authors identified the characteristic features of building university students’ life strategies and revealed the ways and forms of psychological and educational support for this process.
{"title":"Characteristic features of building life strategies by university student: Psychological and educational support for developing","authors":"A. V. Voroncova, Mariya Aleksandrovna Raikina","doi":"10.15293/2658-6762.2304.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.02","url":null,"abstract":"Introduction. The article addresses the problem of psychological and educational support for university students in building their life strategies in the context of global transformation. The purpose of the study is to identify the characteristic features of building life strategies by university students and to determine the ways and forms of psychological and educational support for this process. Materials and Methods. The study is based on the ideas of learner-centered approach. In order to achieve the purpose of the study and test its hypotheses, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (questionnaire, method of mathematical and statistical information processing) methods. An electronic survey was used to collect empirical data. The study sample included 422 students of Kostroma State University. Results. The article presents a theoretical analysis of approaches to the problem of building life strategies, as well as the research findings in the field of psychological and educational support for students in the educational environment of the university. The study revealed the following characteristic features of the process of building university students’ life strategies: the external determination of this process, the dominance of short- and medium-term planning, the close connection of their own readiness for long-term planning with the existing experience of building life strategies in the family; the greater dependence of life strategies on the circumstances of a close social environment than on global transformational processes, the determination of the dynamics of building life strategies by personal competencies to a greater extent than changing social circumstances; ambivalence of the university’s impact on the process of building individual’s life strategies, which is expressed positively in the increase in the ability to plan and negatively – in the destruction of previously established life strategies. The authors have drawn the conclusion that mediated, contextual formats of education have a much stronger impact on individual’s life strategies than specially organized training programs on self-design. The study revealed the willingness of students to engage in specially organized activities aimed at designing life strategies at the university. Students’ demand for individual, psychological formats of support in the process of long-term planning has been identified. University teachers and curators are considered to be the most referential subjects for students to influence the life strategy in the university environment. Conclusions. Based on the data obtained, the authors identified the characteristic features of building university students’ life strategies and revealed the ways and forms of psychological and educational support for this process.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76891188","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.01
A. Matuszak, Olga Yuryevna Pavlova, Y. Akhkamova, D. S. Bespalova, Lubov Mikhailovna Lapshina, Elena Viktorovna Sheremetyeva, Vitaliy Sergeevich Tsilitsky
Introduction. The article is devoted to the problem of preparing future teachers for providing moral education of school students within the digital learning environment. The purpose of the study is to compare the attitudes of academics, who are developing the system of preparing future teachers for providing moral education of school students within the digital learning environment with students’ opinions about the effectiveness of its components. Materials and Methods. The research follows the systemic, activity-based and personality-oriented methodological approaches. The systemic approach allows to study the preparation of future teachers for providing moral education of schoolchildren in the digital learning environment as a system. The activity-based approach makes it possible to identify specific types of activities within the system. The personality-oriented approach contributes to selecting the contents according to the interests of future teachers. In order to achieve the purpose of the study, the authors used theoretical (analysis of scholarly literature, analysis of university work experience, generalization) and empirical (ranking, survey, interview) research methods. Statistical data processing was conducted by means of the Mann-Whitney U-test. The sample consisted of Education undergraduates (n = 122), newly-qualified teachers (the graduates of the university) (n =10), and academics (n=40). Results. The results of the theoretical research demonstrate that preparation of future teachers for providing moral education of school students within the digital learning environment has systemic characteristics and is implemented in the process of studying education disciplines, work placements, independent learning, participation in extra-curricular activities organized by the university, their own school experience, information obtained from the Internet, and studying experience of teaching staff at schools. The research supports the opinion that transferring skills between learning environments is a complicated task. Consequently, targeted work is required on order to prepare future teachers for educating school students in the digital learning environment. In the process of empirical research, it was revealed that the most effective ways of teacher training today are work placements, education disciplines, and personal learning experience of prospective teachers. The authors emphasized that students consider traditional methods of preparation, for example, independent learning, to be more effective than obtaining information from the Internet, while the academics have the opposite point of view. The results of the study have proven that the balance between the real and digital environments is significant for effective teacher preparation. Conclusions. The article concludes that the system of teacher education should be supplemented by the electronic learning environment which comprises theoretical and practical issues of providing moral
{"title":"The system of preparing future teachers for providing moral education of schoolchildren within the digital learning environment: A comparative analysis of undergraduates and academics’ evaluative opinions","authors":"A. Matuszak, Olga Yuryevna Pavlova, Y. Akhkamova, D. S. Bespalova, Lubov Mikhailovna Lapshina, Elena Viktorovna Sheremetyeva, Vitaliy Sergeevich Tsilitsky","doi":"10.15293/2658-6762.2304.01","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.01","url":null,"abstract":"Introduction. The article is devoted to the problem of preparing future teachers for providing moral education of school students within the digital learning environment. The purpose of the study is to compare the attitudes of academics, who are developing the system of preparing future teachers for providing moral education of school students within the digital learning environment with students’ opinions about the effectiveness of its components. Materials and Methods. The research follows the systemic, activity-based and personality-oriented methodological approaches. The systemic approach allows to study the preparation of future teachers for providing moral education of schoolchildren in the digital learning environment as a system. The activity-based approach makes it possible to identify specific types of activities within the system. The personality-oriented approach contributes to selecting the contents according to the interests of future teachers. In order to achieve the purpose of the study, the authors used theoretical (analysis of scholarly literature, analysis of university work experience, generalization) and empirical (ranking, survey, interview) research methods. Statistical data processing was conducted by means of the Mann-Whitney U-test. The sample consisted of Education undergraduates (n = 122), newly-qualified teachers (the graduates of the university) (n =10), and academics (n=40). Results. The results of the theoretical research demonstrate that preparation of future teachers for providing moral education of school students within the digital learning environment has systemic characteristics and is implemented in the process of studying education disciplines, work placements, independent learning, participation in extra-curricular activities organized by the university, their own school experience, information obtained from the Internet, and studying experience of teaching staff at schools. The research supports the opinion that transferring skills between learning environments is a complicated task. Consequently, targeted work is required on order to prepare future teachers for educating school students in the digital learning environment. In the process of empirical research, it was revealed that the most effective ways of teacher training today are work placements, education disciplines, and personal learning experience of prospective teachers. The authors emphasized that students consider traditional methods of preparation, for example, independent learning, to be more effective than obtaining information from the Internet, while the academics have the opposite point of view. The results of the study have proven that the balance between the real and digital environments is significant for effective teacher preparation. Conclusions. The article concludes that the system of teacher education should be supplemented by the electronic learning environment which comprises theoretical and practical issues of providing moral ","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"277 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80054214","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.08
I. Ivanchenko
Introduction. The article deals with the problem of improving the quality of higher education in the context of its computerization. The purpose of the article is to describe the new structure of higher education, based on the principle of a neural network, as well as to identify the prospects of digital transformation for universities, when a wide range of administrative and educational functions might be performed by artificial intelligence. Materials and Methods. The study uses structural modeling in order to build a higher education system that functions as a neural network based on theoretical analysis and reviewing of scholarly literature on the methodology of teaching in high-ranking foreign universities. The author also employs the UTAUT (Unified theory of acceptance and use of technology) model to identify students’ attitudes towards the prospects for the introduction of artificial intelligence in higher education. Results. The paper proposes and describes a new intellectual structure of the higher education system. A distinctive feature of this structure is that employers should become the main evaluators of graduates’ education outcomes. Employers’ feedback is supposed to be provided for universities, adjusting the higher education system to continuously changing market requirements. The advantage of transforming the higher education system according to the principles of neural network functioning will bring a considerable increase in the quality of preparing top-level professionals, and therefore, real prospects for restructuring the national economy will be provided, when GDP growth is ensured not by increasing the amount of exporting raw materials, but by high-tech production. The results of students’ survey conducted and processed using the UTAUT model showed that the younger generation has a positive attitude towards the introduction of AI in the educational process: they are attracted by new prospects in obtaining knowledge and are not afraid of the risks associated with it. Conclusions. The paper concludes that Russian universities, by switching to the new model of higher education, based on a neural network, will be able to dramatically improve the quality of education and become world leaders in the field of preparing top-level professionals, as currently in foreign universities, artificial intelligence manages only a limited range of functions. A distinctive feature of the proposed model is complete digitalization and automation of all routine work at universities, decreasing methodological and reporting load for academic staff, as well as transferring the main teaching load from classrooms to laboratories for a deeper students’ involvement in research activities.
{"title":"Assessing the prospects for using artificial intelligence in higher education system","authors":"I. Ivanchenko","doi":"10.15293/2658-6762.2304.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.08","url":null,"abstract":"Introduction. The article deals with the problem of improving the quality of higher education in the context of its computerization. The purpose of the article is to describe the new structure of higher education, based on the principle of a neural network, as well as to identify the prospects of digital transformation for universities, when a wide range of administrative and educational functions might be performed by artificial intelligence. Materials and Methods. The study uses structural modeling in order to build a higher education system that functions as a neural network based on theoretical analysis and reviewing of scholarly literature on the methodology of teaching in high-ranking foreign universities. The author also employs the UTAUT (Unified theory of acceptance and use of technology) model to identify students’ attitudes towards the prospects for the introduction of artificial intelligence in higher education. Results. The paper proposes and describes a new intellectual structure of the higher education system. A distinctive feature of this structure is that employers should become the main evaluators of graduates’ education outcomes. Employers’ feedback is supposed to be provided for universities, adjusting the higher education system to continuously changing market requirements. The advantage of transforming the higher education system according to the principles of neural network functioning will bring a considerable increase in the quality of preparing top-level professionals, and therefore, real prospects for restructuring the national economy will be provided, when GDP growth is ensured not by increasing the amount of exporting raw materials, but by high-tech production. The results of students’ survey conducted and processed using the UTAUT model showed that the younger generation has a positive attitude towards the introduction of AI in the educational process: they are attracted by new prospects in obtaining knowledge and are not afraid of the risks associated with it. Conclusions. The paper concludes that Russian universities, by switching to the new model of higher education, based on a neural network, will be able to dramatically improve the quality of education and become world leaders in the field of preparing top-level professionals, as currently in foreign universities, artificial intelligence manages only a limited range of functions. A distinctive feature of the proposed model is complete digitalization and automation of all routine work at universities, decreasing methodological and reporting load for academic staff, as well as transferring the main teaching load from classrooms to laboratories for a deeper students’ involvement in research activities.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73783256","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 : 2023-08-31DOI: 10.15293/2658-6762.2304.07
A. Gareyev, E. Ponomarenko, Anastasia Andreevna Shishkina, Y. Krasavina
Introduction. A range of international and Russian studies addressing teaching hearing impaired university students focus on their cognitive and psychological differences from their hearing peers. However, they rarely discuss extremely relevant issue of learning in a digital environment which has untapped educational potential for the deaf and hard-of-hearing. The purpose of this paper is to rationalize a multi-component structure and content of hearing impaired university students’ abilities and skills to learn effectively, also known as epistemic competence, within a digital environment. Materials and Methods. The draft of the structure and content of this competence was designed relying on literature review, then improved and verified by means of the qualimetric approach, in particular, the procedures of expert group evaluation method. Results. Using a questionnaire and self-assessment techniques, the authors identified factors determining the expertise in teaching deaf and hard-of-hearing students, the grade scale to evaluate the experts based on these factors has been designed, and 10 experts have been selected. The questionnaire aimed at improving and approving the structure (components) and content (criteria) of deaf and hard-of-hearing students’ epistemic competence in a digital learning environment have been designed and used in order to survey the experts. The authors rationalize the structure of the epistemic competence consisting of four components: motivation-based, cognitive, activity-based, and communicative. The content of components is presented as a list of criteria and evaluation methods for them. Conclusions. The developed structure and content represent an attempt to standardize teaching and learning of hearing impaired students. It is concluded that the proposed structure provides a way to identify challenges deaf and hard-of-hearing students face in learning online, and thus contributes to more effective epistemic competence development.
{"title":"Structure and contents of hearing impaired university students’ epistemic competence within digital learning environment: Criteria and evaluation methods","authors":"A. Gareyev, E. Ponomarenko, Anastasia Andreevna Shishkina, Y. Krasavina","doi":"10.15293/2658-6762.2304.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2304.07","url":null,"abstract":"Introduction. A range of international and Russian studies addressing teaching hearing impaired university students focus on their cognitive and psychological differences from their hearing peers. However, they rarely discuss extremely relevant issue of learning in a digital environment which has untapped educational potential for the deaf and hard-of-hearing. The purpose of this paper is to rationalize a multi-component structure and content of hearing impaired university students’ abilities and skills to learn effectively, also known as epistemic competence, within a digital environment. Materials and Methods. The draft of the structure and content of this competence was designed relying on literature review, then improved and verified by means of the qualimetric approach, in particular, the procedures of expert group evaluation method. Results. Using a questionnaire and self-assessment techniques, the authors identified factors determining the expertise in teaching deaf and hard-of-hearing students, the grade scale to evaluate the experts based on these factors has been designed, and 10 experts have been selected. The questionnaire aimed at improving and approving the structure (components) and content (criteria) of deaf and hard-of-hearing students’ epistemic competence in a digital learning environment have been designed and used in order to survey the experts. The authors rationalize the structure of the epistemic competence consisting of four components: motivation-based, cognitive, activity-based, and communicative. The content of components is presented as a list of criteria and evaluation methods for them. Conclusions. The developed structure and content represent an attempt to standardize teaching and learning of hearing impaired students. It is concluded that the proposed structure provides a way to identify challenges deaf and hard-of-hearing students face in learning online, and thus contributes to more effective epistemic competence development.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77194253","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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