Pub Date : 2022-12-13DOI: 10.1163/23641177-bja10054
S. Na, Jong-Uk Kim, Seok-Hyun Ga, Chan-sol Park, Chan-Jong Kim
Citizen science education is a new approach in science education for promoting scientific inquiry related to localized problems and for engaging in social action based on inquiry results. Using agency as a lens for understanding teachers’ practices when using this approach is important. In this ethnographic case study, a teacher implementing a citizen science education program using Arduino was investigated from an ecological approach using temporal and relational dimensions of agency. In the iterational dimension, the teacher’s own experiences and traits from life and professional histories were identified. His identity as a teacher and his religious values formed the projective dimension. Encouraging administrators, the financial difficulties of the school, and the COVID-19 pandemic were major elements of the practical-evaluative dimension. Findings reveal the complex array of the teacher’s agency in the context of implementing citizen science education with Arduino with students, which contributes new understandings about science teacher agency.
{"title":"Using an Ecological Approach to Explore Teacher Agency during the Implementation of a Citizen Science Education Program Using Arduino","authors":"S. Na, Jong-Uk Kim, Seok-Hyun Ga, Chan-sol Park, Chan-Jong Kim","doi":"10.1163/23641177-bja10054","DOIUrl":"https://doi.org/10.1163/23641177-bja10054","url":null,"abstract":"Citizen science education is a new approach in science education for promoting scientific inquiry related to localized problems and for engaging in social action based on inquiry results. Using agency as a lens for understanding teachers’ practices when using this approach is important. In this ethnographic case study, a teacher implementing a citizen science education program using Arduino was investigated from an ecological approach using temporal and relational dimensions of agency. In the iterational dimension, the teacher’s own experiences and traits from life and professional histories were identified. His identity as a teacher and his religious values formed the projective dimension. Encouraging administrators, the financial difficulties of the school, and the COVID-19 pandemic were major elements of the practical-evaluative dimension. Findings reveal the complex array of the teacher’s agency in the context of implementing citizen science education with Arduino with students, which contributes new understandings about science teacher agency.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43907801","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 : 2022-12-13DOI: 10.1163/23641177-bja10049
Nam-Hwa Kang, Hyunjung Yoon
In light of the achievement gap that widened during the pandemic, this study aimed to develop a diagnostic assessment for teachers to identify students at risk of underachievement. Based on the national curriculum and assessment criteria as a framework, attributes composing achievement criteria were identified and micro-level learning progressions were established about three core ideas in physical science. Through iterative reviews, 116 items were developed and administered, resulting in 355 responses from primary and lower secondary school students. Student responses to most of the items were consistent with the levels of assessment criteria, showing a micro-level learning progression. A few inconsistencies provided insight into modifying learning progressions to align with students’ thinking patterns. They also showed learning challenges that require extra support for student learning. Implications for teacher professional development and further research topics are suggested.
{"title":"Identifying Students at Risk in Learning Science: Diagnostic Assessment in Physical Science for Primary and Lower Secondary School Grades","authors":"Nam-Hwa Kang, Hyunjung Yoon","doi":"10.1163/23641177-bja10049","DOIUrl":"https://doi.org/10.1163/23641177-bja10049","url":null,"abstract":"\u0000In light of the achievement gap that widened during the pandemic, this study aimed to develop a diagnostic assessment for teachers to identify students at risk of underachievement. Based on the national curriculum and assessment criteria as a framework, attributes composing achievement criteria were identified and micro-level learning progressions were established about three core ideas in physical science. Through iterative reviews, 116 items were developed and administered, resulting in 355 responses from primary and lower secondary school students. Student responses to most of the items were consistent with the levels of assessment criteria, showing a micro-level learning progression. A few inconsistencies provided insight into modifying learning progressions to align with students’ thinking patterns. They also showed learning challenges that require extra support for student learning. Implications for teacher professional development and further research topics are suggested.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46175393","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 : 2022-12-13DOI: 10.1163/23641177-bja10053
J. Kwon, Hyun-Jung Cha, Seoane Na, Hye-Jin Um, Sung-Eun Lim, Chan-sol Park, Seok-Hyun Ga, Chan-Jong Kim
Citizen science is expected to play an important role in relation to scientific literacy Vision III for students living in the future society. This study aims to identify the characteristics of extreme citizen science (ECS) and extreme citizen scientists (ECS s) and to derive key competencies of ECS s using literature analysis from Korean and international educational contexts. The characteristics of ECS are identified were as follows: Citizens recognize problems, set research topics, establish data collection plans to solve them, analyze and interpret collected data, and conduct social action. Three categories of key competencies for ECS s were derived: Thinking scientifically with appropriate knowledge, exploring as knowledge producers, and acting while considering both individuals and communities. The results of this study can be used for developing citizen science competency measurement tools, development of ECS programs, and training of ECS s. Implications for future research are considered.
{"title":"Deriving the Key Competencies Required as an Extreme Citizen Scientist","authors":"J. Kwon, Hyun-Jung Cha, Seoane Na, Hye-Jin Um, Sung-Eun Lim, Chan-sol Park, Seok-Hyun Ga, Chan-Jong Kim","doi":"10.1163/23641177-bja10053","DOIUrl":"https://doi.org/10.1163/23641177-bja10053","url":null,"abstract":"\u0000Citizen science is expected to play an important role in relation to scientific literacy Vision III for students living in the future society. This study aims to identify the characteristics of extreme citizen science (ECS) and extreme citizen scientists (ECS s) and to derive key competencies of ECS s using literature analysis from Korean and international educational contexts. The characteristics of ECS are identified were as follows: Citizens recognize problems, set research topics, establish data collection plans to solve them, analyze and interpret collected data, and conduct social action. Three categories of key competencies for ECS s were derived: Thinking scientifically with appropriate knowledge, exploring as knowledge producers, and acting while considering both individuals and communities. The results of this study can be used for developing citizen science competency measurement tools, development of ECS programs, and training of ECS s. Implications for future research are considered.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46688020","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 : 2022-12-13DOI: 10.1163/23641177-bja10055
Jeehye Hong, Hyunjung Kim, Hun-Gi Hong
This study explored science-related variables that have an impact on the prediction of science achievement groups by applying the educational data mining (EDM) method of the random forest analysis to extract factors associated with students categorized in three different achievement groups (high, moderate, and low) in the Korean data from the 2015 Programme for International Student Assessment (PISA). The 57 variables of science activities and learning in school collected from PISA questionnaires for students and parents were analyzed. Variables related to students’ past science activities, science teaching and learning methods, and environmental awareness were found to played important roles in predicting science achievement. When checking partial dependence plots for major variables, science activities and instructional strategies had a high probability of changing the prediction of an achievement group. This study focused on science-related contextual variables that can be improved through government policies and science teachers’ efforts in the classroom.
{"title":"Random Forest Analysis of Factors Predicting Science Achievement Groups: Focusing on Science Activities and Learning in School","authors":"Jeehye Hong, Hyunjung Kim, Hun-Gi Hong","doi":"10.1163/23641177-bja10055","DOIUrl":"https://doi.org/10.1163/23641177-bja10055","url":null,"abstract":"\u0000This study explored science-related variables that have an impact on the prediction of science achievement groups by applying the educational data mining (EDM) method of the random forest analysis to extract factors associated with students categorized in three different achievement groups (high, moderate, and low) in the Korean data from the 2015 Programme for International Student Assessment (PISA). The 57 variables of science activities and learning in school collected from PISA questionnaires for students and parents were analyzed. Variables related to students’ past science activities, science teaching and learning methods, and environmental awareness were found to played important roles in predicting science achievement. When checking partial dependence plots for major variables, science activities and instructional strategies had a high probability of changing the prediction of an achievement group. This study focused on science-related contextual variables that can be improved through government policies and science teachers’ efforts in the classroom.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46475416","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 : 2022-12-13DOI: 10.1163/23641177-bja10050
Hyunju Lee
To effectively address socioscientific issues (SSI), science teachers need to obtain a certain level of pedagogical content knowledge for SSI teaching (SSI-PCK). In this study, therefore, pre-service science teachers (PSTs) were provided an SSI teacher education program (SSI-TEP) based on the SSI-PCK framework and their development and challenges were carefully examined. Fifteen PSTs participated in the SSI-TEP over 15 weeks and had opportunities to design and implement an SSI lesson in a group. Data were collected through SSI lesson plans, fieldnotes, and group interviews. The results showed that the PSTs highly valued their SSI-TEP experience but noted several pedagogical and epistemological challenges. They were concerned about how to meet both the national science curriculum and students’ needs and how to reveal the nature of science and technology through the selected SSI scenarios. Additionally, they felt the need to obtain skills to facilitate and scaffold students’ participation. The challenges were often intertwined with SSI-PCK components.
{"title":"Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues","authors":"Hyunju Lee","doi":"10.1163/23641177-bja10050","DOIUrl":"https://doi.org/10.1163/23641177-bja10050","url":null,"abstract":"\u0000To effectively address socioscientific issues (SSI), science teachers need to obtain a certain level of pedagogical content knowledge for SSI teaching (SSI-PCK). In this study, therefore, pre-service science teachers (PSTs) were provided an SSI teacher education program (SSI-TEP) based on the SSI-PCK framework and their development and challenges were carefully examined. Fifteen PSTs participated in the SSI-TEP over 15 weeks and had opportunities to design and implement an SSI lesson in a group. Data were collected through SSI lesson plans, fieldnotes, and group interviews. The results showed that the PSTs highly valued their SSI-TEP experience but noted several pedagogical and epistemological challenges. They were concerned about how to meet both the national science curriculum and students’ needs and how to reveal the nature of science and technology through the selected SSI scenarios. Additionally, they felt the need to obtain skills to facilitate and scaffold students’ participation. The challenges were often intertwined with SSI-PCK components.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48028159","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 : 2022-06-27DOI: 10.1163/23641177-bja10048
S. Martin
of four DC-inclusive STEAM for four energy-related These four were designed to target different DC components and to engage students in learning about DC using a STEAM education approach. The authors engaged teacher consultants to provide feedback about their DC-inclusive STEAM books and made revisions based on teachers’ comments. The authors conclude by detailing the DC-related components targeted in each STEAM book and sharing suggestions for future use and research.
{"title":"Asia-Pacific Science Education (APSE): Making Connections with Science Education Research in the Asia-Pacific Region","authors":"S. Martin","doi":"10.1163/23641177-bja10048","DOIUrl":"https://doi.org/10.1163/23641177-bja10048","url":null,"abstract":"of four DC-inclusive STEAM for four energy-related These four were designed to target different DC components and to engage students in learning about DC using a STEAM education approach. The authors engaged teacher consultants to provide feedback about their DC-inclusive STEAM books and made revisions based on teachers’ comments. The authors conclude by detailing the DC-related components targeted in each STEAM book and sharing suggestions for future use and research.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43121653","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 : 2022-06-16DOI: 10.1163/23641177-bja10044
Young-Shin Park, Kongju Mun, Yohan Hwang, James Green
This study explored democratic citizenship (DC) for students by developing a DC framework (DCF) with eight components. We employed the DCF to examine what and how much DC was included in Korean science textbooks and lab books focused on the topic of energy for Grades K–12. We found different DC components were included at different grade levels and some components were not present at all. To help address the uneven distribution of these components, we developed four DC inclusive science, technology, engineering, arts, and mathematics (STEAM) books related to the topic of energy. These books were designed with the DCF to foster rich DC learning experiences in school science. We engaged 13 teachers as consultants in a validation process when developing the DC inclusive STEAM books. This study describes the development and implementation of the DCF for preparing supplemental science curriculum materials that can improve students’ appreciation for DC.
{"title":"The Development of a STEAM Program about Global Energy with a Focus on Democratic Citizenship","authors":"Young-Shin Park, Kongju Mun, Yohan Hwang, James Green","doi":"10.1163/23641177-bja10044","DOIUrl":"https://doi.org/10.1163/23641177-bja10044","url":null,"abstract":"\u0000This study explored democratic citizenship (DC) for students by developing a DC framework (DCF) with eight components. We employed the DCF to examine what and how much DC was included in Korean science textbooks and lab books focused on the topic of energy for Grades K–12. We found different DC components were included at different grade levels and some components were not present at all. To help address the uneven distribution of these components, we developed four DC inclusive science, technology, engineering, arts, and mathematics (STEAM) books related to the topic of energy. These books were designed with the DCF to foster rich DC learning experiences in school science. We engaged 13 teachers as consultants in a validation process when developing the DC inclusive STEAM books. This study describes the development and implementation of the DCF for preparing supplemental science curriculum materials that can improve students’ appreciation for DC.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46183913","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 : 2022-06-16DOI: 10.1163/23641177-bja10046
Hyunjung Kim
This study analyzed the responses of Korean students to interest, confidence, value, and instructional clarity in science and mathematics. To achieve this, the raw data of the recent student survey of TIMSS were analyzed. A one-way ANOVA was performed, and a post hoc test was performed. Additionally, a cohort analysis was performed to determine the changes when the fourth-grade students reached the eighth grade. The study results are as follows. First, interest and confidence were higher in the fourth grade than in the eighth grade. Second, in most cases, the average response of Singaporean students was the most positive, but in terms of interest and confidence in science in the fourth grade, the Japanese response average was generally the highest. Third, the average scores of Korean students on wanting to have a job related to their subject and knowing what teachers expect from them were low in both science and mathematics.
{"title":"Korean Students’ Responses to Non-Cognitive Variables Compared to Japanese and Singaporean Students Based on TIMSS Data","authors":"Hyunjung Kim","doi":"10.1163/23641177-bja10046","DOIUrl":"https://doi.org/10.1163/23641177-bja10046","url":null,"abstract":"This study analyzed the responses of Korean students to interest, confidence, value, and instructional clarity in science and mathematics. To achieve this, the raw data of the recent student survey of TIMSS were analyzed. A one-way ANOVA was performed, and a post hoc test was performed. Additionally, a cohort analysis was performed to determine the changes when the fourth-grade students reached the eighth grade. The study results are as follows. First, interest and confidence were higher in the fourth grade than in the eighth grade. Second, in most cases, the average response of Singaporean students was the most positive, but in terms of interest and confidence in science in the fourth grade, the Japanese response average was generally the highest. Third, the average scores of Korean students on wanting to have a job related to their subject and knowing what teachers expect from them were low in both science and mathematics.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45796930","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 : 2022-05-30DOI: 10.1163/23641177-bja10047
Seongheui Baek, Hyeonjeong Shin, Chan-Jong Kim
This study describes the development of a climate change SSIBL-STEAM program that was aligned to the Grade 6 elementary school national curriculum using the ADDIE model for design. The efficacy of the climate change SSIBL-STEAM program was investigated by measuring the impact of the program on cultivating elementary students’ personalities (sociality, morality, emotion) and STEAM (Science, Technology, Engineering, Arts, Mathematics) competencies (convergence, creativity, challenge, caring). Twenty-five Grade 6 students and three public elementary school teachers participated in this study. Data were collected using two instruments designed to examine character and STEAM competencies before and after the program. Additionally, field notes and student learning outcomes were collected and qualitatively and quantitively analyzed. The results indicated that students improved significantly in their character and STEAM competencies, especially morality, emotion, and convergence factors. This study was expected to be an example of the combined approach with SSIBL and STEAM.
{"title":"Development of a Climate Change SSIBL-STEAM Program Aligned to the National Curriculum for SSI Elementary School in Korea","authors":"Seongheui Baek, Hyeonjeong Shin, Chan-Jong Kim","doi":"10.1163/23641177-bja10047","DOIUrl":"https://doi.org/10.1163/23641177-bja10047","url":null,"abstract":"This study describes the development of a climate change SSIBL-STEAM program that was aligned to the Grade 6 elementary school national curriculum using the ADDIE model for design. The efficacy of the climate change SSIBL-STEAM program was investigated by measuring the impact of the program on cultivating elementary students’ personalities (sociality, morality, emotion) and STEAM (Science, Technology, Engineering, Arts, Mathematics) competencies (convergence, creativity, challenge, caring). Twenty-five Grade 6 students and three public elementary school teachers participated in this study. Data were collected using two instruments designed to examine character and STEAM competencies before and after the program. Additionally, field notes and student learning outcomes were collected and qualitatively and quantitively analyzed. The results indicated that students improved significantly in their character and STEAM competencies, especially morality, emotion, and convergence factors. This study was expected to be an example of the combined approach with SSIBL and STEAM.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49187661","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 : 2022-05-19DOI: 10.1163/23641177-bja10040
Jiyeong Mun, Mijung Kim, Sungwon Kim
This study investigates what perspectives younger students considered and how they experienced the complexity of multiple perspectives about autonomous vehicle issues. Over the course of 6 weeks, 28 seventh-grade Korean students participated in role-play and group discussion to understand different perspectives on the issue. We qualitatively analyzed students’ positions toward these issues before and after the class and their perspectives in group decision making. The results indicate that students showed anxiety toward artificial intelligence systems, thus opposing it. They also explained where their concerns about the new technology arose to justify their views and opposition. We also found different patterns when students experienced uneasiness and conflicts in a group decision-making process. The patterns can be classified as (1) exploring multiple perspectives for decision making and (2) experiencing conflicts in working toward group consensus. Implementations for incorporating diverse perspectives into teaching strategies are discussed.
{"title":"How Seventh-Grade Students Experience the Complexity of Socioscientific Issues Through Decision Making on the Autonomous Vehicle Issue","authors":"Jiyeong Mun, Mijung Kim, Sungwon Kim","doi":"10.1163/23641177-bja10040","DOIUrl":"https://doi.org/10.1163/23641177-bja10040","url":null,"abstract":"\u0000This study investigates what perspectives younger students considered and how they experienced the complexity of multiple perspectives about autonomous vehicle issues. Over the course of 6 weeks, 28 seventh-grade Korean students participated in role-play and group discussion to understand different perspectives on the issue. We qualitatively analyzed students’ positions toward these issues before and after the class and their perspectives in group decision making. The results indicate that students showed anxiety toward artificial intelligence systems, thus opposing it. They also explained where their concerns about the new technology arose to justify their views and opposition. We also found different patterns when students experienced uneasiness and conflicts in a group decision-making process. The patterns can be classified as (1) exploring multiple perspectives for decision making and (2) experiencing conflicts in working toward group consensus. Implementations for incorporating diverse perspectives into teaching strategies are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41531479","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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