Pub Date : 2020-12-16DOI: 10.1163/23641177-bja10012
Nam-Hwa Kang, Hunsik Kang, Seungho Maeng, Jongwon Park, EunYoung Jeong
The purpose of this study was to examine teachers’ competency in teaching for student competence in science. Drawing on literature on competence and science teacher education, we identified 44 indicators of science teaching competence in relation to the current Korean National Science Curriculum, from which 54 items for teachers’ self-assessment were developed and validated. Through online administration of the self-assessment instrument, responses from 210 primary and secondary teachers were collected. Factor analysis resulted in nine factors across three competence areas. Teacher competence differed across factors. One-way ANOVA analysis revealed that primary teachers indicated significantly higher competence in most aspects of teaching than secondary teachers and that years of teaching was related to professional development methods utilized by teachers. Suggestions for professional development program design and further research topics were discussed.
{"title":"Teacher Competency in Competency-Focused Science Teaching in the South Korean Context: Teacher Self-Assessment Instrument Development and Application","authors":"Nam-Hwa Kang, Hunsik Kang, Seungho Maeng, Jongwon Park, EunYoung Jeong","doi":"10.1163/23641177-bja10012","DOIUrl":"https://doi.org/10.1163/23641177-bja10012","url":null,"abstract":"\u0000The purpose of this study was to examine teachers’ competency in teaching for student competence in science. Drawing on literature on competence and science teacher education, we identified 44 indicators of science teaching competence in relation to the current Korean National Science Curriculum, from which 54 items for teachers’ self-assessment were developed and validated. Through online administration of the self-assessment instrument, responses from 210 primary and secondary teachers were collected. Factor analysis resulted in nine factors across three competence areas. Teacher competence differed across factors. One-way ANOVA analysis revealed that primary teachers indicated significantly higher competence in most aspects of teaching than secondary teachers and that years of teaching was related to professional development methods utilized by teachers. Suggestions for professional development program design and further research topics were discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48719799","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 : 2020-12-14DOI: 10.1163/23641177-bja10011
T. Tal
This paper examines the gap between Jewish and Arab students in Israel in the context of learning in informal environments. I attempted to understand whether the difference is a matter of inequity in terms of resource allocation and opportunities provided to the schools. I present the socio-historical-political context and the current situation, based on formal documents. To gain an insiders’ views, I interviewed five Arab science educators and an Arab superintendent. These conversations highlighted the cultural aspect of the gap and a cultural change toward integrating more learning opportunities in out-of-school environments. Using Gutiérrez and Rogoff (2003), rather than taking a deficit view, repertoires of practice is suggested to understand differences. Several implications relevant to other places where different cultural groups live and where educational and social practices affect the ways people use out-of-school time and resources are offered.
{"title":"Inequity and Cultural Differences in Out-of-School Science Education: The Case of the Arab Minority in Israel","authors":"T. Tal","doi":"10.1163/23641177-bja10011","DOIUrl":"https://doi.org/10.1163/23641177-bja10011","url":null,"abstract":"\u0000This paper examines the gap between Jewish and Arab students in Israel in the context of learning in informal environments. I attempted to understand whether the difference is a matter of inequity in terms of resource allocation and opportunities provided to the schools. I present the socio-historical-political context and the current situation, based on formal documents. To gain an insiders’ views, I interviewed five Arab science educators and an Arab superintendent. These conversations highlighted the cultural aspect of the gap and a cultural change toward integrating more learning opportunities in out-of-school environments. Using Gutiérrez and Rogoff (2003), rather than taking a deficit view, repertoires of practice is suggested to understand differences. Several implications relevant to other places where different cultural groups live and where educational and social practices affect the ways people use out-of-school time and resources are offered.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja10011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49366311","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 : 2020-12-14DOI: 10.1163/23641177-bja10006
Susannah Boyle, Karen L. Rizzo, Jonte' C. Taylor
An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.
{"title":"Reducing Language Barriers in Science for Students with Special Educational Needs","authors":"Susannah Boyle, Karen L. Rizzo, Jonte' C. Taylor","doi":"10.1163/23641177-bja10006","DOIUrl":"https://doi.org/10.1163/23641177-bja10006","url":null,"abstract":"\u0000An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48762148","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 : 2020-12-14DOI: 10.1163/23641177-bja10004
Ju-In Jung, Jina Chang, Jisun Park
The purpose of this study is to examine how the reasoning of elementary school students develops and progresses within a learning progression. In order to do this, we analyzed third, fourth, and fifth grade elementary school students’ levels of reasoning about phenomena related to changes of state of water. The results show that higher grades include higher proportions of students who showed higher-level reasoning. Every student explained the phenomenon at the macroscopic scale; however, fifth grade students considered more elaborate factors and the relationships between those factors than third and fourth grade students did. In addition, students reasoned contradictorily that the weight would increase in situations of both melting and freezing. Finally, we discuss how science curriculums in each grade can be structured as a progression in reasoning and how to provide appropriate science instruction in terms of students’ long-term progression of reasoning.
{"title":"An Analysis of Different Grade Levels of Elementary School Students’ Reasoning about the Changes of State of Water within a Learning Progression","authors":"Ju-In Jung, Jina Chang, Jisun Park","doi":"10.1163/23641177-bja10004","DOIUrl":"https://doi.org/10.1163/23641177-bja10004","url":null,"abstract":"\u0000The purpose of this study is to examine how the reasoning of elementary school students develops and progresses within a learning progression. In order to do this, we analyzed third, fourth, and fifth grade elementary school students’ levels of reasoning about phenomena related to changes of state of water. The results show that higher grades include higher proportions of students who showed higher-level reasoning. Every student explained the phenomenon at the macroscopic scale; however, fifth grade students considered more elaborate factors and the relationships between those factors than third and fourth grade students did. In addition, students reasoned contradictorily that the weight would increase in situations of both melting and freezing. Finally, we discuss how science curriculums in each grade can be structured as a progression in reasoning and how to provide appropriate science instruction in terms of students’ long-term progression of reasoning.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863474","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 : 2020-12-14DOI: 10.1163/23641177-bja10008
Minjung Ryu, Shannon M. Daniel
Project RESET engaged resettled Chin refugee teens in critical STEM literacy practices in a community-based afterschool STEM enrichment program in the United States. Over the course of nine months, the participants multimodally and multilinguistically communicated their learning about weather, climate, and climate change, while also developing English proficiency. In this paper, we define critical STEM literacy drawing on current scholarship on critical science literacy and interdisciplinary STEM learning. We then present our four design principles of the learning environment for supporting critical STEM literacy and English learning and share examples from the program that demonstrate how the principles were enacted to engage youth. Drawing on our learning in this work, we will discuss implications for science educators who work with displaced or resettled youth in Asia and the Pacific regions that provide new homes for many displaced children and teens.
{"title":"How Did We Engage Resettled Chin Youth in Critical STEM Literacy Practices?","authors":"Minjung Ryu, Shannon M. Daniel","doi":"10.1163/23641177-bja10008","DOIUrl":"https://doi.org/10.1163/23641177-bja10008","url":null,"abstract":"\u0000Project RESET engaged resettled Chin refugee teens in critical STEM literacy practices in a community-based afterschool STEM enrichment program in the United States. Over the course of nine months, the participants multimodally and multilinguistically communicated their learning about weather, climate, and climate change, while also developing English proficiency. In this paper, we define critical STEM literacy drawing on current scholarship on critical science literacy and interdisciplinary STEM learning. We then present our four design principles of the learning environment for supporting critical STEM literacy and English learning and share examples from the program that demonstrate how the principles were enacted to engage youth. Drawing on our learning in this work, we will discuss implications for science educators who work with displaced or resettled youth in Asia and the Pacific regions that provide new homes for many displaced children and teens.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43993886","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 : 2020-12-14DOI: 10.1163/23641177-bja10009
Seungho Maeng
This study examined a case of GeoMapApp-based assessment to investigate a learning progression for middle school students’ understanding of geoscience content and geocognition (spatial, temporal, and retrospective reasoning and system thinking). A 2-year GeoMapApp-based assessment process was administered along with a double-round of the construct modeling approach. Based on the measurement of Rasch analysis, the geocognition learning progression was described in terms of data-driven level, meaning-acquiring level, knowledge-constructing level, and complex reasoning with geocognition level. The geocognition learning progression developed in this study had significant implications in terms of the progress variables integrating geoscientific reasoning practices with geoscience content and the perspective on learning with adopting work-with-it view. While this content is applicable in all regions, it is especially helpful for science teachers in the Asia-Pacific region to understand geocognition learning progressions to improve teaching and better support students to understand local geological environments in terms of plate tectonics.
{"title":"Investigating a Learning Progression for Reasoning Practices of Geocognition Using GeoMapApp-Based Assessment","authors":"Seungho Maeng","doi":"10.1163/23641177-bja10009","DOIUrl":"https://doi.org/10.1163/23641177-bja10009","url":null,"abstract":"\u0000This study examined a case of GeoMapApp-based assessment to investigate a learning progression for middle school students’ understanding of geoscience content and geocognition (spatial, temporal, and retrospective reasoning and system thinking). A 2-year GeoMapApp-based assessment process was administered along with a double-round of the construct modeling approach. Based on the measurement of Rasch analysis, the geocognition learning progression was described in terms of data-driven level, meaning-acquiring level, knowledge-constructing level, and complex reasoning with geocognition level. The geocognition learning progression developed in this study had significant implications in terms of the progress variables integrating geoscientific reasoning practices with geoscience content and the perspective on learning with adopting work-with-it view. While this content is applicable in all regions, it is especially helpful for science teachers in the Asia-Pacific region to understand geocognition learning progressions to improve teaching and better support students to understand local geological environments in terms of plate tectonics.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552724","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 : 2020-12-01DOI: 10.1163/23641177-bja10010
Chee Leong Wong, Hye-eun Chu, K. Yap
Studies have shown that inadequate definitions of scientific concepts could complicate the learning of science and could prevent students from understanding the definitions of scientific concepts. The article provides a framework for defining scientific concepts in primary, secondary, and university education by proposing teachers draw attention to five common features of a definition: object/system, nature/characteristics, cause/effect, mathematical expression/equation, and condition/ reference frame that can help students to consider four dimensions, including, ‘comprehensiveness,’ ‘precision,’ ‘consistency,’ and ‘circularity’ when learning science concepts. This framework can be used by science teachers to guide students to analyze and redefine scientific concepts in the classroom and may be especially beneficial for students in Asian countries where teachers and students often rely on rote memorization as a strategy for learning scientific concepts. We conclude by describing the need for future studies in educational contexts in Asian countries where pedagogical strategies have traditionally emphasized memorization of science concepts.
{"title":"A Framework for Defining Scientific Concepts in Science Education","authors":"Chee Leong Wong, Hye-eun Chu, K. Yap","doi":"10.1163/23641177-bja10010","DOIUrl":"https://doi.org/10.1163/23641177-bja10010","url":null,"abstract":"\u0000Studies have shown that inadequate definitions of scientific concepts could complicate the learning of science and could prevent students from understanding the definitions of scientific concepts. The article provides a framework for defining scientific concepts in primary, secondary, and university education by proposing teachers draw attention to five common features of a definition: object/system, nature/characteristics, cause/effect, mathematical expression/equation, and condition/ reference frame that can help students to consider four dimensions, including, ‘comprehensiveness,’ ‘precision,’ ‘consistency,’ and ‘circularity’ when learning science concepts. This framework can be used by science teachers to guide students to analyze and redefine scientific concepts in the classroom and may be especially beneficial for students in Asian countries where teachers and students often rely on rote memorization as a strategy for learning scientific concepts. We conclude by describing the need for future studies in educational contexts in Asian countries where pedagogical strategies have traditionally emphasized memorization of science concepts.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45885556","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 : 2020-07-17DOI: 10.1163/23641177-bja10003
S. Martin
This editorial was originally only intended to be an announcement of new changes for the journal and an invitation for readers to continue to read and share their work with us in the coming years. However, the emergence of a global pandemic has revealed the critical need for scholars to have a dedicated space for publishing research that describes how the pandemic has had an impact on science teaching and learning in the Asia-Pacific region. Now, more than ever, we need journals like Asia-Pacific Science Education ( APSE ) that can amplify the voices of researchers from countries not traditionally included in mainstream science education journals. Herein, I briefly re-introduce APSE to our readers and then provide an analysis of publication trends in four top science education journals to show why publishing outlets like APSE are so important. I conclude this editorial with an introduction to nine articles published in this first issue, which includes a special set of six papers focused on earth science, climate change education, and environmental education and three additional papers addressing different issues in science education in Vietnam, Singapore, and Indonesia. findings from a study exploring types and intensities of students’ emotions related to participation in school-based SSI club projects related to climate change. This study describes how students explored local problems related to climate change and what they did to plan and participate in social actions. Using the control-value theory, these researchers analyzed how students’ emotions changed when planning and participating in social action and considered which emotions were important for compelling students to act.
{"title":"Editorial: Asia-Pacific Science Education (APSE): Challenged to Lead in Uncertain Times","authors":"S. Martin","doi":"10.1163/23641177-bja10003","DOIUrl":"https://doi.org/10.1163/23641177-bja10003","url":null,"abstract":"This editorial was originally only intended to be an announcement of new changes for the journal and an invitation for readers to continue to read and share their work with us in the coming years. However, the emergence of a global pandemic has revealed the critical need for scholars to have a dedicated space for publishing research that describes how the pandemic has had an impact on science teaching and learning in the Asia-Pacific region. Now, more than ever, we need journals like Asia-Pacific Science Education ( APSE ) that can amplify the voices of researchers from countries not traditionally included in mainstream science education journals. Herein, I briefly re-introduce APSE to our readers and then provide an analysis of publication trends in four top science education journals to show why publishing outlets like APSE are so important. I conclude this editorial with an introduction to nine articles published in this first issue, which includes a special set of six papers focused on earth science, climate change education, and environmental education and three additional papers addressing different issues in science education in Vietnam, Singapore, and Indonesia. findings from a study exploring types and intensities of students’ emotions related to participation in school-based SSI club projects related to climate change. This study describes how students explored local problems related to climate change and what they did to plan and participate in social actions. Using the control-value theory, these researchers analyzed how students’ emotions changed when planning and participating in social action and considered which emotions were important for compelling students to act.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja10003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42752411","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 : 2020-07-17DOI: 10.1163/23641177-bja00002
Y. Park, J. Park
The study introduces exemplary explicit teaching strategies as enacted by a middle school STEAM teacher. Through a 10-lesson climate change STEAM program, data were collected to explore explicit teaching strategies using O-TOP (Oregon Collaborative for Excellence in the Preparation [OCEPT] Teaching Observation Protocol) and NGSS 8 Practices (Next Generation Science Standards). Data from teacher interviews and class observations were also used to identify and describe how this STEAM teacher offered students opportunities to solve real problems in their community. Examples demonstrating three stages of STEAM education: understanding context presentation, performing creative design, and experiencing emotional touch are provided. We argue STEAM programs should be presented with more realistic issues arising from the community students belong to and that explicit teaching strategies should give students the opportunity to achieve core competencies and scientific literacy. Our study offers implications about the need for systemic teacher training and professional development for STEAM education.
{"title":"Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change","authors":"Y. Park, J. Park","doi":"10.1163/23641177-bja00002","DOIUrl":"https://doi.org/10.1163/23641177-bja00002","url":null,"abstract":"\u0000The study introduces exemplary explicit teaching strategies as enacted by a middle school STEAM teacher. Through a 10-lesson climate change STEAM program, data were collected to explore explicit teaching strategies using O-TOP (Oregon Collaborative for Excellence in the Preparation [OCEPT] Teaching Observation Protocol) and NGSS 8 Practices (Next Generation Science Standards). Data from teacher interviews and class observations were also used to identify and describe how this STEAM teacher offered students opportunities to solve real problems in their community. Examples demonstrating three stages of STEAM education: understanding context presentation, performing creative design, and experiencing emotional touch are provided. We argue STEAM programs should be presented with more realistic issues arising from the community students belong to and that explicit teaching strategies should give students the opportunity to achieve core competencies and scientific literacy. Our study offers implications about the need for systemic teacher training and professional development for STEAM education.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja00002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364758","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}
{"title":"The Impact of Project Activities on the Cultivation of Ecological Citizenship in a High School Climate Change Club","authors":"Woo-Yong Park, Chan-Jong Kim","doi":"10.1163/23641177-bja00005","DOIUrl":"https://doi.org/10.1163/23641177-bja00005","url":null,"abstract":"·······································································139","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja00005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43981983","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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