Pub Date : 2015-01-30DOI: 10.20429/IJSOTL.2015.090111
M. Rathburn
With increasing demands for universities to create graduates that are numerically and scientifically literate, it is important to determine effective ways to engage students so that they can acquire these literacies. Using an undergraduate, interdisciplinary course that focused on scientific and mathematical literacy, I examined how contextualization influenced students’ abilities to build connections between their learning and their lives. In their written reflections, students connected course concepts with their social lives, academic pursuits and global or societal issues without specific prompting. I suggest that contextualization combined with reflection allows students to illustrate their understanding and apply this knowledge to novel scenarios.
{"title":"Building Connections Through Contextualized Learning in an Undergraduate Course on Scientific and Mathematical Literacy","authors":"M. Rathburn","doi":"10.20429/IJSOTL.2015.090111","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090111","url":null,"abstract":"With increasing demands for universities to create graduates that are numerically and scientifically literate, it is important to determine effective ways to engage students so that they can acquire these literacies. Using an undergraduate, interdisciplinary course that focused on scientific and mathematical literacy, I examined how contextualization influenced students’ abilities to build connections between their learning and their lives. In their written reflections, students connected course concepts with their social lives, academic pursuits and global or societal issues without specific prompting. I suggest that contextualization combined with reflection allows students to illustrate their understanding and apply this knowledge to novel scenarios.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124240666","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 : 2015-01-30DOI: 10.20429/IJSOTL.2015.090107
Megan E Osterbur, E. Hammer, E. Hammer
Student consumption and recall of feedback are necessary preconditions of successful formative assessment. Drawing on Sadler’s (1998) definition of formative assessment as that which is intended to accelerate learning and improve performance through the providing of feedback, we examine how the mechanism of transmission may impact student retention of feedback content. We proceed from the premise that such retention is necessary for feedback to function as a component of formative assessment. Although researchers have written extensively on best practices in feedback content (e.g., Nicol & Macfarlane-Dick, 2006) and student and instructor attitudes toward electronic feedback versus handwritten feedback (e.g., Thomson, 2008), comparatively little research addresses whether the form of feedback influences student consumption and retention. Our research found that whereas students who preferred or received handwritten feedback recall more feedback (quantity), those who actually received electronic feedback recall comments more accurately (quality). We encourage instructors to working with either format to adhere to accepted standards for good feedback practice.
{"title":"Does Mechanism Matter? Student Recall of Electronic versus Handwritten Feedback","authors":"Megan E Osterbur, E. Hammer, E. Hammer","doi":"10.20429/IJSOTL.2015.090107","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090107","url":null,"abstract":"Student consumption and recall of feedback are necessary preconditions of successful formative assessment. Drawing on Sadler’s (1998) definition of formative assessment as that which is intended to accelerate learning and improve performance through the providing of feedback, we examine how the mechanism of transmission may impact student retention of feedback content. We proceed from the premise that such retention is necessary for feedback to function as a component of formative assessment. Although researchers have written extensively on best practices in feedback content (e.g., Nicol & Macfarlane-Dick, 2006) and student and instructor attitudes toward electronic feedback versus handwritten feedback (e.g., Thomson, 2008), comparatively little research addresses whether the form of feedback influences student consumption and retention. Our research found that whereas students who preferred or received handwritten feedback recall more feedback (quantity), those who actually received electronic feedback recall comments more accurately (quality). We encourage instructors to working with either format to adhere to accepted standards for good feedback practice.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122282763","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 : 2015-01-30DOI: 10.20429/IJSOTL.2015.090110
Christine Rolka, Anja Remshagen
Contextualized learning is considered beneficial for student success. In this article, we assess the impact of context-based learning tools on student grade performance in an introductory computer science course. In particular, we investigate two central questions: (1) does the use context-based learning tools, robots and animations, affect student performance? (2) How do age, gender, and ethnicity impact performance? To explore these questions, we compare the impact of educational robots in conjunction with animations against a second group of students who use only animations, while controlling for the effects of gender and ethnicity. We find that the addition of robots did not improve the students’ performance in our setting. Instead, our findings support the existing literature stating that gender and ethnicity are important predictors of student success. We also find that attendance is a strong predictor of student success.
{"title":"Showing Up is Half the Battle: Assessing Different Contextualized Learning Tools to Increase the Performance in Introductory Computer Science Courses","authors":"Christine Rolka, Anja Remshagen","doi":"10.20429/IJSOTL.2015.090110","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090110","url":null,"abstract":"Contextualized learning is considered beneficial for student success. In this article, we assess the impact of context-based learning tools on student grade performance in an introductory computer science course. In particular, we investigate two central questions: (1) does the use context-based learning tools, robots and animations, affect student performance? (2) How do age, gender, and ethnicity impact performance? To explore these questions, we compare the impact of educational robots in conjunction with animations against a second group of students who use only animations, while controlling for the effects of gender and ethnicity. We find that the addition of robots did not improve the students’ performance in our setting. Instead, our findings support the existing literature stating that gender and ethnicity are important predictors of student success. We also find that attendance is a strong predictor of student success.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132112610","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 : 2015-01-30DOI: 10.20429/IJSOTL.2015.090108
Hilary J. Gettman, V. Cortijo
Facebook is by far the most ubiquitous social network in the world. While it has been studied extensively in its native social context, only recently has its use for academic purposes begun to be examined in earnest. In this study we utilize both qualitative and quantitative methodologies in multiple sections of required freshmen and senior courses at a liberal arts college (n = 245). To help delineate factors that cause students to accept (or resist) the use of Facebook by their professors, we draw from the well-established technology acceptance literature, adapting constructs known to predict acceptance and use of technology. Further, we develop new measures of “appropriateness” and “social purposes” to account for the unique context of integrating Facebook into college coursework. We provide recommendations for best practices, find a possible negative “Facebook Effect,” and show that the use of technology acceptance models is a promising avenue for future research.
{"title":"\"Leave Me and My Facebook Alone!\" Understanding College Students' Relationship with Facebook and its Use for Academic Purposes","authors":"Hilary J. Gettman, V. Cortijo","doi":"10.20429/IJSOTL.2015.090108","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090108","url":null,"abstract":"Facebook is by far the most ubiquitous social network in the world. While it has been studied extensively in its native social context, only recently has its use for academic purposes begun to be examined in earnest. In this study we utilize both qualitative and quantitative methodologies in multiple sections of required freshmen and senior courses at a liberal arts college (n = 245). To help delineate factors that cause students to accept (or resist) the use of Facebook by their professors, we draw from the well-established technology acceptance literature, adapting constructs known to predict acceptance and use of technology. Further, we develop new measures of “appropriateness” and “social purposes” to account for the unique context of integrating Facebook into college coursework. We provide recommendations for best practices, find a possible negative “Facebook Effect,” and show that the use of technology acceptance models is a promising avenue for future research.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125414258","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 : 2014-07-30DOI: 10.20429/IJSOTL.2014.080206
April L. McGrath
This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty psychology students enrolled in two sections of an introductory statistics course volunteered for the research study. The types of questions raised by students during their meetings and the themes found in their learning reflections are presented. Results from this study provide information about the content, affective, and behavioral challenges faced by students learning statistics.
{"title":"Content, Affective, and Behavioral Challenges to Learning: Students’ Experiences Learning Statistics","authors":"April L. McGrath","doi":"10.20429/IJSOTL.2014.080206","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080206","url":null,"abstract":"This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty psychology students enrolled in two sections of an introductory statistics course volunteered for the research study. The types of questions raised by students during their meetings and the themes found in their learning reflections are presented. Results from this study provide information about the content, affective, and behavioral challenges faced by students learning statistics.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130986205","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 : 2014-07-30DOI: 10.20429/IJSOTL.2014.080210
I. Al-Shaer
Abstract The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stageon English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eightparticipants were randomly assigned to two groups participating in Writing II course at Al-Quds OpenUniversity (QOU). Both groups had the same teacher. The control group received instruction as required inthe textbook only, and the experimental group were additionally required to construct concept maps at thepre-writing stage and compose essays based on the constructed maps. All participants were required to sit forpre- and post-tests to track their writing performance before and after the experimental group took a tutorialon how to create concept maps. After the implementation of the intervention, comparison of the students’mean scores of the pre- and post-tests showed a statistically significant improvement in the experimentalstudents’ ability to generate better argumentative essays in terms of point of view, unity and coherence,development, organization, and thinking. The results highlight the effectiveness of employing conceptmapping as a focused instructional strategy at the pre-writing stage in developing EFL students’ writing skill.Pedagogical implications for using concept mapping in EFL writing classes are considered.
{"title":"Employing Concept Mapping as a Pre-writing Strategy to Help EFL Learners Better Generate Argumentative Compositions","authors":"I. Al-Shaer","doi":"10.20429/IJSOTL.2014.080210","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080210","url":null,"abstract":"Abstract The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stageon English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eightparticipants were randomly assigned to two groups participating in Writing II course at Al-Quds OpenUniversity (QOU). Both groups had the same teacher. The control group received instruction as required inthe textbook only, and the experimental group were additionally required to construct concept maps at thepre-writing stage and compose essays based on the constructed maps. All participants were required to sit forpre- and post-tests to track their writing performance before and after the experimental group took a tutorialon how to create concept maps. After the implementation of the intervention, comparison of the students’mean scores of the pre- and post-tests showed a statistically significant improvement in the experimentalstudents’ ability to generate better argumentative essays in terms of point of view, unity and coherence,development, organization, and thinking. The results highlight the effectiveness of employing conceptmapping as a focused instructional strategy at the pre-writing stage in developing EFL students’ writing skill.Pedagogical implications for using concept mapping in EFL writing classes are considered.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128844709","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 : 2014-07-30DOI: 10.20429/IJSOTL.2014.080217
Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey findings indicate that certain faculty development strategies improved teaching and assessment practices and enhanced self-reflection. However, evidence also showed some negative faculty perceptions in relation to the US partner’s methodologies, and qualitative responses indicated a lack of relevancy to the Southeastern Asia context. Furthermore, negative correlations were found between faculty development workshops and teacher education faculty teaching subject area endorsement content and their praxis. Very little has been written on the impact of teacher educator professional development offered by transnational academic partnerships. Universities involved as transnational partners must be flexible, culturally sensitive and determine together areas of priority and relevance as a definition of success for partnership effectiveness.
{"title":"Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant.","authors":"","doi":"10.20429/IJSOTL.2014.080217","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080217","url":null,"abstract":"Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey findings indicate that certain faculty development strategies improved teaching and assessment practices and enhanced self-reflection. However, evidence also showed some negative faculty perceptions in relation to the US partner’s methodologies, and qualitative responses indicated a lack of relevancy to the Southeastern Asia context. Furthermore, negative correlations were found between faculty development workshops and teacher education faculty teaching subject area endorsement content and their praxis. Very little has been written on the impact of teacher educator professional development offered by transnational academic partnerships. Universities involved as transnational partners must be flexible, culturally sensitive and determine together areas of priority and relevance as a definition of success for partnership effectiveness.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123828346","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 : 2014-07-30DOI: 10.20429/IJSOTL.2014.080209
This article focuses on the complex process of facilitating a Critical Friends Group as a form of a professional learning community by teacher education faculty. During a three-year initiative, seven faculty members created a forum for collegial conversations regarding pedagogical dilemmas in efforts of improving teaching practice and student achievement. Critical Friends Groups use protocol guides to actively engage its members in learning, thinking, reading and discussing dilemmas from interdisciplinary perspectives. This article reviews the literature of Critical Friends Groups, the work of this particular Critical Friends Group and concludes by providing a rationale for sustainability of Critical Friends Groups in Institutions of Higher Education.
{"title":"Let’s Talk! Facilitating a Faculty Learning Community Using a Critical Friends Group Approach","authors":"","doi":"10.20429/IJSOTL.2014.080209","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080209","url":null,"abstract":"This article focuses on the complex process of facilitating a Critical Friends Group as a form of a professional learning community by teacher education faculty. During a three-year initiative, seven faculty members created a forum for collegial conversations regarding pedagogical dilemmas in efforts of improving teaching practice and student achievement. Critical Friends Groups use protocol guides to actively engage its members in learning, thinking, reading and discussing dilemmas from interdisciplinary perspectives. This article reviews the literature of Critical Friends Groups, the work of this particular Critical Friends Group and concludes by providing a rationale for sustainability of Critical Friends Groups in Institutions of Higher Education.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127895963","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 : 2014-07-30DOI: 10.20429/IJSOTL.2014.080207
Susan Janssen, Maureen O’Brien
The interplay among motivation, ability, attitudes, behaviors, homework, and learning is unclear from previous research. We analyze data collected from 687 students enrolled in seven economics courses. A model explaining homework and exam scores is estimated, and separate analyses of ability and motivation groups are conducted. We find that motivation and ability explain variation in both homework and exam scores. Attitudes and behaviors, such as procrastination and working with others directly, affect homework score, but not exam score. These effects are not the same within all motivation and ability groups. Given that homework is the strongest predictor of exam score, we conclude that graded homework is beneficial to learning, and attitudes and behaviors related to homework may have an indirect benefit for exam performance. Suggestions are made as to how homework and course design might be managed to help students at different ability and motivational levels maximize learning.
{"title":"Disentangling The Effects Of Student Attitudes and Behaviors On Academic Performance","authors":"Susan Janssen, Maureen O’Brien","doi":"10.20429/IJSOTL.2014.080207","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080207","url":null,"abstract":"The interplay among motivation, ability, attitudes, behaviors, homework, and learning is unclear from previous research. We analyze data collected from 687 students enrolled in seven economics courses. A model explaining homework and exam scores is estimated, and separate analyses of ability and motivation groups are conducted. We find that motivation and ability explain variation in both homework and exam scores. Attitudes and behaviors, such as procrastination and working with others directly, affect homework score, but not exam score. These effects are not the same within all motivation and ability groups. Given that homework is the strongest predictor of exam score, we conclude that graded homework is beneficial to learning, and attitudes and behaviors related to homework may have an indirect benefit for exam performance. Suggestions are made as to how homework and course design might be managed to help students at different ability and motivational levels maximize learning.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130973610","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 : 2014-07-30DOI: 10.20429/IJSOTL.2014.080215
John M. Basey, Anastasia P. Maines, C. D. Francis
Abstract We examined how different styles of written feedback by graduate-student teaching assistants (GTAs) incollege intro biology lab (USA) influenced student achievement and related the different styles to timeefficiency. We quantified GTA feedback on formative lab reports and student achievement on two differenttypes of assessments, a quiz in 2010 and a summative lab report in 2011. We evaluated the extent to whichthree categories of written feedback impacted student achievement (grade discrepancy between actual andideal, short direct comments, and in-depth explanatory comments). Student achievement was best explainedby both grade discrepancy and short direct comments in 2010 and grade discrepancy only in 2011. In-depthexplanations were not part of the best-fit models in either year. Results also indicated that GTAs provided littleencouraging feedback, most feedback was targeted and asked students to expand on explanations. Results arediscussed in relation to relative time efficiency and GTA training.
{"title":"Time Efficiency, Written Feedback, and Student Achievement in Inquiry-Oriented Biology Labs","authors":"John M. Basey, Anastasia P. Maines, C. D. Francis","doi":"10.20429/IJSOTL.2014.080215","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080215","url":null,"abstract":"Abstract We examined how different styles of written feedback by graduate-student teaching assistants (GTAs) incollege intro biology lab (USA) influenced student achievement and related the different styles to timeefficiency. We quantified GTA feedback on formative lab reports and student achievement on two differenttypes of assessments, a quiz in 2010 and a summative lab report in 2011. We evaluated the extent to whichthree categories of written feedback impacted student achievement (grade discrepancy between actual andideal, short direct comments, and in-depth explanatory comments). Student achievement was best explainedby both grade discrepancy and short direct comments in 2010 and grade discrepancy only in 2011. In-depthexplanations were not part of the best-fit models in either year. Results also indicated that GTAs provided littleencouraging feedback, most feedback was targeted and asked students to expand on explanations. Results arediscussed in relation to relative time efficiency and GTA training.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114752686","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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