Pub Date : 2024-07-17DOI: 10.1108/ijlls-07-2024-184
Colin Foster, Ruth Trundley
This viewpoint article considers the challenges of adapting mathematics lesson study for early-years practitioners working in pre-school settings.
这篇观点鲜明的文章探讨了为学前教育机构的幼儿教师调整数学课程学习所面临的挑战。
{"title":"Adapting lesson study for early-years practitioners","authors":"Colin Foster, Ruth Trundley","doi":"10.1108/ijlls-07-2024-184","DOIUrl":"https://doi.org/10.1108/ijlls-07-2024-184","url":null,"abstract":"This viewpoint article considers the challenges of adapting mathematics lesson study for early-years practitioners working in pre-school settings.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"34 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141639972","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 : 2024-07-17DOI: 10.1108/ijlls-07-2024-183
Witchayada Nawanidbumrung
{"title":"Book review: Reforming lesson study in Japan: theories of action for schools as learning communities","authors":"Witchayada Nawanidbumrung","doi":"10.1108/ijlls-07-2024-183","DOIUrl":"https://doi.org/10.1108/ijlls-07-2024-183","url":null,"abstract":"","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"15 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141639996","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 : 2024-05-07DOI: 10.1108/ijlls-05-2024-182
Jiajia Li
{"title":"Book review: Lesson study with mathematics and science preservice teachers: finding the forms","authors":"Jiajia Li","doi":"10.1108/ijlls-05-2024-182","DOIUrl":"https://doi.org/10.1108/ijlls-05-2024-182","url":null,"abstract":"","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"107 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002020","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 : 2024-04-24DOI: 10.1108/ijlls-12-2023-0181
Tammy Kraft, Omar Hernández Rodríguez
PurposeThis article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.Design/methodology/approachA systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.FindingsIn preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.Originality/valueThis literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).
{"title":"Lesson study in science teacher preparation programs: a literature review","authors":"Tammy Kraft, Omar Hernández Rodríguez","doi":"10.1108/ijlls-12-2023-0181","DOIUrl":"https://doi.org/10.1108/ijlls-12-2023-0181","url":null,"abstract":"PurposeThis article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.Design/methodology/approachA systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.FindingsIn preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.Originality/valueThis literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140665269","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 : 2023-08-24DOI: 10.1108/ijlls-05-2023-0059
M. Abate, Abbi Lemma Wedajo, A. B. Hunde
PurposeThis study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice.Design/methodology/approachThe LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach.FindingsThe program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research.Originality/valueWith its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools.
目的本研究旨在探讨数学教师的反应、学习情况、学校领导的支持情况，以及LSforTA (lesson study for transformative assessment)计划理念在实践中的应用。设计/方法/方法LSforTA项目是一个新项目，因此，需要一种本地的、有根据的方法来检查教师使用LSforTA获得的知识和技能。因此，我们选择了基于设计的研究方法来评估和完善LSforTA方法。结果:该项目影响了教师的转型评估实践，并以积极的方式提高了他们评估学生转型的知识和技能。本文总结了LSforTA程序是如何适应这一评价的，并对未来的发展和研究提出了建议。原创性/价值本研究独创地结合了概念和理论视角，通过将变革性评估、课程研究和学校背景联系起来，为学术文献做出了贡献。这种联系为教师提供了新的机会，使他们能够制定策略，将有意义的评估实践融入到学校的教学过程中。
{"title":"Design-based research to develop lesson study for transformative assessment: teachers’ reactions, learning, organizational support, and use","authors":"M. Abate, Abbi Lemma Wedajo, A. B. Hunde","doi":"10.1108/ijlls-05-2023-0059","DOIUrl":"https://doi.org/10.1108/ijlls-05-2023-0059","url":null,"abstract":"PurposeThis study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice.Design/methodology/approachThe LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach.FindingsThe program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research.Originality/valueWith its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"861 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127908709","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 : 2023-08-11DOI: 10.1108/ijlls-04-2023-0042
Jiajia Li, S. L. Goei, W. V. van Joolingen
PurposeThis study explores how lesson study (LS) can promote elementary Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional development (TPD) in terms of new pedagogical practices, attitudes and beliefs in the maker education (ME) context.Design/methodology/approachThis is a case study of a LS conducted in China involving four primary school teachers, 20 grade-4 students, and one researcher who also acted as a facilitator. This study adopted an integrated model that combined the unique characteristics of Chinese LS (CLS) with the Dutch LS (LSNL) model.FindingsThis study revealed that LS participation facilitates teachers’ integration of new ME pedagogical practices in their classrooms, while their attitudes and beliefs regarding teaching and learning are increasingly aligned with ME principles. However, challenges such as time constraints, lack of research skills, and insufficient learning resources have also been identified.Research limitations/implicationsThis was a small-scale study, which may limit the generalizability of the findings.Practical implicationsThis study expands the use of LS in the ME context by highlighting its effectiveness in enhancing teachers’ PD in terms of new pedagogical practices, attitudes, and beliefs. It also recommends incorporating diverse international LS models to address the limitations associated with localized models of TPD.Originality/valueThe originality of this study lies in its adoption of an integrated LS model to enhance STEM teachers’ PD in an ME context. The findings of this study further strengthen evidence supporting the positive impact of LS on teachers’ PD.
{"title":"A case study of teacher learning in enacting maker pedagogy through lesson study","authors":"Jiajia Li, S. L. Goei, W. V. van Joolingen","doi":"10.1108/ijlls-04-2023-0042","DOIUrl":"https://doi.org/10.1108/ijlls-04-2023-0042","url":null,"abstract":"PurposeThis study explores how lesson study (LS) can promote elementary Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional development (TPD) in terms of new pedagogical practices, attitudes and beliefs in the maker education (ME) context.Design/methodology/approachThis is a case study of a LS conducted in China involving four primary school teachers, 20 grade-4 students, and one researcher who also acted as a facilitator. This study adopted an integrated model that combined the unique characteristics of Chinese LS (CLS) with the Dutch LS (LSNL) model.FindingsThis study revealed that LS participation facilitates teachers’ integration of new ME pedagogical practices in their classrooms, while their attitudes and beliefs regarding teaching and learning are increasingly aligned with ME principles. However, challenges such as time constraints, lack of research skills, and insufficient learning resources have also been identified.Research limitations/implicationsThis was a small-scale study, which may limit the generalizability of the findings.Practical implicationsThis study expands the use of LS in the ME context by highlighting its effectiveness in enhancing teachers’ PD in terms of new pedagogical practices, attitudes, and beliefs. It also recommends incorporating diverse international LS models to address the limitations associated with localized models of TPD.Originality/valueThe originality of this study lies in its adoption of an integrated LS model to enhance STEM teachers’ PD in an ME context. The findings of this study further strengthen evidence supporting the positive impact of LS on teachers’ PD.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115682367","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 : 2023-07-03DOI: 10.1108/ijlls-04-2023-0033
H. Pan, J. Hung, Huilin Bai
PurposeLearning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy.Design/methodology/approachA cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling.FindingsThe findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy.Originality/valueBy incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts.
{"title":"Lesson study and constructivist pedagogy: teacher learning power matters in the mediation model","authors":"H. Pan, J. Hung, Huilin Bai","doi":"10.1108/ijlls-04-2023-0033","DOIUrl":"https://doi.org/10.1108/ijlls-04-2023-0033","url":null,"abstract":"PurposeLearning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy.Design/methodology/approachA cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling.FindingsThe findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy.Originality/valueBy incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129156269","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 : 2023-05-23DOI: 10.1108/ijlls-11-2022-0168
Ryann N. Shelton, Rachelle Meyer Rogers, T. Wilkerson
PurposeThe purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study.Design/methodology/approachThis paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program.FindingsThis paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection.Research limitations/implicationsFirst, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions.Practical implicationsMathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers.Originality/valueThis paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs.
{"title":"Preservice teachers' perceptions of a practice-focused lesson study","authors":"Ryann N. Shelton, Rachelle Meyer Rogers, T. Wilkerson","doi":"10.1108/ijlls-11-2022-0168","DOIUrl":"https://doi.org/10.1108/ijlls-11-2022-0168","url":null,"abstract":"PurposeThe purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study.Design/methodology/approachThis paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program.FindingsThis paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection.Research limitations/implicationsFirst, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions.Practical implicationsMathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers.Originality/valueThis paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134364689","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 : 2023-03-31DOI: 10.1108/ijlls-04-2023-129
S. Tan, Tijmen M. Schipper, Stéphane Clivaz, S. L. Goei
{"title":"Guest editorial: Emerging voices in lesson studies","authors":"S. Tan, Tijmen M. Schipper, Stéphane Clivaz, S. L. Goei","doi":"10.1108/ijlls-04-2023-129","DOIUrl":"https://doi.org/10.1108/ijlls-04-2023-129","url":null,"abstract":"","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115241559","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 : 2023-03-10DOI: 10.1108/ijlls-07-2022-0093
U. N. A. D. Jayanti, Mizanina Adlini
PurposeDespite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of LS in the lesson planning (LP) course have not been established. To fill this gap, this study aims to explore the perceptions of pre-service biology teachers of an adapted LS in the LP course toward their instructional design skills and teaching competency.Design/methodology/approachThis study opted for basic qualitative studies. The participants were eleven pre-service biology teachers in their third year who had already taken a LP course. Data were collected through semi-structured interviews. Collected data were then transcribed and thematically analyzed using grounded theory and focused on participants' perceptions about the development of their teaching competency in lesson planning through LS.FindingsThe findings revealed that participants appreciated the planning and consultation phases, teaching practice, peer observation as well as observer feedback from the reflection phase in supporting the development of their basic teaching skills. There was also a change in their perceptions related to the concept of teaching.Originality/valueThe findings of this study offer insight regarding the benefits and challenges of involving pre-service biology teacher students in the LS for biology teacher education programs with a focus on the method or LP course.
{"title":"Learning to teach: an investigation into pre-service biology teachers' perceptions toward lesson study","authors":"U. N. A. D. Jayanti, Mizanina Adlini","doi":"10.1108/ijlls-07-2022-0093","DOIUrl":"https://doi.org/10.1108/ijlls-07-2022-0093","url":null,"abstract":"PurposeDespite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of LS in the lesson planning (LP) course have not been established. To fill this gap, this study aims to explore the perceptions of pre-service biology teachers of an adapted LS in the LP course toward their instructional design skills and teaching competency.Design/methodology/approachThis study opted for basic qualitative studies. The participants were eleven pre-service biology teachers in their third year who had already taken a LP course. Data were collected through semi-structured interviews. Collected data were then transcribed and thematically analyzed using grounded theory and focused on participants' perceptions about the development of their teaching competency in lesson planning through LS.FindingsThe findings revealed that participants appreciated the planning and consultation phases, teaching practice, peer observation as well as observer feedback from the reflection phase in supporting the development of their basic teaching skills. There was also a change in their perceptions related to the concept of teaching.Originality/valueThe findings of this study offer insight regarding the benefits and challenges of involving pre-service biology teacher students in the LS for biology teacher education programs with a focus on the method or LP course.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129599166","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：