Pub Date : 2022-09-13DOI: 10.32374/aej.2022.2.1.029ra
M. Ubben, Johanna Hartmann, Alexander Pusch
Black holes are both interesting to many students and are part of several school and university curricula. However, it has not yet been documented in detail what kind of mental models of black holes students have. As such, this study qualitatively reports on the mental models of 53 university students, most of them with a non-physics major. The gestalts of the mental models found were mostly disc shaped holes or black spheres, though some funnels or ellipsoids were also described by the students. As for the functionality, students associated attractive functions with a black hole, though more elaborate descriptions such as time dilation or gravitational lensing and Hawking radiation were also named. All university students described a kind of black hole creation, though not all knew about their change in time and only described growth or could not give founded reasons for the change. Several participants showed potential problems by seeing their mental model as a direct replica of reality and assumed that black holes were literally holes. Conceptual problems regarding things “behind” the holes were raised. The results show that many rudimentary properties of black holes are known to university students without explicit education in that field, and a surprising amount of physics quantities were associated with them, although things like density or mass were described inadequately in several cases. Though mental models of black holes were not documented this extensively before, parallels in thinking with mental models in other areas of physics could be observed, making the findings consistent with literature.
{"title":"“Holes in the atmosphere of the universe”: An empirical qualitative study on mental models of students regarding black holes","authors":"M. Ubben, Johanna Hartmann, Alexander Pusch","doi":"10.32374/aej.2022.2.1.029ra","DOIUrl":"https://doi.org/10.32374/aej.2022.2.1.029ra","url":null,"abstract":"Black holes are both interesting to many students and are part of several school and university curricula. However, it has not yet been documented in detail what kind of mental models of black holes students have. As such, this study qualitatively reports on the mental models of 53 university students, most of them with a non-physics major. The gestalts of the mental models found were mostly disc shaped holes or black spheres, though some funnels or ellipsoids were also described by the students. As for the functionality, students associated attractive functions with a black hole, though more elaborate descriptions such as time dilation or gravitational lensing and Hawking radiation were also named. All university students described a kind of black hole creation, though not all knew about their change in time and only described growth or could not give founded reasons for the change. Several participants showed potential problems by seeing their mental model as a direct replica of reality and assumed that black holes were literally holes. Conceptual problems regarding things “behind” the holes were raised. The results show that many rudimentary properties of black holes are known to university students without explicit education in that field, and a surprising amount of physics quantities were associated with them, although things like density or mass were described inadequately in several cases. Though mental models of black holes were not documented this extensively before, parallels in thinking with mental models in other areas of physics could be observed, making the findings consistent with literature.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132757217","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 : 2022-09-13DOI: 10.32374/aej.2022.2.1.021bp
Ronja Langendorf, Susanne Schneider, Frederic V. Hessman
In this paper, we study the experiences of physics student teachers when they are asked to use modern digital toolswithin learner-centered astronomy education. Since digital tools are of particular importance in astronomy, this contextprovides an authentic setting for testing the effects of both, learning and teaching, for digital competence. The projectwas carried out as a highly-modified tutorial accompanying an introductory astronomy lecture with 20 M.Ed. physicsstudents. The student teachers were given an opportunity to apply the techniques learned within day-long projectscarried out with visiting school classes. A significant increase in digital competence, assessed by a TPACKself-assessment, was observed after the 13-week tutorial. From interviews, twelve main strengths (e.g. familiarity withdigital tools) and two main weaknesses (e.g. preparation for exam) of the course could be identified. The developedastronomy course concept can be easily adapted to conditions of other universities and the digital tools developed orused can also be adopted in high school classes.
{"title":"Learning and Teaching Astronomy with Digital Tools promotes Physics Student Teachers' digital Competencies","authors":"Ronja Langendorf, Susanne Schneider, Frederic V. Hessman","doi":"10.32374/aej.2022.2.1.021bp","DOIUrl":"https://doi.org/10.32374/aej.2022.2.1.021bp","url":null,"abstract":"In this paper, we study the experiences of physics student teachers when they are asked to use modern digital toolswithin learner-centered astronomy education. Since digital tools are of particular importance in astronomy, this contextprovides an authentic setting for testing the effects of both, learning and teaching, for digital competence. The projectwas carried out as a highly-modified tutorial accompanying an introductory astronomy lecture with 20 M.Ed. physicsstudents. The student teachers were given an opportunity to apply the techniques learned within day-long projectscarried out with visiting school classes. A significant increase in digital competence, assessed by a TPACKself-assessment, was observed after the 13-week tutorial. From interviews, twelve main strengths (e.g. familiarity withdigital tools) and two main weaknesses (e.g. preparation for exam) of the course could be identified. The developedastronomy course concept can be easily adapted to conditions of other universities and the digital tools developed orused can also be adopted in high school classes.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127273816","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 : 2022-09-06DOI: 10.32374/AEJ.2023.3.1.049ra
B. Lewis, K. Supriya, Graham H. Read, Katie Dixie, A. Friscia, Rachel L. Kennison
For many students, introductory college science courses are often the only opportunity in their formal higher education to be exposed to science, shaping their view of the subject, their scientific literacy, and their attitudes towards their own ability in STEM. While science writing instruction has been demonstrated to impact attitudes and outlooks of STEM majors in their coursework, this instructional strategy has yet to be explored for non-majors. In this work, we investigate student attitudes towards STEM before and after taking a writing-intensive introductory astronomy course. We find that students cite writing about science as beneficial to their learning, deepening their understanding of science topics and their perspective on science as a field and finding writing to be a ``bridge'' between STEM content and their focus on humanities in their majors. Students also report increased perceptions of their own ability and confidence in engaging with STEM across multiple metrics, leaving the course more prepared to be informed, engaged, and science literate citizens.
{"title":"Effects of Popular Science Writing Instruction on General Education Student Attitudes Towards Science: A Case Study in Astronomy","authors":"B. Lewis, K. Supriya, Graham H. Read, Katie Dixie, A. Friscia, Rachel L. Kennison","doi":"10.32374/AEJ.2023.3.1.049ra","DOIUrl":"https://doi.org/10.32374/AEJ.2023.3.1.049ra","url":null,"abstract":"For many students, introductory college science courses are often the only opportunity in their formal higher education to be exposed to science, shaping their view of the subject, their scientific literacy, and their attitudes towards their own ability in STEM. While science writing instruction has been demonstrated to impact attitudes and outlooks of STEM majors in their coursework, this instructional strategy has yet to be explored for non-majors. In this work, we investigate student attitudes towards STEM before and after taking a writing-intensive introductory astronomy course. We find that students cite writing about science as beneficial to their learning, deepening their understanding of science topics and their perspective on science as a field and finding writing to be a ``bridge'' between STEM content and their focus on humanities in their majors. Students also report increased perceptions of their own ability and confidence in engaging with STEM across multiple metrics, leaving the course more prepared to be informed, engaged, and science literate citizens.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115728143","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 : 2022-08-17DOI: 10.32374/aej.2022.2.1.041resa
David Jones, P. Kabáth, J. García-Rojas, J. Hanuš, M. Jakubik, J. Janík, R. Nagy, J. Tóth
In this article, we detail the strategic partnerships "Per Aspera Ad Astra Simul'' and "European Collaborating Astronomers Project: España-Czechia-Slovakia'', and the educational activities that have been carried out as part of these grants. This highlights the potential of Key Action 2 of the ERASMUS+ programme to support projects international educational projects, as well as the great impact that such projects can have on the general public and on the continued development of early career researchers.
在本文中，我们详细介绍了“Per Aspera Ad Astra Simul”和“欧洲合作天文学家项目:España-Czechia-Slovakia”的战略合作伙伴关系，以及作为这些资助的一部分开展的教育活动。这突出了ERASMUS+方案的关键行动2在支持国际教育项目方面的潜力，以及这些项目对一般公众和早期职业研究人员的持续发展可能产生的巨大影响。
{"title":"Per aspera ad astra simul: Through difficulties to the stars together","authors":"David Jones, P. Kabáth, J. García-Rojas, J. Hanuš, M. Jakubik, J. Janík, R. Nagy, J. Tóth","doi":"10.32374/aej.2022.2.1.041resa","DOIUrl":"https://doi.org/10.32374/aej.2022.2.1.041resa","url":null,"abstract":"In this article, we detail the strategic partnerships \"Per Aspera Ad Astra Simul'' and \"European Collaborating Astronomers Project: España-Czechia-Slovakia'', and the educational activities that have been carried out as part of these grants. This highlights the potential of Key Action 2 of the ERASMUS+ programme to support projects international educational projects, as well as the great impact that such projects can have on the general public and on the continued development of early career researchers.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124089186","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 : 2021-12-30DOI: 10.32374/aej.2021.1.1.001
Urban Eriksson, P. Bretones
{"title":"Welcome to the Astronomy Education Journal","authors":"Urban Eriksson, P. Bretones","doi":"10.32374/aej.2021.1.1.001","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.001","url":null,"abstract":"","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125585692","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 : 2021-12-30DOI: 10.32374/aej.2021.1.1.008
J. Horvath, Pedro Moraes
We discuss the proposal of teaching General Relativity and its spin-offs (black holes, gravitational waves, cosmology) as a part of the High-School curriculum, a task already undertaken by a few countries. We point out the importance of this proposal for the students and some possible reasons for the resistance of educators and scientists. A suggestion about how to circumvent the well-known mathematical and conceptual difficulties associated with this formidable task is made. It is not enough to stay at a qualitative level of explanation for High School students, although it would be desirable and positive at younger ages.
{"title":"Should we teach general relativity in high school? Why and how?","authors":"J. Horvath, Pedro Moraes","doi":"10.32374/aej.2021.1.1.008","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.008","url":null,"abstract":"We discuss the proposal of teaching General Relativity and its spin-offs (black holes, gravitational waves, cosmology) as a part of the High-School curriculum, a task already undertaken by a few countries. We point out the importance of this proposal for the students and some possible reasons for the resistance of educators and scientists. A suggestion about how to circumvent the well-known mathematical and conceptual difficulties associated with this formidable task is made. It is not enough to stay at a qualitative level of explanation for High School students, although it would be desirable and positive at younger ages.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131297854","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 : 2021-12-30DOI: 10.32374/aej.2021.1.1.005
W. Tobin
Having students confront the real night sky is difficult for a large class. The determination of the duration of the siderealday is however a project that students can do on their own without specialized equipment. The project provides anintroduction to how observational science is done because students must devise the observational procedure, maketimings, analyse them, and present results including uncertainties in a report. The experience of running this project aspart of a first-year university introduction to the grand ideas of physics is described, with suggestions for improvements.Almost a third of students reported results within 1 second of the accepted value
{"title":"An observational project for a large class – determination of the duration of the sidereal day","authors":"W. Tobin","doi":"10.32374/aej.2021.1.1.005","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.005","url":null,"abstract":"Having students confront the real night sky is difficult for a large class. The determination of the duration of the siderealday is however a project that students can do on their own without specialized equipment. The project provides anintroduction to how observational science is done because students must devise the observational procedure, maketimings, analyse them, and present results including uncertainties in a report. The experience of running this project aspart of a first-year university introduction to the grand ideas of physics is described, with suggestions for improvements.Almost a third of students reported results within 1 second of the accepted value","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116818581","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 : 2021-12-30DOI: 10.32374/aej.2021.1.1.007
A. Fraknoi
This is a brief review of my long-term project to create annotated resource guides for astronomy educators and their students. The college-level guides focus on a range of astronomical topics, such as “Women in Astronomy,” “Science Fiction and Astronomy,” “Black Lives in Astronomy,” “Music Inspired by Astronomy,” “Light Pollution, Radio Interference, and Satellite Swarms,” etc. Their aim is to bring together pointers to a range of reliable and interesting materials for instruction, discussion, or student projects in one convenient and easy-to-find place
{"title":"Resource guides for astronomy educators and their students","authors":"A. Fraknoi","doi":"10.32374/aej.2021.1.1.007","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.007","url":null,"abstract":"This is a brief review of my long-term project to create annotated resource guides for astronomy educators and their students. The college-level guides focus on a range of astronomical topics, such as “Women in Astronomy,” “Science Fiction and Astronomy,” “Black Lives in Astronomy,” “Music Inspired by Astronomy,” “Light Pollution, Radio Interference, and Satellite Swarms,” etc. Their aim is to bring together pointers to a range of reliable and interesting materials for instruction, discussion, or student projects in one convenient and easy-to-find place","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124911717","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 : 2021-12-30DOI: 10.32374/aej.2021.1.1.006
J. Walkup, Joseph White, Roger Key
A lab activity for teaching students the fundamentals of statistical analysis by timing pulsar periods is described. The electromagnetic pulses of pulsars have been mapped to sound and uploaded on social media channels, allowing students to “listen” to the beat of the pulsar. Because these beats are extraordinarily precise, they can serve as cyclic events of known time duration. The three-step process described in this article first requires that students select a timing method of low random error found by comparing standard deviations between two suggested methods. In the second step, students reduce systematic error by calibrating their optimal method using a pulsar of known time duration. Finally, students time an unknown pulsar (the mystery pulsar) using the optimal method chosen in Step 1 and calibrating out the bias found in Step 2. By expressing their results in terms of confidence intervals, they use a professional pulsar database to identify the mystery pulsar. Because students are not informed of the identity of the pulsar until after they turn in their lab reports, they are compelled to perform the measurements as carefully and objectively as possible. This activity provides a perfect vehicle for astronomy labs at the beginning of a semester — including online instruction — because it requires no prior instruction in astronomy and no equipment other than the stopwatch on a cell phone and internet connection. Furthermore, this activity offers an introduction to pulsars and such physics topics as magnetism and the conservation of angular momentum.
{"title":"Timing pulsars: An exercise in statistical analysis and the scientific process","authors":"J. Walkup, Joseph White, Roger Key","doi":"10.32374/aej.2021.1.1.006","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.006","url":null,"abstract":"A lab activity for teaching students the fundamentals of statistical analysis by timing pulsar periods is described. The electromagnetic pulses of pulsars have been mapped to sound and uploaded on social media channels, allowing students to “listen” to the beat of the pulsar. Because these beats are extraordinarily precise, they can serve as cyclic events of known time duration. The three-step process described in this article first requires that students select a timing method of low random error found by comparing standard deviations between two suggested methods. In the second step, students reduce systematic error by calibrating their optimal method using a pulsar of known time duration. Finally, students time an unknown pulsar (the mystery pulsar) using the optimal method chosen in Step 1 and calibrating out the bias found in Step 2. By expressing their results in terms of confidence intervals, they use a professional pulsar database to identify the mystery pulsar. Because students are not informed of the identity of the pulsar until after they turn in their lab reports, they are compelled to perform the measurements as carefully and objectively as possible. This activity provides a perfect vehicle for astronomy labs at the beginning of a semester — including online instruction — because it requires no prior instruction in astronomy and no equipment other than the stopwatch on a cell phone and internet connection. Furthermore, this activity offers an introduction to pulsars and such physics topics as magnetism and the conservation of angular momentum.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116513677","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 : 2021-12-30DOI: 10.32374/aej.2021.1.1.002
J. Plummer, Kyungjin Cho, Christopher Palma, D. Barringer, Timothy Gleason, Katie Nolan
Purposefully-designed, science content courses have the potential to help prepare future elementary teachers by helping to develop their understanding of the practices of science. We extend this area of research by investigating how students’ experiences in such a course contributes to their understanding of the coherence of science practices within a science investigation. We investigated U.S. college students’ understanding of coherent science inquiry investigations after completing an inquiry-based astronomy course designed for preservice elementary teachers. We assessed preservice teachers' (N=63) understanding of the coherence between question, data gathering, and evidence-based explanations using a novel format: student-generated astronomy-based children’s storybooks. Most students (59%) wrote storybooks featuring coherent investigations; in other words, their stories featured characters who linked an investigation question to data collection and to an evidence-based explanation. Over the three years of data collection, the percentage of preservice teachers who wrote coherent investigations in their final storybooks increased from 35% to 71% suggesting that additional scaffolding provided by the faculty in years 2 and 3 helped students understand these practices. Our findings suggest that purposefully-designed, science content courses can help preservice teachers learn about coherent science inquiry in astronomy. We also suggest that projects tied to the students’ own future careers, such as creating children’s science storybooks, can be used as assessment tools by faculty to assess preservice teachers’ development of science practices.
{"title":"Assessing preservice elementary teachers’ understanding of science practices using children’s astronomy storybooks","authors":"J. Plummer, Kyungjin Cho, Christopher Palma, D. Barringer, Timothy Gleason, Katie Nolan","doi":"10.32374/aej.2021.1.1.002","DOIUrl":"https://doi.org/10.32374/aej.2021.1.1.002","url":null,"abstract":"Purposefully-designed, science content courses have the potential to help prepare future elementary teachers by helping to develop their understanding of the practices of science. We extend this area of research by investigating how students’ experiences in such a course contributes to their understanding of the coherence of science practices within a science investigation. We investigated U.S. college students’ understanding of coherent science inquiry investigations after completing an inquiry-based astronomy course designed for preservice elementary teachers. We assessed preservice teachers' (N=63) understanding of the coherence between question, data gathering, and evidence-based explanations using a novel format: student-generated astronomy-based children’s storybooks. Most students (59%) wrote storybooks featuring coherent investigations; in other words, their stories featured characters who linked an investigation question to data collection and to an evidence-based explanation. Over the three years of data collection, the percentage of preservice teachers who wrote coherent investigations in their final storybooks increased from 35% to 71% suggesting that additional scaffolding provided by the faculty in years 2 and 3 helped students understand these practices. Our findings suggest that purposefully-designed, science content courses can help preservice teachers learn about coherent science inquiry in astronomy. We also suggest that projects tied to the students’ own future careers, such as creating children’s science storybooks, can be used as assessment tools by faculty to assess preservice teachers’ development of science practices.","PeriodicalId":424141,"journal":{"name":"Astronomy Education Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125195316","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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