Pub Date : 2020-04-30DOI: 10.18261/issn.1891-943x-2020-01-02
J. Breivik
Online discussions are commonly used as learning activities in higher education. One of the rationales behind their use is to enhance students’ competence in critical thinking and rational argumentation. In the research field, several approaches to critical thinking and rational argumentation are suggested, and several frameworks for analyzing online educational discussions are employed. In this article, online discussions from an introductory philosophy course are analyzed. The microstructure of arguments (how arguments are backed) and the macrostructure of argumentation (how arguments are linked together in chains of arguments and counterarguments) are used as analytic tools. The categories for analysis are based on Toulmin’s argument model. The aim here is twofold. First, the article explores what occurs in online discussions in an introductory philosophy course where competence in argumentation is a specific learning objective, analyzed using the categories of the microstructure of arguments and the macrostructure of argumentation. Second, the article discusses how suitable the categories from Toulmin’s model are for such analysis. The analysis reveals that the students eagerly discussed the topic, showed an understanding of the topic, and employed subject knowledge. Yet, their discussion posts tended to be associative and unaddressed. The categories of the microstructure of arguments and the macrostructure of argumentation proved powerful tools for analysis. The analysis coincides with the students’ and teachers’ own evaluation of argumentation in the discussions, yet it provides a more justified, detailed picture of the strengths and weaknesses in the students’ argumentation. Nevertheless, important qualities of the discussion are not revealed by these categories. One recommendation for teaching and facilitation is to provide students with an elaborated conception of rational argumentation.
{"title":"Argumentative patterns in students’ online discussions in an introductory philosophy course","authors":"J. Breivik","doi":"10.18261/issn.1891-943x-2020-01-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-02","url":null,"abstract":"Online discussions are commonly used as learning activities in higher education. One of the rationales behind their use is to enhance students’ competence in critical thinking and rational argumentation. In the research field, several approaches to critical thinking and rational argumentation are suggested, and several frameworks for analyzing online educational discussions are employed. In this article, online discussions from an introductory philosophy course are analyzed. The microstructure of arguments (how arguments are backed) and the macrostructure of argumentation (how arguments are linked together in chains of arguments and counterarguments) are used as analytic tools. The categories for analysis are based on Toulmin’s argument model. The aim here is twofold. First, the article explores what occurs in online discussions in an introductory philosophy course where competence in argumentation is a specific learning objective, analyzed using the categories of the microstructure of arguments and the macrostructure of argumentation. Second, the article discusses how suitable the categories from Toulmin’s model are for such analysis. The analysis reveals that the students eagerly discussed the topic, showed an understanding of the topic, and employed subject knowledge. Yet, their discussion posts tended to be associative and unaddressed. The categories of the microstructure of arguments and the macrostructure of argumentation proved powerful tools for analysis. The analysis coincides with the students’ and teachers’ own evaluation of argumentation in the discussions, yet it provides a more justified, detailed picture of the strengths and weaknesses in the students’ argumentation. Nevertheless, important qualities of the discussion are not revealed by these categories. One recommendation for teaching and facilitation is to provide students with an elaborated conception of rational argumentation.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"57 1","pages":"8-23"},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85247767","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 : 2019-12-20DOI: 10.18261/issn.1891-943x-2019-03-04-03
Peter Bergström
This paper reports on teacher practices in tablet-based Finnish one-to-one computing classrooms in grades 7-9. The aim of this study was to increase the understanding of teacher practices by illust ...
{"title":"Illustrating and analysing power and control relations in Finnish one-to-one computing classrooms","authors":"Peter Bergström","doi":"10.18261/issn.1891-943x-2019-03-04-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-03","url":null,"abstract":"This paper reports on teacher practices in tablet-based Finnish one-to-one computing classrooms in grades 7-9. The aim of this study was to increase the understanding of teacher practices by illust ...","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"139 1","pages":"117-133"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75944851","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 : 2019-12-20DOI: 10.18261/issn.1891-943x-2019-03-04-02
F. Sousa, I. Rasmussen
Interactive learning environments such as videogames may facilitate learning through engagement. However, not all kinds of engagement are relevant to learning in formal education; much depends on the use of pedagogical approaches and videogames in the classroom. This study investigates a curricular unit in an upper secondary class using the commercial videogame The Walking Dead to teach ethical theories in a citizenship course. We focus on how the teacher’s design of the lesson facilitated students’ disciplinary engagement and find that productive disciplinary engagement (PDE) principles, together with dialogic interactions, extended students’ engagement beyond gameplay and helped them understand the meaning of the theoretical content. Based on our findings, we propose a set of recommendations concerning educational design for teaching and learning with commercial videogames.
{"title":"Productive Disciplinary Engagement and Videogames","authors":"F. Sousa, I. Rasmussen","doi":"10.18261/issn.1891-943x-2019-03-04-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-02","url":null,"abstract":"Interactive learning environments such as videogames may facilitate learning through engagement. However, not all kinds of engagement are relevant to learning in formal education; much depends on the use of pedagogical approaches and videogames in the classroom. This study investigates a curricular unit in an upper secondary class using the commercial videogame The Walking Dead to teach ethical theories in a citizenship course. We focus on how the teacher’s design of the lesson facilitated students’ disciplinary engagement and find that productive disciplinary engagement (PDE) principles, together with dialogic interactions, extended students’ engagement beyond gameplay and helped them understand the meaning of the theoretical content. Based on our findings, we propose a set of recommendations concerning educational design for teaching and learning with commercial videogames.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"1 1","pages":"99-116"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86442670","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 : 2019-12-20DOI: 10.18261/issn.1891-943x-2019-03-04-04
C. Martínez
This article focuses on the leisure-time center (LTC) as an arena for developing critical digital literacy. The main research question concerns how Swedish leisure-time teachers (LT teachers) work to promote critical digital literacy. In addition to this, the article directs attention to one specific aspect of critical digital literacy, namely, critical understanding of Internet advertising. The second research question thus concerns how LT teachers approach Internet advertising in the LTC, and whether their approaches to advertising encourage a critical understanding. The study is based on 20 in-depth interviews with Swedish LT teachers, and Buckingham’s (2015) conceptual framework for critical digital literacy is used to analyze and discuss the data. The results reveal a broad range of approaches and practices, from not promoting critical digital literacy at all, to planned learning activities and spontaneous discussions that encouraged critical reflections about digital media. The participants concentrated on source criticism, photo manipulation, and discussions with children about their digital media usage. There were also different approaches to Internet advertising, from not addressing this issue to critical reflections regarding the role of advertising. The participants also described uncritical ways of relating to Internet advertising, such as approaching advertising as a form of entertainment. The article discusses the implications of these results for policy, teacher education, and future research.
{"title":"Promoting critical digital literacy in the leisure-time center: views and practices among Swedish leisure-time teachers","authors":"C. Martínez","doi":"10.18261/issn.1891-943x-2019-03-04-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-04","url":null,"abstract":"This article focuses on the leisure-time center (LTC) as an arena for developing critical digital literacy. The main research question concerns how Swedish leisure-time teachers (LT teachers) work to promote critical digital literacy. In addition to this, the article directs attention to one specific aspect of critical digital literacy, namely, critical understanding of Internet advertising. The second research question thus concerns how LT teachers approach Internet advertising in the LTC, and whether their approaches to advertising encourage a critical understanding. The study is based on 20 in-depth interviews with Swedish LT teachers, and Buckingham’s (2015) conceptual framework for critical digital literacy is used to analyze and discuss the data. The results reveal a broad range of approaches and practices, from not promoting critical digital literacy at all, to planned learning activities and spontaneous discussions that encouraged critical reflections about digital media. The participants concentrated on source criticism, photo manipulation, and discussions with children about their digital media usage. There were also different approaches to Internet advertising, from not addressing this issue to critical reflections regarding the role of advertising. The participants also described uncritical ways of relating to Internet advertising, such as approaching advertising as a form of entertainment. The article discusses the implications of these results for policy, teacher education, and future research.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"26 1","pages":"134-146"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78277831","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 : 2019-12-20DOI: 10.18261/issn.1891-943x-2019-03-04-05
L. Botturi
In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants, intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experimentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the evolution of pre-service teachers’ approach to DML, on their perceived role as teachers in this domain, on self-efficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests that, despite the limited space in the curriculum and resources available, even a short course can make a difference and enable teachers to integrate DML in their profession.
{"title":"Digital and media literacy in pre-service teacher education","authors":"L. Botturi","doi":"10.18261/issn.1891-943x-2019-03-04-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-05","url":null,"abstract":"In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants, intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experimentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the evolution of pre-service teachers’ approach to DML, on their perceived role as teachers in this domain, on self-efficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests that, despite the limited space in the curriculum and resources available, even a short course can make a difference and enable teachers to integrate DML in their profession.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"4 1","pages":"147-163"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75441430","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 : 2019-12-20DOI: 10.18261/issn.1891-943x-2019-03-04-06
C. Scolari
{"title":"Beyond the myth of the “digital native”","authors":"C. Scolari","doi":"10.18261/issn.1891-943x-2019-03-04-06","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-06","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"21 1","pages":"164-174"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83736089","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 : 2019-12-20DOI: 10.18261/issn.1891-943x-2019-03-04-07
Sirpa Eskelä-Haapanen, Carita Kiili
The Internet has become an important literacy environment, even for children. Therefore, building the foundations for their critical engagement with online information should start when they first enter school. One way to start is to help children build an understanding about the complexities of the Internet environment. The present study aimed at increasing our knowledge about children’s understanding of the Internet as a technical and social environment. It also explored how children perceive the trustworthiness of online information. The participants included 30 children aged 7–9 years. The children were interviewed and the data was analysed using content analysis. We share the results from the following perspectives: 1) children’s understanding of the Internet as a complex environment; 2) children’s perceptions of the benefits and risks of the Internet; and 3) children’s perceptions of the trustworthiness of online information. The implications of developing instruction to educate critical readers are discussed.
{"title":"‘It Goes Around the World’ – Children’s Understanding of the Internet","authors":"Sirpa Eskelä-Haapanen, Carita Kiili","doi":"10.18261/issn.1891-943x-2019-03-04-07","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-07","url":null,"abstract":"The Internet has become an important literacy environment, even for children. Therefore, building the foundations for their critical engagement with online information should start when they first enter school. One way to start is to help children build an understanding about the complexities of the Internet environment. The present study aimed at increasing our knowledge about children’s understanding of the Internet as a technical and social environment. It also explored how children perceive the trustworthiness of online information. The participants included 30 children aged 7–9 years. The children were interviewed and the data was analysed using content analysis. We share the results from the following perspectives: 1) children’s understanding of the Internet as a complex environment; 2) children’s perceptions of the benefits and risks of the Internet; and 3) children’s perceptions of the trustworthiness of online information. The implications of developing instruction to educate critical readers are discussed.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"31 1","pages":"175-187"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77262621","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 : 2019-11-06DOI: 10.18261/issn.1891-943x-2019-01-02-03
Lillian Gran, D. Petterson, C. Mølstad
Nordic Journal of Digital Literacy er et vitenskapelig tidsskrift med apen tilgang (open access). Det vil si at det er gratis tilgjengelig for alle og finnes kun digitalt pa internett. Alle artikler publiseres i overenstemmelse med Creative Commons-lisensen CC BY-NC 4.0.
{"title":"Digital Bildung: Norwegian Students’ Understanding of Teaching and Learning with ICT","authors":"Lillian Gran, D. Petterson, C. Mølstad","doi":"10.18261/issn.1891-943x-2019-01-02-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-01-02-03","url":null,"abstract":"Nordic Journal of Digital Literacy er et vitenskapelig tidsskrift med apen tilgang (open access). Det vil si at det er gratis tilgjengelig for alle og finnes kun digitalt pa internett. Alle artikler publiseres i overenstemmelse med Creative Commons-lisensen CC BY-NC 4.0.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"54 3","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72490537","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 : 2019-11-06DOI: 10.18261/issn.1891-943x-2019-01-02-04
Hanne-Maria Bingen, B. Tveit, R. Krumsvik, S. Steindal
Digitisation has become a part of quality education and can help change the teacher’s role from a lecturer to a supervisor, encourage a more student-centred approach, and increase the interactivity between the teacher and the students. However, it can be challenging to facilitate more interactive pedagogy in large classes. The aim of this study was to gain knowledge about nursing students’ experience with the use of a student response system (SRS) in learning activities when learning physiology. This study was conducted at a university college in Norway, which offers Bachelor of Nursing degrees. In the Anatomy and Physiology course, a flipped classroom design, including the use of an SRS, was offered to nursing students. Data were collected in 2014 using focus group interviews with six students who were enrolled in the course and analysed using systematic text condensation. From this, four categories emerged describing the students’ experiences with how the use of the SRS can support their learning: 1) creating a welcoming and stimulating learning environment, 2) encouraging participation in learning activities on campus, 3) facilitating collaboration on campus and 4) motivating students to study before and after on-campus meetings. The findings indicate that an SRS can be combined with different pedagogical strategies. Additionally, teachers should be aware of what kind of questions facilitate participation in polls versus those that are perceived as too challenging. New university college students studying within a flipped classroom design may struggle to prepare adequately before class meetings and need guidance from the teacher to handle both a new teaching approach and a new student role.
{"title":"Nursing students’ experiences with the use of a student response system when learning physiology","authors":"Hanne-Maria Bingen, B. Tveit, R. Krumsvik, S. Steindal","doi":"10.18261/issn.1891-943x-2019-01-02-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-01-02-04","url":null,"abstract":"Digitisation has become a part of quality education and can help change the teacher’s role from a lecturer to a supervisor, encourage a more student-centred approach, and increase the interactivity between the teacher and the students. However, it can be challenging to facilitate more interactive pedagogy in large classes. The aim of this study was to gain knowledge about nursing students’ experience with the use of a student response system (SRS) in learning activities when learning physiology. This study was conducted at a university college in Norway, which offers Bachelor of Nursing degrees. In the Anatomy and Physiology course, a flipped classroom design, including the use of an SRS, was offered to nursing students. Data were collected in 2014 using focus group interviews with six students who were enrolled in the course and analysed using systematic text condensation. From this, four categories emerged describing the students’ experiences with how the use of the SRS can support their learning: 1) creating a welcoming and stimulating learning environment, 2) encouraging participation in learning activities on campus, 3) facilitating collaboration on campus and 4) motivating students to study before and after on-campus meetings. The findings indicate that an SRS can be combined with different pedagogical strategies. Additionally, teachers should be aware of what kind of questions facilitate participation in polls versus those that are perceived as too challenging. New university college students studying within a flipped classroom design may struggle to prepare adequately before class meetings and need guidance from the teacher to handle both a new teaching approach and a new student role.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"90 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80810964","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 : 2019-11-06DOI: 10.18261/issn.1891-943x-2019-01-02-06
K. Egelandsdal, R. Krumsvik
The article presents a mixed methods study on clicker interventions conducted in collaboration with four philosophy teachers at fourteen university lectures. The aim was to examine how feedback from the interventions were received and used by teachers and students. The data material comprises a quasi-experiment based on 6,772 student responses, student logs, a student survey and semi-structured interviews with the teachers. Findings show that students experience feedback that supports their self-monitoring and understanding of the content, and that the peer discussions enhanced student performance. The teachers also experienced an increased awareness of the students’ understanding of the topics. Yet, the findings indicate a gap between the reception and use of the feedback.
{"title":"Clicker Interventions at University Lectures and the Feedback Gap","authors":"K. Egelandsdal, R. Krumsvik","doi":"10.18261/issn.1891-943x-2019-01-02-06","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-01-02-06","url":null,"abstract":"The article presents a mixed methods study on clicker interventions conducted in collaboration with four philosophy teachers at fourteen university lectures. The aim was to examine how feedback from the interventions were received and used by teachers and students. The data material comprises a quasi-experiment based on 6,772 student responses, student logs, a student survey and semi-structured interviews with the teachers. Findings show that students experience feedback that supports their self-monitoring and understanding of the content, and that the peer discussions enhanced student performance. The teachers also experienced an increased awareness of the students’ understanding of the topics. Yet, the findings indicate a gap between the reception and use of the feedback.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"51 4 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74426762","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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