Pub Date : 2024-05-15DOI: 10.1007/s11422-024-10220-8
Ene Ernst Hoppe, H. Holmegaard
{"title":"Unveiling the production of non-participation in the primary school science classroom","authors":"Ene Ernst Hoppe, H. Holmegaard","doi":"10.1007/s11422-024-10220-8","DOIUrl":"https://doi.org/10.1007/s11422-024-10220-8","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.1007/s11422-024-10212-8
H. Gandolfi, Elizabeth A. C. Rushton, Luciano Fernandes Silva, Maria Bernadete Sarti da Silva Carvalho
{"title":"Teacher educators and environmental justice: conversations about education for environmental justice between science and geography teacher educators based in England and Brazil","authors":"H. Gandolfi, Elizabeth A. C. Rushton, Luciano Fernandes Silva, Maria Bernadete Sarti da Silva Carvalho","doi":"10.1007/s11422-024-10212-8","DOIUrl":"https://doi.org/10.1007/s11422-024-10212-8","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.1007/s11422-024-10213-7
María González-Howard, Sage Andersen, Karina Méndez Pérez, Samuel Lee
{"title":"Re-imagining science education research toward a language for science perspective","authors":"María González-Howard, Sage Andersen, Karina Méndez Pérez, Samuel Lee","doi":"10.1007/s11422-024-10213-7","DOIUrl":"https://doi.org/10.1007/s11422-024-10213-7","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.1007/s11422-024-10214-6
Sabela F. Monteira, María Pilar Jiménez-Aleixandre, Isabel Martins
This study aims to explore the meanings communicated by young children with visual cultural semiotic resources available in the science classroom. It is a case study in an Early Childhood Education classroom of 23 children (3–4 years old) and their teacher, all engaged in a long-term science project about snails. We focus on the analysis of two series of drawings of snails made by children a month apart, examined through two complementary lenses: comparative content and social semiotics. The findings show that, during their first year of formal schooling, children acquired a range of semiotic resources to communicate to others, which are part of their classroom culture, rather than explicitly taught. Children used these resources to construct sophisticated meanings through their science drawings, highlighting what they considered important and accounting for different modalities and categories. These results point to the importance of supporting drawing tasks in early years, as well as providing opportunities for discussing and interpreting representations. A methodological contribution of this research regards the combination of two complementary foci in the analysis of children’s drawings that allows for a nuanced examination of their learning and abilities for meaning making.
{"title":"Cultural semiotic resources in young children’s science drawings","authors":"Sabela F. Monteira, María Pilar Jiménez-Aleixandre, Isabel Martins","doi":"10.1007/s11422-024-10214-6","DOIUrl":"https://doi.org/10.1007/s11422-024-10214-6","url":null,"abstract":"<p>This study aims to explore the meanings communicated by young children with visual cultural semiotic resources available in the science classroom. It is a case study in an Early Childhood Education classroom of 23 children (3–4 years old) and their teacher, all engaged in a long-term science project about snails. We focus on the analysis of two series of drawings of snails made by children a month apart, examined through two complementary lenses: comparative content and social semiotics. The findings show that, during their first year of formal schooling, children acquired a range of semiotic resources to communicate to others, which are part of their classroom culture, rather than explicitly taught. Children used these resources to construct sophisticated meanings through their science drawings, highlighting what they considered important and accounting for different modalities and categories. These results point to the importance of supporting drawing tasks in early years, as well as providing opportunities for discussing and interpreting representations. A methodological contribution of this research regards the combination of two complementary foci in the analysis of children’s drawings that allows for a nuanced examination of their learning and abilities for meaning making.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-03DOI: 10.1007/s11422-023-10204-0
A. N. Rusmana, R. Q. Aini, Y. Sya’bandari, Minsu Ha
{"title":"The attitude of Korean and Indonesian scientists toward Merton’s scientific norms","authors":"A. N. Rusmana, R. Q. Aini, Y. Sya’bandari, Minsu Ha","doi":"10.1007/s11422-023-10204-0","DOIUrl":"https://doi.org/10.1007/s11422-023-10204-0","url":null,"abstract":"","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141014969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-27DOI: 10.1007/s11422-024-10215-5
Lynda Dunlop, Lucy Atkinson, Claes Malmberg, Maria Turkenburg-van Diepen, Anders Urbas
Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.
{"title":"Treading carefully: the environment and political participation in science education","authors":"Lynda Dunlop, Lucy Atkinson, Claes Malmberg, Maria Turkenburg-van Diepen, Anders Urbas","doi":"10.1007/s11422-024-10215-5","DOIUrl":"https://doi.org/10.1007/s11422-024-10215-5","url":null,"abstract":"<p>Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140801071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.1007/s11422-023-10205-z
Stephany RunningHawk Johnson
Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays’ school settings, redefining what ‘success’ looks like as well as supporting Indigenous identities are critical to teaching and learning in general, and for science education in particular. In contemporary schools, we, as educators, need to focus on place-based knowledges and the concept of reciprocity as being important to the learning, identities, and well-being of our Indigenous students. This is challenging because western science education often attempts to be objective, which removes context and creates barriers for Indigenous students. For this study, I worked with eight students and two faculty in an Environmental Science program at a small, private, 4-year university in the Pacific Northwest of the USA. I employed a qualitative design, consisting mainly of interviews, observations, case studies, and the sharing of stories with students and their instructors. My participants highlighted many important aspects of Indigenous science learning, learning focused on decolonization and sovereignty, and the role reciprocity plays in their lives and their educational motivation. I focus on three themes that emerged from this work: one, that land-based and place-based education, is critical for Indigenous students; two, that reciprocity must be included in how we educate our Indigenous students; and three, that decolonizing science education will include supporting both place-based learning and reciprocity.
{"title":"The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education","authors":"Stephany RunningHawk Johnson","doi":"10.1007/s11422-023-10205-z","DOIUrl":"https://doi.org/10.1007/s11422-023-10205-z","url":null,"abstract":"<p>Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays’ school settings, redefining what ‘success’ looks like as well as supporting Indigenous identities are critical to teaching and learning in general, and for science education in particular. In contemporary schools, we, as educators, need to focus on place-based knowledges and the concept of reciprocity as being important to the learning, identities, and well-being of our Indigenous students. This is challenging because western science education often attempts to be objective, which removes context and creates barriers for Indigenous students. For this study, I worked with eight students and two faculty in an Environmental Science program at a small, private, 4-year university in the Pacific Northwest of the USA. I employed a qualitative design, consisting mainly of interviews, observations, case studies, and the sharing of stories with students and their instructors. My participants highlighted many important aspects of Indigenous science learning, learning focused on decolonization and sovereignty, and the role reciprocity plays in their lives and their educational motivation. I focus on three themes that emerged from this work: one, that land-based and place-based education, is critical for Indigenous students; two, that reciprocity must be included in how we educate our Indigenous students; and three, that decolonizing science education will include supporting both place-based learning and reciprocity.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1007/s11422-023-10206-y
Uma Ganesan, Amanda R. Morales
Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural and linguistic repertoires and building intercultural competence among students is a common blind spot in Science, Technology, Engineering, and Mathematics teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger study, this narrative inquiry explores the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. Time series data were collected from the participant (11 semi-structured, in-depth, online interviews over 8 months). Field notes and artifacts served as secondary data. Informed by Michael Byram’s Multidimensional Model of Intercultural Competence, interviews were designed, conducted, transcribed, and member checked. Then, transcripts, field notes, and artifacts were coded and analyzed using Jean Clandinin and Michael Connelly’s three-dimensional narrative inquiry framework to arrive at synthesized stories of experience around coalescing themes. The findings revealed the participant utilized several strategies aimed at developing intercultural communicative competence, particularly in support of multilingual students. This paper focuses on the four themes that relate most directly to intercultural communicative competence development. The findings and implications are discussed within the context of Byram’s model and conclusions are drawn to inform current and future work in this area.
{"title":"A science teacher’s experiences when fostering intercultural competence among students in multilingual classrooms: a narrative study","authors":"Uma Ganesan, Amanda R. Morales","doi":"10.1007/s11422-023-10206-y","DOIUrl":"https://doi.org/10.1007/s11422-023-10206-y","url":null,"abstract":"<p>Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural and linguistic repertoires and building intercultural competence among students is a common blind spot in Science, Technology, Engineering, and Mathematics teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for <i>all</i> students and can ultimately threaten multilingual student success. As part of a larger study, this narrative inquiry explores the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. Time series data were collected from the participant (11 semi-structured, in-depth, online interviews over 8 months). Field notes and artifacts served as secondary data. Informed by Michael Byram’s Multidimensional Model of Intercultural Competence, interviews were designed, conducted, transcribed, and member checked. Then, transcripts, field notes, and artifacts were coded and analyzed using Jean Clandinin and Michael Connelly’s three-dimensional narrative inquiry framework to arrive at synthesized stories of experience around coalescing themes. The findings revealed the participant utilized several strategies aimed at developing intercultural communicative competence, particularly in support of multilingual students. This paper focuses on the four themes that relate most directly to intercultural communicative competence development. The findings and implications are discussed within the context of Byram’s model and conclusions are drawn to inform current and future work in this area.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1007/s11422-023-10208-w
Rebecca Catto
This FORUM article is written in response to ‘Evolutionary Stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum’ by Jenna Scaramanga and Michael J. Reiss published in CSSE in 2023. Starting from a sociological rather than pedagogical standpoint, the article aims to situate Accelerated Christian Education’s curriculum in relation to evolution and climate change in its broader context. This broader context comprises a national situation of Culture Wars where views on science and religion are politically polarized and morally inflected. Creationism and climate change denial/skepticism occur together and connect to right-wing politics. Climate change denial also clearly connects to corporate interests. Struggles for political, economic, ideological, and epistemic power all pertain. Reference is then made to recently collected focus group data to illustrate how non-creationist publics may also define science narrowly and inaccurately and yet still support it. The influence of evolution and climate change denialists must not be overstated. However, the harm of inaccurate, pseudoscientific education also requires examination. Nothing less than the Earth’s future is at stake, and education is a key battlefield. Science educators have an important role to play, working with patience, empathy, and awareness.
这篇论坛文章是对 Jenna Scaramanga 和 Michael J. Reiss 于 2023 年发表在 CSSE 上的《进化停滞:基督教速成教育课程中的创世论、进化论和气候变化》的回应。文章从社会学而非教育学的角度出发,旨在将基督教速成教育课程中与进化论和气候变化有关的内容置于更广泛的背景中。这一更广泛的背景包括全国范围内的文化战争,在这种文化战争中,人们对科学和宗教的看法在政治上两极分化,在道德上有所偏差。创造论和气候变化否认/怀疑论同时出现,并与右翼政治相联系。否认气候变化显然也与企业利益有关。政治、经济、意识形态和认识论权力的斗争都与此有关。随后,我们参考了最近收集的焦点小组数据,以说明非进化论者的公众也可能狭隘地、不准确地定义科学,但仍然支持科学。进化论和气候变化否定论者的影响绝不能被夸大。然而,不准确的伪科学教育的危害也需要审视。地球的未来岌岌可危,而教育是一个关键的战场。科学教育工作者可以发挥重要作用,以耐心、同理心和觉悟开展工作。
{"title":"Creationism and climate skepticism: power and public understandings of science in America","authors":"Rebecca Catto","doi":"10.1007/s11422-023-10208-w","DOIUrl":"https://doi.org/10.1007/s11422-023-10208-w","url":null,"abstract":"<p>This FORUM article is written in response to ‘Evolutionary Stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum’ by Jenna Scaramanga and Michael J. Reiss published in CSSE in 2023. Starting from a sociological rather than pedagogical standpoint, the article aims to situate Accelerated Christian Education’s curriculum in relation to evolution and climate change in its broader context. This broader context comprises a national situation of Culture Wars where views on science and religion are politically polarized and morally inflected. Creationism and climate change denial/skepticism occur together and connect to right-wing politics. Climate change denial also clearly connects to corporate interests. Struggles for political, economic, ideological, and epistemic power all pertain. Reference is then made to recently collected focus group data to illustrate how non-creationist publics may also define science narrowly and inaccurately and yet still support it. The influence of evolution and climate change denialists must not be overstated. However, the harm of inaccurate, pseudoscientific education also requires examination. Nothing less than the Earth’s future is at stake, and education is a key battlefield. Science educators have an important role to play, working with patience, empathy, and awareness.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1007/s11422-023-10207-x
Beatrice Dias
In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn’s Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards. I draw on Winburn’s astute observations about the narratives and epistemologies that shape our current science standards as a springboard for diving deeper into questions about the ways of knowing and types of knowledge traditions that are uplifted in US science education. Through a dialogic process, I outline a critical analysis of the myth of neutrality, the prioritization of epistemologies, and the standardization of learning ingrained in traditional science curricula. I conclude by building on Winburn’s hopes for science education with my own aspirations for bringing joy into our collective science learning experiences.
在这篇论坛论文中,我努力探讨了关于我们对科学作为一门学科的理解以及在此框架内制定的教育标准的关键问题。我的探讨以当前的社会政治环境为背景,并与 Charity Winburn 的《满足后流行病时代学生个体的需求:对下一代科学标准的分析》(Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards)进行了讨论。我借鉴了温伯恩对塑造我们当前科学标准的叙事和认识论的敏锐观察,以此为跳板,深入探究美国科学教育中所倡导的认知方式和知识传统类型的问题。通过对话过程,我概述了对传统科学课程中根深蒂固的中立神话、认识论的优先地位和学习标准化的批判性分析。最后,我以温伯恩对科学教育的希望为基础,提出了自己的愿望,希望将快乐带入我们共同的科学学习体验中。
{"title":"Myths and matters of science education: a critical discourse on science and standards","authors":"Beatrice Dias","doi":"10.1007/s11422-023-10207-x","DOIUrl":"https://doi.org/10.1007/s11422-023-10207-x","url":null,"abstract":"<p>In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn’s <i>Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards</i>. I draw on Winburn’s astute observations about the narratives and epistemologies that shape our current science standards as a springboard for diving deeper into questions about the ways of knowing and types of knowledge traditions that are uplifted in US science education. Through a dialogic process, I outline a critical analysis of the myth of neutrality, the prioritization of epistemologies, and the standardization of learning ingrained in traditional science curricula. I conclude by building on Winburn’s hopes for science education with my own aspirations for bringing joy into our collective science learning experiences.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}