Pub Date : 2022-11-02DOI: 10.1080/03043797.2022.2164255
Robert L. McHenry, S. Krishnan
ABSTRACT It is well documented that engineering practice is as much social as it is technical. Providing accurate course mapping and supporting teaching staff to scaffold engineering practice learning through whole of programme curriculum are key challenges. This study proposes a conceptual framework for engineering professional practice in an Australian context that is constructed through the triangulation of data collected from practitioner perspectives, literature, and reflection upon both authors’ industry experiences. This employability skill development framework describes six key themes as graduate-level learning outcomes aligned to Australian accreditation requirements in a format that readily supports explicit inclusion of engineering professional practice in curriculum design. These key themes are illustrated along a continuum of personal, interpersonal, and contextual competencies and attitudes to communicate the interrelated nature of engineering employability skills. While this paper does not attempt to propose a universal framework, its potential broader relevance, future refinement, and evaluation are discussed.
{"title":"A conceptual professional practice framework for embedding employability skills development in engineering education programmes","authors":"Robert L. McHenry, S. Krishnan","doi":"10.1080/03043797.2022.2164255","DOIUrl":"https://doi.org/10.1080/03043797.2022.2164255","url":null,"abstract":"ABSTRACT It is well documented that engineering practice is as much social as it is technical. Providing accurate course mapping and supporting teaching staff to scaffold engineering practice learning through whole of programme curriculum are key challenges. This study proposes a conceptual framework for engineering professional practice in an Australian context that is constructed through the triangulation of data collected from practitioner perspectives, literature, and reflection upon both authors’ industry experiences. This employability skill development framework describes six key themes as graduate-level learning outcomes aligned to Australian accreditation requirements in a format that readily supports explicit inclusion of engineering professional practice in curriculum design. These key themes are illustrated along a continuum of personal, interpersonal, and contextual competencies and attitudes to communicate the interrelated nature of engineering employability skills. While this paper does not attempt to propose a universal framework, its potential broader relevance, future refinement, and evaluation are discussed.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1296 - 1314"},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44877287","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 : 2022-11-02DOI: 10.1080/03043797.2022.2145937
H. Al Abadi, Bandita Mainali, E. Lumantarna
ABSTRACT Feedback can improve or impair students’ learning performance, depending on its timing and constructiveness. Given the diversity of students’ study goals and overall performance in the assessment tasks within most classes, a group of students can experience a deteriorated performance from delayed corrective feedback, and another group can suffer immediate deterioration in their learning performance following negative feedback. The implementation of the Phased Assessments and Looped Feedback (PALF) model has made a demonstrable contribution to improving students’ learning outcomes when used to teach about 120 students undertaking the first-year cornerstone engineering subjects. This paper demonstrates how the PALF model has improved students’ grades between two consecutively phased tasks. Furthermore, university administered student feedback on subjects’ (SFS) surveys and specific questionnaire methods were conducted and critically reviewed to evaluate students’ reflection on the PALF model, which demonstrates its immediate positive impact on students’ experience with the quality of feedback received. The SFS scoring trends are seen elevating following the application of the new model and sustained its level over several years of implementation.
{"title":"Teaching advancement with Phased Assessments and Looped Feedback (PALF) model","authors":"H. Al Abadi, Bandita Mainali, E. Lumantarna","doi":"10.1080/03043797.2022.2145937","DOIUrl":"https://doi.org/10.1080/03043797.2022.2145937","url":null,"abstract":"ABSTRACT Feedback can improve or impair students’ learning performance, depending on its timing and constructiveness. Given the diversity of students’ study goals and overall performance in the assessment tasks within most classes, a group of students can experience a deteriorated performance from delayed corrective feedback, and another group can suffer immediate deterioration in their learning performance following negative feedback. The implementation of the Phased Assessments and Looped Feedback (PALF) model has made a demonstrable contribution to improving students’ learning outcomes when used to teach about 120 students undertaking the first-year cornerstone engineering subjects. This paper demonstrates how the PALF model has improved students’ grades between two consecutively phased tasks. Furthermore, university administered student feedback on subjects’ (SFS) surveys and specific questionnaire methods were conducted and critically reviewed to evaluate students’ reflection on the PALF model, which demonstrates its immediate positive impact on students’ experience with the quality of feedback received. The SFS scoring trends are seen elevating following the application of the new model and sustained its level over several years of implementation.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1229 - 1242"},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45948224","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 : 2022-11-02DOI: 10.1080/03043797.2022.2147051
Chorong Lee, H. Cho, M. Melloch, C. Levesque-Bristol
ABSTRACT Although testing is used mainly for assessing student learning, a new teaching strategy called concept-point recovery (CPR) makes testing a learning opportunity for engineering students to review errors and misconceptions. CPR allows students to regain points by reviewing wrong answers and explaining the solution process to the instructor to demonstrate understanding. The aim of this study is to explore students’ perspectives on which aspects of CPR influence their learning experience using self-determination theory (SDT). Four categories were uncovered from the thematic analysis of eleven participants’ interview data: (a) CPR as a tool to gain in-depth understanding; (b) autonomy in a supportive learning environment; (c) a less stressful test-taking environment; and (d) the importance of the instructor’s role. The findings from this study support the literature and suggest that actively engaging engineering students in CPR encouraged them to regulate motivation and strive to learn difficult material.
{"title":"What worked for the engineering students to learn? Students’ learning experiences through concept-point-recovery","authors":"Chorong Lee, H. Cho, M. Melloch, C. Levesque-Bristol","doi":"10.1080/03043797.2022.2147051","DOIUrl":"https://doi.org/10.1080/03043797.2022.2147051","url":null,"abstract":"ABSTRACT Although testing is used mainly for assessing student learning, a new teaching strategy called concept-point recovery (CPR) makes testing a learning opportunity for engineering students to review errors and misconceptions. CPR allows students to regain points by reviewing wrong answers and explaining the solution process to the instructor to demonstrate understanding. The aim of this study is to explore students’ perspectives on which aspects of CPR influence their learning experience using self-determination theory (SDT). Four categories were uncovered from the thematic analysis of eleven participants’ interview data: (a) CPR as a tool to gain in-depth understanding; (b) autonomy in a supportive learning environment; (c) a less stressful test-taking environment; and (d) the importance of the instructor’s role. The findings from this study support the literature and suggest that actively engaging engineering students in CPR encouraged them to regulate motivation and strive to learn difficult material.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1243 - 1259"},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47206358","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 : 2022-11-02DOI: 10.1080/03043797.2022.2160307
José Santos, P. Escórcio
ABSTRACT Building Information Modelling (BIM) has changed the way many civil engineers organise and execute their job in recent years. Many universities around the world have been adapting their curricula to include BIM education. However, this adaptation has been incomplete, occurring only in a small number of subjects. To fill this gap, this paper presents a proposal for a full integration of BIM education into civil engineering curricula. Based on a literature review on BIM outcomes and their supporting knowledge, learning activities, BIM software, types of assessment, and civil engineering curricula, it was possible to define an alignment blueprint for all BIM-related subjects. It was concluded that (i) nearly 62% of civil engineering curricula is BIM-related; (ii) the main BIM outcomes are mostly common in all universities; (iii) activities such as problem-based learning, interdisciplinary projects, and case studies are recommended; and (iv) for a successful application, an implementation plan is required, including monitoring and improvements.
{"title":"Full integration of building information modelling education in civil engineering curricula: a proposal","authors":"José Santos, P. Escórcio","doi":"10.1080/03043797.2022.2160307","DOIUrl":"https://doi.org/10.1080/03043797.2022.2160307","url":null,"abstract":"ABSTRACT Building Information Modelling (BIM) has changed the way many civil engineers organise and execute their job in recent years. Many universities around the world have been adapting their curricula to include BIM education. However, this adaptation has been incomplete, occurring only in a small number of subjects. To fill this gap, this paper presents a proposal for a full integration of BIM education into civil engineering curricula. Based on a literature review on BIM outcomes and their supporting knowledge, learning activities, BIM software, types of assessment, and civil engineering curricula, it was possible to define an alignment blueprint for all BIM-related subjects. It was concluded that (i) nearly 62% of civil engineering curricula is BIM-related; (ii) the main BIM outcomes are mostly common in all universities; (iii) activities such as problem-based learning, interdisciplinary projects, and case studies are recommended; and (iv) for a successful application, an implementation plan is required, including monitoring and improvements.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1278 - 1295"},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43158115","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 : 2022-11-02DOI: 10.1080/03043797.2023.2175164
K. Edström
{"title":"The last printed issue and a much bigger change","authors":"K. Edström","doi":"10.1080/03043797.2023.2175164","DOIUrl":"https://doi.org/10.1080/03043797.2023.2175164","url":null,"abstract":"","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"851 - 851"},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264591","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 : 2022-11-01DOI: 10.1080/03043797.2022.2134761
W. Kisaalita, C. Muyanja, J. Mativo
ABSTRACT Undergraduate science/engineering students are being encouraged to engage in inquiry- or design-based learning with global dimensions. However, outcomes of longer versus short overseas engagements have been predominantly anecdotal. In light of the high cost associated with longer engagements, a comparative assessment for short and long stays is needed. Using Intercultural Communication Apprehension and World Minded Attitudes instruments, we compared three groups of students (seniors with local projects, seniors with short overseas stay, and seniors with long overseas stay projects). Students who conducted projects overseas exhibited lower anxiety associated with intercultural communication and greater world mindedness and these changes were independent of the length of overseas stay. The length of overseas stay similarity between short and long stays was confirmed through analysis of student reflections. These results provide preliminary evidence in support of the notion that both short- and long-term projects equally put students on a trajectory toward developing global competencies, suggesting more study of the effectiveness of short overseas stay projects.
{"title":"Undergraduate students’ short-term inquiry- or design-based overseas experiences enhance their global engagement acumen","authors":"W. Kisaalita, C. Muyanja, J. Mativo","doi":"10.1080/03043797.2022.2134761","DOIUrl":"https://doi.org/10.1080/03043797.2022.2134761","url":null,"abstract":"ABSTRACT Undergraduate science/engineering students are being encouraged to engage in inquiry- or design-based learning with global dimensions. However, outcomes of longer versus short overseas engagements have been predominantly anecdotal. In light of the high cost associated with longer engagements, a comparative assessment for short and long stays is needed. Using Intercultural Communication Apprehension and World Minded Attitudes instruments, we compared three groups of students (seniors with local projects, seniors with short overseas stay, and seniors with long overseas stay projects). Students who conducted projects overseas exhibited lower anxiety associated with intercultural communication and greater world mindedness and these changes were independent of the length of overseas stay. The length of overseas stay similarity between short and long stays was confirmed through analysis of student reflections. These results provide preliminary evidence in support of the notion that both short- and long-term projects equally put students on a trajectory toward developing global competencies, suggesting more study of the effectiveness of short overseas stay projects.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1216 - 1228"},"PeriodicalIF":2.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47531694","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 : 2022-10-20DOI: 10.1080/03043797.2022.2134759
Gabriel Villas Boas de A. Lima, Ana Catarina Gandra Carvalho, Renato Martins das Neves
ABSTRACT The reasons why Brazilian civil engineering education has not achieved competitive performance worldwide remain unclear. Thus, this study aims to identify what factors influence student performance in civil engineering undergraduate programs in public institutions in Brazil. Multiple linear regression methods were used to analyse the interactions between the student performance (dependent variable) and the professors’ and universities’ attributes (predictors). The analysis shows that the professor’s qualification and didactics are significant attributes, as are the time of the program’s existence, the academic organisation (if it is annual or semester courses), and the institutions’ administrative jurisdiction. The discussion presented possible explanations for each attribute’s contribution. The study adds to the theory of predicting student performance in a developing country scenario, in this case, Latin America, where engineering education has less investments in academic infrastructure and human capital.
{"title":"Influence of institutional factors on the civil engineering student performance in Brazil","authors":"Gabriel Villas Boas de A. Lima, Ana Catarina Gandra Carvalho, Renato Martins das Neves","doi":"10.1080/03043797.2022.2134759","DOIUrl":"https://doi.org/10.1080/03043797.2022.2134759","url":null,"abstract":"ABSTRACT The reasons why Brazilian civil engineering education has not achieved competitive performance worldwide remain unclear. Thus, this study aims to identify what factors influence student performance in civil engineering undergraduate programs in public institutions in Brazil. Multiple linear regression methods were used to analyse the interactions between the student performance (dependent variable) and the professors’ and universities’ attributes (predictors). The analysis shows that the professor’s qualification and didactics are significant attributes, as are the time of the program’s existence, the academic organisation (if it is annual or semester courses), and the institutions’ administrative jurisdiction. The discussion presented possible explanations for each attribute’s contribution. The study adds to the theory of predicting student performance in a developing country scenario, in this case, Latin America, where engineering education has less investments in academic infrastructure and human capital.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1179 - 1196"},"PeriodicalIF":2.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46532058","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 : 2022-10-14DOI: 10.1080/03043797.2022.2134760
N. Maloshonok
ABSTRACT This paper explores the associations between math-gender stereotypes and two dimensions of student engagement – class engagement and disengagement – among Russian engineering students. The data collected in three Russian universities (n = 2,074) were utilised. Structural equation modelling was employed to test hypotheses about relationships between key variables and their variations for male and female subsamples. We revealed that the students’ attribution of math-gender stereotypes to faculty slightly decreased class engagement and increased disengagement for both male and female students. Therefore, we hypothesise that male students can be more overconfident about their future performance in exams on math-related subjects because of a better reputation in the eyes of instructors, which can result in less engagement and, as a consequence, lower academic outcomes. These findings demonstrate the high importance of faculty in encouraging engineering student engagement and providing a bias-free learning environment.
{"title":"Harm not only females: math-gender stereotypes and engagement of engineering students at Russian universities","authors":"N. Maloshonok","doi":"10.1080/03043797.2022.2134760","DOIUrl":"https://doi.org/10.1080/03043797.2022.2134760","url":null,"abstract":"ABSTRACT This paper explores the associations between math-gender stereotypes and two dimensions of student engagement – class engagement and disengagement – among Russian engineering students. The data collected in three Russian universities (n = 2,074) were utilised. Structural equation modelling was employed to test hypotheses about relationships between key variables and their variations for male and female subsamples. We revealed that the students’ attribution of math-gender stereotypes to faculty slightly decreased class engagement and increased disengagement for both male and female students. Therefore, we hypothesise that male students can be more overconfident about their future performance in exams on math-related subjects because of a better reputation in the eyes of instructors, which can result in less engagement and, as a consequence, lower academic outcomes. These findings demonstrate the high importance of faculty in encouraging engineering student engagement and providing a bias-free learning environment.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1197 - 1215"},"PeriodicalIF":2.3,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49351263","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 : 2022-09-27DOI: 10.1080/03043797.2022.2121685
Osazuwa Okundaye, Malini Natarajarathinam, Shaoping Qiu, Mathew Kuttolamadom, S. Chu, Francis K. H. Quek
ABSTRACT In the face of information technology changes, not all students will have access to the means to prepare for this future of work. In addressing this issue, in this study, the authors investigate the impact of a ‘Making as Micro-Manufacturing (M2)' model in motivating STEM-activity participation and developing self-efficacy among high-schoolers hailing from an underserved community. The approach involved integrating practice-based learning and activities into a high-school class curriculum resulting in the production of small-batch volumes of products in real-world settings for everyday use like instructional kits for elementary school learning. Pre- and post-surveys were administered to ascertain the differences in students' Making and engineering self-efficacy tendencies. Our results saw increases in the students' Making and engineering self-efficacy across multiple dimensions and in-situ during a production process. In addition, our results also quantify and characterize that kinds of helping behaviours that occur in the students’ own self-organised production team.
{"title":"Making STEM real: the design of a making-production model for hands-on STEM learning","authors":"Osazuwa Okundaye, Malini Natarajarathinam, Shaoping Qiu, Mathew Kuttolamadom, S. Chu, Francis K. H. Quek","doi":"10.1080/03043797.2022.2121685","DOIUrl":"https://doi.org/10.1080/03043797.2022.2121685","url":null,"abstract":"ABSTRACT In the face of information technology changes, not all students will have access to the means to prepare for this future of work. In addressing this issue, in this study, the authors investigate the impact of a ‘Making as Micro-Manufacturing (M2)' model in motivating STEM-activity participation and developing self-efficacy among high-schoolers hailing from an underserved community. The approach involved integrating practice-based learning and activities into a high-school class curriculum resulting in the production of small-batch volumes of products in real-world settings for everyday use like instructional kits for elementary school learning. Pre- and post-surveys were administered to ascertain the differences in students' Making and engineering self-efficacy tendencies. Our results saw increases in the students' Making and engineering self-efficacy across multiple dimensions and in-situ during a production process. In addition, our results also quantify and characterize that kinds of helping behaviours that occur in the students’ own self-organised production team.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"47 1","pages":"1122 - 1143"},"PeriodicalIF":2.3,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48736939","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 : 2022-09-24DOI: 10.1080/03043797.2022.2121686
Natalie Wint, A. Nyamapfene
ABSTRACT This work adopts a case study approach to examine the emergence of engineering education research (EER) within the UK. First, a summary of the contextual factors influencing UK EER activity are presented. This section includes information pertaining to higher education (HE) policy, networks, and funding. Semi structured interviews are used to investigate who identifies as an engineering education researcher; how they define engineering education as a field of research; who they consider their audience to be; and the factors that inform their research questions, methodologies, collaborators and where they disseminate their work. The findings are discussed in relation to the social, political, and economic systems in which engineering education exists. The study reveals a landscape in which EER research is largely unfunded, and is primarily conducted by intrinsically motivated academics who concentrate on topics of personal interest or local context, and who do not usually collaborate or publish within journals.
{"title":"The development of engineering education research: a UK based case study","authors":"Natalie Wint, A. Nyamapfene","doi":"10.1080/03043797.2022.2121686","DOIUrl":"https://doi.org/10.1080/03043797.2022.2121686","url":null,"abstract":"ABSTRACT This work adopts a case study approach to examine the emergence of engineering education research (EER) within the UK. First, a summary of the contextual factors influencing UK EER activity are presented. This section includes information pertaining to higher education (HE) policy, networks, and funding. Semi structured interviews are used to investigate who identifies as an engineering education researcher; how they define engineering education as a field of research; who they consider their audience to be; and the factors that inform their research questions, methodologies, collaborators and where they disseminate their work. The findings are discussed in relation to the social, political, and economic systems in which engineering education exists. The study reveals a landscape in which EER research is largely unfunded, and is primarily conducted by intrinsically motivated academics who concentrate on topics of personal interest or local context, and who do not usually collaborate or publish within journals.","PeriodicalId":47348,"journal":{"name":"European Journal of Engineering Education","volume":"48 1","pages":"197 - 220"},"PeriodicalIF":2.3,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45237303","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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