Thinking Skills and Creativity最新文献

Promoting undergraduates’ computational thinking in a knowledge building environment 在知识建构的环境中培养大学生的计算思维

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-01 DOI: 10.1016/j.tsc.2026.102131

Zuokun Li , Shaoming Chai , Pey-Tee Emily Oon

Cultivating computational thinking (CT) in higher education remains challenging. Despite diverse pedagogical practices, CT’s abstract and multifaceted nature often hinders effective teaching and assessment. Knowledge building (KB) positions students as active constructors of knowledge who collaboratively create artifacts—objects to think with—that help externalize and refine their CT understanding and practices. Although KB shows promise for enhancing CT, its pedagogical use in higher education is still underexplored. This study proposes a framework for designing a knowledge building environment (KBE) based on KB theory that represents CT through artifact creation and evaluates its effectiveness in supporting undergraduates’ CT development from both process- and outcome-oriented perspectives. Forty-eight undergraduates from a Chinese university were randomly assigned to ten groups. Each group, guided by KB principles, engaged in problem-solving within the designed KBE to create computational artifacts through CT tasks. Data were collected from online discourse, pre- and post-test CT competency scales, and final artifacts. We employed nonparametric tests and correlation analysis to examine the data. Findings from both process and outcome data show that engaging in CT tasks—abstraction & decomposition, data practices, algorithmic thinking, automation, modeling, & simulation, and evaluation & generalization—within a well-designed KBE significantly improved students’ CT skills. The analysis revealed differences in student engagement and performance on these CT tasks, as reflected in their discourse and group products. Following their participation in CT tasks within the KBE, students’ CT competencies—algorithmic thinking, cooperativity, critical thinking, and problem-solving—improved significantly, whereas creativity showed no comparable gains. Our study found a significant positive correlation between undergraduates’ engagement in CT tasks and their performance on computational artifacts, but no such correlation with their perceived CT competencies. This study informs CT instruction grounded in KB theory that fosters undergraduates’ CT development and emphasizes the use of combined assessment approaches to better understand their learning within KBEs.

在高等教育中培养计算思维（CT）仍然具有挑战性。尽管教学实践多样化，但CT的抽象性和多面性往往阻碍了有效的教学和评估。知识构建（KB）将学生定位为积极的知识构建者，他们协作创建工件——用来思考的对象——帮助具体化和完善他们的CT理解和实践。尽管KB显示出增强CT的希望，但其在高等教育中的教学应用仍未得到充分探索。本研究提出了一种基于知识构建理论的知识构建环境（KBE）的设计框架，该框架通过人工制品的创造来表现CT，并从过程导向和结果导向的角度评估了其在支持大学生CT发展方面的有效性。来自中国一所大学的48名本科生被随机分为10组。每个小组，在知识库原则的指导下，在设计的知识库中解决问题，通过CT任务创建计算工件。数据收集自在线话语、测试前和测试后的CT能力量表以及最终的伪影。我们采用非参数检验和相关分析来检验数据。过程和结果数据的研究结果表明，在设计良好的KBE中，参与CT任务——抽象和分解、数据实践、算法思维、自动化、建模、模拟和评估和概括——显著提高了学生的CT技能。分析揭示了学生在这些CT任务上的参与和表现的差异，这反映在他们的话语和小组产品中。在参与了KBE内的CT任务后，学生的CT能力——算法思维、合作能力、批判性思维和问题解决能力——显著提高，而创造力则没有相应的提高。我们的研究发现，大学生参与CT任务与他们在计算伪影上的表现之间存在显著的正相关，但与他们感知到的CT能力之间没有这种相关性。本研究以KB理论为基础，指导CT教学，促进本科生的CT发展，并强调使用综合评估方法来更好地了解他们在KBEs中的学习。

{"title":"Promoting undergraduates’ computational thinking in a knowledge building environment","authors":"Zuokun Li , Shaoming Chai , Pey-Tee Emily Oon","doi":"10.1016/j.tsc.2026.102131","DOIUrl":"10.1016/j.tsc.2026.102131","url":null,"abstract":"<div><div>Cultivating computational thinking (CT) in higher education remains challenging. Despite diverse pedagogical practices, CT’s abstract and multifaceted nature often hinders effective teaching and assessment. Knowledge building (KB) positions students as active constructors of knowledge who collaboratively create artifacts—objects to think with—that help externalize and refine their CT understanding and practices. Although KB shows promise for enhancing CT, its pedagogical use in higher education is still underexplored. This study proposes a framework for designing a knowledge building environment (KBE) based on KB theory that represents CT through artifact creation and evaluates its effectiveness in supporting undergraduates’ CT development from both process- and outcome-oriented perspectives. Forty-eight undergraduates from a Chinese university were randomly assigned to ten groups. Each group, guided by KB principles, engaged in problem-solving within the designed KBE to create computational artifacts through CT tasks. Data were collected from online discourse, pre- and post-test CT competency scales, and final artifacts. We employed nonparametric tests and correlation analysis to examine the data. Findings from both process and outcome data show that engaging in CT tasks—abstraction & decomposition, data practices, algorithmic thinking, automation, modeling, & simulation, and evaluation & generalization—within a well-designed KBE significantly improved students’ CT skills. The analysis revealed differences in student engagement and performance on these CT tasks, as reflected in their discourse and group products. Following their participation in CT tasks within the KBE, students’ CT competencies—algorithmic thinking, cooperativity, critical thinking, and problem-solving—improved significantly, whereas creativity showed no comparable gains. Our study found a significant positive correlation between undergraduates’ engagement in CT tasks and their performance on computational artifacts, but no such correlation with their perceived CT competencies. This study informs CT instruction grounded in KB theory that fosters undergraduates’ CT development and emphasizes the use of combined assessment approaches to better understand their learning within KBEs.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102131"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145957717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supervisory paradoxical leadership and graduate students’ creative behavior: A multiple mediation model 监督悖论型领导与研究生创新行为：一个多重中介模型

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-02 DOI: 10.1016/j.tsc.2026.102132

Xiyue Zhang , Qifeng Li

The complexity and rapid transformation of the current higher education environment require supervisors to demonstrate paradoxical yet complementary leadership behaviors, such as providing structured guidance alongside flexible support, and balancing self-direction with care for others. Grounded in Social Information Processing Theory, this study explores the impact of Supervisory Paradoxical Leadership (SPL) on graduate students’ creative behavior and examines the mediating effects of creative role identity, relationship quality, and psychological safety. Based on a survey of 428 graduate students from a leading university in China, the proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that SPL significantly and positively predicts graduate students’ creative behavior, and that creative role identity, relationship quality, and psychological safety serve as parallel mediators in this relationship. Among the three mediators, psychological safety exhibited the strongest indirect effect, followed by creative role identity and relationship quality. These findings reveal the internal mechanisms by which supervisory paradoxical leadership fosters students’ creative behavior through shaping their role cognition, relational perceptions, and psychological experiences. The study provides both theoretical insights and practical implications for enhancing supervisory strategies and fostering creativity among graduate students.

当前高等教育环境的复杂性和快速变化要求管理者表现出矛盾而又互补的领导行为，比如在提供灵活支持的同时提供结构化的指导，在自我指导与关心他人之间取得平衡。本研究以社会信息加工理论为基础，探讨了监督悖论型领导对研究生创造性行为的影响，并考察了创造性角色认同、关系质量和心理安全的中介作用。基于对国内某重点大学428名研究生的调查，采用偏最小二乘结构方程模型（PLS-SEM）对所提出的模型进行了检验。结果表明，人格特质对研究生创造性行为有显著正向的预测作用，创造性角色认同、关系质量和心理安全在这一关系中起平行中介作用。在三个中介因素中，心理安全的间接影响最强，其次是创造性角色认同和关系质量。这些发现揭示了监督式悖论领导通过塑造学生的角色认知、关系感知和心理体验来促进学生创造性行为的内在机制。本研究对提高研究生的管理策略和培养研究生的创新能力具有理论意义和实践意义。

{"title":"Supervisory paradoxical leadership and graduate students’ creative behavior: A multiple mediation model","authors":"Xiyue Zhang , Qifeng Li","doi":"10.1016/j.tsc.2026.102132","DOIUrl":"10.1016/j.tsc.2026.102132","url":null,"abstract":"<div><div>The complexity and rapid transformation of the current higher education environment require supervisors to demonstrate paradoxical yet complementary leadership behaviors, such as providing structured guidance alongside flexible support, and balancing self-direction with care for others. Grounded in Social Information Processing Theory, this study explores the impact of Supervisory Paradoxical Leadership (SPL) on graduate students’ creative behavior and examines the mediating effects of creative role identity, relationship quality, and psychological safety. Based on a survey of 428 graduate students from a leading university in China, the proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that SPL significantly and positively predicts graduate students’ creative behavior, and that creative role identity, relationship quality, and psychological safety serve as parallel mediators in this relationship. Among the three mediators, psychological safety exhibited the strongest indirect effect, followed by creative role identity and relationship quality. These findings reveal the internal mechanisms by which supervisory paradoxical leadership fosters students’ creative behavior through shaping their role cognition, relational perceptions, and psychological experiences. The study provides both theoretical insights and practical implications for enhancing supervisory strategies and fostering creativity among graduate students.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102132"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145981501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating visible thinking routines into an EFL writing class to scaffold and foster critical thinking and writing 将可见的思维习惯融入英语写作课堂，培养批判性思维和写作能力

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-17 DOI: 10.1016/j.tsc.2026.102141

Chi-An Jennifer Tung

Critical thinking (CT) plays a vital role in helping EFL writers develop, refine, and elaborate their ideas throughout the complex process of writing. However, fostering CT in Confucian Heritage EFL writing classrooms remains a persistent challenge. To address this issue and improve students’ writing performance, this mixed-methods study implemented an instructional design that integrated Visible Thinking Routines (VTRs) from Harvard Project Zero into a semester-long writing curriculum. The participants were 15 second-year university students in Taiwan. Data were collected through seven instruments, including three quantitative measures and four qualitative sources. Quantitative findings showed significant gains in four CT categories—clarity, relevance, depth, and logic—as well as improvements in students’ content development and language use. Qualitative analyses revealed four themes illustrating how VTRs mediated students’ CT and writing performance over time, along with three facilitating and two constraining factors that impacted CT development and writing outcomes. The study concludes with pedagogical implications for instructional design and offers directions for future research on CT, VTRs, and EFL writing.

批判性思维（CT）在帮助英语写作者在整个复杂的写作过程中发展、完善和阐述他们的想法方面起着至关重要的作用。然而，在儒家传统英语写作课堂中培养CT仍然是一个持久的挑战。为了解决这个问题并提高学生的写作表现，这项混合方法的研究实施了一种教学设计，将哈佛零项目中的可见思维例程（vts）整合到一个学期的写作课程中。参与者是15名台湾大学二年级的学生。数据收集通过七个工具，包括三个定量措施和四个定性来源。定量研究结果显示，在四个CT类别——清晰度、相关性、深度和逻辑性——以及学生的内容开发和语言使用方面取得了显著进步。定性分析揭示了四个主题，说明了vtr如何随着时间的推移调节学生的CT和写作表现，以及影响CT发展和写作结果的三个促进因素和两个制约因素。本研究总结了教学设计的教学意义，并为今后CT、vtr和英语写作的研究提供了方向。

{"title":"Integrating visible thinking routines into an EFL writing class to scaffold and foster critical thinking and writing","authors":"Chi-An Jennifer Tung","doi":"10.1016/j.tsc.2026.102141","DOIUrl":"10.1016/j.tsc.2026.102141","url":null,"abstract":"<div><div>Critical thinking (CT) plays a vital role in helping EFL writers develop, refine, and elaborate their ideas throughout the complex process of writing. However, fostering CT in Confucian Heritage EFL writing classrooms remains a persistent challenge. To address this issue and improve students’ writing performance, this mixed-methods study implemented an instructional design that integrated Visible Thinking Routines (VTRs) from Harvard Project Zero into a semester-long writing curriculum. The participants were 15 second-year university students in Taiwan. Data were collected through seven instruments, including three quantitative measures and four qualitative sources. Quantitative findings showed significant gains in four CT categories—clarity, relevance, depth, and logic—as well as improvements in students’ content development and language use. Qualitative analyses revealed four themes illustrating how VTRs mediated students’ CT and writing performance over time, along with three facilitating and two constraining factors that impacted CT development and writing outcomes. The study concludes with pedagogical implications for instructional design and offers directions for future research on CT, VTRs, and EFL writing.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102141"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reading as a catalyst for creative attitude: evidence from rural China and the cognitive pathways linking literacy and innovation 阅读作为创新态度的催化剂：来自中国农村的证据以及连接识字和创新的认知途径

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-13 DOI: 10.1016/j.tsc.2026.102140

Lidong Zhang, Hongyu Guan, Yijia Li, Wenting Liu, Fang Chang

This study investigates how reading enhances the creative attitude of rural children, drawing on longitudinal data (2015–2017) from fourth-grade students in 120 primary schools in Jiangxi Province, China. Reading achievement shows a significant positive association with creative attitude score, and this relationship remains robust after accounting for individual, family, teacher, and school characteristics. Instrumental variable estimates and lagged models further support the influence of reading on creative attitude. Mechanism analyses indicate that reading enhances creative attitude by strengthening self-efficacy, encouraging more engaged reading behaviour, and enhancing comprehension and logical reasoning skills. Heterogeneity analyses reveal that the positive effects of reading are more pronounced among students who attend reading courses, benefit from supportive home reading environments, have access to reading spaces, participate in reading activities, come from better-off households, or achieve higher reading scores. By providing rare longitudinal evidence from under-resourced rural China, this study not only confirms that reading enhances creative attitude but also clarifies the channels and conditions under which this effect is strongest. The findings underscore the role of reading as a powerful pathway for improving creative attitude among rural children and highlight the importance of strengthening reading skills in settings with limited educational resources.

本研究利用江西省120所小学四年级学生的纵向数据（2015-2017），调查阅读如何增强农村儿童的创造态度。阅读成绩与创造性态度得分呈显著正相关，并且在考虑了个人、家庭、教师和学校特征后，这种关系仍然稳固。工具变量估计和滞后模型进一步支持阅读对创作态度的影响。机制分析表明，阅读通过增强自我效能感、鼓励更投入的阅读行为、提高理解能力和逻辑推理能力来提高创造态度。异质性分析显示，阅读的积极影响在参加阅读课程、受益于支持性家庭阅读环境、有阅读空间、参加阅读活动、家庭条件较好或阅读成绩较高的学生中更为明显。本研究通过提供来自资源匮乏的中国农村的罕见的纵向证据，不仅证实了阅读可以提高创造性态度，而且还阐明了这种影响最强烈的渠道和条件。研究结果强调了阅读作为改善农村儿童创新态度的有力途径的作用，并强调了在教育资源有限的环境中加强阅读技能的重要性。

{"title":"Reading as a catalyst for creative attitude: evidence from rural China and the cognitive pathways linking literacy and innovation","authors":"Lidong Zhang, Hongyu Guan, Yijia Li, Wenting Liu, Fang Chang","doi":"10.1016/j.tsc.2026.102140","DOIUrl":"10.1016/j.tsc.2026.102140","url":null,"abstract":"<div><div>This study investigates how reading enhances the creative attitude of rural children, drawing on longitudinal data (2015–2017) from fourth-grade students in 120 primary schools in Jiangxi Province, China. Reading achievement shows a significant positive association with creative attitude score, and this relationship remains robust after accounting for individual, family, teacher, and school characteristics. Instrumental variable estimates and lagged models further support the influence of reading on creative attitude. Mechanism analyses indicate that reading enhances creative attitude by strengthening self-efficacy, encouraging more engaged reading behaviour, and enhancing comprehension and logical reasoning skills. Heterogeneity analyses reveal that the positive effects of reading are more pronounced among students who attend reading courses, benefit from supportive home reading environments, have access to reading spaces, participate in reading activities, come from better-off households, or achieve higher reading scores. By providing rare longitudinal evidence from under-resourced rural China, this study not only confirms that reading enhances creative attitude but also clarifies the channels and conditions under which this effect is strongest. The findings underscore the role of reading as a powerful pathway for improving creative attitude among rural children and highlight the importance of strengthening reading skills in settings with limited educational resources.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102140"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and validation of a preformal test for mathematical proof competence 开发和验证数学证明能力的预形式测试

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-19 DOI: 10.1016/j.tsc.2026.102139

Xenia Stein , Katerina Tsarava , Benjamin Goecke

Proving is a core part of mathematics, prompting educators to push for earlier inclusion in curricula. Thus, an appropriate test for proof competence is needed already at the primary school level. The Preformal Proving Test (PfPT), introduced here, is an online assessment covering proof in Boolean Logic, Set Theory, and Elementary Number Theory. Designed without formal language and prior knowledge requisites, it ensures accessibility for children. We present the findings from two studies: an online pilot study (n = 409, 42% identifying as female;

M_{a g e}

= 9.28, SD = .67) and an on-site validation study (n=180, 36% identifying as female;

M_{a g e}

= 9.80, SD = .63) examining internal consistency, factor structure, and validity measures like reasoning and intelligence. Results showed diverse item difficulty and promising psychometrics that merit further investigation. Given the PfPT’s ease of administration in online and classroom settings, it is a valuable tool for future primary math research.

证明是数学的核心部分，这促使教育工作者更早地将其纳入课程。因此，已经需要在小学一级进行适当的能力证明测试。这里介绍的预形式化证明测试（PfPT）是一个在线评估，涵盖布尔逻辑，集合论和初等数论的证明。它的设计没有正式的语言和先验知识的要求，确保了儿童的可访问性。我们介绍了两项研究的结果：一项是在线试点研究（n= 409, 42%的人认为自己是女性；Mage= 9.28, SD = 0.67），另一项是现场验证研究（n=180, 36%的人认为自己是女性；Mage= 9.80, SD = 0.63），研究了内部一致性、因素结构以及推理和智力等效度指标。结果显示不同的项目难度和有希望的心理测量值值得进一步研究。鉴于PfPT在在线和课堂环境中易于管理，它是未来小学数学研究的一个有价值的工具。

{"title":"Development and validation of a preformal test for mathematical proof competence","authors":"Xenia Stein , Katerina Tsarava , Benjamin Goecke","doi":"10.1016/j.tsc.2026.102139","DOIUrl":"10.1016/j.tsc.2026.102139","url":null,"abstract":"<div><div>Proving is a core part of mathematics, prompting educators to push for earlier inclusion in curricula. Thus, an appropriate test for proof competence is needed already at the primary school level. The Preformal Proving Test (PfPT), introduced here, is an online assessment covering proof in Boolean Logic, Set Theory, and Elementary Number Theory. Designed without formal language and prior knowledge requisites, it ensures accessibility for children. We present the findings from two studies: an online pilot study (<em>n</em> = 409, 42% identifying as female; <span><math><msub><mrow><mi>M</mi></mrow><mrow><mi>a</mi><mi>g</mi><mi>e</mi></mrow></msub></math></span>= 9.28, <em>SD</em> = .67) and an on-site validation study (<em>n</em>=180, 36% identifying as female; <span><math><msub><mrow><mi>M</mi></mrow><mrow><mi>a</mi><mi>g</mi><mi>e</mi></mrow></msub></math></span> = 9.80, <em>SD</em> = .63) examining internal consistency, factor structure, and validity measures like reasoning and intelligence. Results showed diverse item difficulty and promising psychometrics that merit further investigation. Given the PfPT’s ease of administration in online and classroom settings, it is a valuable tool for future primary math research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102139"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating unplugged computational thinking activities into elementary social studies education: A framework for pre-service teacher training 将不插电式计算思维活动融入基础社会研究教育：职前教师培训的框架

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-22 DOI: 10.1016/j.tsc.2026.102148

Esra Özcan, Tülin Haşlaman

Unplugged computational thinking activities offer a cost-effective and accessible method for teaching computational thinking skills without relying on computers. These activities use hands-on, interactive approaches, such as puzzles, games, storytelling, and role-playing, to introduce critical computational concepts like abstraction, algorithms, decomposition, and pattern recognition. This study explores the integration of such activities into elementary social studies education. An 8-week program with 28 pre-service teachers was conducted, including hands-on activities and lesson plan development. At the end of the implementation, pre-service teachers were asked to prepare lesson plans integrating unplugged computational thinking (CT) into social studies lessons, and semi-structured interviews were conducted with 12 volunteer pre-service teachers. The findings from the lesson plans demonstrated that the pre-service teachers successfully integrated unplugged CT into social studies lessons. The data obtained from the semi-structured interviews revealed that these activities promoted problem-solving, critical thinking, and deeper engagement with social studies content. This study contributes to the limited research on computational thinking in social studies education by providing a replicable framework for interdisciplinary practices and encouraging educators to integrate computational thinking into social studies to enrich students' overall learning experiences.

不插电计算思维活动为教授计算思维技能提供了一种成本效益高、易于获取的方法，无需依赖计算机。这些活动使用动手的、交互的方法，比如谜题、游戏、讲故事和角色扮演，来引入关键的计算概念，比如抽象、算法、分解和模式识别。本研究旨在探讨如何将这些活动融入基础社会教育。28名职前教师参与了为期8周的项目，包括实践活动和课程计划的制定。在实施结束时，要求职前教师准备将不插电计算思维（CT）融入社会研究课程的教案，并对12名志愿职前教师进行了半结构化访谈。课程计划的调查结果表明，职前教师成功地将不插电CT整合到社会研究课程中。从半结构化访谈中获得的数据显示，这些活动促进了解决问题、批判性思维和更深入地参与社会研究内容。本研究为跨学科实践提供了一个可复制的框架，并鼓励教育工作者将计算思维融入社会研究，以丰富学生的整体学习体验，从而弥补了社会研究教育中计算思维研究的不足。

{"title":"Integrating unplugged computational thinking activities into elementary social studies education: A framework for pre-service teacher training","authors":"Esra Özcan, Tülin Haşlaman","doi":"10.1016/j.tsc.2026.102148","DOIUrl":"10.1016/j.tsc.2026.102148","url":null,"abstract":"<div><div>Unplugged computational thinking activities offer a cost-effective and accessible method for teaching computational thinking skills without relying on computers. These activities use hands-on, interactive approaches, such as puzzles, games, storytelling, and role-playing, to introduce critical computational concepts like abstraction, algorithms, decomposition, and pattern recognition. This study explores the integration of such activities into elementary social studies education. An 8-week program with 28 pre-service teachers was conducted, including hands-on activities and lesson plan development. At the end of the implementation, pre-service teachers were asked to prepare lesson plans integrating unplugged computational thinking (CT) into social studies lessons, and semi-structured interviews were conducted with 12 volunteer pre-service teachers. The findings from the lesson plans demonstrated that the pre-service teachers successfully integrated unplugged CT into social studies lessons. The data obtained from the semi-structured interviews revealed that these activities promoted problem-solving, critical thinking, and deeper engagement with social studies content. This study contributes to the limited research on computational thinking in social studies education by providing a replicable framework for interdisciplinary practices and encouraging educators to integrate computational thinking into social studies to enrich students' overall learning experiences.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102148"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring complex problem-solving in vietnamese students: An investigation of performance data and process data 探索越南学生解决复杂问题的能力：对表现数据和过程数据的调查

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-08 DOI: 10.1016/j.tsc.2026.102138

De Van Vo , Viet Thanh Huynh , Greiff Samuel , Geraldine Mooney Simmie

This study investigates Vietnamese undergraduates' complex problem-solving (CPS) abilities and strategies by analysing both performance and process data. A sample of 589 participants completed computer-based CPS assessments, with problem-solving proficiency evaluated using frameworks adapted from the PISA 2012 cycle. The findings revealed students tended to perform better in the exploration phase but faced challenges when applying that knowledge to derive effective solutions. Male students demonstrated an advantage in exploring, gathering, and processing information essential by engaging in more frequent interactions or operations during the task. The link between student persistence and performance varies depending on the model’s structure. The number of interactions is a stronger predictor of performance than time-on-task. A majority of students (70%) lacked effective strategy, “Vary-One-Thing-At-A-Time” (VOTAT) strategy, for model-based tasks, though males were more active in exploration. The study also identified habitual visual scanning and interaction patterns during the exploration stage, which aligned with conventional left-to-right, top-to-bottom reading habits. These patterns suggest a systematic interaction style, potentially influenced by visual salience, perceived importance, or established scanning heuristics. These findings provide valuable insights into students' CPS abilities, strategic approaches, and behavioural patterns. The study concludes by discussing instructional and practical frameworks to enhance and assess problem-solving competence within educational contexts.

本研究以越南大学生的复杂问题解决能力与策略为研究对象，分析其表现与过程资料。589名参与者的样本完成了基于计算机的CPS评估，使用改编自PISA 2012周期的框架来评估解决问题的能力。研究结果显示，学生在探索阶段往往表现得更好，但在应用这些知识得出有效的解决方案时却面临挑战。通过在任务中进行更频繁的互动或操作，男生在探索、收集和处理重要信息方面表现出优势。学生持久性和成绩之间的联系取决于模型的结构。互动次数比完成任务的时间更能预测工作表现。对于基于模型的任务，大多数学生（70%）缺乏有效的策略，即“一次改变一件事”（VOTAT）策略，尽管男性在探索方面更为积极。研究还发现，在探索阶段，习惯性的视觉扫描和互动模式与传统的从左到右、从上到下的阅读习惯是一致的。这些模式暗示了一种系统的交互风格，可能受到视觉显著性、感知重要性或已建立的扫描启发式的影响。这些发现为学生的CPS能力、策略方法和行为模式提供了有价值的见解。研究最后讨论了教学和实践框架，以提高和评估在教育背景下解决问题的能力。

{"title":"Exploring complex problem-solving in vietnamese students: An investigation of performance data and process data","authors":"De Van Vo , Viet Thanh Huynh , Greiff Samuel , Geraldine Mooney Simmie","doi":"10.1016/j.tsc.2026.102138","DOIUrl":"10.1016/j.tsc.2026.102138","url":null,"abstract":"<div><div>This study investigates Vietnamese undergraduates' complex problem-solving (CPS) abilities and strategies by analysing both performance and process data. A sample of 589 participants completed computer-based CPS assessments, with problem-solving proficiency evaluated using frameworks adapted from the PISA 2012 cycle. The findings revealed students tended to perform better in the exploration phase but faced challenges when applying that knowledge to derive effective solutions. Male students demonstrated an advantage in exploring, gathering, and processing information essential by engaging in more frequent interactions or operations during the task. The link between student persistence and performance varies depending on the model’s structure. The number of interactions is a stronger predictor of performance than time-on-task. A majority of students (70%) lacked effective strategy, “Vary-One-Thing-At-A-Time” (VOTAT) strategy, for model-based tasks, though males were more active in exploration. The study also identified habitual visual scanning and interaction patterns during the exploration stage, which aligned with conventional left-to-right, top-to-bottom reading habits. These patterns suggest a systematic interaction style, potentially influenced by visual salience, perceived importance, or established scanning heuristics. These findings provide valuable insights into students' CPS abilities, strategic approaches, and behavioural patterns. The study concludes by discussing instructional and practical frameworks to enhance and assess problem-solving competence within educational contexts.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102138"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145981500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Genetic susceptibility in problem finding: The effect of COMT haplotypes and maternal parenting style 问题发现的遗传易感性：COMT单倍型和母亲教养方式的影响

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-06 DOI: 10.1016/j.tsc.2026.102136

Yan Su, Weixing Yang, Si Si, Jinghuan Zhang

Problem Finding (PF) refers to the ability enabling individuals to identify and frame valuable problems. As an initial stage of the creative process, PF is crucial for creative performance. Empirical studies have suggested that PF training can substantially enhance creative performance. To better clarify its origins and influencing factors, it is necessary to investigate PF from the perspective of gene–environment (G×E) interactions. However, this research area remains largely underexplored. Neuroscience research has shown that dopamine-related brain regions are crucial for PF, and thus, the COMT gene, which regulates dopamine metabolism, may represent a potential genetic basis. Given the reliability of haplotype-based approaches for studying complex traits, this study adopted three functional COMT haplotypes (rs6269–rs4633–rs4818–rs4680) as genetic markers: GCGG (Low Pain Sensitivity, LPS), ATCA (Average Pain Sensitivity, APS), and ACCG (High Pain Sensitivity, HPS). We first examined the direct association between COMT haplotypes and PF. Subsequently, hierarchical and re-parameterized regression analyses were performed to examine the potential interactions between COMT haplotypes and maternal parenting styles. Results showed that maternal authoritative parenting improved PF originality in LPS/LPS carriers, whereas maternal authoritarian parenting reduced PF originality in both LPS/LPS carriers and non-APS carriers. These interaction effects aligned with the Differential Susceptibility model, indicating that the impact of maternal parenting on PF performance differed depending on the COMT haplotype individuals carried. Overall, the findings provide novel evidence for the genetic basis of PF and offer a theoretical groundwork for tailoring family-based approaches to foster PF based on individuals’ genetic susceptibility.

问题发现（PF）指的是使个人能够识别和构建有价值的问题的能力。作为创意过程的初始阶段，PF对创意表现至关重要。实证研究表明，PF训练可以显著提高创造性表现。为了更好地阐明其起源和影响因素，有必要从基因-环境（G×E）相互作用的角度对其进行研究。然而，这一研究领域在很大程度上仍未得到充分探索。神经科学研究表明，多巴胺相关的大脑区域对PF至关重要，因此，调节多巴胺代谢的COMT基因可能代表了潜在的遗传基础。考虑到基于单倍型方法研究复杂性状的可靠性，本研究采用三种功能性COMT单倍型（rs6269-rs4633-rs4818-rs4680）作为遗传标记：GCGG（低疼痛敏感性，LPS）、ATCA（平均疼痛敏感性，APS）和ACCG（高疼痛敏感性，HPS）。研究人员首先研究了COMT单倍型与PF之间的直接关系，随后进行了分层和重新参数化回归分析，以研究COMT单倍型与母亲教养方式之间的潜在相互作用。结果表明，母亲权威型教养提高了LPS/LPS携带者的PF独创性，而母亲权威型教养降低了LPS/LPS携带者和非aps携带者的PF独创性。这些相互作用与差异易感性模型一致，表明母亲教养对PF表现的影响取决于个体携带的COMT单倍型。总的来说，这些发现为PF的遗传基础提供了新的证据，并为根据个体遗传易感性定制基于家庭的方法来培养PF提供了理论基础。

{"title":"Genetic susceptibility in problem finding: The effect of COMT haplotypes and maternal parenting style","authors":"Yan Su, Weixing Yang, Si Si, Jinghuan Zhang","doi":"10.1016/j.tsc.2026.102136","DOIUrl":"10.1016/j.tsc.2026.102136","url":null,"abstract":"<div><div>Problem Finding (PF) refers to the ability enabling individuals to identify and frame valuable problems. As an initial stage of the creative process, PF is crucial for creative performance. Empirical studies have suggested that PF training can substantially enhance creative performance. To better clarify its origins and influencing factors, it is necessary to investigate PF from the perspective of gene–environment (G×E) interactions. However, this research area remains largely underexplored. Neuroscience research has shown that dopamine-related brain regions are crucial for PF, and thus, the <em>COMT</em> gene, which regulates dopamine metabolism, may represent a potential genetic basis. Given the reliability of haplotype-based approaches for studying complex traits, this study adopted three functional <em>COMT</em> haplotypes (rs6269–rs4633–rs4818–rs4680) as genetic markers: GCGG (Low Pain Sensitivity, LPS), ATCA (Average Pain Sensitivity, APS), and ACCG (High Pain Sensitivity, HPS). We first examined the direct association between <em>COMT</em> haplotypes and PF. Subsequently, hierarchical and re-parameterized regression analyses were performed to examine the potential interactions between <em>COMT</em> haplotypes and maternal parenting styles. Results showed that maternal authoritative parenting improved PF originality in LPS/LPS carriers, whereas maternal authoritarian parenting reduced PF originality in both LPS/LPS carriers and non-APS carriers. These interaction effects aligned with the Differential Susceptibility model, indicating that the impact of maternal parenting on PF performance differed depending on the <em>COMT</em> haplotype individuals carried. Overall, the findings provide novel evidence for the genetic basis of PF and offer a theoretical groundwork for tailoring family-based approaches to foster PF based on individuals’ genetic susceptibility.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102136"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrated STEM-based mathematical problem-solving skills of students: The role of prior mathematical knowledge and text comprehension skills 基于stem的学生综合数学问题解决能力：先验数学知识和文本理解能力的作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-24 DOI: 10.1016/j.tsc.2026.102149

Ijtihadi Kamilia Amalina , Tibor Vidákovich , Aigul Akhmetova , Peter Brečka

Success in mathematical problem-solving integrating Science, Technology, Engineering, and Mathematics (STEM) depends on students’ knowledge of mathematical concepts and their understanding of task situations. However, the influence of these skills may vary depending on item difficulty and students’ levels of prior mathematical knowledge and text comprehension skills. This study aims to investigate the characteristics of integrated STEM-based mathematical problem-solving items and explore how differences in students’ prior mathematical knowledge, text comprehension skills, and item difficulty levels relate to their performance on such tasks. A total of 1067 Indonesian middle school students participated in this study through tests. Data were analyzed using Rasch analysis, one-way ANOVA, and multiple linear regression. The results revealed that items involving complex language and mathematics concept, particularly those requiring applications, were categorized as difficult. Additionally, students with high or very high levels of both prior mathematical knowledge and text comprehension skills were more impacted by their text comprehension skills when solving problems of varying difficulty. In contrast, students with lower levels of prior mathematical knowledge relied more on their mathematical knowledge in solving those problems. These results have implications for designing interventions and tasks that consider about problem characteristics, students ability levels, and the differential impact of these abilities on problem-solving performance.

在综合科学、技术、工程和数学（STEM）的数学问题解决中取得成功取决于学生对数学概念的知识和对任务情境的理解。然而，这些技能的影响可能会因项目难度和学生的先验数学知识水平和文本理解能力而异。本研究旨在探讨基于stem的综合数学问题解决项目的特点，并探讨学生的先验数学知识、文本理解能力和项目难度水平的差异与他们在这些任务上的表现之间的关系。通过测试，共有1067名印尼中学生参与了本研究。数据分析采用Rasch分析、单因素方差分析和多元线性回归。结果显示，涉及复杂语言和数学概念的项目，特别是需要应用的项目被归类为困难项目。此外，在解决不同难度的问题时，具有较高或非常高先验数学知识和文本理解能力的学生更容易受到文本理解能力的影响。相比之下，先前数学知识水平较低的学生更多地依赖于他们的数学知识来解决这些问题。这些结果对设计考虑问题特征、学生能力水平以及这些能力对解决问题表现的不同影响的干预措施和任务具有启示意义。

{"title":"Integrated STEM-based mathematical problem-solving skills of students: The role of prior mathematical knowledge and text comprehension skills","authors":"Ijtihadi Kamilia Amalina , Tibor Vidákovich , Aigul Akhmetova , Peter Brečka","doi":"10.1016/j.tsc.2026.102149","DOIUrl":"10.1016/j.tsc.2026.102149","url":null,"abstract":"<div><div>Success in mathematical problem-solving integrating Science, Technology, Engineering, and Mathematics (STEM) depends on students’ knowledge of mathematical concepts and their understanding of task situations. However, the influence of these skills may vary depending on item difficulty and students’ levels of prior mathematical knowledge and text comprehension skills. This study aims to investigate the characteristics of integrated STEM-based mathematical problem-solving items and explore how differences in students’ prior mathematical knowledge, text comprehension skills, and item difficulty levels relate to their performance on such tasks. A total of 1067 Indonesian middle school students participated in this study through tests. Data were analyzed using Rasch analysis, one-way ANOVA, and multiple linear regression. The results revealed that items involving complex language and mathematics concept, particularly those requiring applications, were categorized as difficult. Additionally, students with high or very high levels of both prior mathematical knowledge and text comprehension skills were more impacted by their text comprehension skills when solving problems of varying difficulty. In contrast, students with lower levels of prior mathematical knowledge relied more on their mathematical knowledge in solving those problems. These results have implications for designing interventions and tasks that consider about problem characteristics, students ability levels, and the differential impact of these abilities on problem-solving performance.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102149"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technology-enhanced creativity and entrepreneurship curricula in higher education: Systematic review from the perspective of self-determination theory 高等教育科技创新创业课程：自我决定理论视角下的系统回顾

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-09-01 Epub Date: 2026-01-17 DOI: 10.1016/j.tsc.2026.102144

Xintong Li , Xiaojing Weng , Qing Qu

Given the widespread application of educational technology and the changing demands for entrepreneurship driven by socio-economic development, higher education faces the need for reform and evolution in entrepreneurship education. Currently, researchers are utilising technologies to design entrepreneurship curricula for achieving various learning objectives in entrepreneurship education. Although research focusing on the impact of technology on students’ abilities and performance is common, there is little research that particularly investigates how to utilise technology to design entrepreneurship curricula that meet students’ specific psychological needs and integrate creative skills into the outcomes of the curricula. To fill this research gap, we selected 30 empirical studies for a literature review analysis and employed Self-Determination Theory as the framework to examine how the design of technology-enhanced entrepreneurship curricula meets students’ basic psychological needs, and to explore the impact of such curriculum design on students’ creativity and entrepreneurship development. The research findings indicate that technology-enhanced entrepreneurship curricula can meet students’ needs for autonomy, competence, and relatedness in different ways. These curricula are designed to effectively enhance students’ enthusiasm, motivation, and attitudes towards entrepreneurship, strengthen their willingness to start a business, and equip them with a range of entrepreneurial skills. Meanwhile, they stimulate students’ creativity and promote a tendency towards entrepreneurship. Our research findings also present challenges of technology-enhanced entrepreneurship curricula regarding students’ participation in learning and digital literacy. We proposed valuable insights for improving business practices in technology-enhanced entrepreneurship curricula.

随着教育技术的广泛应用和社会经济发展对创业需求的不断变化，高等教育面临着创业教育改革与发展的需要。目前，研究人员正在利用技术手段设计创业课程，以实现创业教育中的各种学习目标。尽管关注技术对学生能力和表现影响的研究很常见，但很少有研究专门调查如何利用技术设计创业课程，以满足学生的特定心理需求，并将创造性技能融入课程成果中。为了填补这一研究空白，我们选取了30项实证研究进行文献回顾分析，并以自我决定理论为框架，考察技术增强型创业课程设计如何满足学生的基本心理需求，探讨技术增强型创业课程设计对学生创造力和创业能力发展的影响。研究发现，科技型创业课程能够以不同的方式满足学生的自主性、胜任性和关联性需求。这些课程旨在有效提高学生对创业的热情、动力和态度，增强他们创业的意愿，并为他们提供一系列创业技能。同时，它们激发了学生的创造力，促进了创业的倾向。我们的研究结果也提出了技术增强创业课程在学生参与学习和数字素养方面的挑战。我们为改进技术增强型创业课程中的商业实践提出了有价值的见解。

{"title":"Technology-enhanced creativity and entrepreneurship curricula in higher education: Systematic review from the perspective of self-determination theory","authors":"Xintong Li , Xiaojing Weng , Qing Qu","doi":"10.1016/j.tsc.2026.102144","DOIUrl":"10.1016/j.tsc.2026.102144","url":null,"abstract":"<div><div>Given the widespread application of educational technology and the changing demands for entrepreneurship driven by socio-economic development, higher education faces the need for reform and evolution in entrepreneurship education. Currently, researchers are utilising technologies to design entrepreneurship curricula for achieving various learning objectives in entrepreneurship education. Although research focusing on the impact of technology on students’ abilities and performance is common, there is little research that particularly investigates how to utilise technology to design entrepreneurship curricula that meet students’ specific psychological needs and integrate creative skills into the outcomes of the curricula. To fill this research gap, we selected 30 empirical studies for a literature review analysis and employed Self-Determination Theory as the framework to examine how the design of technology-enhanced entrepreneurship curricula meets students’ basic psychological needs, and to explore the impact of such curriculum design on students’ creativity and entrepreneurship development. The research findings indicate that technology-enhanced entrepreneurship curricula can meet students’ needs for autonomy, competence, and relatedness in different ways. These curricula are designed to effectively enhance students’ enthusiasm, motivation, and attitudes towards entrepreneurship, strengthen their willingness to start a business, and equip them with a range of entrepreneurial skills. Meanwhile, they stimulate students’ creativity and promote a tendency towards entrepreneurship. Our research findings also present challenges of technology-enhanced entrepreneurship curricula regarding students’ participation in learning and digital literacy. We proposed valuable insights for improving business practices in technology-enhanced entrepreneurship curricula.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102144"},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0