Pub Date : 2016-08-01DOI: 10.1103/PHYSREVPHYSEDUCRES.12.020119
Ramón S. Barthelemy, Melinda McCormick, C. Henderson
Interview study with women in graduate physics and astronomy programs regarding their experiences with sexism, discrimination, and particularly microagressions.
对物理学和天文学研究生中的女性进行访谈研究，了解她们在性别歧视，歧视，尤其是微侵犯方面的经历。
{"title":"Gender Discrimination in Physics and Astronomy: Graduate Student Experiences of Sexism and Gender Microaggressions.","authors":"Ramón S. Barthelemy, Melinda McCormick, C. Henderson","doi":"10.1103/PHYSREVPHYSEDUCRES.12.020119","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.020119","url":null,"abstract":"Interview study with women in graduate physics and astronomy programs regarding their experiences with sexism, discrimination, and particularly microagressions.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"14 1","pages":"020119"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85236392","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 : 2016-03-07DOI: 10.1103/PHYSREVPHYSEDUCRES.12.010120
D. Bennett, L. Roberts, C. Creagh
Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a “possible selves” framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N=93) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two.
{"title":"Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance","authors":"D. Bennett, L. Roberts, C. Creagh","doi":"10.1103/PHYSREVPHYSEDUCRES.12.010120","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.010120","url":null,"abstract":"Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a “possible selves” framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N=93) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"27 1","pages":"010120"},"PeriodicalIF":0.0,"publicationDate":"2016-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89099211","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 : 2016-01-01DOI: 10.1103/PHYSREVPHYSEDUCRES.12.010108
L. Bollen, M. Cock, K. Zuza, J. Guisasola, P. V. Kampen
Laurens Bollen, Mieke De Cock, Kristina Zuza, Jenaro Guisasola, and Paul van Kampen3,∥ Department of Physics and Astronomy, KU Leuven, Celestijnenlaan 200c, 3001 Leuven, Belgium Department of Applied Physics, University of Basque Country, Plaza Europa 1, San Sebastian 20018, Spain Centre for the Advancement of STEM Teaching and Learning & School of Physical Sciences, Dublin City University, Glasnevin, Dublin 9, Ireland (Received 23 September 2015; published 18 February 2016)
Laurens Bollen, Mieke De Cock, Kristina Zuza, Jenaro Guisasola和Paul van Kampen3，∥鲁汶大学物理与天文学系，Celestijnenlaan 200c, 3001，鲁汶，比利时，巴斯克大学应用物理系，Europa广场1，圣塞巴斯蒂安20018，西班牙STEM教学与学习促进中心和都柏林城市大学物理科学学院，格拉斯哥，都柏林，爱尔兰(2015年9月23日接收;2016年2月18日出版)
{"title":"Generalizing a categorization of students' interpretations of linear kinematics graphs","authors":"L. Bollen, M. Cock, K. Zuza, J. Guisasola, P. V. Kampen","doi":"10.1103/PHYSREVPHYSEDUCRES.12.010108","DOIUrl":"https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.010108","url":null,"abstract":"Laurens Bollen, Mieke De Cock, Kristina Zuza, Jenaro Guisasola, and Paul van Kampen3,∥ Department of Physics and Astronomy, KU Leuven, Celestijnenlaan 200c, 3001 Leuven, Belgium Department of Applied Physics, University of Basque Country, Plaza Europa 1, San Sebastian 20018, Spain Centre for the Advancement of STEM Teaching and Learning & School of Physical Sciences, Dublin City University, Glasnevin, Dublin 9, Ireland (Received 23 September 2015; published 18 February 2016)","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"1 1","pages":"010108"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85178200","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 : 2015-12-29DOI: 10.1103/PHYSREVSTPER.11.020137
I. Aviani, N. Erceg, V. Mešić
In this study we investigated how two different approaches to drawing free body diagrams influence the development of students' understanding of Newton's laws including their ability to identify real forces. For this purpose we developed a 12- item two-tier multiple choice survey and conducted a quasi-experiment. This experiment included two groups of first-year physics students from Rijeka (RG) and Split (SG) University. Students from both groups solved mechanics problems for a period of two class hours. The only difference was that RG students used the superposition of forces approach to solving mechanics problems and in SG the decomposition of forces approach has been used. The ANCOVA showed a statistically significant difference in favour of RG, whereby the effect sizes were moderate to large, and largest differences have been observed in the ability of identifying real forces. Students from the control group (SG) more often exhibited the misconception that forces and their components act on a body independently and simultaneously. Our results support the idea that the practice of resolving forces into components may not be the most effective way to develop understanding of Newton's laws and the concept of force.
{"title":"Drawing and using free body diagrams: Why it may be better not to decompose forces?","authors":"I. Aviani, N. Erceg, V. Mešić","doi":"10.1103/PHYSREVSTPER.11.020137","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020137","url":null,"abstract":"In this study we investigated how two different approaches to drawing free body diagrams influence the development of students' understanding of Newton's laws including their ability to identify real forces. For this purpose we developed a 12- item two-tier multiple choice survey and conducted a quasi-experiment. This experiment included two groups of first-year physics students from Rijeka (RG) and Split (SG) University. Students from both groups solved mechanics problems for a period of two class hours. The only difference was that RG students used the superposition of forces approach to solving mechanics problems and in SG the decomposition of forces approach has been used. The ANCOVA showed a statistically significant difference in favour of RG, whereby the effect sizes were moderate to large, and largest differences have been observed in the ability of identifying real forces. Students from the control group (SG) more often exhibited the misconception that forces and their components act on a body independently and simultaneously. Our results support the idea that the practice of resolving forces into components may not be the most effective way to develop understanding of Newton's laws and the concept of force.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"88 1","pages":"020137"},"PeriodicalIF":0.0,"publicationDate":"2015-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85498915","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 : 2015-12-21DOI: 10.1103/PHYSREVSTPER.11.020136
C. Kalman, Mandana Sobhanzadeh, Rob Thompson, A. Ibrahim, Xihui Wang
This study was based on the hypothesis that students’ epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study involving close to 1000 students at two institutions, in four physics courses. Using an experimental design, data from student interviews, writing product assessments, and the Discipline-Focused Epistemological Beliefs Questionnaire (DFEBQ) we demonstrate that the beliefs of novice science learners became more expertlike on 2 of the 4 DFEBQ factors. We conclude that a combination of an activity that gets students to examine textual material metacognitively (Reflective Writing) with one or more types of in-class active learning interventions can promote positive change in students’ epistemological beliefs.
{"title":"Combination of interventions can change students’ epistemological beliefs","authors":"C. Kalman, Mandana Sobhanzadeh, Rob Thompson, A. Ibrahim, Xihui Wang","doi":"10.1103/PHYSREVSTPER.11.020136","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020136","url":null,"abstract":"This study was based on the hypothesis that students’ epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study involving close to 1000 students at two institutions, in four physics courses. Using an experimental design, data from student interviews, writing product assessments, and the Discipline-Focused Epistemological Beliefs Questionnaire (DFEBQ) we demonstrate that the beliefs of novice science learners became more expertlike on 2 of the 4 DFEBQ factors. We conclude that a combination of an activity that gets students to examine textual material metacognitively (Reflective Writing) with one or more types of in-class active learning interventions can promote positive change in students’ epistemological beliefs.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"21 1","pages":"020136"},"PeriodicalIF":0.0,"publicationDate":"2015-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77214796","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 : 2015-12-01DOI: 10.1103/PHYSREVSTPER.11.020138
Christopher W. Shubert, D. Meredith
Students’ epistemologies affect how and what they learn: do they believe physics is a list of equations, or a coherent and sensible description of the physical world? In order to study these epistemologies as part of curricular assessment, we adopt the resources framework, which posits that students have many productive epistemological resources that can be brought to bear as they learn physics. In previous studies, these epistemologies have been either inferred from behavior in learning contexts or probed through surveys or interviews outside of the learning context. We argue that stimulated recall interviews provide a contextually and interpretively valid method to access students’ epistemologies that complement existing methods. We develop a stimulated recall interview methodology to assess a curricular intervention and find evidence that epistemological resources aptly describe student epistemologies.
{"title":"Stimulated recall interviews for describing pragmatic epistemology","authors":"Christopher W. Shubert, D. Meredith","doi":"10.1103/PHYSREVSTPER.11.020138","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020138","url":null,"abstract":"Students’ epistemologies affect how and what they learn: do they believe physics is a list of equations, or a coherent and sensible description of the physical world? In order to study these epistemologies as part of curricular assessment, we adopt the resources framework, which posits that students have many productive epistemological resources that can be brought to bear as they learn physics. In previous studies, these epistemologies have been either inferred from behavior in learning contexts or probed through surveys or interviews outside of the learning context. We argue that stimulated recall interviews provide a contextually and interpretively valid method to access students’ epistemologies that complement existing methods. We develop a stimulated recall interview methodology to assess a curricular intervention and find evidence that epistemological resources aptly describe student epistemologies.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"25 1","pages":"020138"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78865317","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 : 2015-11-25DOI: 10.1103/PHYSREVSTPER.11.020135
G. Passante, Paul J. Emigh, Peter S. Shaffer
Interactive lecture tutorials can help sophomore physics students understand of the difference between superposition states and mixed states that is needed for more advanced quantum mechanics classes.
互动式课堂辅导可以帮助二年级物理学生理解叠加态和混合态之间的区别，这是更高级量子力学课程所需要的。
{"title":"Student ability to distinguish between superposition states and mixed states in quantum mechanics","authors":"G. Passante, Paul J. Emigh, Peter S. Shaffer","doi":"10.1103/PHYSREVSTPER.11.020135","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020135","url":null,"abstract":"Interactive lecture tutorials can help sophomore physics students understand of the difference between superposition states and mixed states that is needed for more advanced quantum mechanics classes.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"11 1","pages":"020135"},"PeriodicalIF":0.0,"publicationDate":"2015-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1103/PHYSREVSTPER.11.020135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72514818","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 : 2015-11-19DOI: 10.1103/PHYSREVSTPER.11.020134
T. Scott, D. Schumayer
In this paper we present a series of item response models of data collected using the Force Concept Inventory. The Force Concept Inventory (FCI) was designed to poll the Newtonian conception of force viewed as a multidimensional concept, that is, as a complex of distinguishable conceptual dimensions. Several previous studies have developed single-trait item response models of FCI data; however, we feel that multidimensional models are also appropriate given the explicitly multidimensional design of the inventory. The models employed in the research reported here vary in both the number of fitting parameters and the number of underlying latent traits assumed. We calculate several model information statistics to ensure adequate model fit and to determine which of the models provides the optimal balance of information and parsimony. Our analysis indicates that all item response models tested, from the single-trait Rasch model through to a model with ten latent traits, satisfy the standard requirements of fit. However, analysis of model information criteria indicates that the five-trait model is optimal. We note that an earlier factor analysis of the same FCI data also led to a five-factor model. Furthermore the factors in our previous study and the traits identified in the current work match each other well. The optimal five-trait model assigns proficiency scores to all respondents for each of the five traits. We construct a correlation matrix between the proficiencies in each of these traits. This correlation matrix shows strong correlations between some proficiencies, and strong anticorrelations between others. We present an interpretation of this correlation matrix.
{"title":"Students' Proficiency Scores within Multitrait Item Response Theory.","authors":"T. Scott, D. Schumayer","doi":"10.1103/PHYSREVSTPER.11.020134","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020134","url":null,"abstract":"In this paper we present a series of item response models of data collected using the Force Concept Inventory. The Force Concept Inventory (FCI) was designed to poll the Newtonian conception of force viewed as a multidimensional concept, that is, as a complex of distinguishable conceptual dimensions. Several previous studies have developed single-trait item response models of FCI data; however, we feel that multidimensional models are also appropriate given the explicitly multidimensional design of the inventory. The models employed in the research reported here vary in both the number of fitting parameters and the number of underlying latent traits assumed. We calculate several model information statistics to ensure adequate model fit and to determine which of the models provides the optimal balance of information and parsimony. Our analysis indicates that all item response models tested, from the single-trait Rasch model through to a model with ten latent traits, satisfy the standard requirements of fit. However, analysis of model information criteria indicates that the five-trait model is optimal. We note that an earlier factor analysis of the same FCI data also led to a five-factor model. Furthermore the factors in our previous study and the traits identified in the current work match each other well. The optimal five-trait model assigns proficiency scores to all respondents for each of the five traits. We construct a correlation matrix between the proficiencies in each of these traits. This correlation matrix shows strong correlations between some proficiencies, and strong anticorrelations between others. We present an interpretation of this correlation matrix.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"29 1","pages":"020134"},"PeriodicalIF":0.0,"publicationDate":"2015-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89831676","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 : 2015-10-23DOI: 10.1103/PHYSREVSTPER.11.020128
Witat Fakcharoenphol, Jason W. Morphew, J. Mestre
Students’ ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of metacognitive strategies during learning and retrieval is related to content expertise. Students also make judgments of their own learning and of problem difficulty to guide their studying. This study extends prior research by investigating the accuracy of novices’ and experts’ ability to judge problem difficulty across two experiments; here “accuracy” refers to whether or not their judgments of problem difficulty corresponds with actual exam performance in an introductory mechanics physics course. In the first experiment, physics education research (PER) experts judged the difficulty of introductory physics problems and provided the rationales behind their judgments. Findings indicate that experts use a number of different problem features to make predictions of problem difficulty. While experts are relatively accurate in judging problem difficulty, their content expertise may interfere with their ability to predict student performance on some question types. In the second experiment novices and “near experts” (graduate TAs) judged which question from a problem pair (taken from a real exam) was more difficult. The results indicate that judgments of problem difficulty are more accurate for those with greater content expertise, suggesting that the ability to predict problem difficulty is a trait of expertise which develops with experience.
{"title":"Judgments of physics problem difficulty among experts and novices","authors":"Witat Fakcharoenphol, Jason W. Morphew, J. Mestre","doi":"10.1103/PHYSREVSTPER.11.020128","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020128","url":null,"abstract":"Students’ ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of metacognitive strategies during learning and retrieval is related to content expertise. Students also make judgments of their own learning and of problem difficulty to guide their studying. This study extends prior research by investigating the accuracy of novices’ and experts’ ability to judge problem difficulty across two experiments; here “accuracy” refers to whether or not their judgments of problem difficulty corresponds with actual exam performance in an introductory mechanics physics course. In the first experiment, physics education research (PER) experts judged the difficulty of introductory physics problems and provided the rationales behind their judgments. Findings indicate that experts use a number of different problem features to make predictions of problem difficulty. While experts are relatively accurate in judging problem difficulty, their content expertise may interfere with their ability to predict student performance on some question types. In the second experiment novices and “near experts” (graduate TAs) judged which question from a problem pair (taken from a real exam) was more difficult. The results indicate that judgments of problem difficulty are more accurate for those with greater content expertise, suggesting that the ability to predict problem difficulty is a trait of expertise which develops with experience.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"37 1","pages":"020128"},"PeriodicalIF":0.0,"publicationDate":"2015-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89270058","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 : 2015-10-22DOI: 10.1103/PHYSREVSTPER.11.020127
Jesper Haglund, Fredrik Jeppsson, David Hedberg, K. Schönborn
Thermal science is challenging for students due to its largely imperceptible nature. Handheld infraredcameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenome ...
{"title":"Students' Framing of Laboratory Exercises Using Infrared Cameras.","authors":"Jesper Haglund, Fredrik Jeppsson, David Hedberg, K. Schönborn","doi":"10.1103/PHYSREVSTPER.11.020127","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020127","url":null,"abstract":"Thermal science is challenging for students due to its largely imperceptible nature. Handheld infraredcameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenome ...","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"72 6 1","pages":"020127"},"PeriodicalIF":0.0,"publicationDate":"2015-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83620570","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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