Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self-derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (n = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self-derivation. In Study 2 (n = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self-derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.
{"title":"Adult Learners Self-Derive New Knowledge through Integration of Novel Information and Prior Knowledge and Are more Successful with Reactivation","authors":"Jayantika Chakraborty, Alena G. Esposito","doi":"10.1111/mbe.12409","DOIUrl":"https://doi.org/10.1111/mbe.12409","url":null,"abstract":"Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self-derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (<i>n</i> = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self-derivation. In Study 2 (<i>n</i> = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self-derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"134 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140125769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conor Barker, Kathryn Isenor Yorke, Emily Mak, Ethan C. Draper, Erin L. Mazerolle
Previous work suggested that sharing personal stories is effective for knowledge translation (KT) of the neuroscience of attention deficit hyperactivity disorder (ADHD) for a teacher audience. In the current study, we experimentally evaluated the impact of personal story and lived experience on a similar KT activity. We measured knowledge and attitudes about ADHD before and after our KT activity and used a factorial design to evaluate the impact of personal story (personalized versus depersonalized) and lived experience (presenter with versus without an ADHD diagnosis) with N = 14 to 24 per group. The presenter without an ADHD diagnosis was a neuroscience expert. All conditions were associated with increased attribution of ADHD symptoms to the brain. Speaker quality ratings were high, especially in the personalized + ADHD diagnosis condition and the depersonalized + no ADHD diagnosis condition. While incorporating lived experience is important for authentic KT, we demonstrated that the KT presenter themselves need not have lived experience to change pre-service teacher attitudes and beliefs. More work is needed to address the potential impacts of neuroscience expertise and other aspects of the presenters in our study.
{"title":"Experimental Evaluation of the Impact of Lived Experience and Personal Story on Neuroscience Knowledge Translation Effectiveness: Sharing the Neuroscience of ADHD with Pre-Service Teachers","authors":"Conor Barker, Kathryn Isenor Yorke, Emily Mak, Ethan C. Draper, Erin L. Mazerolle","doi":"10.1111/mbe.12408","DOIUrl":"https://doi.org/10.1111/mbe.12408","url":null,"abstract":"Previous work suggested that sharing personal stories is effective for knowledge translation (KT) of the neuroscience of attention deficit hyperactivity disorder (ADHD) for a teacher audience. In the current study, we experimentally evaluated the impact of personal story and lived experience on a similar KT activity. We measured knowledge and attitudes about ADHD before and after our KT activity and used a factorial design to evaluate the impact of personal story (personalized versus depersonalized) and lived experience (presenter with versus without an ADHD diagnosis) with N = 14 to 24 per group. The presenter without an ADHD diagnosis was a neuroscience expert. All conditions were associated with increased attribution of ADHD symptoms to the brain. Speaker quality ratings were high, especially in the personalized + ADHD diagnosis condition and the depersonalized + no ADHD diagnosis condition. While incorporating lived experience is important for authentic KT, we demonstrated that the KT presenter themselves need not have lived experience to change pre-service teacher attitudes and beliefs. More work is needed to address the potential impacts of neuroscience expertise and other aspects of the presenters in our study.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"158 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a vast literature on executive functioning, or the control of one's thoughts and actions in pursuit of a goal. This broad construct is conceptualized as comprising multiple executive functions (EFs) that support academic achievement and other important life outcomes. However, there is a lack of consensus regarding what, exactly, these core EFs are. This commentary briefly reviews a few dominant models of EFs in developmental and cognitive psychology and outlines issues to be addressed; it then illustrates how insights from neuroscience could help us eliminate redundant terminology and identify EFs that have been largely overlooked. Reaching a consensus regarding the core set of EFs will inform efforts to scaffold EF development and improve educational outcomes.
{"title":"How Should We Slice Up the Executive Function Pie? Striving Toward an Ontology of Cognitive Control Processes","authors":"Silvia A. Bunge","doi":"10.1111/mbe.12403","DOIUrl":"https://doi.org/10.1111/mbe.12403","url":null,"abstract":"There is a vast literature on <i>executive functioning</i>, or the control of one's thoughts and actions in pursuit of a goal. This broad construct is conceptualized as comprising multiple executive functions (EFs) that support academic achievement and other important life outcomes. However, there is a lack of consensus regarding what, exactly, these core EFs <i>are</i>. This commentary briefly reviews a few dominant models of EFs in developmental and cognitive psychology and outlines issues to be addressed; it then illustrates how insights from neuroscience could help us eliminate redundant terminology and identify EFs that have been largely overlooked. Reaching a consensus regarding the core set of EFs will inform efforts to scaffold EF development and improve educational outcomes.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"232 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139911266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past century, health knowledge has advanced dramatically, so it is expected that future health professionals will need to learn effectively in the workplace and adapt to novel situations that cannot yet be predicted. Simultaneously, the demographics of university students have changed significantly in regard to age, gender, and socioeconomic background. Health educators must adapt their teaching methods to foster in each student the development of lifelong learning skills. This perspective article examines the concept of neuroeducation through the lens of Problem-Based Learning (PBL), with an emphasis on PBL coaching. Furthermore, it demonstrates the benefit of implementing a PBL coaching approach, using knowledge from neuroscience findings to enhance students' learning and well-being. Following targeted professional development aiming to consolidate the understanding of the brain's structures and functions that increase student learning capacity and build group coaches' skills, existing PBL academics could be an integral part of such a program.
{"title":"Impact of Problem-Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners","authors":"Joëlle V. F. Coumans, Stuart Wark","doi":"10.1111/mbe.12406","DOIUrl":"https://doi.org/10.1111/mbe.12406","url":null,"abstract":"Over the past century, health knowledge has advanced dramatically, so it is expected that future health professionals will need to learn effectively in the workplace and adapt to novel situations that cannot yet be predicted. Simultaneously, the demographics of university students have changed significantly in regard to age, gender, and socioeconomic background. Health educators must adapt their teaching methods to foster in each student the development of lifelong learning skills. This perspective article examines the concept of neuroeducation through the lens of Problem-Based Learning (PBL), with an emphasis on PBL coaching. Furthermore, it demonstrates the benefit of implementing a PBL coaching approach, using knowledge from neuroscience findings to enhance students' learning and well-being. Following targeted professional development aiming to consolidate the understanding of the brain's structures and functions that increase student learning capacity and build group coaches' skills, existing PBL academics could be an integral part of such a program.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"12 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inquiry can be an effective educational strategy for building critical thinking and student agency, but it is also a catalyst for scientific research. This study built upon a foundation of inquiry as 25 adolescents participated in a nine-week guided inquiry curriculum focused on smartphones and digital responsibility. As participants developed personally meaningful inquiries and designed investigations into smartphone usage, they became co-researchers who conducted their own research studies at a large museum. The study examines to what extent participants show changes in their (1) sense of well-being; (2) awareness of personal smartphone usage. Pre- and post-intervention data compared participants' personal awareness of smartphone usage and investigated participants' well-being. Results showed significant increases in positive affect and smartphone awareness, with significant decreases in negative affect. This study provides important insights for teachers and researchers by highlighting the positive educational impacts of two-way dialogue between research and education.
{"title":"An Inquiry-based Approach to Understanding Well-being and Smartphone Usage: Constructing Research with Adolescent Students","authors":"Deborah Cockerham, Tandra Tyler-Wood, Lin Lin","doi":"10.1111/mbe.12405","DOIUrl":"https://doi.org/10.1111/mbe.12405","url":null,"abstract":"Inquiry can be an effective educational strategy for building critical thinking and student agency, but it is also a catalyst for scientific research. This study built upon a foundation of inquiry as 25 adolescents participated in a nine-week guided inquiry curriculum focused on smartphones and digital responsibility. As participants developed personally meaningful inquiries and designed investigations into smartphone usage, they became co-researchers who conducted their own research studies at a large museum. The study examines to what extent participants show changes in their (1) sense of well-being; (2) awareness of personal smartphone usage. Pre- and post-intervention data compared participants' personal awareness of smartphone usage and investigated participants' well-being. Results showed significant increases in positive affect and smartphone awareness, with significant decreases in negative affect. This study provides important insights for teachers and researchers by highlighting the positive educational impacts of two-way dialogue between research and education.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"2 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ann-Kathrin Hennes, Alfred Schabmann, Barbara Maria Schmidt
In the educational context, there are numerous “neuromyths” about how findings from neuroscience can be used to improve teaching and learning. International research has shown that the majority of teachers tend to believe in these and use them in the classroom. Since the belief in neuromyths might not enhance or even have adverse effects on students' learning, teachers need to be able to identify neuromyths. We examined the prevalence of beliefs in neuromyths among German in-service and pre-service teachers—compared to the prevalence among people with a certain expertise in neuroscience (“specialists”) or no connection to neuroscience (“general public”). A sample of 247 participants completed a German adaptation of the neuromyth questionnaire by Dekker et al. (2012). The results show that German teachers believe the majority of neuromyths to be true. Compared to teachers and the general public, specialists were more accurate in identifying neuromyths. About half of the in-service teachers reported that they generally use neuroscientific principles in the classroom—at least some of which seem to be based on NM. Possible approaches to disrupt neuromyths are discussed.
{"title":"The Prevalence and Usage of “Neuromyths” Among German in-Service- and Pre-Service Teachers – Compared to Neuroscience Specialists and the General Public","authors":"Ann-Kathrin Hennes, Alfred Schabmann, Barbara Maria Schmidt","doi":"10.1111/mbe.12401","DOIUrl":"https://doi.org/10.1111/mbe.12401","url":null,"abstract":"In the educational context, there are numerous “neuromyths” about how findings from neuroscience can be used to improve teaching and learning. International research has shown that the majority of teachers tend to believe in these and use them in the classroom. Since the belief in neuromyths might not enhance or even have adverse effects on students' learning, teachers need to be able to identify neuromyths. We examined the prevalence of beliefs in neuromyths among German in-service and pre-service teachers—compared to the prevalence among people with a certain expertise in neuroscience (“specialists”) or no connection to neuroscience (“general public”). A sample of 247 participants completed a German adaptation of the neuromyth questionnaire by Dekker et al. (2012). The results show that German teachers believe the majority of neuromyths to be true. Compared to teachers and the general public, specialists were more accurate in identifying neuromyths. About half of the in-service teachers reported that they generally use neuroscientific principles in the classroom—at least some of which seem to be based on NM. Possible approaches to disrupt neuromyths are discussed.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"12 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139581083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research focused on listening to the voices of children who have experienced the death of someone important to them. Through a personalized narrative methodology working with practitioners, and with regard for cultural and religious beliefs, children were given safe space to tell their own truths to sense-make rather than prescribing how they should be feeling or what they should be experiencing as part of their grief journey. Findings suggest this impacted positively on the children's wellbeing. The recommendations are to use this approach to open up dialogue instigated by the child, which is currently missing from contemporary policy and practice, as well as adding to the limited literature. Furthermore, the engagement with the topic of death is advocated for all children rather than simply retrospectively with those who have experienced it. As this was a small-scale study, more research is needed.
{"title":"“They Told me I Should Feel Sad”: Narrative and Personal Story Telling as a Sensemaking and Ownership Tool for Young People Who Have Experienced Bereavement","authors":"Sukhbinder Hamilton","doi":"10.1111/mbe.12402","DOIUrl":"https://doi.org/10.1111/mbe.12402","url":null,"abstract":"This research focused on listening to the voices of children who have experienced the death of someone important to them. Through a personalized narrative methodology working with practitioners, and with regard for cultural and religious beliefs, children were given safe space to tell their own truths to sense-make rather than prescribing how they should be feeling or what they should be experiencing as part of their grief journey. Findings suggest this impacted positively on the children's wellbeing. The recommendations are to use this approach to open up dialogue instigated by the child, which is currently missing from contemporary policy and practice, as well as adding to the limited literature. Furthermore, the engagement with the topic of death is advocated for all children rather than simply retrospectively with those who have experienced it. As this was a small-scale study, more research is needed.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"464 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139518584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive educational program, called Cogni'Scol, based on brain functioning in learning. Its benefits were determined through a longitudinal study focusing on the academic success of French students. We followed sixth grade students over a two-year period who either benefited or not from a weekly session of the Cogni'Scol program. Results showed a significant effect on students' knowledge and representations of brain functioning but not on the students' academic performances mediated by improvements in their metacognition. We conclude with pragmatic reflections for researchers and educational professionals interested in the implementation of educational programs based on brain functioning in learning.
{"title":"Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students","authors":"Pauline Allix, Amélie Lubin, Céline Lanoë, Arnaud Mortier, Sandrine Rossi","doi":"10.1111/mbe.12398","DOIUrl":"https://doi.org/10.1111/mbe.12398","url":null,"abstract":"What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive educational program, called Cogni'Scol, based on brain functioning in learning. Its benefits were determined through a longitudinal study focusing on the academic success of French students. We followed sixth grade students over a two-year period who either benefited or not from a weekly session of the Cogni'Scol program. Results showed a significant effect on students' knowledge and representations of brain functioning but not on the students' academic performances mediated by improvements in their metacognition. We conclude with pragmatic reflections for researchers and educational professionals interested in the implementation of educational programs based on brain functioning in learning.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"101 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sona C. Kumar, Amanda S. Haber, Kathleen H. Corriveau
The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a girl. Teachers directed significantly more scientific questions to boys than to girls. However, boys spent more time than girls in the science areas of the classroom and teachers directed questions to boys and girls at similar rates. These findings highlight how as early as the preschool years, girls and boys may receive different messages about how to approach science.
{"title":"Exploring How Teachers' Scientific Questions Differ by Child Gender in a Preschool Classroom","authors":"Sona C. Kumar, Amanda S. Haber, Kathleen H. Corriveau","doi":"10.1111/mbe.12400","DOIUrl":"https://doi.org/10.1111/mbe.12400","url":null,"abstract":"The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; <i>N</i> = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a girl. Teachers directed significantly more scientific questions to boys than to girls. However, boys spent more time than girls in the science areas of the classroom and teachers directed questions to boys and girls at similar rates. These findings highlight how as early as the preschool years, girls and boys may receive different messages about how to approach science.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"206 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The growth of mindfulness is a global trend; however, the implementation of mindfulness practices in early childhood is a nascent phenomenon. There is a scarcity of research conducted for the purpose of understanding the implementation of mindfulness in early childhood. This study is, therefore, concerned with the functionality of mindfulness in early childhood within clinical and educational contexts. Using a qualitative design, 24 children aged four to five participated in focus groups, and eight primary school teachers and six clinicians participated in semi-structured interviews. Data were analyzed using inductive thematic analysis. Five diverse uses and functions of mindfulness were identified: social and emotional skills development, behavioral and emotional regulation, the recognition and awareness of emotional health and well-being, the promotion of resilience, and contributing to long-term outcomes for children. These findings contribute toward the interdisciplinary knowledge and research base for child well-being practices and the diversity in the use and functionality of mindfulness.
{"title":"The Implementation of Mindfulness in Early Childhood: Diversity in the Uses and Functions of Mindfulness and What This may Mean for Children's Well-being","authors":"Celeste Duff","doi":"10.1111/mbe.12399","DOIUrl":"https://doi.org/10.1111/mbe.12399","url":null,"abstract":"The growth of mindfulness is a global trend; however, the implementation of mindfulness practices in early childhood is a nascent phenomenon. There is a scarcity of research conducted for the purpose of understanding the implementation of mindfulness in early childhood. This study is, therefore, concerned with the functionality of mindfulness in early childhood within clinical and educational contexts. Using a qualitative design, 24 children aged four to five participated in focus groups, and eight primary school teachers and six clinicians participated in semi-structured interviews. Data were analyzed using inductive thematic analysis. Five diverse uses and functions of mindfulness were identified: social and emotional skills development, behavioral and emotional regulation, the recognition and awareness of emotional health and well-being, the promotion of resilience, and contributing to long-term outcomes for children. These findings contribute toward the interdisciplinary knowledge and research base for child well-being practices and the diversity in the use and functionality of mindfulness.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"3 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：