Pub Date : 2022-07-03DOI: 10.1080/10749039.2022.2138441
D. Fields, Luis Morales-Navarro, Paulo Blikstein
ABSTRACT What does it mean to become a village that learns? In this paper we document the transformative learning journey of a small Thai village over 24 years, becoming a community that identified, tackled, and iterated on problems, altering their everyday practices and lives. In that process the village shifted from a subsistence agricultural community staggeringly in debt to one known for its sustainable environmental, agricultural, and financial initiatives. To understand the village’s learning journey, we consider the village itself as the primary unit of analysis, applying an iterative case study approach, with chronological sequencing, thematic, and biographical narrative analysis across 37 hours of interviews and over 350 pages of scanned project documentation (mostly from village records and writings) collected across four visits. Throughout the paper we elaborate on the role of learner interest and agency, the necessity of infrastructural (often policy) changes, the prioritized role of children in leadership, and the method of “Thai Constructionism” that the village iteratively applied to support their learning. In the discussion we argue that to understand the village’s learning journey, we must study it across multiple scales of time, multiple series of village-initiated formative intraventions across domains, and within larger ecological systems.
{"title":"“The village that learns”: a learning journey across intraventions and domains over two decades in a rural Thai community","authors":"D. Fields, Luis Morales-Navarro, Paulo Blikstein","doi":"10.1080/10749039.2022.2138441","DOIUrl":"https://doi.org/10.1080/10749039.2022.2138441","url":null,"abstract":"ABSTRACT What does it mean to become a village that learns? In this paper we document the transformative learning journey of a small Thai village over 24 years, becoming a community that identified, tackled, and iterated on problems, altering their everyday practices and lives. In that process the village shifted from a subsistence agricultural community staggeringly in debt to one known for its sustainable environmental, agricultural, and financial initiatives. To understand the village’s learning journey, we consider the village itself as the primary unit of analysis, applying an iterative case study approach, with chronological sequencing, thematic, and biographical narrative analysis across 37 hours of interviews and over 350 pages of scanned project documentation (mostly from village records and writings) collected across four visits. Throughout the paper we elaborate on the role of learner interest and agency, the necessity of infrastructural (often policy) changes, the prioritized role of children in leadership, and the method of “Thai Constructionism” that the village iteratively applied to support their learning. In the discussion we argue that to understand the village’s learning journey, we must study it across multiple scales of time, multiple series of village-initiated formative intraventions across domains, and within larger ecological systems.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"191 - 214"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45975070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10749039.2022.2110262
Orli Dahan, Sara Cohen Shabot
ABSTRACT The experiences of birthing women are essential to optimal birth outcomes. Here we examine how obstetric practices and behaviors in the birth arena result in subjugation of birthing women and their treatment as birthing (mechanical) bodies. We demonstrate that cultural practices that relegate women's consciousness and agency increase the likelihood of harmful effects caused unintentionally by medical activity. We suggest a corrective. The concept ‘birthing consciousness’ can bridge the relevant scientific fields because it describes a naturally occurring state of consciousness triggered by biochemical processes during birth that also represents the subjectivity and agency of birthing women and their importance.
{"title":"Not just mechanical birthing bodies: articulating the impact of imbalanced power relationships in the birth arena on women’s subjectivity, agency, and consciousness","authors":"Orli Dahan, Sara Cohen Shabot","doi":"10.1080/10749039.2022.2110262","DOIUrl":"https://doi.org/10.1080/10749039.2022.2110262","url":null,"abstract":"ABSTRACT The experiences of birthing women are essential to optimal birth outcomes. Here we examine how obstetric practices and behaviors in the birth arena result in subjugation of birthing women and their treatment as birthing (mechanical) bodies. We demonstrate that cultural practices that relegate women's consciousness and agency increase the likelihood of harmful effects caused unintentionally by medical activity. We suggest a corrective. The concept ‘birthing consciousness’ can bridge the relevant scientific fields because it describes a naturally occurring state of consciousness triggered by biochemical processes during birth that also represents the subjectivity and agency of birthing women and their importance.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"256 - 268"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10749039.2022.2150780
A. Kajamaa, Juha Tuunainen
{"title":"A cultural historical approach to social displacement and university-community engagement: emerging research and opportunities","authors":"A. Kajamaa, Juha Tuunainen","doi":"10.1080/10749039.2022.2150780","DOIUrl":"https://doi.org/10.1080/10749039.2022.2150780","url":null,"abstract":"","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"288 - 292"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49420055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10749039.2022.2155667
Karlyn R. Adams-Wiggins, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams
We are pleased to introduce a new issue of Mind, Culture and Activity, in which the journal’s commitment with innovative interdisciplinary scholarship becomes tangible through the diversity of works included. Opening with a paper that examines how an entire village learns and going through papers that look at such diverse issues as children’s grief, conceptualizations of women in medical care, and the role of sound in escape rooms, Issue 3 illustrates the Mind, Culture, and Activity journal'’s position at the intersection of a multiplicity of research fields. Academic discourses and concerns from such disparate fields as education, health care, sound studies, and human geography meet in these pages. Across the articles, an interest in the cultural nature of human cognition and activity, and an ambition to go beyond established scholar traditions, are shared. The issue includes six research articles and one book review. We hope the readers will find these contributions inspiring and interesting. We continue to develop Cultural Praxis as an interactive platform for extending the types of scholarly work that we publish, and as an arena for dialogical, critical, and activist projects. We include below an overview of recent publications and opportunities for participation in Cultural Praxis. We invite authors and readers of Mind, Culture, and Activity to consider contributing as we build this collaborative platform and to contact us with publication proposals, suggestions, and any other feedback.
{"title":"Editorial: at the intersection of multiple research fields","authors":"Karlyn R. Adams-Wiggins, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams","doi":"10.1080/10749039.2022.2155667","DOIUrl":"https://doi.org/10.1080/10749039.2022.2155667","url":null,"abstract":"We are pleased to introduce a new issue of Mind, Culture and Activity, in which the journal’s commitment with innovative interdisciplinary scholarship becomes tangible through the diversity of works included. Opening with a paper that examines how an entire village learns and going through papers that look at such diverse issues as children’s grief, conceptualizations of women in medical care, and the role of sound in escape rooms, Issue 3 illustrates the Mind, Culture, and Activity journal'’s position at the intersection of a multiplicity of research fields. Academic discourses and concerns from such disparate fields as education, health care, sound studies, and human geography meet in these pages. Across the articles, an interest in the cultural nature of human cognition and activity, and an ambition to go beyond established scholar traditions, are shared. The issue includes six research articles and one book review. We hope the readers will find these contributions inspiring and interesting. We continue to develop Cultural Praxis as an interactive platform for extending the types of scholarly work that we publish, and as an arena for dialogical, critical, and activist projects. We include below an overview of recent publications and opportunities for participation in Cultural Praxis. We invite authors and readers of Mind, Culture, and Activity to consider contributing as we build this collaborative platform and to contact us with publication proposals, suggestions, and any other feedback.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"187 - 190"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45729628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Transient electronics is an emerging class of innovative technology wherein electronic devices undergo controlled degradation processes after a period of stable operation, leaving no toxic products behind. This technology offers exciting opportunities in research areas of green electronics, temporary biomedical implants, data-secure hardware systems, and many others. However, one major challenge with these devices is their rigid and bulky batteries that contain toxic chemicals and are not at all degradable. So, to realize autonomous and self-sufficient transient electronics, the development of transient batteries is a pre-requisite. This review provides an overview of the advancements in the field of transient batteries, their materials, output performance, transience behaviour, and a few potential applications.
{"title":"Transient Batteries: A Promising Step Towards Powering Green Electronics.","authors":"Neeru Mittal, Markus Niederberger","doi":"10.2533/chimia.2022.298","DOIUrl":"10.2533/chimia.2022.298","url":null,"abstract":"<p><p>Transient electronics is an emerging class of innovative technology wherein electronic devices undergo controlled degradation processes after a period of stable operation, leaving no toxic products behind. This technology offers exciting opportunities in research areas of green electronics, temporary biomedical implants, data-secure hardware systems, and many others. However, one major challenge with these devices is their rigid and bulky batteries that contain toxic chemicals and are not at all degradable. So, to realize autonomous and self-sufficient transient electronics, the development of transient batteries is a pre-requisite. This review provides an overview of the advancements in the field of transient batteries, their materials, output performance, transience behaviour, and a few potential applications.</p>","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"20 1","pages":"298-302"},"PeriodicalIF":1.2,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82202034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-25DOI: 10.1080/10749039.2022.2066133
Joe Curnow
ABSTRACT This conceptual paper makes a theoretical intervention into situated learning and communities of practice theories, arguing that they must account for social relations of racialization and colonialism. I contend that the epistemologies and ontologies of a community of practice are embedded in social relations; therefore, neglecting power dynamics dilutes theorizations of learning, participation, resistance, and identity. I draw on vignettes from an environmentalist community of practice to demonstrate possible gaps in the ways situated learning theory is mobilized. I argue that the field of situated learning needs more robust tools to theorize the practices of both privilege and resistance to understand learning in multiracial, multigendered, settler-colonial communities of practice.
{"title":"Resituating situated learning within racialized and colonial social relations","authors":"Joe Curnow","doi":"10.1080/10749039.2022.2066133","DOIUrl":"https://doi.org/10.1080/10749039.2022.2066133","url":null,"abstract":"ABSTRACT This conceptual paper makes a theoretical intervention into situated learning and communities of practice theories, arguing that they must account for social relations of racialization and colonialism. I contend that the epistemologies and ontologies of a community of practice are embedded in social relations; therefore, neglecting power dynamics dilutes theorizations of learning, participation, resistance, and identity. I draw on vignettes from an environmentalist community of practice to demonstrate possible gaps in the ways situated learning theory is mobilized. I argue that the field of situated learning needs more robust tools to theorize the practices of both privilege and resistance to understand learning in multiracial, multigendered, settler-colonial communities of practice.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"301 - 315"},"PeriodicalIF":1.9,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60180990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-24DOI: 10.1080/10749039.2022.2066134
Sepehr Vakil, Maxine McKinney de Royston
ABSTRACT We explore the idea of youth as philosophers of technology within a university-community partnership in the Chicago area. Youth as philosophers of technology decenters computing practices such as design, making, coding, and tinkering to instead foreground learning how to decode and unmake tech’s relationship with power through artistic, moral and humanistic inquiry. Our analysis explores the ethical, relational sense-making of two high school students who created a film that examines how technology is used to surveil immigrants an to resist such surveillance. This study has implications for conceptualizing technology learning and ethical youth sensemaking .
{"title":"Youth as philosophers of technology","authors":"Sepehr Vakil, Maxine McKinney de Royston","doi":"10.1080/10749039.2022.2066134","DOIUrl":"https://doi.org/10.1080/10749039.2022.2066134","url":null,"abstract":"ABSTRACT We explore the idea of youth as philosophers of technology within a university-community partnership in the Chicago area. Youth as philosophers of technology decenters computing practices such as design, making, coding, and tinkering to instead foreground learning how to decode and unmake tech’s relationship with power through artistic, moral and humanistic inquiry. Our analysis explores the ethical, relational sense-making of two high school students who created a film that examines how technology is used to surveil immigrants an to resist such surveillance. This study has implications for conceptualizing technology learning and ethical youth sensemaking .","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"336 - 355"},"PeriodicalIF":1.9,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48082114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10749039.2022.2098978
Molly V. Shea
ABSTRACT This case study examined how Mexican-American community educators developed material repertoires of practice to support a just and environmentally conscious afterschool program. Based on historical, environmental, economic, and sociopolitical circumstances, educators designed imaginative learning opportunities for predominantly working-class youth through the thoughtful cultivation of discarded, donated, and natural materials. Through these designs, educators offered young people new pathways for learning in their community. The author traced the constitutive relationships between the afterschool program, young people, educators, community, and the material environment to understand how these practices supported justice-oriented STEAM (Science, Technology, Engineering, Art, Math) education. The community educators created new “material possibilities” through practices of repurposing and developing material-rich projects to support youth. Simultaneously, they critiqued material consumption with youth in order to push back on an extractive economy that did not support a thriving community and environment. This work builds on the notion of material possibility in order to extend our pedagogical imaginations.
{"title":"Organizing for material possibility in a community-led science program","authors":"Molly V. Shea","doi":"10.1080/10749039.2022.2098978","DOIUrl":"https://doi.org/10.1080/10749039.2022.2098978","url":null,"abstract":"ABSTRACT This case study examined how Mexican-American community educators developed material repertoires of practice to support a just and environmentally conscious afterschool program. Based on historical, environmental, economic, and sociopolitical circumstances, educators designed imaginative learning opportunities for predominantly working-class youth through the thoughtful cultivation of discarded, donated, and natural materials. Through these designs, educators offered young people new pathways for learning in their community. The author traced the constitutive relationships between the afterschool program, young people, educators, community, and the material environment to understand how these practices supported justice-oriented STEAM (Science, Technology, Engineering, Art, Math) education. The community educators created new “material possibilities” through practices of repurposing and developing material-rich projects to support youth. Simultaneously, they critiqued material consumption with youth in order to push back on an extractive economy that did not support a thriving community and environment. This work builds on the notion of material possibility in order to extend our pedagogical imaginations.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"123 - 142"},"PeriodicalIF":1.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10749039.2022.2093376
L. Russi
ABSTRACT This article is an attempt to draw attention on passages when social change happens, beginning with people’s efforts to observe demanding experiences in order to work through them. This work is made possible by “pivots,” i.e. resources found in culture (a story, a conversation, a memory, an image) that allow a person to gain an eccentric position for observing his/her experience – and regain the ability to make intentional choices within it. In the process, people add to the trail of “pivots” that can help others make new distinctions in their particular circumstances – and so contribute to social change.
{"title":"When social change happens: observation of experience and the paradoxes of pivot-making","authors":"L. Russi","doi":"10.1080/10749039.2022.2093376","DOIUrl":"https://doi.org/10.1080/10749039.2022.2093376","url":null,"abstract":"ABSTRACT This article is an attempt to draw attention on passages when social change happens, beginning with people’s efforts to observe demanding experiences in order to work through them. This work is made possible by “pivots,” i.e. resources found in culture (a story, a conversation, a memory, an image) that allow a person to gain an eccentric position for observing his/her experience – and regain the ability to make intentional choices within it. In the process, people add to the trail of “pivots” that can help others make new distinctions in their particular circumstances – and so contribute to social change.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"156 - 168"},"PeriodicalIF":1.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10749039.2022.2102194
Karlyn R. Adams-Wiggins, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams
We open this issue with a warm welcome to professor Karlyn Adams-Wiggins as a new member of our editorial collective. Dr. Adams-Wiggins is Assistant Professor of Applied Development Psychology at Portland State University. Dr. Adams-Wiggins' research background on issues of identity development, motivation, and inclusion in underrepresented racial minorities and low-income firstgeneration students, and commitment to social justice through scholarship is of great relevance to our journal and in efforts to build a more inclusive and diverse team. We are honored to count on Karlyn’s expertise and editorial advice for both Mind, Culture and Activity and Cultural Praxis, and look forward to a fruitful collaboration. This issue includes five research articles, all of which advance a diversity of theoretical perspectives. Mind, Culture, and Activity has, throughout the years, established itself as a journal of reference for Vygotskian and Cultural-Historical Activity Theory scholarship. The editorial collective is committed to continue publishing works that expand these approaches. From its inception, this journal has been, and still is committed to publishing other relevant approaches to the study of mind, culture, and activity, across a range of disciplines (linguistics, psychology, anthropology, education) and interdisciplinary fields, such as science and technology studies or cultural studies. More than ever, we are committed to bringing in and making more visible epistemic perspectives alternative to hegemonic approaches in academia, including indigenous and other marginalized epistemologies. The papers in this issue offer a glimpse to this theoretical and interdisciplinary breadth.
{"title":"A breadth of approaches to mind, culture and activity","authors":"Karlyn R. Adams-Wiggins, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams","doi":"10.1080/10749039.2022.2102194","DOIUrl":"https://doi.org/10.1080/10749039.2022.2102194","url":null,"abstract":"We open this issue with a warm welcome to professor Karlyn Adams-Wiggins as a new member of our editorial collective. Dr. Adams-Wiggins is Assistant Professor of Applied Development Psychology at Portland State University. Dr. Adams-Wiggins' research background on issues of identity development, motivation, and inclusion in underrepresented racial minorities and low-income firstgeneration students, and commitment to social justice through scholarship is of great relevance to our journal and in efforts to build a more inclusive and diverse team. We are honored to count on Karlyn’s expertise and editorial advice for both Mind, Culture and Activity and Cultural Praxis, and look forward to a fruitful collaboration. This issue includes five research articles, all of which advance a diversity of theoretical perspectives. Mind, Culture, and Activity has, throughout the years, established itself as a journal of reference for Vygotskian and Cultural-Historical Activity Theory scholarship. The editorial collective is committed to continue publishing works that expand these approaches. From its inception, this journal has been, and still is committed to publishing other relevant approaches to the study of mind, culture, and activity, across a range of disciplines (linguistics, psychology, anthropology, education) and interdisciplinary fields, such as science and technology studies or cultural studies. More than ever, we are committed to bringing in and making more visible epistemic perspectives alternative to hegemonic approaches in academia, including indigenous and other marginalized epistemologies. The papers in this issue offer a glimpse to this theoretical and interdisciplinary breadth.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"105 - 107"},"PeriodicalIF":1.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41469394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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