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2007-03-25 (Vol 4, No 3)

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International Journal of Science Education, 29(2). Feb 2007

International Journal of Science Education; Feb2007, Vol. 29 Issue 2

1. 14-16¼¼ÀÇ °úÇÐÁ¶»ç Æò°¡Çϱâ: º¯Ä¢ °á°ú ´Ù·ç±â
Evaluating Science Investigations at Ages 14–16: Dealing with anomalous results.

Toplis, Rob

International Journal of Science Education; Feb2007, Vol. 29 Issue 2, p127-150

ÀÌ ¿¬±¸´Â ÇлýµéÀÌ °úÇÐÁ¶»çÈ°µ¿À» Æò°¡ÇÒ ¶§ ¾î¶»°Ô º¯Ä¢ ÀÚ·áµéÀ» ´Ù·ç´ÂÁö¸¦ Ž»öÇϱâ À§ÇÏ¿© ¼­·Î ´Ù¸¥ 3°³ Çб³¿¡¼­ ±¸¼ºµÈ 14¼¼ºÎÅÍ 16¼¼±îÁö 6°³ ¼ÒÁý´ÜÀÇ ÇлýµéÀ» ´ë»óÀ¸·Î 2³â°£ÀÇ È°µ¿À» »ìÆ캸¾Ò´Ù. º¯Ä¢ ÀÚ·áµé¿¡ ´ëÇÑ ÇлýµéÀÇ ÀÌÇØ, ½Äº°, Çൿ¿¡ ´ëÇÑ ÁÖ¿ä Áú¹®À» ´äÇϱâ À§ÇØ ÇлýµéÀ» °üÂûÇÏ°í ¸é´ãÇÏ¿´À¸¸ç ÁöÇÊ º¸°í¸¦ ºÐ¼®ÇÏ¿´´Ù. ¿¬±¸ °á°ú´Â °³³äÀû Áö½ÄÀ¸·ÎºÎÅÍÀÇ ±â´ëµé; µµ±¸¿¡ ´ëÇÑ Á¢±Ù, ½Ã°£, ±×¸®°í Çб³ °úÇп¡¼­ÀÇ Æò°¡ Á¦¾àµé; ÀÎÁöÀû ¹× ÀνķÐÀû ü°è¿Í °°Àº ¿ë¾îµéÀ» ÅëÇØ Å½»öµÇ°í ³íÀǵǾú´Ù. °á·ÐÀûÀ¸·Î, ÇлýµéÀº º¯Ä¢ °á°úµéÀ» Ç¥³ª °¡Àå ÀûÇÕÇÑ ±×·¡ÇÁ·ÎºÎÅÍ ½Äº°Çس¾ ¼ö ÀÖ¾úÀ¸³ª °úÇÐÀû Á¢±Ù ´ë½Å ÀÏ»ó»ýÈ° ¶Ç´Â ¡°±â¼úÀû¡± ü°è¸¦ »ç¿ëÇÒ ¶§´Â ±×°Íµé¿¡ ´ëÇÑ ½ÇÁ¦Àû ÇൿÀ» ÃëÇÏÁö ¾Ê¾Ò´Ù. ±³½Ç°æ¿µ°ú ±³¼ö, Æò°¡Á¤Ã¥, ±×¸®°í ±³À°°úÁ¤ ¸ðÇü¿¡ ´ëÇÑ ½Ã»çÁ¡À» Á¦¾ÈÇÏ¿´À¸¸ç, À̸¦ ÅëÇØ °úÇÐÁ¶»çÈ°µ¿ ±³¼ö¹ý¿¡ ´ëÇÑ ÈÄ¼Ó ¿¬±¸¿Í °³¹ß¿¡ ´ëÇØ ³íÀÇÇÏ¿´´Ù.
This research explores how six small groups of 14-year-old to 16-year-old pupils, from three schools, dealt with anomalous results when they evaluated science investigations over a 2-year period. The pupils were observed, interviewed, and their written reports analysed to answer the main questions about their understanding, identification, and actions taken about anomalous results. The findings are explored and discussed in terms of expectations from conceptual knowledge; access to apparatus, time, and assessment constraints in school science; and the cognitive and epistemological frameworks used. Conclusions are that pupils can identify anomalous results from patterns in tables or graph lines of best fit but take little practical action about them as they use everyday or ¡°engineering¡± frameworks instead of authentic scientific approaches. The implications for management and teaching, for assessment policy, and the curriculum model adopted are suggested, as are the implications for further research and development in teaching investigative science.
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2. ÇлýµéÀÇ ÀÚ·á 󸮿¡ ´ëÇÑ ¼³¸í: ÇнÀÀÇ ÀüÀÌ¿¡ ´ëÇÑ ½Ã»çÁ¡
Students¡¯ Explanations of their Data Handling: Implications for transfer of learning.

Keiler, Leslie S.

International Journal of Science Education; Feb2007, Vol. 29, Issue 2, p151-172

ÀÌ ¿¬±¸¿¡¼­´Â Áßµî °úÇмö¾÷¿¡¼­ ÇлýµéÀÇ ÀÚ·á ó¸® Áö½Ä°ú ±â¼úÀÇ ±Ù¿øÀ» Ž»öÇÏ¿´´Ù. ÀüÀÌ°¡ ¾ðÁ¦ ÀϾ°í ÀϾÁö ¾Ê´ÂÁö, ÀüÀ̸¦ ÃËÁøÇÏ´Â Á¶°Ç, ´Ù¸¥ À¯ÇüÀÇ ÀüÀÌ°¡ ±³¼ö ÇнÀ¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» ±â¼úÇÔÀ¸·Î¼­ ÇнÀÀÇ ÀüÀ̸¦ ½ÇÁ¦ Çб³ »óȲ¿¡¼­ Ž»öÇÏ¿´´Ù. »ç·Ê¿¬±¸ ¹æ¹ýÀ¸·ÎºÎÅÍ ¼öÁýµÈ ÀÚ·á ¼¼Æ®´Â 13°³ÀÇ °úÇÐ ¼ö¾÷ ´Ü¿øÀÇ °üÂû ¹× 60¸íÀÇ Çлý°ú 11¸íÀÇ ±³»ç¿¡ ´ëÇÑ ÇÑ Çб⵿¾ÈÀÇ ¸é´ãÀ¸·Î ±¸¼ºµÇ¾ú´Ù. ¾îµð¼­, ¾ðÁ¦, ¾î¶»°Ô ±×µéÀÌ ÀÚ·á ¼öÁý Áö½Ä°ú ±â¼úÀ» ¾ò´ÂÁö¿¡ ´ëÇÑ ÇлýÀÇ ¿ä±¸µéÀ» ±â¼úÇÏ°í ºÐ¼®ÇÏ¿© ÀüÀÌ°¡ ÀϾ´ÂÁö ȤÀº »õ·Î¿î ±³¼ö¹ýÀÌ ¿ä±¸µÇ´ÂÁö¸¦ ÆǺ°ÇÏ¿´´Ù. ¿¬±¸ °á°ú´Â Áßµî °úÇмö¾÷¿¡¼­ ÀüÀÌ°¡ ÀϾ¸ç, ÇнÀ°ú ¼öÇà¿¡ À־ ±àÁ¤ÀûÀÌ°í ºÎÁ¤ÀûÀÎ °á°ú¸¦ µ¿½Ã¿¡ ³½´Ù´Â °ÍÀ» °­·ÂÇÏ°Ô ÁÖÀåÇÏ°í ÀÖ´Ù. ±×·¯¹Ç·Î, ±³À°ÀÚµé°ú ¿¬±¸ÀÚµéÀº ÀÌ·¯ÇÑ ÀüÀÌ¿¡ ´ëÇÑ ±â´ë¿Í ½Ã»çÁ¡¿¡ ´ëÇؼ­ ´Ù½Ã »ý°¢ÇÒ ÇÊ¿ä°¡ ÀÖ´Ù.
The study explored the origins of students¡¯ data handling knowledge and skills employed during secondary Science lessons. Transfer of learning was explored in an authentic school context, describing when transfer does and does not occur, conditions that appear to foster transfer, and impacts of different types of transfer on teaching and learning. The data sets collected through case study methods consisted of 13 units of Science lesson observations and interviews with 60 students and 11 teachers over the course of one academic year. Students¡¯ claims of where, when, and how they acquired data handling knowledge and skills were described and analyzed to determine whether transfer occurred or new teaching was required. The findings strongly suggest that transfer does occur among secondary school classrooms, having both positive and negative outcomes for learning and performance. Thus, educators and researchers need to rethink expectations about and implications of this transfer.
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3. ¡®¼ÒÈ­¡¯ ÁÖÁ¦¿¡ ´ëÇÑ Æ÷¸£Åõ°¥ ÃÊµî °úÇб³°ú¼­ ¿ª»çÀû ºÐ¼®(1920-2005)
Historical Analysis of Portuguese Primary School Textbooks (1920–2005) on the Topic of Digestion.

Carvalho, Graça S., Silva, Rui, Clément, Pierre

International Journal of Science Education; Feb2007, Vol. 29, Issue 2, p173-193

ÀúÀÚµéÀÇ ¼±Ç࿬±¸¿¡¼­ Æ÷¸£Åõ°¥ ÃʵîÇлý°ú ±³»çµéÀº ¼ÒÈ­ °úÁ¤À» Ç¥ÇöÇÔ¿¡ ÀÖ¾î ¼ÒÈ­ °æ·ÎÀÇ ¼ø¼­, Ç÷¾× Èí¼ö, ±×¸®°í ¼ÒÈ­±â´É°ú ´Ù¸¥ ÀÎü ±â´É°úÀÇ °ü·Ã¼º µî 3°¡Áö ÁÖ¿ä ¾î·Á¿òÀ» °¡Áö°í ÀÖ´Ù´Â °ÍÀ» ¹àÇû´Ù. ÀÌ ¿¬±¸¿¡¼­´Â 1920³âºÎÅÍ 2005³â±îÁö 63±ÇÀÇ Æ÷¸£Åõ°¥ ±³°ú¼­¿¡¼­ÀÇ ¼ÒÈ­ ÁÖÁ¦¸¦ ºÐ¼®ÇÏ¿´´Ù. ÀϹÝÀûÀ¸·Î ¼ÒÈ­ °úÁ¤¿¡ ´ëÇÑ(Ç÷¾× Èí¼ö¸¦ Æ÷ÇÔÇÏ¿©) ¹®ÀÚ ¼³¸íÀº ¸í·áÇÏ¿´À¸³ª, ±×¸²¿¡¼­ÀÇ È¥µ¿ÀÌ ¿¬±¸·Î »ïÀº ±â°£ ³»³» ÀÖ¾ú´Ù. Æ÷¸£Åõ°¥ µ¶ÀçÁ¤±Ç ½ÃÀý(1926-1974)ÀÇ ¿µÇâÀ» Áõ¸íÇϱâ À§ÇØ ÇÁ¶û½º ±³°ú¼­(¼ÒÈ­ °æ·Î¸¦ º¸´Ù ¸í·áÇÏ°Ô Ç¥ÇöÇϱâ À§ÇÑ ¸ñÀûÀ¸·Î °°Àº ½Ã±â¿¡ °³¹ßµÈ)¿ÍÀÇ °£´ÜÇÑ ºñ±³¸¦ ¼öÇàÇÏ¿´´Ù. ¿¬±¸ °á°ú ±³°ú¼­ »óÀÇ ºÎÀûÀýÇÑ ±×¸²Àº ¼ÒÈ­ ±â´É¿¡ ´ëÇÑ Á¤È®ÇÑ ÇнÀ¿¡ Áß¿äÇÑ ±³ÈÆÀû Àå¾Ö°¡ µÉ ¼ö ÀÖ´Ù´Â °ÍÀÌ´Ù.
Our previous studies have shown that Portuguese primary school pupils and teachers have three main difficulties in the representation of the digestion process: the sequence of the digestive tract, blood absorption, and the relationship of the digestive function with other human functions. In this study we analysed the topic of digestion in 63 Portuguese textbooks (1920–2005). In general, the textual explanation of the digestive process (including reference to blood absorption) is clear, but ¡°confusion¡± in images is persistent throughout the period studied. To demonstrate the influence of the period of the Portuguese dictatorship (1926–1974), a brief comparison with French textbooks (which developed during the same period with the aim of presenting clearer representations of the digestive tract) was carried out. Results suggest that inadequate images in textbooks may be the main
didactic obstacle to accurate learning of the digestive function.
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4. ½ÇÇè½Ç ½Ç½À ÅõÀÔÀ» ÅëÇÑ °úÇÐÀÇ ÀÎÁöÀû µµÁ¦
Cognitive Apprenticeship in Science through Immersion in Laboratory Practices.

Charney, Jeff; Hmelo-Silver, Cindy E.; Sofer, William; Neigeborn, Lenore; Coletta, Susan; Nemeroff, Martin

International Journal of Science Education; Feb2007, Vol. 29, Issue 2, p195-213

ÀÌ ¿¬±¸´Â Rutgars UniversityÀÇ ¿Î½º¸¸ Çлý ÀåÇÐ ÇÁ·Î±×·¥À̶ó´Â ÁýÁß ¿©¸§Çб³¿¡ Âü¿©ÇÏ´Â °íµîÇлýµéÀ» ´ë»óÀ¸·Î ÁøÁ¤ÇÑ °úÇРŽ±¸ ȯ°æ¿¡ ¾î¶»°Ô ¹ÝÀÀÇϴ°¡¸¦ Á¶»çÇÏ´Â °ÍÀÌ´Ù. ¿¬±¸ÀÚµéÀº ÇлýµéÀÌ Àü¹®°¡ °úÇÐÀÚµé°ú ºÐÀÚ À¯ÀüÇÐÀÇ ÇöÀç ¹®Á¦µé¿¡ ´ëÇÑ ¿¬±¸¿¡ Âü¿©Çϸ鼭 ¾î¶»°Ô µµÁ¦°¡ µÇ´ÂÁö¸¦ Á¶»çÇÏ¿´´Ù. ÇлýµéÀº ÀÌ ÇÁ·Î±×·¥ÀÇ ÇÑ ºÎºÐÀÎ ½ÇÇè½Ç È°µ¿°ú ¼¼¹Ì³ª¿¡ µ¿½Ã¿¡ Âü¿©ÇÏ¿´´Ù. ¿¬±¸ÀÚµéÀº ºÐÀÚ À¯ÀüÇп¡ ´ëÇÑ °³³ä Áö½Ä¿¡ ´ëÇÑ ÇнÀ°ú ±×µéÀÇ °úÇÐÀÇ º»¼º¿¡ ´ëÇÑ ½Å³ä±îÁö Á¶»çÇÏ¿´´Ù. ÇлýÀÇ °³³äÀû Áö½ÄÀº Áõ°¡ÇÏ¿´°í, °úÇÐÀÇ º»¼º¿¡ ´ëÇÑ ½Å³äÀº º¸´Ù ÀÓ½ÃÀûÀÎ °üÁ¡À¸·Î º¯È­ÇÏ¿´´Ù. ¿¬±¸ÀÚµéÀº ÇлýµéÀÇ Àú³ÎÀ» ÅëÇØ ÇлýµéÀÇ ÇнÀ¿¡ ´ëÇØ Á¤¼ºÀûÀ¸·Î Á¶»çÇÏ¿´´Âµ¥, ÀϺΠÇлýµéÀº Àú³ÎÀ» ÅëÇØ ½ÇÇè½Ç È°µ¿°ú ¼¼¹Ì³ª¸¦ ÅëÇØ Á¦±âµÈ ³íÁ¦µé¿¡ ´ëÇØ º¸´Ù Á¤±³ÇÑ »ç°í¹æ½ÄÀ» °³¹ßÇÏ¿´´Ù. ÀÌ·¯ÇÑ ¹æ½ÄµéÀº °¡¼³»ý¼ºÇϱâ, ´ë¾ÈÀû °¡¼³ °í·ÁÇϱâ, ¼³¸í¿¡ À־ ¸ðÇü°ú ³í¸®Àû ³íÀÇ ¼öÇàÇϱâ, »ý°¢µéÀ» ¿¬°áÇϱâ, °³³ä È®ÀåÇϱâ, Áú¹®Çϱ⠵ ´ëÇÑ ÁõÁøµÈ ´É·ÂÀ» Æ÷ÇÔÇÏ¿´´Ù. ÀÌ·¯ÇÑ °á°úµéÀº ½ÇÁ¦ °úÇÐ È°µ¿¿¡ ´ëÇÑ ¿¹ºñ´ëÇлýµéÀÇ ÁÖÀDZíÀº Âü¿©°¡ ±×µéÀÇ ÀÌÇØ¿Í ½Å³ä¿¡ Â÷À̸¦ ¸¸µé ¼ö ÀÖ´Ù´Â Á¡À» ÁÖÀåÇÑ´Ù.

This study investigates how high school students respond to an environment of authentic science inquiry while participating in an intensive summer institute, the Waksman Student Scholars Programme at Rutgers University. We examined how students apprenticed with expert scientists in a study of contemporary questions in molecular genetics. Students engaged in both laboratory practices and seminars as part of their experience in this program. We assessed student learning about conceptual knowledge of molecular genetics as well as their beliefs about the nature of science. Student conceptual knowledge increased and their beliefs about the nature of science changed to a more tentative perspective. We examined student learning qualitatively through their journals, which showed that some students were developing more sophisticated ways of thinking about the issues that were raised in their seminars and laboratory research. These ways included an increased ability to generate hypotheses, consider alternative hypotheses, implement models and logical argumentation in explanations, connect ideas, extend concepts, and ask questions. These results suggest that meaningfully engaging pre-college students in the practice of real science can make a difference in their understanding and beliefs.
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5. GiereÀÇ ÀÎÁöÀû °úÇиðÇü °üÁ¡¿¡¼­ º» È£Èí°³³ä¿¡ ´ëÇÑ °íµîÇб³ ÇлýµéÀÇ °³³äÀû ÁøÈ­
High-school Students' Conceptual Evolution of the Respiration Concept from the Perspective of Giere's Cognitive Science Model.

Alzate, Oscar E. Tamayo; Puig, Neus Sanmartí

International Journal of Science Education; Feb2007, Vol. 29 Issue 2, p215-248

ÀÌ ¿¬±¸´Â °³³äº¯È­°¡ °úÇмö¾÷¿¡¼­ ¾î¶»°Ô ÀϾ´Â°¡¶ó´Â Áú¹®¿¡ ´ëÇØ GiereÀÇ ÀÎÁöÀû °úÇÐ ¸ðÇüÀ¸·ÎºÎÅÍ ´ë´äÇÏ°í ÀÖ´Ù. ÀÌ ¿¬±¸´Â 21¸íÀÇ ½ºÆäÀÎ ¡°Bachillerato¡± ¶Ç´Â ¹Ù¸£¼¿·Î³ª °ø¸³°íµîÇб³ÀÇ °íµîÇлý(17¼¼)À» ´ë»óÀ¸·Î ÇÏ¿´´Ù. È£Èí¿¡ ´ëÇÑ ÇлýÀÇ Á¤½ÅÀû Ç¥ÇöÀ» Á¶»çÇÑ ÈÄ ÀÌ »ý°¢µéÀÇ ÁøÈ­¿¡ ´ëÇؼ­ ¿¬±¸ÇÏ¿´´Ù. ¿¬±¸ ´ë»óÀ» ¼±Á¤ÇÔ¿¡ ÇлýÀÇ Çй®Àû ¼öÇàÀ» ÁØ°Å·Î »ï¾Æ¼­, °í±Þ Çй®Àû ¼öÇà 1¸í, Áß±Þ 2¸í, ÇÏ±Þ 1¸íÀ» ¼±Á¤ÇÏ¿´´Ù. °í±Þ ¼öÇà°ú ÇÏ±Þ ¼öÇà µÎ °¡Áö »ç·Ê¿¡ ´ëÇؼ­´Â ±íÀÌ ÀÖ´Â ºÐ¼®À» ½Ç½ÃÇÏ¿´´Ù. ÀÌ µÎ »ç·Ê¸¸ ¼±ÅÃÇÑ ¸ñÀûÀº º¸´Ù ¸íÈ®ÇÑ ´ëÁ¶¸¦ À§ÇÔÀ̾ú´Ù. ¿¬±¸ÀÚµéÀº ¾î¶² Çлý¿¡°Ô´Â ´Ù¾çÇÑ ¾ÈÁ¤ÀûÀÎ ±×¸®°í À¯¿ëÇÑ ¼³¸íÀû ¸ðÇüÀÌ °øÁ¸ÇÔÀ» ¾Ë¾Æ³Â´Ù. ´Ù¸¥ ÇлýµéÀº ¼³¸íÀû ¸ðÇü´ë½Å ºÐÈ­µÇÁö ¾ÊÀº »ý°¢ÀÇ ÁýÇÕµéÀ» »ç¿ëÇÏ¿´´Ù: ±×µéÀº ºñÆÇÀûÀÎ ±×¸®°í Ãß»óÀûÀÎ ´É·ÂÀ» °ÅÀÇ µå·¯³»Áö ¸øÇÑ ÇлýµéÀ̾ú´Ù. ¿ì¸®ÀÇ ¿¬±¸¿¡¼­ ¸ðÇüÀ» È°¿ëÇÑ ÇлýµéÀº º¸´Ù Á¤ÇÕÀûÀÌ°í ÀÀÁý·ÂÀÖ´Â ¼³¸íÀ» ²ø¾î³»¾ú°í, ÀÌ ¸ðÇüµéÀ» ´Ù¾çÇÑ »óȲ¿¡ µû¶ó º¸´Ù Á¤±³ÇÏ°Ô È°¿ëÇÏ¿´´Ù. ¿ì¸®´Â °³³äÀû ÁøÈ­ÀÇ Á¡ÁøÀû °úÁ¤À» °üÂûÇÏ¿´´Ù. Áï, ¸ðÇü Áý´ÜÀ» ±¸¼ºÇÏ´Â ¸ðÇü °£ÀÇ ºÐÈ­¿Í ´õºÒ¾î ÀÌ·¯ÇÑ Æ¯Á¤ ¸ðÇü °¢°¢¿¡¼­ÀÇ ³»Àû dzºÎ°¡ µ¿½Ã¿¡ ¹ß»ýÇß´Ù. ÀÌ·¯ÇÑ °üÁ¡À¸·ÎºÎÅÍ °³³äÀû ÁøÈ­´Â ´Ù¸¥ ¼³¸íÀû ¸ðÇü¿¡ ¼ÓÇÑ »ý°¢µéÀ» ³ª¶õÈ÷ º´·Ä½ÃÅ´À¸·Î µµ´ÞÇÒ ¼ö ÀÖ´Â °ÍÀÌ ¾Æ´Ï¶ó, ÁÖ¾îÁø ½ÇÀ縦 ¼³¸íÇÏ·Á´Â ½Ãµµ¿¡¼­ ´Ù¸¥ ¸ðÇüµé °£ÀÇ À¯»çÁ¡°ú Â÷ÀÌÁ¡À» ½Äº°ÇÔÀ¸·Î¼­ °¡´ÉÇÏ´Ù.
We address the question ¡°how does conceptual change take place in the science classroom?¡± from the perspective of Giere's cognitive science model. The research work involved a group of 21 students from the first year of the Spanish ¡°Bachillerato¡± or upper secondary school (17 year olds) in a public high school in Barcelona. Once the students' mental representations about respiration were known, the study of their evolution started. Academic performance of students was chosen as the criterion to select the subjects: one with high academic performance, two with medium academic performance, and one with low academic performance. The analysis refers to two of the cases that were analyzed in depth: one with high academic performance and the other with low academic performance. The aim of selecting only these two cases was to achieve a better contrast among them. We found that, in some subjects, there was co-existence of various stable and useful explicative models, with reference to different situations. Other students used undifferentiated sets of ideas instead of explicative models; they are students who show little critical and abstractive capacity. In our study, those students who used models drew more coherent and cohesive explanations, and those models were used more specifically according to the various contexts. We observed a gradual process of conceptual evolution, in which, differentiation among the models that constitute the model family, as well as internal enrichment of each of those specific models took place at the same time. From this perspective, conceptual evolution is not reached by the juxtaposition of ideas belonging to different explicative models, but by the identification of similarities and differences among the different models that attempt to explain a given reality.

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