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Drawing to Learn in Science
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/(sici)1098-2736(199901)36:1<39::aid-tea4>3.0.co;2-iopenalex-snapshot
Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics
inferredcites →https://doi.org/10.1002/sce.20352openalex-snapshot
The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter
inferredcites →https://doi.org/10.1006/ijhc.1996.0048openalex-snapshot
External cognition: how do graphical representations work?
inferredcites →https://doi.org/10.1007/1-4020-3613-2openalex-snapshot
Visualization in Science Education
inferredcites →https://doi.org/10.1007/978-1-4020-6494-4openalex-snapshot
Model Based Learning and Instruction in Science
inferredcites →https://doi.org/10.1007/978-3-642-14363-2openalex-snapshot
Advances in Intelligent Tutoring Systems
inferredcites →https://doi.org/10.1007/s10648-005-8136-3openalex-snapshot
The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis
inferredcites →https://doi.org/10.1007/s11165-009-9154-9openalex-snapshot
Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change
inferredcites →https://doi.org/10.1016/0364-0213(89)90002-5openalex-snapshot
Self-explanations: How students study and use examples in learning to solve problems
inferredcites →https://doi.org/10.1016/j.learninstruc.2006.03.001openalex-snapshot
DeFT: A conceptual framework for considering learning with multiple representations
inferredcites →https://doi.org/10.1016/j.learninstruc.2009.05.002openalex-snapshot
Developing and evaluating a strategy for learning from animations
inferredcites →https://doi.org/10.1016/s0364-0213(03)00033-8openalex-snapshot
The effects of self-explaining when learning with text or diagrams
inferredcites →https://doi.org/10.1016/s0959-4752(02)00020-8openalex-snapshot
Improving cross-content transfer in text processing by means of active graphical representation
inferredcites →https://doi.org/10.1016/s0959-4752(98)00051-6openalex-snapshot
Representation construction, externalised cognition and individual differences
inferredcites →https://doi.org/10.1017/cbo9780511816833openalex-snapshot
The Cambridge Handbook of the Learning Sciences
inferredcites →https://doi.org/10.1080/09500690500339621openalex-snapshot
Different Countries, Same Science Classes: Students’ experiences of school science in their own words
inferredcites →https://doi.org/10.1080/09500690701630455openalex-snapshot
Drawings as Representations of Children's Conceptions
inferredcites →https://doi.org/10.1080/095006999290534openalex-snapshot
Exploring a hydrological concept through children's drawings
inferredcites →https://doi.org/10.1126/science.1182593openalex-snapshot
Supporting Students in Developing Literacy in Science
inferredcites →https://doi.org/10.1126/science.1182595openalex-snapshot
Literacy and Science: Each in the Service of the Other
inferredcites →https://doi.org/10.1126/science.1183944openalex-snapshot
Arguing to Learn in Science: The Role of Collaborative, Critical Discourse
inferredcites →https://doi.org/10.1163/1568537042484896openalex-snapshot
Cognition, Construction and Culture: Visual Theories in the Sciences
inferredcites →https://doi.org/10.1163/9789460911453_005openalex-snapshot
Model-Based Reasoning in Scientific Practice
inferredcites →https://doi.org/10.1207/s1532690xci2202_1openalex-snapshot
Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction
inferredcites →https://doi.org/10.1207/s1532690xci2203_2openalex-snapshot
Metarepresentation: Native Competence and Targets for Instruction
inferredcites →https://doi.org/10.1207/s1532690xci2304_1openalex-snapshot
Inventing Mapping: Creating Cultural Forms to Solve Collective Problems
inferredcites →https://doi.org/10.1207/s15327809jls0403_3openalex-snapshot
The Emergence of Abstract Representations in Dyad Problem Solving
inferredcites →https://doi.org/10.1207/s15327809jls0902_1openalex-snapshot
The Roles of Representations and Tools in the Chemistry Laboratory and Their Implications for Chemistry Learning
inferredcites →https://doi.org/10.1207/s15516709cog1302_1openalex-snapshot
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
inferredcites →https://doi.org/10.2307/2655272openalex-snapshot
Pandora's Hope: Essays on the Reality of Science Studies
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.11646/zootaxa.5039.4.5zenodo-depositor-declared
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inferred← citeshttps://doi.org/10.1002/acp.3671openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/acp.3774openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/acp.3980openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/acp.4100openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/acp.4249openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/ase.1766openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/ase.1929openalex-snapshot
Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three‐Dimensional Spatial Understanding
inferred← citeshttps://doi.org/10.1002/ase.2030openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/bmb.20719openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/bmb.21093openalex-snapshot
The polygonal model: A simple representation of biomolecules as a tool for teaching metabolism
inferred← citeshttps://doi.org/10.1002/ckon.202200007openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/nse2.20127openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/ppp3.40openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.21055openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.21128openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.21668openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.21685openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.21693openalex-snapshot
Science teachers’ and students’ metavisualization in scientific modeling
inferred← citeshttps://doi.org/10.1002/sce.21765openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.21909openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/sce.70050openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21089openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21093openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21446openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21533openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21590openalex-snapshot
Drawing to reason and learn in science
inferred← citeshttps://doi.org/10.1002/tea.21650openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21814openalex-snapshot
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits
inferred← citeshttps://doi.org/10.1002/tea.21862openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21966openalex-snapshot
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education
inferred← citeshttps://doi.org/10.1002/tl.20240openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-030-17398-2_5openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-030-56047-8_11openalex-snapshot
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The Use of the Constructivist Teaching Sequence (CTS) to Facilitate Changes in the Visual Representations of Fifth-Grade Elementary School Students: A Case Study on Teaching Heat Convection Concepts
inferred← citeshttps://doi.org/10.1007/s10763-026-10653-3openalex-snapshot
A Systematic Review of Empirical Research on Graphing Numerical Data in K–12 STEM Education
inferred← citeshttps://doi.org/10.1007/s10956-013-9468-2openalex-snapshot
Using Drawing Technology to Assess Students’ Visualizations of Chemical Reaction Processes
inferred← citeshttps://doi.org/10.1007/s10956-014-9497-5openalex-snapshot
Exploring Shifts in Middle School Learners’ Modeling Activity While Generating Drawings, Animations, and Computational Simulations of Molecular Diffusion
inferred← citeshttps://doi.org/10.1007/s10956-014-9540-6openalex-snapshot
Understanding Elementary Astronomy by Making Drawing-Based Models
inferred← citeshttps://doi.org/10.1007/s10956-016-9662-0openalex-snapshot
Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills
inferred← citeshttps://doi.org/10.1007/s10956-017-9707-zopenalex-snapshot
Stimulating Scientific Reasoning with Drawing-Based Modeling
inferred← citeshttps://doi.org/10.1007/s10956-019-09807-6openalex-snapshot
Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing?
inferred← citeshttps://doi.org/10.1007/s10956-021-09918-zopenalex-snapshot
Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations
inferred← citeshttps://doi.org/10.1007/s10956-021-09934-zopenalex-snapshot
Computational Thinking Integration into Science Classrooms: Example of Digestive System
inferred← citeshttps://doi.org/10.1007/s10956-026-10325-5openalex-snapshot
Enhancing Pseudoscience Discernment through Student-generated Educational Animations
inferred← citeshttps://doi.org/10.1007/s10972-014-9384-1openalex-snapshot
Teaching Scientific Practices: Meeting the Challenge of Change
inferred← citeshttps://doi.org/10.1007/s10984-014-9166-xopenalex-snapshot
Survey of classroom use of representations: development, field test and multilevel analysis
inferred← citeshttps://doi.org/10.1007/s11165-013-9379-5openalex-snapshot
What do Cells Really Look Like? An Inquiry into Students’ Difficulties in Visualising a 3-D Biological Cell and Lessons for Pedagogy
inferred← citeshttps://doi.org/10.1007/s11165-014-9405-2openalex-snapshot
Drawing on Experience: How Domain Knowledge Is Reflected in Sketches of Scientific Structures and Processes
inferred← citeshttps://doi.org/10.1007/s11165-016-9515-0openalex-snapshot
Student Visual Communication of Evolution
inferred← citeshttps://doi.org/10.1007/s11165-016-9525-yopenalex-snapshot
When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools
inferred← citeshttps://doi.org/10.1007/s11165-017-9634-2openalex-snapshot
Visual Literacy in Preservice Teachers: a Case Study in Biology
inferred← citeshttps://doi.org/10.1007/s11165-017-9657-8openalex-snapshot
Development and Application of a Category System to Describe Pre-Service Science Teachers’ Activities in the Process of Scientific Modelling
inferred← citeshttps://doi.org/10.1007/s11165-018-9792-xopenalex-snapshot
Attitudes of Biology Teachers Towards Learner-Generated External Visual Representations
inferred← citeshttps://doi.org/10.1007/s11165-018-9804-xopenalex-snapshot
An Experienced Science Teacher’s Metavisualization in the Case of the Complex System of Carbon Cycling
inferred← citeshttps://doi.org/10.1007/s11165-019-9831-2openalex-snapshot
Primary and Secondary Students’ Understanding of the Rainfall Phenomenon and Related Water Systems: a Comparative Study of Two Methodological Approaches
inferred← citeshttps://doi.org/10.1007/s11165-021-10004-yopenalex-snapshot
Analysis of Students’ Diagrams Explaining Scientific Phenomena
inferred← citeshttps://doi.org/10.1007/s11165-021-10036-4openalex-snapshot
Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms
inferred← citeshttps://doi.org/10.1007/s11165-023-10107-8openalex-snapshot
Students’ Drawings, Conceptual Models, and Chemistry Understanding in the Air-Quality Learning Unit
inferred← citeshttps://doi.org/10.1007/s11165-024-10217-xopenalex-snapshot
Co-drawing to Learn in Science
inferred← citeshttps://doi.org/10.1007/s11165-025-10278-6openalex-snapshot
Exploring Elementary Students’ Perceptions of Scientists Through Drawing and Epistemic Network Analysis: Uncovering Differences by Grade and Gender
inferred← citeshttps://doi.org/10.1007/s11165-026-10355-4openalex-snapshot
Investigating Mechanistic Reasoning Through Student-Generated Sequential Diagrams and Written Explanations: How Lower Secondary Students Explain Sugar Dissolving
inferred← citeshttps://doi.org/10.1007/s11165-026-10384-zopenalex-snapshot
Supporting Science Teachers to Embed Writing: Teacher Perspectives and Curriculum Redesign
inferred← citeshttps://doi.org/10.1007/s11191-020-00184-wopenalex-snapshot
The Role of Physical and Computer-Based Experiences in Learning Science Using a Complex Systems Approach
inferred← citeshttps://doi.org/10.1007/s11251-015-9355-8openalex-snapshot
The impact of classroom context upon 1st and 2nd grade students’ critical criteria for science representations
inferred← citeshttps://doi.org/10.1007/s11251-016-9402-0openalex-snapshot
Is having more prerequisite knowledge better for learning from productive failure?
inferred← citeshttps://doi.org/10.1007/s11251-020-09513-6openalex-snapshot
Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support
inferred← citeshttps://doi.org/10.1007/s11251-021-09567-0openalex-snapshot
Effects of interactive teacher-generated drawings on students’ understanding of plate tectonics
inferred← citeshttps://doi.org/10.1007/s11251-022-09599-0openalex-snapshot
Spatial supports for comparison in educational science images
inferred← citeshttps://doi.org/10.1007/s11412-013-9180-5openalex-snapshot
Collaborative drawing on a shared digital canvas in elementary science education: The effects of script and task awareness support
inferred← citeshttps://doi.org/10.1007/s11412-020-09328-0openalex-snapshot
Dialogic intervisualizing in multimodal inquiry
inferred← citeshttps://doi.org/10.1007/s11412-024-09442-3openalex-snapshot
How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks
inferred← citeshttps://doi.org/10.1007/s11412-026-09493-8openalex-snapshot
Knowledge building–modeling: Grade 5 students creating models, using discourse analytics, and advancing systems thinking
inferred← citeshttps://doi.org/10.1007/s11422-016-9777-xopenalex-snapshot
Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”
inferred← citeshttps://doi.org/10.1007/s11422-023-10185-0openalex-snapshot
Pictorial representations of preservice elementary teachers’ views about science teaching and learning
inferred← citeshttps://doi.org/10.1007/s11422-026-10294-6openalex-snapshot
Unlearning the March of Progress: visual ideology and critical visual literacy in evolution education
inferred← citeshttps://doi.org/10.1007/s11423-014-9345-6openalex-snapshot
GearSketch: an adaptive drawing-based learning environment for the gears domain
inferred← citeshttps://doi.org/10.1007/s11423-021-10022-7openalex-snapshot
Knowledge building: idea-centered drawing and writing to advance community knowledge
inferred← citeshttps://doi.org/10.1007/s11423-021-10042-3openalex-snapshot
Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness
inferred← citeshttps://doi.org/10.1007/s11423-022-10094-zopenalex-snapshot
Designing and delivering representation-focused science lessons in a digital learning environment
inferred← citeshttps://doi.org/10.1007/s12564-015-9362-0openalex-snapshot
Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students
inferred← citeshttps://doi.org/10.1007/s13138-021-00182-7openalex-snapshot
Skizzen zeichnen zu Modellierungsaufgaben – Eine Analyse themenspezifischer Differenzen einer Visualisierungsstrategie beim mathematischen Modellieren
inferred← citeshttps://doi.org/10.1007/s40299-013-0133-6openalex-snapshot
Adaptation of an Inquiry Visualization Curriculum and its Impact on Chemistry Learning
inferred← citeshttps://doi.org/10.1007/s40299-015-0247-0openalex-snapshot
Supporting Scientific Explanations with Drawings and Narratives on Tablet Computers: An Analysis of Explanation Patterns
inferred← citeshttps://doi.org/10.1007/s40670-016-0358-0openalex-snapshot
Content Evaluation, Usage Profile, and Student Preferences Related to a Medical Student Wiki for Student-Authored Learning Resources (Carverpedia)
inferred← citeshttps://doi.org/10.1007/s42321-023-00152-xopenalex-snapshot
Exploring the Alignment of Visual Languaging with a Pluriliteracies Model for Deeper Learning in English Language Classrooms
inferred← citeshttps://doi.org/10.1007/s42322-024-00171-7openalex-snapshot
Encouraging children’s learning and curiosity towards fish: the importance of outdoor science experiences and the inclusion of didactic activities
inferred← citeshttps://doi.org/10.1007/s42330-025-00356-2openalex-snapshot
Talking Sketches as Sites for Collective Spatial Visualization in STEM Teaching
inferred← citeshttps://doi.org/10.1007/s44217-024-00354-wopenalex-snapshot
Enriching STEAM education with visual art: education benefits, teaching examples, and trends
inferred← citeshttps://doi.org/10.1007/s44217-025-00861-4openalex-snapshot
Exploring elementary students’ learning of astronomy through constructing visual representations
inferred← citeshttps://doi.org/10.1007/s44217-026-01792-4openalex-snapshot
Changes in students visual representations of the greenhouse effect following GenAI based reading model in elementary education
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.14068-0openalex-snapshot
Apprenticeship learning
inferred← citeshttps://doi.org/10.1016/j.aanat.2026.152783openalex-snapshot
Neurocognitive outcomes of reinforced representational modelling in anatomical learning: The role of executive functions
inferred← citeshttps://doi.org/10.1016/j.actpsy.2014.06.007openalex-snapshot
Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy
inferred← citeshttps://doi.org/10.1016/j.actpsy.2023.104039openalex-snapshot
Drawing as a strategy for children to learn ancient Chinese poetry
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2013.04.001openalex-snapshot
Self-generated drawings for supporting comprehension of a complex animation
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2014.07.003openalex-snapshot
Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2017.01.002openalex-snapshot
Spontaneous spatial strategy use in learning from scientific text
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2017.05.001openalex-snapshot
Does visualization affect monitoring accuracy, restudy choice, and comprehension scores of students in primary education?
inferred← citeshttps://doi.org/10.1016/j.compedu.2015.02.008openalex-snapshot
Stereoscopic 3D's impact on constructing spatial hands-on representations
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104460openalex-snapshot
Effects of verbal and visual support on learning by tablet-based drawing
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104641openalex-snapshot
Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104793openalex-snapshot
Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment: An experimental study
inferred← citeshttps://doi.org/10.1016/j.destud.2013.10.002openalex-snapshot
Two experimental studies on creative concept combinations in modular design of electronic embedded systems
inferred← citeshttps://doi.org/10.1016/j.destud.2023.101184openalex-snapshot
The effect of disciplinary diversity on design idea generation in dyadic teams
inferred← citeshttps://doi.org/10.1016/j.hpe.2020.01.004openalex-snapshot
Visual Note Taking for Medical Students in the Age of Instagram
inferred← citeshttps://doi.org/10.1016/j.jmb.2018.04.043openalex-snapshot
Molecular Illustration in Research and Education: Past, Present, and Future
inferred← citeshttps://doi.org/10.1016/j.jss.2021.05.036openalex-snapshot
Learner Drawing and Sculpting in Surgical Education: A Systematic Review
inferred← citeshttps://doi.org/10.1016/j.lcsi.2016.12.004openalex-snapshot
Children's representations of learning through drawings
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2013.01.003openalex-snapshot
Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning
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