I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
,
p
p
.
10
45
~
10
54
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v9
i
4
.
2
0
4
6
2
1045
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The urg
ency
o
f
re
lig
io
us a
nd cult
ur
a
l science in
STE
M
educa
tion:
A
me
t
a
data
ana
ly
sis
Wo
ro
Su
m
a
rni,
Z
ulfa
t
ul F
a
iza
h,
B
a
m
ba
ng
Su
ba
li,
W.
Wiy
a
nto
,
E
llia
na
wa
t
i
S
c
ien
c
e
Ed
u
c
a
ti
o
n
S
tu
d
y
P
ro
g
ra
m
,
Un
iv
e
rsitas
Ne
g
e
ri
S
e
m
a
ra
n
g
,
In
d
o
n
e
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ja
n
2,
2
0
2
0
R
ev
is
ed
Au
g
12
,
2
0
2
0
Acc
ep
ted
Oct
1
1
,
2
0
2
0
Th
e
2
1
st
c
e
n
t
u
ry
e
d
u
c
a
ti
o
n
e
n
g
a
g
e
s
stu
d
e
n
ts
t
o
h
a
v
e
h
i
g
h
e
r
o
rd
e
r
th
i
n
k
i
n
g
a
n
d
sc
ien
ti
fic
li
tera
c
y
sk
il
ls.
Ho
we
v
e
r,
th
e
se
a
b
il
it
ies
in
In
d
o
n
si
a
a
re
stil
l
re
lativ
e
ly
lo
w,
e
sp
e
c
ially
st
u
d
e
n
t
’s
sc
ien
ti
fic
li
tera
c
y
sk
il
ls.
On
e
so
lu
ti
o
n
t
o
th
e
p
r
o
b
lem
o
f
lo
w
sc
ien
ti
fic
li
tera
c
y
sk
il
ls
in
In
d
o
n
e
s
ia
is
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
S
TE
M
e
d
u
c
a
ti
o
n
.
H
o
we
v
e
r,
a
s
tec
h
n
o
l
o
g
y
a
d
v
a
n
c
e
s
p
u
rs
u
e
d
in
S
TE
M
e
d
u
c
a
ti
o
n
,
re
li
g
i
o
u
s
a
n
d
c
u
lt
u
ra
l
sc
ien
c
e
s
in
c
re
a
sin
g
l
y
se
p
a
ra
te
t
h
e
m
se
lv
e
s
fro
m
sc
ien
c
e
.
Cu
lt
u
ra
l
sc
ien
c
e
is r
a
re
ly
imp
lem
e
n
ted
in
lea
rn
i
n
g
so
th
a
t
m
a
n
y
stu
d
e
n
ts
d
o
n
o
t
k
n
o
w
th
e
ir
o
wn
c
u
lt
u
re
.
Th
e
c
o
n
tra
b
e
twe
e
n
sc
ien
c
e
a
n
d
re
li
g
io
n
a
lso
m
a
k
e
s
stu
d
e
n
ts’s
p
e
rc
e
p
ti
o
n
o
f
re
li
g
i
o
n
a
n
d
sc
ien
c
e
a
re
two
in
d
e
p
e
n
d
e
n
t
k
n
o
wle
d
g
e
a
n
d
c
a
n
n
o
t
b
e
u
n
it
e
d
.
Th
r
o
u
g
h
li
tera
t
u
re
s
tu
d
ies
th
a
t
h
a
v
e
b
e
e
n
c
a
rried
o
u
t
fro
m
v
a
ri
o
u
s
j
o
u
r
n
a
l
a
rti
c
le
se
a
rc
h
sites
,
th
is
a
rti
c
le
d
isc
u
ss
e
s
h
o
w
imp
o
rtan
t
re
li
g
io
u
s
a
n
d
c
u
lt
u
ra
l
sc
ien
c
e
s
a
re
to
b
e
imp
lem
e
n
ted
i
n
to
S
T
EM
e
d
u
c
a
ti
o
n
.
T
h
e
re
latio
n
sh
i
p
b
e
twe
e
n
re
l
ig
io
n
a
n
d
sc
ien
c
e
,
c
u
lt
u
re
a
n
d
sc
ien
c
e
,
c
u
lt
u
re
a
n
d
re
li
g
i
o
n
a
n
d
th
e
u
rg
e
n
c
y
o
f
re
li
g
io
n
a
n
d
c
u
lt
u
r
e
in
S
TE
M
e
d
u
c
a
ti
o
n
a
re
a
lso
d
isc
u
ss
e
d
in
th
is
a
rti
c
le.
Th
e
re
su
lt
s
o
f
th
is
stu
d
y
p
ro
p
o
se
so
l
u
ti
o
n
s
so
th
a
t
sc
ien
c
e
e
d
u
c
a
ti
o
n
c
a
n
b
e
im
p
lem
e
n
ted
with
RE
-
S
T
EM
lea
rn
i
n
g
t
o
o
v
e
r
c
o
m
e
th
e
g
a
p
b
e
twe
e
n
re
li
g
io
n
,
c
u
lt
u
re
a
n
d
sc
ien
c
e
.
S
o
,
t
h
a
t
stu
d
e
n
ts
will
h
a
v
e
a
m
o
re
b
a
lan
c
e
d
k
n
o
wle
d
g
e
i
n
re
li
g
i
o
n
,
e
th
n
o
sc
ien
c
e
a
n
d
sc
ien
c
e
fro
m
R
E
-
S
TE
M
in
teg
ra
ti
o
n
.
K
ey
w
o
r
d
s
:
E
th
n
o
s
cien
ce
R
elig
io
n
R
E
-
STE
M
STE
M
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
W
o
r
o
Su
m
ar
n
i
,
Scien
ce
E
d
u
ca
tio
n
Stu
d
y
Pro
g
r
am
,
Po
s
tg
r
ad
u
ate
,
Un
iv
er
s
itas
Neg
er
i Sem
ar
an
g
,
Po
s
tg
r
ad
u
ate
C
am
p
u
s
,
I
I
I
K
elu
d
Utar
a
R
o
ad
,
Sem
ar
a
n
g
5
0
2
3
7
,
I
n
d
o
n
esia
.
E
m
ail:
wo
r
o
s
u
m
ar
n
i@
m
ail.
u
n
n
es.a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
E
ac
h
in
d
iv
id
u
al
is
r
eq
u
ir
ed
t
o
h
av
e
2
1
s
t
ce
n
tu
r
y
s
k
ills
n
am
ely
p
r
o
b
lem
s
o
lv
in
g
,
c
o
m
m
u
n
icatio
n
,
co
llab
o
r
atio
n
,
team
wo
r
k
,
cr
it
ical
th
in
k
in
g
,
cr
ea
tiv
e
th
in
k
i
n
g
an
d
th
e
u
s
e
o
f
in
f
o
r
m
ati
o
n
tech
n
o
lo
g
y
an
d
co
m
m
u
n
icatio
n
[
1
,
2]
.
T
h
ese
s
k
ills
ar
e
cr
itical
an
d
cr
ea
t
iv
e
th
in
k
in
g
s
k
ills
wh
ich
th
e
p
a
r
t
o
f
th
e
h
ig
h
e
r
lev
el
th
in
k
in
g
s
k
ills
th
at
ar
e
b
ein
g
d
ev
elo
p
e
d
in
th
e
I
n
d
o
n
esian
ed
u
ca
tio
n
c
u
r
r
icu
lu
m
.
T
h
is
s
k
ill
h
as
b
eg
u
n
to
b
e
s
u
p
p
lied
b
y
teac
h
er
s
ev
en
th
o
u
g
h
th
e
r
e
ar
e
s
till
m
an
y
o
b
s
tacle
s
in
its
im
p
lem
en
tatio
n
in
th
e
class
r
o
o
m
.
L
ik
ewise,
with
s
cien
ce
liter
ac
y
wer
e
also
s
o
m
e
s
ig
n
if
ican
t
s
k
ill
in
th
e
2
1
s
t
ce
n
tu
r
y
is
th
e
r
esu
lt
o
f
lear
n
in
g
d
esire
d
b
y
ed
u
ca
to
r
s
[
3
,
4]
.
B
u
t
u
n
f
o
r
tu
n
ately
,
th
e
lev
el
o
f
s
cien
tific
liter
ac
y
o
f
s
tu
d
en
ts
in
I
n
d
o
n
esia
is
s
till
r
elativ
ely
lo
w.
T
h
is
ca
n
b
e
s
ee
n
in
th
e
s
cien
tific
lite
r
ac
y
r
a
n
k
in
g
o
f
1
5
-
y
ea
r
-
o
ld
I
n
d
o
n
esian
s
tu
d
en
ts
b
ased
o
n
PISA
r
esp
ec
tiv
ely
3
8
3
,
3
8
2
,
4
0
3
,
f
o
r
2
0
0
9
,
2
0
1
2
a
n
d
2
0
1
5
.
T
h
e
ac
q
u
is
itio
n
o
f
l
o
w
s
cien
tific
liter
ac
y
s
co
r
es
s
h
o
ws
th
at
th
e
s
cien
ce
k
n
o
wled
g
e
o
f
I
n
d
o
n
esian
s
tu
d
en
t
s
is
s
till
n
o
t
ex
ten
s
iv
e.
Dis
cu
s
s
io
n
o
f
m
o
r
al
v
alu
e
is
n
o
t
f
ar
f
r
o
m
c
u
ltu
r
e
an
d
r
elig
io
n
.
I
n
d
o
n
esia
is
a
c
o
u
n
tr
y
th
at
h
o
l
d
s
tig
h
t
cu
ltu
r
e
an
d
m
an
n
er
s
,
a
n
d
also
u
s
es
s
tr
o
n
g
g
u
id
elin
es
f
r
o
m
r
elig
io
u
s
k
n
o
wled
g
e.
T
ec
h
n
o
lo
g
ical
ad
v
an
ce
s
th
at
ar
e
g
r
o
win
g
r
ap
id
ly
ev
e
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
45
-
10
54
1046
m
o
r
e
p
u
s
h
in
g
b
ac
k
th
e
o
ld
c
u
ltu
r
e.
C
u
ltu
r
al
k
n
o
wled
g
e
is
b
ec
o
m
in
g
in
cr
ea
s
in
g
ly
d
is
tan
t
f
r
o
m
th
e
w
o
r
ld
o
f
ed
u
ca
tio
n
.
T
h
e
d
o
m
in
an
ce
o
f
k
n
o
wled
g
e
a
n
d
n
o
r
m
s
o
f
s
cien
ce
in
th
e
STE
M
cu
r
r
icu
lu
m
i
s
b
ased
o
n
W
ester
n
k
n
o
wled
g
e
wh
ic
h
m
ak
es
p
e
o
p
le
b
ec
o
m
e
alien
t
o
th
ei
r
o
wn
cu
ltu
r
e
[
5
]
.
T
h
e
r
ef
o
r
e
,
th
e
d
ev
elo
p
m
e
n
t
o
f
s
cien
tific
liter
ac
y
n
ee
d
s
to
b
e
f
o
cu
s
ed
o
n
cu
r
r
icu
lu
m
c
o
n
te
n
t
th
at
p
ay
s
atten
tio
n
to
c
u
ltu
r
e
an
d
d
aily
life
to
m
ak
e
it m
o
r
e
c
o
n
tex
t
u
al
[
6
]
.
On
e
s
o
lu
tio
n
o
f
th
is
p
r
o
b
lem
is
to
m
ak
e
cu
ltu
r
e
as
a
s
o
u
r
ce
o
f
lear
n
in
g
s
cien
ce
f
o
r
s
tu
d
e
n
t
th
r
o
u
g
h
eth
n
o
s
cien
ce
.
E
th
n
o
s
cien
ce
l
ea
r
n
in
g
h
elp
s
u
n
ite
lo
ca
l
s
ci
en
ce
with
f
o
r
m
al
s
cien
ce
wit
h
a
m
o
r
e
b
alan
ce
d
p
r
o
ce
s
s
[
5
]
.
E
th
n
o
s
cien
ce
b
a
s
ed
lear
n
in
g
is
also
ca
p
ab
le
o
f
elicitin
g
s
cien
tific
attitu
d
es
[
7
]
a
n
d
s
tu
d
e
n
t
ac
tiv
en
ess
d
u
r
in
g
lear
n
in
g
ac
t
iv
ities
[
8
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
eth
n
o
s
cien
ce
m
ak
es
it
ea
s
ier
f
o
r
s
tu
d
en
ts
to
lear
n
s
cien
ce
b
y
lin
k
in
g
s
cien
ce
f
r
o
m
th
e
cu
ltu
r
e
ar
o
u
n
d
th
eir
h
o
m
es.
So
m
e
r
esear
ch
also
s
h
o
ws
th
at
eth
n
o
s
cien
ce
s
ca
n
in
d
ee
d
in
cr
ea
s
e
s
tu
d
en
ts
'
s
cien
tifi
c
liter
a
cy
[
9
,
10]
.
L
ea
r
n
in
g
s
cien
ce
i
s
ex
p
ec
ted
to
b
e
an
ap
p
r
ec
iatio
n
o
f
n
atu
r
e
wh
ic
h
is
th
e
m
o
s
t
im
p
o
r
tan
t
c
o
m
p
o
n
en
t
f
o
r
s
cien
tific
liter
ac
y
[
1
1
]
.
T
h
e
p
r
o
g
r
ess
o
f
s
cien
ce
also
s
h
o
ws
th
at
g
en
er
al
s
cien
ce
in
cr
ea
s
in
g
ly
awa
y
f
r
o
m
n
atu
r
al
laws
th
at
h
av
e
b
ee
n
wr
itten
in
ev
er
y
r
elig
io
u
s
g
u
id
elin
e
b
elief
ad
h
e
r
ed
to
b
y
s
o
ciety
.
W
h
er
ea
s
th
e
f
ac
to
r
s
o
f
s
u
cc
ess
in
teac
h
in
g
in
th
e
2
1
s
t c
en
tu
r
y
er
a,
o
n
e
o
f
th
em
is
ap
p
ly
in
g
m
o
r
al
v
alu
es
in
it
[
1
2
]
.
Scien
ce
liter
ac
y
ca
n
’
t
b
e
s
ep
ar
ated
f
r
o
m
m
o
r
als
an
d
eth
ics,
esp
ec
ially
in
th
e
attitu
d
e
o
f
s
cien
ce
.
N
o
t
o
n
l
y
to
u
n
d
e
r
s
tan
d
th
e
m
eth
o
d
s
o
f
s
cien
ce
b
u
t
also
h
o
w
to
b
e
g
o
o
d
in
ev
e
r
y
m
eth
o
d
s
ac
co
m
p
lis
h
m
en
t
.
T
h
e
b
est
m
o
r
al
cu
ltiv
atio
n
is
th
r
o
u
g
h
attitu
d
es
th
at
ar
e
r
eg
u
lated
b
y
o
n
e'
s
r
elig
io
n
.
Ho
wev
e
r
,
p
eo
p
le's
u
n
d
er
s
tan
d
in
g
o
f
s
cie
n
ce
,
f
o
r
e
x
am
p
le,
em
p
ir
ical
a
n
aly
s
is
ten
d
s
to
an
al
y
ze
r
elig
io
n
o
n
ly
as
a
p
o
ten
tial
d
r
iv
er
o
f
t
h
e
r
ejec
tio
n
o
f
s
cien
ce
[
1
3
]
s
o
th
at
r
elig
io
n
in
s
cien
ce
is
in
c
r
ea
s
in
g
l
y
is
o
lated
[
1
4
]
.
T
h
is
p
r
o
b
lem
ca
n
b
e
o
v
er
c
o
m
e
b
y
u
s
in
g
th
e
s
u
g
g
esti
o
n
p
r
o
p
o
s
ed
b
y
J
o
n
es
s
o
th
at
in
th
is
s
tu
d
y
ap
p
lied
s
cien
ce
lear
n
in
g
is
b
ased
o
n
r
elig
io
u
s
v
iews a
b
o
u
t scien
ce
[
1
4
]
.
R
elig
io
n
an
d
cu
lt
u
r
e
with
ST
E
M
ar
e
two
asp
ec
ts
th
at
ap
p
e
ar
f
ar
a
p
ar
t
[
1
4
]
.
T
h
ese
p
r
o
b
l
em
s
led
to
im
p
r
o
v
em
e
n
t
o
f
th
e
q
u
ality
o
f
ed
u
ca
tio
n
s
o
lu
tio
n
s
with
h
o
w
to
in
teg
r
ate
cu
ltu
r
al
an
d
r
elig
i
o
u
s
s
cien
ce
s
to
th
e
n
atu
r
al
s
cien
ce
s
th
at
s
tu
d
e
n
ts
lear
n
[
1
5
]
.
T
h
e
r
o
le
o
f
r
elig
i
o
u
s
s
cien
ce
in
s
h
ap
in
g
m
o
r
als
an
d
eth
ics
is
p
ar
t
o
f
s
tr
eg
h
ten
in
g
s
cien
ce
i
n
f
o
r
m
i
n
g
STE
M
id
en
titi
es
[
1
6
,
1
7
]
.
Ho
wev
er
,
ed
u
ca
t
o
r
s
o
f
ten
f
ee
l
co
n
f
u
s
ed
ab
o
u
t
th
e
s
co
p
e
o
f
wh
at
m
u
s
t
b
e
k
n
o
w
n
in
im
p
lem
en
tin
g
r
elig
io
u
s
an
d
cu
ltu
r
al
k
n
o
wled
g
e
in
le
ar
n
in
g
.
So
,
f
u
r
th
er
k
n
o
wled
g
e
is
n
ee
d
ed
a
b
o
u
t
th
e
r
esear
ch
th
at
h
as
b
ee
n
ca
r
r
i
ed
o
u
t
b
y
r
esear
c
h
er
s
in
im
p
l
em
en
tin
g
r
elig
i
o
u
s
k
n
o
wled
g
e
in
to
STE
M
o
r
cu
lt
u
r
al
s
cien
ce
s
in
to
STE
M,
o
r
b
o
th
s
im
u
ltan
eo
u
s
ly
.
T
h
is
ar
tic
le
aim
s
to
d
escr
ib
e
n
o
v
el
tech
n
ical
r
esu
lt
o
f
co
n
c
ep
tu
al
an
d
em
p
ir
ical
liter
atu
r
e
r
ev
iew
r
elate
d
to
th
e
im
p
lem
en
tatio
n
o
f
r
elig
io
u
s
an
d
cu
ltu
r
al
s
cien
ce
s
in
to
STE
M
in
ed
u
ca
tio
n
.
T
h
e
f
o
r
m
u
l
atio
n
s
o
f
t
h
e
p
r
o
b
lem
f
r
o
m
th
is
d
is
cu
s
s
io
n
ar
e:
1
)
Ho
w
im
p
o
r
tan
t
is
r
elig
io
u
s
k
n
o
wled
g
e
in
lear
n
in
g
s
cien
ce
?
2
)
Ho
w
to
in
teg
r
ate
cu
ltu
r
al
a
n
d
r
elig
io
u
s
s
cien
ce
in
lear
n
in
g
s
cien
ce
?
3
)
W
h
at
i
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
el
ig
io
n
an
d
cu
ltu
r
e
an
d
STE
M?
T
h
is
s
tu
d
y
is
s
y
n
th
esize
liter
atu
r
e
s
tu
d
y
to
an
s
wer
s
th
ese
q
u
esti
o
n
s
:
Ho
w
im
p
o
r
tan
t
i
s
r
elig
io
u
s
k
n
o
wled
g
e
an
d
cu
ltu
r
al
s
cien
c
e
in
lear
n
in
g
s
cien
ce
an
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
eli
g
io
n
,
cu
ltu
r
e
an
d
STE
M
ed
u
ca
tio
n
.
C
o
llectiv
ely
th
is
q
u
esti
o
n
tr
ies
to
d
escr
ib
e
n
o
v
el
tech
n
ical
r
esu
lt
o
f
th
e
in
ter
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
u
s
an
d
c
u
ltu
r
al
s
cien
ce
s
in
th
e
im
p
lem
en
tatio
n
o
f
S
T
E
M
ed
u
ca
tio
n
a
n
d
r
ec
o
m
m
e
n
d
n
ew
r
esear
c
h
to
in
teg
r
ate
it
in
th
e
class
.
T
h
e
f
i
r
s
t
an
d
s
ec
o
n
d
q
u
esti
o
n
s
id
en
t
if
y
th
e
u
r
g
e
n
cy
o
f
r
elig
io
u
s
an
d
cu
ltu
r
al
s
cien
ce
s
in
th
e
cu
r
r
en
t
d
ev
el
o
p
m
en
t
o
f
s
cien
ce
an
d
h
o
w
to
im
p
lem
en
t
it
.
T
h
e
th
ir
d
q
u
esti
o
n
id
en
tifi
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
u
s
an
d
cu
ltu
r
a
l
s
cien
ce
s
an
d
STE
M
ed
u
ca
tio
n
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
m
eth
o
d
f
o
r
s
y
n
th
esizin
g
t
h
is
liter
atu
r
e
f
o
llo
ws
s
ev
er
al
s
tep
s
t
o
en
s
u
r
e
th
e
v
alid
ity
o
f
t
h
e
r
esu
lts
.
So
m
e
q
u
esti
o
n
s
th
at
ar
is
e
ar
e
ex
p
lain
ed
in
d
etail
to
h
elp
u
n
d
er
s
tan
d
th
e
r
esu
lts
th
at
ca
n
b
e
p
r
esen
ted
.
2
.
1
.
Art
icle
identif
ica
t
io
n
T
h
is
liter
ar
y
r
esear
ch
i
d
en
tifie
s
a
n
u
m
b
e
r
o
f
ar
ticles
th
at
h
av
e
b
ee
n
p
u
b
lis
h
ed
i
n
s
ev
er
al
jo
u
r
n
als
th
at
d
escr
ib
e
th
e
u
r
g
en
cy
o
f
r
elig
io
u
s
an
d
cu
ltu
r
al
s
cien
ce
s
in
s
cien
ce
lear
n
in
g
an
d
th
eir
r
elev
an
ce
to
STE
M
ed
u
ca
tio
n
.
J
o
u
r
n
al
a
r
ticles
ar
e
s
elec
ted
th
r
o
u
g
h
th
e
i
n
itial
s
ea
r
ch
s
tag
e
u
s
in
g
E
R
I
C
an
d
T
an
d
f
o
n
lin
e.
T
h
e
s
ea
r
ch
ter
m
s
u
s
ed
ar
e
r
elig
io
u
s
,
r
elig
io
n
,
STE
M
a
n
d
c
u
ltu
r
e,
b
u
t
th
e
s
ea
r
ch
r
esu
lts
ar
e
to
o
b
r
o
a
d
s
o
th
at
k
ey
wo
r
d
s
ar
e
m
o
r
e
s
p
ec
if
ic
to
th
e
wo
r
d
s
r
elig
io
u
s
s
cien
ce
,
s
cien
ce
an
d
r
elig
io
n
,
c
u
ltu
r
e
an
d
r
elig
io
n
in
ed
u
ca
tio
n
,
eth
n
o
s
cien
ce
,
s
cien
tific
liter
ac
y
,
an
d
lim
ited
STE
M
ed
u
ca
tio
n
f
r
o
m
2
0
1
6
to
2
0
1
9
.
Hu
n
d
r
e
d
s
to
th
o
u
s
an
d
s
o
f
a
r
ticles
wer
e
o
b
tain
ed
,
b
u
t
a
r
ticles
wer
e
s
o
r
ted
b
ased
o
n
th
e
i
n
ter
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
th
r
e
e
k
ey
wo
r
d
s
;
1
)
r
elig
io
u
s
k
n
o
wl
ed
g
e,
2
)
eth
n
ics,
an
d
3
)
STE
M.
Ar
ticles
s
ee
n
b
y
r
ea
d
in
g
t
h
e
ab
s
tr
ac
t
r
elatio
n
s
h
o
wn
an
d
tak
e
n
ar
ticles
wh
o
f
it
th
e
cr
iter
ia
o
f
th
e
f
ir
s
t
1
0
0
ar
ticles
f
ir
s
t
in
o
r
d
er
o
f
r
elev
an
ce
.
T
h
e
s
elec
te
d
ar
ticle
m
u
s
t
m
ee
t
t
h
e
c
r
iter
ia
o
f
1
)
th
e
f
o
cu
s
o
f
d
is
cu
s
s
in
g
t
h
e
r
elev
a
n
ce
o
r
u
r
g
e
n
cy
o
f
r
el
ig
io
u
s
k
n
o
wled
g
e
in
s
cien
ce
ed
u
ca
tio
n
,
2
)
th
e
u
r
g
en
cy
o
f
eth
n
o
s
cien
ce
in
in
cr
ea
s
in
g
s
cien
tific
liter
ac
y
,
3
)
th
e
r
elatio
n
s
h
ip
o
f
eth
n
o
s
cien
ce
with
STE
M,
an
d
4
)
th
e
r
elatio
n
s
h
ip
o
f
r
elig
io
u
s
s
cien
ce
with
STE
M
ed
u
ca
tio
n
.
Fil
ter
in
g
ar
ticles
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
u
r
g
en
cy
o
f relig
io
u
s
a
n
d
c
u
ltu
r
a
l scien
ce
in
S
TEM
ed
u
c
a
tio
n
:
A
meta
d
a
ta
a
n
a
lysi
s
(
Wo
r
o
S
u
ma
r
n
i
)
1047
ac
co
r
d
in
g
to
th
e
cr
iter
ia
o
b
tain
ed
7
5
r
elev
a
n
t
ar
ticles
f
r
o
m
m
o
r
e
th
an
2
0
,
0
0
0
r
elate
d
ar
ticles
in
th
e
p
er
io
d
o
f
2
0
1
6
t
o
2
0
1
9
.
2
.
2
.
Ana
ly
s
is
p
ro
ce
d
ure
An
aly
s
is
o
f
th
e
ar
ticle
is
ar
r
a
n
g
ed
i
n
th
r
ee
s
tag
es;
1
)
s
tag
e
s
I
an
d
I
I
,
n
a
m
ely
a
s
u
b
s
et
o
f
ar
ticle
s
to
d
ev
elo
p
ca
teg
o
r
y
s
ch
em
es
an
d
ar
ticle
k
e
y
wo
r
d
cr
iter
ia
to
t
ak
e
im
p
o
r
tan
t
v
a
r
iatio
n
s
in
a
r
ticle
s
ea
r
ch
,
2
)
s
tag
e
I
I
I
,
n
am
ely
a
p
p
ly
in
g
th
e
ca
teg
o
r
y
an
d
cr
iter
ia
s
ch
em
e
o
n
th
e
s
p
ec
if
ied
ar
ticle
s
ea
r
ch
s
ite,
an
d
3
)
s
tag
e
I
I
I
in
clu
d
in
g
c
h
ec
k
in
g
th
e
s
elec
te
d
jo
u
r
n
al
ar
ticles
in
th
e
to
p
1
0
0
o
f
th
e
o
r
d
er
o
f
r
elev
an
ce
i
n
ea
ch
s
ea
r
ch
wo
r
d
u
s
ed
an
d
r
etr
iev
al
ac
co
r
d
in
g
to
estab
lis
h
ed
cr
iter
ia.
C
o
llecti
v
ely
th
is
q
u
esti
o
n
tr
ies
to
d
escr
ib
e
n
o
v
el
tech
n
ical
r
esu
lt
o
f
th
e
in
te
r
r
elatio
n
s
h
i
p
b
etwe
en
r
elig
i
o
u
s
an
d
cu
l
tu
r
al
s
cien
ce
s
in
th
e
im
p
lem
en
tatio
n
o
f
STE
M
ed
u
ca
tio
n
to
d
ay
.
T
h
e
f
ir
s
t
a
n
d
s
ec
o
n
d
q
u
esti
o
n
s
id
e
n
tify
th
e
u
r
g
e
n
cy
o
f
r
elig
io
u
s
an
d
cu
lt
u
r
al
s
cien
ce
s
in
t
h
e
cu
r
r
en
t
d
ev
el
o
p
m
en
t
o
f
s
cien
ce
.
T
h
e
th
ir
d
q
u
esti
o
n
id
en
tifie
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
u
s
an
d
cu
lt
u
r
al
s
cien
ce
s
an
d
STE
M
ed
u
ca
tio
n
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
E
t
hn
o
s
cie
nce
a
nd
it
s
re
la
t
io
ns
hi
p wit
h r
elig
io
us
s
cience
s
Mo
r
al
an
d
eth
ics
ca
n
’
t
b
e
d
en
ied
th
e
im
p
o
r
ta
n
ce
in
th
e
wo
r
l
d
o
f
s
cien
ce
.
B
o
th
ar
e
im
p
o
r
ta
n
t
asp
ec
ts
f
o
r
th
e
s
u
cc
ess
o
f
teac
h
in
g
in
th
is
ce
n
tu
r
y
[
1
2
]
.
Mo
r
al
an
d
et
h
ics
its
elf
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
th
e
g
u
id
an
ce
o
f
r
elig
io
n
.
E
th
ics
is
o
n
e
o
f
i
m
p
o
r
tan
ce
f
ac
to
r
s
o
f
th
e
r
elat
io
n
s
h
ip
b
etwe
en
r
elig
io
n
a
n
d
s
cien
ce
[
1
8
]
,
w
h
ile
b
o
th
ar
e
b
eliev
ed
t
o
af
f
ec
t
t
h
e
s
tate
o
f
ed
u
ca
tio
n
in
s
o
m
e
c
o
u
n
tr
ies
[
1
9
]
.
R
elig
io
n
is
th
e
c
o
r
e
o
f
th
e
h
is
to
r
ical
k
n
o
wled
g
e
o
f
s
cien
ce
th
at
co
n
tr
asts
s
h
ar
p
ly
with
s
o
cial
life
[
2
0
]
.
R
elig
io
u
s
s
cien
ce
is
an
i
m
p
o
r
tan
t
f
ac
to
r
th
at
in
f
lu
en
ce
s
th
e
p
er
ce
p
tio
n
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
s
cien
ce
an
d
in
f
o
r
m
atio
n
s
cien
ce
[
2
1
]
.
T
h
e
r
esu
lts
o
f
r
esear
ch
in
th
e
Un
ited
States
s
h
o
w
th
at
o
n
ly
a
f
ew
s
cien
tis
ts
p
er
ce
iv
e
th
at
r
elig
io
n
an
d
s
cien
ce
ar
e
co
n
tr
ad
icto
r
y
,
ev
en
r
elig
io
u
s
in
d
iv
id
u
als
ten
d
to
h
av
e
h
ig
h
lev
els
o
f
f
is
h
ed
u
c
atio
n
[
2
2
]
.
Ho
wev
er
,
p
eo
p
le'
s
u
n
d
er
s
tan
d
in
g
o
f
s
cien
ce
,
f
o
r
ex
a
m
p
le,
em
p
ir
i
ca
l
an
aly
s
is
ten
d
s
to
an
aly
ze
r
elig
io
n
o
n
ly
as
a
p
o
te
n
tial
d
r
iv
er
o
f
s
cien
ce
en
f
o
r
ce
m
e
n
t [
2
3
]
an
d
ten
d
s
to
av
o
id
lin
k
i
n
g
th
e
c
o
n
ten
ts
o
f
th
eir
r
el
ig
io
u
s
b
o
o
k
s
with
s
cien
ce
[
1
0
,
2
4
]
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
n
an
d
s
cien
ce
is
ex
p
lain
ed
b
y
th
r
ee
p
o
s
s
ib
ilit
ies
[
2
5
]
.
First,
r
elig
io
n
an
d
s
cien
ce
ar
e
in
d
ep
en
d
e
n
t
asp
ec
ts
,
with
ea
ch
o
f
th
em
h
av
i
n
g
its
o
wn
ex
p
lan
atio
n
o
f
th
e
wo
r
ld
.
Seco
n
d
,
th
e
p
o
s
s
ib
ilit
y
th
at
r
elig
io
n
an
d
s
cien
ce
ca
n
ac
tu
ally
co
m
p
lem
en
t e
ac
h
o
th
er
,
j
u
s
t a
s
r
elig
io
n
ca
n
an
s
wer
q
u
esti
o
n
s
th
at
s
cien
ce
ca
n
n
o
t.
T
h
ir
d
,
th
e
p
o
s
s
ib
ilit
y
th
at
s
cien
ce
an
d
r
elig
io
u
s
k
n
o
wled
g
e
ar
e
in
d
e
ed
co
n
f
lictin
g
.
T
h
e
r
elatio
n
s
h
ip
o
f
r
elig
io
n
with
s
cien
ce
in
to
f
o
u
r
,
wh
e
r
e
th
e
f
o
u
r
th
r
elatio
n
s
h
ip
is
co
n
d
iti
o
n
ally
in
d
e
p
en
d
e
n
t
(
s
cien
ce
an
d
r
elig
io
n
ca
n
s
tan
d
alo
n
e
with
o
u
t
b
ein
g
r
elate
d
,
b
u
t
o
n
th
e
o
th
e
r
h
an
d
b
o
th
h
av
e
a
r
elatio
n
s
h
ip
)
[
2
6
]
.
Ho
we
v
er
,
ab
o
u
t
5
0
%
o
f
s
cien
tis
ts
in
b
o
th
b
io
lo
g
y
an
d
p
h
y
s
ics
s
u
p
p
o
r
t
th
at
s
cien
ce
an
d
r
elig
io
n
ar
e
in
d
ep
en
d
en
t.
So
m
e
s
cien
tis
ts
f
r
o
m
s
ev
er
al
co
u
n
tr
ies
co
n
s
id
er
th
at
r
elig
io
n
an
d
s
cien
ce
ar
e
in
co
n
f
lict.
T
h
is
co
n
f
lict
b
etwe
en
r
elig
io
n
an
d
s
cien
ce
o
cc
u
r
s
wh
er
e
r
el
ig
io
n
an
d
s
cien
ce
co
m
p
ete
in
p
r
o
v
id
i
n
g
m
o
r
al
g
u
i
d
an
ce
an
d
ex
p
lain
i
n
g
wo
r
ld
h
is
to
r
y
.
I
f
we
l
o
o
k
at
th
e
p
r
in
cip
le
o
f
th
ese
two
as
p
ec
ts
,
it
ca
n
b
e
s
ee
n
th
at
th
e
c
o
n
f
lict
b
etwe
en
s
cie
n
ce
an
d
r
elig
io
n
o
cc
u
r
s
with
a
co
n
f
lict
b
etwe
en
t
h
e
two
wh
e
r
e
r
elig
io
n
is
a
law
th
at
u
s
es
th
e
p
r
in
cip
le
o
f
b
el
ief
.
R
elig
io
u
s
s
cien
ce
is
ab
s
o
lu
te
wh
ile
s
cien
ce
o
p
er
ates
o
n
th
e
p
r
in
ci
p
le
o
f
u
n
b
elief
.
An
o
th
er
co
n
tr
ad
ictio
n
is
wh
er
e
m
an
y
r
elig
io
u
s
s
cien
tis
ts
,
b
u
t
th
er
e
ar
e
s
till
m
an
y
s
cien
tis
ts
in
th
e
wo
r
ld
wh
o
co
n
d
u
ct
r
esear
ch
b
y
in
teg
r
atin
g
r
elig
i
o
n
f
ee
l
d
is
cr
im
in
ated
ag
ain
s
t
b
y
m
o
s
t
s
cien
tis
ts
wh
o
ar
e
n
o
t
r
elig
io
u
s
[
27
]
.
R
elig
io
u
s
in
d
iv
id
u
als
h
av
e
h
ig
h
e
r
ed
u
ca
tio
n
,
b
u
t
r
elig
io
u
s
s
cien
tis
ts
r
ar
ely
ca
r
r
y
o
u
t
t
h
eir
r
elig
io
u
s
o
b
lig
atio
n
s
an
d
te
n
d
n
o
t
to
r
ely
o
n
th
eir
h
o
ly
b
o
o
k
s
an
d
wo
r
s
h
i
p
in
to
th
eir
k
n
o
wled
g
e
[
22
,
2
8
]
.
Yo
u
n
g
p
eo
p
le
wh
o
b
eliev
ed
i
n
s
cien
ce
in
way
s
th
at
d
id
n
o
t
m
ee
t
th
e
r
e
q
u
ir
em
e
n
ts
d
id
n
o
t
b
eliev
e
in
r
elig
io
n
m
o
r
e
[
29
]
.
Stu
d
en
ts
in
r
eli
g
io
u
s
s
ch
o
o
ls
h
a
v
e
a
d
if
f
er
en
t
v
iew
o
f
s
cien
ce
th
an
s
tu
d
en
ts
in
n
atio
n
al
s
ch
o
o
ls
[
30
]
.
T
h
e
wea
k
n
ess
o
f
th
e
im
p
lem
e
n
tatio
n
o
f
t
h
is
r
elig
io
u
s
-
s
cien
c
e
r
elatio
n
s
h
ip
is
th
at
s
o
m
e
s
cien
tis
ts
s
t
ill
co
n
s
id
er
r
elig
io
n
to
b
e
o
n
l
y
a
h
u
m
an
r
elatio
n
s
h
ip
with
t
h
eir
Go
d
,
s
o
r
eli
g
io
n
ca
n
n
o
t
b
e
wid
ely
v
iewe
d
s
cien
tific
ally
as
th
e
cr
ea
tio
n
o
f
th
e
u
n
iv
e
r
s
e
is
wr
itten
in
th
e
Qu
r
'
an
o
r
th
e
B
ib
le.
T
ea
ch
in
g
an
d
lear
n
in
g
ac
tiv
ities
also
s
til
l
r
ar
ely
lin
k
b
etwe
en
r
elig
io
n
an
d
s
cien
ce
[
3
1
]
,
s
o
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
th
e
two
ar
e
also
s
till
v
er
y
n
ar
r
o
w
[
3
2
]
.
T
h
is
p
r
o
b
lem
s
till
r
aises
th
e
g
ap
b
e
twee
n
r
elig
io
n
an
d
s
cien
ce
[
3
3
]
.
T
h
er
ef
o
r
e
it
is
im
p
o
r
tan
t
f
o
r
teac
h
er
s
to
f
ac
i
litate
s
p
ac
e
f
o
r
p
r
o
s
p
ec
tiv
e
s
cien
tis
ts
to
g
et
to
k
n
o
w
h
o
w
r
elig
io
n
r
ela
tes
to
s
cien
ce
an
d
its
lim
its
[
14
,
3
4
,
3
5
]
.
I
n
ad
d
itio
n
to
r
elig
io
u
s
co
n
f
licts
with
s
cien
ce
,
in
r
ea
lity
th
e
two
h
av
e
a
clo
s
e
r
elatio
n
s
h
ip
as
th
ey
s
h
o
u
ld
[
3
6
]
.
B
o
th
s
ee
m
lo
o
s
e,
b
u
t
s
cien
ce
ca
n
n
o
t
f
o
r
e
v
er
b
e
s
ep
ar
ated
f
r
o
m
r
elig
io
u
s
k
n
o
wled
g
e,
s
u
ch
as
t
h
e
p
r
o
s
an
d
co
n
s
o
f
b
io
tech
n
o
l
o
g
y
o
r
th
e
u
s
e
o
f
s
tem
ce
ll
th
er
ap
y
th
at
is
r
if
e
to
d
ay
t
h
at
is
s
ti
ll
h
u
n
g
b
y
r
elig
io
n
[
3
7
,
3
8
]
.
T
h
e
in
ter
e
s
tin
g
r
elatio
n
s
h
ip
a
b
o
u
t
h
o
w
I
s
lam
v
iews
th
e
s
cien
ce
as
s
o
am
az
in
g
[
3
9
]
.
Kn
o
wled
g
e
ca
n
also
b
e
im
p
le
m
en
ted
in
t
o
lear
n
i
n
g
t
o
g
lo
r
if
y
th
e
g
r
ea
tn
ess
o
f
Go
d
in
c
r
e
atin
g
th
e
u
n
iv
e
r
s
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
45
-
10
54
1048
C
o
n
tem
p
o
r
ar
y
I
s
lam
ic
s
cien
tis
ts
h
av
e
lin
k
ed
th
e
r
elig
i
o
u
s
k
n
o
wled
g
e
th
ey
h
av
e
in
ea
c
h
o
f
th
eir
d
is
co
v
er
ies
an
d
r
esear
ch
[
2
1
]
.
On
e
o
f
co
n
tem
p
o
r
a
r
y
s
cien
tis
t
ca
led
G
u
len
p
r
o
v
id
es
a
h
ar
m
o
n
i
o
u
s
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
n
an
d
s
cien
ce
[
3
9
]
.
T
h
e
h
is
to
r
y
o
f
s
cien
ce
is
ex
p
lai
n
ed
th
at
c
o
m
es
f
r
o
m
I
s
lam
ic
s
cien
ce
an
d
o
t
h
er
b
elief
s
o
f
h
is
er
a.
I
n
f
ac
t,
wh
en
r
elig
io
u
s
k
n
o
w
led
g
e
is
tr
ied
to
b
e
ap
p
lied
to
n
atu
r
al
s
cien
ce
lear
n
in
g
i
n
s
ch
o
o
ls
,
s
tu
d
en
ts
f
in
d
m
em
o
r
ab
le
less
o
n
s
,
ar
e
ch
allen
g
e
d
to
th
in
k
d
if
f
er
en
tly
,
a
n
d
ap
p
r
ec
iate
th
at
s
cien
ce
ca
n
h
av
e
r
elig
io
u
s
p
er
ce
p
tio
n
s
.
Stu
d
en
ts
with
s
cien
ce
-
r
elig
io
n
wh
o
h
av
e
th
e
m
o
s
t
p
o
s
itiv
e
p
er
s
p
ec
tiv
e
o
n
Dar
win
ian
ev
o
lu
tio
n
[
40
]
.
Stu
d
en
ts
'
o
p
in
io
n
s
ab
o
u
t
s
cien
ce
-
r
elig
io
n
an
d
f
o
u
n
d
th
at
s
tu
d
en
ts
wer
e
in
ter
ested
in
ex
p
lo
r
in
g
bo
th
,
b
u
t
d
id
n
o
t
h
av
e
th
e
i
n
tellectu
al
to
o
ls
to
d
o
[
4
1
]
.
L
ea
r
n
in
g
th
at
r
elate
s
r
elig
i
o
n
t
o
s
cien
ce
m
u
s
t
b
e
in
v
o
lv
ed
in
ev
e
r
y
m
o
r
al,
af
f
e
ctiv
e
an
d
s
p
ir
itu
al
d
im
en
s
io
n
o
f
s
tu
d
en
ts
to
r
ejec
t
th
e
co
n
f
li
ct
b
etwe
en
s
cien
ce
an
d
r
elig
io
n
[
4
2
]
.
Scien
tis
ts
m
u
s
t
ap
p
r
e
ciate
th
e
v
alu
e
o
f
r
elig
io
u
s
co
g
n
itiv
e
s
cien
ce
[
4
3
]
.
L
im
itin
g
lear
n
i
n
g
ab
o
u
t
r
elig
io
n
an
d
s
cien
ce
,
let
alo
n
e
s
ep
ar
atin
g
b
etwe
en
th
e
two
b
asically
r
elea
s
es
h
u
m
a
n
in
tellig
en
ce
f
r
o
m
th
e
th
r
ee
d
im
en
s
io
n
s
.
L
ea
r
n
i
n
g
th
at
d
eliv
er
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
cien
ce
an
d
r
elig
io
u
s
k
n
o
wled
g
e
s
u
p
p
o
r
ts
s
tu
d
e
n
ts
'
h
ig
h
-
lev
el
th
in
k
in
g
s
k
ills
[
4
4
]
.
I
n
d
iv
i
d
u
als
wh
o
ca
n
lin
k
s
cien
tific
k
n
o
wled
g
e
with
r
elig
io
u
s
k
n
o
wled
g
e
ar
e
i
n
d
iv
i
d
u
als wh
o
h
a
v
e
h
ig
h
liter
ac
y
a
b
ilit
ies [
4
5
].
C
o
n
tem
p
o
r
ar
y
s
cien
tis
ts
h
av
e
also
ex
em
p
lifie
d
h
o
w
s
ci
en
ce
is
ex
p
lain
ed
b
y
th
e
s
cr
ip
tu
r
es
o
wn
ed
b
y
r
elig
io
u
s
p
eo
p
le
[
2
1
,
3
9
]
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
r
elig
io
n
an
d
s
cien
ce
ca
n
b
e
r
ea
lized
in
s
ch
o
o
l
ed
u
ca
tio
n
b
y
ap
p
ly
in
g
s
cien
ce
f
r
o
m
a
r
e
lig
io
u
s
p
er
s
p
ec
tiv
e,
o
r
v
ice
v
e
r
s
a.
C
u
r
r
en
tly
,
s
tu
d
en
ts
in
r
elig
io
u
s
s
ch
o
o
ls
h
av
e
lo
w
k
n
o
wled
g
e
o
f
s
cien
ce
an
d
s
tu
d
en
ts
in
s
ec
u
lar
s
ch
o
o
ls
h
av
e
lo
w
r
elig
io
u
s
k
n
o
wled
g
e
[
2
9
]
.
T
h
er
e
ar
e
s
till
m
an
y
c
o
n
ce
r
n
s
i
n
m
an
y
co
u
n
t
r
ies
th
at
s
tu
d
en
ts
d
o
n
o
t
h
av
e
a
g
o
o
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
co
p
e
o
f
s
cien
ce
an
d
r
elig
io
n
o
r
h
o
w
th
e
two
ar
e
r
ela
ted
[
4
6
]
.
H
o
wev
er
,
s
tu
d
e
n
ts
in
r
elig
io
u
s
s
ch
o
o
ls
f
ee
l
m
o
r
e
ch
allen
g
ed
w
h
en
d
is
cu
s
s
in
g
s
cien
ce
b
ec
au
s
e
it
is
co
n
s
id
er
ed
co
u
n
ter
to
th
eir
r
elig
io
n
[
2
9
]
.
Stu
d
e
n
ts
in
s
ec
u
lar
s
ch
o
o
ls
ar
e
also
m
o
r
e
ch
allen
g
ed
wh
e
n
d
is
cu
s
s
in
g
r
elig
io
n
b
ec
au
s
e
th
ey
ar
e
co
n
s
id
er
ed
to
b
e
ag
ain
s
t
th
eir
k
n
o
wled
g
e
an
d
d
o
n
o
t
b
eliev
e
in
r
elig
io
n
.
T
h
is
s
itu
atio
n
p
r
o
v
id
es
an
o
p
p
o
r
tu
n
ity
f
o
r
teac
h
er
s
to
m
a
k
e
a
lin
k
b
etwe
en
th
e
two
b
y
tak
in
g
ad
v
an
ta
g
e
o
f
s
tu
d
en
t
in
ter
est
in
b
o
th
f
aith
-
b
ased
an
d
p
u
b
lic
s
ch
o
o
ls
.
L
ea
r
n
in
g
th
at
ap
p
lies
r
elig
io
u
s
s
cien
ce
h
elp
s
s
tu
d
en
ts
to
d
ev
e
lo
p
an
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
r
ec
iatio
n
o
f
th
e
r
elatio
n
s
h
ip
b
e
twee
n
r
elig
io
n
an
d
s
cien
ce
[
4
6
]
.
R
elig
io
n
teac
h
e
r
s
with
teac
h
er
s
o
f
g
en
er
al
s
u
b
jects
s
u
ch
as
m
ath
em
atics,
s
cien
ce
,
an
d
s
o
cial
af
f
air
s
ca
n
wo
r
k
to
g
eth
e
r
to
in
s
er
t f
a
ith
in
ea
ch
s
u
b
ject
[
2
5
]
.
T
h
e
in
s
er
tio
n
o
f
r
elig
io
u
s
k
n
o
wled
g
e
in
to
s
cien
ce
s
u
b
jects
s
ee
m
s
to
b
e
th
e
r
ig
h
t
m
id
d
le
way
.
Alth
o
u
g
h
s
cien
ce
with
o
u
t
r
eli
g
io
u
s
k
n
o
wled
g
e
d
o
es
n
o
t
s
ee
m
p
r
o
b
lem
atic,
s
cien
tific
th
in
k
in
g
th
at
is
f
ar
f
r
o
m
r
elig
io
u
s
s
cien
ce
will
cr
ip
p
le
s
cien
tific
k
n
o
wled
g
e.
Scien
ce
teac
h
er
s
n
ee
d
to
b
e
e
n
co
u
r
a
g
ed
to
b
r
o
ad
en
t
h
e
s
cien
ce
-
r
elig
io
n
p
e
r
s
p
ec
tiv
e
in
o
r
d
e
r
to
ex
p
lain
th
e
r
ig
h
t
s
cien
ce
-
r
elig
io
n
t
o
p
ic
[
4
2
]
.
D
o
n
o
t
let
th
e
teac
h
er
g
iv
e
a
wr
o
n
g
u
n
d
er
s
tan
d
in
g
t
h
at
ca
u
s
es
m
is
co
n
ce
p
tio
n
s
in
s
tu
d
en
ts
.
T
h
e
q
u
esti
o
n
o
f
th
e
n
atu
r
e
o
f
k
n
o
wled
g
e
n
ee
d
s
to
b
e
p
r
esen
ted
if
s
tu
d
en
ts
ca
n
d
ev
elo
p
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
r
elig
io
u
s
k
n
o
wled
g
e
an
d
s
tu
d
e
n
ts
u
n
d
er
s
tan
d
h
o
w
to
p
r
esen
t
th
e
ir
u
n
d
er
s
tan
d
in
g
[
4
6
]
.
T
ea
ch
e
r
s
m
u
s
t
f
ir
s
t
u
n
d
er
s
tan
d
th
e
h
is
to
r
y
o
f
s
cien
ce
an
d
r
elig
io
n
to
b
e
a
b
le
to
teac
h
t
h
e
p
h
ilo
s
o
p
h
y
o
f
s
cien
ce
an
d
r
elig
io
n
an
d
t
h
eir
attac
h
m
en
t
s
[
4
2
]
.
I
n
a
s
ch
o
o
l
en
v
ir
o
n
m
en
t
w
h
er
e
t
h
er
e
ar
e
r
elig
io
u
s
m
in
o
r
ity
s
tu
d
e
n
ts
,
teac
h
er
s
n
ee
d
to
c
o
n
d
u
ct
to
ler
an
t
an
d
f
r
ien
d
ly
lear
n
in
g
f
o
r
all
s
tu
d
en
ts
with
v
ar
io
u
s
cu
ltu
r
es
an
d
r
elig
io
n
s
[
4
7
]
.
T
ea
ch
er
s
s
h
o
u
ld
h
av
e
th
e
s
k
ills
to
o
ls
u
s
ed
to
m
an
ag
e
class
r
o
o
m
s
in
co
n
d
itio
n
s
o
f
cu
ltu
r
al
an
d
r
eli
g
io
u
s
d
iv
er
s
ity
in
o
r
d
er
to
co
n
v
ey
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
cien
ce
an
d
r
elig
io
n
p
r
o
p
er
l
y
[
4
7
].
3
.
2
.
E
t
hn
o
s
cie
nce
a
nd
it
s
re
la
t
io
ns
hi
p wit
h r
elig
io
us
s
cience
s
E
th
n
o
s
cien
ce
is
s
cien
tific
k
n
o
wled
g
e
f
r
o
m
t
h
e
p
er
s
p
ec
tiv
e
o
f
in
d
eg
e
n
o
u
s
k
n
o
wled
g
e
i
n
a
p
ar
ticu
lar
lan
g
u
ag
e
an
d
cu
ltu
r
e
[
5
,
4
8
,
4
9
]
.
E
th
n
o
s
cien
ce
tr
an
s
lates
k
n
o
wled
g
e
o
f
th
e
co
m
m
u
n
ity
'
s
k
n
o
wled
g
e
g
ai
n
ed
f
r
o
m
e
x
p
er
ien
ce
a
n
d
b
elief
s
th
at
h
av
e
s
cien
tific
f
ac
ts
[
50
]
.
T
h
e
ef
f
o
r
ts
to
cr
ea
te
a
n
in
teg
r
ated
lear
n
in
g
en
v
ir
o
n
m
en
t
with
th
e
lo
ca
l
c
u
ltu
r
e,
co
m
p
ile
th
in
g
s
th
at
f
u
n
ctio
n
as
k
n
o
wled
g
e
f
o
r
o
th
e
r
s
,
h
o
w
to
p
r
o
tect
th
em
s
elv
es
an
d
th
e
b
o
tan
ical
k
n
o
wled
g
e
o
f
p
r
ev
i
o
u
s
co
m
m
u
n
ities
as
p
ar
t
o
f
s
cien
ce
le
ar
n
in
g
is
ca
lled
th
e
eth
n
o
g
r
a
p
h
ic
ap
p
r
o
ac
h
[
4
3
,
5
1
]
.
E
t
h
n
o
s
cien
ce
lear
n
in
g
is
v
er
y
im
p
o
r
ta
n
t
to
f
in
d
o
u
t
p
h
en
o
m
e
n
a
th
at
ar
e
co
n
s
id
er
ed
a
n
d
o
r
g
a
n
ize
s
tu
d
en
t
lear
n
in
g
p
r
o
ce
s
s
es
[
3
]
an
d
b
r
in
g
s
tu
d
en
ts
'
in
itial
k
n
o
wled
g
e
to
th
e
r
ea
l
co
n
ce
p
t.
T
h
e
I
n
d
o
n
esian
n
atio
n
will
n
o
t
lo
s
e
its
id
e
n
tity
if
t
h
e
teac
h
er
ca
n
in
teg
r
ate
eth
n
o
s
cien
ce
in
th
e
f
o
r
m
o
f
a
u
n
i
q
u
e
c
u
ltu
r
e
in
h
is
ar
ea
in
to
lea
r
n
in
g
,
it
h
elp
teac
h
er
t
o
im
p
r
o
v
e
s
tu
d
en
ts
’
s
cien
tific
th
in
k
in
g
s
k
ills
[
3
]
.
I
n
teg
r
atio
n
o
f
et
h
n
o
s
cien
ce
i
n
to
lear
n
in
g
also
in
cr
ea
s
es
s
tu
d
en
t
cu
ltu
r
al
awa
r
en
ess
,
an
d
s
tu
d
en
ts
'
s
cien
tific
liter
ac
y
s
k
ills
[
1
0
,
5
2
]
.
E
th
n
o
s
cien
ce
in
teg
r
ated
s
cien
ce
m
o
d
u
le
also
ef
f
ec
tiv
e
in
s
cien
ce
lear
n
in
g
in
o
r
d
er
to
im
p
r
o
v
e
s
tu
d
e
n
t
ac
h
iev
em
e
n
t
[
5
3
]
.
T
h
e
ap
p
licatio
n
o
f
eth
n
o
s
cien
ce
i
s
b
eliev
ed
to
b
e
ef
f
ec
tiv
e
lear
n
in
g
f
o
r
s
cien
ce
class
[
2
,
9
,
5
4
]
.
T
h
e
r
e
f
o
r
e,
teac
h
e
r
s
n
ee
d
to
b
e
eq
u
i
p
p
ed
with
o
r
ig
in
al
k
n
o
wled
g
e
in
th
eir
r
esp
ec
tiv
e
r
eg
io
n
s
with
th
e
s
u
p
p
o
r
t
o
f
in
s
titu
tio
n
s
an
d
g
o
v
er
n
m
e
n
ts
s
o
th
at
s
tu
d
en
ts
g
et
a
r
elati
o
n
s
h
ip
o
f
cu
ltu
r
al
k
n
o
wled
g
e
with
s
cien
tific
k
n
o
wled
g
e
[5
5
]
.
Scien
ce
an
d
cu
ltu
r
e
h
a
v
e
a
clo
s
e
r
elatio
n
s
h
ip
,
s
o
d
o
es
cu
ltu
r
e
an
d
r
elig
i
o
n
[5
6
]
.
R
elig
io
n
is
co
n
s
id
er
ed
a
c
u
ltu
r
al
s
y
s
tem
[
5
7
]
.
R
elig
io
n
in
s
o
m
e
en
v
ir
o
n
m
en
ts
is
s
ee
n
as
a
n
i
n
teg
r
al
p
ar
t
o
f
cu
ltu
r
e,
b
o
th
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
u
r
g
en
cy
o
f relig
io
u
s
a
n
d
c
u
ltu
r
a
l scien
ce
in
S
TEM
ed
u
c
a
tio
n
:
A
meta
d
a
ta
a
n
a
lysi
s
(
Wo
r
o
S
u
ma
r
n
i
)
1049
o
f
wh
ich
ar
e
clo
s
ely
r
elate
d
[
3
7
]
.
T
h
e
r
elig
io
u
s
n
o
r
m
s
p
r
ev
ai
lin
g
in
s
o
ciety
u
s
u
ally
b
ec
o
m
e
a
r
ep
etitiv
e
h
ab
it,
s
o
th
at
r
elig
io
u
s
an
d
cu
ltu
r
al
k
n
o
wled
g
e
ar
e
i
n
teg
r
ated
in
th
eir
s
o
cial
life
.
T
h
e
p
u
r
p
o
s
e
o
f
r
elig
io
u
s
an
d
cu
ltu
r
al
ed
u
ca
tio
n
is
to
f
o
s
t
er
in
d
i
g
en
o
u
s
k
n
o
wled
g
e
b
y
b
r
in
g
in
g
th
e
v
alu
es
o
f
tr
ad
itio
n
al
b
elief
s
a
n
d
r
elig
io
n
s
[5
8
]
.
T
h
e
ex
am
p
les
o
f
in
co
r
p
o
r
atio
n
ap
p
licatio
n
o
f
r
elig
io
u
s
an
d
etn
o
s
cien
ce
is
u
s
in
g
lo
ca
l
cu
lt
u
r
al
th
em
e
f
o
r
teac
h
in
g
th
at
ca
n
b
e
ex
p
lai
n
ed
th
e
co
n
ce
p
t o
f
s
cien
ce
.
O
n
e
o
f
th
em
is
th
e
m
ak
in
g
o
f
C
an
n
a
No
o
d
le,
wh
ich
is
a
ty
p
ical
f
o
o
d
o
f
Ma
jasar
i
Villag
e,
B
u
k
ateja
Dis
tr
ict,
Pu
r
b
alin
g
g
a
R
eg
en
cy
.
Min
y
o
n
g
is
a
n
o
o
d
le
m
ad
e
f
r
o
m
tr
ad
itio
n
al
ca
n
n
a
s
tar
ch
.
Min
y
o
n
g
h
as
lo
n
g
b
ee
n
p
r
o
d
u
ce
d
f
o
r
g
en
er
atio
n
s
,
b
u
t
its
p
r
o
d
u
ctio
n
h
as
co
n
tin
u
ed
to
d
ec
lin
e.
C
an
n
a
i
s
a
lo
ca
l
tu
b
er
th
at
is
in
cr
ea
s
i
n
g
ly
r
a
r
e
b
ec
au
s
e
o
f
its
u
s
e
is
less
th
an
o
p
tim
al.
C
an
n
a
h
as
h
ig
h
er
f
ib
e
r
an
d
m
i
n
er
al
co
n
ten
t
th
a
n
o
th
er
tu
b
er
s
.
Nu
tr
itio
n
al
co
m
p
o
s
itio
n
o
f
m
ac
r
o
n
u
t
r
ein
ca
n
n
a
s
tar
ch
co
n
s
is
ts
o
f
am
y
lo
s
e,
a
m
y
lo
p
ec
tin
,
cr
u
d
e
f
at,
h
ig
h
c
r
u
d
e
f
ib
er
,
cr
u
d
e
p
r
o
tein
,
s
tar
ch
,
ash
,
an
d
wate
r
.
C
o
m
p
o
n
en
ts
o
f
ca
n
n
a
s
tar
ch
m
icr
o
n
u
tr
ie
n
ts
in
clu
d
e
h
ig
h
c
alciu
m
,
p
h
o
s
p
h
o
r
u
s
an
d
v
itam
in
C
.
C
an
n
a
s
tar
ch
h
as
ab
o
u
t
3
%
f
ib
e
r
wh
ich
is
co
m
m
o
n
l
y
u
s
ed
as
p
r
o
ce
s
s
ed
tr
an
s
p
ar
en
t
n
o
o
d
les
[5
4
]
.
T
h
e
Ma
jasar
i
v
illag
e
co
m
m
u
n
ity
also
p
r
o
d
u
ce
s
ca
n
n
a
s
tar
ch
in
to
tr
an
s
p
ar
en
t
n
o
o
d
les
ca
lled
Min
y
o
n
g
.
T
h
e
p
r
o
ce
s
s
o
f
m
ak
in
g
Min
y
o
n
g
in
v
o
lv
es
h
ea
tin
g
t
h
e
ca
n
n
a
s
tar
ch
p
o
r
r
id
g
e
u
s
in
g
f
ir
e
s
o
th
at
it
ca
n
b
e
s
tu
d
ied
th
e
p
r
o
ce
s
s
o
f
tr
an
s
f
er
r
in
g
h
ea
t
en
er
g
y
f
r
o
m
th
e
f
ir
e
to
th
e
ca
n
n
a
p
u
lp
m
ix
t
u
r
e
th
r
o
u
g
h
co
n
d
u
ctio
n
a
n
d
co
n
v
ec
tio
n
.
T
h
e
n
ex
t
p
r
o
ce
s
s
is
th
e
p
r
in
tin
g
o
f
n
o
o
d
les
b
y
b
ein
g
r
o
lled
o
n
to
a
b
a
n
an
a
leaf
an
d
th
en
d
r
ied
b
y
th
e
s
u
n
.
T
h
is
p
r
o
ce
s
s
s
h
o
ws th
e
u
tili
za
tio
n
o
f
h
ea
t
r
ad
iatio
n
th
at
ca
n
b
e
lear
n
e
d
b
y
s
tu
d
en
ts
.
T
h
e
r
o
le
o
f
t
h
e
teac
h
e
r
is
v
er
y
im
p
o
r
tan
t
in
th
e
p
r
eser
v
atio
n
o
f
th
ese
s
p
ec
ial
f
o
o
d
s
,
wh
er
e
th
e
r
o
le
o
f
th
e
teac
h
er
as
a
f
ac
ilit
ato
r
o
f
cu
ltu
r
al
p
r
eser
v
atio
n
to
th
e
n
ex
t
g
en
e
r
at
io
n
.
T
h
e
teac
h
er
m
u
s
t
r
ec
o
g
n
ize
a
n
d
p
r
eser
v
e
cu
ltu
r
e
in
life
th
r
o
u
g
h
lear
n
in
g
.
An
o
th
e
r
cu
ltu
r
e
th
at
ca
n
b
e
tak
en
as
a
s
o
u
r
ce
o
f
s
tu
d
en
t
lear
n
in
g
is
a
wate
r
b
ar
r
el
o
r
a
wate
r
ju
g
wh
ich
h
as
th
e
p
r
o
p
er
ty
o
f
b
ein
g
ab
le
to
lo
wer
tem
p
er
atu
r
e
o
f
th
e
wate
r
an
d
k
ee
p
th
e
tem
p
er
atu
r
e
o
f
t
h
e
wate
r
s
till
f
r
esh
.
T
h
e
p
r
o
ce
s
s
o
f
m
a
k
in
g
d
u
n
g
d
u
n
g
ice
ca
n
also
b
e
u
s
ed
as
a
s
tu
d
en
t
p
r
er
eq
u
is
ite
ac
tiv
ity
.
Min
y
o
n
g
is
n
o
o
d
le
th
at
m
ad
e
f
r
o
m
ca
n
n
a
s
tar
ch
.
C
an
n
a
th
at
f
r
o
m
I
n
d
o
n
esia
is
a
s
p
ec
ies
o
f
C
a
n
n
a
d
is
co
lo
r
Lin
d
l
o
r
C
a
n
n
a
e
d
u
l
is
f
r
o
m
th
e
f
am
il
y
C
a
n
n
a
ce
a
e
.
C
an
n
a
is
a
p
la
n
t
th
at
g
r
o
ws
in
th
e
tr
o
p
ics
o
f
Asi
a
wh
ich
is
s
tar
t
in
g
to
ex
is
t
a
litt
le
b
ec
au
s
e
f
ew
p
eo
p
le
co
n
s
u
m
e
it
[
4
7
]
.
C
an
n
a
h
as
b
ea
u
tifu
l
f
lo
wer
s
an
d
d
is
ea
s
e
r
esis
tan
ce
.
C
an
n
a
p
lan
ts
s
u
p
p
lem
en
t
th
e
ir
f
o
o
d
r
eser
v
es
in
th
e
r
h
izo
m
a.
C
an
n
a
o
r
C
a
n
n
a
in
d
ica
L
.
h
as th
e
class
if
icatio
n
as in
T
ab
le
1
.
T
ab
le
1
.
C
lass
if
icatio
n
o
f
ca
n
n
a
p
lan
ts
K
i
n
g
d
o
m
P
l
a
n
t
a
e
S
u
b
K
i
n
g
d
o
m
V
i
r
i
d
i
p
l
a
n
t
a
e
I
n
f
r
a
K
i
n
g
d
o
m
S
t
e
r
o
t
o
p
h
y
t
a
S
u
p
e
r
D
i
v
i
s
i
Emb
r
y
o
p
h
y
t
a
D
i
v
i
si
Tr
a
c
h
e
o
p
h
y
t
a
S
u
b
D
i
v
i
s
i
S
p
e
r
ma
t
o
p
h
y
t
a
K
e
l
a
s
M
a
g
n
o
l
i
o
p
s
i
d
a
S
u
p
e
r
O
r
d
o
L
i
l
i
a
n
a
e
O
r
d
o
Z
i
n
g
i
b
e
r
a
l
e
s
F
a
mi
l
i
C
a
n
n
a
c
e
a
e
G
e
n
u
s
C
a
n
n
a
L
S
p
e
s
i
e
s
C
a
n
n
a
i
n
d
i
c
a
L
.
C
an
n
a
b
u
lb
s
ar
e
h
ar
v
ested
an
d
m
ad
e
ca
n
n
a
s
tar
ch
as
a
b
asic
in
g
r
ed
ien
t
o
f
C
an
n
a
No
o
d
le.
T
h
e
p
r
o
ce
s
s
o
f
m
a
k
in
g
ca
n
n
a
s
tar
c
h
is
b
y
g
r
atin
g
th
e
ca
n
n
a
t
h
at
h
as
b
ee
n
clea
n
e
d
an
d
p
ee
led
,
th
en
s
q
u
ee
ze
d
u
s
in
g
wate
r
to
th
en
f
ilter
ed
b
etwe
en
th
e
ess
en
ce
o
f
th
e
s
tar
ch
wi
t
h
th
e
ca
n
e
p
u
lp
.
C
an
n
a
s
tar
ch
is
allo
wed
to
s
tan
d
u
n
til
it
g
ets
s
ed
im
e
n
t
s
tar
ch
t
h
en
d
r
ied
u
s
in
g
s
o
lar
th
e
r
m
al
en
er
g
y
.
T
h
is
p
r
o
ce
s
s
ca
n
b
e
tak
en
as
a
s
tu
d
y
o
f
eth
n
ics
in
in
te
g
r
ated
s
cien
ce
l
ea
r
n
in
g
in
class
7
in
h
ea
t
m
at
er
ial.
C
an
n
a
s
tar
ch
th
at
is
r
ea
d
y
f
o
r
u
s
e
is
m
ad
e
ca
n
n
a
p
o
r
r
id
g
e
with
v
eg
etab
le
o
il
an
d
s
alt.
C
an
n
a
p
o
r
r
id
g
e
p
r
o
d
u
ce
d
is
s
till
p
r
o
ce
s
s
ed
in
th
e
tr
a
d
itio
n
al
wa
y
u
s
in
g
a
f
u
r
n
ac
e.
Af
ter
th
e
ca
n
n
a
p
u
lp
t
h
ick
en
s
,
it
is
d
i
g
itized
an
d
r
ea
d
y
to
b
e
p
r
i
n
ted
u
s
in
g
b
a
n
an
a
leav
es.
All
th
e
d
o
u
g
h
h
as
b
ee
n
co
m
p
letely
p
r
in
ted
a
n
d
d
r
ied
im
m
ed
iately
in
th
e
h
o
t
s
u
n
.
T
h
e
d
r
y
in
g
p
r
o
ce
s
s
tak
es
ap
p
r
o
x
im
ately
7
-
8
h
o
u
r
s
in
s
u
n
n
y
wea
th
er
co
n
d
itio
n
s
.
T
h
e
p
r
o
ce
s
s
o
f
m
ak
in
g
ca
n
n
a
n
o
o
d
les
ca
n
b
e
s
tu
d
ied
th
e
co
n
ce
p
ts
o
f
s
cien
ce
an
d
im
p
lem
en
tatio
n
o
f
r
elig
io
s
ity
as i
n
T
ab
le
2
.
I
m
p
lem
en
tatio
n
o
f
r
elig
i
o
u
s
-
et
h
nos
cien
ce
as
a
s
o
u
r
ce
o
f
lear
n
in
g
s
cien
ce
b
y
u
s
in
g
th
i
s
th
em
e
is
en
o
u
g
h
to
b
e
u
s
ed
as
a
to
p
ic
in
s
ev
er
al
s
cien
ce
lear
n
in
g
m
at
er
ial
.
T
h
er
e
ar
e
s
till
m
an
y
o
th
er
cu
ltu
r
es
th
at
ca
n
b
e
tak
en
as
a
s
o
u
r
ce
o
f
lea
r
n
in
g
s
u
ch
as
th
e
u
s
e
o
f
wate
r
b
ar
r
els,
a
n
g
klu
n
g
m
u
s
ical
in
s
t
r
u
m
en
ts
an
d
also
b
r
ick
m
ak
in
g
.
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
eth
n
o
g
r
a
p
h
ic
lear
n
in
g
lik
e
th
is
m
u
s
t
h
av
e
a
lin
k
b
etwe
en
cu
r
r
icu
lu
m
s
y
s
tem
atic,
in
f
o
r
m
al,
a
n
d
g
en
er
al
k
n
o
wled
g
e
f
r
o
m
th
e
co
m
m
u
n
ity
ab
o
u
t
n
atu
r
al
p
h
e
n
o
m
e
n
a
o
r
cu
ltu
r
e
t
h
at
ex
is
ts
[
5
9
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
45
-
10
54
1050
T
ab
le
2
.
T
h
e
co
n
ce
p
t
o
f
s
cien
c
e
b
ased
o
n
r
elig
io
u
s
-
eth
n
o
s
cien
ce
I
n
d
i
c
a
t
o
r
s
R
e
l
i
g
i
o
u
s
I
mp
l
e
m
e
n
t
a
t
i
o
n
S
c
i
e
n
c
e
C
o
n
c
e
p
t
s
U
n
d
e
r
st
a
n
d
i
n
g
t
h
e
p
r
o
c
e
d
u
r
e
o
f
c
l
a
ssi
f
y
i
n
g
b
i
o
t
i
c
a
n
d
a
b
i
o
t
i
c
a
s
p
a
r
t
o
f
sc
i
e
n
t
i
f
i
c
w
o
r
k
,
a
n
d
c
l
a
ss
i
f
y
i
n
g
v
a
r
i
o
u
s
b
i
o
t
i
c
a
n
d
a
b
i
o
t
i
c
t
h
i
n
g
s
b
a
s
e
d
o
n
o
b
serv
e
d
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
ِ
د
ي
ِ
ص
َ
ح
ْ
ل
ا
ب
َ
ح
َ
و
ٍ
ت
ا
ن
َ
ج
ِ
ه
ِ
ب
ا
َ
ن
ْ
ت
َ
ب
ْ
ن
َ
أ
َ
ف
ا
ً
ك
َ
ر
ا
َ
ب
ُ
م
ً
ء
ا
َ
م
ِ
ء
ا
َ
م
س
ل
ا
َ
ن
ِ
م
ا
َ
ن
ْ
ل
ز
َ
ن
َ
و
“
An
d
W
e
s
e
n
t
d
o
w
n
f
r
o
m
t
h
e
s
k
y
w
a
t
e
r t
h
a
t
b
ri
n
g
s
b
l
e
ssi
n
g
s
,
a
n
d
w
i
t
h
i
t
We
c
o
l
l
i
d
e
g
a
rd
e
n
s
a
n
d
g
r
a
i
n
s
t
h
a
t
c
a
n
b
e
h
a
r
v
e
s
t
e
d
.
"
(Q
S
.
Q
a
f
,
9
)
.
ِ
ه
ِ
ب
ْ
م
ُ
ك
َ
ل
ُ
ت
ِ
ب
ْ
ن
ُ
ي
.
َ
ن
و
ُ
م
ي
ِ
س
ُ
ت
ِ
ه
ي
ِ
ف
ٌ
ر
َ
ج
َ
ش
ُ
ه
ْ
ن
ِ
م
َ
و
ٌ
ب
ا
َ
ر
َ
ش
ُ
ه
ْ
ن
ِ
م
ْ
م
ُ
ك
َ
ل
ً
ء
ا
َ
م
ِ
ء
ا
َ
م
س
ل
ا
َ
ن
ِ
م
َ
ل
ز
ن
َ
أ
ي
ِ
ذ
ل
ا
َ
و
ُ
ه
َ
ل
ي
ِ
خ
ن
ل
ا
َ
و
َ
ن
و
ُ
ت
ْ
ي
ز
ل
ا
َ
و
َ
ع
ْ
ر
ز
ل
ا
ً
ة
َ
ي
َ
ك
ِ
ل
َ
ذ
ي
ِ
ف
ن
ِ
إ
ِ
ت
ا
َ
ر
َ
م
ث
ل
ا
ِ
ل
ُ
ك
ْ
ن
ِ
م
َ
و
َ
ب
ا
َ
ن
ْ
ع
ا
َ
و
ٍ
م
ْ
و
َ
ق
ِ
ل
.
َ
ن
و
ُ
ر
ك
َ
ف
َ
ت
َ
ي
“
I
t
i
s H
e
w
h
o
h
a
s
b
ro
u
g
h
t
d
o
w
n
r
a
i
n
f
ro
m
t
h
e
sk
y
f
o
r
y
o
u
,
p
a
r
t
o
f
i
t
h
a
s
b
e
c
o
m
e
a
d
r
i
n
k
a
n
d
p
a
rt
l
y
(
m
a
d
e
f
e
rt
i
l
e
)
f
o
r
p
l
a
n
t
s,
i
n
w
h
i
c
h
y
o
u
g
r
o
w
y
o
u
r
l
i
v
e
s
t
o
c
k
.
H
e
b
ri
n
g
s f
o
r
t
h
f
o
r
y
o
u
r
a
i
n
w
a
t
e
r
p
l
a
n
t
s
.
O
l
i
v
e
s,
d
a
t
e
s,
g
ra
p
e
s
a
n
d
a
l
l
k
i
n
d
s
o
f
f
ru
i
t
s
.
V
e
ri
l
y
i
n
t
h
a
t
i
s
i
n
d
e
e
d
a
si
g
n
(
t
h
e
p
o
w
e
r
o
f
G
o
d
)
f
o
r
t
h
o
se
w
h
o
t
h
i
n
k
.
"(
Q
S
.
a
n
-
N
a
h
l
:
1
0
-
1
1
)
.
Al
l
a
h
H
a
s
g
ro
w
n
p
l
a
n
t
s
t
o
b
e
u
se
d
a
s
f
o
o
d
a
n
d
a
l
s
o
t
o
b
e
st
u
d
i
e
d
sc
i
e
n
t
i
f
i
c
a
l
l
y
a
n
d
i
t
s
b
e
n
e
f
i
t
s.
C
a
n
n
a
p
l
a
n
t
s c
a
n
b
e
s
t
u
d
i
e
d
f
o
r
c
l
a
ss
i
f
i
c
a
t
i
o
n
a
n
d
mo
r
p
h
o
l
o
g
y
.
C
l
a
s
si
f
i
c
a
t
i
o
n
o
f
c
a
n
n
a
p
l
a
n
t
s
a
s
sh
o
w
n
i
n
Ta
b
l
e
1
.
M
o
r
p
h
o
l
o
g
y
o
f
c
a
n
n
a
p
l
a
n
t
s t
h
a
t
h
a
v
e
t
u
b
e
r
s w
i
t
h
a
d
i
a
me
t
e
r
o
f
a
b
o
u
t
5
-
8
.
7
5
c
m
a
n
d
1
0
-
1
5
c
m
i
n
l
e
n
g
t
h
o
r
c
a
n
r
e
a
c
h
6
0
c
m.
B
r
a
n
c
h
e
d
r
h
i
z
o
mes
a
n
d
b
o
o
k
s a
n
d
f
l
e
sh
y
.
C
a
n
n
a
b
u
l
b
s
h
a
v
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
i
n
t
h
e
f
i
b
r
o
u
s a
n
d
w
h
i
t
e
.
C
a
n
n
a
st
e
ms a
r
e
sl
i
g
h
t
l
y
w
a
x
y
a
n
d
h
a
v
e
a
n
a
v
e
r
a
g
e
h
e
i
g
h
t
o
f
0
,
9
-
1
.
8
m.
E
l
o
n
g
a
t
e
d
e
l
l
i
p
t
i
c
a
l
l
e
a
v
e
s
a
r
e
e
l
o
n
g
a
t
e
d
a
n
d
w
i
d
e
i
n
g
r
e
e
n
w
i
t
h
p
u
r
p
l
e
e
d
g
e
s
.
C
a
n
n
a
l
e
a
f
b
o
n
e
s a
r
e
p
a
r
a
l
l
e
l
a
n
d
t
h
e
l
e
a
f
l
e
n
g
t
h
r
e
a
c
h
e
s
15
-
6
0
c
m
.
C
a
n
n
a
p
l
a
n
t
s
h
a
v
e
o
r
a
n
g
e
f
l
o
w
e
r
s w
i
t
h
y
e
l
l
o
w
i
s
h
r
o
o
t
s
c
o
n
si
s
t
i
n
g
o
f
3
p
e
t
a
l
s
U
n
d
e
r
st
a
n
d
i
n
g
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
su
b
s
t
a
n
c
e
s,
a
s w
e
l
l
a
s
p
h
y
s
i
c
a
l
a
n
d
c
h
e
mi
c
a
l
c
h
a
n
g
e
s
i
n
s
u
b
st
a
n
c
e
s
t
h
a
t
c
a
n
b
e
u
s
e
d
f
o
r
d
a
i
l
y
l
i
f
e
(
f
o
r
e
x
a
mp
l
e
mi
x
e
d
mi
x
t
u
r
e
)
.
َ
ن
و
ُ
ش
ِ
ر
ْ
ع
َ
ي
ا
م
ِ
م
َ
و
ِ
ر
َ
ج
ش
ل
ا
َ
ن
ِ
م
َ
و
ا
ً
ت
و
ُ
ي
ُ
ب
ِ
ل
ا
َ
ب
ِ
ج
ْ
ل
ا
َ
ن
ِ
م
ي
ِ
ذ
ِ
خ
ت
ا
ِ
ن
َ
أ
ِ
ل
ْ
ح
ن
ل
ا
ى
َ
ل
ِ
إ
َ
ك
ب
َ
ر
ى
َ
ح
ْ
و
َ
أ
َ
و
.
ِ
ن
و
ُ
ط
ُ
ب
ْ
ن
ِ
م
ُ
ج
ُ
ر
ْ
خ
َ
ي
ً
ُ
ل
ُ
ذ
ِ
ك
ِ
ب
َ
ر
َ
ل
ُ
ب
ُ
س
ي
ِ
ك
ُ
ل
ْ
س
ا
َ
ف
ِ
ت
ا
َ
ر
َ
م
ث
ل
ا
ِ
ل
ُ
ك
ْ
ن
ِ
م
ي
ِ
ل
ُ
ك
م
ُ
ث
ٌ
ف
ِ
ل
َ
ت
ْ
خ
ُ
م
ٌ
ب
ا
َ
ر
َ
ش
ا
َ
ه
َ
ن
و
ُ
ر
ك
َ
ف
َ
ت
َ
ي
ٍ
م
ْ
و
َ
ق
ِ
ل
ً
ة
َ
ي
َ
َ
َ
ك
ِ
ل
َ
ذ
ي
ِ
ف
ن
ِ
إ
ِ
س
ا
ن
ل
ِ
ل
ٌ
ء
ا
َ
ف
ِ
ش
ِ
ه
ي
ِ
ف
ُ
ه
ُ
ن
ا
َ
و
ْ
ل
َ
أ
.
An
d
y
o
u
r L
o
rd
re
v
e
a
l
e
d
t
o
t
h
e
b
e
e
s:
"
Ma
k
e
h
i
v
e
s
i
n
t
h
e
h
i
l
l
s,
i
n
t
h
e
t
re
e
s,
a
n
d
i
n
p
l
a
c
e
s m
a
d
e
b
y
m
e
n
.
" T
h
e
n
e
a
t
f
ro
m
e
a
c
h
f
ru
i
t
a
n
d
t
a
k
e
t
h
e
p
a
t
h
o
f
y
o
u
r L
o
r
d
w
h
i
c
h
h
a
s
b
e
e
n
f
a
c
i
l
i
t
a
t
e
d
(
f
o
r
y
o
u
)
.
Fr
o
m
t
h
e
b
e
l
l
y
o
f
t
h
e
b
e
e
c
o
m
e
s a
d
r
i
n
k
(
h
o
n
e
y
)
o
f
v
a
r
i
o
u
s
c
o
l
o
rs,
i
n
w
h
i
c
h
t
h
e
r
e
i
s
a
c
u
r
e
f
o
r
h
u
m
a
n
s.
S
u
re
l
y
t
h
a
t
t
r
u
l
y
i
s
a
si
g
n
(
t
h
e
g
r
e
a
t
n
e
ss
o
f
G
o
d
)
f
o
r t
h
o
se
w
h
o
t
h
i
n
k
.
(
Q
S
.
A
l
-
N
a
h
l
:
6
8
-
6
9
)
.
F
o
r
c
h
e
m
i
st
s
,
t
h
i
s
i
s a
c
l
e
a
r
i
n
d
i
c
a
t
i
o
n
t
h
a
t
a
mi
x
t
u
r
e
o
f
c
e
r
t
a
i
n
e
l
e
m
e
n
t
s
c
a
n
p
r
o
d
u
c
e
n
e
w
e
l
e
m
e
n
t
s
t
h
a
t
a
r
e
c
o
m
p
l
e
t
e
l
y
u
n
r
e
l
a
t
e
d
t
o
t
h
e
o
r
i
g
i
n
a
l
e
l
e
me
n
t
s i
n
t
e
r
ms o
f
t
h
e
i
r
p
r
o
p
e
r
t
i
e
s,
su
b
s
t
a
n
c
e
s,
o
r
e
f
f
e
c
t
s.
I
n
t
h
e
p
r
o
c
e
ss
o
f
ma
k
i
n
g
c
a
n
n
a
s
t
a
r
c
h
,
t
h
e
r
e
i
s a
mi
x
t
u
r
e
o
f
c
a
n
n
a
s
t
a
r
c
h
e
x
t
r
a
c
t
,
w
h
i
c
h
i
s
a
m
i
x
t
u
r
e
o
f
w
a
t
e
r
a
n
d
c
a
n
n
a
st
a
r
c
h
.
Th
e
m
i
x
t
u
r
e
i
s a
h
o
m
o
g
e
n
e
o
u
s m
i
x
t
u
r
e
b
e
c
a
u
se
t
h
e
mi
x
i
n
g
p
a
t
i
c
l
e
s
a
r
e
l
a
r
g
e
a
n
d
c
a
n
b
e
sep
a
r
a
t
e
d
a
g
a
i
n
w
i
t
h
t
h
e
s
o
l
v
e
n
t
.
3
.
3
.
Relig
io
us
a
nd
et
hn
o
s
cie
nce
wit
h science,
t
ec
hn
o
lo
g
y
,
et
hn
o
s
cience
a
nd
m
a
t
hem
a
t
ics
(
RE
-
ST
E
M
)
Scien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
an
d
m
ath
em
atics
ar
e
th
e
f
o
u
r
d
is
cip
lin
es
o
f
s
cien
ce
ar
e
co
m
m
o
n
l
y
ca
lled
STE
M.
T
h
e
f
ir
s
t
u
s
e
o
f
th
is
ter
m
is
o
f
ten
cr
e
d
ited
to
J
u
d
ith
R
am
alay
at
th
e
U
S
Natio
n
al
Scien
ce
Fo
u
n
d
atio
n
(
NSF)
in
2
0
0
1
w
h
o
r
eu
s
ed
th
e
ter
m
,
t
h
en
u
s
ed
b
y
NSF
as
SME
T
[5
7
]
.
Ho
wev
er
,
th
e
ea
r
ly
h
is
to
r
y
o
f
SME
T
o
r
ST
E
M
h
as
n
o
t
y
e
t
r
ec
eiv
ed
a
clar
ity
o
f
its
o
r
ig
i
n
.
STE
M
ed
u
ca
tio
n
in
s
ev
er
al
co
u
n
tr
ies
h
as
b
ee
n
in
clu
d
ed
i
n
th
e
s
p
ec
ial
m
ajo
r
s
o
f
co
n
ce
r
n
at
th
is
tim
e,
ev
en
th
e
g
r
ad
u
ates
ar
e
r
e
p
r
o
d
u
ce
d
.
Seco
n
d
ar
y
ed
u
ca
tio
n
i
n
I
n
d
o
n
esia
is
s
tar
tin
g
to
ta
k
e
p
a
r
t
in
t
h
e
d
e
v
el
o
p
in
g
STM
ed
u
ca
tio
n
.
STE
M
ed
u
ca
tio
n
h
as
an
im
p
o
r
tan
t
co
n
tr
i
b
u
tio
n
to
s
ch
o
o
l
in
s
titu
tio
n
s
[
60
]
.
Glo
b
al
d
em
an
d
s
b
r
in
g
ed
u
ca
tio
n
cu
r
r
icu
la
to
im
p
r
o
v
e
th
e
ap
p
licatio
n
o
f
STE
M
-
b
ased
le
ar
n
in
g
as
2
1
s
t
ce
n
tu
r
y
s
k
ills
[
2
7
,
6
1
]
.
T
h
e
s
u
cc
ess
o
f
th
e
STE
M
cu
r
r
icu
lu
m
is
in
f
lu
en
ce
d
b
y
th
e
teac
h
er
'
s
in
ter
est
in
th
e
STE
M
ed
u
ca
tio
n
its
elf
[
6
2
]
.
Ma
n
y
teac
h
e
r
s
ag
r
e
e
o
n
STE
M
b
u
t
d
o
n
o
t
h
av
e
to
b
eliev
e
it'
s
s
elf
t
o
im
p
lem
en
t
it
[
6
3
]
.
T
ea
ch
e
r
s
ar
e
s
till
ex
p
er
ien
cin
g
co
n
f
u
s
io
n
to
im
p
lem
en
t
STE
M,
wh
ile
th
er
e
ar
e
s
till
m
an
y
p
eo
p
le
h
av
e
b
e
g
u
n
to
im
p
lem
en
t
STE
M
n
o
t
co
r
r
ec
tly
u
n
d
er
s
tan
d
i
n
g
h
o
w
STE
M
its
elf
[
6
4
]
.
T
ea
ch
e
r
s
an
d
ad
m
i
n
is
tr
ato
r
s
also
s
u
g
g
este
d
th
at
t
h
e
p
r
ep
ar
atio
n
o
f
th
e
in
teg
r
atio
n
o
f
STE
M
will r
eq
u
ir
e
r
eth
in
k
in
g
a
n
d
r
e
d
esig
n
th
e
cu
r
r
ic
u
la
[
6
3
]
.
Stu
d
en
t in
ter
est in
ST
E
M
is
in
f
lu
en
ce
d
b
y
s
ev
er
al
th
in
g
s
,
in
c
lu
d
in
g
th
e
cl
o
s
en
ess
an
d
tr
u
s
t o
f
p
ar
e
n
ts
with
ch
ild
r
en
[
3
6
,
6
5
]
,
g
e
n
d
er
,
ca
r
ee
r
[
6
6
]
,
s
tu
d
en
t
m
o
tiv
atio
n
an
d
c
o
n
f
id
e
n
ce
[
6
7
,
6
8
]
.
S
T
E
M
ed
u
ca
tio
n
is
b
eliev
ed
to
b
e
ab
le
t
o
im
p
r
o
v
e
s
tu
d
en
ts
'
s
cien
tific
u
n
d
er
s
tan
d
in
g
[
4
0
]
.
STE
M
b
ased
lear
n
in
g
s
h
o
ws
a
h
ig
h
er
s
co
r
e
in
p
r
o
b
lem
s
o
l
v
in
g
[
6
9
]
,
b
u
t
its
s
u
cc
ess
r
eq
u
ir
es
a
lin
k
b
etwe
en
s
c
ien
c
e
an
d
r
ea
l
wo
r
ld
p
r
o
b
lem
s
[
2
3
,
5
9
]
.
L
ea
r
n
in
g
with
o
u
t
th
e
r
ea
l
wo
r
ld
,
lear
n
in
g
in
is
o
latio
n
an
d
ap
ar
t
lik
e
m
o
s
t
ex
is
tin
g
lear
n
in
g
m
ak
es st
u
d
en
ts
n
o
t in
ter
ested
i
n
s
cien
ce
an
d
m
at
h
em
atics [
2
7
]
.
Sp
ec
ial
lear
n
in
g
d
esig
n
s
in
i
n
teg
r
ated
STE
M
lear
n
i
n
g
ca
n
lead
s
tu
d
en
ts
to
b
e
m
o
r
e
m
o
tiv
ated
i
n
lin
k
in
g
s
cien
ce
co
n
ce
p
ts
with
th
e
r
ea
l
wo
r
ld
[
7
0
]
.
T
h
r
o
u
g
h
STE
M
in
teg
r
atio
n
,
t
h
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
o
f
st
u
d
en
ts
b
ec
o
m
es
b
etter
s
o
th
at
it
ca
n
h
elp
teac
h
e
r
s
im
p
r
o
v
e
t
h
eir
co
n
ce
p
tio
n
s
o
f
s
cien
ce
an
d
m
ath
em
atics
[
7
1
]
,
s
h
o
win
g
teac
h
er
p
er
c
ep
tio
n
s
ab
o
u
t
ST
E
M,
p
er
s
o
n
al
k
n
o
wled
g
e,
an
d
u
n
d
er
s
tan
d
in
g
o
f
STE
M
b
r
in
g
in
g
ef
f
ec
tiv
e
n
ess
in
th
eir
o
wn
class
r
o
o
m
s
[
6
1
]
.
I
n
teg
r
ated
STE
M
ed
u
ca
tio
n
p
r
o
g
r
a
m
p
r
esen
ts
a
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
b
ased
o
n
co
llab
o
r
atio
n
,
d
ir
ec
t,
a
n
d
in
q
u
ir
y
[
7
2
]
.
STE
M
ed
u
c
atio
n
m
o
tiv
ates
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
an
d
d
ir
e
cts
s
tu
d
en
ts
to
p
lay
a
g
am
e
th
at
s
u
p
p
o
r
ts
s
tu
d
en
t
p
r
o
b
lem
s
o
lv
in
g
[
7
3
]
.
STE
M
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
u
r
g
en
cy
o
f relig
io
u
s
a
n
d
c
u
ltu
r
a
l scien
ce
in
S
TEM
ed
u
c
a
tio
n
:
A
meta
d
a
ta
a
n
a
lysi
s
(
Wo
r
o
S
u
ma
r
n
i
)
1051
m
ak
es
lear
n
in
g
m
o
r
e
in
ter
est
in
g
an
d
in
cr
ea
s
es
atten
tio
n
a
n
d
elem
en
ts
o
f
p
leasu
r
e
f
o
r
s
tu
d
en
ts
[
7
2
]
.
T
h
e
cr
ea
tio
n
o
f
a
p
leasan
t le
ar
n
in
g
atm
o
s
p
h
er
e
s
u
p
p
o
r
ts
s
cien
tific
liter
ac
y
[
7
4
]
,
cr
ea
tiv
ity
a
n
d
p
r
o
b
lem
s
o
l
v
in
g
.
T
h
er
e
ar
e
s
ev
er
al
ca
s
es
s
u
ch
as
in
o
n
e
o
f
th
e
C
ath
o
l
ic
s
ch
o
o
ls
s
tu
d
ied
s
h
o
win
g
a
g
a
p
b
etwe
e
n
cu
ltu
r
e,
r
elig
io
n
an
d
STE
M.
T
h
is
ca
s
e
ca
r
r
ies
th
e
u
r
g
en
c
y
o
f
ap
p
l
y
in
g
r
elig
io
u
s
an
d
cu
l
tu
r
al
s
cien
ce
s
to
b
e
ap
p
lied
in
s
cien
ce
lear
n
in
g
,
e
s
p
ec
ially
STE
M
ed
u
ca
tio
n
[
7
5
]
.
T
h
e
a
p
p
licatio
n
o
f
STE
M
b
y
u
s
in
g
r
elig
io
u
s
an
d
eth
n
ics
lear
n
in
g
r
eso
u
r
ce
s
is
ex
p
ec
ted
t
o
in
c
r
ea
s
e
k
n
o
wled
g
e
in
th
e
c
o
n
tex
t
o
f
s
cien
ce
th
at
m
ain
tain
s
cu
ltu
r
e
an
d
r
elig
io
n
.
R
elig
io
u
s
s
cien
ce
h
as
an
im
p
o
r
tan
t
p
ar
t
in
s
h
ap
in
g
th
e
STE
M
id
en
tity
wh
ich
th
ese
two
asp
ec
ts
r
ein
f
o
r
ce
ea
ch
o
t
h
er
[
1
6
]
.
STE
M
id
e
n
ti
ty
n
ee
d
s
to
b
e
d
ev
elo
p
ed
b
ased
o
n
th
e
d
if
f
er
en
ce
b
etwe
en
s
tu
d
en
ts
'
r
elig
io
u
s
b
elief
s
an
d
th
eir
lear
n
in
g
co
n
ce
p
ts
in
th
e
class
r
o
o
m
[
1
6
]
.
Stu
d
en
ts
w
h
o
h
av
e
co
n
f
i
d
en
ce
g
iv
en
lear
n
in
g
ab
o
u
t
th
e
r
elati
o
n
s
h
ip
o
f
r
elig
io
n
an
d
cu
lt
u
r
e
ten
d
to
h
av
e
a
h
ig
h
er
in
ter
es
t
in
STE
M
th
an
n
o
n
-
r
elig
io
u
s
g
r
o
u
p
s
[
1
7
]
.
T
h
e
in
co
r
p
o
r
atio
n
o
f
r
elig
io
n
an
d
c
u
ltu
r
e
in
to
s
cien
ce
lear
n
in
g
w
ill
b
e
an
in
ter
esti
n
g
co
m
b
in
atio
n
to
b
e
ap
p
lied
in
t
h
e
f
u
t
u
r
e.
I
t
ca
n
b
e
a
s
o
lu
tio
n
to
th
e
e
d
u
ca
to
r
s
th
at
ca
n
o
v
er
co
m
e
th
e
g
ap
s
an
d
co
n
f
licts
b
etwe
en
r
elig
io
u
s
k
n
o
wled
g
e,
cu
ltu
r
e
an
d
s
cien
ce
b
y
teac
h
in
g
s
tu
d
en
ts
ab
o
u
t
th
e
m
ea
n
in
g
o
f
attac
h
m
en
t
b
etwe
en
th
ese
th
r
ee
asp
ec
ts
.
Kan
g
&
Peter
s
f
o
r
m
ed
in
teg
r
ated
eth
n
o
s
cien
c
e
an
d
STE
M
in
to
eth
n
o
-
STE
M
[
1
5
]
.
A
s
o
lu
tio
n
in
lin
e
with
co
m
b
in
in
g
in
t
eg
r
ated
lear
n
in
g
is
eth
n
o
-
STE
M
th
en
we
ad
d
ed
r
elig
io
u
s
v
alu
es so
th
at
it b
ec
a
m
e
in
teg
r
ated
lear
n
in
g
R
E
-
ST
E
M
(
R
elig
io
u
s
-
E
th
n
o
-
STE
M)
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
s
h
o
w
ed
th
at
th
e
d
ev
elo
p
m
en
t
o
f
s
cien
tific
liter
a
cy
s
k
ills
in
ed
u
ca
tio
n
n
ee
d
s
t
o
b
e
b
ased
o
n
lear
n
in
g
b
ased
o
n
r
elig
i
o
u
s
-
eth
n
o
g
r
ap
h
ic
s
tu
d
ies.
W
h
en
s
tu
d
en
ts
ar
e
in
v
ited
to
s
ee
th
e
s
u
r
r
o
u
n
d
in
g
n
atu
r
a
l
p
h
en
o
m
en
a
in
clu
d
in
g
lo
ca
l
cu
ltu
r
e,
in
d
ir
ec
tly
,
s
tu
d
e
n
ts
will
b
e
in
v
ited
to
th
in
k
liter
ally
ab
o
u
t
s
cien
ce
.
Var
io
u
s
s
tu
d
ies
h
av
e
p
r
o
v
en
t
h
at
etn
o
s
ain
s
b
ased
lear
n
in
g
ca
n
h
elp
s
tu
d
en
ts
to
im
p
r
o
v
e
s
tu
d
en
ts
’
s
cien
tific
liter
ac
y
s
k
ills
.
T
h
e
u
r
g
en
c
y
o
f
r
elig
io
u
s
an
d
cu
ltu
r
al
s
cien
ce
in
e
d
u
ca
tio
n
is
co
n
ce
r
n
to
e
d
u
ca
to
r
s
a
n
d
r
esear
ch
er
s
.
T
h
e
r
elatio
n
s
h
i
p
b
etwe
en
r
elig
io
n
a
n
d
s
cien
ce
m
ay
h
av
e
its
o
wn
in
d
ep
en
d
en
ce
,
o
r
it
h
av
e
lin
k
s
o
n
th
e
o
th
er
s
id
e.
T
h
e
o
lo
g
y
is
clo
s
ely
r
elate
d
to
c
u
ltu
r
e.
R
eli
g
io
n
is
s
ee
n
as
an
in
teg
r
al
p
ar
t
o
f
c
u
ltu
r
e,
b
o
th
o
f
wh
ich
ar
e
clo
s
ely
r
elate
d
.
T
h
e
r
elig
io
u
s
n
o
r
m
s
p
r
ev
ailin
g
i
n
s
o
ciety
u
s
u
ally
b
ec
o
m
e
a
r
ep
e
titi
v
e
h
ab
it,
s
o
th
at
r
elig
io
u
s
an
d
c
u
ltu
r
al
k
n
o
wled
g
e
ar
e
in
teg
r
ated
in
th
ei
r
s
o
cial
life
.
So
m
e
ca
s
es
s
h
o
w
th
e
g
ap
b
e
twee
n
cu
ltu
r
e,
r
elig
i
o
n
an
d
S
T
E
M.
T
h
is
ca
s
e
ca
r
r
ies
th
e
u
r
g
en
cy
o
f
ap
p
ly
in
g
r
elig
io
u
s
an
d
cu
ltu
r
a
l
s
cien
ce
s
to
b
e
ap
p
lied
in
s
cien
ce
lear
n
in
g
,
esp
ec
ially
STE
M
ed
u
ca
tio
n
.
T
h
e
ap
p
licatio
n
o
f
STE
M
b
y
u
s
in
g
r
elig
io
u
s
a
n
d
eth
n
ics
lear
n
i
n
g
r
eso
u
r
ce
s
is
ex
p
ec
ted
t
o
b
e
a
lear
n
in
g
th
at
ca
n
in
cr
ea
s
e
k
n
o
wled
g
e
in
th
e
co
n
tex
t
o
f
s
cien
ce
th
at
m
ain
tain
s
cu
ltu
r
e
an
d
r
elig
io
n
.
T
h
e
o
lo
g
y
h
as
an
im
p
o
r
tan
t
p
ar
t
in
s
h
ap
in
g
th
e
STE
M
id
en
tity
wh
ich
b
o
th
asp
ec
ts
r
ei
n
f
o
r
ce
o
n
e
an
o
th
er
.
STE
M
i
d
en
tity
n
ee
d
s
to
b
e
d
ev
elo
p
e
d
b
ased
o
n
th
e
d
if
f
e
r
en
ce
b
etwe
en
s
tu
d
en
ts
'
r
elig
io
u
s
b
elief
s
an
d
th
eir
lear
n
in
g
co
n
ce
p
ts
in
class
.
T
h
e
in
co
r
p
o
r
atio
n
o
f
r
elig
i
o
u
s
an
d
cu
ltu
r
al
k
n
o
wled
g
e
i
n
to
STE
M
lear
n
in
g
(
R
E
-
STE
M)
s
ee
m
s
to
b
e
in
t
er
esti
n
g
to
im
p
lem
en
t i
n
s
cien
ce
ed
u
ca
tio
n
to
d
a
y
.
ACK
NO
WL
E
D
GE
M
E
NT
S
T
h
an
k
y
o
u
to
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
C
u
ltu
r
e
o
f
I
n
d
o
n
esian
f
o
r
p
r
o
v
id
in
g
th
e
b
u
d
g
et
th
r
o
u
g
h
th
e
T
h
esis
Ma
g
is
ter
R
esear
ch
s
ch
em
e
y
ea
r
2
0
2
0
wit
h
R
esear
ch
Ag
r
ee
m
en
t
C
o
n
tr
ac
t
L
etter
No
.
71
.
2
3
.
3
/UN3
7
/PP
K.
3
.
1
/2
0
2
0
.
RE
F
E
R
E
NC
E
S
[1
]
A.
An
il
,
"
E
d
u
c
a
ti
o
n
i
n
t
h
e
2
1
st
Ce
n
tu
r
y
:
T
h
e
Dy
n
a
m
ics
o
f
Ch
a
n
g
e
,
"
T
h
e
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
1
2
8
-
1
3
3
,
2
0
1
9
.
[2
]
C.
Ti
c
a
n
a
n
d
S
.
De
n
iz,
"
P
re
-
se
rv
ice
Tea
c
h
e
rs’
Op
in
io
n
s
a
b
o
u
t
th
e
Us
e
o
f
2
1
s
t
Ce
n
tu
r
y
Lea
rn
e
r
a
n
d
2
1
st
Ce
n
tu
r
y
Tea
c
h
e
r
S
k
il
ls
,
"
Eu
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
8
1
–
1
9
7
,
2
0
1
8
.
[3
]
I.
Yu
li
a
n
a
,
"
Et
h
n
o
sc
ien
c
e
Ba
se
d
Lea
rn
in
g
in
Re
a
li
z
in
g
Ch
a
ra
c
ter
Ed
u
c
a
ti
o
n
f
o
r
El
e
m
e
n
tary
S
c
h
o
o
l
S
tu
d
e
n
ts
(i
n
Ba
h
a
sa
)
,
"
El
e
me
n
ta
ry
S
c
h
o
o
l
E
d
u
c
a
ti
o
n
J
o
u
r
n
a
l
,
v
o
l.
1
,
n
o
.
2
a
,
p
p
.
2
5
9
7
-
4
1
2
2
,
2
0
1
7
.
[4
]
K.
V.
S
m
it
h
,
J.
Lo
u
g
h
ra
n
,
A.
Be
rr
y
,
a
n
d
C.
Dim
it
ra
k
o
p
o
u
l
o
s,
"
De
v
e
lo
p
i
n
g
S
c
ien
t
if
ic L
it
e
ra
c
y
in
a
P
r
ima
ry
S
c
h
o
o
l
,
"
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
4
,
n
o
.
1
,
p
p
.
1
2
7
–
1
5
2
,
2
0
1
2
.
[5
]
O.
S
.
Ab
o
n
y
i,
L.
Ac
h
imu
g
u
,
a
n
d
N.
M
.
I.
Ad
i
b
e
,
"
I
n
n
o
v
a
ti
o
n
i
n
S
c
ien
c
e
a
n
d
Th
e
c
n
o
lo
g
y
E
d
u
c
a
ti
o
n
:
A
Ca
se
fo
r
Et
h
n
o
sc
ien
c
e
Ba
se
d
S
c
ien
c
e
Clas
sro
o
m
s,"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
ti
fi
c
E
n
g
i
n
e
e
rin
g
Res
e
a
rc
h
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
5
2
-
56
,
2
0
1
4
.
[6
]
C.
A.
De
wi,
Y.
Kh
e
ry
,
a
n
d
M
.
E
rn
a
,
"
An
e
th
n
o
sc
ien
c
e
stu
d
y
in
c
h
e
m
istry
lea
rn
in
g
to
d
e
v
e
lo
p
sc
ie
n
ti
fic
li
tera
c
y
,
"
In
ter
n
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
t
io
n
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
7
9
-
2
8
7
,
2
0
1
9
.
[7
]
R.
A.
F
a
sa
si,
"
Eff
e
c
ts
o
f
e
th
n
o
s
c
ien
c
e
in
stru
c
ti
o
n
,
sc
h
o
o
l
l
o
c
a
ti
o
n
,
a
n
d
p
a
re
n
tal
e
d
u
c
a
ti
o
n
a
l
sta
t
u
s
o
n
lea
rn
e
rs’
a
tt
it
u
d
e
t
o
wa
rd
s sc
ien
c
e
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
3
9
,
n
o
.
5
,
p
p
.
5
4
8
-
5
6
4
,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
45
-
10
54
1052
[8
]
S
.
S
u
b
a
li
,
B.
S
a
rwi,
a
n
d
S
.
Ra
h
m
a
wa
ti
,
"
Th
e
Eff
e
c
t
o
f
Et
h
n
o
sc
ien
c
e
Ba
se
d
Co
n
tex
t
u
a
l
Lea
rn
i
n
g
to
wa
rd
S
tu
d
e
n
ts
’
Lea
rn
in
g
Ac
ti
v
it
y
,
"
J
o
u
r
n
a
l
o
f
Prima
ry
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
1
5
2
-
1
6
0
,
2
0
1
8
.
[9
]
A.
Alim,
S
S
a
rwi,
a
n
d
B.
S
u
b
a
li
,
"
Im
p
lem
e
n
tatio
n
o
f
Et
h
n
o
sc
ien
c
e
-
b
a
se
d
G
u
id
e
d
In
q
u
iry
Le
a
rn
in
g
o
n
T
h
e
S
c
ien
ti
fic
Li
tera
c
y
a
n
d
T
h
e
Ch
a
ra
c
ter
o
f
El
e
m
e
n
tary
S
c
h
o
o
l
S
t
u
d
e
n
ts,"
J
o
u
r
n
a
l
o
f
Prima
ry
Ed
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
3
9
-
1
4
7
,
2
0
1
9
.
[1
0
]
A.
Arin
i
n
g
t
y
a
s,
S
.
War
d
a
n
i,
a
n
d
F
.
W.
M
a
h
a
tma
n
ti
,
"
T
h
e
Eff
e
c
ti
v
e
n
e
ss
o
f
S
tu
d
e
n
t
Wo
r
k
sh
e
e
ts
wit
h
Et
h
n
o
sc
ien
c
e
in
S
a
lt
Hy
d
r
o
l
y
sis
M
a
teria
l
to
Im
p
r
o
v
e
S
c
ien
c
e
Li
tera
c
y
o
f
Hig
h
S
c
h
o
o
l
S
t
u
d
e
n
ts
(in
Ba
h
a
sa
)
,
"
J
o
u
r
n
a
l
o
f
I
n
n
o
v
a
ti
v
e
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
8
9
0
-
896
,
2
0
1
7
.
[1
1
]
K.
Do
n
o
h
u
e
,
G
.
A
.
,
Bu
c
k
,
a
n
d
V.
Ak
e
rso
n
,
"
W
h
e
re
’
s
th
e
sc
ien
c
e
?
Ex
p
l
o
rin
g
a
n
e
w
sc
ien
c
e
te
a
c
h
e
r
e
d
u
c
a
to
r’
s
th
e
o
re
ti
c
a
l
a
n
d
p
ra
c
ti
c
a
l
u
n
d
e
r
sta
n
d
i
n
g
s
o
f
sc
ien
ti
fic
in
q
u
iry
,
"
In
te
rn
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
(IJ
RE
S
)
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
-
1
3
,
2
0
2
0
.
[1
2
]
Y.
M
.
Y
u
so
f,
A.
Taju
d
d
i
n
,
S
.
S
.
Ab
d
Az
is,
a
n
d
M
.
A.
Ot
h
o
m
a
n
,
"
De
term
in
a
n
t
F
a
c
to
r
o
f
t
h
e
2
1
st
C
e
n
tu
ry
Tea
c
h
in
g
a
n
d
Lea
rn
i
n
g
S
k
il
l
a
m
o
n
g
th
e
Co
ll
e
g
e
Co
m
m
u
n
it
y
En
tre
p
re
n
e
u
rsh
ip
Lec
tu
re
r
in
Co
ll
e
g
e
Co
m
m
u
n
it
y
P
e
ra
k
,
M
a
lay
sia
.
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Bssi
n
e
ss
a
n
d
S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
9
,
n
o
.
6
,
p
p
.
8
7
-
9
1
,
2
0
1
8
.
[1
3
]
J.
M
c
P
h
e
tres
a
n
d
M
.
Z
u
c
k
e
rm
a
n
,
"
Re
li
g
i
o
sit
y
p
re
d
icts
n
e
g
a
ti
v
e
a
tt
it
u
d
e
s
t
o
wa
rd
s
sc
ien
c
e
a
n
d
l
o
we
r
lev
e
ls
o
f
sc
ien
c
e
li
tera
c
y
,
"
PL
o
S
ONE
,
v
o
l.
1
3
,
n
o
.
1
1
,
p
p
.
1
–
20
,
2
0
1
8
.
[1
4
]
S
.
H.
Jo
n
e
s,
R.
Ca
tt
o
,
T.
Ka
d
e
n
,
a
n
d
F
.
El
sd
o
n
-
Ba
k
e
r,
"
‘T
h
a
t’s
h
o
w
M
u
slim
s
a
re
re
q
u
ired
t
o
v
iew
th
e
wo
rld
’:
Ra
c
e
,
c
u
lt
u
re
a
n
d
b
e
li
e
f
in
n
o
n
-
M
u
sli
m
s’
d
e
sc
rip
ti
o
n
s
o
f
Isla
m
a
n
d
sc
ien
c
e
,
"
S
o
c
io
l
o
g
ica
l
Rev
iew
,
v
o
l.
67
,
n
o
.
1
,
p
p
.
1
–
1
7
,
2
0
1
9
.
[1
5
]
R.
Ka
n
g
a
n
d
J
.
P
e
ters
,
Du
n
h
u
a
n
g
a
s
a
M
o
d
e
l
f
o
r
Et
h
n
o
S
T
EM
Ed
u
c
a
ti
o
n
.
Th
e
Du
n
h
u
a
n
g
G
ro
tt
o
e
s
a
n
d
G
lo
b
a
l
Ed
u
c
a
ti
o
n
,
P
a
rt
o
f
th
e
S
p
iri
tu
a
li
t
y
,
Re
li
g
i
o
n
,
a
n
d
Ed
u
c
a
ti
o
n
b
o
o
k
se
ries
(S
P
RE).
S
p
ri
n
g
e
r
L
in
k
.
p
p
.
1
3
5
–
1
6
0
,
2
0
1
9
.
[1
6
]
S
.
L
.
R
o
d
ri
g
u
e
z
,
R.
F
ried
e
n
se
n
,
T
M
a
rro
n
,
a
n
d
&
Ba
rtl
e
tt
,
M
,
"
La
ti
n
a
U
n
d
e
rg
ra
d
u
a
te
S
tu
d
e
n
ts
in
S
TE
M
:
Th
e
Ro
l
e
o
f
Re
li
g
i
o
u
s Be
li
e
fs an
d
S
TE
M
I
d
e
n
ti
t
y
,
"
J
o
u
r
n
a
l
o
f
C
o
ll
e
g
e
a
n
d
Ch
a
ra
c
ter
,
v
o
l
.
2
0
,
n
o
.
1
,
p
p
.
2
5
–
4
6
,
2
0
1
9
.
[1
7
]
C.
P
.
S
c
h
e
it
le
a
n
d
E.
H.
Eck
lu
n
d
,
"
P
e
rc
e
p
ti
o
n
s
o
f
Re
li
g
i
o
u
s
Disc
rimin
a
ti
o
n
a
m
o
n
g
U.S
.
S
c
ien
ti
sts,
"
J
o
u
rn
a
l
f
o
r
t
h
e
S
c
ien
ti
fi
c
S
tu
d
y
o
f
Relig
io
n
,
v
o
l.
5
7
,
n
o
.
1
,
p
p
1
3
9
-
1
5
5
,
2
0
1
8
.
[1
8
]
T.
Ka
d
e
n
,
S
.
J
o
n
e
s,
R.
Ca
tt
o
,
a
n
d
F
.
El
sd
o
n
-
B
a
k
e
r,
"
K
n
o
wle
d
g
e
a
s
Ex
p
lan
a
n
d
u
m
,
"
S
tu
d
ies
i
n
Rel
ig
io
n
/S
c
ie
n
c
e
s
Relig
ieu
se
s
,
v
o
l.
4
7
,
n
o
.
4
,
p
p
.
5
0
0
-
5
2
1
,
2
0
1
8
.
[1
9
]
J.
C.
Jo
c
h
m
a
n
,
A.
S
we
n
d
e
n
e
r,
J.
M
c
Qu
il
lan
,
a
n
d
L.
No
v
a
c
k
,
"
Ar
e
Bio
lo
g
ica
l
S
c
ien
c
e
Kn
o
wle
d
g
e
,
In
tere
sts,
a
n
d
S
c
ien
c
e
Id
e
n
ti
ty
F
ra
m
e
d
b
y
Re
li
g
io
u
s
a
n
d
P
o
li
ti
c
a
l
P
e
rsp
e
c
ti
v
e
s
in
th
e
Un
it
e
d
S
tate
s
,
"
T
h
e
S
o
c
io
lo
g
ica
l
Qu
a
rte
rly
,
vol
.
59
,
no
.
4
,
p
p
.
5
8
4
-
6
0
2
,
2
0
1
8
.
[2
0
]
D.
K.
M
a
n
so
n
,
"
S
c
ien
c
e
wit
h
a
S
o
u
l,
"
S
tu
d
ies
in
Relig
i
o
n
/S
c
ien
c
e
s R
e
li
g
ieu
se
s
,
v
o
l
.
4
7
,
n
o
.
2
,
p
p
.
2
4
6
–
2
6
2
,
2
0
1
7
.
[2
1
]
A.
Ak
b
a
r,
"
Isla
m
–
sc
ien
c
e
re
latio
n
fro
m
th
e
p
e
rsp
e
c
ti
v
e
o
f
p
o
stre
v
o
lu
ti
o
n
a
r
y
Ira
n
ian
re
li
g
io
u
s
in
tell
e
c
tu
a
ls,
Brit
is
h
Jo
u
rn
a
l
o
f
M
id
d
le E
a
ste
rn
S
tu
d
ies
,
"
Brit
is
h
J
o
u
rn
a
l
o
f
M
i
d
d
le E
a
ste
rn
S
t
u
d
ies
,
v
o
l.
4
6
,
n
o
.
1
,
p
p
.
1
0
4
-
1
2
2
,
2
0
1
9
.
[2
2
]
P
.
S
c
h
wa
d
e
l,
"
Do
e
s
Hig
h
e
r
Ed
u
c
a
ti
o
n
Ca
u
se
Re
li
g
io
u
s
De
c
li
n
e
?
A
Lo
n
g
it
u
d
in
a
l
An
a
ly
sis
o
f
t
h
e
Wi
th
in
-
a
n
d
Be
twe
e
n
-
P
e
rso
n
Eff
e
c
ts
o
f
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
o
n
Re
li
g
i
o
sity
,
"
S
o
c
i
o
lo
g
ica
l
Qu
a
rte
rly
,
v
o
l.
5
7
,
n
o
.
4
,
p
p
.
7
5
9
-
7
8
6
,
2
0
1
6
.
[2
3
]
C.
S
tan
f
o
rd
e
t
a
l
.
,
"
S
u
p
p
o
rti
n
g
su
sta
in
e
d
a
d
o
p
ti
o
n
o
f
e
d
u
c
a
ti
o
n
i
n
n
o
v
a
ti
o
n
s:
Th
e
De
sig
n
in
g
f
o
r
S
u
st
a
in
e
d
Ad
o
p
t
io
n
As
se
ss
m
e
n
t
In
stru
m
e
n
t
,
"
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
T
EM
Ed
u
c
a
ti
o
n
,
v
o
l.
3
,
n
o
.
1
,
p
.
2
0
1
0
,
2
0
1
6
.
[2
4
]
T.
L
.
O’Brie
n
a
n
d
S
.
No
y
,
"
Cu
lt
u
ra
l
Au
t
h
o
rit
y
in
Co
m
p
a
ra
ti
v
e
C
o
n
tex
t:
A
M
u
l
ti
lev
e
l
An
a
ly
si
s
o
f
T
ru
st
i
n
S
c
ien
c
e
a
n
d
Re
li
g
io
n
,
"
J
o
u
rn
a
l
fo
r t
h
e
S
c
i
e
n
ti
fi
c
S
t
u
d
y
o
f
Relig
i
o
n
,
v
o
l.
5
7
,
n
o
.
3
,
p
p
.
4
9
5
–
5
1
3
,
2
0
1
6
.
[2
5
]
P
.
Blac
k
,
"
Ch
r
isti
a
n
b
e
li
e
fs
a
n
d
v
a
lu
e
s
in
sc
ien
c
e
a
n
d
re
li
g
io
u
s
e
d
u
c
a
ti
o
n
:
a
n
e
ss
a
y
to
a
ss
ist
th
e
w
o
r
k
o
f
tea
c
h
e
rs
o
f
b
o
t
h
su
b
jec
ts,"
I
n
t
e
rn
a
t
io
n
a
l
S
t
u
d
ies
in
Ca
t
h
o
li
c
Ed
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
2
0
6
-
2
2
2
,
2
0
1
7
.
[2
6
]
D.
H.
G
las
s,
"
E
x
p
lai
n
in
g
Aw
a
y
a
n
d
t
h
e
C
o
g
n
it
i
v
e
S
c
ien
c
e
o
f
R
e
li
g
io
n
,
"
T
h
e
o
l
o
g
y
a
n
d
S
c
ien
c
e
,
v
o
l.
1
4
,
n
o
.
3
,
p
p
.
2
8
8
–
3
0
4
,
2
0
1
6
.
[2
7
]
T.
R.
Ke
ll
e
y
a
n
d
J.
G
.
Kn
o
wle
s,
"
A
c
o
n
c
e
p
t
u
a
l
fra
m
e
wo
rk
f
o
r
i
n
t
e
g
ra
ted
S
TE
M
e
d
u
c
a
ti
o
n
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
T
EM
Ed
u
c
a
ti
o
n
,
v
o
l.
3
,
n
o
.
1
,
2
0
1
6
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/d
o
i
.
o
r
g
/1
0
.
1
1
8
6
/s4
0
5
9
4
-
0
1
6
-
0
0
4
6
-
z
[2
8
]
E.
H.
Eck
lu
n
d
,
C.
P
.
S
c
h
e
it
le,
a
n
d
J.
P
e
ifer,
"
T
h
e
Re
li
g
i
o
sity
o
f
Ac
a
d
e
m
ic
S
c
i
e
n
ti
sts
in
th
e
Un
it
e
d
Kin
g
d
o
m
:
As
se
ss
in
g
th
e
R
o
le
o
f
Disc
ip
li
n
e
a
n
d
De
p
a
rtme
n
t
S
tat
u
s,"
J
o
u
r
n
a
l
fo
r
th
e
S
c
ien
ti
fi
c
S
tu
d
y
o
f
R
e
li
g
io
n
,
v
o
l.
5
7
,
n
o
.
4
,
p
p
.
7
4
3
–
7
5
7
,
2
0
1
8
.
[2
9
]
D.
F
o
rt
u
s
a
n
d
L.
Da
p
h
n
a
,
"
A
d
o
l
e
sc
e
n
ts’
g
o
a
l
o
rien
tatio
n
s
fo
r
sc
i
e
n
c
e
in
sin
g
le
-
g
e
n
d
e
r
Isra
e
li
re
li
g
io
u
s
sc
h
o
o
ls,
"
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
8
6
-
1
0
3
,
2
0
1
7
.
[3
0
]
J.
L.
F
ra
n
c
is,
J.
As
tl
e
y
,
a
n
d
U
.
M
c
Ke
n
n
a
,
"
‘
S
c
ien
c
e
d
is
p
ro
v
e
s
t
h
e
b
i
b
li
c
a
l
a
c
c
o
u
n
t
o
f
c
re
a
ti
o
n
’:
e
x
p
l
o
ri
n
g
th
e
p
re
d
icto
rs o
f
p
e
rc
e
iv
e
d
c
o
n
fli
c
t
b
e
twe
e
n
sc
ien
c
e
a
n
d
re
li
g
io
n
a
m
o
n
g
1
3
-
to
1
5
-
y
e
a
r
-
o
ld
stu
d
e
n
ts
in
t
h
e
UK
,
"
Brit
ish
J
o
u
rn
a
l
o
f
Reli
g
io
u
s E
d
u
c
a
ti
o
n
,
v
o
l.
4
1
,
n
o
.
2
,
p
p
.
1
8
8
-
2
0
1
,
2
0
1
9
.
[3
1
]
T.
Walk
e
r,
"
S
c
ien
c
e
a
n
d
re
li
g
io
n
in
t
h
e
c
las
sro
o
m
:
A
p
h
i
lo
so
p
h
ic
a
l
a
p
p
ro
a
c
h
,
"
I
n
ter
n
a
ti
o
n
a
l
S
t
u
d
i
e
s
in
Ca
t
h
o
l
ic
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
9
6
–
1
0
9
,
2
0
1
9
.
[3
2
]
J.
P
e
a
rc
e
,
A.
S
to
n
e
s,
M
.
J.
Rre
is
s,
a
n
d
T.
M
u
j
tab
a
,
“
S
c
ien
c
e
is
p
u
re
ly
a
b
o
u
t
th
e
tr
u
th
s
o
I
d
o
n
'
t
t
h
in
k
y
o
u
c
o
u
l
d
c
o
m
p
a
re
it
to
n
o
n
-
tru
t
h
v
e
rsu
s
th
e
tru
t
h
.
'
S
tu
d
e
n
ts'
p
e
rc
e
p
ti
o
n
o
f
re
li
g
i
o
n
a
n
d
sc
ien
c
e
,
a
n
d
t
h
e
re
latio
n
sh
i
p
(s)
b
e
twe
e
n
th
e
m
:
re
li
g
io
u
s
e
d
u
c
a
ti
o
n
a
n
d
f
o
r
t
h
e
n
e
e
d
fo
r
e
p
istem
ic
l
it
e
ra
c
y
,
”
Brit
i
sh
J
o
u
r
n
a
l
o
f
Reli
g
i
o
u
s
E
d
u
c
a
ti
o
n
,
p
p
.
1
-
1
6
,
2
0
1
9
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
d
o
i.
o
rg
/
1
0
.
1
0
8
0
/0
1
4
1
6
2
0
0
.
2
0
1
9
.
1
6
3
5
4
3
4
[3
3
]
T.
Ha
rv
ie,
"
O
u
r
I
n
tertwin
e
d
A
n
im
a
li
ty
:
F
o
rg
o
in
g
Ult
ima
c
y
fo
r
In
ti
m
a
c
y
in
Dia
lo
g
u
e
with
E
sc
h
a
to
lo
g
y
a
n
d
S
c
ien
c
e
,
"
S
t
u
d
ies
i
n
Reli
g
i
o
n
/
S
c
ien
c
e
s R
e
li
g
ieu
se
s
,
v
o
l
.
49
,
no
.
1
,
p
p
.
73
–
8
5
,
2
0
1
9
.
[3
4
]
J.
As
tl
e
y
a
n
d
L.
J.
F
ra
n
c
is,
"
P
r
o
m
o
ti
n
g
p
o
siti
v
e
a
tt
i
tu
d
e
s
to
wa
rd
sc
ien
c
e
a
n
d
re
li
g
i
o
n
a
m
o
n
g
si
x
th
-
fo
rm
p
u
p
il
s:
d
e
a
li
n
g
wi
th
sc
ien
t
ism
a
n
d
c
re
a
ti
o
n
ism
,
"
Brit
ish
J
o
u
r
n
a
l
o
f
Relig
i
o
u
s E
d
u
c
a
ti
o
n
,
v
o
l.
3
2
,
n
o
.
3
,
p
p
.
1
8
9
-
2
0
0
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
u
r
g
en
cy
o
f relig
io
u
s
a
n
d
c
u
ltu
r
a
l scien
ce
in
S
TEM
ed
u
c
a
tio
n
:
A
meta
d
a
ta
a
n
a
lysi
s
(
Wo
r
o
S
u
ma
r
n
i
)
1053
[3
5
]
B.
Bil
li
n
g
sle
y
,
R.
Br
o
c
k
,
K.
S
.
Tab
e
r,
a
n
d
F
.
Rig
a
,
"
H
o
w S
tu
d
e
n
ts
Vie
w t
h
e
Bo
u
n
d
a
ries
Be
twe
e
n
Th
e
ir
S
c
ien
c
e
a
n
d
Re
li
g
io
u
s
Ed
u
c
a
ti
o
n
Co
n
c
e
rn
in
g
th
e
Orig
i
n
s
o
f
Li
fe
a
n
d
t
h
e
Un
iv
e
rse
,
"
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
1
0
0
,
n
o
.
3
,
p
p
.
4
5
9
–
4
8
2
,
2
0
1
6
.
[3
6
]
T.
P
e
ters
,
"
S
c
ien
c
e
a
n
d
Re
li
g
i
o
n
:
Ten
M
o
d
e
ls
o
f
War,
Tr
u
c
e
,
a
n
d
P
a
rt
n
e
rsh
ip
,
"
T
h
e
o
l
o
g
y
a
n
d
S
c
ien
c
e
,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
1
1
–
5
3
,
2
0
1
7
.
[3
7
]
Y.
Ik
k
a
tai
,
e
t
a
l.
,
"
P
a
re
n
tal
e
g
a
li
t
a
rian
a
tt
it
u
d
e
s
to
wa
rd
s
g
e
n
d
e
r
ro
l
e
s
a
ffe
c
t
a
g
re
e
m
e
n
t
o
n
g
irl
s
tak
in
g
S
TE
M
fiel
d
s
a
t
u
n
i
v
e
rsity
in
Ja
p
a
n
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
4
1
,
n
o
.
1
6
,
p
p
.
1
-
1
7
,
2
0
1
9
.
[3
8
]
H.
Ro
c
k
,
"
A
p
lea
to
e
n
d
P
lato
n
ist
t
h
e
o
l
o
g
y
p
o
si
n
g
a
s
t
h
e
S
c
i
e
n
c
e
o
f
Re
li
g
io
n
:
re
li
g
i
o
n
a
s
a
c
u
lt
u
ra
l
sy
ste
m
re
a
ss
e
rted
,
"
In
ter
n
a
t
io
n
a
l
Rev
iew o
f
S
o
c
io
l
o
g
y
,
v
o
l.
2
7
,
n
o
.
3
,
p
p
.
1
-
2
2
,
2
0
1
7
.
[3
9
]
Z.
B.
Ars
lan
,
"
Re
a
d
i
n
g
t
h
e
Un
i
v
e
rse
with
He
a
rt
a
n
d
P
ra
c
ti
c
in
g
S
c
i
e
n
c
e
a
s
Re
li
g
io
u
s
Et
h
ics
:
Re
c
o
n
c
il
in
g
Isla
m
a
n
d
S
c
ien
c
e
in
Co
n
tem
p
o
ra
r
y
T
u
rk
e
y
,
"
S
o
c
ia
l
Ep
istem
o
l
o
g
y
,
v
o
l.
3
4
,
n
o
.
3
,
p
p
.
1
–
1
6
,
2
0
1
9
.
[4
0
]
T.
Ae
c
h
t
n
e
r
a
n
d
M
.
S
.
Bu
c
h
a
n
a
n
,
"
S
c
ien
c
e
a
n
d
re
li
g
io
n
p
e
r
sp
e
c
ti
v
e
s
a
t
S
t
.
J
o
h
n
’s
Un
iv
e
rsity
o
f
Tan
z
a
n
ia
(S
JU
T),
"
J
o
u
rn
a
l
o
f
Co
n
tem
p
o
r
a
ry
Relig
i
o
n
,
v
o
l.
3
3
,
n
o
.
2
,
p
p
.
3
3
7
-
3
4
5
,
2
0
1
8
.
[4
1
]
L.
B.
W
h
e
e
ler,
B.
K.
M
u
lv
e
y
,
J
.
L.
M
a
e
n
g
,
M
.
R.
Li
b
re
a
-
Ca
rd
e
n
,
a
n
d
R
.
L.
Be
ll
,
"
Tea
c
h
in
g
th
e
tea
c
h
e
r:
e
x
p
lo
ri
n
g
S
TE
M
g
ra
d
u
a
te
stu
d
e
n
ts’
n
a
tu
re
o
f
sc
ien
c
e
c
o
n
c
e
p
ti
o
n
s
i
n
a
tea
c
h
in
g
m
e
th
o
d
s
c
o
u
rse
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
4
1
,
n
o
.
1
4
,
p
p
.
1
-
2
1
,
2
0
1
9
.
[4
2
]
J.
W.
S
h
a
n
e
,
I.
C
.
Bin
n
s,
L
.
M
e
a
d
o
ws
,
R.
S
.
He
rm
a
n
n
,
a
n
d
M
.
J
.
Be
n
u
s,
"
Be
y
o
n
d
Ev
o
lu
ti
o
n
:
Ad
d
re
ss
in
g
Br
o
a
d
In
tera
c
ti
o
n
s
b
e
twe
e
n
S
c
ien
c
e
a
n
d
Re
li
g
io
n
in
S
c
ien
c
e
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
,
"
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
2
7
,
n
o
.
2
,
p
p
.
1
6
5
–
1
8
1
,
2
0
1
6
.
[4
3
]
W.
P
ro
u
d
f
o
o
t
,
"
Re
li
g
i
o
u
s
e
x
p
e
ri
e
n
c
e
a
n
d
th
e
c
o
g
n
it
i
v
e
sc
ien
c
e
o
f
re
li
g
io
n
,
"
Reli
g
i
o
n
,
Br
a
in
&
B
e
h
a
v
io
r
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
8
0
–
8
1
,
2
0
1
8
.
[4
4
]
H.
A.
A.
Ha
m
m
a
d
,
"
Ro
le
o
f
Isla
m
ic
S
c
ien
c
e
Tex
tb
o
o
k
s
a
n
d
Tea
c
h
in
g
M
e
th
o
d
s
i
n
Ara
b
S
c
h
o
o
ls
a
n
d
Un
i
v
e
rsiti
e
s
a
n
d
Id
e
o
lo
g
ica
l
E
x
trem
ism
,
"
Reli
g
io
u
s E
d
u
c
a
ti
o
n
,
v
o
l.
1
0
9
,
n
o
.
1
,
p
p
.
6
1
–
7
1
,
2
0
1
4
.
[4
5
]
C.
Dru
m
m
o
n
d
a
n
d
B.
F
isc
h
h
o
ff
,
"
I
n
d
i
v
id
u
a
ls
wit
h
g
re
a
ter
sc
ien
c
e
li
tera
c
y
a
n
d
e
d
u
c
a
ti
o
n
h
a
v
e
m
o
re
p
o
lariz
e
d
b
e
li
e
fs
o
n
c
o
n
tr
o
v
e
rsia
l
sc
ien
c
e
to
p
ics
,
"
Pro
c
e
e
d
i
n
g
s
o
f
th
e
N
a
ti
o
n
a
l
Ac
a
d
e
my
o
f
S
c
ien
c
e
s
,
v
o
l.
1
1
4
,
n
o
.
3
6
,
p
p
.
9
5
8
7
–
9
5
9
2
,
2
0
1
7
.
[4
6
]
A.
S
to
n
e
s,
J
P
e
a
rc
e
,
M
.
J.
Re
iss,
a
n
d
M
.
M
u
jt
a
b
a
,
"
S
t
u
d
e
n
ts’
P
e
rc
e
p
ti
o
n
s
o
f
Re
li
g
i
o
n
a
n
d
S
c
ien
c
e
,
a
n
d
Ho
w
Th
e
y
Re
late
:
th
e
Eff
e
c
ts
o
f
a
Clas
sro
o
m
In
terv
e
n
ti
o
n
,
"
Rel
ig
i
o
u
s
S
c
ien
c
e
:
T
h
e
o
f
fi
c
ia
l
jo
u
rn
a
l
o
f
t
h
e
Reli
g
io
u
s
Ed
u
c
a
ti
o
n
Aso
c
ia
ti
o
n
,
v
o
l.
1
1
5
,
n
o
.
3
,
p
p
.
3
4
9
-
3
6
3
,
2
0
2
0
.
[4
7
]
N.
No
v
is
-
De
u
tsc
h
a
n
d
C.
Li
fsh
it
z
,
"
Wh
e
n
Bi
b
le
a
n
d
sc
ien
c
e
in
ter
a
c
t:
tea
c
h
e
rs’
p
e
d
a
g
o
g
ic
a
n
d
v
a
lu
e
c
h
a
ll
e
n
g
e
s
in
tea
c
h
in
g
re
li
g
i
o
u
s
m
i
n
o
ri
ty
stu
d
e
n
ts
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
se
tt
in
g
s,"
T
e
a
c
h
i
n
g
in
Hig
h
e
r
E
d
u
c
a
ti
o
n
,
v
o
l.
2
1
,
n
o
.
5
,
p
p
.
4
8
7
–
5
0
0
,
2
0
1
6
.
[4
8
]
O.K.
Ok
wa
ra
a
n
d
F
.
T.
Up
u
,
"
Eff
e
c
ts
o
f
Et
h
n
o
-
S
c
ien
c
e
In
stru
c
ti
o
n
a
l
Ap
p
ro
a
c
h
o
n
S
tu
d
e
n
ts’
Ac
h
iev
e
m
e
n
t
a
n
d
In
tere
st
in
Up
p
e
r
Ba
sic
S
c
ien
c
e
a
n
d
Tec
h
n
o
l
o
g
y
i
n
Be
n
u
e
S
tat
e
,
Nig
e
ria,"
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
t
if
ic
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
,
v
o
l
.
1
0
,
n
o
.
1
,
p
.
6
,
2
0
1
7
.
[4
9
]
Ute
te,
N.
Ch
risti
n
a
,
A.
M
.
Ilu
k
e
n
a
,
a
n
d
S
G
e
rso
n
,
"
Ex
p
lo
ri
n
g
h
o
w
m
o
d
e
rn
sc
ien
c
e
s
imp
e
d
e
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
in
d
i
g
e
n
o
u
s
k
n
o
wle
d
g
e
(IK)
[Et
h
n
o
-
sc
ien
c
e
a
n
d
Et
h
n
o
-
m
a
th
e
m
a
ti
c
s]
in
th
e
Ka
v
a
n
g
o
Eas
t
re
g
i
o
n
:
a
c
a
se
stu
d
y
,
"
J
o
u
rn
a
l
f
o
r
S
t
u
d
ies
i
n
Hu
m
a
n
i
ti
e
s a
n
d
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
6
,
n
o
.
2
,
p
p
6
8
-
88
,
2
0
1
7
.
[5
0
]
M
.
Li
v
i
n
g
st
o
n
,
"
Q
u
g
a
x
:
An
Et
h
n
o
sc
ien
c
e
A
n
a
ly
sis
o
f
A
n
c
ien
t
Un
a
n
g
a
x
̂
,
"
Arc
ti
c
An
th
ro
p
o
l
o
g
y
,
v
o
l.
5
3
,
n
o
.
2
,
p
p
.
8
1
–
9
2
,
2
0
1
6
.
[5
1
]
D.
E.
S
.
I.
A.
U.
As
b
a
n
u
a
n
d
B
a
b
y
s
,
"
Th
e
De
v
e
lo
p
m
e
n
t
o
f
S
o
u
n
d
Wav
e
A
u
d
a
c
it
y
Ba
se
Lea
rn
i
n
g
M
e
d
ia
Us
in
g
Et
h
n
o
sc
ien
c
e
Ap
p
r
o
a
c
h
o
f
Am
a
n
u
b
a
n
Tri
b
e
to
Im
p
r
o
v
e
P
h
y
sic
s
Tea
c
h
e
r
Ca
n
d
id
a
tes
?
S
c
ien
c
e
P
ro
c
e
ss
S
k
il
l,
"
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
Res
e
a
rc
h
(IJ
S
R)
,
v
o
l.
6
,
n
o
.
1
1
,
p
p
.
3
2
4
-
3
2
9
,
2
0
1
7
.
[5
2
]
W.
S
u
m
a
rn
i,
"
T
h
e
in
flu
e
n
c
e
o
f
e
th
n
o
sc
ien
c
e
-
b
a
se
d
lea
rn
in
g
o
n
c
h
e
m
istry
to
t
h
e
c
h
e
m
istry
’s
li
te
ra
c
y
ra
te
o
f
th
e
p
ro
sp
e
c
ti
v
e
tea
c
h
e
rs,"
Un
n
e
s S
c
ien
c
e
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
1
1
9
-
2
3
3
,
2
0
1
8
.
[5
3
]
S
u
d
a
rm
in
,
R.
F
e
b
u
,
M
.
Nu
sw
o
w
a
ti
,
a
n
d
W
.
S
u
m
a
rn
i,
"
D
e
v
e
l
o
p
m
e
n
t
o
f
Et
h
n
o
sc
ien
c
e
Ap
p
ro
a
c
h
in
T
h
e
M
o
d
u
l
e
Th
e
m
e
S
u
b
sta
n
c
e
Ad
d
it
i
v
e
s
to
I
m
p
ro
v
e
th
e
Co
g
n
it
i
v
e
Lea
rn
in
g
Ou
tco
m
e
a
n
d
S
t
u
d
e
n
t’s
e
n
trep
re
n
e
u
rsh
ip
,
"
J
o
u
rn
a
l
o
f
P
h
y
sic
s: Co
n
f.
S
e
rie
s
,
v
o
l.
8
2
4
,
n
o
.
1
,
p
p
.
0
1
2
0
2
4
,
2
0
1
7
.
[5
4
]
M
.
C.
S
imi,
E.
R.
A
n
e
e
n
a
,
S
.
T.
P
a
n
j
ik
k
a
ra
n
,
C
.
L
.
S
h
a
ro
n
,
a
n
d
K
.
B.
S
h
e
e
la,
"
S
ta
n
d
a
rd
isa
ti
o
n
a
n
d
q
u
a
li
ty
e
v
a
lu
a
ti
o
n
o
f
Qu
e
e
n
sla
n
d
a
rro
wr
o
o
t
(Ca
n
n
a
e
d
u
li
s
L.
)
Ba
se
d
c
u
s
tard
p
o
wd
e
r,
"
J
o
u
r
n
a
l
o
f
T
ro
p
ic
a
l
A
g
ric
u
lt
u
re
,
v
o
l.
5
4
,
n
o
.
1
,
p
p
.
3
5
–
4
0
,
2
0
1
6
.
[5
5
]
F.
A.
A
d
e
so
ji
,
N.
A.
Om
il
a
n
i
,
a
n
d
O.
A
.
F
ra
n
c
is,
"
Tea
c
h
e
r
V
a
riab
les
a
n
d
S
c
h
o
o
l
L
o
c
a
ti
o
n
a
s
P
re
d
icto
rs
o
f
Ch
e
m
istry
Tea
c
h
e
rs’
Aw
a
re
n
e
ss
o
f
Et
h
n
o
S
c
ien
c
e
P
ra
c
ti
c
e
s,"
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
S
o
c
iety
a
n
d
Be
h
a
v
io
r
a
l
S
c
ien
c
e
,
v
o
l.
3
1
,
n
o
.
1
,
p
p
.
1
-
1
7
,
2
0
1
9
.
[5
6
]
Ø.
L.
Jo
h
a
n
n
e
ss
e
n
a
n
d
G
.
S
k
e
i
e
,
"
T
h
e
re
lati
o
n
sh
ip
b
e
twe
e
n
re
li
g
io
u
s
e
d
u
c
a
ti
o
n
a
n
d
i
n
terc
u
lt
u
ra
l
e
d
u
c
a
ti
o
n
,
"
In
ter
c
u
lt
u
r
a
l
E
d
u
c
a
t
io
n
,
v
o
l
.
3
0
,
n
o
.
3
,
p
p
.
2
6
0
-
2
7
4
,
2
0
1
8
.
[5
7
]
V.
Wo
n
g
,
J.
Dill
o
n
,
a
n
d
H
.
Ki
n
g
,
"
S
T
EM
in
E
n
g
lan
d
:
m
e
a
n
in
g
s
a
n
d
m
o
t
iv
a
ti
o
n
s
in
t
h
e
p
o
li
c
y
a
re
n
a
,
"
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
.
3
8
,
n
o
.
1
5
,
p
p
.
2
3
4
6
–
2
3
6
6
,
2
0
1
6
.
[5
8
]
V.
Va
ll
e
ra
n
d
,
"
Tea
c
h
in
g
a
b
o
u
t
R
e
li
g
io
n
in
a
De
m
o
c
ra
ti
c
S
o
c
iety
:
An
An
a
ly
sis
o
f
t
h
e
Qu
e
b
e
c
Et
h
ic
s
a
n
d
Re
li
g
io
u
s
Cu
lt
u
re
P
ro
g
ra
m
,
"
Reli
g
io
n
&
E
d
u
c
a
ti
o
n
,
v
o
l.
4
5
,
n
o
.
3
,
p
p
.
1
–
1
7
,
2
0
1
9
.
[5
9
]
T.
D.
Ho
lml
u
n
d
,
K.
Les
se
ig
,
a
n
d
D.
S
lav
it
,
"
M
a
k
i
n
g
se
n
se
o
f
“
S
T
EM
e
d
u
c
a
ti
o
n
”
i
n
K
-
1
2
c
o
n
tex
ts,
"
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
T
EM
Ed
u
c
a
ti
o
n
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
-
1
8
,
2
0
1
8
.
[6
0
]
D.
L.
Ca
rli
sle
a
n
d
G
.
C.
Wea
v
e
r,
"
S
TE
M
e
d
u
c
a
ti
o
n
c
e
n
ters
:
c
a
tal
y
z
in
g
t
h
e
imp
r
o
v
e
m
e
n
t
o
f
u
n
d
e
r
g
ra
d
u
a
te
S
TE
M
e
d
u
c
a
ti
o
n
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
T
E
M
E
d
u
c
a
t
io
n
,
v
o
l.
5
,
n
o
.
4
7
,
p
p
.
1
-
21
,
2
0
1
8
.
[6
1
]
D.
Be
ll
,
"
T
h
e
re
a
li
ty
o
f
S
T
EM
e
d
u
c
a
ti
o
n
,
d
e
si
g
n
a
n
d
tec
h
n
o
l
o
g
y
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s:
a
p
h
e
n
o
m
e
n
o
g
ra
p
h
ic
stu
d
y
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
De
sig
n
Ed
u
c
a
ti
on
,
v
o
l
.
2
6
,
n
o
.
1
,
p
p
.
6
1
-
7
9
,
2
0
1
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
45
-
10
54
1054
[6
2
]
K.
C.
M
a
rg
o
t
a
n
d
T.
Ke
tt
ler,
"
T
e
a
c
h
e
rs’
p
e
rc
e
p
ti
o
n
o
f
S
TE
M
i
n
teg
ra
ti
o
n
a
n
d
e
d
u
c
a
ti
o
n
:
a
sy
ste
m
a
ti
c
li
tera
tu
re
re
v
iew
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
T
EM
Ed
u
c
a
ti
o
n
,
v
o
l.
6
,
n
o
.
1
,
2
0
1
9
.
[6
3
]
D.
J.
S
h
e
rn
o
ff
,
S
.
S
i
n
h
a
,
D.
M
.
Bre
ss
ler,
a
n
d
L.
G
in
sb
u
rg
,
"
As
se
ss
in
g
tea
c
h
e
r
e
d
u
c
a
ti
o
n
a
n
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
n
e
e
d
s
f
o
r
th
e
imp
le
m
e
n
tatio
n
o
f
i
n
teg
ra
t
e
d
a
p
p
ro
a
c
h
e
s
to
S
TE
M
e
d
u
c
a
ti
o
n
,
"
I
n
ter
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
S
T
EM
Ed
u
c
a
ti
o
n
,
v
o
l.
4
,
n
o
.
1
3
,
p
p
.
1
-
1
6
,
2
0
1
7
.
[6
4
]
E.
A.
Da
re
,
E.
A.
Rin
g
-
Wh
a
le
n
,
a
n
d
G
.
H.
Ro
e
h
rig
,
"
Cre
a
ti
n
g
a
c
o
n
ti
n
u
u
m
o
f
S
TE
M
m
o
d
e
ls:
Ex
p
lo
rin
g
h
o
w
K
-
1
2
sc
ien
c
e
tea
c
h
e
rs
c
o
n
c
e
p
tu
a
li
z
e
S
TE
M
e
d
u
c
a
ti
o
n
,
"
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l.
4
1
,
n
o
.
1
2
,
p
p
.
1
7
0
1
-
1
7
2
0
,
2
0
1
9
.
[6
5
]
C.
Cra
ig
,
R.
Ve
rm
a
,
D.
S
t
o
k
e
s,
P
.
E
v
a
n
s,
a
n
d
B.
Ab
r
o
l,
"
Th
e
in
f
lu
e
n
c
e
o
f
p
a
re
n
ts
o
n
u
n
d
e
r
g
ra
d
u
a
te
a
n
d
g
ra
d
u
a
te
stu
d
e
n
ts’
e
n
terin
g
th
e
S
TE
M
d
is
c
ip
li
n
e
s
a
n
d
S
TE
M
c
a
re
e
rs,"
In
te
rn
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l.
4
0
,
n
o
.
6
,
p
p
.
6
2
1
–
6
4
3
,
2
0
1
8
.
[6
6
]
K.
P
iat
ek
-
Jim
e
n
e
z
,
J.
Cri
b
b
s,
a
n
d
N.
G
il
l,
"
Co
ll
e
g
e
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
g
e
n
d
e
r
ste
re
o
t
y
p
e
s: ma
k
i
n
g
c
o
n
n
e
c
ti
o
n
s
to
t
h
e
u
n
d
e
rre
p
re
se
n
tatio
n
o
f
w
o
m
e
n
in
S
TE
M
f
ield
s,"
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l.
4
0
,
n
o
.
1
2
,
p
p
.
1
-
2
3
,
2
0
1
8
.
[6
7
]
A.
S
a
h
i
n
,
A.
E
k
m
e
k
c
i,
a
n
d
H.
C.
Wax
m
a
n
,
"
T
h
e
re
lati
o
n
sh
ip
s
a
m
o
n
g
h
i
g
h
sc
h
o
o
l
S
TE
M
lea
rn
i
n
g
e
x
p
e
rien
c
e
s
,
e
x
p
e
c
tatio
n
s,
a
n
d
m
a
th
e
m
a
ti
c
s
a
n
d
sc
ien
c
e
e
ffica
c
y
a
n
d
t
h
e
l
ik
e
li
h
o
o
d
o
f
m
a
jo
rin
g
i
n
S
T
E
M
in
c
o
ll
e
g
e
,
"
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
9
,
n
o
.
1
1
,
p
p
.
1
5
4
9
–
1
5
7
2
,
2
0
1
7
.
[6
8
]
H.
Tzu
-
L
in
g
,
"
G
e
n
d
e
r
d
if
fe
re
n
c
e
s
in
h
ig
h
-
sc
h
o
o
l
lea
rn
i
n
g
e
x
p
e
rien
c
e
s,
m
o
ti
v
a
ti
o
n
,
se
lf
-
e
ffica
c
y
,
a
n
d
c
a
re
e
r
a
sp
iratio
n
s
a
m
o
n
g
Taiwa
n
e
se
S
TE
M
c
o
ll
e
g
e
stu
d
e
n
ts
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
4
1
,
n
o
.
1
3
,
p
p
.
1
8
7
0
–
1
8
8
4
,
2
0
1
9
.
[6
9
]
S
.
Ha
n
,
"
K
o
re
a
n
stu
d
e
n
ts’
a
tt
it
u
d
e
s
to
wa
rd
S
TE
M
p
ro
jec
t
-
b
a
s
e
d
lea
rn
in
g
a
n
d
m
a
jo
r
se
lec
ti
o
n
,
"
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
&
Pra
c
ti
c
e
,
v
o
l
.
1
7
,
n
o
.
2
,
p
p
.
5
2
9
–
5
4
8
,
2
0
1
7
.
[7
0
]
A.
S
tru
y
f,
H.
De
L
o
o
f,
J.
B
o
e
v
e
-
d
e
P
a
u
w,
a
n
d
P
.
Va
n
P
e
teg
e
m
,
"
S
tu
d
e
n
ts’
e
n
g
a
g
e
m
e
n
t
in
d
iffere
n
t
S
TE
M
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts:
in
te
g
ra
ted
S
TE
M
e
d
u
c
a
ti
o
n
a
s
p
r
o
m
isin
g
p
ra
c
ti
c
e
,
"
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
41
,
n
o
.
10
,
p
p
.
1
3
8
7
-
1
4
0
7
,
2
0
1
9
.
[7
1
]
S
.
Ak
a
y
g
u
n
a
n
d
F
.
As
lan
-
T
u
ta
k
,
"
S
TE
M
ima
g
e
s
re
v
e
a
li
n
g
st
e
m
c
o
n
c
e
p
ti
o
n
s
o
f
p
re
-
se
rv
ice
c
h
e
m
istry
a
n
d
m
a
th
e
m
a
ti
c
s
tea
c
h
e
rs,"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
i
n
M
a
t
h
e
ma
ti
c
s,
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
5
6
-
7
1
,
2
0
1
6
.
[7
2
]
E.
Ba
ra
n
,
S
.
Ca
n
b
a
z
o
g
l
u
Bil
ici,
C
.
M
e
su
t
o
g
l
u
,
a
n
d
C.
Oc
a
k
,
"
M
o
v
i
n
g
S
TE
M
b
e
y
o
n
d
sc
h
o
o
ls:
S
t
u
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
a
b
o
u
t
a
n
o
u
t
-
of
-
sc
h
o
o
l
S
TE
M
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
in
M
a
t
h
e
ma
t
ics
,
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
9
-
1
9
,
2
0
1
8
.
[7
3
]
J.
Ve
n
n
ix
,
P
.
d
e
n
Bro
k
,
a
n
d
R.
Tac
o
n
is,
"
D
o
o
u
tre
a
c
h
a
c
ti
v
i
ti
e
s
in
se
c
o
n
d
a
ry
S
TE
M
e
d
u
c
a
ti
o
n
m
o
ti
v
a
te
st
u
d
e
n
t
s
a
n
d
im
p
ro
v
e
t
h
e
ir
a
tt
it
u
d
e
s
to
wa
rd
s
S
TE
M
?
"
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
4
0
,
n
o
.
1
1
,
p
p
.
1
2
6
3
-
1
2
8
3
,
2
0
1
9
.
[7
4
]
N.
Kh
o
e
ro
n
in
g
t
y
a
s,
A.
P
e
rm
a
n
a
sa
ri,
a
n
d
I.
Ha
m
id
a
h
,
"
S
TE
M
Lea
rn
in
g
in
M
a
teria
l
o
f
Tem
p
e
ra
tu
re
a
n
d
Its
Ch
a
n
g
e
to
Im
p
r
o
v
e
S
c
ien
t
ifi
c
Li
tera
c
y
o
f
Ju
n
i
o
r
Hig
h
S
c
h
o
o
l
S
t
u
d
e
n
ts,"
J
u
rn
a
l
Pen
d
id
ik
a
n
IP
A
In
d
o
n
e
sia
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
9
4
-
1
0
0
,
2
0
1
6
.
[7
5
]
M.
E.
Ba
rn
e
s,
J
.
M
.
,
T
ru
o
n
g
,
a
n
d
S
.
E.
Br
o
wn
e
ll
,
"
Ex
p
e
rien
c
e
s
o
f
J
u
d
e
o
-
C
h
risti
a
n
S
t
u
d
e
n
t
s
i
n
Un
d
e
r
g
ra
d
u
a
te
Bio
lo
g
y
,
"
CBE
—
L
if
e
S
c
ien
c
e
s E
d
u
c
a
ti
o
n
,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
1
-
16,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.