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120
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2252
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J
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//
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Active learni
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Acc
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J
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2
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20
In
th
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stu
d
y
,
it
wa
s
a
ime
d
t
o
d
e
term
in
e
so
c
ial
stu
d
ies
c
a
n
d
id
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t
e
s
h
o
w
t
o
p
ra
c
ti
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e
a
b
o
u
t
m
a
k
e
o
f
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se
m
u
se
u
m
s
a
s
a
lea
rn
i
n
g
e
n
v
iro
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e
n
t.
I
t
wa
s
tri
e
d
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d
isc
u
ss
a
c
a
se
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fo
r
t
h
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u
r
p
o
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wa
s
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se
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c
a
se
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d
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.
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e
st
u
d
y
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ro
u
p
c
o
n
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ste
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o
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1
9
stu
d
e
n
ts
(1
2
fe
m
a
les
,
7
m
a
le
s
)
stu
d
y
in
g
so
c
ial
stu
d
ies
a
t
a
p
u
b
li
c
u
n
iv
e
rsit
y
.
P
a
rti
c
ip
a
n
ts
we
re
g
iv
e
n
m
u
se
u
m
train
i
n
g
las
ti
n
g
7
we
e
k
s
a
n
d
th
e
p
ro
c
e
ss
sta
rted
with
t
h
e
v
isit
o
f
t
h
e
An
taly
a
Arc
h
e
o
l
o
g
y
M
u
se
u
m
.
In
th
is
stu
d
y
,
M
u
se
u
m
Ev
a
lu
a
ti
o
n
F
o
rm
s
we
re
u
se
d
a
s
d
a
ta
c
o
ll
e
c
ti
o
n
t
o
o
ls.
Th
e
se
fo
rm
s
we
re
u
se
d
a
t
two
-
s
tag
e
.
Th
e
first
sta
g
e
wa
s
th
e
P
re
-
M
u
se
u
m
Ev
a
lu
a
ti
o
n
F
o
rm
a
n
d
th
e
se
c
o
n
d
sta
g
e
wa
s
th
e
Ac
ti
v
it
y
Ev
a
l
u
a
ti
o
n
F
o
rm
s
.
Co
n
ten
t
a
n
a
ly
sis
tec
h
n
i
q
u
e
wa
s
u
se
d
in
d
a
ta
a
n
a
ly
sis,
a
n
d
th
e
f
o
rm
s
we
re
e
x
a
m
in
e
d
se
p
a
ra
tely
a
n
d
t
h
e
m
e
s
a
n
d
c
a
teg
o
ries
we
re
c
re
a
ted
.
I
n
th
e
c
a
teg
o
ries
,
t
h
e
sta
tem
e
n
ts
o
f
so
m
e
o
f
th
e
p
a
rti
c
ip
a
n
ts
we
re
g
iv
e
n
wi
th
d
irec
t
q
u
o
tati
o
n
s
.
As
a
re
su
lt
o
f
t
h
e
re
se
a
rc
h
,
th
e
e
x
p
e
c
tatio
n
s
o
f
t
h
e
stu
d
e
n
ts
b
e
fo
re
th
e
m
u
se
u
m
train
in
g
a
re
d
iv
id
e
d
in
t
o
th
e
c
a
teg
o
ries
o
f
L
e
a
r
n
in
g
a
b
o
u
t
th
e
u
se
o
f
th
e
M
u
se
u
m
,
Hist
o
ric
a
l
a
wa
re
n
e
ss
a
n
d
Emb
o
d
ime
n
t
i
n
th
e
t
h
e
m
e
o
f
C
o
g
n
it
i
v
e
F
iel
d
.
I
n
th
e
a
ffe
c
ti
v
e
m
a
in
t
h
e
m
e
,
it
wa
s
d
e
term
in
e
d
th
a
t
it
wa
s
d
iv
i
d
e
d
in
t
o
t
h
e
c
a
teg
o
ries
o
f
G
ro
u
p
Wo
r
k
,
Co
n
tri
b
u
ti
o
n
to
P
ro
fe
ss
io
n
a
l
Kn
o
wle
d
g
e
a
n
d
Be
in
g
a
n
Eff
e
c
ti
v
e
Cit
ize
n
.
In
t
h
e
Co
g
n
it
i
v
e
F
i
e
ld
th
e
m
e
,
th
e
stu
d
e
n
ts'
e
x
p
e
rien
c
e
s
a
fter
m
u
se
u
m
train
in
g
a
re
d
iv
id
e
d
in
to
th
e
c
a
teg
o
ries
o
f
F
ield
Kn
o
wle
d
g
e
,
M
u
se
u
m
Us
e
Lea
rn
in
g
a
n
d
Cre
a
ti
v
it
y
.
In
t
h
e
a
ffe
c
ti
v
e
T
h
in
k
i
n
g
,
C
o
n
tri
b
u
t
io
n
t
o
P
ro
fe
ss
io
n
a
l
K
n
o
wle
d
g
e
,
P
e
rm
a
n
e
n
t
Lea
rn
in
g
,
a
n
d
Ro
le
-
P
lay
in
g
a
re
th
e
c
a
teg
o
ries
o
f
th
e
a
ffe
c
ti
v
e
c
a
teg
o
ries
.
P
a
rti
c
ip
a
n
ts
sta
ted
t
h
a
t
to
m
a
k
e
u
se
o
f
m
u
se
u
m
to
e
ffe
c
t
o
n
th
e
c
o
g
n
it
i
v
e
a
re
a
m
o
re
e
ffe
c
ti
v
e
th
a
n
a
ffe
c
ti
v
e
a
re
a
.
K
ey
w
o
r
d
s
:
Activ
e
lear
n
in
g
C
ase
s
tu
d
y
Mu
s
eu
m
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
:
Ç
iğ
d
em
Ko
za
n
er
Yen
i
g
u
l
,
Dep
ar
tm
en
t o
f
E
d
u
ca
tio
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So
ci
al
Stu
d
ies
,
E
u
r
o
p
ea
n
Un
iv
er
s
ty
o
f
L
ef
k
e
,
L
ef
k
e,
No
r
t
h
er
n
C
y
p
r
u
s
T
R
-
1
0
Me
r
s
in
,
T
u
r
k
ey
E
m
ail:
ck
o
za
n
er
@
eu
l.e
d
u
.
tr
1.
I
NT
RO
D
UCT
I
O
N
Acc
o
r
d
in
g
to
th
e
d
ef
in
itio
n
m
ad
e
b
y
th
e
I
C
OM
(
I
n
ter
n
atio
n
al
C
o
u
n
cil
o
f
Mu
s
eu
m
)
,
a
m
u
s
eu
m
is
a
n
o
n
-
p
r
o
f
it,
p
er
m
an
e
n
t
in
s
titu
tio
n
in
th
e
s
er
v
ice
o
f
s
o
ciety
an
d
its
d
ev
elo
p
m
en
t,
o
p
e
n
to
th
e
p
u
b
lic,
w
h
ich
ac
q
u
ir
es,
c
o
n
s
er
v
es,
r
esear
ch
e
s
,
co
m
m
u
n
icate
s
an
d
ex
h
i
b
its
th
e
tan
g
i
b
le
an
d
i
n
tan
g
ib
le
h
e
r
itag
e
o
f
h
u
m
an
ity
an
d
its
en
v
ir
o
n
m
en
t
f
o
r
th
e
p
u
r
p
o
s
es
o
f
ed
u
ca
tio
n
,
s
tu
d
y
an
d
en
jo
y
m
en
t.
Sin
ce
in
ter
s
ec
tio
n
s
b
etwe
en
m
u
s
eu
m
s
an
d
co
m
m
u
n
ities
h
av
e
ch
an
g
ed
i
n
r
ec
e
n
t
y
ea
r
s
,
af
ter
ca
r
ef
u
lly
d
is
cu
s
s
in
g
r
ec
o
m
m
en
d
atio
n
s
,
p
r
o
s
an
d
co
n
s
,
p
r
o
s
p
ec
ts
an
d
p
o
ten
tials
r
eg
ar
d
in
g
th
e
m
u
s
eu
m
d
e
f
in
itio
n
,
th
e
I
C
OM
E
x
ec
u
tiv
e
B
o
ar
d
d
ec
id
ed
t
h
at
it
was
tim
e
to
r
eth
in
k
a
n
d
r
e
v
is
e
th
e
e
x
is
tin
g
m
u
s
eu
m
d
e
f
in
itio
n
[
1
]
.
Mu
s
eu
m
s
a
r
e
g
e
n
er
ally
c
o
n
s
id
er
ed
to
u
r
is
t
attr
ac
tio
n
s
an
d
cu
ltu
r
al
h
er
itag
e.
At
th
e
s
am
e
tim
e,
m
u
s
eu
m
s
h
av
e
a
g
r
ea
t
r
o
le
in
ed
u
ca
tio
n
in
ter
m
s
o
f
b
ein
g
p
lace
s
th
at
p
r
o
v
id
e
co
g
n
itiv
e
co
n
tr
ib
u
tio
n
t
o
th
e
in
d
iv
i
d
u
al.
Mu
s
eu
m
s
h
av
e
alwa
y
s
p
lay
ed
an
im
p
o
r
tan
t
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
A
ctive
lea
r
n
in
g
ed
u
c
a
tio
n
in
mu
s
eu
m
(
İ
r
em
N
a
mli A
ltin
ta
s
)
121
r
o
le
as
in
f
o
r
m
atio
n
r
ep
o
s
ito
r
ies,
b
u
t
th
ey
h
a
v
e
b
ec
o
m
e
in
cr
ea
s
in
g
ly
ac
tiv
e
d
is
tr
ib
u
to
r
s
o
f
in
f
o
r
m
atio
n
i
n
th
e
2
0
th
ce
n
t
u
r
y
[
2
]
.
Mu
s
eu
m
s
ex
is
t
with
th
eir
em
p
h
asis
o
n
in
ter
n
al
a
n
d
ex
ter
n
al
p
ar
ti
cip
atio
n
,
s
u
g
g
esti
n
g
,
q
u
esti
o
n
in
g
a
n
d
aim
in
g
th
e
co
n
tin
u
ity
o
f
s
o
cial
d
ev
elo
p
m
en
t
b
y
r
ein
f
o
r
cin
g
th
e
s
en
s
e
cu
r
io
s
ity
[
3
]
Mu
s
eu
m
ed
u
ca
tio
n
allo
ws
p
e
o
p
le
to
g
ain
ex
p
e
r
ien
ce
f
r
o
m
m
u
s
eu
m
co
llectio
n
s
ac
co
r
d
i
n
g
to
th
eir
k
n
o
wled
g
e,
s
k
ills
an
d
in
ter
ests
an
d
to
m
ak
e
th
eir
o
wn
s
en
s
e
o
f
th
ese.
T
o
d
ay
,
h
o
s
tin
g
ex
h
ib
itio
n
s
,
wh
ich
is
am
o
n
g
th
e
m
ain
task
s
o
f
m
u
s
eu
m
s
,
h
as
s
tar
ted
to
b
e
d
o
n
e
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
e
s
[
4
]
.
Alth
o
u
g
h
m
u
s
eu
m
s
'
ed
u
ca
tio
n
al
r
o
le
was
p
r
ev
io
u
s
l
y
lim
ited
to
p
r
o
v
id
in
g
s
p
ec
if
ic
s
itu
atio
n
s
f
o
r
lim
ited
g
r
o
u
p
s
s
u
ch
as
ch
ild
r
e
n
o
r
ad
u
lt
to
u
r
g
r
o
u
p
s
,
th
ey
ar
e
to
d
ay
u
s
ed
in
a
b
r
o
ad
er
s
en
s
e
f
o
r
h
o
s
tin
g
ex
h
ib
itio
n
s
,
ev
en
ts
an
d
wo
r
k
s
h
o
p
s
[
5
]
.
Mu
s
eu
m
ed
u
ca
tio
n
s
er
v
es
th
e
p
u
r
p
o
s
e
o
f
m
ea
n
in
g
f
u
lly
a
s
s
o
ciatin
g
th
e
p
ast,
p
r
esen
t
a
n
d
f
u
tu
r
e,
en
ab
lin
g
p
eo
p
le
to
r
ec
o
g
n
ize
th
eir
o
w
n
cu
ltu
r
e
an
d
d
if
f
e
r
en
t
cu
ltu
r
es
with
a
to
ler
an
t
ap
p
r
o
ac
h
,
m
ain
tain
in
g
cu
ltu
r
al
h
er
itag
e
an
d
d
ev
elo
p
i
n
g
i
n
t
er
cu
ltu
r
al
em
p
ath
y
[
6
]
.
Stu
d
en
ts
ar
e
ta
k
en
t
o
th
e
ce
n
t
er
o
f
ed
u
ca
tio
n
i
n
ed
u
ca
tio
n
al
ac
tiv
ities
in
m
u
s
eu
m
s
.
,
T
h
u
s
,
ef
f
ec
tiv
e
lea
r
n
in
g
o
cc
u
r
s
in
s
tu
d
en
t
-
ce
n
te
r
ed
ed
u
ca
tio
n
an
d
in
d
iv
id
u
als lea
d
s
to
ch
a
n
g
e,
d
ev
elo
p
m
en
t a
n
d
m
o
r
e
ea
g
er
n
e
s
s
to
lear
n
.
[
7
]
I
n
g
e
n
er
al,
lear
n
in
g
i
n
m
u
s
eu
m
s
an
d
o
t
h
er
o
u
t
-
of
-
s
ch
o
o
l
s
et
tin
g
s
is
ca
lled
in
f
o
r
m
al
lear
n
in
g
,
an
d
it
is
q
u
alitativ
ely
d
if
f
er
e
n
t
f
r
o
m
t
h
e
ac
tiv
ities
ca
r
r
ied
o
u
t
in
s
ch
o
o
ls
.
R
ec
en
t
d
ev
elo
p
m
en
ts
in
s
cien
ce
o
f
ed
u
ca
tio
n
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
h
elp
in
g
p
e
o
p
le
co
n
tr
o
l
t
h
eir
o
wn
lear
n
in
g
.
Sin
ce
th
i
s
u
n
d
er
s
tan
d
in
g
is
co
n
s
id
er
ed
im
p
o
r
tan
t,
p
eo
p
le
s
h
o
u
ld
lear
n
wh
en
th
ey
u
n
d
e
r
s
tan
d
an
d
wh
en
th
ey
n
ee
d
m
o
r
e
in
f
o
r
m
atio
n
[
8
]
.
T
h
er
e
ar
e
m
an
y
a
p
p
licatio
n
s
r
eg
ar
d
in
g
th
e
u
s
e
o
f
m
u
s
eu
m
s
f
o
r
teac
h
in
g
p
u
r
p
o
s
es,
s
u
ch
as
s
to
r
y
tellin
g
in
p
ain
tin
g
g
alle
r
ies,
p
er
f
o
r
m
in
g
d
r
am
a
(
an
i
m
atio
n
)
u
s
in
g
c
h
ar
ac
ter
s
r
el
ated
to
th
e
wo
r
k
s
,
s
cien
tific
ex
p
er
im
en
tal
wo
r
k
s
h
o
p
s
,
p
o
etr
y
wr
itin
g
a
n
d
clas
s
if
icatio
n
in
r
esp
o
n
s
e
to
o
b
je
cts,
ex
am
in
in
g
th
eir
s
y
s
tem
s
,
d
ev
elo
p
in
g
f
ash
io
n
s
h
o
ws
in
in
d
o
o
r
a
n
d
o
u
td
o
o
r
s
p
ac
es
b
ased
o
n
co
s
tu
m
e
co
llectio
n
s
,
m
ap
p
in
g
,
in
ter
v
iewin
g
with
m
u
s
eu
m
s
taf
f
,
an
d
v
is
itin
g
m
u
s
eu
m
s
h
o
p
s
o
r
lab
o
r
at
o
r
ies
[
5
]
.
T
h
e
im
p
o
r
tan
ce
o
f
m
u
s
eu
m
s
an
d
a
r
t
g
aller
ies
c
o
m
es
in
to
g
r
ea
ter
p
r
o
m
in
e
n
ce
wh
e
n
lear
n
in
g
b
y
d
o
in
g
a
n
d
th
r
o
u
g
h
ex
p
er
im
en
tin
g
is
tak
en
in
to
co
n
s
id
er
atio
n
[
9
]
.
E
d
u
ca
tio
n
in
th
e
m
u
s
eu
m
en
v
i
r
o
n
m
en
t is b
ased
o
n
ce
r
tain
le
ar
n
in
g
p
r
in
cip
les.
T
h
ese
ca
n
b
e
lis
ted
as f
o
llo
ws:
a.
L
ea
r
n
in
g
is
an
ac
tiv
e
p
r
o
ce
s
s
.
b.
Peo
p
le
teac
h
wh
ile
lear
n
in
g
.
c.
Me
an
in
g
f
u
l le
ar
n
in
g
r
eq
u
ir
es
a
co
g
n
itiv
e
p
r
o
ce
s
s
.
d.
L
ea
r
n
in
g
is
a
s
o
cial
ac
tiv
ity
.
e.
L
ea
r
n
in
g
is
ass
o
ciate
d
with
th
e
en
v
ir
o
n
m
en
t.
f.
Kn
o
wled
g
e,
tim
e
a
n
d
ex
p
er
ien
ce
ar
e
n
ee
d
e
d
to
lear
n
.
g.
Mo
tiv
atio
n
is
th
e
b
asic e
lem
en
t o
f
lear
n
in
g
[
6
]
.
New
ap
p
r
o
ac
h
es
in
m
u
s
eu
m
e
d
u
ca
tio
n
ar
e
s
im
ilar
to
in
n
o
v
a
tiv
e
ap
p
r
o
ac
h
es
in
ed
u
ca
tio
n
al
s
cien
ce
s
.
New
ed
u
ca
tio
n
al
p
r
ac
tices
in
m
u
s
eu
m
s
ca
n
b
e
s
tated
to
b
e
b
ased
o
n
ac
tiv
e
lear
n
in
g
an
d
co
n
s
tr
u
ctiv
is
t
ed
u
ca
tio
n
ap
p
r
o
ac
h
,
co
o
p
er
ativ
e
lear
n
in
g
,
an
d
u
n
d
er
s
tan
d
in
g
o
f
lear
n
in
g
th
r
o
u
g
h
in
v
en
tio
n
[
1
0
]
.
Activ
e
lear
n
in
g
is
a
p
r
o
ce
s
s
in
wh
ich
d
ec
is
io
n
-
m
ak
in
g
o
p
p
o
r
tu
n
ities
ar
e
g
iv
e
n
to
s
tu
d
e
n
ts
th
r
o
u
g
h
ac
tiv
ities
th
at
f
o
r
ce
th
em
to
u
s
e
th
eir
m
en
tal
ab
ilit
ies.
I
n
th
is
p
r
o
ce
s
s
,
s
tu
d
en
ts
r
eg
u
lar
ly
ass
e
s
s
th
em
s
elv
es
with
th
e
p
r
o
b
lem
s
th
ey
f
ac
e
in
a
s
p
ec
if
ic
d
is
cip
lin
e
an
d
d
ev
elo
p
d
if
f
er
en
t
s
k
ills
an
d
u
n
d
er
s
tan
d
in
g
in
th
e
h
an
d
lin
g
o
f
co
n
ce
p
ts
[
1
1
]
.
Acc
o
r
d
in
g
t
o
an
o
th
e
r
d
e
f
in
itio
n
,
it
is
th
e
p
r
o
ce
s
s
o
f
k
ee
p
in
g
s
tu
d
en
ts
a
ctiv
e
m
en
tally
an
d
m
o
s
tly
p
h
y
s
ically
with
ac
tiv
it
ies
th
at
in
v
o
lv
e
g
ath
er
in
g
in
f
o
r
m
atio
n
,
th
i
n
k
in
g
an
d
p
r
o
b
le
m
-
s
o
lv
in
g
s
tu
d
ies
I
t
r
ef
er
s
to
a
wid
e
r
an
g
e
o
f
tea
ch
in
g
s
tr
ateg
ies
th
at
in
v
o
lv
e
th
e
s
tu
d
en
t
as
an
ac
tiv
e
p
ar
ticip
an
t
in
lear
n
in
g
p
r
o
ce
s
s
with
h
is
/h
er
teac
h
er
s
d
u
r
in
g
th
e
less
o
n
.
W
h
en
u
s
in
g
teac
h
in
g
s
tr
ateg
ies,
th
e
teac
h
er
is
a
g
u
id
e
th
at
g
u
id
es
th
e
s
tu
d
en
t
to
ac
ce
s
s
k
n
o
wled
g
e
o
r
ac
q
u
ir
e
ex
p
er
ien
ce
,
n
o
t
s
o
m
eo
n
e
p
ass
in
g
o
n
k
n
o
wled
g
e.
Stu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
is
a
n
ap
p
r
o
ac
h
in
wh
ich
s
tu
d
e
n
ts
in
f
lu
en
ce
th
eir
ac
tiv
ities
,
m
ater
ials
,
an
d
lear
n
in
g
s
p
ee
d
.
T
h
is
lear
n
in
g
m
o
d
el
p
l
ac
es th
e
s
tu
d
en
t a
t th
e
ce
n
ter
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
2
]
.
T
h
e
ter
m
"a
ctiv
e
lear
n
in
g
"
a
n
d
th
e
id
ea
o
f
"stu
d
en
t
-
ce
n
te
r
ed
lear
n
in
g
"
b
ec
am
e
a
m
ajo
r
ar
ea
o
f
in
ter
est
am
o
n
g
e
d
u
ca
to
r
s
in
t
h
e
late
1
9
7
0
s
an
d
ea
r
ly
1
9
8
0
s
.
I
n
r
ec
e
n
t
y
ea
r
s
,
n
u
m
e
r
o
u
s
te
ac
h
er
s
,
ed
u
ca
tio
n
al
r
esear
ch
er
s
,
an
d
co
g
n
itiv
e
p
s
y
ch
o
lo
g
is
ts
h
av
e
s
h
o
wn
an
i
n
ter
est
in
d
ev
e
lo
p
in
g
,
d
is
s
em
in
atin
g
,
an
d
e
v
alu
atin
g
teac
h
in
g
an
d
lear
n
in
g
m
o
d
el
s
th
at
o
f
f
er
g
r
ea
ter
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
p
ar
tici
p
ate,
ex
p
lo
r
e,
an
d
co
llab
o
r
ate.
Ad
v
o
ca
tes
o
f
ac
tiv
e
lear
n
in
g
s
tr
ess
ed
th
at
lear
n
in
g
is
an
ac
tiv
e
p
r
o
ce
s
s
,
a
n
d
th
ey
d
e
v
elo
p
ed
m
etap
h
o
r
s
o
f
teac
h
in
g
an
d
l
ea
r
n
in
g
b
ased
o
n
a
"c
o
n
s
tr
u
ctiv
is
t"
p
h
ilo
s
o
p
h
y
t
h
at
ar
g
u
ed
th
at
k
n
o
wled
g
e
was
n
ev
er
tr
an
s
m
itted
o
n
ly
b
etwe
en
in
d
iv
id
u
als.
I
n
th
is
p
r
o
ce
s
s
,
lear
n
in
g
is
o
n
l
y
a
d
y
n
am
ic
ca
p
ac
ity
th
at
th
e
s
tu
d
en
t
cr
ea
tes
b
y
u
s
in
g
in
ter
n
al
t
h
o
u
g
h
t
p
r
o
ce
s
s
es
an
d
in
f
lu
en
cin
g
en
v
ir
o
n
m
en
tal
s
tim
u
li.
I
n
o
th
er
wo
r
d
s
,
lear
n
in
g
in
v
o
lv
es
co
n
s
tr
u
ctin
g
h
is
/h
er
o
wn
m
ea
n
in
g
in
o
r
d
er
to
u
n
d
er
s
tan
d
th
e
wo
r
ld
h
e/sh
e
en
co
u
n
ter
s
,
co
m
b
in
in
g
n
ew
k
n
o
wled
g
e
with
e
x
is
tin
g
m
e
n
tal
m
o
d
els.
I
n
s
tead
o
f
ac
q
u
ir
in
g
r
ea
d
y
-
to
-
u
s
e
k
n
o
wled
g
e,
s
tu
d
en
ts
cr
ea
te
m
en
tal
r
ep
r
esen
tatio
n
s
o
r
m
o
d
els
o
f
th
e
"r
ea
l
w
o
r
ld
"
th
at
th
ey
u
s
e
to
s
o
lv
e
p
r
o
b
lem
s
.
T
h
ese
r
ep
r
esen
tatio
n
s
ca
n
b
e
cr
ea
ted
well
o
r
p
o
o
r
ly
b
u
t
ar
e
co
n
s
tan
tly
ac
ce
s
s
i
b
le
an
d
u
p
d
ated
b
y
ea
ch
s
tu
d
en
t,
in
clu
d
in
g
i
n
d
iv
i
d
u
als r
esp
o
n
s
ib
le
f
o
r
f
u
lf
illi
n
g
th
e
tr
ad
itio
n
al
r
o
le
o
f
th
e
teac
h
er
[
1
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
2
0
-
1
2
8
122
Ap
p
r
o
ac
h
es
th
at
p
r
o
m
o
te
ac
ti
v
e
lear
n
in
g
f
o
c
u
s
o
n
im
p
r
o
v
in
g
s
tu
d
en
ts
'
s
k
ills
r
ath
er
th
an
tr
an
s
m
itti
n
g
k
n
o
wled
g
e
an
d
r
e
q
u
ir
e
s
tu
d
en
ts
to
d
o
s
o
m
eth
i
n
g
t
h
at
n
ee
d
s
h
ig
h
e
r
-
lev
el
t
h
in
k
in
g
(
r
ea
d
in
g
,
d
is
cu
s
s
io
n
,
wr
i
tin
g
)
.
Activ
e
lear
n
in
g
ap
p
r
o
ac
h
es
also
in
clu
d
e
th
e
u
s
e
o
f
co
llab
o
r
ativ
e
lear
n
in
g
g
r
o
u
p
s
,
a
co
n
s
tr
u
ctiv
is
t
-
b
ased
p
r
ac
tice
th
at
s
p
ec
if
ically
em
p
h
asiz
es
th
e
co
n
tr
ib
u
tio
n
th
at
s
o
cial
in
ter
ac
tio
n
will
m
ak
e
[
1
4
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
r
esear
ch
is
to
co
n
v
ey
th
e
e
x
p
er
ie
n
ce
s
r
elate
d
to
h
o
w
m
u
s
eu
m
s
ca
n
b
e
u
s
ed
as
a
lear
n
in
g
e
n
v
ir
o
n
m
en
t to
th
e
So
cial
Stu
d
ies tea
ch
er
ca
n
d
id
a
tes wh
o
will tea
ch
at
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l le
v
el.
T
h
e
s
tu
d
y
s
o
u
g
h
t a
n
s
wer
s
to
t
h
e
f
o
llo
win
g
q
u
esti
o
n
s
:
a.
W
h
at
ar
e
th
e
ex
p
ec
tatio
n
s
o
f
t
ea
ch
er
ca
n
d
i
d
ates f
r
o
m
t
h
e
u
s
e
o
f
m
u
s
eu
m
s
?
b.
W
h
at
is
th
e
ef
f
ec
t o
f
m
u
s
eu
m
u
s
e
o
n
lear
n
i
n
g
?
c.
W
h
at
is
th
e
ef
f
ec
t o
f
m
u
s
eu
m
u
s
e
o
n
th
e
a
f
f
ec
tiv
e
d
o
m
ain
?
I
n
lin
e
with
th
is
aim
,
s
o
cial
s
tu
d
ies
teac
h
er
ca
n
d
id
ates
wer
e
allo
wed
to
co
n
v
ey
th
eir
e
x
p
er
ien
ce
s
th
r
o
u
g
h
ex
am
p
les o
f
ac
ti
v
ities
at
th
e
An
taly
a
Ar
ch
ae
o
lo
g
ical
Mu
s
eu
m
.
I
n
th
is
s
tu
d
y
,
it
was
aim
ed
to
r
ev
ea
l
d
if
f
er
e
n
t
s
k
ills
in
th
e
m
u
s
eu
m
(
s
k
ills
s
u
ch
as
cr
itic
al
th
in
k
in
g
,
p
r
o
b
lem
s
o
lv
in
g
an
d
cr
ea
tiv
e
th
in
k
in
g
b
y
u
s
in
g
th
e
o
b
jec
ts
in
th
e
m
u
s
eu
m
as
to
o
ls
)
i
n
th
e
teac
h
in
g
o
f
lea
r
n
in
g
ar
ea
s
th
at
in
clu
d
e
h
is
to
r
y
o
r
an
t
h
r
o
p
o
lo
g
y
s
u
b
j
ec
ts
in
So
cial
Stu
d
ies
co
u
r
s
e,
ex
p
er
ien
ce
s
th
at
ca
n
n
o
t
b
e
o
b
tain
ed
t
h
r
o
u
g
h
p
r
esen
tatio
n
in
t
h
e
class
r
o
o
m
s
ettin
g
.
I
t
was
th
o
u
g
h
t
t
h
at
t
h
is
s
tu
d
y
wo
u
ld
b
e
u
s
ef
u
l
f
o
r
t
h
e
teac
h
er
ca
n
d
i
d
ates
wh
o
p
er
s
o
n
ally
e
x
p
er
i
en
ce
d
th
e
ac
tiv
e
lear
n
in
g
p
r
o
ce
s
s
in
m
u
s
eu
m
s
as a
n
ed
u
ca
tio
n
al
p
latf
o
r
m
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
was
d
esig
n
ed
as
a
ca
s
e
s
tu
d
y
b
ec
au
s
e
it
aim
s
to
r
ev
ea
l
th
e
ex
is
tin
g
s
itu
ati
o
n
.
I
n
th
is
d
esig
n
,
teac
h
er
ca
n
d
i
d
ates
wh
o
s
e
p
er
ce
p
tio
n
s
ab
o
u
t
m
u
s
eu
m
ed
u
ca
tio
n
wer
e
d
eter
m
in
ed
wer
e
co
n
s
id
er
ed
as
an
aly
s
is
u
n
its
,
an
d
th
e
"sit
u
atio
n
"
in
t
h
e
ca
s
e
s
tu
d
y
w
as
th
e
r
esu
ltin
g
g
ain
s
in
th
e
s
co
p
e
o
f
m
u
s
eu
m
ed
u
ca
tio
n
.
T
h
e
m
u
s
eu
m
ed
u
ca
tio
n
was
u
s
ed
in
th
e
s
tu
d
y
b
ec
au
s
e
it
is
a
teac
h
in
g
m
eth
o
d
th
at
f
ac
ilit
ates
th
e
teac
h
in
g
o
f
ab
s
tr
ac
t
s
u
b
jects
an
d
cr
ea
tes
d
if
f
er
en
t
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
o
r
d
e
r
f
o
r
th
e
teac
h
e
r
ca
n
d
id
ates
to
ac
q
u
ir
e
m
an
y
s
k
ills
an
d
g
ain
s
s
im
u
ltan
eo
u
s
ly
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
.
I
n
th
is
co
n
tex
t
,
in
th
e
s
tu
d
y
,
wh
at
s
o
cial
s
tu
d
ies
teac
h
er
ca
n
d
id
ates
le
ar
n
ed
t
h
r
o
u
g
h
o
u
t
m
u
s
eu
m
e
d
u
ca
tio
n
was
o
b
s
er
v
e
d
b
y
t
h
e
r
esear
ch
e
r
,
a
n
d
as
a
r
esu
lt
o
f
th
is
o
b
s
er
v
atio
n
,
wh
at
th
e
p
ar
ticip
a
n
ts
lear
n
e
d
f
r
o
m
th
e
ac
tiv
ities
,
th
eir
s
elf
-
ass
ess
m
en
ts
,
an
d
th
e
em
o
tio
n
s
,
th
o
u
g
h
ts
a
n
d
lear
n
in
g
o
u
tco
m
es
o
f
th
e
p
ar
ticip
an
ts
at
th
e
en
d
o
f
t
h
e
ac
tiv
ities
wer
e
ev
alu
ated
.
I
n
a
d
d
itio
n
,
a
s
in
g
l
e
ca
s
e
s
tu
d
y
was
p
r
ef
er
r
ed
as
th
e
s
tu
d
y
h
ad
a
r
ev
ea
lin
g
s
tatu
s
f
ea
tu
r
e
an
d
f
o
r
th
e
co
n
v
e
n
ien
ce
an
d
ac
h
iev
in
g
an
in
-
d
e
p
th
o
b
s
er
v
atio
n
.
I
t
was
em
p
h
asized
th
at
th
e
lo
n
g
-
ter
m
ass
ess
m
en
t
o
f
th
e
p
r
esen
t
s
itu
atio
n
was
a
f
e
atu
r
e
o
f
ca
s
e
s
tu
d
ies
[
1
5
]
.
I
n
t
h
is
co
n
tex
t,
th
e
s
tu
d
y
was
s
u
p
p
o
r
ted
b
y
d
if
f
er
e
n
t
a
ctiv
ities
an
d
h
an
d
led
with
v
ar
io
u
s
ass
ess
m
en
t
to
o
ls
.
I
n
ad
d
itio
n
to
th
is
,
im
p
o
r
tan
ce
was
g
iv
en
to
th
e
ca
u
s
ality
o
f
th
e
ca
s
e
in
th
e
s
tu
d
y
,
an
d
th
e
s
tu
d
y
e
n
v
ir
o
n
m
en
t
a
n
d
s
tu
d
y
g
r
o
u
p
wer
e
d
escr
ib
ed
in
d
e
p
th
f
o
r
th
is
p
u
r
p
o
s
e.
2
.
1
.
Study
g
ro
up
T
h
is
s
tu
d
y
was
co
n
d
u
cted
with
1
9
s
tu
d
en
ts
(
1
2
f
em
ales,
7
m
ales)
s
tu
d
y
in
g
So
cial
Stu
d
ies
T
ea
ch
in
g
in
a
p
u
b
lic
u
n
iv
er
s
ity
in
2
0
1
7
-
2
0
1
8
ac
a
d
em
ic
y
ea
r
.
T
h
e
s
tu
d
y
g
r
o
u
p
c
o
n
s
is
ted
o
f
v
o
lu
n
teer
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
e
ac
tiv
ities
.
T
h
e
m
ea
n
ag
e
was
2
1
y
ea
r
s
,
a
n
d
th
e
lo
wer
a
n
d
m
id
d
le
s
o
cio
-
ec
o
n
o
m
ic
g
r
o
u
p
s
wer
e
r
ep
r
esen
ted
.
I
n
th
is
s
tu
d
y
,
4
g
r
o
u
p
s
wer
e
f
o
r
m
ed
an
d
n
am
e
d
ac
co
r
d
in
g
t
o
th
e
ac
tiv
ities
p
er
f
o
r
m
e
d
.
T
h
e
g
r
o
u
p
in
g
s
wer
e
s
tr
u
ctu
r
ed
as f
o
llo
ws:
Or
g
an
izin
g
a
R
itu
al:
Gr
o
u
p
1
(
G1
)
C
r
ea
tin
g
a
T
im
e
C
ap
s
u
le:
Gr
o
u
p
2
(
G2
)
Or
g
an
izi
n
g
a
B
u
r
ial
C
er
em
o
n
y
: G
r
o
u
p
3
(
G3
)
R
ee
n
ac
tin
g
a
His
to
r
ical
E
v
en
t: Gr
o
u
p
4
(
G4
)
2
.
2
.
Study
pro
ce
s
s
I
n
th
is
s
tu
d
y
,
f
ir
s
t
o
f
all,
tr
ai
n
in
g
was
g
iv
en
ab
o
u
t
th
e
ac
t
iv
ities
th
at
ca
n
b
e
d
o
n
e
in
t
h
e
m
u
s
eu
m
.
T
h
e
tr
ain
in
g
last
ed
ap
p
r
o
x
im
ately
7
wee
k
s
.
I
n
th
e
5
th
wee
k
o
f
th
e
s
tu
d
y
,
an
eth
n
o
g
r
a
p
h
ic
ca
r
p
et
an
d
r
u
g
m
u
s
eu
m
was
v
is
ited
,
an
d
"p
atter
n
f
in
d
in
g
"
ac
tiv
ity
was
ca
r
r
ied
o
u
t
with
in
th
e
s
co
p
e
o
f
th
e
s
tu
d
y
.
W
ith
th
is
ac
tiv
ity
,
a
s
am
p
le
a
ctiv
ity
was
co
n
d
u
cted
r
eg
ar
d
in
g
th
e
p
o
s
s
ib
ilit
y
o
f
teac
h
in
g
in
a
m
u
s
eu
m
with
ef
f
ec
tiv
e
p
ar
ticip
atio
n
.
T
h
e
p
r
o
ce
s
s
o
f
th
is
s
tu
d
y
b
eg
an
b
y
v
is
itin
g
an
ar
c
h
ae
o
l
o
g
ical
m
u
s
eu
m
with
th
e
s
tu
d
en
ts
,
an
d
ac
tiv
ities
wer
e
ca
r
r
ied
o
u
t
th
r
o
u
g
h
ac
tiv
e
lear
n
in
g
in
a
m
u
s
eu
m
u
s
in
g
an
tiq
u
es
f
r
o
m
an
ar
ch
ae
o
lo
g
ical
m
u
s
eu
m
.
T
h
e
m
u
s
eu
m
co
n
tai
n
s
an
im
p
o
r
tan
t
p
a
r
t
o
f
L
y
cia,
Pam
p
h
y
lia
an
d
Ps
id
ia,
th
r
ee
a
n
cien
t
cu
ltu
r
al
s
ites
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
A
ctive
lea
r
n
in
g
ed
u
c
a
tio
n
in
mu
s
eu
m
(
İ
r
em
N
a
mli A
ltin
ta
s
)
123
in
An
ato
lia,
an
d
co
n
tain
s
as
m
an
y
as
5
.
0
0
0
ar
tifa
cts.
I
t
co
n
s
is
ts
o
f
1
4
ex
h
ib
itio
n
h
alls
o
n
an
ar
ea
o
f
3
0
.
0
0
0
s
q
u
ar
e
m
eter
s
an
d
o
p
en
-
ai
r
g
aller
ies
a
n
d
g
ar
d
en
wh
er
e
s
cu
lp
t
u
r
es
an
d
a
r
tifa
c
ts
ar
e
ex
h
ib
ited
.
Fo
r
th
e
ac
tiv
ities
,
1
9
s
tu
d
en
ts
wer
e
ask
ed
to
f
o
r
m
4
g
r
o
u
p
s
ac
co
r
d
in
g
to
th
e
ac
tiv
ities
,
an
d
th
e
d
is
tr
ib
u
ti
o
n
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
th
ese
g
r
o
u
p
s
was ta
k
en
in
t
o
co
n
s
id
er
atio
n
.
Acc
o
r
d
in
g
to
th
e
co
n
ten
t
o
f
th
e
a
r
ch
ae
o
lo
g
ical
m
u
s
eu
m
,
f
o
u
r
ac
tiv
ities
wer
e
d
ete
r
m
in
ed
b
y
th
e
r
esear
ch
er
.
T
h
ese
ev
en
ts
w
er
e:
a.
R
ee
n
ac
tin
g
a
h
is
to
r
ical
ev
en
t
b.
C
r
ea
tin
g
a
T
im
e
C
ap
s
u
le
c.
Or
g
an
izin
g
a
B
u
r
ial
C
er
em
o
n
y
d.
Or
g
an
izin
g
a
R
itu
al
T
h
e
ac
tiv
ities
wer
e
h
eld
in
th
e
th
ea
ter
h
all
o
f
th
e
m
u
s
eu
m
at
th
e
en
d
o
f
th
e
d
ay
.
2
.
3
.
Da
t
a
co
llect
io
n t
o
o
ls
Qu
alitativ
e
an
d
q
u
an
titativ
e
d
ata
co
llectio
n
to
o
ls
ca
n
b
e
u
s
ed
in
ca
s
e
s
tu
d
ies
[
1
5
]
.
Data
co
llectio
n
to
o
ls
in
th
is
s
tu
d
y
wer
e
th
e
ac
tiv
ity
ev
alu
atio
n
f
o
r
m
s
.
Ac
tiv
ity
ass
ess
m
en
ts
wer
e
co
n
d
u
cted
in
3
s
tag
es.
T
h
e
f
ir
s
t
s
tag
e
was
d
eter
m
in
ed
as
th
e
"Pr
e
-
Mu
s
eu
m
E
d
u
ca
tio
n
E
v
alu
atio
n
Fo
r
m
",
th
e
s
ec
o
n
d
s
tag
e
as
th
e
"Ac
tiv
ity
E
v
alu
atio
n
Fo
r
m
"
an
d
t
h
e
th
ir
d
s
tag
e
as
th
e
"Self
-
E
v
alu
atio
n
Fo
r
m
"
.
T
h
e
f
o
r
m
s
wer
e
f
illed
o
u
t in
d
iv
i
d
u
ally
.
2
.
3
.
1
.
P
re
-
m
us
eum
educa
t
io
n e
v
a
l
ua
t
io
n f
o
rm
I
n
th
is
f
o
r
m
,
th
e
p
ar
ticip
an
t
s
'
f
ee
lin
g
s
an
d
th
o
u
g
h
ts
a
b
o
u
t
m
u
s
eu
m
ed
u
ca
tio
n
wer
e
t
r
ied
to
b
e
u
n
d
er
s
to
o
d
b
e
f
o
r
e
th
e
ac
tiv
iti
es.
Fo
r
ex
am
p
le,
th
e
co
n
tr
ib
u
t
io
n
o
f
m
u
s
eu
m
ed
u
ca
tio
n
to
t
h
em
was
tr
ied
to
b
e
ad
d
r
ess
ed
.
Op
en
-
e
n
d
ed
an
s
wer
s
wer
e
g
iv
en
to
th
e
q
u
esti
o
n
s
.
2
.
3
.
2
.
E
v
a
lua
t
io
n f
o
rm
I
n
th
is
f
o
r
m
,
th
e
ac
tiv
ities
o
f
th
e
p
ar
ticip
an
ts
as
a
g
r
o
u
p
we
r
e
ev
alu
ated
in
d
i
v
id
u
ally
.
At
t
h
e
en
d
o
f
th
e
ac
tiv
ity
,
af
ter
wr
itin
g
t
h
e
n
am
e
o
f
th
e
ac
tiv
ity
,
th
ey
we
r
e
ask
ed
to
ass
o
ciate
th
eir
th
o
u
g
h
ts
,
f
ee
lin
g
s
an
d
th
is
ac
tiv
ity
with
m
u
s
eu
m
ed
u
ca
tio
n
.
2
.
4
.
Da
t
a
a
na
ly
s
i
s
C
o
n
ten
t
an
aly
s
is
was
u
s
ed
f
o
r
th
e
an
aly
s
is
o
f
th
e
d
ata.
E
v
alu
atio
n
f
o
r
m
s
o
f
t
h
e
p
a
r
ticip
an
ts
wer
e
ev
alu
ated
s
ep
ar
ately
an
d
d
iv
i
d
ed
in
to
th
em
es a
n
d
s
u
b
-
th
em
e
s
ac
co
r
d
in
g
to
th
e
f
o
r
m
s
.
E
ac
h
th
em
e
cr
ea
ted
was
ev
alu
ated
in
its
elf
.
As
a
r
esu
l
t
o
f
th
e
an
aly
s
is
,
two
m
ain
th
em
es
em
er
g
ed
as
C
o
g
n
itiv
e
Field
an
d
Af
f
ec
tiv
e
Field
.
T
h
ese
th
em
es
wer
e
cr
e
ated
jo
in
tly
in
th
e
p
r
e
-
a
n
d
p
o
s
t
-
m
u
s
eu
m
ev
alu
atio
n
s
an
d
th
en
co
d
ed
ac
co
r
d
i
n
g
to
th
e
m
ain
th
e
m
e.
Ab
o
u
t w
h
a
t f
o
r
m
c
o
d
in
g
was p
er
f
o
r
m
ed
i
s
in
d
icate
d
in
th
e
r
esu
lts
.
2
.
5
.
Va
lid
it
y
-
re
lia
bil
it
y
s
t
ud
ies
Valid
ity
in
co
n
ten
t
an
aly
s
is
is
r
elate
d
to
th
e
r
elev
an
c
e
b
etwe
en
o
b
jectiv
es
an
d
t
o
o
ls
[
1
6
]
.
J.
W.
Cre
sw
e
ll
[
1
5
]
r
ec
o
m
m
en
d
s
u
s
in
g
two
o
r
t
h
r
ee
m
et
h
o
d
s
to
en
s
u
r
e
v
alid
ity
in
th
e
s
tu
d
y
.
A.
Yıld
ırı
m
a
n
d
H.
Ş
imş
e
k
[
1
7
]
also
ar
g
u
es
th
at
in
ter
n
al
v
alid
ity
d
e
p
en
d
s
o
n
t
h
e
r
esear
ch
e
r
in
q
u
alita
tiv
e
r
esear
ch
,
a
n
d
th
er
ef
o
r
e
th
e
way
to
in
cr
ea
s
e
in
ter
n
al
v
alid
ity
s
h
o
u
ld
b
e
d
o
n
e
b
y
d
if
f
er
en
t
r
esear
ch
er
s
i
n
th
e
d
ata.
On
e
o
f
th
ese
is
th
e
in
clu
s
io
n
o
f
th
o
s
e
f
o
llo
win
g
th
e
s
tu
d
y
in
th
e
an
aly
s
i
s
.
I
n
th
is
r
esear
ch
,
to
o
,
th
e
th
em
es
an
d
s
u
b
-
th
em
es we
r
e
v
alid
ated
b
y
in
clu
d
in
g
m
o
r
e
th
a
n
o
n
e
r
esea
r
ch
er
.
I
n
o
r
d
er
to
in
c
r
ea
s
e
th
e
in
te
r
n
a
l
v
alid
ity
o
f
th
e
s
tu
d
y
,
r
elev
a
n
t
liter
atu
r
e
was
r
e
v
iewe
d
an
d
th
en
d
ata
co
llectio
n
to
o
ls
wer
e
p
r
ep
a
r
ed
.
T
h
e
th
e
m
es
d
eter
m
in
e
d
in
th
e
co
n
ten
t
a
n
aly
s
is
wer
e
tr
ied
t
o
b
e
d
eter
m
in
e
d
in
s
u
ch
a
n
ar
r
o
w
way
as
to
co
v
e
r
r
elev
an
t
c
o
n
ce
p
ts
an
d
to
ex
c
lu
d
e
ir
r
elev
a
n
t
c
o
n
ce
p
ts
.
I
n
te
g
r
ity
was
ac
h
iev
ed
b
y
co
n
t
r
o
llin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
m
ain
th
em
es a
n
d
s
u
b
-
th
em
es.
I
n
o
r
d
er
to
e
n
s
u
r
e
th
e
ex
ter
n
al
v
alid
ity
o
f
t
h
e
r
esear
c
h
,
th
e
r
esear
ch
p
r
o
ce
s
s
,
n
am
el
y
th
e
d
ata
co
llectio
n
,
ap
p
licatio
n
an
d
an
aly
s
is
p
h
ase,
was
tr
ied
to
b
e
ex
p
lain
ed
in
d
etail
[
1
8
]
.
Fo
r
th
is
p
u
r
p
o
s
e,
th
e
r
esear
ch
m
o
d
el,
s
tu
d
y
g
r
o
u
p
,
d
ata
c
o
llectio
n
to
o
l a
n
d
d
a
ta
co
llectio
n
p
r
o
ce
s
s
wer
e
ex
p
lain
ed
in
d
etail.
3.
F
I
NDING
S
I
n
th
is
s
tu
d
y
,
th
e
r
esu
lts
wer
e
s
h
ap
ed
ac
co
r
d
i
n
g
to
d
ata
c
o
llectio
n
to
o
ls
.
"Pr
e
-
Mu
s
eu
m
E
d
u
ca
tio
n
E
v
alu
atio
n
Fo
r
m
"
a
n
d
"Ac
tiv
i
ty
E
v
alu
atio
n
Fo
r
m
"
wer
e
s
u
b
jecte
d
to
co
n
ten
t
an
al
y
s
is
an
d
ex
p
lan
atio
n
s
wer
e
m
ad
e
o
n
th
e
m
ain
t
h
em
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
2
0
-
1
2
8
124
3
.
1
.
P
re
-
m
us
eum
educa
t
io
n f
ind
ing
s
R
esu
lt
o
f
co
n
ten
t
an
aly
s
is
in
ex
p
r
ess
io
n
o
f
p
ar
ticip
atio
n
s
wer
e
em
er
g
ed
two
m
ain
th
e
m
es
in
p
r
e
-
m
u
s
eu
m
ed
u
ctio
n
:
C
o
g
n
itiv
e
F
ield
an
d
A
f
f
ec
tiv
e
F
ield
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
C
o
g
n
itiv
e
Field
th
em
e
was
co
d
ed
as
ac
q
u
ir
in
g
k
n
o
wled
g
e,
lear
n
in
g
t
h
e
u
s
e
o
f
th
e
m
u
s
eu
m
,
h
is
to
r
ical
c
o
n
s
cio
u
s
n
es
s
an
d
em
b
o
d
y
in
g
.
Af
f
ec
tiv
e
Fie
ld
was
co
d
e
d
as
g
r
o
u
p
w
o
r
k
,
co
n
t
r
ib
u
ti
o
n
to
o
cc
u
p
atio
n
al
k
n
o
wle
d
g
e
an
d
b
ec
o
m
in
g
an
ef
f
ec
tiv
e
citizen
.
T
ab
le
1
.
T
h
em
es in
p
r
e
-
m
u
s
eu
m
ed
u
ca
tio
n
C
o
g
n
i
t
i
v
e
F
i
e
l
d
A
f
f
e
c
t
i
v
e
F
i
e
l
d
A
c
q
u
i
r
i
n
g
K
n
o
w
l
e
d
g
e
G
r
o
u
p
W
o
r
k
Le
a
r
n
i
n
g
t
h
e
U
se
o
f
t
h
e
M
u
s
e
u
m
C
o
n
t
r
i
b
u
t
i
o
n
t
o
O
c
c
u
p
a
t
i
o
n
a
l
K
n
o
w
l
e
d
g
e
H
i
st
o
r
i
c
a
l
C
o
n
s
c
i
o
u
sn
e
ss
B
e
c
o
m
i
n
g
a
n
Ef
f
e
c
t
i
v
e
C
i
t
i
z
e
n
Emb
o
d
y
i
n
g
3
.
1
.
1
.
Co
g
nitiv
e
f
ield
a.
Acquiri
ng
k
no
wledg
e
E
x
p
r
ess
io
n
s
in
wh
ich
p
ar
ticip
an
ts
th
o
u
g
h
t th
ey
wo
u
ld
ac
q
u
i
r
e
a
f
o
r
m
al
k
n
o
wled
g
e
th
r
o
u
g
h
m
u
s
eu
m
s
wer
e
en
co
d
e
d
as a
cq
u
ir
in
g
k
n
o
wled
g
e
in
th
is
s
tu
d
y
:
"I
th
in
k
th
at
m
u
s
eu
m
s
ar
e
v
er
y
u
s
ef
u
l
f
o
r
lea
r
n
in
g
o
u
r
p
ast,
cu
ltu
r
e,
h
is
to
r
ical
ev
en
ts
an
d
r
u
in
s
,
an
d
f
o
r
d
e
v
elo
p
in
g
m
y
s
elf
"
(
G
4
,
P
1
8
)
.
"M
y
ex
p
ec
tatio
n
f
r
o
m
th
is
ac
tiv
ity
is
to
s
ee
th
e
p
ast
an
d
estab
lis
h
th
e
l
in
k
b
etw
ee
n
it
an
d
to
d
ay
"
(
G4
,
P1
5
)
.
b.
L
ea
rning
t
he
us
e
o
f
t
he
m
us
eum
T
h
e
ex
p
r
ess
io
n
s
th
at
t
h
e
s
tu
d
y
g
r
o
u
p
th
o
u
g
h
t
wo
u
ld
e
n
ab
le
th
em
to
lear
n
h
o
w
t
o
u
s
e
th
e
Mu
s
eu
m
s
as a
m
ater
ial
b
ef
o
r
e
t
h
e
ac
tiv
ity
wer
e
co
d
e
d
as lea
r
n
in
g
th
e
u
s
e
o
f
th
e
Mu
s
eu
m
in
th
is
s
tu
d
y
:
"I
'
v
e
n
ev
er
h
a
d
a
ch
a
n
ce
to
v
is
it
a
m
u
s
eu
m
with
s
o
cia
l
s
tu
d
ies
awa
r
en
ess
b
ef
o
r
e.
I
t
will
b
e
an
ex
p
er
ie
n
ce
f
o
r
m
e"
(
G
2
,
P8
)
.
"Wi
th
th
is
ac
tiv
ity
,
th
e
u
s
e
o
f
t
h
e
m
u
s
eu
m
s
th
at
I
t
h
in
k
to
o
k
a
b
ac
k
s
ea
t c
an
b
e
lea
r
n
ed
"
(
G1
,
P2
)
.
c.
H
is
t
o
rica
l
co
ns
cio
us
nes
s
Kn
o
win
g
th
e
p
u
r
p
o
s
e
an
d
h
o
w
th
e
m
ater
ials
ex
h
ib
ited
in
an
ar
ch
ae
o
l
o
g
ical
m
u
s
eu
m
w
er
e
u
s
ed
in
th
e
g
eo
g
r
ap
h
y
wh
er
e
th
ey
wer
e
f
o
u
n
d
h
a
v
e
s
u
g
g
ested
to
th
e
p
ar
ticip
an
ts
th
at
it
wo
u
ld
in
cr
e
ase
th
eir
h
is
to
r
ical
awa
r
en
ess
.
T
h
er
ef
o
r
e
,
th
is
co
d
e
em
er
g
ed
i
n
th
e
p
r
e
-
m
u
s
eu
m
ev
alu
atio
n
f
o
r
m
.
"Wh
en
s
o
m
eo
n
e
s
p
ea
k
s
o
f
a
m
u
s
eu
m
,
o
ld
t
h
in
g
s
f
r
o
m
th
e
p
ast
co
m
e
t
o
m
y
m
in
d
.
I
th
in
k
we
will
g
et
id
ea
s
ab
o
u
t th
e
life
s
ty
les o
f
th
e
p
eo
p
le
wh
o
liv
ed
b
ef
o
r
e
u
s
t
h
r
o
u
g
h
item
s
o
n
d
is
p
lay
in
m
u
s
eu
m
s
"
(
G2
,
M7
)
.
"M
y
ex
p
ec
tat
io
n
f
r
o
m
th
is
ac
tiv
ity
is
to
s
ee
th
e
p
ast
an
d
co
n
n
ec
t
th
e
p
ast
with
th
e
p
r
esen
t.
I
h
av
e
n
ev
er
b
ee
n
t
o
a
m
u
s
eu
m
lik
e
th
is
b
ef
o
r
e
an
d
I
th
in
k
it
will
co
n
tr
ib
u
te
to
m
y
h
is
to
r
i
ca
l
co
n
s
cio
u
s
n
ess
"
(
G4
,
F1
5
)
.
".
.
.
to
p
er
ce
iv
e
t
h
e
d
is
cip
lin
e
o
f
h
is
to
r
y
o
n
e
m
u
s
t
s
ee
th
e
p
ast
an
d
co
m
p
ar
e
it
with
th
e
p
r
esen
t,
an
d
m
u
s
eu
m
s
ex
h
ib
it th
e
m
o
s
t c
o
n
cr
ete
ex
am
p
les o
f
h
is
to
r
ical
co
n
s
cio
u
s
n
ess
"
(
G2
,
F8
)
.
d.
E
m
bo
dy
ing
I
n
th
e
p
r
e
-
m
u
s
eu
m
ev
alu
atio
n
f
o
r
m
,
th
e
p
a
r
ticip
an
ts
wr
o
te
d
o
wn
th
eir
ex
p
ec
tatio
n
s
th
at
th
e
So
cial
Stu
d
ies
co
u
r
s
e
wo
u
l
d
b
ec
o
m
e
co
n
cr
ete.
I
t
was
th
o
u
g
h
t
th
at
th
e
f
u
n
ctio
n
o
f
e
m
b
o
d
y
in
g
s
u
b
jects
th
at
wer
e
ab
s
tr
ac
t in
th
e
f
ield
o
f
h
is
to
r
y
wo
u
ld
tak
e
p
lace
in
m
u
s
eu
m
e
d
u
ca
tio
n
.
"I
th
in
k
th
at
s
ee
in
g
v
is
u
als
o
f
m
o
n
ar
ch
s
an
d
k
i
n
g
s
th
at
ar
e
h
ar
d
to
r
em
em
b
er
in
h
is
to
r
y
a
n
d
s
ee
in
g
th
e
m
o
d
els o
f
th
eir
cu
ltu
r
es will m
ak
e
lear
n
in
g
ea
s
ier
"
(
G4
,
F1
4
)
.
"As we
will see
i
t in
p
er
s
o
n
,
I
th
in
k
I
will p
r
o
v
id
e
b
etter
lear
n
in
g
"
(
G3
,
M9
)
.
"I
th
in
k
th
at
an
ab
s
tr
ac
t
co
u
r
s
e
s
u
ch
as
So
cial
Stu
d
ies
wi
ll
b
e
em
b
o
d
ie
d
b
y
m
u
s
eu
m
ed
u
ca
tio
n
"
(
G1
,
M1
)
.
3
.
1
.
2
.
Af
f
ec
t
iv
e
f
ield
a.
G
ro
up
wo
rk
T
h
e
p
ar
ticip
an
ts
ex
p
r
ess
ed
th
eir
ex
p
ec
tatio
n
s
f
o
r
th
e
g
r
o
u
p
wo
r
k
in
th
eir
e
v
alu
atio
n
s
b
ef
o
r
e
th
e
m
u
s
eu
m
.
"M
y
ex
p
ec
tatio
n
f
r
o
m
th
is
ac
tiv
ity
is
th
at
wh
at
we
ca
n
b
ar
ely
d
o
in
d
i
v
id
u
ally
co
n
tr
ib
u
tes
to
s
o
cializa
tio
n
th
r
o
u
g
h
g
r
o
u
p
wo
r
k
as we
ll a
s
to
in
d
iv
id
u
al
d
e
v
elo
p
m
en
t"
(
G3
,
M1
1
)
.
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
A
ctive
lea
r
n
in
g
ed
u
c
a
tio
n
in
mu
s
eu
m
(
İ
r
em
N
a
mli A
ltin
ta
s
)
125
b.
Co
ntr
ibu
t
io
n t
o
f
ield k
no
wledg
e
T
h
e
s
tu
d
y
g
r
o
u
p
'
s
s
tatem
en
ts
o
n
h
o
w
to
u
s
e
m
u
s
eu
m
s
in
th
eir
f
ield
s
th
r
o
u
g
h
t
h
is
ac
tiv
ity
ar
e
co
d
e
d
as "c
o
n
tr
ib
u
tio
n
to
f
ield
k
n
o
wl
ed
g
e"
in
th
is
s
tu
d
y
:
"I
th
in
k
m
u
s
eu
m
s
en
ab
le
th
e
m
to
s
ee
co
u
r
s
es
s
u
ch
as
His
t
o
r
y
,
Geo
g
r
ap
h
y
a
n
d
Ar
c
h
ae
o
l
o
g
y
,
w
h
ich
ar
e
th
e
in
ter
m
e
d
iate
d
is
cip
lin
es o
f
So
cial
Stu
d
ies co
u
r
s
e,
as
m
o
r
e
co
n
cr
ete"
(
G4
,
F1
7
)
.
"I
t w
ill b
e
n
ice
to
lear
n
h
o
w
we,
teac
h
er
ca
n
d
i
d
ates,
will u
s
e
m
u
s
e
u
m
s
as a
m
ater
ial
in
th
e
less
o
n
an
d
tu
r
n
th
em
i
n
to
th
e
b
asis
o
f
g
a
m
es a
n
d
ac
tiv
ities
"
(
G1
,
M1
)
.
"Sin
ce
m
u
s
eu
m
ed
u
ca
tio
n
is
r
elate
d
to
s
o
cial
s
tu
d
ies
co
u
r
s
e,
I
th
in
k
it
is
im
p
o
r
tan
t
th
at
So
cial
Stu
d
ies tea
ch
er
ca
n
d
id
ates h
av
e
in
f
o
r
m
atio
n
o
n
th
is
s
u
b
ject"
(
G
3
,
M1
2
)
.
c.
B
ec
o
m
ing
a
n e
f
f
ec
t
iv
e
cit
ize
n
I
n
th
e
s
tu
d
y
g
r
o
u
p
,
d
ata
in
d
icatin
g
th
at
r
aisi
n
g
ef
f
ec
tiv
e
citizen
s
,
wh
ich
is
o
n
e
o
f
th
e
m
ain
o
b
jectiv
es
o
f
th
e
So
cial
Stu
d
ies
co
u
r
s
e,
was
ac
h
iev
ed
with
th
is
ac
tiv
ity
was
co
d
ed
as
b
ec
o
m
in
g
an
ef
f
ec
tiv
e
citizen
in
t
h
e
s
tu
d
y
:
"I
f
we
r
ea
lly
aim
to
r
aise
ef
f
e
ctiv
e
citizen
s
,
m
ater
ials
to
h
el
p
u
s
u
n
d
e
r
s
tan
d
o
u
r
h
is
to
r
ical
,
cu
ltu
r
al
elem
en
ts
,
s
u
ch
as
m
u
s
eu
m
s
,
s
h
o
u
ld
b
e
a
d
d
ed
to
ed
u
ca
tio
n
.
B
ec
au
s
e
s
u
ch
e
d
u
ca
tio
n
allo
ws
th
e
s
tu
d
en
t
n
o
t
o
n
ly
to
r
ec
o
g
n
ize
h
is
/h
er
cu
ltu
r
e,
b
u
t
also
to
h
av
e
t
h
e
co
m
p
eten
ce
to
co
m
p
ar
e
it with
o
t
h
er
cu
ltu
r
es" (
G1
,
F3
)
.
3
.
2
.
P
o
s
t
-
m
us
eum
educa
t
io
n f
ind
ing
s
R
esu
lt
o
f
co
n
ten
t
an
aly
s
is
in
ex
p
r
ess
io
n
o
f
p
ar
ticip
atio
n
s
wer
e
em
er
g
ed
two
m
ain
th
e
m
es
in
p
o
s
t
-
m
u
s
eu
m
ed
u
ctio
n
:
C
o
g
n
itiv
e
F
ield
an
d
A
f
f
ec
tiv
e
F
ield
as
s
h
o
wn
in
T
ab
le
2
.
T
h
e
co
g
n
itiv
e
f
ield
was
co
d
e
d
as
f
ield
k
n
o
wled
g
e,
lear
n
i
n
g
th
e
u
s
e
o
f
th
e
m
u
s
eu
m
an
d
cr
ea
ti
v
ity
.
T
h
e
af
f
ec
tiv
e
f
ield
was
c
o
d
ed
as
em
p
at
h
etic
th
in
k
in
g
,
co
n
tr
ib
u
tio
n
to
o
cc
u
p
atio
n
al
k
n
o
wled
g
e,
p
er
m
an
e
n
t le
ar
n
in
g
a
n
d
r
o
le
p
lay
.
T
ab
le
2
.
T
h
em
es in
p
o
s
t
-
m
u
s
eu
m
ed
u
ca
tio
n
C
o
g
n
i
t
i
v
e
F
i
e
l
d
A
f
f
e
c
t
i
v
e
F
i
e
l
d
F
i
e
l
d
K
n
o
w
l
e
d
g
e
Emp
a
t
h
e
t
i
c
T
h
i
n
k
i
n
g
Le
a
r
n
i
n
g
t
h
e
U
se
o
f
t
h
e
M
u
s
e
u
m
C
o
n
t
r
i
b
u
t
i
o
n
t
o
O
c
c
u
p
a
t
i
o
n
a
l
K
n
o
w
l
e
d
g
e
C
r
e
a
t
i
v
i
t
y
P
e
r
man
e
n
t
L
e
a
r
n
i
n
g
R
o
l
e
P
l
a
y
3
.
2
.
1
.
Co
g
nitiv
e
f
ield
a.
F
ield
k
no
wledg
e
I
n
th
e
p
ar
ticip
an
ts
'
th
o
u
g
h
ts
a
n
d
ev
al
u
atio
n
s
b
ef
o
r
e
a
n
d
a
f
ter
th
e
m
u
s
eu
m
ed
u
ca
tio
n
,
th
e
th
em
e
th
at
th
ey
in
cr
ea
s
ed
th
eir
k
n
o
wled
g
e
ab
o
u
t
th
e
f
ield
o
f
h
is
to
r
y
e
m
er
g
ed
.
I
n
c
r
ea
s
in
g
th
eir
k
n
o
wled
g
e
o
f
th
e
f
ield
is
p
ar
allel
to
th
eir
co
n
d
u
ctin
g
a
r
esea
r
ch
in
th
e
s
tu
d
y
p
r
o
ce
s
s
.
T
h
e
p
a
r
ticip
an
ts
s
tated
th
at
t
h
ey
in
cr
ea
s
ed
th
eir
f
ield
k
n
o
wled
g
e
b
y
r
esear
c
h
in
g
th
e
m
ater
ials
th
ey
f
o
u
n
d
t
o
b
e
u
s
ed
in
th
e
ac
tiv
ities
,
wh
at
co
s
tu
m
es
wer
e
wo
r
n
u
n
d
er
th
e
co
n
d
itio
n
s
o
f
t
h
e
p
er
io
d
,
an
d
h
o
w
t
h
e
r
itu
al
s
h
o
u
ld
b
e
p
er
f
o
r
m
e
d
.
"th
e
ac
tiv
ity
tau
g
h
t
m
e
wh
at
w
as d
o
n
e
in
o
ld
b
elief
s
"
(
G3
,
M
9
)
.
"I
th
in
k
t
h
e
ac
tiv
ity
h
as
co
n
tr
ib
u
ted
to
u
s
co
m
p
a
r
in
g
o
u
r
f
u
tu
r
e
in
f
o
r
m
atio
n
with
p
ast
i
n
f
o
r
m
atio
n
an
d
lear
n
in
g
n
ew
in
f
o
r
m
atio
n
"
(
G4
,
F1
5
)
.
"T
h
an
k
s
to
th
is
ac
tiv
ity
an
d
t
h
e
m
u
s
eu
m
ed
u
c
atio
n
co
u
r
s
e,
we
ac
q
u
ir
ed
k
n
o
wled
g
e.
W
e
tr
an
s
f
er
r
ed
wh
at
we
s
aw
o
n
to
p
ap
e
r
"
(
G2
,
F6
)
.
b.
L
ea
rning
t
he
us
e
o
f
t
he
m
us
eum
I
n
th
e
d
ata
an
aly
s
is
in
th
e
p
r
e
-
an
d
p
o
s
t
-
ac
tiv
ity
ev
alu
a
tio
n
s
,
s
tatem
en
ts
wer
e
f
o
u
n
d
r
eg
ar
d
in
g
lear
n
in
g
th
e
u
s
e
o
f
th
e
m
u
s
eu
m
.
Par
ticip
an
ts
s
tated
th
at
th
ey
lear
n
ed
h
o
w
to
u
s
e
th
e
m
u
s
eu
m
in
th
e
So
cial
Stu
d
ies
co
u
r
s
e.
I
t
ca
n
b
e
s
ta
ted
th
at
o
r
g
an
izin
g
r
itu
als,
d
r
am
a
ac
tiv
ities
,
an
d
o
r
g
an
izi
n
g
b
u
r
ial
ac
tiv
ities
in
cr
ea
s
ed
th
eir
k
n
o
wled
g
e
i
n
t
h
is
f
ield
.
"I
h
av
e
s
ee
n
th
e
b
en
ef
its
o
f
lea
r
n
in
g
b
y
d
o
in
g
an
d
ex
p
e
r
ien
cin
g
with
th
e
ac
tiv
ity
we
h
av
e
p
u
t
f
o
r
war
d
with
o
n
-
s
ite
r
ev
iew
o
f
in
v
en
to
r
ies o
n
m
u
s
eu
m
ed
u
ca
tio
n
"(
G3
,
M1
1
)
.
"I
h
av
e
lear
n
ed
to
u
s
e
th
e
m
u
s
eu
m
ac
tiv
ely
"
(
G4
,
F1
3
)
.
"I
h
av
e
lear
n
ed
th
at
t
h
e
m
u
s
eu
m
ca
n
b
e
u
s
ed
as a
m
ater
ial"
(
G1
,
F3
)
.
c.
Cre
a
t
iv
it
y
T
h
e
p
a
r
ticip
an
ts
s
tated
th
at
th
eir
cr
ea
tiv
e
th
in
k
in
g
s
k
ills
in
cr
ea
s
ed
in
t
h
eir
e
v
alu
a
tio
n
s
af
ter
th
e
m
u
s
eu
m
ac
tiv
ities
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
2
0
-
1
2
8
126
"I
s
aw
th
at
th
e
g
am
es p
lay
e
d
i
m
p
r
o
v
e
d
th
e
c
r
ea
tiv
ity
"
(
G4
,
F1
4
)
.
"I
t
was
a
g
o
o
d
ac
tiv
ity
in
t
er
m
s
o
f
s
ea
r
ch
in
g
,
c
o
m
p
ar
i
n
g
,
m
a
k
in
g
in
f
er
e
n
ce
s
an
d
i
m
ag
in
in
g
"
(
G2
,
F8
)
.
3
.
2
.
2
.
Af
f
ec
t
iv
e
f
ield
a.
E
m
pa
t
het
ic
t
hin
k
ing
T
h
e
p
ar
ticip
an
ts
s
tated
th
at
th
ey
th
o
u
g
h
t
lik
e
t
h
e
ch
a
r
ac
ter
t
h
ey
p
lay
e
d
af
ter
th
e
m
u
s
eu
m
ac
tiv
ities
,
an
d
th
is
was c
o
d
ed
in
th
e
s
tu
d
y
as e
m
p
ath
etic
th
in
k
i
n
g
.
"I
th
in
k
th
is
ac
tiv
ity
will m
ak
e
it e
asier
to
u
n
d
er
s
tan
d
th
e
co
n
s
tr
u
ctio
n
s
in
th
at
p
er
io
d
.
"
(
G1
,
F5
)
.
"T
h
e
ab
ilit
y
to
s
ee
,
to
u
ch
an
d
f
ee
l
th
e
s
tatu
es
o
f
Go
d
an
d
Go
d
d
ess
in
th
e
m
u
s
eu
m
m
ad
e
m
e
f
ee
l
as
if
I
wer
e
liv
in
g
i
n
th
at
p
er
i
o
d
"
(
G4
,
F1
8
)
.
b.
Co
ntr
ib
utio
n t
o
o
cc
up
a
t
io
na
l k
no
wledg
e
At
th
e
en
d
o
f
th
e
s
tu
d
y
,
th
e
p
ar
ticip
an
ts
s
tated
th
at
th
ey
h
ad
lear
n
ed
h
o
w
to
u
s
e
th
e
m
ater
ials
in
th
e
m
u
s
eu
m
in
th
eir
p
r
o
f
ess
io
n
al
liv
es.
T
h
e
f
ac
t
th
at
a
teac
h
er
in
th
e
m
u
s
eu
m
g
u
id
in
g
th
em
an
d
in
tr
o
d
u
cin
g
th
e
m
ater
ials
to
th
em
g
a
v
e
p
ar
ticip
an
ts
th
e
o
p
p
o
r
tu
n
ity
t
o
lea
r
n
teac
h
er
-
s
tu
d
en
t r
o
les.
“…
"I
was in
s
p
ir
ed
to
u
s
e
th
e
ac
tiv
ities
in
m
y
ca
r
ee
r
ah
ea
d
"
(
G1
,
M1
)
.
"I
t
ca
n
b
e
d
o
n
e
ea
s
ily
with
m
y
s
tu
d
en
ts
.
B
y
in
v
esti
g
atin
g
th
e
p
ast,
in
f
o
r
m
atio
n
is
o
b
t
ain
ed
ab
o
u
t
th
e
ar
ea
s
o
f
u
s
e,
a
n
d
c
o
m
p
ar
is
o
n
is
m
ad
e
b
y
co
n
s
id
er
in
g
to
d
ay
"
(
G2
,
FK)
.
".
.
I
h
a
v
e
lear
n
e
d
th
at
th
e
item
s
in
th
e
m
u
s
eu
m
ca
n
b
e
u
s
ed
in
So
cial
Stu
d
ies cla
s
s
es" (
G1
,
F4
)
.
c.
P
er
m
a
nent
lea
rning
T
h
e
p
ar
ticip
an
ts
s
tated
th
at
wh
at
th
ey
lear
n
ed
af
ter
th
e
m
u
s
e
u
m
ac
tiv
ities
was p
er
m
an
en
t.
"I
s
aw
th
at
lear
n
in
g
wo
u
ld
b
e
m
o
r
e
p
e
r
m
an
en
t t
h
an
k
s
to
m
u
s
eu
m
v
is
its
"
(
G2
,
M7
)
.
"I
t
was
g
o
o
d
to
h
a
v
e
m
o
r
e
p
er
m
a
n
en
t
lear
n
in
g
an
d
t
o
h
av
e
s
tu
d
en
ts
h
av
e
f
u
n
b
y
h
a
v
in
g
th
e
ap
p
licatio
n
s
d
o
n
e
with
ac
ti
v
ities
,
as we
ll a
s
to
in
cr
ea
s
e
th
eir
p
ar
ticip
atio
n
"
(
G
4
,
F1
7
)
.
"T
h
an
k
s
to
m
u
s
eu
m
s
,
I
'
v
e
lear
n
ed
th
at
k
n
o
wled
g
e
b
ec
o
m
es
p
er
m
an
en
t"
(
G1
,
F3
)
.
d.
Ro
le
pla
y
T
h
e
p
ar
ticip
an
ts
s
tated
th
at
m
u
s
eu
m
ac
tiv
ities
im
p
r
o
v
ed
th
e
ir
r
o
le
-
p
lay
i
n
g
s
k
ills
:
"T
h
is
was
an
an
ac
tiv
ity
t
h
at
en
h
an
ce
d
o
u
r
r
o
le
-
p
lay
i
n
g
s
k
i
lls
as
we
r
ee
n
ac
ted
a
n
e
v
en
t
i
n
th
e
p
ast"
(
G1
,
FK)
.
4.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
Mu
s
eu
m
s
p
r
o
v
id
e
teac
h
er
ca
n
d
id
ates
with
f
ir
s
t
-
h
an
d
ac
ce
s
s
to
r
eso
u
r
ce
s
an
d
o
b
jects
an
d
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
c
u
ltu
r
e,
p
r
o
v
id
in
g
au
th
e
n
tic
an
d
r
ich
-
co
n
ten
t
f
ield
ex
p
er
ien
ce
s
th
at
g
o
b
ey
o
n
d
tr
ad
itio
n
al
s
ch
o
o
l
-
b
ased
f
ield
e
x
p
er
ien
ce
s
[
1
9
]
.
As
a
r
esu
lt
o
f
th
e
an
aly
s
is
,
we
ca
n
s
ay
th
at
wh
at
t
h
e
p
ar
ticip
an
ts
lear
n
e
d
in
th
e
m
u
s
eu
m
an
d
h
o
w
th
ey
lear
n
ed
in
th
e
c
o
g
n
itiv
e
d
o
m
a
in
was
r
ev
ea
led
.
T
h
e
c
o
g
n
itiv
e
d
o
m
ain
in
d
icate
s
th
at
m
u
s
eu
m
ac
tiv
ities
p
r
o
v
id
e
p
er
m
a
n
en
t
lear
n
in
g
in
So
cia
l
Stu
d
ies
an
d
His
to
r
y
less
o
n
s
.
I
n
th
eir
s
tu
d
y
[
2
0
]
f
o
u
n
d
th
at
m
u
s
eu
m
v
is
its
co
n
tr
ib
u
ted
to
p
er
m
a
n
en
t
lear
n
in
g
f
o
r
m
an
y
o
f
th
e
s
tu
d
en
t
s
.
Activ
e
lear
n
in
g
ap
p
r
o
ac
h
es
also
in
clu
d
e
th
e
u
s
e
o
f
co
o
p
er
ativ
e
lear
n
in
g
g
r
o
u
p
s
,
wh
ich
is
a
co
n
s
tr
u
ct
iv
is
t
p
r
ac
tice
with
p
ar
ticu
lar
em
p
h
asis
o
n
th
e
co
n
tr
ib
u
tio
n
th
at
s
o
cial
in
ter
ac
tio
n
ca
n
m
ak
e
[
1
4
]
.
Acc
o
r
d
i
n
g
to
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
p
ar
ticip
an
ts
'
v
iews
b
ef
o
r
e
th
e
ac
tiv
ity
an
d
th
e
wo
r
k
s
h
o
p
,
we
ca
n
s
ay
th
at
th
e
wo
r
k
p
r
o
c
ess
m
et
th
eir
ex
p
ec
tatio
n
s
in
ter
m
s
o
f
s
o
lv
i
n
g
th
e
p
r
o
b
lem
s
th
ey
f
ac
ed
with
th
e
g
r
o
u
p
m
em
b
e
r
s
d
u
r
i
n
g
th
eir
ac
tiv
ities
at
th
e
m
u
s
eu
m
.
I
n
t
h
e
r
esu
lts
,
co
d
in
g
r
elate
d
t
o
Field
Kn
o
wled
g
e,
I
n
cr
ea
s
in
g
Occ
u
p
atio
n
al
Kn
o
wled
g
e,
L
ea
r
n
in
g
th
e
Use
o
f
th
e
Mu
s
eu
m
,
Per
m
an
en
t
L
ea
r
n
in
g
an
d
C
r
ea
tiv
e
T
h
in
k
in
g
was
p
er
f
o
r
m
ed
with
r
eg
ar
d
t
o
m
en
tal
lear
n
in
g
in
co
g
n
itiv
e
d
o
m
ain
.
W
ith
r
eg
ar
d
to
co
g
n
i
tiv
e
lear
n
in
g
f
r
o
m
t
h
ese
co
d
i
n
g
s
,
it
ca
n
b
e
s
tated
th
at
ac
tiv
e
lear
n
in
g
in
th
e
m
u
s
eu
m
h
elp
s
teac
h
er
ca
n
d
id
ates
to
h
av
e
a
p
r
o
f
ess
io
n
al
ex
p
er
i
en
ce
,
an
d
th
at
th
eir
k
n
o
wled
g
e
with
th
ese
ex
p
er
ie
n
ce
s
b
ec
o
m
es
p
er
m
a
n
en
t.
M
u
s
e
u
m
s
o
f
ten
p
r
o
v
id
e
i
n
f
o
r
m
al
ed
u
ca
tio
n
,
e
v
en
if
th
ey
ar
e
in
v
o
lv
ed
in
e
d
u
ca
tio
n
;
th
ey
a
r
e
in
s
titu
tio
n
s
th
at
d
o
n
o
t
r
e
q
u
ir
e
atten
d
an
ce
,
d
o
n
o
t
h
av
e
a
c
u
r
r
icu
lu
m
,
an
d
d
o
n
o
t
q
u
esti
o
n
th
e
in
f
o
r
m
atio
n
ac
q
u
ir
e
d
at
th
e
en
d
o
f
a
v
is
it
[
2
1
]
.
No
t
all
ed
u
ca
tio
n
al
r
eq
u
i
r
em
en
ts
ca
n
b
e
p
r
o
v
i
d
ed
b
y
f
o
r
m
al
ed
u
ca
tio
n
in
s
titu
tio
n
s
;
th
er
ef
o
r
e,
in
f
o
r
m
al
in
s
titu
tio
n
s
s
u
ch
as
m
u
s
eu
m
s
also
p
lay
an
im
p
o
r
ta
n
t
r
o
le.
R
esear
ch
h
as
s
h
o
wn
th
at
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
in
th
e
m
u
s
eu
m
h
av
e
a
s
atis
f
ac
to
r
y
co
g
n
itiv
e
d
im
e
n
s
io
n
[
2
2
]
.
At
th
e
en
d
o
f
th
is
s
tu
d
y
,
s
o
cial
s
tu
d
ies
teac
h
er
’
s
ca
n
d
id
ates
s
tated
th
at
m
u
s
eu
m
u
s
ag
e
af
f
ec
ted
co
g
n
itiv
e
d
o
m
ain
s
r
ath
er
th
an
af
f
ec
tiv
e
d
o
m
ai
n
s
.
I
t
ca
n
b
e
s
tated
th
at
th
is
is
th
e
r
esu
lt
o
f
teac
h
er
ca
n
d
id
ates'
lear
n
in
g
b
y
d
o
in
g
an
d
liv
in
g
.
G
.
Ön
e
r
[
2
3
]
also
f
o
u
n
d
th
a
t
s
o
cial
s
tu
d
ies
teac
h
er
s
th
i
n
k
th
at
th
e
u
s
e
o
f
ex
tr
ac
u
r
r
icu
la
r
ed
u
ca
tio
n
in
h
i
s
to
r
y
s
u
b
jects
will
h
elp
s
tu
d
en
ts
d
ev
elo
p
th
eir
s
k
ills
s
u
ch
as h
is
to
r
ical
em
p
ath
y
,
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
A
ctive
lea
r
n
in
g
ed
u
c
a
tio
n
in
mu
s
eu
m
(
İ
r
em
N
a
mli A
ltin
ta
s
)
127
o
b
s
er
v
atio
n
an
d
an
aly
tical
th
i
n
k
in
g
.
V.
A.
Je
n
se
n
[
2
4
]
,
in
h
is
th
esis
o
n
m
u
s
eu
m
e
d
u
ca
tio
n
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
ar
tn
e
r
s
h
ip
s
,
s
tated
th
at
m
o
tiv
atin
g
p
ar
ticip
an
ts
to
cr
ea
te
n
ew
id
ea
s
th
r
o
u
g
h
co
n
cr
ete
o
b
jects
an
d
s
o
cial
in
ter
ac
tio
n
in
cr
ea
s
es
th
eir
ab
ilit
y
to
cr
ea
te
n
ew
in
f
o
r
m
atio
n
.
T
ea
ch
er
s
s
h
o
u
ld
b
e
in
f
o
r
m
ed
ab
o
u
t
th
e
u
s
e
o
f
m
u
s
eu
m
s
an
d
h
is
to
r
ical
m
o
n
u
m
en
ts
in
ed
u
ca
tio
n
an
d
th
e
f
ac
ilit
ies
o
f
m
u
s
eu
m
s
.
Stu
d
ies
s
h
o
u
ld
b
e
co
n
d
u
cte
d
an
d
en
co
u
r
ag
e
d
f
o
r
teac
h
er
ca
n
d
id
ates
[
2
5
]
.
I
n
th
is
co
n
tex
t,
g
iv
en
th
e
r
esu
lts
o
f
th
e
s
tu
d
ies,
a
g
r
ea
t
r
esp
o
n
s
ib
ilit
y
is
p
lace
d
o
n
t
h
e
f
ac
u
lties
o
f
ed
u
ca
tio
n
,
esp
ec
iall
y
f
o
r
th
e
ef
f
ec
tiv
e
tr
a
n
s
f
er
o
f
m
u
s
eu
m
ed
u
ca
tio
n
.
E.
Ş
a
r
,
et
all
[
2
6
]
s
t
ated
th
at
t
h
r
o
u
g
h
m
u
s
eu
m
s
,
th
e
d
esire
d
r
esu
lts
in
teac
h
in
g
wo
u
ld
b
e
ac
h
iev
ed
b
y
th
e
in
clu
s
io
n
o
f
ed
u
ca
tio
n
as
o
n
e
o
f
th
e
im
p
o
r
tan
t
ar
ea
s
o
f
co
n
s
tr
u
ctiv
is
t
u
n
d
er
s
ta
n
d
in
g
o
f
th
e
ac
tiv
e
l
ea
r
n
in
g
en
v
i
r
o
n
m
e
n
t,
an
d
t
h
ey
em
p
h
asized
th
at
th
e
M
u
s
eu
m
E
d
u
ca
tio
n
c
o
u
r
s
e
co
u
ld
b
e
in
clu
d
e
d
in
th
e
p
r
o
g
r
am
s
o
f
th
e
teac
h
e
r
tr
ain
in
g
f
ac
u
lties
,
co
n
s
id
er
in
g
th
at
it
wo
u
ld
s
u
p
p
o
r
t
th
e
co
n
s
tr
u
ctiv
is
t
u
n
d
er
s
tan
d
i
n
g
.
T
h
ese
in
s
titu
tio
n
s
p
r
o
v
id
e
teac
h
er
ca
n
d
id
at
e
s
with
an
alter
n
ativ
e
ar
ea
f
o
r
th
em
t
o
s
ee
h
o
w
d
ev
elo
p
m
e
n
t
an
d
lear
n
in
g
th
eo
r
ies
ar
e
u
s
ed
wh
en
d
esig
n
in
g
an
d
d
ev
elo
p
in
g
lear
n
in
g
e
x
p
e
r
ien
ce
s
f
o
r
s
ch
o
o
l
-
ag
e
ch
ild
r
e
n
[
1
9
]
.
Acc
o
r
d
in
g
to
an
o
th
e
r
f
i
n
d
in
g
o
f
th
e
s
tu
d
y
,
th
e
p
ar
ticip
an
ts
s
tated
th
at
wh
at
th
ey
lea
r
n
ed
af
ter
m
u
s
eu
m
ac
tiv
ities
was
p
er
m
an
en
t.
T
h
e
r
ea
s
o
n
f
o
r
th
is
ca
n
b
e
ex
p
lain
ed
as
f
in
d
in
g
t
h
e
ap
p
licatio
n
ar
ea
o
f
wh
at
th
ey
h
av
e
lea
r
n
ed
[
2
7
]
.
I
t
ca
n
b
e
s
tated
th
at
th
e
co
n
ce
n
tr
atio
n
o
f
th
e
m
u
s
eu
m
ac
tiv
ities
o
n
cr
ea
tiv
e
d
r
a
m
a
in
cr
ea
s
ed
th
e
awa
r
en
ess
lev
el
o
f
th
e
p
ar
ticip
an
ts
in
th
e
af
f
ec
tiv
e
f
ield
.
Activ
ities
in
th
e
m
u
s
eu
m
ar
e
k
n
o
wn
to
i
n
cr
ea
s
e
s
tu
d
en
ts
'
af
f
ec
tiv
e
s
k
ills
[
2
8
]
.
So
m
e
d
is
cip
lin
es,
s
u
ch
as
His
to
r
y
o
r
Fin
e
Ar
ts
,
ar
e
lin
k
ed
to
m
u
s
eu
m
s
in
ter
m
s
o
f
th
eir
co
n
ten
t.
Ho
wev
er
,
it
i
s
p
o
s
s
ib
le
f
o
r
o
t
h
e
r
d
is
cip
lin
es
to
c
o
n
n
ec
t
with
m
u
s
eu
m
s
a
n
d
g
ain
an
ad
v
a
n
tag
e
in
ed
u
ca
tio
n
[
2
2
]
.
I
t
was
th
o
u
g
h
t
th
at
p
ar
ticip
an
ts
'
d
r
am
a
wo
r
k
d
u
r
in
g
th
e
ac
tiv
ities
in
cr
ea
s
ed
th
eir
s
k
ills
r
elate
d
to
r
o
le
-
p
lay
in
g
.
R
esear
ch
o
n
th
e
s
u
b
ject
also
s
u
p
p
o
r
ts
th
is
s
itu
atio
n
[
2
9
]
.
At
th
e
s
am
e
tim
e,
th
e
f
ac
t
th
at
th
er
e
is
n
o
n
ee
d
f
o
r
v
er
y
s
p
ec
ial
m
ater
ials
an
d
th
at
th
is
m
eth
o
d
ca
n
b
e
u
s
ed
with
a
p
lan
n
in
g
th
at
th
e
teac
h
er
ca
n
m
a
k
e
h
im
s
elf
/h
er
s
elf
in
cr
ea
s
es
th
e
u
s
ef
u
l
n
ess
o
f
cr
ea
tiv
e
d
r
am
a
m
et
h
o
d
ev
en
m
o
r
e
[
3
0
]
.
W
h
en
th
e
p
r
o
ce
s
s
o
f
teac
h
e
r
c
an
d
id
ates
is
ev
alu
ated
,
th
eir
a
ctio
n
s
s
u
ch
as
willin
g
n
ess
,
en
j
o
y
m
en
t
i
n
ac
tiv
ities
an
d
p
o
s
itiv
e
r
esp
o
n
s
e
to
ac
tiv
i
ties
ar
e
an
in
d
icatio
n
th
at
t
h
e
wo
r
k
s
ca
r
r
ied
o
u
t a
ls
o
af
f
ec
te
d
th
e
af
f
ec
tiv
e
f
ield
.
5.
CO
NCLU
SI
O
N
W
ith
th
e
ac
tiv
e
lear
n
in
g
ac
tiv
i
ties
,
th
e
teac
h
er
ca
n
d
id
ates
th
o
u
g
h
t
th
at
t
h
e
f
ield
k
n
o
wled
g
e
in
cr
ea
s
ed
an
d
th
ey
tr
a
n
s
f
er
r
ed
th
is
in
f
o
r
m
atio
n
u
s
in
g
th
e
m
u
s
eu
m
as
an
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t.
T
h
e
r
ef
o
r
e
,
ac
tiv
e
lear
n
in
g
h
as
n
o
t
o
n
l
y
f
ac
ilit
ated
teac
h
in
g
i
n
th
i
s
s
tu
d
y
,
b
u
t
also
ca
u
s
ed
p
r
o
s
p
ec
tiv
e
teac
h
er
s
to
g
ain
ex
p
er
ien
ce
o
n
h
o
w
to
u
s
e
m
u
s
eu
m
s
as
a
lear
n
i
n
g
en
v
ir
o
n
m
en
t.
T
h
u
s
,
it
co
n
tr
ib
u
ted
to
th
ei
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
RE
F
E
R
E
NC
E
S
[1
]
"
Cre
a
ti
n
g
th
e
n
e
w
m
u
se
u
m
d
e
fin
it
io
n
:
O
v
e
r
2
5
0
p
ro
p
o
sa
ls
to
c
h
e
c
k
o
u
t
,"
O
n
li
n
e
a
v
a
il
a
b
le
fr
o
m
h
tt
p
s:/
/i
c
o
m
.
m
u
se
u
m
/en
/
n
e
ws
/t
h
e
-
m
u
se
u
m
-
d
e
fin
it
i
o
n
-
t
h
e
-
b
a
c
k
b
o
n
e
-
of
-
ico
m
/,
2
0
1
9
.
[2
]
J.
G
.
Do
n
a
ld
,
"
Th
e
m
e
a
su
re
m
e
n
t
o
f
lea
rn
in
g
in
th
e
m
u
se
u
m
,
"
Ca
n
a
d
i
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
1
6
,
n
o
.
3
,
p
p
.
3
7
1
-
3
8
2
,
1
9
9
1
.
[3
]
C.
Ka
ra
d
e
n
iz
a
n
d
E.
Öz
d
e
m
ir,
"
Wh
ich
m
u
se
u
m
?
Ch
a
n
g
e
in
m
u
se
u
m
stu
d
ies
a
n
d
th
e
n
e
w
m
u
se
o
l
o
g
y
,
"
M
il
lî
F
o
lkl
o
r
,
v
o
l.
1
2
0
,
p
p
.
1
5
8
-
1
6
9
,
2
0
1
8
.
[4
]
Z.
Cıl
d
ır
,
"
Re
p
o
rts
p
re
p
a
re
d
b
y
tr
a
in
e
rs o
n
t
h
e
u
se
o
f
m
u
se
u
m
s a
s a
n
e
d
u
c
a
ti
o
n
a
l
e
n
v
iro
n
m
e
n
t
i
n
Tu
r
k
e
y
,
"
J
o
u
rn
a
l
o
f
Fo
lklo
re
a
n
d
L
it
e
ra
tu
re
,
v
o
l.
2
0
,
n
o
.
7
9
,
p
p
.
1
7
9
-
1
8
8
,
2
0
1
4
.
[5
]
E.
Ho
o
p
e
r
-
G
re
e
n
h
il
l,
"
Th
e
e
d
u
c
a
ti
o
n
a
l
r
o
le o
f
th
e
m
u
s
e
u
m
,
"
(
2
th
e
d
.
),
L
o
n
d
o
n
/Ne
w Yo
r
k
:Ro
u
tl
e
d
g
e
,
1
9
9
9
.
[6
]
A.
İlh
a
n
,
M
.
Arta
r,
A.
Ok
v
u
r
a
n
a
n
d
C.
Ka
ra
d
e
n
iz,
"
M
u
se
u
m
train
in
g
m
o
d
u
le,
"
A
n
k
a
ra
:
M
DG
F
UNICE
F
Pu
b
li
c
a
ti
o
n
,
2
0
1
1
.
[7
]
Y.
G
ö
ğ
e
b
a
k
a
n
,
"
Th
e
im
p
o
rta
n
c
e
o
f
u
sin
g
m
u
se
u
m
s in
e
d
u
c
a
ti
o
n
a
n
d
train
i
n
g
a
s
a
lt
e
rn
a
ti
v
e
lea
rn
i
n
g
sp
a
c
e
s,
"
J
o
u
rn
a
l
o
f
t
h
e
Fi
n
e
Arts I
n
stit
u
te
,
v
o
l
.
4
0
,
p
p
.
9
-
4
1
,
2
0
1
8
.
[8
]
J.
Bra
n
sfo
rd
,
A.
Br
o
wn
a
n
d
R
.
Co
c
k
i
n
g
,
(E
d
s.),
"
Ho
w
p
e
o
p
l
e
le
a
rn
:
Br
a
in
,
m
in
d
,
e
x
p
e
rien
c
e
,
a
n
d
sc
h
o
o
l
,
"
W
a
sh
in
g
to
n
,
DC: N
a
ti
o
n
a
l
Aca
d
e
my
Pre
ss
,
2
0
0
3
.
[9
]
O.
Dilma
c
,
"
T
h
e
e
ffe
c
t
o
f
a
c
ti
v
e
lea
rn
in
g
tec
h
n
iq
u
e
s
o
n
c
las
s
tea
c
h
e
r
c
a
n
d
i
d
a
tes
’
su
c
c
e
ss
ra
tes
a
n
d
a
tt
it
u
d
e
s
t
o
wa
rd
th
e
ir
m
u
se
u
m
s
th
e
o
r
y
a
n
d
a
p
p
li
c
a
ti
o
n
u
n
it
in
t
h
e
ir
v
is
u
a
l
a
rts
c
o
u
rse
,
"
Ed
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
6
,
n
o
.
5
,
p
p
.
1
5
8
7
-
1
6
1
8
,
2
0
1
6
.
[1
0
]
A.
Ok
v
u
ra
n
,
"
G
ro
wth
i
n
T
u
rk
e
y
a
s
a
tea
c
h
in
g
d
ra
m
a
a
t
th
e
m
u
s
e
u
m
,
"
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l.
37
,
n
o
.
1
6
6
,
pp.
1
7
0
-
1
8
0
,
2
0
1
2
.
[1
1
]
Ed
wa
rd
s,
S
.
,
"
Ac
ti
v
e
lea
rn
i
n
g
i
n
t
h
e
m
id
d
le
g
r
a
d
e
s,
"
M
i
d
d
le
S
c
h
o
o
l
J
o
u
rn
a
l
,
v
o
l.
4
6
(
5
)
,
p
p
.
2
6
-
3
2
,
2
0
1
5
.
[1
2
]
J.
M
ich
e
a
l,
"
Wh
e
re
'
s
th
e
e
v
i
d
e
n
c
e
th
a
t
a
c
ti
v
e
lea
rn
in
g
w
o
r
k
s?
"
Ad
v
a
n
c
e
s
in
Ph
y
si
o
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
0
,
p
p
.
1
5
9
-
1
6
7
,
2
0
0
6
.
[1
3
]
"
Ac
ti
v
e
lea
rn
in
g
m
o
d
e
ls
&
a
p
p
ro
a
c
h
e
s,
"
2
0
1
9
.
On
li
n
e
a
v
a
il
a
b
le
fro
m
h
tt
p
s:/
/wisc
.
p
b
.
u
n
izin
.
o
rg
/t
e
a
c
h
in
g
with
tec
h
/c
h
a
p
ter/a
c
ti
v
e
-
lea
rn
i
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
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8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
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.
Vo
l.
9
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No
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1
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Ma
r
ch
2
0
2
0
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2
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128
[1
4
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C.
Bra
m
e
,
"
Ac
ti
v
e
lea
rn
in
g
,
"
Va
n
d
e
rb
il
t
Un
ive
rs
it
y
Ce
n
ter
fo
r
T
e
a
c
h
in
g
,
2
0
1
6
.
On
l
in
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a
v
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il
a
b
le
fro
m
h
tt
p
s:/
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v
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d
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rb
i
lt
.
e
d
u
/ac
ti
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a
rn
in
g
/.
[1
5
]
J
.
W.
Cre
sw
e
ll
,
"
Qu
a
li
tati
v
e
i
n
q
u
iry
a
n
d
re
se
a
rc
h
d
e
sig
n
:
C
h
o
o
si
n
g
a
m
o
n
g
fi
v
e
trad
i
ti
o
n
s
,
"
L
o
n
d
o
n
:
S
a
g
e
Pu
b
li
c
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ti
o
n
s
,
2
0
0
7
.
[1
6
]
N.
Bil
g
i
n
,
"
Co
n
ten
t
a
n
a
ly
sis i
n
so
c
ial
sc
ien
c
e
s.
Tec
h
n
iq
u
e
s a
n
d
c
a
se
stu
d
ies
,
"
An
k
a
r
a
:
P
o
li
ti
c
a
l
P
u
b
l
ica
ti
o
n
,
2
0
1
4
.
[1
7
]
A.
Yıld
ırı
m
a
n
d
H.
Ş
imş
e
k
,
"
Qu
a
l
it
a
ti
v
e
re
se
a
rc
h
m
e
th
o
d
s i
n
s
o
c
ial
sc
ien
c
e
s
,
"
An
k
a
ra
:
S
e
ç
k
in
P
u
b
li
c
a
ti
o
n
,
2
0
1
6
.
[1
8
]
M
.
D.
LeCo
m
p
te
a
n
d
J.
P
.
G
o
e
tz,
"
P
r
o
b
lem
s
o
f
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li
a
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il
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y
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v
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li
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in
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tn
o
g
ra
p
h
ic
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se
a
rc
h
,
"
Rev
iew
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l
Res
e
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,
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5
2
,
p
p
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31
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9
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.
[1
9
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M
.
Clark
,
D.
E
n
sm
in
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e
r,
C.
I
n
c
a
n
d
e
la
a
n
d
H.
M
o
isa
n
,
"
Re
flec
ti
o
n
s
o
n
m
u
se
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m
s
a
s
e
ffe
c
ti
v
e
field
sites
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r
tea
c
h
e
r
c
a
n
d
id
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tes
,
"
j
o
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rn
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0
]
S
.
Yılma
z
a
n
d
Ş
.
E
g
ü
z
,
"
Hist
o
r
y
a
n
d
s
o
c
ial
stu
d
ies
te
a
c
h
e
rs'
e
x
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e
s
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d
th
o
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g
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ts
a
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o
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t
th
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imp
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m
u
se
u
m
in
h
isto
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y
tea
c
h
in
g
,
"
T
u
r
k
ish
S
t
u
d
ie
s,
v
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l
.
11
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.
1
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p
p
.
1
6
3
7
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6
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0
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2
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1
5
.
[2
1
]
G
.
E.
He
in
,
"
Lea
rn
i
n
g
in
th
e
m
u
s
e
u
m
,
"
L
o
n
d
o
n
:
Ro
u
tl
e
d
g
e
,
2
0
0
2
.
[2
2
]
S
.
Da
s,
"
Us
in
g
m
u
se
u
m
e
x
h
i
b
i
ts
:
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in
n
o
v
a
ti
o
n
in
e
x
p
e
rien
t
i
a
l
lea
rn
in
g
,
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leg
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T
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2
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p
.
7
2
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5
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[2
3
]
G
.
Ön
e
r,
"
Ex
a
m
in
a
ti
o
n
o
f
t
h
e
o
p
in
io
n
s
o
f
so
c
ial
stu
d
ies
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rs
a
b
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t
o
u
td
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o
r
h
ist
o
ry
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c
h
in
g
,
"
T
u
rk
ish
Histo
ry
Ed
u
c
a
ti
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l
J
o
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l
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l.
4
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1
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p
.
8
9
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1
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2
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5
.
[2
4
]
V.
A.
Je
n
se
n
,
"
M
u
se
u
m
e
d
u
c
a
ti
o
n
a
n
d
p
r
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fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
p
a
rt
n
e
rsh
ip
s:
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w
t
h
e
e
d
u
c
a
ti
o
n
a
l
p
r
o
g
ra
m
s
o
f
m
u
se
u
m
s
e
n
h
a
n
c
e
c
a
re
e
r
g
o
a
ls
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n
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
sk
il
ls
in
a
d
u
lt
s
,
"
(M
a
ste
r’s
Th
e
sis)
,
Re
tri
e
v
e
d
fro
m
:
h
tt
p
s:/
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o
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i
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e
d
u
/t
h
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se
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4
6
,
2
0
1
0
.
[2
5
]
S
.
Ak
tek
i
n
,
"
Th
e
o
p
in
i
o
n
s
o
f
th
e
m
u
se
u
m
e
x
p
e
rts
a
b
o
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t
t
h
e
v
isi
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o
f
th
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h
o
o
ls
fo
r
e
d
u
c
a
ti
o
n
a
l
p
u
rp
o
se
s,
"
Ah
i
Evr
a
n
Un
ive
rs
it
y
J
o
u
r
n
a
l
o
f
Kırş
e
h
ir F
a
c
u
l
ty o
f
Ed
u
c
a
ti
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n
(K
EF
A
D)
,
v
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l.
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(2
),
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p
.
1
0
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1
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2
0
0
8
.
[2
6
]
E.
Ş
a
r
,
T.
S
a
ğ
k
o
l
a
n
d
Üz
e
rin
e
,
"
On
th
e
n
e
c
e
ss
it
y
o
f
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se
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m
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d
u
c
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ti
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o
u
rse
i
n
e
d
u
c
a
ti
o
n
fa
c
u
lt
i
e
s,
"
A
Y
HAY
EF
:
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
1
0
,
n
o
.
2
,
p
p
.
8
3
-
9
0
,
2
0
1
3
.
[2
7
]
E.
Yıld
ır
ım,
"
Op
in
i
o
n
s
o
f
p
ro
sp
e
c
ti
v
e
c
las
sro
o
m
tea
c
h
e
rs
a
b
o
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t
th
e
u
se
o
f
m
u
se
u
m
s
in
e
d
u
c
a
ti
o
n
,
"
HAY
EF
:
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
on
,
v
o
l
.
1
4
,
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o
.
2
,
p
p
.
1
1
3
-
1
2
9
,
2
0
1
7
.
[2
8
]
L.
D.
Th
o
m
p
so
n
a
n
d
A.
T
o
b
i
n
,
"
ArtIn
S
ig
h
t:
A
c
o
n
tem
p
lati
v
e
a
p
p
ro
a
c
h
t
o
m
u
se
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m
g
a
ll
e
ry
tea
c
h
in
g
a
n
d
l
e
a
rn
i
n
g
,
”
Jo
u
rn
a
l
o
f
M
u
se
u
m
E
d
u
c
a
ti
o
n
,
v
o
l.
4
3
,
n
o
.
4
,
p
p
.
3
3
4
-
3
4
1
,
2
0
1
8
.
[2
9
]
Z.
De
re
,
"
In
v
e
sti
g
a
ti
o
n
o
f
th
e
e
f
fe
c
t
o
f
d
r
a
m
a
o
n
p
re
se
rv
ice
tea
c
h
e
rs'
c
o
m
m
u
n
ica
ti
o
n
sk
i
ll
s
,
"
B
a
ş
k
e
n
t
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
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l
.
6
,
n
o
.
1
,
p
p
.
5
9
-
6
7
,
2
0
1
9
.
[3
0
]
S
.
Oru
ç
a
n
d
B.
N.
Altı
n
,
"
M
u
se
u
m
e
d
u
c
a
ti
o
n
a
n
d
c
re
a
ti
v
e
d
ra
m
a
,
"
Çu
k
u
ro
v
a
Un
ive
rs
it
y
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
Fa
c
u
lt
y
,
v
o
l.
3
,
n
o
.
5
,
p
p
.
1
2
5
-
1
4
1
,
2
0
0
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.