In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
55
~2
64
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
189
01
255
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Increasing
ecoliteracy and
s
tud
e
nt creativity i
n
waste utilizat
ion
S
e
k
a
rs
ar
i S
u
n
a
ry
o Pu
tri,
Mu
h
amm
a
d
J
a
p
a
r,
R
ian
a
B
a
g
a
s
k
or
o
w
ati
E
l
e
m
ent
a
ry
E
duca
t
io
n
D
e
partmen
t
,
U
nivers
it
as Negeri
Jak
a
rt
a,
I
n
do
nesi
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Mar
19,
2
0
1
9
Re
vise
d A
p
r
25,
201
9
Ac
ce
p
t
ed
M
a
y
2
, 2
0
19
Thi
s
s
tudy
a
i
m
e
d
t
o
determine
the
increase
i
n
ecoliteracy
a
nd
c
reati
v
ity
i
n
was
t
e
utilizat
io
n
by
u
sin
g
a
p
roject
-based
-learn
i
ng
(
P
B
L)
m
od
e
l
i
n
s
o
c
i
a
l
st
udies
l
earnin
g
.
T
h
i
s
r
esearch
w
as
a
c
l
a
ss
room
acti
o
n
res
earch
(
A
c
t
i
o
n
Research
).
T
hi
s
resear
ch
w
as
c
on
du
cted
i
n
th
e
f
i
fth
g
r
ade
(V)
o
f
Pr
im
a
r
y
S
c
ho
ol
s.
O
b
s
ervati
on
s
h
eet,
int
e
rvi
e
w,
d
ocu
m
entatio
n,
a
nd
field
n
o
t
e
s
i
n
s
t
r
u
m
e
n
t
s
w
e
r
e
u
s
e
d
t
o
c
o
l
l
e
c
t
d
a
t
a
.
T
h
e
r
e
s
u
l
t
s
o
f
t
h
i
s
s
t
u
d
y
sho
w
ed
t
hat
there
was
an
i
ncrease
i
n
e
colite
racy
a
bility.
In
a
ddi
t
i
on,
s
t
ud
en
t
s
b
e
c
o
m
e
m
o
re
acti
v
e
in
t
he
l
earn
i
n
g
p
ro
c
e
ss
a
n
d
m
ore
co
u
r
ageo
us
i
n
exp
r
essi
ng
t
he
i
r
opinion
s
.
T
h
is
s
hows
t
hat
the
ecoliteracy
a
nd
c
reati
v
ity
o
f
st
u
dent
s
ca
n
b
e
im
p
r
oved
t
h
rou
g
h
th
e project
-bas
ed
-learn
i
ng
m
odel.
K
eyw
ord
s
:
C
r
eat
iv
i
t
y
Ec
ol
it
era
tio
n
P
r
oj
e
c
t ba
se
d l
e
a
r
ni
ng
So
ci
al
st
u
di
es
le
a
r
n
i
n
g
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ria
n
a Ba
ga
skor
o
w
ati,
Elem
en
tary
E
d
u
cat
i
on D
e
part
m
e
nt,
Universitas Negeri
J
akarta,
Ra
w
a
M
an
g
un
Mu
ka
S
tree
t, RT.
11/R
W
.
14,
Raw
a
m
a
n
g
u
n
, P
u
lo G
a
dun
g,
E
a
s
t
J
ak
a
r
t
a
C
i
t
y
,
Ja
k
a
rt
a Sp
e
c
i
a
l
C
api
t
al
R
e
g
i
o
n
,
1
3
220
.
Em
ail:
riana.
ba
gas
korow
a
ti@
un
j.a
c
.
i
d
1.
I
N
TR
OD
U
C
TI
O
N
In
c
r
ea
si
n
g
t
h
e
c
a
ri
ng
a
tt
i
t
ud
e
th
at
i
s
in
st
ill
ed
b
y
t
e
ach
e
r
s
to
s
tu
de
nt
s
is
v
e
r
y
im
porta
nt
f
or
env
i
ro
nm
en
tal
sus
t
ai
na
bi
li
ty
a
s
w
e
l
l
a
s
in
t
h
e
o
p
i
n
i
on
o
f
F
r
itj
of
C
a
p
ra
w
h
o
cal
l
s
ec
ol
i
t
era
c
y
a
s
a
c
on
di
t
i
o
n
w
h
er
e
peo
p
le
h
ave
un
der
s
t
o
od
ec
ol
o
g
ica
l
p
ri
nci
p
les
an
d
l
i
ved
ac
c
o
rd
i
ng
t
o
e
nv
iro
n
m
ental
pri
n
ci
p
l
e
s
i
n
ma
nagi
n
g
l
i
f
e
t
o
ge
t
h
e
r
w
i
t
h
hum
an
i
t
y
o
n
e
arth
[
1].
G
a
dgi
l
a
nd
B
ar
ke
s,
s
ta
t
e
d
t
h
e
sa
me
t
hi
ng
t
h
a
t
l
oca
l
wisdom
cann
o
t
be
sepa
r
ated
f
rom
e
l
em
ents o
f
l
o
c
a
l
r
u
l
e
s
,
lo
ca
l
trad
it
i
ons,
and cu
st
oms
or c
ult
u
ra
l va
lue
s
[
2].
Ac
tion
re
sear
ch
i
s
c
a
l
l
e
d
C
la
ssroom
A
cti
o
n
Rese
arc
h
(
CAR).
Thi
s
r
e
s
e
a
r
c
h
i
s
a
n
e
x
a
m
i
n
a
t
i
o
n
o
f
lear
n
i
n
g
a
c
t
i
v
i
tie
s
i
n
t
he
f
orm
of
a
n
a
c
tio
n,
w
hic
h
i
s
del
i
b
e
ra
tel
y
r
a
i
se
d
a
nd
occ
u
rs
i
n
a
class
t
o
get
h
e
r
[
3]
.
The
ac
ti
o
n
i
s
gi
ve
n
b
y
t
he
t
eac
her
ca
rried
o
u
t
by
st
u
d
e
n
t
s
.
Thi
s
ac
ti
o
n
a
ims
t
o
i
mp
r
o
ve
t
he
q
ual
i
t
y
o
f
l
e
a
r
ni
ng
p
ra
ct
ic
es.
C
l
assro
o
m
Actio
n Rese
arc
h
w
as
d
evel
o
p
ed
by seve
ral e
x
p
e
rts; t
he
m
ost fa
m
o
us
a
re
five
m
odel
s
:
a.
Ku
rt
Lewi
n
'
s
Mo
de
l
K
u
r
t
L
e
w
in
's
m
o
d
e
l
i
s
a
m
ode
l
tha
t
h
as
b
ee
n
a
bas
i
c
refer
e
n
c
e
o
r
b
a
s
i
s
f
o
r
v
a
r
i
o
u
s
m
o
d
e
l
s
o
f
act
i
on rese
arc
h
, especially Classroom
Ac
tio
n Rese
arc
h
(C
A
R
)
.
b.
Ell
i
ot
Mo
de
l
this
m
o
d
el
w
as
d
e
v
e
l
ope
d
by
E
l
l
i
o
t
a
n
d
E
de
lm
an.
The
y
d
e
v
e
lo
p
from
t
he
K
e
m
m
i
s
Mo
de
l,
w
h
ic
h
i
s
m
ade
m
o
re
d
e
t
a
i
l
e
d
at
eac
h
le
ve
l.
T
h
i
s
de
t
a
ile
d
de
ve
l
o
pme
n
t
h
a
s
t
h
e
m
a
i
n
obje
c
t
i
v
e
,
t
o
m
a
ke
i
t
ea
sie
r
f
or
r
e
s
e
a
rc
hers
t
o
c
a
rr
y
ou
t
re
se
arc
h
a
c
t
i
o
ns.
The
pr
oc
e
ss
th
at
h
as
b
e
e
n
c
a
rri
e
d
out
a
t
a
l
l
t
h
ese
l
e
ve
l
s
i
s
the
n
use
d
t
o
co
m
pil
e
t
he
r
ese
a
rc
h re
port.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
55
- 2
64
25
6
c.
McKe
rnan
M
o
d
e
l
In
t
h
e
M
cKe
r
n
a
n
mo
del
,
g
en
e
r
a
l
i
d
e
a
s
h
av
e
b
een
m
a
d
e
mo
re
d
e
t
a
i
l
e
d
,
n
a
mel
y
by
id
e
n
ti
fyi
n
g
pro
b
lem
s
, lim
it
in
g prob
lem
s
a
nd o
b
jec
t
ive
s
,
eva
l
ua
t
i
n
g
the
nee
d
s o
f
t
he s
u
b
jec
t
,
a
n
d
ex
pr
e
s
si
ng
hyp
o
t
he
se
s or
tem
porary
ans
w
er
s to prob
l
e
m
s in e
ac
h lev
e
l
or c
ycle
[
4].
d.
The
Ebbut
Mo
de
l
t
h
is
m
ode
l
w
a
s
i
n
sp
i
r
ed
b
y
the
th
o
ugh
ts
o
f
K
e
m
m
is
a
n
d
E
ll
io
t
.
I
n
its
d
e
v
el
o
p
me
nt,
Eb
but
di
sa
gree
d
w
i
t
h
E
l
l
i
o
t
's
i
nte
r
p
r
eta
tio
n
of
K
e
m
m
i
s's
w
o
r
k
.
Eb
bu
t'
s
disagr
eem
e
nt
w
as
caused
by
K
em
mis
like
n
in
g
h
i
s
re
se
arc
h
t
o
fac
t
f
in
din
g
s.
W
h
ile
i
n
rea
lit
y,
K
emm
i
s
clea
r
l
y
s
h
ow
s
t
h
a
t
r
ese
a
rc
h
c
ons
i
s
ts
o
f
di
sc
ussi
o
n
,
neg
o
t
i
a
t
i
on,
i
n
v
es
t
i
ga
t
i
ng,
a
nd
e
x
am
i
n
i
n
g
ex
isti
ng
c
ons
t
r
ai
n
t
s.
C
lassro
o
m
A
c
t
i
o
n
R
e
s
e
a
rc
h
Mo
de
l
Eb
bu
t
is base
d
on in
i
t
i
a
l
i
d
eas
,
re
sear
cher
s try t
o
fi
n
d o
u
t w
h
a
t
ac
t
i
o
ns sh
o
u
l
d
be
take
n to
solve
t
hem
a
nd t
h
e
n
deve
l
o
p
a
gene
r
a
l
des
i
gn
t
ha
t
w
i
l
l
b
e
i
m
plem
ente
d.
D
ur
in
g
t
h
e
i
m
p
lem
e
n
t
a
t
i
o
n
proc
ess,
m
on
itor
i
n
g
i
s
ca
r
r
ied
ou
t
t
o
s
e
e
t
he
e
ffe
c
t
a
ris
i
ng
fr
o
m
t
h
e
a
c
t
i
o
ns
o
f
re
se
arc
h
ers.
F
r
om
t
he
r
e
s
u
lts
o
f
m
o
n
itor
i
n
g
,
a
n
e
xp
l
a
na
tion
o
f
the
va
rio
u
s
fai
l
ures
h
a
s
b
ee
n
a
rra
nged.
T
his
ex
pla
n
a
t
i
o
n
w
ill
b
e
an
i
n
p
u
t
i
n
t
he
r
e
v
isi
on
o
f
t
he
g
e
n
e
r
al
p
lan
w
h
ic
h
s
u
b
s
eq
u
e
nt
l
y
g
i
v
es
b
irth
t
o
the
p
l
a
n
f
or
i
mple
me
nt
i
n
g
t
h
e
s
e
c
o
nd
c
yc
l
e
.
T
h
is
i
s
exp
l
a
i
ne
d
in
T
able
1
Eb
bu
t
m
o
de
l ac
tio
ns.
Tab
l
e 1.
Ebb
ut
m
odel
act
io
ns
Le
v
e
l
1
Le
vel
2
Le
ve
l
3
I
n
i
t
i
al
i
d
eas
, i
d
e
n
t
i
f
yi
n
g
pro
b
lem
s
,
goa
ls
a
nd
be
n
e
fits.
Ste
p
s
for
m
onit
o
r
i
ng
a
c
tion
ef
f
ects
R
e
visi
on of
g
e
n
e
r
al
p
la
ns
A
c
ti
on s
t
e
p
s
m
onit
o
r
i
n
g
t
he
e
ffec
t
s
of
a
c
t
ions
t
o
e
n
t
e
r th
e
third le
v
e
l
Re
vision
of
g
e
n
e
r
a
l
i
dea
s
Im
prove
d
pl
a
n
s
A
c
tion ste
p
s
m
onitoring
the
e
f
fe
c
t
s
of
a
c
tions a
s a
n
e
v
a
l
u
a
tion
of
r
e
s
ea
r
c
h
objec
tiv
e
s
Ta
b
l
e
1
desc
ribe
s
the
s
t
ep
s
o
f
t
he
E
b
b
u
t
m
ode
l
ac
t
i
o
n
re
se
arc
h
in
e
a
c
h
c
y
cl
e.
A
t
th
e
fi
rs
t
l
e
v
e
l
,
t
h
e
in
itia
l
idea
is
d
eve
l
o
p
e
d
i
nt
o
t
h
e
first
s
t
ep
o
f
ac
tio
n,
t
he
n
t
h
e
f
irst
a
c
t
io
n
is
m
oni
tor
e
d
t
h
e
imple
m
e
n
t
a
t
i
o
n
o
f
its
i
nflu
enc
e
o
n
t
h
e
su
b
j
ec
t
u
nder
st
u
dy.
T
h
e
m
onit
o
rin
g
r
e
c
ord
s
e
r
ves
a
s
a
m
ater
ial
fo
r
r
e
vising
the
seco
nd
pha
se
o
f
t
h
e
ge
ne
ral
pla
n
.
A
t
t
he
s
ec
on
d
leve
l,
t
he
r
e
v
ise
d
g
en
er
al
p
l
a
n
is
m
a
d
e
aga
i
n
t
h
e
ste
p
s
o
f
t
he
a
c
t
i
o
n,
ca
rried
o
ut,
mo
ni
t
o
red
the
e
f
fe
ct
o
f
the
a
c
t
i
o
n
i
n
d
e
t
a
il
an
d
u
sed
a
s
e
nt
ry
m
a
t
eri
a
l
a
t
l
evel
t
h
r
e
e
.
At
e
a
c
h
l
evel
doc
um
en
ta
ti
o
n
o
f
t
h
e
ef
fec
t
s
ofca
rrie
d
o
u
t
.
e.
The
Kem
m
is and McTaggart
M
o
d
e
l
s
i
sThi
s
mo
d
e
l
i
s
a
d
e
v
e
l
op
me
nt
o
f
t
h
e
ba
si
c
co
nce
p
ts
i
n
t
r
o
d
uc
ed
b
y
K
u
r
t
L
e
w
in,
e
x
ce
p
t
tha
t
c
o
m
pone
n
t
s
a
r
e
ac
tin
g
a
nd
observing
in
t
e
g
r
a
t
ed
b
ec
au
se
t
h
e
y
are
in
sep
a
ra
b
l
e
acti
o
n
s
o
ccu
rri
ng
a
t
th
e
sam
e
t
im
e
[5,
6]
T
he
r
e
s
e
a
rc
h
m
o
d
e
l
c
o
ns
iste
d
o
f
i
n
i
tia
l
idea
d
e
t
ermi
n
a
t
i
on
,
p
r
e-su
rv
ey
o
r
i
n
iti
a
l
f
i
n
d
i
ng
s,
dia
g
no
si
s
of p
l
a
nn
i
ng, imp
le
m
e
ntat
i
o
n of a
c
t
i
o
ns, o
b
serva
t
i
o
n,
ref
l
e
c
ti
on,
a
n
d
p
re
pa
ra
t
i
o
n
of
c
l
a
ssro
o
m
a
c
t
i
o
n
re
sea
r
ch
rep
o
r
t
s
.
P
r
ojec
t
Ba
se
d
Lea
r
ni
ng
or
w
ha
t
i
s
k
n
o
w
n
a
s
pro
j
ec
t-b
a
sed
lea
r
ni
ng
i
s
a
l
ea
rn
i
n
g
mode
l
t
h
a
t
em
pow
er
s
stu
d
en
ts
t
o
ga
in
n
ew
k
n
o
w
l
e
d
g
e
a
nd
un
dersta
nd
i
ng
base
d
o
n
the
i
r
e
xperi
e
n
c
e
s
thr
o
ugh
var
i
ou
s
prese
n
t
a
ti
on
s
[
7
,
8].
Mod
e
l
P
r
ojec
t
ba
se
d
le
arni
ng
is
a
l
ea
rni
n
g
a
ppr
oa
ch
t
ha
t
gi
ves
fre
edom
t
o
s
t
u
d
e
n
t
s
t
o
pla
n
le
a
rn
in
g
a
c
tiv
it
ies, imple
m
e
nt projec
t
s c
o
lla
bor
a
tive
l
y
,
a
nd
u
l
t
i
m
ate
l
y pro
duce
w
o
rk pro
duc
ts t
hat c
a
n be
prese
n
t
e
d t
o
o
t
h
ers
[9].
P
r
ojec
t
based
lear
n
i
n
g
(
P
P
A)
i
s
an
i
n
n
o
va
tive
lea
r
n
i
n
g
m
etho
d
o
r
ap
proa
c
h
,
whic
h
em
phas
i
zes
c
o
nt
ex
tu
al
l
ea
rn
ing
th
roug
h
c
o
mp
l
e
x
acti
v
it
i
e
s
su
ch
a
s
gi
vin
g
s
tud
e
nt
s
t
h
e
f
r
ee
do
m
t
o
e
xp
lo
re
p
l
a
n
n
i
n
g
lear
n
i
n
g
a
c
t
i
v
i
t
ie
s
and
fi
na
ll
y
st
ude
n
t
s
a
r
e
gi
ven
t
h
e
o
p
por
tu
n
ity
t
o
m
a
ke
a
p
rodu
c
t
[
1
0
].
P
rojec
t
-bas
e
d
lear
n
i
n
g
i
s
a
le
arni
ng
m
o
del
tha
t
u
se
s
pro
b
l
em
s
a
s
a
f
irst
s
tep
i
n
ga
t
h
erin
g
a
n
d
i
n
t
e
gr
ati
n
g
new
k
n
o
w
led
g
e
base
d
on ex
pe
rienc
e
o
f ac
tua
l
a
c
t
i
v
i
t
i
e
s.
P
r
ojec
t
-
base
d
l
e
a
r
ni
ng,
s
t
ude
nt
s
pla
n
a
n
d
c
ar
ry
out
i
n
v
es
t
i
ga
ti
o
n
s
on
a
n
u
m
b
e
r
o
f
t
o
pi
c
s
o
r
them
es
tha
t
u
se
c
ros
s
sub
j
ec
ts
o
r
cr
oss-
ma
t
e
rial
[
11].
P
r
ojec
t-
Ba
sed
L
ea
rn
ing
Mo
de
l
pro
v
ide
s
s
tu
de
nts
w
i
th
exp
l
orat
io
n,
a
s
s
essm
ent,
i
n
t
e
r
pre
t
a
t
i
o
n,
s
y
n
t
he
sis,
a
nd
i
n
form
a
ti
on
t
o
p
r
od
uce
va
r
i
ou
s
for
m
s
o
f
l
e
a
rni
ng
ou
tc
ome
s
[
1
2
].
P
r
o
j
e
ct-
b
a
s
e
d
l
ea
rn
in
g
is
a
l
e
a
rni
n
g
me
t
h
o
d
t
ha
t
u
se
s
prob
l
e
m
s
a
s
a
firs
t
s
t
ep
i
n
ga
t
h
er
in
g
a
n
d
in
t
e
grat
in
g
ne
w
kn
ow
le
d
g
e
base
d
o
n
t
h
e
i
r
e
xpe
rie
n
ce
i
n
a
c
t
ual
a
c
t
ivi
tie
s
[13]
.
Thro
ug
h
pro
j
ec
t
-
base
d
lear
n
i
n
g
,
th
e
i
n
q
u
i
ry
p
r
o
ce
ss
b
eg
i
n
s
b
y
r
ai
sing
a
gu
i
d
i
n
g
que
st
io
n
a
nd
gu
idi
n
g
stu
d
e
n
ts
i
n
a
co
l
l
a
b
o
r
ati
v
e
pro
j
ec
t
tha
t
in
t
e
g
rates
vari
o
u
s
sub
j
ects
(ma
t
erial)
i
n t
h
e c
u
rr
ic
ul
um
[14]
.
The
P
r
oj
e
c
t
B
ased
L
e
a
r
n
i
n
g
m
odel
i
s
a
l
ea
rni
n
g
mo
de
l
th
a
t
i
n
v
o
l
ves
st
u
d
en
ts
a
ct
i
v
el
y
in
d
es
i
g
n
i
n
g
lear
n
i
n
g
o
bjec
t
i
ve
s
t
o
p
r
o
d
u
c
e
t
a
n
g
i
bl
e
pr
od
u
c
t
s
o
r
pro
j
e
c
t
s
[
1
5].
Lea
r
ni
n
g
t
ha
t
uses
a
p
rojec
t
o
r
a
c
t
i
v
ity
a
s
a
me
ans
o
f
l
e
a
rni
n
g
to
a
ch
ie
v
e
c
om
pe
te
nc
y
a
tti
t
ude
s,
k
now
l
e
d
g
e,
a
n
d
s
kil
l
s
[1
6]
.
P
r
ojec
t
Based
Le
ar
nin
g
mo
d
e
l
i
nvo
lv
es
a
p
roj
e
ct
i
n
t
h
e
l
e
arni
ng
p
ro
ce
ss
so
t
h
a
t
le
arn
i
ng
t
ha
t
fo
c
u
ses
o
n
t
he
m
ain
pri
n
c
i
p
l
e
s
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Inc
r
eas
i
n
g
ec
o
l
i
t
er
acy
a
nd s
t
ude
n
t
c
r
ea
ti
v
i
t
y
in w
a
st
e
u
t
i
l
i
z
a
tio
n
by usi
n
g
m
ode
ls
…
(Ria
na B
a
g
a
sk
or
o
w
at
i)
25
7
conc
e
p
ts
o
f
a
disc
ipl
i
ne,
in
vo
l
v
es
s
t
u
den
t
s
in
s
ol
v
i
n
g
p
r
oble
m
s
a
nd
o
t
he
r
me
ani
ngf
ul
t
as
ks,
enc
our
age
s
stude
n
t
s
t
o
w
or
k in
de
pe
n
d
e
n
tly
t
o b
u
ild
l
e
a
rn
in
g a
n
d ul
t
i
m
a
t
e
ly
p
r
o
d
u
ce
rea
l
w
ork
[1
7].
C
h
ar
acter
i
s
t
i
cs
o
f
t
h
e
P
r
oj
e
c
t
Ba
se
d
Lea
r
ni
ng
M
ode
l
i
s
s
tud
e
nt
s
i
n
v
e
st
ig
at
e
i
m
po
rt
an
t
i
d
ea
s
a
n
d
a
s
k
que
st
ions,
st
ud
ent
s
f
i
n
d
u
n
d
ersta
n
d
i
ng
i
n
t
h
e
pr
oces
s
of
i
nv
est
i
g
a
t
i
n
g,
acc
ord
i
n
g
t
o
the
i
r
ne
ed
s
a
n
d
i
n
t
e
rests,
p
r
od
u
c
e
p
r
oduct
s
a
nd
t
hin
k
c
re
at
iv
e
l
y
,
c
ri
t
i
c
a
l
l
y
a
n
d
skil
l
f
ul
l
y
i
n
v
e
st
ig
ate
,
i
nf
er
m
a
t
eria
l
,
a
nd
c
on
n
e
ct
w
i
t
h
rea
l
-w
orld,
aut
h
en
t
i
c
is
sue
s
a
nd
i
ssue
s
[
18].
Wh
il
e
Ma
jid
&
R
oc
h
m
a
n
c
h
a
ra
ct
eri
s
ti
c
s
o
f
t
h
e
Pro
j
e
c
t
B
a
sed
Lea
r
ni
ng
M
o
d
e
l,
n
am
el
y:
a
)
S
t
u
d
e
n
t
s
m
a
k
e
dec
i
s
i
ons
a
bo
u
t
a
fram
ew
ork.
b
)
The
r
e
ar
e
proble
m
s
or
cha
lle
ng
e
s
t
ha
t
a
r
e
su
bm
itte
d
t
o
s
t
ude
n
t
s.
c
)
Le
arne
rs
d
e
s
i
gn
a
p
r
o
ces
s
to
d
e
t
erm
i
ne
t
he
s
o
l
ut
i
on
t
o
t
h
e
pro
b
lem
or
c
ha
ll
e
n
ge
p
r
o
pose
d
.
d)
S
t
ude
n
t
s
a
r
e
co
lla
b
o
rati
ve
ly
re
sponsi
b
l
e
f
o
r
a
cc
e
s
sin
g
a
nd
m
an
agi
n
g
in
form
ation
t
o
s
o
l
ve
p
r
o
bl
e
m
s.
e
)
The
e
v
alua
t
i
o
n
proce
s
s
i
s
c
a
r
rie
d
o
ut
c
on
t
i
n
u
ousl
y
.
f)
S
tude
n
t
s
regu
lar
l
y
reflect o
n
t
h
e a
c
ti
v
ities tha
t
ha
v
e
be
e
n
c
arr
i
e
d
o
u
t
. g) The fi
n
a
l
pro
d
u
c
t
o
f l
e
arni
ng ac
t
i
v
itie
s w
ill be e
va
lu
at
e
d
qua
l
i
t
a
ti
vel
y
.
h)
L
ear
ni
ng
sit
u
ati
o
ns ar
e
v
e
r
y t
o
ler
a
n
t
of
m
i
s
t
a
k
es
a
nd
ch
a
nge
s [
1
9
]
.
Ecol
iter
acy
s
t
a
nds
f
or
e
co
lo
g
i
c
a
l
liter
acy,
al
s
o
k
n
o
w
n
a
s
ec
ol
ogic
a
l
l
iter
acy
,
en
vi
ro
n
m
e
n
ta
l
l
i
t
e
ra
cy
,
e
c
o
l
og
i
cal
lit
e
r
ac
y
an
d
en
vi
ron
m
ent
a
l
li
t
e
ra
cy
.
I
n
simp
le
t
e
r
ms
E
c
o
l
itera
c
y
c
a
n
b
e
def
i
n
e
d
as
u
nders
ta
nd
i
ng,
un
dersta
n
d
i
n
g a
nd pra
c
t
i
c
ing
ec
o
l
o
g
ic
a
l
v
a
l
u
e
s tha
t
a
re
useful
i
n
a
dd
ress
ing
en
vi
ron
m
ent
a
l
p
r
ob
l
e
ms [
20
].
O
n
e
ot
her
m
e
a
n
s
o
f
c
ont
i
n
uin
g
t
o
im
pro
v
e
t
h
e
l
e
ve
l
of
E
c
o
l
i
ter
a
cy
i
s
m
o
nitoring
t
he
p
erfor
m
ance
of
the
"de
f
en
se
"
env
i
ro
nm
en
t
[21].
Eco
l
itera
c
y
o
r
ofte
n
ca
l
l
e
d
e
c
o
lo
gic
a
l
i
nte
l
l
i
ge
nc
e
i
s
i
nte
lli
ge
nce
ba
se
d
on
cog
n
i
t
i
ve
a
s
p
e
c
t
s
or
u
nde
rst
a
nd
i
ng
o
f
how
l
ife
su
p
port
s
t
he
l
i
v
e
s
o
f
a
ll
li
v
i
n
g
t
hi
n
g
s
[2
2].
Eco
lite
r
acy
i
s
com
p
le
x
w
h
ic
h
is
s
u
ppor
t
e
d
b
y
i
n
t
e
llec
t
ua
l,
s
oc
ia
l,
e
m
o
tio
na
l
a
n
d
s
piri
tua
l
i
n
t
el
lige
n
c
e
.
The
e
x
iste
n
c
e
o
f
kn
ow
le
d
g
e,
a
ware
ness
a
n
d
l
i
fe
s
ki
lls
t
ha
t
ar
e
in
h
arm
o
ny
w
ith t
he
p
r
e
serva
t
i
o
n
o
f
n
a
t
ure
are
a
l
so
i
ncre
asi
ngl
y
suppor
ting
the success of
ec
olite
racy
[23]
.
To
da
y
'
s
dic
tio
nar
i
e
s
(
eg
M
e
rriam
W
ebster,
Oxfor
d
E
n
g
lis
h
Dic
t
i
o
nar
y
)
gene
rall
y
pr
ov
i
d
e
t
w
o
defi
ni
t
i
o
n
s
o
f
l
i
t
e
r
ac
y:
(1)
the
abi
l
ity
t
o
rea
d
a
n
d
w
r
i
t
e,
an
d (2)
k
n
o
w
le
dg
e
or
c
a
p
a
b
i
lity
i
n
a
pa
rtic
ul
a
r
fie
ld
or f
i
e
l
d
s
.
N
ow
t
he
w
ides
pre
a
d
un
dersta
n
d
i
n
g
a
n
d
a
p
p
l
ica
t
i
o
n
o
f
l
it
era
c
y
h
a
s
e
me
rged
e
ssent
ia
ll
y
fr
om
t
he
l
a
s
t
in
t
e
rpre
ta
ti
on
[2
4].
In
t
he
n
a
rrow
sense
thi
s
w
ord
de
sc
ribes
t
h
e
c
o
n
d
i
t
i
on
o
f
peo
p
l
e
w
ho
ar
e
no
l
on
g
e
r
ill
it
era
t
e
,
p
eo
p
l
e
wh
o
a
l
r
ead
y
k
n
o
w
t
o
r
ea
d
a
n
d
write.
Wh
e
r
ea
s
i
n
b
ro
ad
t
erms
l
it
e
r
ac
y
mea
n
s
a
si
tu
a
t
i
on
w
h
er
e
pe
op
le
a
lre
a
d
y
u
n
d
erstan
d
or
k
n
o
w
som
e
t
h
in
g.
I
n
li
ne
w
i
t
h
t
his,
M
c
B
ri
de,
Bre
w
e
r
,
Be
rkow
itz
,
&
Bor
r
ie state
s
as
f
ol
low
s
:
"T
he
co
nc
ep
t of
l
i
t
er
acy
h
a
s
e
v
o
l
ve
d co
ns
ide
r
ab
ly fr
om
i
t
s ori
g
i
n
in
t
h
e
abi
li
t
y
t
o
re
ad
an
d wr
i
t
e
.
Espec
i
a
l
ly ov
e
r
t
h
e las
t
5
0
y
e
ars, expe
c
t
a
t
i
ons
f
o
r li
t
e
r
a
c
y
cit
i
ze
n
have
been ex
t
e
n
d
ed to i
n
cl
u
d
e
ab
ili
ty t
o
u
nde
rst
a
n
d
,
m
a
k
e
i
n
f
o
rm
e
d
dec
i
s
i
ons,
an
d act wit
h
re
s
p
ec
t to
c
o
m
p
lex
t
o
p
i
cs an
d i
s
s
u
es
fac
i
ng
so
c
i
e
t
y
to
d
a
y.
“
T
he
term
l
i
teracy
has
als
o
be
e
n
ex
t
e
n
d
ed
t
o
suc
h
k
now
l
e
dge
an
d
cap
a
b
i
lit
ies
in
m
any
d
iffere
n
t
di
sco
u
rses
(
e
g,
com
p
u
t
er
li
t
e
r
a
cy,
m
a
t
h
em
a
tic
s l
i
t
e
r
a
cy,
cul
t
ura
l
lite
rac
y
, art
s
li
ter
a
cy
)
"
[25]
.
In
t
h
e
U
nit
e
d
St
at
es
e
col
i
t
e
rac
y
r
el
at
e
s
t
o
e
n
vi
ron
m
e
n
t
a
l
e
d
u
c
a
t
i
on
a
s
r
e
v
eale
d
by
M
c
Be
t
h
&
V
ol
k
a
s
f
o
llo
ws
"
w
h
e
n
we a
p
p
r
oac
h t
h
e
d
i
sc
ussi
o
n
o
f
e
n
v
i
ro
nm
ent
a
l
lite
rac
y
i
n
t
h
e U
n
i
t
e
d
S
t
a
t
es,
it
is
he
lp
fu
l
to
pro
v
i
d
e a
c
o
nt
e
x
t
by s
t
e
p
pin
g
bac
k t
o
l
ook a
t
the
deve
l
o
pm
e
n
t o
f
env
i
r
o
nm
ent
a
l
e
duc
ati
o
n"
[
26]
.
Fur
t
herm
o
r
e,
O
rr defin
e
s
e
c
ol
o
g
ic
al liter
a
c
y
as
f
o
llows
:
"
A
broa
d un
de
rst
an
d
i
n
g
of h
o
w
peo
p
l
e a
n
d
s
o
c
i
e
tie
s re
l
a
te
t
o
e
a
c
h
o
t
her'
s
na
t
u
r
a
l
sy
stem
s,
and
h
o
w
to
do
so sus
t
a
i
na
b
l
y.
T
h
e
a
b
i
l
i
t
y
t
o
ans
wer '
W
h
a
t t
h
e
n?'
'
Q
ue
sti
o
ns, requ
i
r
em
e
n
t
s
for
the
in
t
e
rre
l
ate
d
n
e
ss o
f
life are
g
r
ounded
in the s
t
udy of
na
tur
a
l
histor
y, ecology, and
thermody
namics.
An
u
n
derst
anding of
the
spee
d o
f
the
en
v
i
ronm
e
n
ta
l cr
is
is u
p
on
us. A
c
o
m
p
re
he
nsi
o
n o
f
t
h
e i
d
e
a
s
of c
o
nt
ro
lli
n
g
the
n
a
t
u
r
e
a
nd
w
a
ys
in
wh
ic
h pe
o
p
le
a
nd w
h
ole s
o
c
i
et
ies
have
bec
o
m
e
so des
t
ru
c
t
i
v
e.
Bro
a
d
f
a
m
i
liar
i
ty w
i
t
h
t
h
e
dev
e
l
o
pm
en
t of
ec
o
l
og
ic
al
co
nsci
o
u
s
n
e
s
s.
P
a
r
ti
c
i
p
a
t
i
o
n
i
n
sus
t
a
i
na
bi
lit
y
:
p
r
ude
n
ce,
s
te
w
a
rdsh
i
p
,
an
d
ce
l
e
bra
t
i
o
n of
C
r
eat
io
n "[27]
.
I
n
itia
l
l
y
ec
oli
t
eracy
w
a
s
b
ette
r
k
n
o
w
n
a
s
e
c
o
l
og
i
c
al
aw
are
n
ess
,
o
r
e
c
ol
og
i
c
a
l
a
wa
re
n
e
ss.
B
y
u
si
ng
the
w
o
rd
ec
o
lite
racy
,
i
t
m
e
a
n
s
no
t
o
n
ly
r
a
i
si
n
g
a
w
a
rene
ss
t
o
car
e
ab
ou
t
th
e
e
n
v
i
ro
n
ment
,
bu
t
al
so
un
dersta
n
d
i
n
g the w
o
rki
n
gs
o
f eco
lo
g
i
ca
l pri
n
ci
p
l
e
s
in s
u
s
t
a
i
na
bl
e
sh
are
d
l
if
e
on
t
hi
s
pl
anet
e
arth
.
Ecol
it
e
r
ac
y
ca
n
em
po
w
e
r
a
pe
rso
n
o
r
gr
ou
p
in
d
e
a
l
i
n
g
w
i
t
h
e
n
v
i
ro
n
m
ental
pro
bl
ems
as
s
t
a
t
e
d
by
P
e
'
er,
Go
l
d
ma
n
,
&
Y
a
ve
t
z
t
ha
tde
v
e
l
o
p
"
O
ne pur
pose
is t
o
env
i
r
o
nm
ent
a
l l
i
t
e
r
a
cy
is
to em
po
wer
p
e
op
le
wi
th
a
be
li
e
f
i
n
t
h
e
i
r a
b
i
lity
t
o
con
t
r
i
bu
te t
o
e
n
vi
ro
nm
en
t
a
l
s
o
l
u
tio
ns t
h
ro
u
gh
pers
on
a
l
be
hav
ior,
e
ithe
r
as a
n
in
di
vi
d
u
a
l or p
a
r
t
o
f
a
group
”
[
2
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
55
- 2
64
25
8
F
u
rtherm
ore
,
e
col
o
gi
c
a
l
p
ri
n
c
ip
les
ar
e
t
h
e
dire
c
t
i
o
n
for
t
h
e
cr
e
a
t
i
on
o
f
sus
t
a
i
na
b
l
e
d
e
ve
lo
pm
en
t-
base
d
lea
r
nin
g
com
m
u
n
i
t
i
es.
Th
us,
'ec
o
lo
g
i
cal
liter
acy
'
is
t
he
fi
rst
st
ag
e
o
f
t
h
e
d
ev
el
opme
n
t
of
s
u
s
t
a
in
a
b
l
e
com
m
uni
t
i
es.
The
se
c
o
n
d
s
ta
ge
i
s
what
i
s
cal
l
e
d
e
c
o
d
es
i
gn,
o
r
e
col
o
gi
c
a
l
pa
t
t
erne
d
de
sig
n
[2
9-3
1
].
E
c
ode
sign
c
an
b
e
a
p
pl
i
e
d
i
n
a
lmos
t
a
ll
fi
e
l
ds.
We
know
it
i
n
p
h
r
a
s
e
s
t
hat
are
beg
i
nn
i
ng
t
o
b
e
c
om
e
com
m
on
l
a
te
l
y
,
suc
h
a
s
e
c
o
ec
on
omy,
e
coc
i
t
y
,
e
c
ofa
r
m
i
ng,
e
cotec
h
no
l
o
gy,
t
o
ec
o
p
s
y
ch
o
l
og
y.
T
he
t
hir
d
s
t
a
g
e
of
t
h
i
s
proc
e
ss
is
t
he
f
orm
a
tio
n
of
s
u
s
ta
ina
b
le
c
om
m
unit
i
es
t
ha
t
a
w
ak
en
t
h
e
mse
l
v
e
s
t
o
e
c
o
log
i
cal
pri
n
ci
p
l
es [32-
34].
G
o
le
ma
n p
o
i
n
t
s
ou
t
f
i
v
e po
i
n
t
s
for
d
eve
l
o
p
i
n
g
a
n ec
oli
t
hic a
tti
tu
de,
nam
e
ly
a
s foll
ow
s
:
a)
D
e
v
e
lo
p Em
pathy
F
o
r A
l
l
F
o
rm
s
of L
ife
L
e
a
rni
n
g
mus
t
f
ocu
s
t
ow
ards
a
w
a
r
e
ness,
a
tti
tu
de
(
em
pa
th
y
)
abo
u
t
t
he e
nv
ironm
en
t to st
u
d
e
nt
s. Basica
l
l
y
, ever
y
ch
i
l
d ha
s e
m
p
ath
y
f
or
his
en
v
ir
onm
e
n
t.
This
a
t
ti
t
u
d
e
ca
n
be
s
ee
n
w
h
en
s
t
u
den
t
s
fee
l
s
orry
f
o
r
liv
ing
t
h
ings
w
hen
h
u
r
t.
T
hi
s
em
pat
hy
a
t
t
itu
de
m
ust
b
e
deve
l
ope
d b
y
t
he t
eac
her in t
he c
lassro
o
m
,
s
o tha
t
the
st
u
d
e
nts
' em
pat
h
y bec
o
me
s
s
t
ro
n
g
er.
Thr
oug
h t
h
is
susta
i
na
bl
e
pra
c
tice,
c
h
i
l
d
re
n ca
n a
s
se
ss
a
nd
r
e
fle
c
t o
n
w
ha
t
t
hey
do
w
e
ll o
r
bad
f
or
t
he
e
nvir
onm
en
t.
b)
Em
brace
S
u
s
t
a
i
n
a
b
i
l
ity
as
A
Com
m
uni
ty Prac
tic
e
L
ea
rn
in
g
in
g
r
o
u
p
s
ne
eds
t
o
b
e
do
ne
by
st
ude
n
t
s,
s
o
st
u
d
e
nt
s
can
a
s
k
q
u
e
st
io
ns
w
i
t
h
t
h
e
i
r
g
r
oup
f
r
i
e
nd
s
.
I
n
a
d
d
i
ti
o
n
,
p
r
a
c
t
i
c
a
l
l
e
a
r
n
i
n
g
i
n
g
r
o
u
p
s
c
a
n
f
o
s
t
e
r
t
h
ei
r
o
w
n
enjoy
m
en
t
i
n
s
t
ude
n
t
s
an
d
c
a
n
fo
st
er
a
s
en
se
o
f
re
spo
ns
i
b
i
l
i
t
y
tow
a
rds
the
tas
k
a
n
d
o
the
r
gro
up
me
mbe
r
s.
S
tude
n
t
s
w
i
ll
un
de
rst
a
n
d
how
e
n
v
i
ronm
enta
l
s
u
sta
i
n
ab
il
ity
i
s
t
h
e
respo
n
s
i
bi
l
ity
o
f
eve
r
y i
n
d
i
vid
u
a
l,
incl
u
d
i
ng
stude
n
t
s.
c)
Make
t
h
e
inv
i
s
i
b
l
e v
i
s
i
bl
e
R
e
a
l
l
ea
rn
i
n
g
is
n
ee
de
d
by
s
t
ude
n
t
s.
S
t
u
d
e
n
t
s
w
i
l
l
b
e
cl
ose
r
a
nd
a
n
i
ma
tin
g
ea
ch
l
ea
r
n
i
ng
p
r
ocess.
T
he
y
ca
refull
y
f
o
ll
o
w
t
he
s
teps
a
n
d
p
roc
e
dur
es
i
n
t
h
e
ac
tiv
it
y.
S
o
th
e
y
w
i
ll
fe
el
w
h
at
t
he
p
u
r
p
o
se
o
f
l
e
arn
i
ng
i
s.
T
h
i
s
w
i
ll
ma
ke
l
e
a
rn
i
ng
m
o
re
m
ea
ning
fu
l
.
S
tu
de
nts
c
a
n
fee
l
f
irst
ha
n
d
how
lea
rn
i
ng t
a
ke
s
ca
re
o
f th
e
envir
onm
en
t.
d)
An
ti
c
i
pa
te U
n
i
n
te
n
d
e
d
Co
nse
que
nc
es.
T
h
i
s
s
t
a
g
e
w
i
l
l
t
e
a
c
h
s
t
u
d
e
n
t
s
t
o
t
a
k
e
f
u
l
l
r
e
s
p
o
n
s
i
b
i
l
i
t
y
f
o
r
t
h
e
i
r
w
o
rk.
Ther
e
w
i
l
l
b
e
c
ons
e
q
u
e
nces
t
ha
t
occ
u
r
w
h
e
n
s
t
u
de
nt
s
un
der
e
s
t
i
m
a
te
t
he
i
r
d
u
ties
in
t
he
l
ear
n
i
n
g
p
r
o
c
ess
.
M
i
s
co
n
c
e
p
t
i
on
s
t
h
at
o
ccu
r
in
t
he
a
c
t
ivi
t
i
e
s
o
r
p
ro
ce
ss
e
s
o
f
t
e
ac
hin
g
and
l
e
a
r
ni
ng
t
e
a
ch
stude
n
t
s
t
h
e
n
eed
f
or
c
oo
pe
r
a
ti
o
n
a
n
d
c
on
s
i
s
t
enc
y
i
n
the
i
r
dut
i
e
s
.
Mism
atch
e
x
p
ec
ta
t
i
ons
w
ith
r
e
a
l
i
t
y
bec
o
me
t
h
i
n
g
s
th
at
w
il
l
be
f
ou
n
d
b
y
s
t
ude
nt
s,
s
o
s
t
u
d
e
n
ts
c
a
n
e
va
lua
t
e
how
g
oo
d
a
n
d
r
i
gh
t
ac
t
i
v
i
t
i
e
s
should
b
e [35].
Joh
n
D
ewe
y
i
s
the
m
a
in
c
har
a
cter
w
ho
form
ed
t
he
f
iel
d
o
f
educ
a
t
i
ona
l
p
s
yc
ho
l
o
g
y
.
John
D
e
w
e
y
i
s
a
dri
v
er
i
n
t
h
e
p
r
a
c
tica
l
a
p
p
lica
t
i
o
n
o
f
p
s
y
ch
o
l
og
y.
J
oh
n
D
e
w
e
y
f
oun
d
e
d
th
e
fi
rst
ma
j
o
r
p
s
yc
hol
ogy
e
du
cati
o
n
lab
o
ra
tory i
n t
h
e U
n
ite
d
S
t
a
t
e
s
, prec
i
s
e
l
y a
t
t
he U
n
i
versi
t
y
of
C
hi
cag
o
in
1
894
.
M
a
n
y
o
f
th
e
i
d
e
a
s
put
f
o
r
wa
rd
by
J
oh
n
D
e
w
e
y
inc
l
ude
(
1)
C
hi
l
d
ren
as
a
c
tive
lear
ners
b
etter
le
a
r
n
i
n
g
i
s
d
one
b
y
pra
c
tice,
n
o
t
o
nl
y
w
i
t
h
the
o
ries,
beca
use
d
i
rec
t
l
e
a
r
n
i
n
g
thr
o
u
g
h
p
ra
ct
ice
w
i
l
l
p
rov
i
de
e
x
p
erie
nc
e
s
o
t
hat
le
a
r
ning
w
ill
e
n
t
er
a
n
d
abs
o
rb
i
n
t
h
e
li
ves
of
c
h
ildr
e
n
.
(
2)
E
duc
a
t
i
o
n
m
u
st
f
oc
us
o
n
ch
i
l
d
r
e
n
,
s
o
t
h
a
t
c
h
i
l
d
r
e
n
c
a
n
s
o
l
v
e
t
h
e
p
r
o
b
l
e
m
s
bei
n
g
fac
e
d
,
chi
l
d
ren
m
u
s
t
b
e
direc
t
e
d
b
r
o
adl
y
t
o
be
a
b
l
e
to
t
h
in
k
a
n
d
a
d
ap
t
t
o
t
he
o
u
t
s
i
de
w
orl
d
,
so
t
h
a
t
chi
l
d
ren
c
a
n
fa
ce
a
ny
pr
ob
l
e
ms
t
ha
t
are
in
side
o
r
ou
ts
i
d
e
the
s
c
hoo
l
e
n
v
i
r
o
nme
n
t
.
(
3)
A
ll
c
h
i
l
d
r
e
n
h
a
ve
t
he
rig
h
t
to
r
ece
iv
e
appr
o
p
r
i
a
t
e
a
nd
c
o
mpe
t
en
t
educa
tio
n,
b
ec
a
u
se
a
t
t
h
a
t
t
i
m
e
educa
t
ion
w
a
s
on
l
y
e
n
j
oye
d
b
y
a
han
d
f
u
l
of c
h
i
l
d
re
n w
ho ha
d a
goo
d e
c
o
nom
y
[3
6].
T
h
e
t
e
r
m
c
r
e
a
t
i
v
i
t
y
c
a
n
b
e
u
s
e
d
i
n
t
w
o
w
a
y
s
,
f
i
r
s
t
i
s
c
r
e
a
t
i
v
i
t
y
a
s
a
m
enta
l
abi
l
i
t
y
to
t
h
i
n
k
cre
a
tive
l
y.
S
e
cond
i
s
c
r
eati
v
ity
a
s
t
h
e
e
n
e
r
g
y
t
ha
t
w
o
r
k
s
i
n
o
u
r
m
in
ds.
Whe
n
som
e
one
d
ev
e
l
o
p
s
new
bus
i
n
ess
idea
s,
cre
a
tes
so
n
g
s,
pai
n
t
s,
o
r de
sig
n
s som
e
t
h
i
ng
n
e
w
and in
no
va
t
i
ve,
it ca
n be
s
een
t
ha
t e
n
e
r
g
y
[37, 38]
.
A
c
cordi
n
g
to
J
oh
nso
n
(
20
0
2
)
cre
a
ti
ve
t
h
i
n
k
i
n
g
r
e
q
ui
r
e
s
pe
rseve
r
anc
e
,
self-
d
isc
i
p
l
i
n
e
an
d
f
u
l
l
atte
n
t
ion
whic
h
i
n
cl
u
d
es
s
ev
er
al
m
ental
a
c
t
i
v
i
t
ies,
i
ncl
u
d
i
n
g
t
he
f
ol
l
o
w
i
n
g
:
1
)
D
a
re
t
o
a
s
k
q
u
es
tio
n
s
.
2)
Cons
i
d
er
n
ew
i
n
f
orm
a
tion
a
n
d
u
nus
ua
l
ide
a
s
w
i
t
h
a
n
o
pe
n
m
i
nd.
3
)
Esta
bl
i
s
h
l
i
n
k
age
s
,
e
s
pec
i
al
l
y
b
e
t
w
e
en
di
ffe
re
nt
t
h
i
ng
s.
4
)
Con
n
e
c
t
v
a
r
io
us
t
hi
n
g
s
fr
eely.
5
)
A
p
p
l
yi
ng
i
m
a
gi
na
t
i
o
n
to
e
ver
y
s
i
t
ua
tio
n
t
o
p
r
o
d
u
c
e
n
ew
and
di
ffere
n
t t
h
in
gs.
6)
L
i
s
te
n
to i
n
t
u
i
t
i
on.
M
u
n
a
nd
ar sai
d t
h
at
th
e
d
e
v
el
op
men
t
of
c
r
ea
t
i
v
ity
i
s in
fl
ue
n
c
e
d
by
tw
o fa
ct
ors,
n
am
ely:
a.
Interna
l
f
actors
A
c
cordi
n
g
t
o
M
u
n
a
n
da
r
in
t
e
rna
l
f
ac
tor
s
a
re
f
a
c
tors
t
h
a
t
or
ig
ina
t
e
f
r
o
m
o
r
a
r
e
p
r
e
s
e
n
t
i
n
t
h
e
in
div
i
dua
l
c
o
nc
erne
d.
T
h
i
s
fac
t
or
a
ffec
ts
t
he
s
pee
d
o
r
slow
d
e
v
e
l
o
p
m
e
nt
o
f
o
n
e
'
s
cr
eati
v
ity.
S
o
t
h
a
t
the
po
te
nt
i
a
l
for cr
eati
v
ity
can
b
e ra
ised,
bu
t t
h
e dri
v
i
ng forc
es
ne
ede
d
fr
o
m t
h
e
o
u
t
side
a
re b
ased o
n th
e po
te
nti
a
l
i
n
t
h
e
i
n
d
i
v
i
d
u
a
l
i
t
s
e
l
f
.
T
h
e
r
e
f
o
r
e
t
h
e
c
r
e
a
t
i
v
e
p
o
w
e
r
i
n
o
n
e
s
e
lf
i
s
a
bas
i
c
ab
il
i
t
y
tha
t
i
s
ow
n
e
d
a
n
d
m
u
st
b
e
fos
t
ere
d
for
its
d
eve
l
opm
en
t.
b.
External
F
a
c
t
or
s
E
x
ter
n
al
f
ac
tor
s
a
re
f
a
c
t
o
rs
t
ha
t
or
igi
n
a
t
e
ou
ts
ide
the
i
n
d
i
v
i
d
ua
l
c
o
n
c
er
ne
d.
T
h
e
se
f
ac
tors
inc
l
ude
s
ec
uri
t
y
a
n
d
p
s
yc
h
o
log
i
ca
l
free
d
o
m
o
f
me
ans
and
ps
yc
ho
l
o
g
i
cal
free
d
o
m
.
The
a
ppr
ecia
t
i
on
o
f
cre
a
ti
ve
p
e
o
p
l
e
w
ill gre
a
t
l
y
en
c
oura
g
e
the de
vel
o
pme
n
t
of o
ne
's
c
r
e
a
t
iv
i
t
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Inc
r
eas
i
n
g
ec
o
l
i
t
er
acy
a
nd s
t
ude
n
t
c
r
ea
ti
v
i
t
y
in w
a
st
e
u
t
i
l
i
z
a
tio
n
by usi
n
g
m
ode
ls
…
(Ria
na B
a
g
a
sk
or
o
w
at
i)
25
9
I
n
a
dd
i
tio
n,
t
h
e
e
nco
u
r
a
gem
e
nt
o
f
c
e
rta
i
n
pa
rt
ies
t
o
c
arry
o
ut
var
i
o
u
s
exper
i
m
e
nts
a
nd
cr
eat
i
v
e
ac
t
i
v
i
ti
e
s
i
s
al
so
v
e
r
y
he
lp
fu
l
in
c
r
e
a
t
i
n
g
s
o
m
e
one
's
c
rea
t
i
v
e
po
w
e
r.
I
n
ot
h
e
r
f
o
rm
s
i
t
i
s
i
n
th
e
f
o
rm
o
f
a
p
p
r
eci
a
tio
n
an
d
a
p
resi
si
asi
.
E
nv
i
r
o
n
m
ent
t
h
a
t
c
a
n
i
nfl
u
en
ce
i
n
di
vi
d
u
a
l
c
r
e
a
t
ivi
t
y
c
a
n
b
e
i
n
t
h
e
fo
rm
o
f
fa
mil
y
, sc
h
o
o
l
,
a
n
d
com
m
un
it
y e
n
v
i
r
onm
en
t
[3
9].
Ac
cordi
n
g
to
W
yc
off
som
e
c
ha
rac
t
eris
tic
s
o
f
c
r
eati
v
e
pe
o
p
l
e
inc
l
u
de
:
(1)
C
ourage
,
D
are
to fac
e
new
cha
lle
ng
e
s
a
n
d
be
w
il
lin
g
to
f
ac
e
t
h
e
ris
k
o
f
fa
il
ure.
(
2)
E
xpr
es
siv
e
,
No
t
af
rai
d
t
o
exp
r
es
s
hi
s
t
h
o
ugh
ts
a
nd
fe
el
ings.
(
3
)
H
u
mor,
H
umor
i
s
rela
t
e
d
t
o
c
re
ativ
ity
c
o
m
bi
n
i
ng
t
hi
ng
s
i
n
s
uc
h
a
w
a
y
t
h
at
t
he
y
be
com
e
d
i
f
f
e
ren
t
,
u
npred
i
c
t
a
bl
e
and
un
us
u
a
l
.
4
)
In
t
u
i
t
io
n
,
R
e
c
e
i
v
in
g
i
n
t
uiti
o
n
a
s
a
na
tura
l
a
s
pec
t
o
f
h
i
s
p
e
rson
al
it
y
[40].
Cre
a
t
i
v
i
t
y
i
s
e
s
se
n
t
ia
l
l
y
t
h
e
di
sc
o
v
ery
of
s
om
eth
i
n
g
n
ew
,
and
n
ot
t
he
a
cc
umul
at
i
on
of
s
ki
l
l
s
or
k
n
o
w
l
e
dg
e
ob
ta
i
n
ed
fro
m
t
e
xt
boo
ks,
c
r
ea
t
i
v
i
t
y
c
a
n
a
l
so
a
rise
s
p
on
t
a
n
e
ou
sl
y
an
d
i
m
a
g
in
at
i
v
e
l
y
.
C
re
at
iv
it
y
i
s
the
a
b
il
i
t
y
o
f
a
p
er
son
t
o
g
iv
e
birt
h
t
o
a
n
e
w
i
dea
i
n
t
he
f
orm
o
f
a
r
eal
w
ork
id
ea
b
o
t
h
in
a
p
t
i
t
ude
a
nd
no
n
apt
i
t
u
d
e
tra
i
ts, bo
t
h
i
n
ne
w
w
o
r
k
s
a
n
d i
n
c
o
m
bina
t
i
on
w
i
t
h
w
h
a
t
has bee
n
the
r
e bef
o
re
[
41].
F
u
rt
herm
ore,
i
t is
sai
d
tha
t c
r
ea
tivi
t
y
is t
h
e
resul
t
of
i
n
te
rac
tio
n be
tw
ee
n
ind
i
v
i
dua
ls an
d
t
h
e
e
nv
i
r
onm
en
t.
S
o
cial
s
ci
enc
e
i
s
a
n
i
n
t
e
g
ra
te
d
s
t
u
d
y
o
f
t
h
e
soc
i
al
s
cie
n
c
e
s
an
d
i
s
a
n
in
te
gra
t
i
o
n
of
s
eve
r
al
s
cie
n
ti
fic
di
sc
ip
li
nes
na
m
e
ly
s
oc
ia
l
,
h
i
s
t
o
rica
l,
s
oc
io
l
o
g
i
c
a
l
,
po
l
itica
l
sci
e
n
ce
s
o
ci
al
p
sy
ch
olo
g
y
,
p
h
i
loso
phy
,
a
n
th
ropo
log
y
,
a
n
d
eco
no
mi
cs.
So
ci
al
S
c
i
en
c
e
s
i
s
p
art
of
t
he
e
l
e
m
e
nta
r
y
s
c
ho
o
l
c
urric
u
l
u
m
t
h
a
t
d
e
s
crib
es
t
h
e
con
t
e
n
t
s
o
f
su
bj
e
c
t
m
att
e
r
fr
om
s
oci
a
l
sc
i
e
nce,
h
i
s
tor
y
,
soc
i
o
l
o
g
y
,
poli
t
i
cal
s
ci
en
c
e
,
so
ci
al
p
sy
c
h
o
l
og
y
,
ph
ilo
so
p
hy,
a
n
t
hr
op
o
l
og
y,
a
n
d
e
c
o
n
o
mic
s
.
S
o
m
e
one
w
h
o
u
nde
rs
t
a
n
d
s
t
h
e pat
t
erns
o
f
S
o
c
i
al
S
cie
n
ce
s
wi
l
l
s
e
e
a
n
i
nt
e
g
ra
l
a
n
d
i
n
t
e
g
r
a
t
ed
eco
l
o
g
i
c
a
l
i
s
s
u
e
so
a
s
to
b
e
abl
e
t
o
f
ind
sol
u
ti
on
s
t
o
t
he
s
u
rrou
ndi
ng
s
o
c
i
a
l
p
r
ob
l
e
ms [
42
].
2.
METHOD
C
l
assro
o
m
Acti
o
n
R
e
s
ear
ch
i
s
re
se
arc
h
c
on
d
u
cte
d
by
t
eac
hers
i
n
t
h
e
c
l
assro
o
m
t
h
r
ough
se
lf-
reflect
i
o
n,
a
im
ing
t
o
i
mpr
ove
t
he
ir
p
erforma
n
ce
a
s
t
e
ac
he
rs,
so
t
hat
s
t
ude
n
t
l
ea
rn
ing
ou
tc
om
es
i
ncre
ase
[43]
.
A
c
ti
on
r
ese
a
rc
h
is
a
n
in
de
pe
nde
n
t
i
n
q
u
ir
y
car
ried
o
u
t
by
pa
rt
i
c
ip
an
ts
i
n
so
ci
a
l
s
i
t
u
a
tions
i
n
c
l
udi
ng
e
du
c
a
t
i
o
n
w
ith
a
v
iew
t
o
i
nc
rea
s
in
g
the
ra
ti
o
n
a
l
i
t
y
o
f
(a
)
soc
i
a
l
a
n
d
e
du
ca
tio
na
l
pr
ac
t
i
c
e
s,
(
b)
understa
nd
i
ng
of
t
hese
prac
t
i
c
e
s,
a
nd
(
c
)
t
he
s
i
t
u
a
t
i
o
n
in
i
m
p
le
m
e
nti
ng
prac
tice
-
l
e
a
rn
ing
p
r
ac
t
i
c
es.
A
c
t
i
on
r
es
ea
rch
i
s
a
c
o
mp
re
h
e
n
s
i
v
e
c
y
cli
c
al
a
cti
v
i
t
y
,
con
s
is
tin
g
o
f
an
aly
s
i
s
,
f
act
f
i
ndi
n
g
,
c
on
ce
ptu
a
l
i
zatio
n
,
p
l
a
nn
ing
,
implem
e
n
ta
t
i
o
n
,
fin
d
i
n
g
a
d
d
i
tio
na
l
fac
t
s
a
nd
e
v
al
ua
t
i
ng.
Ac
tion
re
sear
ch
i
s
car
rie
d
o
ut
i
n
order
t
o
c
ollec
t
d
a
t
a
to
b
e
a
b
l
e
t
o
i
m
p
ro
ve
t
he
Eco
l
i
t
era
cy
a
nd
cre
a
ti
vit
y
o
f
s
t
u
d
e
n
ts.
Co
l
l
a
b
or
a
t
i
v
e
pa
rt
i
c
i
p
a
t
or
y
ac
ti
on
r
ese
a
r
ch
t
ha
t
can
b
e
in
terp
r
e
ted,
i
s
part
ic
ipa
t
or
y
bec
a
u
s
e the
re
sear
cher
is d
i
re
ctly
i
nv
ol
ve
d i
n
the resea
rch ca
r
ried o
ut
i
n
lea
r
ning,
a
n
d
i
s col
l
a
bora
tive
be
c
a
us
e
it
i
nvo
lve
s
o
th
e
r
p
a
r
ties
s
u
c
h
a
s
st
ude
n
t
s
a
n
d
al
l
w
ho
ar
e
i
n
t
he
s
c
h
o
o
l
.
Th
us
t
he
e
xec
u
tor
o
f
t
he
a
c
t
ion
or
rese
arc
h
er
i
s
e
xpec
t
e
d
t
o
k
n
o
w
t
hi
n
g
s
t
h
a
t
can
g
ive
pos
it
iv
e
or
n
ega
t
i
v
e
t
h
in
gs
i
n
t
h
e
re
se
arc
h
p
rocess
so
t
ha
t
repa
irs
or
c
ha
n
g
es
c
a
n
b
e
ma
d
e
i
n
or
der
t
o
achie
v
e
t
he
o
b
j
ec
ti
v
es
o
f
t
h
is
s
t
u
d
y
t
o
i
m
prove
a
n
d
i
mpr
o
ve
t
he
qua
l
ity
o
f le
arn
i
n
g
o
utc
o
m
e
s.
Bef
o
re
c
o
n
d
u
c
tin
g
r
e
sea
r
ch,
rese
arc
h
ers
a
nd
col
l
a
bora
t
ors
c
a
rr
y
out
p
r
e
-o
bser
va
tio
n
a
c
t
i
vit
i
es.
Th
i
s
ac
t
i
v
i
ty
i
s
ca
rri
ed
o
u
t
t
o
ga
t
h
e
r
f
a
c
ts
i
n
t
h
e
fi
eld
t
o
e
ns
ure
t
h
er
e
ar
e
pro
b
l
e
m
s
rega
rding
t
h
e
lac
k
o
f
a
b
il
ity
o
f
stude
n
t
s to m
ai
nt
a
i
n
t
h
e
i
r env
i
ronme
n
t
.
F
ield
f
acts are
ca
rrie
d
o
ut by usin
g fiel
d
n
o
t
es t
e
c
hn
i
que
s
(
i
n
t
er
vi
e
w
s,
obs
erva
ti
on a
n
d doc
um
en
ta
ti
on.
F
or
t
he
n t
h
e
fac
t
s
are
a
n
alyzed,
r
eflec
t
e
d
a
nd
d
oc
um
en
te
d.
D
a
t
a
a
n
a
l
y
s
i
s
t
e
c
h
n
i
q
u
e
s
l
o
o
k
f
o
r
a
n
d
s
y
s
t
e
m
a
t
i
c
a
l
l
y
c
o
m
p
i
l
e
d
a
t
a
o
bt
aine
d
from
t
h
e
r
esul
ts
o
f
in
t
e
rv
iew
s
c
o
n
duc
t
e
d.
Q
ua
li
t
a
ti
ve
d
at
a
a
n
a
l
ys
i
s
i
s
a
n
a
l
yz
ing
da
t
a
t
ha
t
oc
cur
s
i
n
t
h
e
le
arni
n
g
p
r
o
ce
ss
t
hro
u
g
h
han
d
i
cra
f
t
ac
ti
vi
t
i
e
s
f
rom
t
h
e
implem
en
ta
t
i
o
n
o
f
i
n
i
tia
l
obs
er
v
at
io
ns
t
o
t
h
e
im
pl
e
m
e
n
ta
tion
of
t
he
c
ycle
w
ith
the
i
m
p
l
em
en
t
a
ti
on
pr
oc
ed
ure
s
w
hic
h
i
nc
l
ude
p
la
n
n
i
ng,
i
mple
me
n
t
a
t
i
o
n
,
obser
va
tio
n
a
nd
ref
l
e
c
t
i
o
n.
A
nal
y
s
i
s
of
qua
l
i
t
a
t
i
v
e
data
w
as
o
b
t
a
i
ne
d
t
h
rou
g
h
t
he
r
esu
lts
o
f
perform
a
n
ce
,
f
i
e
l
d
no
tes,
o
b
s
e
r
vat
i
o
n
s
hee
t
s
an
d
doc
um
en
ta
ti
o
n
a
bou
t
t
h
e
im
pl
em
enta
ti
o
n
p
r
o
c
e
ss
thr
o
ugh
h
a
nd
icr
a
ft
a
c
t
ivit
i
e
s
.
A
n
a
ly
si
s
o
f
q
u
a
lit
a
t
i
v
e
dat
a
i
s
in
duc
t
i
ve
b
a
s
e
d
o
n
t
h
e
dat
a
o
b
t
a
i
ne
d,
d
e
v
e
l
o
p
e
d
w
i
t
h
a
c
e
r
tai
n
pa
t
t
ern
of
r
e
l
a
tio
ns
h
i
p
s
o
r
hy
p
o
the
s
e
s
w
hic
h
are
then
s
ea
rch
e
d
for
d
a
ta
r
e
p
eate
d
l
y
,
afte
r
whic
h
c
o
ncl
u
si
ons
ca
n
be
d
r
a
w
n
.
D
a
ta
t
hat
a
ppear
i
n
qua
litat
i
v
e
rese
arc
h
ar
e
i
n
the f
o
rm
o
f
w
o
rds ra
ther
t
ha
n
num
bers.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Th
e
resu
lt
s
of
t
ea
c
h
er
o
b
s
erva
t
i
o
n
a
t
t
h
e
f
i
r
st
m
ee
ti
ng
i
n
t
h
e
i
n
itia
l
a
c
t
i
v
i
t
y,
t
h
e
t
ea
c
h
er
c
he
ck
s
t
h
e
stude
n
t
r
e
a
d
i
ne
ss
for
lea
r
ni
n
g
.The i
nd
i
c
a
t
ors
tha
t
ha
v
e bee
n
a
c
hie
v
e
d
a
re
g
r
eeti
n
g
a
n
d
a
s
ki
ng
s
tu
de
nts
t
o
pray
firs
t
an
d
c
h
ec
k
the
prese
n
ce
of
s
tu
de
n
t
s.
Th
e
tea
c
h
er
h
as
n
ot
p
a
i
d
a
tte
n
t
i
o
n
to
t
he
c
lea
n
l
i
ness
a
n
d
tid
i
n
ess
o
f
the
s
t
u
d
e
n
t's
bl
a
c
k
boar
d
a
n
d
c
l
o
t
h
es
a
s
w
e
l
l
a
s
pre
p
arin
g
l
e
arn
in
g
to
ol
s
to
b
egi
n
t
h
e
l
e
a
rn
i
n
g
pro
c
e
ss.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
55
- 2
64
26
0
Imp
l
emen
t
a
t
i
o
n
pl
a
n
f
o
r
l
e
a
rn
i
n
g
t
h
at
h
a
s
b
een
m
a
d
e
Co
re
a
c
t
i
v
i
t
i
es,
there
ar
e
s
t
i
ll
shor
t
c
omi
n
gs
i
n
the
implem
e
n
ta
t
i
o
n
of lear
n
i
ng.
I
n
cl
ud
ing
t
e
ac
he
rs
h
a
v
e
n
o
t
d
ire
c
t
ed
s
t
u
d
e
nt
s
t
o
c
a
p
tur
e
m
essag
e
s
i
n
the
ma
t
e
ria
l
p
ro
vi
de
d,
t
he
lear
n
i
n
g
p
r
o
ce
ss
has
no
t
be
e
n
a
ble
t
o
e
nc
o
u
ra
ge
s
t
u
de
nts
to
c
om
me
nt
o
n
t
h
e
i
r
op
in
ion
s
,
at
t
he
f
i
r
st
m
ee
tin
g
t
h
e
t
e
ach
e
r
h
as
n
o
t
d
i
s
cu
ssed
wo
rk
sh
e
e
t
s
t
h
a
t
h
a
v
e
b
e
e
n
carri
ed
out
b
y
s
t
u
d
e
nt
s,
a
s
lo
ng
as
s
t
u
d
e
nt
s
ma
k
e
a
pro
j
ec
t
to
f
i
nd
out
t
he
b
e
n
e
f
i
t
s
of
u
se
d
g
o
o
d
s
t
ha
t
can
s
til
l
b
e
u
t
i
lize
d
,
the
tea
c
her
d
o
e
s
n
ot
d
irec
t
st
ude
nt
s
t
o
carry
o
ut
p
roject
t
as
ks
p
roperly.
A
fter
c
a
rryi
ng
ou
t
t
h
e
d
i
sc
us
s
i
o
n
t
h
e
r
e
a
r
e
f
o
l
l
o
w
u
p
a
c
t
i
v
i
t
i
e
s
f
o
r
l
e
a
r
n
i
n
g
bu
t
there
are
i
n
d
i
ca
tors
t
hat
ha
ve
n
ot
b
e
e
n
i
m
p
l
e
me
nt
e
d
b
y
t
h
e
t
e
a
c
h
e
r,
n
a
m
e
l
y
giv
i
ng
p
o
s
iti
v
e
s
ugge
sti
o
n
s
and
i
n
p
u
t
a
n
d
c
on
ve
yi
ng
v
a
ri
ous
f
in
d
i
n
g
s
w
h
e
n
l
e
a
rn
i
ng
is
o
n
g
o
i
ng
.
In
t
he
se
c
o
r
e
ac
ti
v
iti
e
s
t
h
e
t
ea
ch
er
m
u
s
t
ca
rry
o
u
t
l
ea
rn
in
g
in
a
c
c
orda
nc
e
w
i
th
t
he
m
ater
i
a
l
t
o
b
e
disc
us
s
e
d
.
I
n
t
h
e
l
a
s
t
a
c
t
i
v
i
t
y
,
t
h
e
t
e
a
c
h
e
r
h
a
s
c
a
r
r
i
e
d
ou
t re
flec
t
i
o
n
o
n le
arn
i
n
g
b
y
inv
o
l
v
i
ng
s
t
u
d
e
n
ts
t
o
co
nc
lu
de
t
h
e m
a
ter
i
al d
i
s
cusse
d.
Th
e
se
cond
m
e
e
t
ing
of
l
e
a
r
ni
ng
i
mpl
e
me
nta
t
ion
l
e
a
r
ni
n
g
i
n
t
h
e
i
n
i
ti
a
l
a
c
t
i
v
itie
s
of
t
he
t
ea
cher
h
as
prepa
r
ed
l
e
a
r
n
i
ng
to
o
l
s
i
n
a
d
v
a
n
c
e
s
o
tha
t
t
he
l
ea
rn
i
n
g
pr
oce
s
s
i
s
more
c
ond
uc
ive
.
T
he
c
o
r
e
a
c
tiv
it
y
is
s
ti
ll
e
x
a
c
t
l
y
t
h
e
s
a
m
e
a
s
t
h
e
f
i
r
s
t
a
c
t
i
v
i
t
y
o
f
t
h
e
t
e
a
c
h
e
r
l
a
c
k
i
n
g
i
n
ac
ti
ve
p
art
i
c
i
pa
t
o
ry
acti
v
ities
in
t
h
e
c
or
e
ac
t
i
v
i
ti
e
s
,
t
h
e
t
e
a
c
her
does
no
t
act
ive
l
y
grow
p
a
r
ti
c
i
pa
t
o
ry
i
n
t
he
p
roce
ss
o
f
lear
ni
n
g
a
c
t
i
v
i
tie
s
an
d
st
i
l
l
does
no
t
pro
v
i
de
p
os
i
t
i
v
e
i
n
p
u
t
a
nd
c
o
n
v
e
y
f
i
n
di
n
g
s
w
h
en
l
e
a
r
ni
ng
ta
kes
p
l
ac
e
a
t
t
he
e
n
d
o
f
the
a
c
tiv
i
t
y
a
n
d
clo
s
in
g
the
lea
r
ning
pr
ocess,
r
ese
a
rc
hers
a
t
th
e
t
i
me
o
f
t
h
e
i
m
p
l
em
en
ta
ti
o
n
o
f
the
me
etin
g
me
et
i
n
g
w
i
t
h
rese
arc
h
ers
wi
th
s
uf
ficie
n
t c
r
ite
ria.
The
t
h
ird
m
e
e
tin
g,
t
here
a
re
s
ever
al
i
n
d
ic
ators
tha
t
h
a
v
e
incre
ase
d
l
ike
t
h
e
in
it
ia
l
a
c
tiv
i
t
y.
T
he
teac
her has im
plem
en
te
d t
h
e
re
adi
n
ess o
f
stude
n
t
s to lear
n
.
I
n
this ac
t
iv
it
y t
h
e t
e
ac
her h
a
s a
l
so e
xper
i
e
n
ced a
n
i
n
c
r
ea
se
w
h
e
n
t
h
e
t
e
ach
e
r
g
i
v
e
s
i
nstr
uct
i
ons to
s
t
u
d
en
ts to m
a
k
e
a
t
i
ssu
e
h
o
ld
e
r
f
ro
m
u
s
e
d
s
ho
e
bo
x
e
s,
b
ut
t
he
teac
her
is
a
l
s
o
st
ill
ha
v
i
n
g
d
i
ffi
c
u
l
t
y
d
i
re
ct
in
g
st
u
d
en
ts
t
o
b
e
a
c
ti
ve
ly
i
nvo
lve
d
i
n
c
l
assro
o
m
l
e
arni
n
g
.
In
t
he
fi
na
l a
c
t
i
v
i
t
y t
h
e teac
her co
nc
l
ude
s lear
n
i
n
g
a
nd
c
lose
s
t
h
e le
a
r
ni
ng so t
he r
ese
a
rc
her i
n
t
h
e
im
p
lem
e
nta
t
ion
o
f
the le
ar
ni
n
g
ge
t
s e
n
ou
g
h
cr
i
te
r
i
a
.
I
n
t
he
f
o
u
rt
h
m
e
e
t
in
g,
t
he
t
e
a
c
h
er
c
orr
ects
def
i
c
i
enc
i
es
a
t
t
h
e
p
re
vio
u
s
m
e
e
t
in
g
a
nd
a
t
t
h
i
s
m
e
e
tin
g
the te
a
c
he
r c
a
rr
i
e
s ou
t an
e
va
lua
t
i
on o
f
lea
rn
ing.
The
re
s
ear
c
h
er
gets g
o
o
d
c
riteria
.
F
r
om
t
he
r
e
s
u
l
ts
o
f
re
se
arc
h
on
the
im
plem
enta
t
i
o
n
o
f
the
a
b
o
v
e
r
esea
rch
w
ill
ha
ve
a
n
impa
ct
o
n
incre
a
s
i
ng
the
ecol
i
t
er
acy
a
n
d
c
r
e
a
t
i
v
i
t
y
o
f
s
t
u
d
e
n
t
s
i
n
t
h
e
u
t
i
l
i
z
a
t
i
o
n
o
f
w
a
s
t
e
,
a
p
a
r
t
fr
om
t
he
know
le
d
g
e
of
t
e
a
c
h
e
rs
m
u
s
t
a
l
so
p
ay
a
t
t
enti
on
t
o
a
tti
tud
e
s
to
s
tud
e
n
t
s,
w
i
t
h
t
h
e
l
e
a
rnin
g
t
h
at
h
a
s
b
een
i
mpl
e
me
nt
ed
i
s
expe
c
t
e
d
t
o
i
n
cre
a
se
s
tu
de
n
t
s
'
k
n
o
w
l
ed
ge
a
nd
i
nsig
h
t
s
a
b
ou
t
t
h
e
e
n
v
ir
onm
ent
st
u
d
en
t
beha
v
i
or
i
n
ca
r
i
ng
for
and
ma
i
n
ta
i
n
i
n
g the
en
v
i
ro
nme
n
t ar
o
u
n
d
t
he
m.
The
t
e
ac
he
r
a
l
s
o
obse
r
ves
t
h
e
a
t
tit
udes
a
n
d
cha
r
ac
t
e
r
of
s
t
ude
n
t
s
i
n
the
te
ac
hi
n
g
a
nd
l
e
a
r
n
in
g
proce
s
s.
T
he
i
n
d
ica
t
ors obse
r
v
e
d,
n
a
m
e
l
y the
a
t
t
i
tu
de
o
f g
u
ar
di
n
g
a
nd
be
i
ng
ab
l
e
t
o
ut
i
l
i
ze
ob
j
ec
ts
t
ha
t ar
e not
use
d
.
Stude
n
t
s
'
c
uri
o
si
t
y
w
ill
a
ppear
w
he
n
s
t
ude
n
t
s
see
a
vi
deo
w
it
h
a pic
t
ure
of t
he
e
n
v
i
r
onme
n
t
,
a
fter w
hic
h
stude
n
t
s
k
now
a
nd
c
a
n
d
i
sti
n
gu
ish
be
tw
ee
n
a
he
al
th
y
en
v
i
ronm
en
t
a
n
d
a
d
i
r
t
y
e
n
v
i
r
o
n
m
e
n
t
.
T
h
e
a
t
t
i
t
u
d
e
o
f
ut
iliz
i
n
g
obje
c
t
s
be
g
i
n
s
t
o
ap
p
ear
w
hen
st
u
d
e
n
ts
no
lon
g
e
r
c
om
b
ine
or
gan
i
c
and
orga
n
i
c
w
a
ste.
F
ull
da
t
a
c
an
be
s
een
a
s
sh
o
w
n
in
t
he
T
a
b
le
2
.
Com
p
ar
i
s
on
of
a
cq
u
i
ri
n
g
s
cor
e
s
pre
t
e
s
t
a
n
d
c
y
c
l
e
t
e
s
t
s
1
o
n
i
n
d
i
c
a
t
o
r
1
,
Tab
l
e
3.
C
om
paris
on
o
f
s
c
o
re
s
core
s
p
r
etes
t
a
n
d
c
yc
le
t
es
t
1
o
n
t
he
2
n
d
i
n
d
ic
a
t
or,
Tab
l
e
4.
C
om
pa
ris
on
o
f
ac
hi
e
v
i
n
g
sc
or
e
p
r
et
est
a
n
d
c
ycle
t
e
s
t
1
on
t
he
3
rd
i
nd
ica
t
o
r
,
and
Ta
b
l
e
5.
C
om
paris
o
n
o
f
t
h
e
a
c
qui
si
tion
o
f
score
pretes
t
a
nd c
y
c
l
e te
st
1
on t
h
e
4
t
h i
n
d
i
c
a
tor.
Tabl
e 2
.
Co
m
pari
s
o
n
o
f
ac
quiri
ng
sc
o
re
s
p
r
et
est
a
n
d
cy
cl
e
t
e
s
t
s 1
on
i
ndi
ca
t
o
r 1
R
e
s
ear
ch
S
u
b
j
e
c
t
(
S
P
)
P
r
e
t
e
s
t
C
y
c
l
e
T
e
s
t
1
1
2
5
2
3
4
3
2
3
4
3
5
5
3
1
6
3
1
Ma
xi
m
u
m
s
c
ore
6
Ta
b
l
e
3.
Comp
a
r
i
so
n
of sc
o
re
s
c
o
res
prete
s
t
a
nd
cyc
l
e
tes
t
1
on t
h
e 2
nd
in
dica
t
o
r
R
e
s
ear
ch
S
u
b
j
e
c
t
(
S
P
)
P
r
e
t
e
s
t
C
y
c
l
e
T
e
s
t
1
1
2
3
2
1
2
3
2
1
4
3
5
5
2
2
6
3
1
Ma
xi
m
u
m
s
c
ore
6
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Inc
r
eas
i
n
g
ec
o
l
i
t
er
acy
a
nd s
t
ude
n
t
c
r
ea
ti
v
i
t
y
in w
a
st
e
u
t
i
l
i
z
a
tio
n
by usi
n
g
m
ode
ls
…
(Ria
na B
a
g
a
sk
or
o
w
at
i)
26
1
Ta
b
l
e
4.
Comp
a
r
i
so
n
of a
ch
ie
vi
n
g
scor
e
p
r
et
est
a
nd
cy
c
l
e
t
e
s
t
1
on
t
h
e
3
rd
i
ndi
c
a
to
r
R
e
s
e
ar
c
h
S
u
b
j
ect
(
S
P
)
P
r
et
es
t
C
y
c
l
e
T
e
s
t
1
1
4
5
2
1
4
3
2
3
4
1
2
5
2
1
6
3
1
Ma
xi
m
u
m
s
c
or
e
6
Ta
b
l
e 5.
Comp
a
rison
of
t
he
ac
q
u
i
s
i
tio
n
of
s
c
o
re
pretes
t
an
d
cycle
tes
t
1
o
n
the 4t
h i
n
d
i
ca
tor
R
e
s
ear
ch
S
u
b
j
e
c
t
(
S
P
)
P
r
e
t
e
s
t
C
y
c
l
e
T
e
s
t
1
1
2
2
2
2
2
3
2
3
4
3
5
5
4
3
6
3
1
Ma
xi
m
u
m
s
c
ore
6
In
g
e
n
e
r
al
,
t
h
e
i
m
p
l
e
m
en
t
a
ti
on
o
f
c
y
c
l
e
1
i
s
i
n
a
c
c
o
r
d
a
n
ce
wi
t
h
acti
o
n
pl
an
nin
g
.
A
lth
ough
t
h
e
re
a
re
stil
l s
o
m
e
th
i
n
g
s t
h
a
t
d
o n
o
t
go a
c
c
o
rd
in
g t
o
p
l
a
n. Ba
s
e
d
on
th
e
re
sults o
f t
h
ese o
b
serva
t
i
o
ns, i
t
i
s
n
ece
ssa
r
y t
o
have
s
om
e
imp
r
ove
me
n
t
s
to
t
he
a
c
t
i
o
ns
t
hat
ne
ed
t
o
be
c
arr
i
e
d
o
ut
f
o
r
i
mpro
v
e
me
nt
i
n
th
e
s
e
c
ond
c
y
c
l
e
.
Th
e
ext
i
n
ct
io
n
in
c
l
u
d
e
s
:
a.
The
t
e
ac
her
change
s
the si
t
tin
g
p
o
s
i
t
i
o
n
o
f s
t
ude
n
t
s i
n
e
ach
g
r
o
up.
b.
The
t
e
ac
he
r
i
n
cr
ease
the
i
r
acti
v
ities
on
as
p
e
c
t
s
tha
t
a
r
e
f
elt
t
o
b
e
l
a
c
k
i
ng,
by
g
i
vi
n
g
m
o
tiva
t
i
o
n
t
o
stude
n
t
s
t
o
b
e
b
e
t
t
e
r
bia
se
d i
n
fol
l
o
w
i
ng t
h
e
le
arni
ng pr
oce
s
s
in the clas
s
room
.
c.
The
t
e
ac
h
e
r
reitera
te
d the
imp
o
rta
n
c
e
o
f us
i
n
g to
o
l
s
as a
too
l
in a
n
s
w
e
rin
g
the
q
ues
t
i
o
ns g
ive
n
.
d.
The
t
e
ac
h
e
r
conve
ye
d
the im
por
tance
o
f
u
s
i
ng
t
e
ac
hin
g
a
i
d
s
in e
a
c
h
l
e
sso
n.
e.
The
t
e
ac
h
e
r
give
s
ad
vice
t
o st
ude
n
t
s w
ho st
i
ll
do
n't un
de
rsta
nd
.
f.
The
t
e
ac
h
e
r
expla
i
ns
t
he ste
ps
i
n
the le
a
r
ni
n
g
proc
ess aga
i
n
.
g.
S
t
ude
n
t
s m
u
st re
m
embe
r that
t
he
q
ues
t
io
ns
g
ive
n
m
ust be
d
one c
o
lla
bor
at
ive
l
y.
h.
The
te
ac
he
r
h
e
lp
s
st
u
d
en
ts
t
o
draw
c
on
cl
u
s
i
ons
a
nd
he
lp
s
tu
de
nt
s
t
o
p
rese
nt
t
he
ir
w
ork
in
f
ro
n
t
o
f
t
h
e
cl
ass.
i.
The
teac
her
h
ope
s
tha
t
s
t
u
d
e
nt
s
ha
ve
h
i
g
h
e
r
re
asoni
n
g
i
n
inc
r
e
a
s
i
n
g
t
h
e
eco
l
ite
racy
a
nd
cr
ea
ti
v
ity
o
f
stude
n
t
s
i
n
t
he ut
i
l
i
z
at
ion
o
f
w
aste.
j.
S
t
ude
n
t
s ne
e
d
t
o be
gi
v
e
n
s
o
l
u
t
i
ons,
a
d
v
i
c
e
,
praise,
a
w
a
r
ds
s
o
t
h
at
th
e
y
c
a
n
i
n
crea
se
l
ea
rnin
g
ac
tiv
iti
e
s
.
F
r
om
t
he
r
e
s
ul
ts
o
f
t
h
e
a
n
a
l
ys
is
o
f
t
h
e
lear
n
i
ng
a
c
t
i
v
i
t
i
e
s
i
n
t
h
e
Ta
ble
6,
t
h
e
o
bserve
r
gi
v
e
s
ad
v
i
ce
s
o
tha
t
i
m
p
ro
vem
e
nt
s
a
r
e
ca
rried
o
ut
b
y
resea
r
che
r
s
o
n
defic
i
e
ncie
s
in t
he
l
e
a
r
ni
ng
pr
oces
s.
F
ind
i
ng
s
i
n
t
he
f
orm
of
e
xce
ss
or
t
hin
g
s
t
h
at
a
re
c
o
n
s
i
dere
d
g
o
o
d
t
o
be
m
a
i
nta
i
ned,
w
h
i
l
e
fa
i
l
ure
s
n
ee
d
t
o
b
e
c
o
rre
ct
ed.
The
succe
sse
s
a
nd
fail
ure
s
i
n t
h
e
fir
s
t
cyc
l
e
a
r
e
show
n
i
n
the
T
a
b
l
e 7.
Ta
b
l
e
6.
Reca
p
i
t
u
lat
i
o
n of
o
utc
o
me
s
in
di
c
a
t
o
r
s
No
I
ndic
a
tors
C
a
u
se
of
S
o
lutions
1
Expla
i
n
how
t
o
r
e
spec
t
th
e
ac
t
i
viti
e
s
o
f
o
t
he
rs
i
n
a
n
e
f
f
ort
to
s
tre
ngthe
n
uni
ty a
nd
unity
T
h
e
r
e
a
r
e
stud
e
n
t
s
who
c
h
a
t
t
h
a
t
disturb
the
c
o
n
c
e
n
tra
tion
o
f
o
the
r
s
tude
nts
w
h
o
a
r
e
a
t
t
e
nding
the
lesson
Te
ac
he
r
gu
i
d
e
s
t
h
e
l
ea
rning
proc
e
ss
of
s
t
ude
nts
2
Ty
p
e
s
of
e
c
ono
m
i
c
busine
sse
s
tha
t
a
r
e
s
e
l
f
-
m
a
n
a
g
e
d
o
r
group
T
h
e
r
e
a
r
e
stud
e
n
t
s
who
ha
v
e
not
b
e
e
n
ab
l
e
to
d
i
stin
g
u
i
sh
b
etw
e
e
n
typ
es o
f
e
c
o
n
o
m
i
c
b
u
s
in
es
s
e
s
t
h
at
a
r
e
m
a
n
ag
ed
b
y
t
he
m
s
e
l
ve
s
o
r
g
r
o
u
p
s
.
T
h
e
tea
c
h
e
r
guide
s
the
le
a
r
ning
proc
e
s
s
of
s
tude
nts
3
I
d
e
n
tifie
s
obje
c
t
s
t
ha
t c
a
n
b
e
re
u
s
e
d
(
re
c
y
c
l
e
d
)
T
h
e
r
e
a
r
e
stud
e
n
t
s
who
ha
v
e
not
b
e
e
n
a
b
l
e
t
o
disti
n
gui
sh
objec
ts
t
h
a
t ca
n
be
r
e
use
d
o
r
not.
T
h
e
tea
c
h
e
r
guide
s
the
le
a
r
ning
proc
e
s
s
of
s
tude
nts.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
55
- 2
64
26
2
Tab
l
e
7.
S
ucc
e
sses
and fa
ilur
e
s in t
he
f
irst c
ycle
Ob
s
e
r
v
ed
indic
a
t
ors
Succ
e
ssful
Fa
ilur
e
of
S
o
lutions
T
e
ach
er
pe
rf
orm
a
nc
e
D
e
li
v
e
ring a
nd e
x
pl
a
i
ning
le
a
r
ning
using
the
l
ea
r
n
ing m
ode
l
P
r
ojec
t
B
a
s
e
d Le
a
r
ni
n
g
D
i
rec
t
ing
stude
nts
to
d
isc
u
ss a
nd
gro
u
p
he
te
roge
n
e
o
u
sly
C
u
lt
iv
a
t
i
n
g
t
h
e e
n
t
husia
s
m
a
nd
c
oura
g
e
of
s
t
ude
nt
s
Re
f
l
ec
t
i
on
on
ea
ch
l
e
a
r
ning
Dire
c
ting a
ll
stud
e
n
ts
t
o
be
ac
tive
l
y
involve
d
in
t
he
l
e
a
rnin
g
proc
e
ss.
Do
not
d
isc
u
ss
the
r
e
sults
o
f
stude
nt
workshe
e
ts l
a
c
k
in
g the
a
pplica
tion
of
t
he
PPA
l
e
a
r
ning m
ode
l
use
d
T
h
e
t
e
a
c
h
e
r
will ma
k
e
stud
e
nt
workshe
e
ts more
i
n
te
r
e
sting.
Te
ac
h
e
rs
w
i
ll a
s
s
e
ss
a
nd
dis
c
uss
t
h
e
re
s
u
l
t
s
of s
tude
nt
w
ork
s
he
e
t
.
Te
ac
h
e
rs
s
hould
b
e
a
bl
e
to a
djust
th
e
l
e
a
r
ning m
ode
l
PPA
i
n a
c
c
o
r
d
a
n
ce
w
ith
t
h
e
l
e
a
r
ning
p
r
oc
e
s
s
Th
e
st
ude
nts
Acti
viti
e
s
A
b
le
t
o
pa
y
atte
nti
on
t
o
t
he
ex
p
l
an
ati
o
n
t
e
ach
e
r
t
as
k
i
n
a
cco
r
d
an
ce
wi
t
h
th
e
p
r
o
c
e
d
u
r
e
s
S
t
u
d
e
n
ts in
t
e
r
est
e
d
in
th
e
u
se o
f
instruc
t
iona
l
vide
o
m
e
dia
I
s
not
y
e
t
ac
tiv
e
St
ude
nts
give
opinio
n
s
?
S
t
u
d
e
nt
s
h
a
ve
n
ot
b
e
e
n
a
b
le
t
o
c
a
p
t
u
r
e t
h
e
mes
s
a
g
e
c
o
n
t
ai
n
e
d
i
n
the
r
e
a
d
ing ma
te
ri
a
l
.
Stude
n
t
s
ha
v
e
n
o
t
b
ee
n
a
b
l
e
t
o
f
u
ll
y
pay
a
t
t
e
nti
on w
h
e
n
t
he
f
r
i
e
nd
pr
e
s
e
n
ts
i
n
front
o
f
t
h
e c
l
a
ss.
T
h
e
t
e
a
c
h
e
r
give
s
a st
i
m
u
lus to
st
ude
nts
so
t
ha
t
stude
nts
w
a
nt
t
o
b
e
m
o
r
e
act
iv
e
in
g
i
v
i
ng
op
i
n
i
ons.
Th
e t
e
ach
e
r
m
u
s
t u
s
e
man
y
w
ays
s
o
t
h
a
t
s
tud
e
nt a
t
t
e
n
tion
is
c
e
n
t
e
r
e
d
b
a
ck
on
the
ongoing
lea
r
n
i
n
g
.
T
h
e
t
e
a
c
h
e
r
p
a
y
s a
t
t
e
ntion
to a
nd
dire
cts
st
ud
e
n
ts
t
o pa
y
m
o
r
e
a
tte
ntion
t
o
t
he
ongoing
pre
s
e
n
ta
ti
o
n
a
c
t
iviti
e
s
.
Re
sul
t
s
From
th
e
r
e
s
ults of the te
sts,
stude
nts
we
re
d
e
c
l
a
r
e
d
t
o
h
a
ve
a
c
h
i
e
v
ed
K
K
M
o
r
co
m
p
l
e
t
e
d
as
m
a
ny
a
s
16
stude
n
t
s
wi
th a
pe
rc
e
n
t
a
g
e
o
f
55.
54%
.
F
r
o
m
th
e
r
esu
l
ts o
f
th
e
t
e
sts,
stude
nts
ha
v
e
not be
e
n
d
e
c
l
a
r
e
d
t
o
h
a
v
e
r
ea
c
h
ed
KK
M
o
r
co
m
p
l
e
t
e
d
as
m
a
ny a
s
14 s
t
ude
n
t
s
w
ith a
pe
rce
n
t
a
g
e
o
f
55.
5
2
%
.
Te
ac
h
e
rs a
nd
stude
nts m
u
st
b
e
m
o
r
e
se
rious
i
n
ea
c
h
l
e
a
rnin
g
pr
oce
s
s
in
o
r
d
e
r to
ach
i
e
v
e
th
e
sp
e
c
i
fi
ed
K
KM
.
B
a
s
e
d
o
n
t
h
e
f
i
n
a
l
t
e
s
t
v
a
l
u
e
o
f
t
h
e
f
i
r
s
t
c
y
c
l
e
a
l
l
c
l
a
s
s
V
s
t
u
d
e
n
ts
c
a
n
b
e
sh
ow
n
in
t
he
T
ab
le
8
.
V
a
l
u
e
of
t
h
e
f
in
a
l
c
y
c
l
e
i
t
e
s
t
Ta
ble
8.
V
alue
of
t
h
e
fina
l
cy
cle
i tes
t
V
a
lue
of
N
u
m
be
r
of
S
tude
nt
s
P
e
r
c
e
n
t
a
g
e
C
a
t
e
gory
80-100
0
0
%
High
60-79
1
4
43.
75%
H
igh
E
nough
40-59
1
1
34.
37
%
Le
ss
Hi
gh
0-
3
9
17
5
.
44%
L
ow
T
o
ta
l
32
100%
Base
d
o
n
t
he T
able
8
, i
t ca
n b
e
kn
o
w
n
t
ha
t t
h
e m
o
st
obta
i
n
e
d va
lue
o
b
ta
i
n
ed b
y stu
d
e
n
ts
i
n
t
h
e
r
a
n
g
e
60-
79
is
a
s
m
a
ny
a
s
1
4
s
t
u
d
en
ts
c
a
t
e
gor
i
call
y
q
ui
te
h
i
g
h.
S
tude
nt
s
w
h
o
a
r
e
a
b
l
e
t
o
rea
c
h
th
e
l
e
ss
hi
gh
c
a
t
e
g
o
r
y
o
r
a
t
t
h
e
a
c
q
u
i
s
i
t
i
o
n
o
f
4
0
-
5
9
t
h
e
r
e
a
r
e
1
1
s
t
u
d
e
n
t
s
,
w
h
ile
f
or
t
he
n
o
n
-hi
g
h
ca
t
e
gory
or
i
n
the
ac
quis
i
tio
n
of
i
nd
i
g
o
0-3
9
t
he
r
e
a
re
a
roun
d
7
st
ude
n
t
s.
H
ow
eve
r
,
no
s
t
ude
n
t
i
s
c
a
p
ab
le
o
f
ac
hi
e
v
i
n
g
gra
d
es
i
n
the
r
a
n
g
e
o
f
8
0-
100.
T
h
i
s
sh
ow
s
t
h
e
i
ndic
a
t
or
o
f
succ
es
s
tha
t
h
a
s
b
ee
n
deter
m
i
n
ed
t
ha
t
is
80%
o
f
th
e
to
t
a
l
stude
n
t
s
able
t
o
rea
c
h 80
ha
v
e
not bee
n ful
f
i
lle
d w
e
l
l
.
The
ab
i
l
i
t
y
o
f
s
t
u
de
n
t
s
'
e
co
li
te
rac
y
a
nd
c
r
ea
tiv
it
y
h
a
s
be
gun
t
o
em
erge
and
incr
ease
d
,
c
o
mpa
r
ed
t
o
the
pre
-
stud
y
(pr
e
test
)
.
H
o
w
e
ver
it
ha
s
n
o
t
bee
n
r
ea
c
h
ed
t
he
d
e
t
e
r
m
i
ne
d
suc
c
e
s
s
in
d
i
ca
tor.
I
n
a
ddi
t
i
o
n
t
o
a
n
al
y
z
i
ng
th
e
t
h
ing
s
t
h
a
t
h
a
pp
en
e
d
d
u
r
i
n
g
th
e
l
e
a
r
ni
ng
p
roc
e
s
s
a
n
d
th
e
f
i
n
a
l
t
e
s
t
o
f
t
h
e
fi
rst
cy
c
l
e,
t
h
e
t
ea
ch
e
r
als
o
a
na
lyze
d
the
re
sul
t
s
of
t
he
i
n
t
e
r
view
.
The
r
e
su
l
t
s
o
f
i
n
t
e
rvi
e
ws
t
o
b
e
a
bl
e
to
f
in
d
o
u
t
th
e
re
spon
se
o
f
stude
n
t
s
t
o
s
oc
ial s
t
u
d
i
e
s
lea
rni
n
g
us
i
n
g
the
l
ear
ning
mode
l
P
r
o
je
ct Base
d
L
ear
ning.
4.
CONCL
U
S
ION
B
a
s
e
d
o
n
t
h
e
r
e
s
u
l
t
s
o
f
r
e
s
e
a
r
c
h
a
n
d
d
i
s
c
u
s
s
i
o
n
s
t
h
a
t
h
a
v
e
b
e
e
n
c
o
n
duc
te
d,
it
ca
n
be
c
o
n
c
l
u
d
e
d
t
ha
t
the
ec
o
litera
c
y
a
n
d
c
r
eat
iv
i
t
y
of
s
t
u
den
t
s
i
n
t
he
u
se
o
f
w
a
st
e
i
n
s
ocia
l
s
t
ud
ies
lea
r
n
i
n
g
i
n
class
V
of
T
el
a
j
u
n
g
02
C
i
k
ar
an
g
Wes
t
S
D
N
c
a
n
be
i
ncre
ased
b
y
us
i
n
g
pro
j
e
c
t
b
a
s
e
d
l
e
ar
ni
ng
m
ode
l.
I
n
t
h
is
l
ea
rn
i
ng,
t
he
t
e
a
c
h
er
a
c
t
s
a
s
a
fa
c
ilit
ato
r
a
nd
m
o
t
i
v
ato
r
.
So
,
t
h
e
mai
n
r
o
l
e
i
n
t
he
l
e
a
rni
n
g
pro
c
e
ss
is
t
he
s
tu
de
n
t
s
them
se
lv
es.
The
teac
her
m
u
s
t
b
e
able
t
o
ex
p
l
o
r
e
stu
d
en
ts
'
a
b
i
lit
ies
s
o
t
ha
t
th
e
y
w
ill
see
the
t
a
le
n
t
s
a
n
d
a
b
ili
ti
es
o
f
st
u
d
e
n
t
s
i
n
the le
ar
ni
n
g
proc
e
ss.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Inc
r
eas
i
n
g
ec
o
l
i
t
er
acy
a
nd s
t
ude
n
t
c
r
ea
ti
v
i
t
y
in w
a
st
e
u
t
i
l
i
z
a
tio
n
by usi
n
g
m
ode
ls
…
(Ria
na B
a
g
a
sk
or
o
w
at
i)
26
3
REFE
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g
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a
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e
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ol
iteracy
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dent
T
ea
c
h
ers
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tu
dy
toward
S
t
uden
t
s
o
f
Un
iv
e
r
sit
a
s
S
y
i
a
h
K
u
ala
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d
a
Aceh),
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O
P
C
o
n
f
e
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S
e
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c
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n
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ect
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as
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i
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od
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l
t
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i
m
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unicatio
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t
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je
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l
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n
s
t
ud
ents’
achi
e
vem
e
nt
l
evels
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d
att
i
t
u
d
e
s
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a
rds
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l
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les
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n
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ter
nati
onal El
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urna
l
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f
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l
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i
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u
sin
g
a
s
cri
p
ted
env
i
ro
nm
ent:
less
on
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learned
f
r
om
a
nal
y
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g
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g
y,
e
ng
in
ee
ri
ng
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and
m
a
t
h
em
a
t
i
c
s (STEM
)
p
r
o
j
ect-
bas
e
d
learni
ng
(
P
B
L)
a
ff
ects
hig
h
,
mid
d
l
e
,
and
lo
w
achiev
e
rs
d
i
ff
e
r
en
tl
y
:
T
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i
m
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act
o
f
studen
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ors
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n
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e
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e
nt
,
"
I
n
ter
natio
nal Jou
r
n
a
l
of S
c
ience a
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g
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s
ystem
i
c
lesso
ns
l
ea
rn
ed
k
n
o
w
l
edg
e
m
o
d
el
f
o
r
o
rganisat
io
na
l
learn
i
n
g
th
rou
gh
p
r
oj
e
c
ts
,
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Inte
rn
a
t
io
n
a
l
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urna
l
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r
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c
t
ma
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d
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a
th
ema
t
ics
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r
oject-Based
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i
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:
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e
rg
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o
r
and
Relev
a
nc
e
to
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ncre
ase
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t
uden
t
E
ng
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em
ent
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Elect
ronic In
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natio
n
a
l
J
o
urna
l
o
f
Ed
u
c
atio
n
,
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a
n
d Sc
ie
nc
e
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E
A
S
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3
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R
etri
eved
f
rom
ht
tp:/
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w
.
e
ijeas
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c
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i
n
d
ex
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iew/
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r
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j
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ased
L
earn
i
ng
o
n
th
e
Ach
ie
v
e
me
nt
o
f
Ba
sic
Se
w
i
n
g
T
e
c
h
no
lo
gy
Com
p
et
enci
es at S
M
K N 6 Yog
y
ak
arta,"
E
-
J
o
ur
na
l of Cl
o
t
hi
ng
En
gi
neeri
n
g
Ed
uc
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tio
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n
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cul
u
m
Im
p
l
e
m
e
n
ta
tion
20
13
,"
B
andun
g:
Rosda karya
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2014
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Desf
a
n
d
i
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ani,
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.
,
"
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ilding
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c
olit
e
r
a
c
y
Through
Adiw
iyat
a
Progra
m
(S
tudy
a
t
Adi
w
iyata
School
i
n
Band
a Aceh
),
"
Th
e
Ind
o
n
e
si
an J
o
u
r
na
l of Geog
ra
ph
y
, v
ol
.
4
9
(1
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1
, 2
01
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Kah
n
,
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&
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,
R.
V
.,"Crit
i
cal
p
ed
ago
gy,
eco
li
teracy,
&
plan
etary
cri
s
is
:
Th
e
eco
ped
a
gog
y
m
o
v
e
men
t
,
"
vo
l.
359
,
Pe
t
e
r L
a
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01
0.
[22]
Varg
as-M
adrazo
,
E
.
,"Con
t
em
pl
a
t
i
v
e
dial
og
ue
a
s
t
h
e
basis
f
o
r
a
t
ransdiscipli
nary
a
tti
t
u
de:
Ecoli
t
eracy
t
oward
an
education
f
o
r
huma
n
sust
a
i
nability,
"
Worl
d
Futures
,
pp
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1-2
2
,
r
e
trie
ve
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fro
m
ht
tps://d
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org/10.
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04
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2
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M
u
liana,
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.,
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ani,
E
.,
&
S
o
m
an
tri
,
L
.,
"
E
c
ol
iteracy
L
evel
o
f
S
tu
dent
T
ea
c
h
ers
(S
tu
dy
toward
S
t
uden
t
s
o
f
Un
iv
e
r
sit
a
s
S
y
i
a
h
K
u
ala
Ban
d
a
Aceh),
"
In
I
O
P
C
o
n
f
e
rence
S
e
ries
:
E
art
h
a
nd
E
nviro
nm
ental
S
c
ience,
v
o
l
.
1
4
5
(
1),
pp
.
0
120
61
,
IOP P
ublis
h
i
ng
,
h
tt
p
s
://
doi.
o
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s
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s,
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t
i
o
n
a
nd
D
i
r
ecti
ons
i
n
the 19
90s
.
Co
lumb
us,
O
H
:
ERIC
Clearin
gh
ou
se fo
r
S
cien
ce, M
athemat
i
cs and
En
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i
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l
it
eracy,
ecol
iteracy
:
Wh
at
d
o
we
m
ean
a
n
d
h
o
w
d
id
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e
get
here
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,
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Ec
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s
ph
e
r
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,
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ht
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I
SSN: 2252-
8822
Int.
J
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Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
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2
55
- 2
64
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rn
al I
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mu
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ere
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th
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a
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th
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ip
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ci
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