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
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
90~9
6
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
174
27
90
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
The development of science p
r
oces
s sk
ills in visually
i
mpaired
students: analysis of the activities
Ay
d
ı
n Kı
zı
la
sl
a
n
Dep
a
rtm
e
nt of
Special
Ed
u
cation
, A
gri
Ibrahim Cecen
U
ni
vers
it
y
,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
2
7
,
2
018
Re
vise
d Jan
2
0
, 2019
A
c
c
e
pte
d
F
eb 26,
2
0
1
9
S
t
u
d
en
ts
w
it
h
v
i
su
al
i
m
p
a
i
rm
en
t
s
f
ace
trem
end
ous
c
hall
eng
e
s
in
da
ily
l
i
fe
whi
l
e
learni
ng
l
i
f
e
skills
a
s
t
h
ey
do
not
have
t
he
b
e
n
ef
it
o
f
v
isu
a
l
cu
es.
Th
e
sk
il
ls
t
h
a
t
vis
u
all
y
i
m
p
ai
red
s
t
u
d
ent
s
a
re
e
xpect
e
d
t
o
l
earn
i
n
cl
ude
not
o
n
l
y
every
d
ay
lif
e
s
k
i
l
l
s
,
b
u
t
als
o
s
cient
i
fi
c
pro
c
es
s
s
k
i
l
l
s
t
oo.
I
n
t
h
is
s
t
u
d
y
,
cas
e
st
ud
y
w
a
s
used
t
o
d
e
velo
p
an
i
nstructio
nal
d
e
s
i
gn
t
o
t
eachi
ng
s
ci
e
n
ce
con
cept
s
t
o
v
i
s
u
al
ly im
p
aired st
u
d
en
ts
.
T
h
e
ai
m
o
f
th
i
s s
t
udy
i
s
t
o
a
nalyze
the
ef
ficacy of
s
c
ien
c
e
activ
it
ies
o
f
thi
s devel
o
p
e
d i
n
s
t
ructio
nal
design. T
h
e study
con
s
i
s
t
s
o
f
th
ree
bas
i
c
s
t
ag
es.
In
t
he
f
i
r
st
s
t
a
ge,
vis
u
ally
i
m
pa
ire
d
s
tu
d
e
nt
s’
learn
i
n
g
n
eeds
are
id
ent
i
fied
.
In
t
he
s
econ
d
s
tag
e
t
ea
ch
ing
m
a
t
eri
a
ls
a
nd
acti
v
iti
e
s
are
d
e
si
gn
ed
a
nd
d
evel
op
ed.
In
t
he
l
ast
s
t
age,
t
hes
e
acti
v
ities
were
anal
yzed
i
n
t
e
rm
s
o
f
s
cientifi
c
p
r
ocess
s
k
ills
t
h
roug
h
o
b
s
e
rvat
i
o
n
f
o
r
m
s
.
As
a
result,
m
o
s
t
o
f
t
he
d
eveloped
a
c
t
ivities
ar
e
sui
t
ed
f
or
d
evelop
me
n
t
o
f
the
sci
e
ntific
p
rocess sk
ills.
K
eyw
ord
s
:
Sc
i
e
nce
ac
tiv
i
t
y
S
c
i
e
nce
proc
es
s ski
l
l
s
Te
ac
hi
ng
sc
i
ence
Vi
su
al
i
mp
a
i
rmen
t
stu
d
e
n
t
s
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:
Ay
dı
n
Kı
zı
l
a
slan
,
D
e
pa
rtme
nt
o
f
S
p
ec
i
a
l E
duca
tio
n,
Agri I
brahim
Cece
n Uni
v
er
sit
y
,
A
g
ri,
048
0
0
, Tur
ke
y
Em
ail:
ydn
kiz
i
las
l
an
@gm
a
il.
c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
The
r
e
is
n
o
do
ub
t
tha
t
t
he
s
c
i
e
n
ce
has
a
n
i
nfl
u
e
n
ce
s
t
r
iki
n
g
on
c
ha
nge
s
in
t
he
m
o
d
ern
soc
i
et
y
a
n
d
there
is
no
c
h
alle
n
g
e
or
t
hre
a
t
a
f
fe
c
t
i
ng
o
u
r
soc
i
e
t
y
t
h
at
doe
s
not
h
a
v
e
a
n
a
p
p
r
op
ri
a
t
e
so
lut
i
on
t
h
r
ough
scie
nt
ific
r
esea
rch.
S
cienc
e
h
e
l
ps
u
s
t
o
d
e
s
c
r
ibe,
e
xp
la
in,
def
ine
,
i
n
v
e
s
t
i
gate
,
a
n
d
u
l
tim
ately
t
r
y
t
o
b
r
i
gh
te
n
and
c
l
a
r
ify
the
r
eal
w
or
l
d
p
h
e
nome
n
a
a
n
d
how
it
w
o
r
k
s.
B
es
id
e
s
th
at
,
sc
i
e
n
c
e
in
t
e
g
r
ate
d
w
i
t
h
t
e
c
hnol
ogy
i
s
incre
a
s
i
ng
ly
i
mporta
nt
t
o
ec
on
om
ic
a
nd
s
o
cial
w
e
ll-be
i
n
g
and
im
pr
ovi
n
g
q
ual
i
t
y
of
l
i
f
e.
N
atio
na
l
S
c
ienc
e
Ed
uca
t
i
o
n
S
t
a
ndar
d
s
[N
SES
]
h
as
a
v
is
i
o
n
of
s
c
i
e
n
t
i
fica
l
l
y
liter
a
t
e
in
d
i
v
i
dua
l
s
a
s
th
ose
w
h
o
nee
d
s
t
o
k
n
o
w
,
un
dersta
n
d
,
or be a
b
le t
o
pred
ict na
tur
a
l p
h
e
nom
ena
[1]
.
S
c
ient
i
f
ic
liter
acy
s
k
i
l
l
i
s
c
onc
e
p
tua
l
i
z
e
d
v
ari
ous
w
ay
s
b
u
t
ge
ner
a
l
l
y
k
n
o
w
n
a
s
t
h
e
kn
ow
le
dge
,
un
dersta
n
d
i
n
g
a
nd
s
h
ap
i
n
g
of
our
d
a
ily
l
i
v
es
by
de
c
i
s
i
on
m
a
k
ing
,
in
ter
acti
n
g
w
i
t
h
e
n
v
ir
onme
n
t
,
a
sk
in
g
que
st
ions
t
hat
de
ri
ved
from
curi
osi
t
y
ab
o
u
t
e
v
er
y
d
a
y
e
xpe
r
i
ence
s
a
n
d
f
i
nd
i
ng
or
d
e
t
erm
i
n
i
n
g
a
ns
w
e
rs
t
o
que
st
ions.
S
u
ch
e
sse
n
tia
l
sk
il
l
s
f
or
s
t
u
de
n
t
s
to
d
eve
l
o
p
t
hei
r
ab
i
l
it
i
e
s
i
n
s
ci
en
c
e
are
al
so
k
no
wn
a
s
n
u
m
e
r
ac
y
sk
i
l
ls.
S
t
u
d
en
t
s
s
ho
uld
a
b
le
t
o
le
arn
how
t
o
bu
i
l
d
or
d
e
v
e
l
op
s
elf
-
co
nfi
d
en
c
e
a
nd
i
m
p
rov
e
t
h
e
i
r
s
el
f-e
st
e
e
m
and to
l
ea
rn
t
h
e
a
bi
l
i
t
y
how
t
o
ap
p
l
y
the
s
e
s
k
i
lls
t
o differ
e
n
t
l
ea
rn
i
ng
a
r
e
a
s
s
uc
h
as
a
t
sc
hoo
l
an
d
in the
ir
l
i
v
es
bey
o
nd
the
c
l
a
ssroom
.
On
t
h
e
o
t
h
er
h
a
nd,
s
cien
t
i
fic
l
iter
acy
d
o
e
s
n
o
t
o
nly
m
e
a
n
t
o
be
a
p
art
of
t
he
s
ci
ent
i
f
i
c
proce
s
s,
it
is
a
lso
ex
pre
s
se
d
b
y
N
a
t
i
o
nal
Re
s
ear
ch
C
o
u
n
ci
l,
[
N
R
C]
a
s
“
s
cient
i
fic
liter
acy
e
n
t
a
ils
b
e
i
ng
a
b
l
e
t
o
rea
d
w
it
h un
de
rst
a
n
d
in
g ar
ticl
e
s ab
ou
t
sc
i
e
nc
e in
t
he po
pula
r
p
r
e
ss
a
nd t
o
e
n
g
a
g
e in soc
ia
l
c
o
n
v
ersa
ti
o
n
a
bou
t
the
v
a
l
i
d
it
y
of
t
he
c
onc
l
u
sio
n
s
”
[
2
].
T
h
a
t
i
s
,
brie
fly
scie
n
t
i
f
ica
lly
l
ite
rate
s
t
ude
n
t
s
s
h
o
u
l
d
b
e
a
b
le
t
o
i
n
te
rpret
the
qua
lit
y
of
s
c
i
e
n
tific
k
now
l
e
dge
o
n
the
ba
sis
of
its
s
o
u
rc
e
to
d
efi
n
e
a
nd
cl
a
r
if
y
th
e
i
s
su
e
f
a
c
e
d
i
n
d
a
il
y
l
i
f
e
,
use t
h
e
scien
t
ific
m
e
t
ho
ds
a
n
d
fin
d
r
ea
sona
b
l
e
answ
e
r
of issues
u
nder
l
y
i
n
g
na
tio
nal
a
nd l
o
ca
l dec
i
s
i
on
s.
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
T
h
e de
ve
l
o
pm
e
n
t
o
f
scie
nc
e pr
oc
ess ski
l
l
s
in
vis
u
a
lly
im
p
a
ire
d
st
ude
n
t
s
… (Ay
d
ı
n K
ı
z
ı
l
a
sl
an)
91
The
pri
n
c
i
p
l
e
to
e
ns
ure
t
h
a
t
a
ll
s
tu
de
nts
re
g
a
rdless
o
f
ra
ce
,
g
end
e
r,
o
r
di
sa
bi
lit
y
a
r
e
p
r
o
v
id
e
d
w
i
t
h
op
p
o
rt
uni
ties
t
o
l
e
a
rn
a
nd
u
n
d
e
r
s
t
an
d
t
h
e
essen
tia
l
scie
n
c
e
co
n
te
n
t
i
s
the
ma
in
b
a
s
i
s
o
f
N
S
ES
d
e
f
i
n
ed
a
s
“sc
i
en
c
e
fo
r
a
l
l
st
ud
en
t
s
”
[
2
].
T
hi
s
d
i
gni
fi
ed
,
me
an
i
n
g
f
u
l
a
nd
rig
o
ro
us
o
b
j
e
c
ti
ve
e
m
p
hasiz
e
d
b
y
N
S
ES
a
s
"the
com
m
itm
en
t
t
o
S
c
i
e
n
c
e
f
or
A
ll
i
m
p
l
i
e
s
inc
l
us
io
n
no
t
on
l
y
o
f
th
o
se
w
h
o
t
r
a
d
i
t
i
on
a
lly
h
av
e
rece
i
v
ed
enc
our
agem
en
t
a
n
d
o
p
por
tun
i
ty
t
o
p
u
rsue
s
c
i
e
n
ce
,
bu
t
of
w
ome
n
a
n
d
g
i
r
ls,
a
ll
rac
i
a
l
a
nd
e
th
nic
g
r
o
u
p
s,
t
he
ph
ysic
a
lly
a
n
d
e
duca
t
io
na
ll
y
c
h
al
le
nge
d,
a
nd
th
ose
w
i
t
h
l
im
ite
d
E
n
g
l
i
s
h
pr
ofic
ie
nc
y"
[
2]
.
S
o
t
his
f
act
h
a
s
bee
n
e
m
p
has
i
z
e
d
by
spec
ial
e
duca
t
or
a
s
scienc
e
e
duca
t
io
n
as
o
ne
o
f
t
h
e
mo
st
u
seful
a
n
d
mo
st
v
al
ua
b
l
e
con
t
e
n
t
ar
ea
fo
r
m
a
ny
stu
d
en
t
s
w
ith
d
isab
i
l
ities
[
3
].
T
h
e
a
ffi
l
ia
t
e
o
f
N
S
ES
,
The
F
oun
da
tio
n
f
o
r
S
c
ienc
e
and
D
i
sab
i
l
i
t
y
,
fou
nde
d
in
1
9
7
8
,
aspi
r
e
t
o
rem
ove
t
he
b
arrie
r
s
i
n
o
r
d
er
t
o
e
n
a
b
l
e
a
c
t
i
v
el
y
par
t
ic
ipa
tio
n
o
f
stude
n
t
s
w
i
th
d
isa
b
ili
t
i
e
s
t
o
a
l
l
a
c
t
ivi
t
ies
o
f
t
he
s
c
i
en
t
i
fi
c
comm
unity,
t
o
h
a
v
e
opportunities
to
c
hoos
e
ca
ree
r
s
i
n
s
ci
enc
e
,
to
p
ro
vi
de
t
h
e
i
nt
e
g
ra
t
i
on
o
f
t
h
em
i
nto
th
e
s
c
i
enc
e
,
t
ec
h
nol
ogi
ca
l
,
e
n
g
in
e
e
ring
,
a
n
d
ma
them
at
i
c
al (
STEM)
[4].
Bes
i
de
s
tha
t
t
h
e
l
aw
t
ha
t
i
n
te
nd
t
o
p
ro
vi
de
a
ll
c
h
il
dre
n
w
i
t
h
a
f
air,
e
qua
l,
a
nd
s
i
gn
ifica
n
t
op
por
tu
n
i
t
y
to
o
bt
a
i
n
a
h
i
g
h
-q
ual
i
t
y
e
d
uc
a
tio
n
a
n
d
to
c
once
r
n
t
h
e
w
a
y
h
o
w
t
o
o
v
e
r
com
e
t
he
w
ide
n
i
n
g
ac
h
i
e
v
em
ent
ga
p
betw
ee
n
s
t
ude
nt
s
fr
om
d
isa
d
van
t
a
g
e
d
g
r
oups
-
de
fine
d
a
s
d
isa
b
le
d
,
ra
ce
,
e
t
hn
ic
g
ro
up
,
po
v
e
r
t
y
o
r
s
ex
-
and
the
i
r
pe
ers
k
now
n
as
N
o
C
h
i
l
d
L
e
f
t
Be
h
i
nd
A
c
t
(
N
C
L
B
)
em
phas
i
ze
s
f
o
u
r
esse
nt
ia
l
pri
n
ci
pa
ls
;
e
n
sur
i
ng
di
sa
d
v
a
n
ta
ge
d
st
u
d
en
ts
a
ch
i
e
ve
aca
dem
i
c
profic
i
e
nc
y,
o
ffe
r
in
g
m
or
e
f
l
e
x
ib
il
i
t
y
in
u
s
i
n
g
ed
uc
a
t
i
on
fu
n
d
s,
incre
a
s
i
ng
p
ar
e
n
t
s
a
ware
nes
s
,
a
n
d
em
p
h
a
s
izes
e
d
u
ca
ti
o
n
al
p
rogra
ms
b
a
s
e
d
o
n
sc
ie
nt
ific
i
n
q
u
i
ry
[
5].
R
e
a
d
i
n
g/la
ngu
a
g
e
arts,
m
a
th
a
nd
s
c
ie
nc
e
a
r
e
im
porta
n
t
s
ub
jec
t
u
nd
e
r
N
CLB
fo
r
d
e
vel
opi
ng
y
ea
rly
st
u
d
e
nt
ac
adem
ic
a
sses
s
me
nt
s.
The
de
ve
l
o
pm
ent
of
m
any
sk
ills
s
uc
h
as
p
rob
l
e
m
-sol
v
i
n
g
,
in
q
u
iry
,
thi
n
ki
n
g
a
n
d
l
e
a
rni
ng
a
r
e
conc
er
ned
w
i
th
t
he
d
e
v
el
o
p
m
e
n
t
o
f
t
hr
ough
“
h
a
nds
o
n”
a
cti
v
it
ies
w
ith
“
m
i
nds
o
n”
g
r
a
sp.
O
n
e
of
t
he
m
ost
perva
s
i
v
e
a
n
d
cruc
i
a
l
goa
ls
o
f
sc
i
e
nce
e
duc
ati
o
n
i
s
t
o
foc
u
s
o
n
t
h
e
t
e
a
c
h
i
ng
a
n
d
acq
ui
si
tio
n
of
b
a
s
ic
a
nd
in
t
e
grate
d
s
c
i
e
n
ce
p
roc
e
ss
s
k
il
ls
[
6]
.
A
c
q
u
ir
in
g
m
a
n
y
o
f
2
1
st-c
en
tur
y
s
k
i
l
l
s
suc
h
a
s
crit
i
c
a
l
a
n
d
c
r
eati
v
e
th
ink
i
ng,
p
rob
l
em
s
o
l
vi
ng,
d
e
c
i
s
i
on-
ma
king,
s
c
i
en
t
i
f
i
c
l
i
ter
acy
a
n
d
i
nfor
ma
t
i
on
l
it
er
ac
y
c
a
n
be
f
oste
red
thr
o
u
g
h
scien
t
i
f
ic
act
i
v
i
ties
an
d sc
i
e
ntific
k
n
o
w
l
e
dge
t
ha
t is
li
n
k
e
d
w
it
h re
aso
n
i
ng
and
th
i
n
k
i
ng
s
kil
l
s [7]
.
S
c
ienc
e co
nte
n
t is le
ss a
c
c
e
ssible
to the s
t
u
de
n
t
s w
i
t
h
bli
n
d
n
e
ss or
low
v
isi
on due
t
o the ove
rre
l
i
a
n
c
e
on
v
i
sua
l
i
n
s
tr
uct
i
o
n
a
nd
a
b
stra
ct
n
a
t
ur
e
of
c
onc
e
p
ts.
The
r
efor
e,
s
tu
de
nt
s
sh
ow
s
ig
nif
i
c
a
n
t
l
y
l
o
w
e
r
ac
hi
e
v
em
en
t
i
n
s
cie
n
c
e
c
om
p
a
r
e
t
o
the
i
r
si
g
h
te
d
pee
r
s
[8],
[
9].
T
h
e
b
a
s
i
c
f
oun
d
a
ti
on
o
f
t
h
e
t
e
a
c
hi
ng
s
cie
n
c
e
,
hi
ghl
y
rec
o
m
m
e
nde
d
be
ing
as
m
ani
p
u
l
a
t
i
v
e
a
n
d
in
tera
c
tive
w
i
t
h
m
a
t
erials
i
n
t
h
e
l
ear
n
i
ng
e
n
vir
o
nm
ent.
N
a
m
e
ly,
exp
o
s
i
ng
stu
d
e
n
t
s
t
o
var
i
e
t
y
of
e
xp
e
r
ience
s
i
n
sc
i
e
nce
a
c
t
i
v
i
t
i
e
s
t
h
a
t
c
an
r
e
a
s
on
ab
ly
b
e
exp
l
ore
d
i
s
crit
ica
l
i
n
s
t
i
m
ula
t
in
g
the
in
te
llec
t
ua
l
grow
t
h
o
f
st
ud
e
n
t
s
w
it
h
vis
u
a
l
d
i
s
a
b
il
i
t
i
e
s
[1
0].
By
t
h
i
s
w
a
y,
s
tu
d
e
nt’s
a
w
are
n
ess
i
s
ex
p
ect
ed
t
o a
r
i
s
e
i
n
sci
e
n
ce
le
sso
n
s
[11
]
, [
12
].
S
tu
den
t
s t
y
p
i
c
a
ll
y ne
e
d
va
r
ie
ty
o
f op
p
o
rt
un
itie
s to
exp
l
ore and e
x
am
ine rea
l
m
at
eria
l
s
or
m
odel
s
by
pro
v
i
d
e a w
i
de
r
a
n
g
e o
f
han
ds-o
n
l
e
a
r
n
i
n
g
e
xpe
rie
n
c
e
s
[
13]
.
Be
s
i
de
s
t
h
at,
some
a
c
c
om
moda
ti
on
s
sh
ou
l
d
b
e
do
ne
i
n
sc
i
e
nce
c
l
a
ssro
o
m
a
nd
lab
o
ra
tor
y
i
n
orde
r
t
o
s
a
f
el
y
and
fu
ll
y
acc
es
s
the
sc
i
e
nce
c
u
rricu
lum
a
n
d
t
o
o
ver
c
om
e
th
e
lac
ki
n
g
i
n
w
i
ll
ing
n
e
ss
t
o
p
a
r
tic
ipa
t
e
t
h
e
sc
ie
n
c
e
less
ons
[
1
4
].
O
n
t
h
e
o
t
her
han
d
,
ca
refu
l
l
y
r
e
vi
sin
g
a
n
d
r
earran
gi
n
g
t
he
s
cie
n
ce
e
duc
at
i
on
c
u
r
r
ic
ula,
a
n
d
con
s
i
d
eri
n
g
h
o
w
to
m
a
ke
i
t
ac
ce
ssi
b
le
with c
har
acte
r
ist
i
cs of
s
tud
e
nt
s
w
i
th
d
isa
b
il
i
t
i
e
s
i
s
t
h
e
c
ru
ci
a
l
p
oi
nt
t
h
a
t
spec
ia
l
ed
uc
a
t
ors
ke
e
p
i
n
m
i
nd
[
15]
,
[16].
The
s
t
ude
n
t
s’
uni
que
n
e
e
d
s
m
o
st
l
y
i
g
nored
w
hen
de
ter
m
i
n
i
n
g
how
to
m
ake
m
a
te
rials
a
cce
ssi
bl
e
as
w
ell
(i.e
.
me
asurin
g
de
vice
s,
r
eadin
g
char
t
s
a
n
d
w
rit
t
en
m
a
t
e
r
ia
l
s
,
and
lab
o
ra
tory
e
q
u
i
pme
n
t).
A
l
t
h
o
u
gh
the
r
e
a
r
e
so
m
any
stud
ies
o
n
s
tu
de
nt
s
w
i
t
h
v
isua
l
im
pa
irm
e
n
t
i
n
the
li
tera
t
u
r
e
,
on
l
y
a
f
ew
of
t
he
m
are
a
b
out
s
c
i
ence
e
d
u
c
a
t
i
on
[1
7]
.
The
c
o
n
t
e
n
t
of
t
he
se
s
t
ud
ies
a
r
e
usua
lly
r
el
ate
d
t
o
t
h
e
pro
v
i
d
i
n
g
stude
n
t
s
w
i
t
h
t
he
a
bil
i
t
y
t
o
adap
t
t
o
s
cie
n
c
e
c
our
se
s,
a
ccom
m
o
d
at
io
ns
i
n
t
h
e
c
l
a
ssro
o
m
a
nd
i
n
stru
c
t
i
o
na
l
ma
terial
t
ha
t
s
t
ude
n
t
s
o
f
te
n
n
e
e
d
i
n
sc
ie
nce
,
t
ech
n
o
l
o
gy,
e
ng
i
n
ee
ri
ng
a
n
d
m
a
them
at
ics
(
S
TEM).
I
n
thi
s
s
tu
d
y
,
we
d
esig
ne
d
scie
nc
e
ac
t
i
vi
t
i
es
a
nd
e
v
alua
te
d
the
e
f
f
i
c
acy
o
f
t
h
ese
act
iv
itie
s
on
sc
i
e
nce
proce
s
s
ski
l
l
s
d
ev
elo
p
me
n
t
.
2.
RESEARCH
M
ETH
O
D
The
st
u
dy
w
a
s
con
duc
te
d
t
h
rou
g
h
d
es
ign
b
a
se
d
resea
r
ch.
A
s
s
e
e
n
at
F
ig
ure
1,
D
BR
is
u
sed
as
a
respo
n
se
t
o
reduc
e
w
i
de
n
i
n
g
achie
ve
me
n
t
t
h
e
g
a
p
b
e
t
w
e
e
n
t
he
ory
an
d
p
r
a
c
tice
s
i
n
e
d
u
c
a
tio
n
i
s
sues,
and
t
o
ma
ke
e
d
u
cat
i
o
nal
re
sear
ch
m
eani
n
gfu
l
f
or
t
he
p
re
fer
a
ble
e
duca
t
i
o
n
a
l
s
y
s
t
e
m
s
.
T
h
i
s
f
a
c
t
i
s
s
p
e
c
i
f
i
e
d
“
d
e
s
i
g
n
base
d rese
arc
h
is a
m
e
t
h
o
d
o
lo
gy
des
i
gne
d b
y
a
nd for e
duca
t
ors t
ha
t
se
eks
to inc
rea
s
e the
i
m
pa
ct, trans
fe
r, and
trans
l
at
i
on
o
f
e
d
u
c
a
t
io
n
rese
arc
h
i
nt
o
im
prove
d
pra
c
t
i
ce
[1
8].
In
a
d
d
it
i
on,
i
t
s
t
r
e
sses
the
ne
e
d
f
o
r
t
heor
y
bu
ild
i
n
g
a
n
d
th
e
dev
e
l
o
pm
ent
of
d
e
s
ig
n pri
n
c
i
ple
s
t
hat
g
u
i
de
,
i
nfor
m,
a
nd
i
m
p
r
ove bot
h
p
r
ac
t
i
c
e
a
nd
r
esea
rc
h
i
n
e
du
cati
o
n
a
l
c
o
nt
ex
ts”
.
Evaluation Warning : The document was created with Spire.PDF for Python.
ISS
N
:
225
2-
8
8
2
2
In
t
.
J
.
E
v
a
l
.
&
R
e
s
.
E
d
u
c
.
V
o
l.
8
,
N
o
.
1
,
M
ar
c
h
2
0
1
9
:
9
0
-
9
6
92
Fi
g
u
r
e 1
.
T
h
e
oret
i
cal
st
r
u
c
t
u
r
e
o
f d
e
sign
-b
ased
rese
a
r
c
h
.
The
st
u
dy
wa
s
car
ried
o
u
t
t
h
r
ou
gh
t
h
ese
th
re
e
steps.
T
he
c
ase
s
t
u
d
y
w
a
s
u
s
e
d
a
t
t
h
e
f
i
r
s
t
a
n
d
t
h
i
r
d
ste
p
s
o
f
t
he
s
tud
y
.
A
t
t
he
f
ir
st
t
he
v
i
s
ua
ll
y
i
m
pair
e
d
s
t
ude
nt
s
'
un
ique
n
e
e
d
s
r
e
l
a
te
d
t
o
s
c
i
e
n
ce
less
o
n
s
w
er
e
de
t
e
r
m
ine
d
.
B
e
side
s
t
h
a
t
,
st
ude
n
t
s’
e
ssen
t
ial
n
e
e
d
s
rela
te
d
p
h
y
si
ca
l
en
vi
ron
m
e
n
t
,
t
eac
h
i
ng
,
l
e
a
r
nin
g
and
a
s
se
ssm
e
nt-
e
v
a
lua
t
io
n
pr
oce
ss
w
e
r
e
a
na
lyz
e
d
to
a
t
t
a
i
n
r
e
aso
n
a
b
l
e
in
f
e
r
e
nce
f
o
r
acc
o
m
pli
s
hme
n
t
of
d
e
s
i
g
n
m
odel.
A
t
t
h
is
s
te
p,
t
he
e
m
b
edde
d
s
i
n
g
le-
c
ase
st
u
d
y
w
a
s
use
d
a
t
f
i
r
st
s
te
p
of
s
t
udy
t
o
ge
t
e
n
r
i
c
h
m
e
nt
d
a
t
a
a
b
o
u
t
s
t
u
d
e
n
t
s
’
nee
d
s
me
nt
ion
e
d ab
o
v
e
.
E
mbe
d
d
e
d c
a
se
s
tu
dy
c
o
nt
a
i
ns
m
o
r
e
t
h
a
n
o
ne
s
ub
-
u
n
i
t
of
a
na
ly
si
s,
so
tha
t
m
or
e
c
o
m
p
le
x
(
o
r
em
be
dde
d)
d
e
s
i
gn
i
s
t
o
be
d
e
v
e
l
ope
d
to
a
n
al
y
ze
a
l
l
su
b
un
it
s
a
n
d
g
a
th
er
a
ro
u
nd
a
si
ng
le
pur
pose
[1
9]
.
The
s
u
bu
n
its
t
ha
t
ar
e
def
i
ne
d
a
s
s
t
ude
n
t
s’
n
e
e
d
s
(ph
y
s
i
c
a
l
en
vir
onm
en
t,
t
ea
chi
n
g,
l
e
arni
ng
a
nd
a
sse
ssmen
t
-
ev
al
u
a
t
i
o
n
p
r
o
c
e
s
s)
w
e
r
e
an
a
l
y
z
ed
f
o
r
t
h
e
s
ig
ni
fi
cant
c
o
n
t
r
i
but
i
o
n
of
t
h
e
e
xte
n
si
ve
a
n
al
ys
i
s
o
f
t
h
e
sin
g
l
e
case
.
S
c
i
ence
O
b
s
erv
a
t
i
o
n
F
orm
(SOF)
was
u
s
e
d
a
s
a
d
a
t
a
c
o
l
l
e
c
t
i
o
n
t
o
o
l
t
o
d
e
t
e
r
m
i
n
e
t
h
e
st
ud
en
t
s
’
l
e
a
r
n
i
n
g
n
e
e
d
s
a
b
out
s
ci
en
ce
l
esso
n
.
I
n
t
h
e
p
a
rt
d
e
s
i
g
n
a
t
e
d
a
s
‘
H
o
w
w
a
s
t
h
e
l
e
s
s
o
n
?
’
i
n
t
h
e
obs
er
vat
i
on
f
o
r
m
i
s r
e
ve
r
s
ed t
o
de
te
r
m
ina
t
io
n
a
b
o
u
t
h
o
w
t
h
e cou
r
s
e
is car
ried o
ut,
t
h
e sec
o
n
d
part o
f
the
form
is
d
es
i
gna
te
d
t
o
a
na
ly
sis
of
t
he
s
tu
de
n
t
’
ne
eds
ab
o
u
t
less
on,
a
n
d
l
as
t
l
y
t
h
e
thir
d
pa
r
t
‘
O
b
ser
v
e
r
N
otes’
is
de
sig
n
a
t
e
d
t
o
t
h
e
ob
se
r
v
er
’
s
e
val
u
a
t
i
ons.
A
t
s
e
c
o
nd
s
t
e
p
o
f
the
s
t
ud
y,
a
nd
ac
tiv
i
t
i
e
s
a
nd
ac
t
i
v
ity
m
at
er
i
a
l
s
re
la
te
d
t
o
‘
st
r
u
c
t
ure
of
m
atter
’
u
n
i
t
an
d
al
so
i
nst
r
uc
t
i
on
a
l
m
a
t
eri
a
l
s
(
in
st
ru
c
t
o
r’s
g
ui
d
e
a
n
d
st
ud
en
t
h
a
ndou
t
s
)
were
d
e
s
ig
n
e
d
i
n
t
h
e
d
i
r
ec
ti
o
n
of
st
ude
n
t
s’
n
e
e
d
t
h
a
t
is
d
e
t
e
r
m
i
ne
d
a
t
t
he
f
ir
st
s
tep.
A
s
a
r
e
su
l
t
,
9
a
c
tiv
i
t
i
e
s
we
re
d
e
s
ig
ned
.
A
n
ac
ti
v
ity
c
o
u
ld
inc
l
ude
m
or
e
t
h
an
o
ne
l
ea
r
n
i
ng
outc
o
m
e
s.
F
or
e
xam
p
l
e
,
f
o
r
the
l
ea
rn
i
n
g
ou
tc
om
es
d
ef
ine
s
a
s
:
'
re
c
o
g
n
i
ze
t
h
a
t
the
m
o
t
i
o
n
e
n
e
rgies
of
e
a
c
h
m
ole
c
u
l
e
m
a
y
be
d
i
ffe
re
nt
a
nd
w
ill
c
h
a
n
ge
w
i
t
h
c
o
ll
is
ions
'
a
n
d
'
i
nte
r
pr
et
t
he
tem
p
er
at
ur
e
as
a
s
i
g
n
o
f
t
he
a
ver
a
ge
k
i
n
e
tic
e
ne
r
g
y
of
t
he
m
ole
c
u
l
e
s
'
a
n
d
a
i
m
t
o
t
e
a
c
h
t
h
e
c
o
n
c
e
p
t
o
f
tem
p
er
at
ure
an
a
c
tiv
i
t
y
o
f
the
were
de
signe
d
.
B
e
s
i
d
es
a
c
t
i
v
i
t
y
m
a
ter
i
a
l
s,
t
h
e
t
eac
hin
g
m
et
ho
ds tec
hn
i
q
ue
s
an
d
t
h
e
s
c
i
e
n
c
e
p
r
o
c
ess
sk
il
ls
r
e
l
at
ed
t
o
e
ach
act
i
v
i
t
y
we
re
d
e
t
erm
i
n
e
d
.
Fo
r
ex
a
m
p
l
e
,
a
cti
v
i
t
y
1
w
e
r
e
pl
an
n
e
d
to
de
ve
l
op t
h
e
sc
i
e
nce
proc
ess s
k
i
ll; o
b
se
rv
at
i
on,
m
ea
su
r
e
m
e
nt-c
l
a
ssif
ic
a
t
i
o
n
and
ana
l
yt
i
c
a
l
t
hi
n
k
in
g.
A
c
ti
vi
ty
B
a
s
e
d
I
nstr
uc
t
i
on
i
s
as the
t
ea
c
h
in
g
m
e
th
o
d
use
d
d
u
r
i
n
g
th
e
i
m
pl
eme
n
t
a
tion
o
f
t
he
a
c
tiv
i
t
i
e
s
a
t
t
he
c
la
ssr
o
o
m
.
ABI
fa
cilita
te
s
e
l
f-d
i
r
ec
t
e
d
lea
r
ni
n
g
a
n
d
p
r
o
b
l
em-s
o
l
v
i
ng
sk
ill
s.
B
e
c
a
u
se
i
t
en
abl
e
s
st
ud
en
t
s
to be
will
i
ng
w
i
t
h
e
nth
u
sia
s
m
in
terna
liz
e
an
d
im
plem
en
t
c
o
ncep
t
s
r
e
le
va
nt
t
o
the
i
r
nee
d
s,
m
ake
ju
dgm
e
n
t
s
o
n
a
sub
j
e
c
t
b
ase
d
o
n
ac
tiv
i
t
i
e
s
and
obser
va
ti
o
n
s,
a
nd
e
m
pha
si
z
e
s
t
h
e
i
n
t
e
rac
tive
in
ter
act
io
n
of
t
he
t
ea
che
r
w
i
t
h
the
t
h
em
[2
0
]-
[22].
I
n
str
u
c
t
io
n
ma
te
r
i
al
d
es
i
gne
d
for
te
ac
he
r
con
t
ai
ns
t
he
i
n
f
or
m
a
t
io
n
a
b
o
u
t
t
h
e
p
u
r
pose
of
a
c
t
i
v
i
t
y,
t
he
c
o
mm
on
m
i
sc
once
p
ti
o
n
s
tud
e
nt
m
a
y
h
a
v
e
r
e
la
t
e
d
ab
o
u
t
l
e
a
r
ni
ng
o
u
t
c
o
m
e
s
,
the
d
u
r
a
t
i
on
o
f
e
ach
l
e
s
son,
t
he
que
st
i
on
tha
t
t
ea
cher
s
h
o
u
l
d
a
sk
dur
i
n
g
a
c
tiv
it
ies
a
n
d
the
i
n
fo
r
m
a
tio
n
ab
o
u
t
how
t
he
l
ess
o
n
sho
u
l
d
b
e
pr
o
c
esse
d.
O
n
the
othe
r
ha
nd
,
t
h
e
ha
ndo
uts
de
sig
n
e
d
f
or
s
t
ude
n
t
,
basica
ll
y
c
o
n
t
a
i
ns
t
h
e
d
i
r
ect
i
v
es
o
n
w
h
a
t
w
i
l
l
b
e
do
ne
d
ur
i
ng
less
o
n
a
nd
i
n
f
o
r
m
ati
o
n
a
b
ou
t
t
h
e
ac
t
i
vi
t
y
m
ater
ia
ls.
Acti
vit
y
m
a
t
e
r
ials
t
ha
t
ha
ve
b
e
e
n
de
ve
l
ope
d
in
a
c
c
or
da
nce
w
i
t
h
t
he
m
ater
i
a
l
d
e
ve
l
opm
en
t
pr
i
n
ci
p
l
e
s
whi
c
h
are
d
e
sign
a
t
ed
b
y
s
p
eci
al
e
duc
at
ion
a
nd
sc
i
e
nce
e
d
ucat
i
on
sch
o
l
ar
s
ar
e
di
ver
s
i
f
ie
d
t
o
a
l
l
ow
t
he
u
se
o
f
hear
ing
and
tac
tile
s
e
n
se
s.
B
y
t
h
e
wa
y,
t
h
e
a
c
ti
vi
ty
m
a
t
e
r
i
a
ls
h
a
v
e
bee
n
c
ho
se
n
fr
om
d
a
ily
l
if
e
t
o
e
nsur
e
t
he
k
now
l
e
dge
t
r
a
nsf
e
r
betw
ee
n
t
h
e
ac
t
i
v
i
t
i
e
s
t
o
the
da
il
y
lif
e.
B
e
s
ide
s
t
h
i
s,
f
or
t
he
s
t
u
den
t
s
w
i
t
h
l
ow
v
i
s
i
o
n
Ce
nt
ur
y
G
o
thic
f
o
n
t
a
nd
f
o
nt
s
ize
18
a
n
d
for
th
e
bl
i
n
d
stu
d
e
n
t
s
B
r
a
i
l
l
e
doc
ume
n
t
s
w
e
r
e
de
signe
d
an
d
use
d
.
Ce
n
t
ur
y
Goth
i
c
a
nd
f
ont
s
i
ze
18
w
a
s
i
d
e
n
tifi
e
d
as
the
be
st
r
e
a
da
ble
f
o
nt
b
y
v
i
sua
l
ly
i
m
p
a
i
r
e
d
stu
d
e
n
t
s
[
23]
.
A
t
t
he
i
m
p
l
e
me
ntat
io
n
pha
se,
instr
u
c
tio
na
l
m
o
de
l
w
a
s
app
lie
d
to
s
tu
de
nt
s
w
i
t
h
v
i
s
ua
l
l
y
impa
i
r
ed
s
t
u
den
t
s.
T
he
i
m
p
l
e
m
e
n
ta
tio
n
o
f
t
he
s
tu
dy
ha
s
last
ed
n
e
a
r
l
y
thre
e w
eeks.
A
t
t
h
e
t
h
i
r
d
s
t
e
p
,
S
c
i
e
n
c
e
A
c
t
i
v
i
t
y
O
b
s
e
r
v
a
t
i
o
n
F
o
r
m
(
S
A
O
F
)
w
a
s
u
se
d
as
a
d
at
a
col
l
e
c
t
ion
tool
t
o
an
a
l
y
z
e
t
h
e
ef
fe
c
t
iv
en
es
s,
a
ppl
i
c
abil
i
t
y
an
d
usef
uln
e
ss
o
f
the
i
n
s
t
r
u
ct
iona
l
m
odel.
T
h
i
s
s
t
age
w
a
s
ca
r
r
i
e
d
o
u
t
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
T
h
e de
ve
l
o
pm
e
n
t
o
f
scie
nc
e pr
oc
ess ski
l
l
s
in
vis
u
a
lly
im
p
a
ire
d
st
ude
n
t
s
… (Ay
d
ı
n K
ı
z
ı
l
a
sl
an)
93
a
s
a
n
e
v
alu
a
ted
sin
g
l
e
-c
ase
d
e
si
g
n
.
E
v
a
lu
a
t
i
v
e
ca
se
s
tu
di
es
i
nv
o
l
ve
i
n-de
pt
h
des
c
rip
t
i
o
n,
e
x
p
la
nat
i
on,
ju
dge
me
nt a
nd
a
naly
sis
o
f
causa
l
l
i
n
k
s of a
p
ro
gra
m
, proje
c
t
, o
r
other
dev
e
lo
pm
en
t a
c
t
i
vit
y
.
2.1.
Sa
mp
le
o
f
st
udy
T
h
e
s
t
u
d
y
h
a
s
c
a
r
r
i
e
d
o
u
t
a
t
s
e
g
r
e
g
a
t
e
d
s
c
h
o
o
l
f
o
r
v
i
s
u
a
l
i
m
p
a
i
red
stud
en
ts
.
Sa
mp
l
e
o
f
th
e
st
udy
con
s
is
t
of
f
o
u
r
s
t
u
de
nt
s.
P
u
r
pos
i
v
e
sa
mp
li
ng
e
na
b
l
es
u
s
t
o
s
tu
d
yin
g
a
s
pec
i
fic
c
h
ara
c
teris
t
i
c
,
fe
at
ure
or
fu
nc
ti
o
n
a
nd
p
r
o
v
i
de
a
ss
ist to be
c
l
ea
r
o
n
i
nform
a
nt qua
l
i
fic
a
t
i
ons
a
b
o
u
t
s
am
pli
n
g
.
S
am
ple of
s
tu
d
y
p
r
e
sen
t
e
d
in Ta
b
le
1.
Tab
l
e
1.
S
a
m
ple
of the
s
tu
dy
St
u
d
e
n
t
C
o
d
e
V
i
s
u
al
A
cu
it
y
Gen
d
er
L
ev
el
o
f
I
n
a
d
eq
u
a
cy
S
1
B
lind
M
a
l
e
T
ota
l
l
y
S
2
B
lind
M
a
l
e
B
oth e
y
es
S
3
L
ow
v
isi
on
M
a
l
e
B
oth e
y
es
S
4
B
lind
Fe
m
a
le
B
oth e
y
es
3.
RESULT
S
A
N
D
ANALY
S
IS
The
resu
lt
s
o
b
t
ai
ne
d
from
t
h
e
a
n
al
ys
i
s
o
f
t
h
e
o
b
se
rva
t
io
ns
a
re
pre
s
ente
d
at
t
h
i
s
se
c
t
ion.
A
t
nee
d
ana
l
ys
is s
tag
e
,
the s
t
ude
n
t
s’ n
ee
ds for lear
n
i
ng sc
ie
nce
le
ss
on
s w
e
re de
t
er
mined
b
y
u
ns
t
r
uct
u
red
ob
serv
ati
o
ns.
A
t
t
he
i
m
p
le
m
e
ntat
i
o
n
p
h
a
s
e,
s
e
m
i-struct
ure
d
obser
va
t
i
ons
w
ere
m
a
de
t
o
de
ter
m
ine
the
e
ffe
c
t
ive
n
e
ss,
app
l
icab
i
l
i
t
y
a
nd
u
sef
u
l
n
e
ss
of
t
he
i
ns
truc
ti
ona
l
des
i
g
n
m
ode
l.
T
h
e
r
e
s
u
l
t
s
a
r
e
p
r
e
s
e
n
t
e
d
a
s
t
w
o
s
u
b
t
i
t
l
e
s
a
s
a
nee
d
s
a
n
a
l
ys
i
s
s
ta
ge
r
esul
t
s
a
nd
im
plem
e
n
ta
ti
on
sta
g
e
resu
lt
s.
The
da
t
a
o
bt
a
i
n
e
d
from
t
he
o
bserva
tio
n
s
w
er
e
su
bj
ect
ed
t
o
d
e
sc
ri
pt
iv
e
an
alysi
s
.
3.1.
Ne
eds
result
s
I
n
t
h
i
s
sec
tio
n,
t
he
d
esc
r
i
p
t
i
v
e
a
n
a
l
y
s
i
s
o
f
d
a
ta
t
ha
t
is
g
a
t
h
e
r
e
d
fr
om
S
O
F
observa
t
i
o
n
f
r
o
m
w
i
l
l
b
e
gi
ve
n
her
e
.
In
o
rde
r
t
o
e
n
su
re
v
al
id
i
t
y
a
n
d
re
l
i
a
b
il
ity,
t
h
e
no
tes
ke
pt
o
n
t
h
e
firs
t
o
b
s
e
r
v
at
i
o
n
form
w
er
e
com
p
are
d
w
i
t
h
r
ecor
d
ed
v
i
d
e
o
s
afte
r
e
v
ery
less
on.
A
dd
iti
ona
l
l
y
a
c
o
p
y
o
f
the
obs
erva
t
i
o
n
f
orm
w
a
s
gi
ve
n
tw
o
e
x
perts
to
w
atch
t
he
v
i
d
eos
a
n
d
rec
o
rd
t
heir
obser
va
tio
ns.
I
t
w
a
s
r
e
q
u
e
s
t
e
d
f
r
o
m
e
x
p
e
r
t
s
t
o
w
a
t
c
h
t
h
e
ac
t
i
v
i
ty
v
ide
o
s
a
nd
exa
m
i
n
e
w
h
et
her
the
ac
ti
v
ities
w
e
re
e
ffi
c
ie
nt
o
n
ac
qu
iri
ng
o
f
p
la
n
n
e
d
s
k
i
l
l
s.
A
c
om
mon
con
s
ens
u
s
is
r
e
ache
d
a
f
t
e
r
e
xam
i
n
i
ng
t
he
d
iffer
e
nt
a
na
ly
z
e
s.
T
a
b
l
e
2
show
s
o
b
se
rva
t
io
n
a
l
da
ta
on
need
s
ana
l
ys
is be
f
ore
desi
gni
ng
of t
he
f
irs
t
ac
tiv
it
y
of
t
he i
ns
truc
t
i
ona
l des
i
gn.
Tab
l
e
2.
O
bse
r
va
ti
on o
f
t
he le
s
so
n
C
once
p
ts:
A
t
o
m
a
n
d
m
olec
ul
e
Dura
ti
on:
45 m
i
nute
s
H
o
w
wa
s
the
L
e
sson
?
T
h
e
t
e
ac
h
e
r
is
s
itt
ing
a
t
t
he
s
a
m
e
t
a
b
l
e
a
f
te
r
gre
e
ting
the
stu
de
nt
s.
Th
e
n
h
e
s
t
ar
t
s
a
n
ew
t
o
p
i
c
a
f
t
e
r
r
e
p
eat
in
g
t
h
e
pre
v
i
ous
l
e
sson.
At
t
his
ti
m
e
,
on
e
of
t
he
t
wo
s
t
ude
nts
w
ho
a
r
e
si
tting
in
f
r
ont
o
f
t
h
e
t
e
a
c
h
e
r
l
i
s
t
e
n
s
t
o
t
h
e
t
e
a
c
h
e
r
w
h
i
l
e
he
i
s
try
i
ng
to
r
e
a
d
t
he
i
nfor
m
a
tion
a
bout
t
he
t
opic
.
A
t
t
h
e
s
a
m
e
tim
e
on
e
of
t
he
b
li
nd
stude
nts is
s
truggli
ng
w
i
t
h
B
ra
i
l
l
e
t
y
p
e
w
r
i
t
e
r
s,
a
nothe
r
on
e
is
w
a
i
ting
by
putt
i
ng
his
he
a
d
on
the
t
a
ble
a
nd
l
a
stly
t
he
o
th
e
r
one
i
s
sitt
ing
on
doing
nothi
n
g
.
T
h
e
t
e
ac
h
e
r
te
ac
h
e
s
the
topic
thro
ugh
t
ra
nsi
tion
of
k
n
o
w
l
e
dge
b
y
t
a
lki
n
g
,
c
onside
r
ing
tha
t
e
ve
ry
s
tude
nt
l
iste
n
s
.
In
t
he
m
e
an
t
i
me,
t
h
e
t
e
ach
e
r
d
es
c
r
ib
es
t
h
e
p
a
r
t
s
o
f
th
e
s
u
b
j
e
c
t
th
at
c
ont
a
i
n
the
visua
l
i
t
e
m
s
w
ithout
u
sing
a
ny
t
ools
or
m
a
t
e
r
i
a
l
s
to
t
he
s
tu
de
nts.
B
lind
st
ud
e
n
ts
list
e
n
to
t
he
l
e
sson
quie
t
l
y
w
h
i
le
s
tud
e
nt
s
w
ith
l
o
w
v
i
s
ion
a
r
e
try
i
ng
t
o
f
oll
o
w
t
h
e
t
e
ac
h
e
r's
inst
r
u
c
tions
f
r
o
m
t
h
e
t
e
xtbook.
The
whole
l
e
sson
is
p
r
o
c
e
sse
d in
t
his
w
a
y
.
Ne
ed
s
I
d
en
ti
f
i
ed
a.
La
c
k
of i
n
struc
tion
a
l
m
a
te
ri
a
l
s
a
d
a
p
ted to t
h
e
visu
a
lly i
m
p
a
i
re
d
stud
e
n
ts
b.
Th
e
acti
v
i
t
i
e
s
t
h
a
t
ai
m
to
t
e
a
c
h
s
k
i
ll
s
ar
e n
eed
e
d
c.
S
t
ude
nts'
c
uriosity
ne
e
d
t
o
b
e
s
uppor
t
e
d
b
y
t
ryi
ng t
o
a
nsw
e
r a
s
m
a
n
y
qu
e
s
tions
a
s
possibl
e
d.
C
onc
r
e
t
e
e
x
a
m
p
l
e
s
ne
e
d
t
o
b
e
g
ive
n
t
o
t
h
e
stud
e
n
ts
e.
T
h
e
a
tte
ntion
of
s
tude
nts
who
a
r
e
not
i
nte
r
e
s
t
e
d
in
t
h
e
l
e
sson
c
oul
d
be
t
a
k
e
n
b
y
th
e
ac
tivit
i
e
s
de
sign
e
d
t
o
provi
de
fun
a
nd
e
n
g
a
ging
le
a
r
ning
f.
W
o
r
k
s
he
e
t
s m
a
y be
p
re
p
a
r
e
d
to
t
h
e
stude
nts
durin
g
a
n
d
a
f
t
e
r c
l
ass to
su
mmari
z
e
th
e
to
p
i
c
o
f
th
e
lesso
n
s
Ob
s
e
r
v
er
No
te
s
T
h
e
w
r
it
ing
boa
rd
i
s
be
hind
the
stud
ents
w
i
t
h
low
visio
n
.
S
t
ude
nts
ne
e
d
e
d
t
o
turn
b
a
c
k
to
s
e
e
th
e
tea
c
h
e
r
’
s
not
e
s
on
th
e
boa
r
d
.
Be
si
d
e
s
th
a
t
,
t
h
e
boa
r
d
i
s
a
l
wa
y
s
c
ov
e
r
e
d
w
ith
c
ha
lk
d
us
t.
T
his
c
a
n
b
e
a
pr
oble
m
f
or
s
tude
nts
wit
h
l
ow
v
ision
t
o
be
a
ble
to
s
ee
w
h
a
t
is
w
ritt
e
n
on
the bo
a
r
d. Th
e
m
a
t
e
r
i
a
l
ca
bin
ets
ar
e
a
l
s
o
l
o
c
at
ed
i
n
th
e
e
n
t
r
an
c
e
o
f
t
h
e
c
l
ass
r
o
o
m
.
Th
i
s
can
b
e
r
e
g
a
r
d
e
d
a
s
ac
cep
t
a
b
l
e
f
o
r
s
e
cu
r
i
t
y
r
eas
o
n
s
,
b
u
t
i
t
may
be
m
or
e
a
p
p
r
op
ria
t
e
for stude
nts t
o
be
c
l
os
e
r
to the
m
th
a
n
to
a
cc
e
s
s
to
m
a
t
er
i
a
l
s
eas
i
l
y
.
Th
e
t
e
ach
e
r
m
i
s
t
a
k
e
n
l
y
u
s
ed
t
h
e
c
o
n
c
e
p
ts
o
f
he
a
t
a
nd
tem
p
e
r
a
t
ure
dur
i
ng
the
c
ourse
(
e
.
g
.
“
t
em
p
e
r
a
tu
r
e
i
s
tr
a
n
s
f
er
r
e
d
en
er
g
y
mm
m.
A
h
a
,
n
o
s
o
r
r
y
h
e
a
t
i
s
t
r
a
nsferre
d
e
n
e
r
gy
;
tem
p
e
r
a
t
ure
is
n’
t
e
n
e
r
gy
).
I
t
is
obse
r
ve
d
th
a
t
t
h
e
t
eac
h
e
r
d
e
a
l
s w
ith only
a
f
e
w
s
t
ud
e
n
ts.
O
th
e
r
s
tude
nts a
r
e
not
i
nt
e
r
e
s
t
e
d
in t
he c
ou
rse
.
It
w
as
o
bserve
d
tha
t
t
he
t
ea
c
h
er
d
id
n
o
t
u
se
e
ssen
t
i
a
l
tea
c
h
in
g
s
t
r
at
egi
e
s
ef
fe
ct
iv
ely
.
I
n
s
tru
c
t
i
o
n
wa
s
teac
her-
cen
ter
e
d
so
t
he
s
tu
de
n
t
s
w
e
re
e
xtrem
e
ly
una
tt
e
n
de
d
a
g
a
i
ns
t
wh
at
t
eac
her
tea
c
h
es.
Unfortu
n
at
e
l
y
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
90
- 9
6
94
ma
ny
s
t
ude
n
t
s
ha
ve
m
i
s
co
nc
ept
i
on
s
a
b
o
u
t
t
he
f
irst
a
nd
f
ift
h
l
ea
rn
in
g
o
u
tc
om
es
t
ha
t
a
r
e
conce
n
t
r
at
ed
o
n
teac
h
i
ng t
h
e
c
o
ncep
ts of he
at a
nd tem
p
era
t
u
r
e.
A
si
m
ple an
d
c
o
n
c
i
se act
i
v
i
t
y ma
y
be
des
i
gne
d b
y
c
ons
i
d
erin
g
the
s
t
u
d
e
n
ts’
un
ique
n
e
e
ds.
By
t
his
ac
t
i
v
ity,
w
h
ich
m
e
re
ly
e
m
p
h
as
iz
es
t
ac
tile
p
e
r
c
e
p
ti
on,
s
tude
nts
a
r
e
expe
c
t
e
d
to u
nde
rsta
nd
t
ha
t h
eat i
s a
n
ener
g
y ty
pe t
r
a
nsmi
t
t
ed
from
c
o
l
d
to h
o
t
by
t
h
e he
lp
o
f
a
n
i
ce
s
he
e
t
a
nd
ho
t w
a
te
r.
In
T
urke
y,
t
he
re
a
re
g
re
at
d
i
f
fic
u
lti
es
i
n
e
d
uca
t
i
ng
d
i
sa
ble
d
p
e
o
ple
a
b
ou
t
sc
i
e
nc
e
ed
uc
a
tio
n.
S
i
n
c
e
scie
nc
e tea
c
he
r
s
ha
v
e
no
form
al e
duca
t
io
n o
n
h
o
w
t
o
tea
ch
s
cie
n
c
e
to
di
s
a
bl
e
d
s
tud
e
nt
s
in
t
h
e
i
r
und
e
r
g
r
adu
a
t
e
educ
a
t
i
o
n,
u
ne
xpe
r
i
e
n
ce
d
tea
c
h
ers
a
r
e
w
o
rkin
g
in
a
l
l
s
pec
i
a
l
e
d
uca
tio
n
sc
ho
ols.
T
here
fo
re
,
sc
i
e
nce
tea
c
h
ers
are
hav
i
ng
p
ro
blem
i
n
a
d
a
p
t
i
ng
i
nstruc
t
i
o
n
a
l
a
c
t
i
v
itie
s
t
o
t
he
n
e
e
d
s
of
s
tud
e
nt
s
a
n
d
h
a
vi
n
g
t
roubl
e
moti
v
a
ti
ng
t
h
e
m
.
Th
ro
ugh
si
mp
l
e
a
nd
e
ffec
t
i
v
e
ac
tivi
t
i
e
s,
t
h
e
i
r
(
st
ud
ent
s
a
nd
tea
c
h
er
)
m
o
ti
vat
i
on
s
ca
n
be
i
ncr
ease
d
.
T
h
is
ca
n
on
l
y
b
e
ac
hie
v
e
d
w
it
h
fu
n
a
n
d
effect
i
v
e
ac
tiv
i
t
i
e
s.
T
o
c
a
rr
y
ou
t
t
h
ese
ac
tiv
i
t
i
e
s
e
ffe
ctive
l
y
i
t
w
as
d
e
e
m
e
d
to pre
pare
a
t
eac
her's g
u
i
de
b
o
ok c
o
n
t
a
i
ni
ng
e
f
fec
t
i
v
e te
ac
h
i
ng
st
rat
e
gi
es an
d
a
c
tiv
it
i
e
s.
3.2.
Implemen
tation
In
t
hi
s
s
ecti
o
n
,
t
h
e
f
i
ndi
ng
s
o
b
t
a
i
n
e
d
f
ro
m
th
e
d
e
s
c
ript
ive
a
n
a
lysis
of
d
ata
that
i
s
gather
ed
f
r
o
m
S
A
O
F
observa
t
i
o
n
f
rom
w
ill
b
e
show
n.
I
n
a
d
d
i
t
i
on,
a
v
i
d
eo
r
e
c
or
d
i
ng
and
S
A
O
F
h
ave
g
i
ve
n
a
spe
c
ial
i
st
rese
arc
h
er
t
o
ma
k
e
a
c
om
pa
riso
n
betw
e
e
n
r
e
s
ults.
The
ve
r
y
f
e
w
d
i
ffe
re
nc
es
a
r
i
se
n
ha
ve
b
een
r
es
o
l
v
e
d
a
f
ter
the
c
o
ncl
u
di
n
g
c
onse
n
s
u
s
o
n
t
he
f
i
n
di
n
g
s
o
f
t
he
s
pe
c
i
al
ist
re
se
ar
cher.
Ta
ble
3
de
sc
ribe
s
anal
ys
is
o
f
act
iv
itie
s
ac
cord
in
g t
o
sc
i
e
n
ce
pr
oce
s
s
skil
ls.
Ta
b
l
e
3.
A
na
l
y
sis of
a
c
t
i
v
itie
s
ac
cordi
ng t
o
sc
i
e
n
ce
pr
oce
s
s
sk
il
l
s
Ac
tivit
i
e
s
Obs
Mc
Dr
Hyp
U
a
nd m
Tv
Ex
p
Ct
Dm
C
a
nd
t
1
Ta
k
e
plac
e
Ye
s
No
Pla
n
n
e
d
Situa
tion
+
+
+
2
Ta
k
e
plac
e
Ye
s
No
Pla
n
n
e
d
Situa
tion
+
+
+
3
Ta
k
e
plac
e
Ye
s
No
Pla
n
n
e
d
Situa
tion
+
+
+
+
4
Ta
k
e
plac
e
Ye
s
No
Pla
n
n
e
d
Situa
tion
+
+
5
Ta
k
e
plac
e
Ye
s
No
x
Pla
n
n
e
d
Situa
tion
+
+
+
+
7
Ta
k
e
plac
e
Ye
s
No
Pla
n
n
e
d
Situa
tion
+
+
+
+
+
8
Ta
k
e
plac
e
Ye
s
No
Pla
n
n
e
d
Situa
tion
+
+
+
9
Ta
k
e
plac
e
Ye
s
No
Pla
n
n
e
d
Situa
tion
+
+
A
c
tivi
t
y
took
pl
ac
e:
, A
c
tivity di
d
not
ta
k
e
pl
ac
e : x
*O
b
s
:
O
b
se
rva
t
i
o
n,
M
c
:
M
ea
sur
e
me
nt
c
l
a
ssifi
c
a
tion,
D
r:
D
ata
rec
ording,
H
y
p
:
H
y
pothe
si
z
e
,
U
a
nd
m
:
U
sing
da
t
a
a
nd
m
o
d
e
li
ng,
T
v:
T
e
s
ting
va
ria
b
le
s
,
E
xp
:
E
xpe
ri
m
e
nt
a
t
ion,
C
t:
C
r
i
t
i
c
a
l
t
hinking,
D
m
:
D
ec
ision-
m
a
king,
C
a
nd
t:
C
o
m
m
uni
ca
tion
a
nd
t
e
am
w
ork
I
n
t
h
e
f
i
r
s
t
a
c
t
i
v
i
t
y
,
o
n
e
o
f
t
h
e
s
t
u
d
e
n
t
s
w
a
s
a
s
k
e
d
t
o
o
b
s
e
r
v
e
b
y
ho
ldi
n
g
tw
o
bo
ttl
es
f
ille
d
w
i
t
h
c
ol
d
w
a
ter
a
n
t
t
h
e
o
t
her
w
i
t
h
h
o
t
w
a
t
er.
Wi
t
h
t
he
se
obse
r
vat
i
o
n
s
ba
s
e
d
o
n
ta
cti
l
e
e
xper
i
e
n
c
e
,
stude
n
t
s
w
e
re
a
bl
e
to
obs
erve
t
e
m
pe
rature
c
ha
nge
s
betw
ee
n
the
t
w
o
ma
t
e
rials.
S
imulta
n
e
o
usl
y
,
the
tr
ansfer
o
f
ene
r
gy
fro
m
t
h
e
han
d
o
f
th
e
s
t
u
d
en
t
to
t
he
i
c
e
a
nd
from
h
o
t
w
a
te
r
t
o
s
t
ude
nt’s
ha
n
d
o
c
c
u
r
s.
T
he
r
ea
so
n
o
f
b
e
i
ng
o
ne
o
f
h
a
n
d
w
a
r
m
w
ith
t
i
m
e
a
nd
the
ot
her
ha
nd
c
o
l
d
s
imu
lta
ne
ous
l
y
w
as
q
ue
s
t
ion
e
d
by
p
ut
ting
an
aly
t
i
c
a
l
t
hi
nki
ng
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
T
h
e de
ve
l
o
pm
e
n
t
o
f
scie
nc
e pr
oc
ess ski
l
l
s
in
vis
u
a
lly
im
p
a
ire
d
st
ude
n
t
s
… (Ay
d
ı
n K
ı
z
ı
l
a
sl
an)
95
forw
a
r
d.
A
cc
o
r
ding
t
o
o
bser
vat
i
on
i
n
orde
r
to
t
eac
h
t
h
e
conc
ep
t
o
f
h
e
at
t
ransfe
r
in
t
he
f
irst
a
c
t
ivi
t
y
,
in
t
e
grat
in
g
a
p
h
en
om
en
on
t
h
a
t
oc
curs
f
r
e
qu
ent
l
y
i
n
d
a
i
l
y
l
ife
h
a
s
i
mp
ro
ved
t
h
e
po
si
tiv
e
at
t
itu
d
e
o
f
st
ud
e
n
t
s
.
S
t
ude
n
t
s
w
a
nt
t
o
be
t
a
u
gh
t
o
t
he
r
les
s
ons
i
n
thi
s
w
ay,
t
o
o.
T
a
b
l
e
3
s
how
s
the
a
n
al
ys
is
o
f
a
c
tiv
i
ties
in
t
er
m
s
o
f
the sc
i
e
nce
pr
o
c
e
s
s
skil
ls.
In
t
he
d
es
ig
n
pha
se
,
t
h
e
p
l
a
nne
d
s
k
il
l
for
ea
ch
act
i
v
i
t
y
is
s
h
o
w
n
a
s
(+
)
.
T
he
t
a
k
in
g
pl
a
ce
of
s
k
i
l
l
s
for
ea
ch
act
iv
i
t
y
at
t
he
t
im
e
of
i
m
p
lem
e
n
t
a
t
ion
i
s
s
how
n
as
y
es
(
)
o
r
no
(x).
A
ccor
d
in
g
t
o
t
hese
r
e
s
ults,
m
o
st
o
f
the
p
l
a
n
ned
ski
l
l
s
t
ha
t
w
e
r
e
d
esi
g
ne
d
w
e
re
t
oo
k
p
l
a
ce.
T
he
o
nly
s
k
i
l
l
s
t
h
a
t
d
o
no
t
ta
ke
p
l
a
c
e
a
r
e
t
h
e
a
b
ilit
y
to
me
asure
m
e
n
t
class
i
fica
t
i
o
n
r
elated
t
he
5
t
h
a
n
d
u
s
i
n
g
d
a
t
a
an
d m
odel
i
ng re
la
ted 9
t
h a
c
t
i
v
i
t
i
es.
4.
CONCL
U
S
ION
The
m
i
ssio
n
o
f
sc
i
e
nce
ed
uc
atio
n
is
t
o
e
n
a
b
le
a
l
l
s
tude
nts
t
o
u
se
s
c
i
ence
p
r
o
ces
s
sk
il
l
i
n
c
l
u
d
e
obs
ervi
n
g
qua
lit
ies,
m
ea
su
r
i
ng
q
ua
nt
i
tie
s,
c
las
s
i
f
yi
ng,
i
n
f
err
i
ng
,
p
r
e
d
i
c
t
i
ng
,
e
x
p
e
ri
me
nt
in
g
,
a
nd
com
m
unic
a
t
in
g
t
o
b
e
ab
le
t
o
de
fi
ne
t
he
r
eal-
w
orld
phe
n
o
m
e
n
a
a
n
d
p
ro
b
l
em
s
aroun
d
t
h
em
.
M
ea
n
w
hile,
the
one
c
r
u
cia
l
p
o
i
nt
t
hat
nee
d
s
t
o
b
e
em
p
h
as
iz
ed
i
s
tha
t
s
c
i
e
n
ce
p
roc
e
ss
is
n
ot
j
us
t
co
n
v
en
i
e
nt
i
n
sc
ience
,
b
u
t
i
n
any
sit
u
a
t
i
o
n
tha
t
r
e
q
u
i
r
e
s
cri
t
i
c
a
l
t
hi
n
k
i
ng.
S
o,
l
ab
ora
t
or
y
w
o
r
ks
o
r
i
n
o
the
r
w
ords
p
r
actica
l
w
orks
i
n
scie
n
c
e
educ
a
t
i
o
n
ar
e
qu
ite
i
m
porta
n
t
i
n
ter
m
s
of
l
ear
ning
a
n
d
s
k
ill
de
ve
lo
pm
en
t
in
s
c
i
e
n
ce
e
d
uc
at
i
on.
T
here
fore
,
prac
t
i
c
a
l
w
o
r
k
i
n
sc
ienc
e
te
achi
n
g
tha
t
i
s
ack
now
led
g
e
d
t
ha
t
pr
om
o
t
es
t
he
e
nga
ge
me
nt
a
nd
i
n
t
e
re
st
a
n
d
curi
osi
t
y
of
s
tu
de
nt
s
as
w
e
ll
as
d
e
v
e
l
o
p
i
ng
a
ra
nge
o
f
s
k
ills,
sc
ienc
e
kn
ow
le
dge
,
a
n
d
c
o
n
cept
u
a
l
un
dersta
n
d
i
n
g.
B
ut
i
t
i
s
a
c
o
m
m
on
ac
cep
te
d
tha
t
s
c
i
e
n
ce
e
duca
t
i
on
p
arti
cu
l
a
rl
y
d
e
p
e
n
d
s
on
i
nt
en
si
v
e
u
se
o
f
vi
si
o
n
s
e
n
se
i
n
orde
r
to
r
e
cei
ve
t
he
k
now
le
dge
o
f
the
o
u
ts
ide
w
orl
d
o
r
t
o
b
e
ca
pab
l
e
in
r
e
c
ordi
ng
i
nf
o
r
ma
ti
o
n
ob
ta
ine
d
b
y
o
b
serva
t
i
o
n.
S
c
i
en
t
i
fic
kn
ow
l
e
dg
e
is
b
ase
d
on
o
b
ser
v
a
ti
on
al
k
no
wl
edg
e
.
It
i
s
ac
c
e
pt
e
d
t
h
a
t
obs
erva
ti
ona
l
e
v
ide
n
ce
i
s
c
ruc
i
a
l
f
or
t
he
s
cien
t
i
fic
d
i
sco
v
er
y
an
d
t
h
e
a
p
pli
c
at
ion
of
s
ci
en
ti
fi
c
th
eo
ri
e
s
t
o
prac
t
i
c
a
l
pro
b
l
em
s.
C
on
tra
r
y
to
b
roa
d
m
i
s
u
nder
s
t
a
n
d
i
ng,
obse
r
va
t
i
o
ns
a
re
m
ade
w
i
t
h
our
o
w
n
e
yes,
obs
erva
ti
on in scie
n
ce
c
an be m
a
de
by see
i
n
g
, hea
r
in
g, fee
lin
g,
and sme
l
l
i
ng, too.
H
o
w
ever
s
om
e
of
t
h
e
bl
i
n
d
in
div
i
dua
ls
f
or
e
xam
p
l
e
u
se
n
on-
vis
i
on
s
en
s
e
s
suc
h
a
s
he
ar
in
g
a
n
d
t
o
u
c
h
f
or
l
ear
ni
ng
a
n
d
fu
nc
t
i
o
n
a
l
tas
ks.
O
f
course
n
o
b
o
d
y
t
h
i
nk
s
t
h
e
y
s
ho
ul
d be
d
e
p
ri
ve
d
o
f
t
he
v
as
t
w
o
rl
d
of
s
ci
e
n
ce
b
e
c
a
us
e
of
h
a
v
i
n
g
vi
sio
n
lo
ss.
Th
e
t
r
ut
h
i
s
t
h
a
t
the
y
t
ypi
c
a
l
ly
n
eed
v
a
r
i
e
ty
o
f
op
po
rt
un
iti
es
t
o
e
xp
l
o
re
a
n
d
e
xam
i
ne
r
e
a
l
m
a
ter
i
a
l
s
or
m
od
e
l
s
b
y
to
uc
h
or
p
ut
ti
n
g
acr
oss
t
h
ro
u
gh
vi
sua
l
o
bse
r
v
a
t
i
o
n
.
Ev
ide
n
c
e
s
h
ow
s
tha
t
t
here
i
s
a
se
ri
ous
e
d
u
c
a
t
i
ona
l
ga
p
bo
th
i
n
b
r
in
gi
ng
h
a
n
ds-o
n
inve
st
i
g
at
i
v
e
ac
ti
v
ities
i
n
t
o
t
h
e
c
la
ssroo
m
a
n
d
in
p
e
r
fo
rmi
n
g
of
s
ci
en
c
e
-e
n
qui
ry
pri
n
ci
p
l
es
e
s
p
ecia
l
l
y
a
t
se
gr
ega
t
e
sc
ho
o
l
s.
T
he
f
ind
i
ngs
o
f
t
h
i
s
s
t
ud
y
po
i
n
t
e
d
o
u
t
th
at
t
h
e
re
w
e
r
e
g
r
e
a
t
shor
tcom
in
gs
i
n
the
w
h
o
l
e
p
r
oce
s
s
of
t
ea
c
h
i
n
g
sc
i
e
nce
i
n
s
t
r
u
ct
i
on
s
a
n
d
in
c
arr
y
in
g
ou
t
sc
i
e
n
t
i
f
ic
p
ra
ct
ical
w
o
rks.
A
s pre
d
icte
d t
h
e
r
e
w
a
s
poor
re
cept
i
o
n
of
t
he sc
i
e
n
ce
pro
cess
s
kills.
I
n
t
h
i
s
s
t
ud
y
w
e
h
a
v
e
de
s
i
g
n
e
d
a
nd
de
ve
lope
d
a
c
tiv
i
t
y
a
n
d
a
c
ti
v
i
t
y
m
a
t
e
r
i
a
l
s
t
o
m
e
e
t
s
t
u
d
e
n
t
s
’
n
e
e
d
s
rela
t
e
d
le
ar
ni
n
g
i
n
sc
ien
c
e
a
nd
t
o
t
ea
c
h
s
c
i
enc
e
p
roce
ss
sk
ills
.
Bes
i
des
t
h
a
t
t
he
se
a
ct
i
v
i
tie
s
w
e
re
a
ime
d
t
o
d
e
v
e
lo
p
sci
e
ntif
i
c
w
a
y
o
f
t
h
ink
i
ng
b
y
p
r
o
v
idi
n
g
"mul
ti
pl
e
op
po
r
t
uni
t
i
es
t
o
w
o
r
k
w
it
h
the
s
e
sk
ills
i
n
d
i
ffe
rent
c
o
nt
en
t
a
r
ea
s
an
d
c
o
n
t
ext
s".
I
n
addi
t
i
on
t
o
sci
e
nti
f
i
c
p
ro
c
e
ss
sk
i
lls,
t
h
e
de
vel
o
pme
n
t
o
f
n
ece
ssary
s
oc
ia
l
sk
il
ls
l
i
k
e
as
s
h
a
re,
c
o
ll
ab
o
r
at
e
eff
ect
iv
e
l
y
,
s
h
a
re
,
d
e
fend
a
n
d
e
xten
d
i
d
eas
in
gr
ou
ps
w
a
s
o
bser
ve
d
i
n
t
h
i
s
s
t
ud
y. F
or
exa
m
ple
af
t
e
r
im
plem
en
tat
i
o
n
o
f
t
he
a
c
t
i
v
i
t
i
e
s,
w
e
hav
e
w
i
t
ness
e
d
o
ne
o
f
the
s
t
ude
n
t
t
he
se
w
ords
:
“
T
h
i
s
tim
e
I
discus
sed
sc
ien
t
ific
t
h
i
n
g
s
w
ith
m
y
frie
nd
w
h
om
I
d
isc
u
sse
d
f
or
a
bsur
d
t
h
in
gs
b
e
f
ore.
T
his
w
a
s
an
in
t
e
rest
i
ng
e
x
p
e
rie
n
ce”
.
A
s
a
r
esul
t,
t
he
a
c
t
ivi
tie
s
w
e
h
av
e
pr
epar
ed
f
or
t
he
d
e
v
el
o
p
me
nt
o
f
t
h
e
st
u
d
en
ts'
scie
nt
ific pr
o
ce
ss sk
i
l
l
s
h
ave
b
e
e
n
s
ucc
e
ss
fu
l
l
y
i
m
plem
en
te
d
.
M
os
t
of the
s
ki
lls p
lan
n
e
d
for
ea
c
h ac
t
i
v
it
y
hav
e
take
n
pla
c
e
.
U
n
r
eal
ize
d
s
k
i
lls
c
an
b
e
e
x
pl
a
i
ne
d
b
y
t
he
f
act
t
ha
t
the
st
ude
nts
ha
ve
h
ad
l
itt
le
a
c
tiv
i
t
y
be
fore
.
It
w
a
s
ob
se
rve
d
t
h
a
t
i
n
t
h
e
i
n
t
er
vi
e
w
s
m
a
de
w
it
h
t
h
e
st
ud
ent
s
a
fte
r
imp
l
em
ent
a
ti
on
o
f
st
udy,
t
he
s
tude
n
t
s
wa
n
t
ed
t
h
e
s
c
i
en
c
e
l
e
sson
s
t
o
b
e
co
ndu
c
t
ed
i
n
th
i
s
w
a
y
.
B
u
t
o
n
e
t
he
i
m
porta
nt
p
o
i
n
t
s
t
o
c
o
n
si
de
r
is
t
ha
t
des
i
g
n
i
n
g
i
n
s
t
r
uct
i
ona
l
m
a
ter
i
a
l
s
a
nd
a
c
t
i
vi
t
i
es
f
or
s
c
i
e
n
c
e
r
e
qu
ire
s
a
c
lo
se
c
o
l
l
a
b
o
rat
i
o
n
o
f
t
e
ac
he
rs,
pa
r
e
nts,
stude
n
t
s,
a
n
d
e
xper
t
s
w
o
r
k
ing
o
n
a
c
t
i
v
ity
m
a
t
e
r
ials.
Ma
t
e
ria
l
s
tha
t
a
r
e
m
ore
appr
opr
i
a
te
t
o
t
h
e
stu
d
en
ts’
un
ique
ne
e
d
s
c
an be
de
ve
lo
pe
d by w
o
rki
n
g
i
n
co
l
l
a
b
o
rat
i
o
n
.
The
activ
it
ies
desi
gne
d
a
n
d deve
lope
d
a
c
c
o
r
d
in
g
to
t
h
e
s
t
u
den
t
s’
u
n
i
que
n
ee
ds
can
b
e
de
ve
l
o
pe
d
i
n
s
oc
ia
l
s
k
i
lls
a
s
we
ll
a
s
th
e
s
c
i
e
n
t
i
f
i
c
p
ro
c
e
ss
sk
il
ls
o
f
the
stude
nt
s.
A
s
visually
i
mpa
i
r
e
d
s
t
ude
nt
s
eas
i
l
y
g
e
t
d
is
tract
e
d
b
y
unn
ec
e
s
sa
ry
d
et
ai
ls
,
to
m
i
n
i
m
iz
e
d
i
st
rac
t
i
o
n
s
and
al
l
o
w
t
h
e
m
t
o focus
o
n
t
he
m
a
i
n
ide
a
o
f the
su
b
j
ec
t,
a
cti
v
i
t
i
es
a
n
d
m
a
t
e
r
ia
ls
s
h
o
u
l
d
be pre
pare
d
a
s
simp
l
e
and
as p
oss
i
ble
. This fac
t
i
s
es
pec
i
a
l
l
y
e
ssen
tia
l in ter
ms
o
f
t
i
m
e
re
quired
fo
r stude
nt
s to be
a
b
l
e
to s
o
cia
l
i
z
e
.
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D
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s
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n
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ew
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i
m
e
s:
R
e
s
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t
h
e
C
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lle
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P
.
Ke
ll
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W.
Vi
all
e
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.
K
o
n
za, and G. Vo
g
l,
et a
l
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"Learni
ng
a
nd
t
he
L
earner: Ex
p
lo
rin
g
L
earni
n
g
f
or New
T
ime
s
,
"
Un
iver
s
i
t
y
of
W
o
o
l
ong
on
g
,
Wo
llon
go
ng
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0
8
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Ch
il
d
L
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in
d
A
c
t
of
2
0
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1
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a
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a,
E
.,
"
A
revi
ew
o
f
P
i
a
g
eti
a
n
s
t
u
d
i
e
s
rel
e
vant
t
o
s
c
ien
c
e
i
nstruct
i
on
a
t
the
seco
ndary
a
nd
c
o
lleg
e
l
ev
el,
"
Sci
e
nce E
duca
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,
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0
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cGaw,
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ses
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m
e
nt and
teach
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g o
f
2
1
st cen
t
u
ry sk
i
lls,"
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in
ger
,
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t,
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Ki
zil
a
slan
,
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.
a
nd
K
izilaslan
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.
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x
i
e
t
y
i
n
v
i
s
u
a
l
ly
i
m
p
ai
re
d
s
t
ud
ent
s
a
b
out
t
h
e
f
u
t
ure,
"
The Internation
a
l
Jou
r
n
a
l o
f
Eva
l
u
a
ti
on
an
d
R
e
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15
8,
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Th
om
as,
H.
a
nd
Im
rie
,
R
.,
"
The
interrelationships
b
etween
e
nvir
on
me
n
t
a
nd
d
isa
b
i
l
i
t
y"
.
L
o
cal
En
vir
o
n
m
ent
,
vo
l.
13,
p
p
.
4
77
-483
,
2
00
8.
[10]
Kuma
r,
D
.,
Ra
masamy
,
R.
a
n
d
S
t
e
fanich
,
G.
,
"Sc
i
en
ce
f
o
r
st
u
d
e
n
t
s
w
i
t
h
v
i
s
u
a
l
impai
r
m
e
nt
s
:
T
each
in
g
su
ggesti
ons
and
po
li
cy
i
m
p
l
i
cati
o
n
s
f
o
r
s
econd
ary
e
d
u
cat
ors,
"
Elect
ro
ni
c Jou
r
n
a
l
of
Sci
e
nce
E
d
u
c
ati
o
n
,
v
o
l.
5
(3
),
R
et
rieved
,
f
r
o
m
htt
p
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j
s
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e
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art
i
cle/view/765
8/542,
March,
2
0
16.
[11]
An
drews
,
S
.,
"Us
i
ng
i
nclusi
ve
l
it
eratu
r
e
to
p
ro
m
o
t
e
p
o
s
i
t
i
v
e
at
t
i
t
u
d
e
s
t
o
w
a
r
d
d
i
s
a
b
il
it
ie
s
,
"
Jo
urn
a
l
of
A
dolescen
t
an
d A
dult Lit
e
racy
,
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l.
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h
o
m
a
s
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H.
a
n
d
I
m
r
i
e
,
R
.
"
T
h
e
i
n
terrel
a
tion
s
hi
p
s
b
et
ween
e
nviro
nme
n
t
a
n
d
d
i
sa
bili
ty
,"
L
o
cal En
viro
nm
en
t
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1
3
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.
4
77-4
8
3
,
2
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t
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.
L.,
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n
t
erlin
g,
V
.,
W
o
lery
,
M
.
a
nd
F
arm
e
r,
J
.A
.,
"
Teach
i
n
g
first-aid
s
k
ills
t
o
student
s
w
i
t
h
moderate
han
d
i
c
a
p
s
in
s
mall
g
ro
up in
st
ruct
ion,
".
E
d
ucat
i
o
n
&
Treatment o
f
Ch
ildren
,
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o
l
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5, p
p.
10
1
–
1
2
4
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M
a
gu
vhe,
M
.
O
.,
"B
eing
a
b
li
nd
r
es
ear
cher
i
n
S
o
uth
Af
rica:
A
c
ri
tical
a
s
s
ess
m
ent
,
"
P
e
rsp
ecti
ves in
E
d
u
c
at
ion
,
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l.
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)
,
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p
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1
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19
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003
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M
a
st
rop
i
eri,
M
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an
d
S
c
ru
gg
s,
T
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T
h
e
co
nstru
c
ti
on
o
f
s
ci
e
n
t
i
f
i
c
kno
w
l
e
dge
by
students
w
i
t
h
mild
d
isabili
ti
es,
"
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h
e Jo
ur
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f
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al Edu
c
atio
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ı
z
ı
l
a
s
l
a
n
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.
a
n
d
S
ö
z
b
i
l
i
r
,
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.
,
"
M
a
d
d
e
n
i
n
h
a
l
l
e
r
i
v
e
ı
s
ı
ö
ğ
r
e
t
im
t
asarı
m
m
o
d
e
l
inin
d
eğerl
e
nd
iri
l
m
e
si
ö
ğ
r
enci
v
e
öğ
retm
en
görü
ş
leri,
"
M
a
rm
ar
a
Üni
vers
i
tesi E
ğ
it
im Bi
l
i
mleri
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s
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Harf
ield
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.
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vies,
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e
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,
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a
nk
o,
M
.
an
d
K
e
nley
,
R.
,
"
Act
i
v
i
ty
-bas
ed
t
eachi
n
g
f
o
r
U
n
itec
New
Zealand
c
o
nstr
uc
tio
n
s
t
u
d
e
n
ts,"
Em
ir
at
es Jo
ur
nal f
o
r En
g
i
n
eeri
n
g
Res
e
arch
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7
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007.
[18]
An
derso
n
,
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a
nd
S
hattu
ck,
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.
,
"Desi
g
n
-
Ba
s
e
d
Research:
A
Decade
o
f
P
r
o
g
res
s
i
n
Edu
c
ati
o
n
Research
?,
"
Educat
ional
R
e
s
e
archer
,
v
ol.
4
1
(
1),
pp
.
16
-25
,
2
0
1
2.
[19]
Yi
n,
R
.
K
.,
"
Cas
e
s
t
u
d
y
r
es
earch:
desi
gn
a
nd
m
ethod
s
(5
th
e
d.
),
"
S
A
GE Pu
bl
ic
at
io
n
,
C
alif
ornia,
2
0
1
4.
[20]
Barrows
,
H.S.,
"Pro
bl
em
-Bas
ed
L
earni
ng
A
p
p
lied
t
o
M
e
d
i
cal
E
du
ca
ti
on,
"
Sou
thern
Ill
i
n
o
i
s
U
n
ivers
ity
Sch
ool of
Me
dic
i
ne
, Spr
in
g
f
iel
d
,
IL
, 20
0
0
.
[21]
Batd
ı,
V
.,
"Th
e
e
ff
ect
o
f
activit
y-b
a
sed
learning
a
pp
roach
o
n
a
cad
em
ic
achi
e
vem
e
nt
:
A
m
e
ta-an
a
lyt
i
c
an
d
thema
tic,
"
study.
E-Inter
n
a
t
i
onal Jour
na
l of Edu
c
at
ion
a
l Res
e
ar
ch
,
v
o
l
.
5(3
),
p
p
. 3
9-5
5
, 2
01
4.
[22]
Harf
ield
,
T
.
,
Da
vies,
K.
,
Hed
e
,
J.
,
P
a
nk
o,
M
.
an
d
K
e
nley
,
R.
,
"
Act
i
v
i
ty
-bas
ed
t
eachi
n
g
f
o
r
Un
itec
New
Zealand
c
o
nstr
uc
tio
n
s
t
u
d
e
n
ts,"
Em
ir
at
es Jo
ur
nal f
o
r En
g
i
n
eeri
n
g
Res
e
arch
,
v
o
l
.
12
(1),
p
p
.
5
7
-
63
,
2
007.
[23]
Çakm
ak,
S
.
,
Karak
o
ç,
T
.
,
Ş
a
f
ak,
P
.
,
and
K
a
n,
A
.
,
"Id
e
nt
if
ying
t
he
r
eadi
ng
sp
eed
o
f
low
v
i
s
i
on
s
tu
den
t
's
a
t
elem
ent
a
ry l
evel,"
In
te
rn
at
io
na
l
J
o
urna
l in I
T
&
Eng
i
n
e
e
r
in
g
, vo
l
. 2
(10
)
, p
p.
3
8-4
8
, 20
1
4
.
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