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I
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8
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[
6
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ased
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ased
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ased
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s
u
ch
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States
[
7
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Ho
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ch
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lu
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[
8
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-
[
1
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.
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ased
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ar
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[
1
1
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.
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en
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o
lo
g
y
,
e
n
g
in
ee
r
i
n
g
,
an
d
m
at
h
em
atics
ar
e
u
s
ed
in
an
in
teg
r
ated
m
a
n
n
er
in
th
e
d
ev
elo
p
m
e
n
t
o
f
p
r
o
d
u
cts,
p
r
o
ce
s
s
es
an
d
s
y
s
tem
s
u
s
ed
in
th
eir
d
aily
liv
es.
T
h
er
ef
o
r
e,
p
r
e
v
io
u
s
s
tu
d
ies
[
1
2
]
-
[
1
4
]
ad
o
p
t
th
e
d
ef
i
n
itio
n
o
f
STE
M
ed
u
ca
tio
n
as
a
n
i
n
ter
d
is
cip
lin
ar
y
a
p
p
r
o
ac
h
to
lear
n
in
g
,
in
w
h
ich
s
tu
d
e
n
ts
u
s
e
s
cien
ce
,
tech
n
o
lo
g
y
,
e
n
g
i
n
ee
r
in
g
,
an
d
m
ath
em
atics
in
r
ea
l
co
n
tex
ts
th
at
co
n
n
ec
t
s
ch
o
o
ls
,
th
e
wo
r
ld
o
f
wo
r
k
,
an
d
th
e
g
lo
b
al
wo
r
ld
,
th
u
s
d
ev
elo
p
i
n
g
STE
M
liter
ac
y
th
at
en
ab
les
s
tu
d
en
ts
to
co
m
p
ete
in
a
n
ew
k
n
o
wled
g
e
-
b
ased
ec
o
n
o
m
ic
er
a.
I
n
ad
d
itio
n
,
STE
M
lear
n
i
n
g
p
r
o
v
id
es
d
ir
ec
t
lear
n
in
g
ex
p
e
r
ien
ce
s
to
s
tu
d
en
ts
ab
o
u
t m
aster
y
o
f
k
n
o
wled
g
e
,
attitu
d
es,
an
d
s
k
ills
to
id
en
tify
q
u
est
io
n
s
an
d
p
r
o
b
lem
s
in
s
tu
d
en
t lif
e.
Scien
ce
co
u
ld
b
e
ca
teg
o
r
ized
as
th
e
p
r
o
d
u
ct
an
d
as
a
p
r
o
ce
s
s
.
T
h
e
s
cien
ce
a
s
a
p
r
o
d
u
ct
in
clu
d
es
a
co
llectio
n
o
f
k
n
o
wled
g
e
o
f
f
ac
ts
,
co
n
ce
p
ts
an
d
p
r
in
cip
les o
f
s
cien
ce
,
wh
ile
s
cien
ce
as a
p
r
o
c
ess
in
clu
d
es sk
ill
s
an
d
p
o
s
iti
v
e
attitu
d
es
th
at
s
tu
d
en
ts
h
av
e
to
ac
h
ie
v
e
s
cien
ce
p
r
o
d
u
cts.
T
h
e
attitu
d
e
o
f
s
tu
d
en
ts
to
ac
h
iev
e
s
cien
tific
p
r
o
d
u
cts
ca
n
b
e
p
u
r
s
u
ed
with
a
s
cien
tific
at
titu
d
e
an
d
h
ab
its
o
f
ac
tiv
e
th
in
k
in
g
in
lear
n
in
g
.
T
h
e
h
ab
it
o
f
p
o
s
itiv
e
th
in
k
in
g
in
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
ca
n
f
o
r
m
th
e
h
ab
its
o
f
m
in
d
o
f
s
tu
d
en
ts
to
ac
h
iev
e
th
eir
s
u
cc
ess
o
f
lear
n
i
n
g
.
C
h
em
is
tr
y
h
as
an
im
p
o
r
ta
n
t
r
o
le
in
f
o
r
m
in
g
s
tu
d
en
ts
'
h
ab
its
o
f
m
in
d
in
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
in
cr
ea
t
in
g
s
cien
tific
p
r
o
d
u
cts
in
a
s
cien
tific
m
an
n
e
r
.
Hab
its
o
f
m
in
d
in
ch
em
is
tr
y
less
o
n
s
ca
n
b
e
d
escr
ib
e
d
as
th
e
s
tu
d
en
ts
'
h
ab
its
o
f
ac
tiv
e
th
i
n
k
in
g
,
cr
ea
tiv
e
th
i
n
k
in
g
,
cr
itic
al
th
in
k
in
g
an
d
h
o
w
s
tu
d
en
ts
ca
n
m
ak
e
th
eir
o
w
n
u
n
d
e
r
s
tan
d
in
g
o
f
k
n
o
wled
g
e
[
1
5
]
.
Sev
er
al
s
tu
d
ies
[
1
6
]
-
[
1
8
]
h
a
v
e
s
h
o
wn
th
at
h
ab
itu
al
th
o
u
g
h
ts
ca
n
b
e
co
m
e
p
atter
n
s
in
tellig
en
t
b
eh
av
io
r
t
h
at
m
ak
es
it
p
o
s
s
ib
le
an
ac
tio
n
th
at
is
p
r
o
d
u
ctiv
e
an
d
ca
p
a
b
le
o
f
p
r
o
d
u
ci
n
g
p
o
s
itiv
e
s
tu
d
en
t
ch
ar
ac
te
r
in
s
o
lv
in
g
p
r
o
b
lem
s
in
th
eir
life
.
Hab
its
o
f
m
in
d
in
s
id
e
o
n
e'
s
b
eh
av
io
r
r
eq
u
ir
es
a
d
ee
p
lev
el
o
f
d
is
cip
lin
e
a
m
in
d
th
at
ca
n
b
e
tr
ain
ed
an
d
s
h
ap
ed
in
s
u
ch
a
way
,
s
o
it
ca
n
b
ec
o
m
e
a
h
a
b
it
to
co
n
tin
u
e
tr
y
in
g
t
o
d
o
wis
er
an
d
s
m
ar
t
er
.
T
h
is
ca
n
b
e
a
f
o
r
m
o
f
ac
tio
n
d
o
n
e
b
y
s
o
m
eo
n
e
wh
o
is
a
co
n
s
eq
u
en
ce
o
f
h
is
h
ab
itu
al
th
o
u
g
h
t.
W
h
en
f
ac
i
n
g
p
r
o
b
lem
s
,
s
tu
d
en
ts
ten
d
t
o
f
o
r
m
p
atter
n
s
o
f
b
eh
av
io
r
ce
r
tain
in
tellectu
als
wh
o
ca
n
en
co
u
r
ag
e
in
d
iv
id
u
al
s
u
cc
ess
in
co
m
p
letin
g
th
e
p
r
o
b
lem
.
T
h
is
is
r
ein
f
o
r
ce
d
with
th
e
o
p
in
io
n
o
f
Ar
is
to
tle
[
1
9
]
wh
ic
h
r
ev
ea
le
d
th
at
in
d
iv
id
u
al
s
u
cc
ess
is
lar
g
ely
d
eter
m
in
e
d
b
y
h
ab
its
h
e
d
o
es.
T
h
er
ef
o
r
e,
it is
th
e
h
a
b
its
o
f
m
in
d
s
o
m
eo
n
e
h
as will a
f
f
ec
t
s
u
cc
ess
,
o
n
e
o
f
wh
ich
is
h
is
s
u
cc
ess
in
s
tu
d
y
in
g
ch
em
is
tr
y
at
s
ch
o
o
l.
R
ec
en
tly
,
teac
h
er
s
wh
o
ca
r
r
y
o
u
t
lear
n
in
g
in
class
en
co
u
n
ter
s
ev
er
al
s
tu
d
en
ts
wh
o
h
av
e
g
o
o
d
in
tellectu
al
in
tellig
en
ce
b
u
t
lack
th
e
ab
ilit
y
to
b
eh
av
e.
T
h
e
r
e
ar
e
s
o
m
e
s
tu
d
en
ts
wh
o
ar
e
s
m
ar
t
in
d
escr
ib
in
g
co
n
ce
p
ts
,
in
tellig
en
t
in
m
ath
em
atica
l
ca
lcu
latio
n
s
,
b
u
t
ar
e
less
ab
le
to
co
m
m
u
n
icate
an
d
co
o
p
er
ate
with
th
ei
r
f
r
ien
d
s
,
d
o
n
o
t h
av
e
em
p
ath
y
,
a
n
d
if
t
h
e
y
en
co
u
n
ter
d
i
f
f
icu
lties
,
th
ey
a
r
e
ea
s
y
to
g
iv
e
u
p
.
T
h
e
p
er
f
o
r
m
a
n
ce
ass
ess
m
en
t
also
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
im
p
r
o
v
in
g
s
tu
d
en
ts
'
h
ab
its
o
f
m
i
n
d
.
STE
M
-
b
ased
p
er
f
o
r
m
an
ce
ass
ess
m
en
t
i
s
o
n
e
o
f
th
e
ass
e
s
s
m
en
t
to
o
ls
th
at
m
u
s
t
al
s
o
b
e
u
s
ed
in
s
cien
ce
lear
n
in
g
,
esp
ec
ially
in
te
r
m
s
o
f
r
ev
ea
lin
g
s
tu
d
e
n
t
s
k
ills
.
T
h
i
s
ass
ess
m
en
t
is
n
o
t
o
n
ly
b
e
u
s
ed
to
ass
ess
lear
n
in
g
o
u
tco
m
es
o
r
p
r
o
d
u
cts,
b
u
t
ca
n
also
b
e
u
s
ed
as
p
ar
t
o
f
lear
n
in
g
.
T
h
is
f
o
r
m
ativ
e
ass
ess
m
en
t
ca
n
m
ea
s
u
r
e
s
tu
d
en
ts
'
k
n
o
wled
g
e,
r
ea
s
o
n
i
n
g
s
k
ills
,
p
r
o
d
u
cts,
a
n
d
m
u
lt
ip
le
in
tellig
en
ce
s
.
B
ased
o
n
th
e
p
r
o
b
lem
s
h
a
v
e
d
escr
ib
ed
,
it
is
n
ec
ess
ar
y
to
a
n
aly
ze
th
e
im
p
lem
e
n
tatio
n
o
f
STE
M
-
b
ased
s
cien
ce
lear
n
in
g
an
d
p
e
r
f
o
r
m
an
ce
ass
es
s
m
en
t
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
th
in
k
in
g
s
k
ills
in
p
u
b
lic
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
Ace
h
Pro
v
in
ce
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
d
escr
i
b
e
th
e
im
p
lem
e
n
tatio
n
o
f
STE
M
-
b
ased
s
cien
ce
lear
n
in
g
an
d
p
er
f
o
r
m
an
ce
ass
es
s
m
en
t
to
th
e
im
p
r
o
v
em
e
n
t
o
f
s
tu
d
en
ts
’
h
a
b
its
o
f
m
in
d
in
Ace
h
Pro
v
in
ce
,
esp
ec
ially
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h sa
m
ple
T
h
is
r
esear
ch
em
p
lo
y
e
d
d
escr
ip
tiv
e
q
u
an
titativ
e
d
esig
n
.
De
s
cr
ip
tiv
e
r
esear
ch
attem
p
ts
to
d
escr
ib
e
a
s
y
m
p
to
m
,
ev
en
t,
an
d
e
v
en
t
t
h
at
is
o
cc
u
r
r
in
g
at
t
h
e
p
r
esen
t
t
im
e
[
20
]
.
Po
p
u
latio
n
o
f
t
h
is
s
tu
d
y
was
s
tu
d
en
t
at
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r
ad
e
1
1
th
of
p
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ig
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in
Ace
h
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I
n
d
o
n
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ac
ad
em
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ea
r
2
0
1
9
/2
0
2
0
.
T
h
e
s
am
p
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was
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y
p
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p
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am
p
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tech
n
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.
T
h
e
s
am
p
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s
ize
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300
,
co
n
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ted
o
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ale
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d
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r
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iv
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ig
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th
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Nee
d
s
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ata,
n
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ely
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ata
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tu
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en
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'
in
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s
r
eg
ar
d
in
g
to
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e
m
ater
ial
to
b
e
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STE
M
-
b
ased
s
cien
ce
lear
n
in
g
wh
ich
co
llected
th
r
o
u
g
h
in
te
r
v
iews
with
s
cien
ce
teac
h
er
s
in
ea
ch
Ace
h
d
is
tr
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b.
Stu
d
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t
s’
s
cien
tific
p
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f
o
r
m
a
n
ce
d
ata
wh
ich
o
b
tain
ed
f
r
o
m
o
b
s
er
v
atio
n
s
h
ee
ts
f
illed
o
u
t
b
y
o
b
s
er
v
e
r
s
d
u
r
in
g
t
h
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im
p
lem
en
tatio
n
o
f
STE
M
lear
n
in
g
,
s
tu
d
en
t
p
er
f
o
r
m
an
ce
ass
ess
m
en
t
is
ca
r
r
ied
o
u
t
th
r
o
u
g
h
s
m
all
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d
lar
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e
-
s
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le
test
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,
s
m
all
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s
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le
test
s
ar
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co
n
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u
cte
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at
SMA
Neg
er
i
1
L
an
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s
a
an
d
lar
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e
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s
ca
le
te
s
ts
ar
e
co
n
d
u
cted
in
f
o
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r
s
ch
o
o
ls
r
ep
r
esen
tativ
es in
Ace
h
P
r
o
v
in
ce
.
c.
Stu
d
en
ts
’
r
esp
o
n
s
es
d
ata
to
th
e
im
p
lem
en
tatio
n
o
f
STE
M
-
b
ased
s
cien
ce
lear
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in
g
wh
ich
o
b
tain
ed
f
r
o
m
th
e
q
u
esti
o
n
n
air
e
wh
ich
co
n
d
u
cted
at
th
e
en
d
o
f
th
e
less
o
n
.
Stu
d
en
t
h
ab
its
o
f
m
i
n
d
o
b
tai
n
ed
f
r
o
m
th
e
r
esu
lts
o
f
im
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lem
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tin
g
STE
M
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ased
lear
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g
wh
ich
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llected
th
r
o
u
g
h
a
r
u
b
r
ic.
H
ab
its
o
f
m
in
d
r
u
b
r
ic
was
ad
o
p
ted
an
d
d
e
v
el
o
p
e
d
f
r
o
m
Sriy
ati
[
21
]
.
T
h
is
r
u
b
r
ic
co
n
s
is
ts
o
f
s
ev
er
al
q
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n
s
co
n
s
is
tin
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o
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th
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teg
o
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ies
o
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elf
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r
eg
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latio
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,
c
r
ea
tiv
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t
h
in
k
in
g
an
d
cr
itical
th
in
k
in
g
.
T
h
e
s
tatem
en
t
in
th
e
r
u
b
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ic
was
m
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s
u
r
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y
th
e
L
ik
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t
s
ca
le
with
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ter
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(
4
)
to
(
1
)
.
T
h
e
r
u
b
r
ic
s
h
ee
t
is
f
illed
in
b
y
all
s
tu
d
en
ts
in
v
o
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in
th
e
r
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ch
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h
e
f
illi
n
g
o
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th
e
r
u
b
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ic
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d
o
n
e
b
y
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iv
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a
cr
o
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lu
m
n
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f
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ter
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al
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er
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to
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th
e
th
in
k
in
g
h
ab
its
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f
s
tu
d
en
ts
b
ef
o
r
e
an
d
af
ter
th
e
lear
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g
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r
o
ce
s
s
.
Stu
d
en
ts
'
h
ab
its
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f
m
i
n
d
d
ata
wer
e
an
aly
ze
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u
s
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th
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r
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b
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r
o
m
Ma
r
za
n
o
,
Pick
er
in
g
,
a
n
d
Mc
T
ig
h
e
[2
2
]
.
T
h
e
g
r
id
h
a
b
its
o
f
m
in
d
s
ca
n
b
e
s
ee
n
in
T
ab
le
1
.
T
ab
le
1
.
Hab
its
o
f
m
in
d
r
u
b
r
ic
o
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tlin
e
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o
.
I
n
d
i
c
a
t
o
r
R
a
t
e
d
a
s
p
e
c
t
N
u
mb
e
r
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f
st
a
t
e
me
n
t
s
1
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e
l
f
-
r
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u
l
a
t
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w
a
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t
h
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s
b.
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a
k
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w
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c
t
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1
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2
,
3
,
4
a
n
d
5
2
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l
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l
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p
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n
m
i
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d
d.
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e
f
r
a
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f
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b
l
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k
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p
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t
i
o
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h
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s a
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a
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e
n
s
i
t
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v
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n
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k
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a
b
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l
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t
y
o
f
t
h
e
i
r
f
r
i
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n
d
s
6
,
7
,
8
,
9
,
1
0
a
n
d
1
1
3
C
r
e
a
t
i
v
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t
h
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n
k
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a.
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a
k
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p
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a
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o
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me
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h
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r
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a
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d
1
5
Data
p
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s
s
in
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im
p
r
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ca
r
r
ied
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u
t
b
y
c
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m
p
ar
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in
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in
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r
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ic
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8
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627
3.
RE
SU
L
T
S
A
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D
I
SCU
SS
I
O
N
Data
an
aly
s
is
o
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th
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cien
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ater
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ater
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ase
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T
h
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ata
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it
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ased
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4
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u
r
e
1
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ab
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3.
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h
e
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ater
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ased
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ased
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a
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o
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m
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ab
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4
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d
Fig
u
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1
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m
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o
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Ad
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itiv
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7
2
.
I
t
m
ea
n
s
th
at
th
e
ap
p
licatio
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o
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e
STE
M
-
b
ased
s
cien
ce
lear
n
in
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p
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o
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tu
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f
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.
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ad
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s
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g
iv
e
a
h
ig
h
co
n
tr
ib
u
tio
n
to
s
tu
d
en
ts
'
cr
itical
th
in
k
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k
ill,
f
o
llo
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b
y
s
elf
-
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e
g
u
latio
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cr
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D
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th
in
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s
,
co
llect
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in
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o
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m
a
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p
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s
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d
m
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k
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th
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o
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h
t
h
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m
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ia
s
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o
wn
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I
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itio
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d
u
r
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ac
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ask
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o
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ar
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co
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icate
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ex
p
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in
g
th
e
m
ater
ial
th
ey
a
r
e
p
r
esen
tin
g
.
I
n
th
e
lear
n
in
g
p
r
o
ce
s
s
s
tu
d
en
ts
ar
e
ab
le
to
wo
r
k
to
g
eth
er
an
d
a
b
le
to
h
y
p
o
th
esize
ab
o
u
t
th
e
p
r
o
b
lem
s
at
h
a
n
d
.
T
h
is
is
in
a
cc
o
r
d
a
n
ce
with
p
r
ev
io
u
s
r
esear
ch
wh
er
e
s
tu
d
en
ts
b
ec
o
m
e
ac
tiv
e
in
th
e
s
ea
r
ch
an
d
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
b
y
in
cr
ea
s
in
g
th
eir
cr
itical
th
in
k
i
n
g
s
k
ills
[
2
3]
,
[
2
4
]
.
I
n
d
icato
r
s
o
f
c
r
itical
th
in
k
in
g
s
k
ills
r
ev
ea
led
th
a
t
m
o
s
t
o
f
s
itu
atio
n
s
wh
ich
r
eq
u
i
r
in
g
p
r
o
b
lem
s
o
lv
in
g
ac
h
iev
e
d
th
e
h
i
g
h
est
av
er
ag
e
s
co
r
e
[
2
5
]
.
M
o
r
eo
v
e
r
,
cr
it
ical
th
in
k
in
g
s
k
ills
ar
e
wid
ely
k
n
o
wn
as e
s
s
en
tial sk
ills
[
26]
-
[
2
8]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
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c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
6
2
4
-
6
3
1
628
I
n
th
e
m
ater
ial
s
tr
u
ctu
r
e
a
n
d
f
u
n
ctio
n
o
f
p
la
n
ts
,
T
ab
le
4
s
h
o
ws
th
e
h
ig
h
in
f
lu
e
n
ce
o
f
STE
M
-
B
ased
lear
n
in
g
o
n
s
tu
d
e
n
ts
'
cr
ea
tiv
e
th
in
k
in
g
s
k
ill.
T
h
e
lear
n
in
g
ca
r
r
ied
o
u
t
in
lab
o
r
ato
r
y
m
ak
es
it
ea
s
y
f
o
r
s
tu
d
en
ts
to
wo
r
k
to
g
eth
er
,
f
in
d
n
ew
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s
wer
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ev
er
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o
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n
d
b
e
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le
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lem
s
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u
t
lo
o
k
i
n
g
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ac
k
at
th
e
ex
p
e
r
im
en
t.
T
h
is
is
in
ac
c
o
r
d
an
ce
with
r
esear
c
h
b
y
Ma
g
s
in
o
[2
9]
a
n
d
Dau
d
,
et
a
l.
[
3
0
]
,
wh
er
e
th
e
s
cien
ce
lear
n
in
g
m
o
d
el
is
ab
le
t
o
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
b
e
m
o
r
e
ac
tiv
e
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
wh
er
e
s
tu
d
en
ts
ar
e
en
co
u
r
ag
ed
to
h
a
v
e
ex
p
er
ie
n
ce
in
co
n
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u
ctin
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ts
th
at
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w
th
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to
f
in
d
p
r
in
cip
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k
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o
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em
s
elv
es with
g
u
id
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f
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o
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th
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I
n
ac
id
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b
ase
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d
wav
e
m
ater
i
al,
s
tu
d
en
ts
s
till
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e
p
r
o
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le
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s
in
p
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ep
ar
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r
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ject
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ig
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m
en
ts
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d
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ased
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ater
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o
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p
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ater
ials
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ater
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k
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n
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o
jects.
B
asically
,
STE
M
-
b
ased
lear
n
in
g
p
r
in
ci
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les
in
clu
d
e
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n
t
ex
ts
to
in
v
o
lv
in
g
s
tu
d
en
ts
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n
th
e
ex
ten
s
io
n
o
f
au
th
en
tic
in
q
u
i
r
y
th
r
o
u
g
h
in
tr
o
d
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cto
r
y
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u
esti
o
n
s
,
co
llab
o
r
a
tiv
e
wo
r
k
th
at
allo
ws
s
tu
d
en
t
s
to
co
m
m
u
n
icate
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id
ea
s
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lear
n
in
g
tech
n
o
l
o
g
y
to
f
in
d
an
d
co
n
v
ey
s
o
lu
tio
n
s
an
d
f
r
o
m
th
ese
ac
tiv
ities
cr
e
atin
g
p
r
o
d
u
cts
th
at
s
tu
d
en
ts
will d
em
o
n
s
tr
ate
as a
b
asis
f
o
r
d
is
cu
s
s
io
n
,
f
ee
d
b
ac
k
,
an
d
r
e
v
is
io
n
[
3
1]
,
[
3
2
].
T
h
e
r
elev
an
t
r
esear
ch
s
h
o
we
d
th
at
th
e
ap
p
licatio
n
o
f
t
h
e
STE
M
-
b
ased
s
cien
ce
lear
n
in
g
is
ab
le
to
h
ab
itu
ate
an
d
d
e
v
elo
p
th
e
s
tu
d
en
ts
’
s
k
ills
to
s
o
lv
e
p
r
o
b
lem
s
th
at
ar
e
o
r
ien
ted
to
war
d
s
au
th
en
tic
p
r
o
b
lem
s
f
r
o
m
s
tu
d
en
ts
'
ac
tu
al
liv
es
a
n
d
s
tim
u
late
h
ig
h
er
-
o
r
d
er
th
i
n
k
in
g
s
k
ills
.
I
n
lin
e
with
[
3
3]
-
[
3
7
]
lear
n
in
g
b
y
in
teg
r
atin
g
STE
M
will
b
r
i
n
g
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
l
ea
r
n
in
g
p
r
o
ce
s
s
.
T
h
e
d
a
ta
o
n
th
e
ap
p
licatio
n
o
f
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
ass
ess
m
en
ts
wer
e
co
llected
d
u
r
in
g
th
e
ex
p
er
im
en
t
p
r
o
ce
s
s
.
T
h
e
d
ata
o
n
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
ass
ess
m
en
t in
im
p
r
o
v
in
g
h
a
b
its
o
f
m
in
d
ca
n
b
e
s
ee
n
in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
T
h
e
im
p
lem
e
n
tatio
n
o
f
p
er
f
o
r
m
a
n
ce
ass
ess
m
en
t o
n
th
e
im
p
r
o
v
em
en
t
o
f
h
a
b
its
o
f
m
in
d
Fig
u
r
e
2
illu
s
tr
ates
an
im
p
r
o
v
em
en
t
in
s
tu
d
en
ts
'
Hab
its
o
f
Min
d
in
th
e
p
r
o
ce
s
s
o
f
im
p
lem
en
tin
g
p
er
f
o
r
m
an
ce
ass
ess
m
en
t
f
r
o
m
th
e
ex
p
er
im
en
t
p
r
e
p
ar
atio
n
s
tag
e
to
th
e
en
d
s
tag
e
o
f
th
e
p
r
esen
tatio
n
o
f
th
e
ex
p
er
im
en
t
r
esu
lts
.
T
h
e
h
ig
h
e
s
t
p
er
f
o
r
m
a
n
ce
was
f
o
u
n
d
in
i
n
d
icato
r
s
o
f
c
r
ea
tiv
e
th
in
k
in
g
b
y
2
0
%,
f
o
llo
we
d
b
y
cr
itical
th
i
n
k
in
g
an
d
s
elf
-
r
e
g
u
lated
s
tu
d
e
n
ts
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
p
er
f
o
r
m
an
ce
ass
ess
m
en
t
is
to
m
ea
s
u
r
e
th
e
s
k
ill
wh
ich
in
clu
d
es
th
e
a
b
ilit
y
to
o
b
s
er
v
in
g
,
tr
y
in
g
,
ask
in
g
,
r
ea
s
o
n
in
g
,
p
r
esen
tin
g
a
n
d
cr
ea
tin
g
.
Ho
we
v
er
,
th
ese
s
k
ills
ar
e
n
eith
er
in
b
o
r
n
n
o
r
n
atu
r
ally
ac
q
u
ir
ed
,
y
et
m
u
s
t
b
e
tr
ain
e
d
in
s
tu
d
e
n
ts
[
3
8]
,
[
3
9
]
T
h
is
is
in
ac
co
r
d
an
ce
with
r
esear
c
h
[
40
]
wh
ich
s
tates
th
at
th
e
u
s
e
o
f
p
er
f
o
r
m
an
ce
ass
ess
m
en
t
s
h
o
u
ld
b
e
ca
r
r
ied
o
u
t
to
m
ea
s
u
r
e
p
s
y
ch
o
m
o
to
r
asp
ec
ts
(
p
r
o
d
u
ct
p
er
f
o
r
m
an
ce
an
d
p
r
o
ce
s
s
p
er
f
o
r
m
a
n
ce
)
a
n
d
b
e
ab
le
to
p
r
o
v
i
d
e
r
elia
b
le
m
ea
s
u
r
em
en
t a
n
d
ass
ess
m
en
t r
esu
lts
.
Fu
r
th
er
m
o
r
e
,
at
th
e
en
d
o
f
th
e
less
o
n
,
s
tu
d
en
ts
ar
e
g
iv
en
a
q
u
esti
o
n
n
air
e
o
n
t
h
e
ap
p
licat
io
n
o
f
th
e
STE
M
-
b
ased
s
cien
ce
lear
n
in
g
m
o
d
el
to
m
ea
s
u
r
e
s
tu
d
en
ts
'
in
ter
est
in
th
e
lear
n
in
g
p
r
o
ce
s
s
b
ein
g
im
p
lem
en
ted
.
Stu
d
en
t
r
esp
o
n
s
es
ca
n
b
e
u
s
ed
as
a
r
ef
lectio
n
f
o
r
th
e
teac
h
er
o
n
th
e
lear
n
in
g
m
o
d
el
th
at
h
as
b
ee
n
u
s
ed
.
I
n
th
is
s
tu
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M
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ased
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e
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u
r
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3
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Fig
u
r
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3
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r
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ater
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icato
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ater
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As
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In
str
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Crit
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
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I
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N:
2252
-
8
8
2
2
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mp
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629
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ased
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its
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icate
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at
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s
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cc
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M
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ased
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h
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Sto
h
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an
n
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a
l.
[
41
]
th
r
o
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g
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in
teg
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ated
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g
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M
ca
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im
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esti
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also
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with
Hash
im
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Ali,
an
d
Sam
s
u
d
in
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2
]
.
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its
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d
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its
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ev
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h
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in
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r
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t
h
at
is
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o
t im
m
ed
iatel
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an
s
wer
ed
k
n
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wn
.
Fig
u
r
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3
.
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h
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p
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tag
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esti
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r
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t
h
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ap
p
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ase
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CO
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T
h
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th
at
a
d
d
it
iv
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an
d
ad
d
ictiv
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s
u
b
s
tan
ce
s
as
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s
tr
u
ctu
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ig
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est
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am
o
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ater
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with
an
av
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f
0
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7
2
.
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t
m
ea
n
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ap
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licatio
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ased
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ig
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tr
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t
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to
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p
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v
e
s
tu
d
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’
h
a
b
its
o
f
m
i
n
d
.
I
n
ac
id
-
b
ase
an
d
wav
e
m
ater
ial,
s
tu
d
en
ts
s
till
h
av
e
p
r
o
b
lem
s
in
p
r
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ar
in
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ig
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m
en
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ased
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ater
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et
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lu
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m
p
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r
ed
to
o
th
e
r
lear
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i
n
g
m
ater
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.
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h
is
is
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u
e
to
th
e
av
ailab
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o
f
p
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ater
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at
m
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s
t
b
e
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d
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y
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ts
,
th
e
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ailab
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f
ti
m
e
to
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m
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lete
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e
p
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as
well
as
th
e
lack
o
f
teac
h
er
s
t
o
g
u
id
e
s
tu
d
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ts
in
wo
r
k
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n
g
o
n
p
r
o
j
ec
ts
.
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its
o
f
m
i
n
d
in
th
e
p
r
o
ce
s
s
o
f
im
p
lem
en
ti
n
g
p
er
f
o
r
m
a
n
ce
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en
t
f
r
o
m
th
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e
x
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im
e
n
t
p
r
e
p
ar
ati
o
n
s
tag
e
to
th
e
en
d
s
tag
e
o
f
th
e
p
r
esen
tatio
n
o
f
th
e
ex
p
er
i
m
en
t
r
esu
lts
.
T
h
e
h
ig
h
est
p
er
f
o
r
m
a
n
ce
was
f
o
u
n
d
in
in
d
icato
r
s
o
f
cr
ea
tiv
e
th
in
k
in
g
b
y
2
0
%,
f
o
llo
wed
b
y
cr
itical
th
in
k
in
g
an
d
s
elf
-
r
eg
u
lated
s
tu
d
en
ts
.
T
h
e
av
er
ag
e
p
er
ce
n
tag
e
o
f
th
e
o
v
er
all
STE
M
-
b
ased
s
cien
ce
lear
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in
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m
o
d
el
f
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r
t
h
e
f
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m
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n
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f
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a
b
its
o
f
m
in
d
i
s
9
5
.
9
8
%
o
r
ca
teg
o
r
ized
as
g
o
o
d
.
T
h
e
s
tu
d
en
t'
s
r
esp
o
n
s
e
in
d
icate
d
th
at
th
e
r
esear
ch
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s
s
u
cc
ess
in
im
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g
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M
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ased
s
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ce
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n
in
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t
o
f
o
r
m
s
tu
d
en
ts
'
h
ab
its
o
f
m
in
d
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
wo
r
k
was
f
in
a
n
cially
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u
p
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ted
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y
Lemb
a
g
a
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en
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n
,
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e
n
g
a
b
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p
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Ma
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y
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r
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n
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n
Mu
tu
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-
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)
o
f
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e
Sam
u
d
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a
Un
iv
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s
ity
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s
y
iah
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iv
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ity
a
n
d
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Un
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r
o
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2
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6
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2
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.
RE
F
E
R
E
NC
E
S
[1
]
A.
S
e
p
ti
a
n
i
,
“
Ap
p
l
ica
ti
o
n
o
f
P
e
rfo
rm
a
n
c
e
As
se
ss
m
e
n
t
in
th
e
S
TE
M
(S
c
ien
c
e
,
Tec
h
n
o
l
o
g
y
,
E
n
g
i
n
e
e
rin
g
,
M
a
th
e
m
a
ti
c
s)
to
Un
c
o
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r
S
c
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ro
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ss
S
k
il
ls
,
”
(i
n
Ba
h
a
sa
),
S
e
min
a
r
Na
si
o
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l
Pen
d
id
ika
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a
n
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a
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tek
2
0
1
6
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Isu
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isu
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r S
a
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s,
L
in
g
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d
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n
In
o
v
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si P
e
mb
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ja
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v
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.
1
,
2
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p
p
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.
[2
]
L
.
Ba
o
a
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d
K.
Ko
e
n
i
g
,
“
P
h
y
sic
s E
d
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c
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ti
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n
Re
se
a
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fo
r
2
1
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ip
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y
S
c
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Ed
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c
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ti
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n
Res
e
a
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h
,
v
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1
,
p
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9
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.
[3
]
M
in
istr
y
o
f
E
d
u
c
a
ti
o
n
a
n
d
Cu
l
tu
r
e
o
f
Re
p
u
b
li
c
I
n
d
o
n
e
sia
.
S
u
p
p
o
rt
in
g
M
a
ter
ia
ls
fo
r
S
c
ien
c
e
L
i
ter
a
c
y
,
(in
Ba
h
a
sa
)
.
Ke
m
e
n
d
ik
b
u
d
:
Ja
k
a
rta.
2
0
1
7
.
82%
85%
85%
80%
90%
87%
90%
85%
90%
85%
90%
85%
7
0
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7
5
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0
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5
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0
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5
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Ad
d
it
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a
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d
Ad
d
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Ac
id
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se
Vib
r
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ti
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tru
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ts
P
e
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e
(%
)
S
T
EM
-
Ba
se
d
S
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ien
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M
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teria
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g
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latio
n
Crit
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l
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in
k
in
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Cre
a
t
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e
Th
in
k
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
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J
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&
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Vo
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10
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2
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0
2
1
:
6
2
4
-
6
3
1
630
[4
]
L.
He
wi
a
n
d
M.
S
h
a
leh
,
“
P
IS
A
(Th
e
P
ro
g
ra
m
m
e
fo
r
In
tern
a
ti
o
n
a
l
S
tu
d
e
n
t
As
se
sm
e
n
t)
Re
fle
c
ti
o
n
:
Im
p
ro
v
e
m
e
n
t
Eff
o
rts
Re
sts o
n
Early
Ch
i
ld
h
o
o
d
Ed
u
c
a
ti
o
n
,”
(i
n
Ba
h
a
sa
),
J
u
rn
a
l
Go
ld
e
n
Ag
e
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
30
-
41
,
2
0
2
0
.
[5
]
A.
P
e
rm
a
n
a
sa
ri,
“
S
TE
M
E
d
u
c
a
ti
o
n
:
In
n
o
v
a
ti
o
n
in
S
c
ien
c
e
Lea
rn
in
g
,
”
(in
Ba
h
a
sa
),
Pro
sid
in
g
S
e
min
a
r
N
a
sio
n
a
l
Pen
d
i
d
ika
n
S
a
in
s
(
S
NP
S
)
,
v
o
l.
1
,
2
0
1
6
,
pp
.
24
-
3
4
.
[6
]
C.
Tan
e
n
b
a
u
m
,
S
T
E
M
2
0
2
6
:
A
v
isio
n
fo
r
i
n
n
o
v
a
ti
o
n
i
n
S
T
E
M
e
d
u
c
a
t
io
n
.
Was
h
in
g
t
o
n
,
DC:
US
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
.
2
0
1
6
[7
]
A.
Ad
li
m
,
S
.
S
a
m
in
a
n
a
n
d
A.
S
isk
a
,
“
De
v
e
lo
p
m
e
n
t
o
f
E
n
trep
re
n
e
u
rsh
i
p
In
teg
ra
te
d
S
TE
M
M
o
d
u
le
to
Im
p
r
o
v
e
S
c
ien
c
e
P
ro
c
e
ss
S
k
il
ls
a
t
S
M
A
Ne
g
e
ri
4
Ba
n
d
a
Ac
e
h
,”
(in
Ba
h
a
sa
),
In
d
o
n
e
si
a
n
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
t
io
n
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
1
2
-
1
2
1
,
2
0
1
5
.
[8
]
H.
B.
G
o
n
z
a
lez
a
n
d
J.
J.
Ku
e
n
z
i,
“
S
c
ien
c
e
,
Tec
h
n
o
l
o
g
y
,
E
n
g
in
e
e
rin
g
,
a
n
d
M
a
t
h
e
m
a
ti
c
s
(S
TE
M
)
Ed
u
c
a
ti
o
n
:
A
P
rime
r
,”
Co
n
g
re
ss
io
n
a
l
Res
e
a
rc
h
S
e
rv
ice
,
v
o
l.
1
,
p
p
.
1
-
27
,
2
0
1
2
.
[9
]
N
.
Kh
a
e
ro
n
in
g
ty
a
s,
A.
P
e
rm
a
n
a
sa
ri,
a
n
d
I.
Ha
m
id
a
h
,
“
S
TE
M
Lea
rn
in
g
in
M
a
teria
l
of
Tem
p
e
ra
tu
re
a
n
d
Its
Ch
a
n
g
e
to
Im
p
r
o
v
e
S
c
ien
ti
fic
L
it
e
ra
c
y
of
Ju
n
i
o
r
Hi
g
h
S
c
h
o
o
l
S
tu
d
e
n
ts
,”
J
u
rn
a
l
Pen
d
id
ika
n
IPA
I
n
d
o
n
e
sia
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
9
4
-
1
0
0
,
2
0
1
6
.
[1
0
]
K.
Ko
e
n
i
g
,
M
.
S
c
h
e
n
,
M
.
E
d
wa
rd
s,
a
n
d
L.
Ba
o
,
“
Ad
d
re
ss
in
g
S
TE
M
re
ten
ti
o
n
th
r
o
u
g
h
a
sc
ien
ti
fic
th
o
u
g
h
t
a
n
d
m
e
th
o
d
s c
o
u
rse
,”
J
o
u
r
n
a
l
o
f
C
o
ll
e
g
e
S
c
ien
c
e
T
e
a
c
h
i
n
g
,
v
o
l.
41
,
n
o
.
4
,
p
p
.
2
3
–
29
,
2
0
1
2
.
[1
1
]
O.
F
.
Nu
g
ro
h
o
,
A.
P
e
rm
a
n
a
sa
ri
a
n
d
H.
F
irma
n
,
“
Th
e
M
o
v
e
m
e
n
t
o
f
S
TE
M
E
d
u
c
a
ti
o
n
in
I
n
d
o
n
e
sia
:
S
c
ien
c
e
Tea
c
h
e
rs’ P
e
rsp
e
c
ti
v
e
s
,
”
In
d
o
n
e
si
a
n
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
4
1
7
-
4
2
5
,
2
0
1
9
.
[1
2
]
Y
.
Zh
a
n
g
,
S
.
Wa
n
g
,
H
.
Xia
,
a
n
d
J
.
Ge
,
“
A
No
v
e
l
S
VPW
M
M
o
d
u
latio
n
S
c
h
e
m
e
,
”
in
2
0
0
9
T
we
n
ty
-
Fo
u
rt
h
A
n
n
u
a
l
IEE
E
A
p
p
li
e
d
Po
we
r E
lec
tro
n
ics
Co
n
fer
e
n
c
e
a
n
d
Ex
p
o
siti
o
n
,
2
0
0
9
,
p
p
.
1
2
8
-
1
3
1
.
[1
3
]
T.
M
u
jt
a
b
a
,
R.
S
h
e
ld
ra
k
e
,
M
.
J
.
Re
iss,
a
n
d
S
.
S
imo
n
,
“
S
t
u
d
e
n
ts’
s
c
ien
c
e
a
tt
it
u
d
e
s,
b
e
li
e
fs,
a
n
d
c
o
n
t
e
x
t:
a
ss
o
c
iatio
n
s
with
sc
ien
c
e
a
n
d
c
h
e
m
istry
a
sp
ira
ti
o
n
s
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
40
,
n
o
.
6
,
p
p
,
6
4
4
–
6
6
7
,
2
0
1
8
.
[1
4
]
A.
T.
Twin
in
g
sih
,
“
Im
p
ro
v
in
g
S
tu
d
e
n
t
Lea
rn
i
n
g
O
u
tco
m
e
s
Th
r
o
u
g
h
S
t
em
-
Ba
se
d
M
a
g
ic
Bo
x
M
e
d
iu
m
i
n
Th
e
Co
n
c
e
p
t
o
f
Ad
d
it
i
o
n
T
h
e
o
ry
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
S
T
E
M
E
d
u
c
a
t
io
n
(IJ
RS
E)
,
v
o
l.
2,
n
o
.
1,
pp.
79
-
90
,
2
0
2
0
.
[1
5
]
R.
P
.
S
a
ri,
M
.
P
.
Ha
sib
u
a
n
,
A
.
G
.
Ha
ji
,
N
a
h
a
d
i
,
a
n
d
S
o
fi
y
a
n
,
“
A
De
v
e
lo
p
m
e
n
t
o
f
P
r
o
jec
t
Ba
se
d
Lea
rn
in
g
(P
BL
)
Ch
e
m
istry
Wo
rk
s
h
e
e
t
to
F
o
rm
S
tu
d
e
n
ts’
Ha
b
it
s
o
f
M
i
n
d
,”
J
o
u
rn
a
l
o
f
P
h
y
sic
s:
Co
n
fer
e
n
c
e
S
e
rie
s
,
v
o
l.
1
4
6
0
,
p
p
.
1
-
9
,
2
0
2
0
.
[1
6
]
G
.
Dw
irah
a
y
u
,
D.
Ku
stiaw
a
ti
,
a
n
d
I.
Bid
a
ri
,
“
Co
rre
sp
o
n
d
in
g
Ha
b
it
s
o
f
M
in
d
a
n
d
M
a
th
e
m
a
ti
c
a
l
Ab
il
it
y
,”
J
o
u
rn
a
l
o
f
Ph
y
sic
s: Co
n
fer
e
n
c
e
S
e
rie
s
,
v
o
l.
8
9
5
,
p
p
.
1
-
6
,
2
0
1
7
.
[1
7
]
I.
Ra
k
h
m
a
wa
ti
,
N.
Ha
sn
u
n
id
a
h
,
a
n
d
M
.
A
.
P
riad
i
,
“
Ha
b
it
s
o
f
M
i
n
d
a
n
d
Co
n
c
e
p
t
M
a
ste
ry
o
f
Ce
ll
in
M
u
lt
ime
d
ia
Virtu
a
l
Clas
s
En
v
iro
n
m
e
n
t:
A
Ca
se
o
f
Bi
o
lo
g
y
S
tu
d
e
n
ts
in
L
a
m
p
u
n
g
Un
iv
e
rsity
,”
J
u
r
n
a
l
Pe
n
d
i
d
ika
n
M
IPA
,
v
o
l.
2
0
,
n
o
.
1
,
p
p
.
1
7
-
22
,
2
0
1
9
.
[1
8
]
N.
Na
h
a
d
i,
H.
F
irma
n
,
a
n
d
J.
F
a
rin
a
,
“
Eff
e
c
t
of
F
e
e
d
b
a
c
k
in
F
o
rm
a
ti
v
e
As
se
ss
m
e
n
t
in
Th
e
S
t
u
d
e
n
t
Lea
rn
in
g
Ac
ti
v
it
ies
on
C
h
e
m
ica
l
Co
u
rse
to
T
h
e
F
o
rm
a
ti
o
n
of
Ha
b
it
s
of
M
in
d
,”
In
d
o
n
e
sia
n
J
o
u
r
n
a
l
o
f
S
c
ie
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
3
5
-
42
,
2
0
1
5
.
[1
9
]
B
.
M
il
i
y
a
wa
ti
,
“
Th
e
Ur
g
e
n
c
y
o
f
M
a
th
e
m
a
ti
c
a
l
Ha
b
it
s
o
f
M
in
d
Dis
p
o
siti
o
n
S
trate
g
ies
,”
(i
n
Ba
h
a
sa
),
In
fi
n
i
ty:
J
u
rn
a
l
Ilmia
h
Pro
g
r
a
m S
t
u
d
i
M
a
tem
a
ti
k
a
S
T
KIP
S
il
iwa
n
g
i
Ba
n
d
u
n
g
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
7
4
-
1
8
8
,
2
0
1
4
.
[2
0
]
S
u
g
i
y
o
n
o
,
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
M
e
th
o
d
s
(
Qu
a
n
ti
t
a
ti
v
e
,
Qu
a
li
t
a
ti
v
e
a
n
d
R&D
Ap
p
ro
a
c
h
e
s
)
,
(in
Ba
h
a
sa
)
.
Ba
n
d
u
n
g
:
Alfa
b
e
ta
,
2
0
1
8
.
[2
1
]
S.
S
ri
y
a
ti
,
“
T
h
e
Ro
le
o
f
F
o
rm
a
ti
v
e
As
se
ss
m
e
n
t
in
F
o
rm
i
n
g
Ha
b
it
s
o
f
M
in
d
o
f
B
io
l
o
g
y
S
t
u
d
e
n
ts
,”
(in
Ba
h
a
sa
),
Diss
e
rtat
io
n
,
Un
iv
e
rsitas
P
e
n
d
id
i
k
a
n
In
d
o
n
e
sia
,
2
0
1
1
.
[2
2
]
R.
J.
M
a
rz
a
n
o
,
D.
P
ic
k
e
rin
g
,
a
n
d
J.
M
c
Ti
g
h
e
,
“
As
se
ss
in
g
S
t
u
d
e
n
t
Ou
tco
m
e
s:
P
e
rfo
rm
a
n
c
e
As
se
ss
m
e
n
t
Us
in
g
th
e
Dim
e
n
sio
n
s
o
f
Lea
rn
in
g
M
o
d
e
l
,”
M
id
-
Co
n
ti
n
e
n
t
Re
g
io
n
a
l
E
d
u
c
a
ti
o
n
a
l
Lab
.
,
Au
r
o
ra
,
CO.
,
1
9
9
3
.
[2
3
]
B
.
Uta
m
i,
S
.
S
a
p
u
tro
,
A
.
As
h
a
d
i,
M
.
M
a
sy
k
u
ri,
a
n
d
S
.
Wi
d
o
re
t
n
o
,
“
Crit
ica
l
Th
i
n
k
i
n
g
S
k
il
ls
P
ro
f
il
e
of
Hi
g
h
S
c
h
o
o
l
S
tu
d
e
n
ts
in
Lea
rn
i
n
g
C
h
e
m
istry
,
”
In
t.
J
.
S
c
i.
Ap
p
l.
S
c
i.
:
C
o
n
f
.
S
e
r.
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
1
2
4
-
1
3
0
,
2
0
1
6
.
[2
4
]
K
.
Be
c
k
e
r
a
n
d
K.
P
a
rk
,
“
Eff
e
c
ts
of
In
teg
ra
ti
v
e
Ap
p
ro
a
c
h
e
s
Am
o
n
g
S
c
ien
c
e
,
Tec
h
n
o
lo
g
y
,
En
g
in
e
e
rin
g
,
a
n
d
M
a
th
e
m
a
ti
c
s
(S
TE
M
)
S
u
b
jec
ts
on
S
t
u
d
e
n
ts’
Lea
rn
i
n
g
:
A
P
re
li
m
i
n
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ry
M
e
ta
-
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a
ly
sis
,
”
J
o
u
rn
a
l
o
f
S
T
EM
Ed
u
c
a
ti
o
n
,
Vo
l.
1
2
,
p
p
.
2
3
-
37
,
2
0
1
1
.
[2
5
]
N.
Ba
h
r,
“
Th
i
n
k
i
n
g
c
rit
ica
ll
y
a
b
o
u
t
c
rit
ica
l
th
i
n
k
i
n
g
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
f
o
r
t
h
e
S
c
h
o
l
a
rs
h
i
p
o
f
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e
a
c
h
in
g
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n
d
L
e
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r
n
in
g
,
v
o
l
.
4
,
p
p
.
1
–
16
,
2
0
1
0
.
[2
6
]
S.
Be
ll
,
“
P
ro
jec
t
-
b
a
se
d
lea
rn
i
n
g
fo
r
th
e
2
1
st
c
e
n
tu
r
y
:
S
k
il
ls
fo
r
t
h
e
fu
tu
re
,”
T
h
e
Clea
rin
g
Ho
u
se
:
A
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
tr
a
teg
ies
,
Iss
u
e
s
a
n
d
Id
e
a
s
,
Vo
l
.
83
,
p
p
.
3
9
–
43
,
2
0
1
0
.
[2
7
]
M.
Ka
ra
k
o
ç
,
“
Th
e
S
ig
n
ifi
c
a
n
c
e
of
Crit
ica
l
Th
i
n
k
i
n
g
Ab
il
it
y
in
Term
s
of
Ed
u
c
a
ti
o
n
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Hu
ma
n
it
ies
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
, V
o
l.
6
,
n
o
.
7
,
p
p
.
8
1
–
84
,
2
0
1
6
.
[2
8
]
K.
Ch
a
n
g
wo
n
g
,
A.
S
u
k
k
a
m
a
rt,
a
n
d
B.
S
isa
n
,
“
Crit
ica
l
Th
in
k
in
g
S
k
il
l
De
v
e
lo
p
m
e
n
t:
An
a
ly
sis
of
A
Ne
w
Lea
rn
i
n
g
M
a
n
a
g
e
m
e
n
t
M
o
d
e
l
f
o
r
T
h
a
i
Hig
h
S
c
h
o
o
ls
,”
J
o
u
rn
a
l
o
f
I
n
ter
n
a
ti
o
n
a
l
S
t
u
d
ies
,
V
o
l.
11
,
n
o
.
2
,
p
p
.
3
7
–
48
,
2
0
1
8
.
[2
9
]
R.
M
.
M
a
g
si
n
o
,
“
E
n
h
a
n
c
i
n
g
Hi
g
h
e
r
Ord
e
r
Th
in
k
i
n
g
S
k
il
ls
in
A
M
a
rin
e
Bio
l
o
g
y
Clas
s
Th
ro
u
g
h
P
ro
b
lem
Ba
se
d
Lea
rn
in
g
,”
Asia
Pa
c
if
ic
J
o
u
rn
a
l
o
f
M
u
lt
id
isc
ip
li
n
a
ry
Res
e
a
rc
h
,
v
o
l
.
2
,
n
o
.
5
,
p
p
.
1
–
6
,
2
0
1
4
.
[3
0
]
A
.
M
.
Da
u
d
,
J
.
Om
a
r,
P
.
Tu
ri
m
a
n
,
a
n
d
K
.
Os
m
a
n
“
Cre
a
ti
v
it
y
in
S
c
ien
c
e
Ed
u
c
a
t
io
n
,
”
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
io
r
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l
S
c
ie
n
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e
s
,
Vo
l.
5
9
,
p
p
.
4
6
7
–
4
7
4
,
2
0
1
2
.
[3
1
]
R.
W.
By
Be
e
,
“
Ad
v
a
n
c
in
g
S
TE
M
e
d
u
c
a
ti
o
n
:
A
2
0
2
0
v
isi
o
n
,”
T
h
e
T
e
c
h
n
o
l
o
g
y
a
n
d
E
n
g
i
n
e
e
rin
g
T
e
a
c
h
e
r
,
Vo
l.
7
0
,
n
o
.
1
,
p
p
.
3
0
-
35
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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2252
-
8
8
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2
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mp
leme
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TEM
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(
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Ya
ko
b
)
631
[3
2
]
K
.
Be
c
k
e
r
a
n
d
K.
P
a
r
k
,
“
Eff
e
c
ts
of
I
n
teg
ra
ti
v
e
Ap
p
ro
a
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s
A
m
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h
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n
d
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th
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m
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ti
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s
(S
TE
M
)
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u
b
jec
ts
on
S
t
u
d
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n
ts’
Lea
rn
i
n
g
:
A
P
re
li
m
i
n
a
ry
M
e
ta
-
An
a
ly
sis
,
”
J
o
u
rn
a
l
o
f
S
T
EM
Ed
u
c
a
ti
o
n
,
Vo
l.
1
2
,
n
o
.
6
,
p
p
.
2
3
-
37
,
2
0
1
1
.
[3
3
]
P
.
A.
As
u
n
d
a
a
n
d
J
.
Weit
lau
f
,
“
S
TE
M
Ha
b
it
s
o
f
M
in
d
:
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n
h
a
n
c
i
n
g
a
P
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L
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sig
n
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h
a
ll
e
n
g
e
--
In
t
e
g
ra
ted
S
TE
M
In
stru
c
ti
o
n
A
p
p
r
o
a
c
h
,”
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e
c
h
n
o
l
o
g
y
a
n
d
E
n
g
in
e
e
rin
g
T
e
a
c
h
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r
,
V
o
l
.
7
8
,
n
o
.
3
,
p
p
.
3
4
-
38
,
2
0
1
8
.
[3
4
]
N.
W.
S
u
a
r
n
iati,
N
.
Hi
d
a
y
a
h
,
a
n
d
D.
Ha
n
d
a
rin
i,
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
lea
rn
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n
g
t
o
o
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to
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r
o
v
e
s
tu
d
e
n
ts’
c
rit
ica
l
th
in
k
in
g
sk
il
ls
in
v
o
c
a
ti
o
n
a
l
h
ig
h
sc
h
o
o
l
,”
IOP
Co
n
fer
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n
c
e
S
e
rie
s:
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rth
a
n
d
En
v
ir
o
n
me
n
t
a
l
S
c
ien
c
e
,
v
o
l.
1
7
5
,
p
p
.
1
–
7
,
2
0
1
8
.
[3
5
]
I.
Z
.
Ic
h
sa
n
,
D
.
V
.
S
i
g
it
,
a
n
d
M
.
M
iars
y
a
h
,
“
E
n
v
ir
o
n
m
e
n
tal
Lea
r
n
in
g
Ba
se
d
o
n
Hi
g
h
e
r
Ord
e
r
Th
i
n
k
i
n
g
S
k
il
ls:
A
Ne
e
d
s As
se
ss
m
e
n
t
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
f
o
r E
d
u
c
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ti
o
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l
a
n
d
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c
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l
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t
u
d
ies
,
V
o
l.
1
,
n
o
.
1
,
p
p
.
2
1
-
24
,
2
0
1
9
.
[3
6
]
T.
G
o
k
,
“
T
h
e
G
e
n
e
ra
l
As
se
ss
m
e
n
t
o
f
P
r
o
b
lem
-
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o
lv
i
n
g
P
r
o
c
e
ss
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s
a
n
d
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tac
o
g
n
i
ti
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n
i
n
P
h
y
si
c
s
Ed
u
c
a
ti
o
n
,”
Eu
ra
sia
n
J
o
u
rn
a
l
P
h
y
sic
s Ch
e
mistry
Ed
u
c
a
t
io
n
,
Vo
l.
2
,
p
p
.
1
1
0
-
1
2
2
,
2
0
1
0
.
[3
7
]
S
.
R
.
Yu
li
a
ti
a
n
d
I.
Les
tari,
“
Hig
h
e
r
-
Ord
e
r
Th
in
k
in
g
S
k
i
ll
s
(Ho
ts)
An
a
ly
sis
of
S
t
u
d
e
n
ts
in
S
o
lv
i
n
g
Ho
ts
Qu
e
stio
n
in
Hig
h
e
r
E
d
u
c
a
ti
o
n
,”
PE
RS
PE
K
T
I
F
Ilmu
Pe
n
d
i
d
ika
n
,
Vo
l.
3
2
,
p
p
.
1
8
1
-
1
8
8
,
2
0
1
8
.
[3
8
]
K.
Ulg
e
r,
“
T
h
e
e
ffe
c
t
o
f
p
ro
b
lem
-
b
a
se
d
lea
rn
in
g
o
n
t
h
e
c
re
a
ti
v
e
th
in
k
in
g
a
n
d
c
rit
ica
l
th
i
n
k
i
n
g
d
isp
o
siti
o
n
o
f
stu
d
e
n
ts
in
v
isu
a
l
a
rts
e
d
u
c
a
ti
o
n
,”
In
ter
d
isc
ip
l
in
a
ry
J
o
u
rn
a
l
o
f
Pr
o
b
lem
-
Ba
se
d
L
e
a
rn
in
g
,
Vo
l.
1
2
,
n
o
.
1
,
2
0
1
8
.
[3
9
]
M.
S
o
b
h
a
n
z
a
d
e
h
,
C.
S
.
Ka
lma
n
,
a
n
d
R.
I.
Th
o
m
p
so
n
,
“
Lab
a
to
ri
a
ls
in
in
tro
d
u
c
t
o
ry
p
h
y
sic
s
c
o
u
r
se
s
,”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
P
h
y
sic
s
,
Vo
l.
38
,
p
p
.
1
–
18
,
2
0
1
7
.
[4
0
]
N
.
Bu
d
iwa
lu
y
o
,
R
.
As
y
h
a
r,
a
n
d
B
.
Ha
riy
a
d
i
“
Th
e
De
v
e
lo
p
m
e
n
t
o
f
P
e
rfo
rm
a
n
c
e
-
As
se
ss
m
e
n
t
In
stru
m
e
n
t
o
n
Ce
ll
S
tru
c
tu
re
a
n
d
F
u
n
c
ti
o
n
Ex
p
e
rime
n
t
a
t
S
M
A
Ne
g
e
ri
1
Ko
ta
Ja
m
b
i
,”
(in
Ba
h
a
sa
),
Ed
u
-
S
a
i
n
s
.
,
Vo
l.
5
,
n
o
.
2
,
p
p
.
1
-
7
,
2
0
1
6
.
[4
1
]
M
.
S
t
o
h
lma
n
n
,
J.M
.
Tam
a
ra
,
a
n
d
H.R.
G
il
li
a
n
,
“
Co
n
sid
e
ra
ti
o
n
s
f
o
r
Tea
c
h
in
g
I
n
teg
ra
ted
S
T
EM
Ed
u
c
a
ti
o
n
,”
J
o
u
rn
a
l
o
f
Pre
-
Co
ll
e
g
e
En
g
in
e
e
rin
g
E
d
u
c
a
ti
o
n
Res
e
a
rc
h
(J
-
PE
ER
)
,
V
o
l.
2
,
n
o
.
1
,
p
p
.
2
2
-
29
,
2
0
1
2
.
[4
2
]
H.
Ha
sh
im,
M
.
N.
Ali,
a
n
d
M
.
A.
S
a
m
su
d
in
,
“
Nu
rtu
ri
n
g
Ha
b
it
s
o
f
M
in
d
(HO
M
)
Th
r
o
u
g
h
Th
i
n
k
in
g
Ba
se
d
Lea
rn
in
g
(TBL
)
in
D
o
in
g
S
c
ien
c
e
Tec
h
n
o
l
o
g
y
,
E
n
g
i
n
e
e
rin
g
a
n
d
M
a
th
e
m
a
ti
c
s
(S
TE
M
)
P
r
o
jec
t
,”
EDUCAT
U
M
J
S
M
T
,
V
o
l.
5
,
p
p
.
7
-
18
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.