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1.
I
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RO
D
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I
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Scien
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tech
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ap
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Ko
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[
1
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T
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Ho
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th
o
f
in
t
eg
r
atio
n
,
b
u
t
e
d
u
ca
tio
n
al
s
y
s
tem
an
d
ex
is
ten
tialis
ts
m
ak
e
s
tu
d
en
ts
f
ar
f
r
o
m
th
e
p
u
r
p
o
s
es o
f
ch
an
g
in
g
wo
r
ld
.
T
h
e
s
tu
d
y
ad
o
p
te
d
STE
M/ST
E
AM
ed
u
ca
tio
n
to
b
e
STREA
M
ed
u
ca
tio
n
b
y
aim
in
g
p
r
im
a
r
y
teac
h
er
s
wh
o
jo
in
e
d
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
,
t
h
e
p
r
o
g
r
am
f
o
r
e
n
h
a
n
cin
g
teac
h
er
s
’
co
m
p
eten
cy
in
cu
r
r
ic
u
lu
m
a
n
d
lear
n
in
g
m
an
ag
em
en
t
f
o
r
T
h
ai
teac
h
er
s
.
T
h
e
p
r
o
g
r
a
m
p
u
r
p
o
s
es
to
h
elp
p
r
im
ar
y
s
tu
d
en
ts
in
lear
n
in
g
ac
h
iev
em
en
t,
an
al
y
tical
th
in
k
i
n
g
,
an
d
wr
itin
g
.
STREAM
ed
u
ca
tio
n
,
teac
h
er
s
h
av
e
a
b
ilit
ies
an
d
co
m
p
eten
cies
to
b
u
ild
c
r
ea
tiv
e
citizen
s
f
o
r
t
h
e
f
u
tu
r
e.
R
eliab
le
k
n
o
wled
g
e
an
d
p
r
o
ce
s
s
o
f
s
cien
ce
ca
n
p
r
o
m
o
te
s
tu
d
en
t
d
o
an
d
th
in
k
s
am
e
as
s
cien
tis
ts
,
b
u
t
to
m
o
r
r
o
w,
o
u
r
s
o
ciety
n
ee
d
less
ex
is
tin
g
co
n
s
er
v
ativ
e
k
n
o
wled
g
e,
in
n
o
v
atio
n
an
d
p
r
o
b
lem
s
o
lv
i
n
g
m
ak
e
o
u
r
ch
ild
r
en
to
f
ac
e
with
u
n
ce
r
tain
ty
wo
r
ld
.
STREAM
ed
u
ca
tio
n
as
wo
r
d
s
in
t
h
is
p
r
o
ject
s
et
f
o
r
b
u
ild
in
g
i
n
-
s
er
v
ice
teac
h
er
s
to
in
itiate
th
eir
cu
r
r
icu
lu
m
an
d
i
n
s
tr
u
ctio
n
b
ased
o
n
in
teg
r
ated
lear
n
in
g
.
T
h
e
s
tu
d
y
ex
am
in
es
w
o
r
k
s
h
o
p
to
h
elp
t
ea
ch
er
s
u
n
d
er
s
tan
d
STREAM
ed
u
ca
tio
n
an
d
also
teac
h
er
s
’
v
iews to
war
d
lear
n
i
n
g
m
an
ag
e
m
en
t b
y
STREAM
ed
u
ca
tio
n
is
s
tu
d
ied
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
u
r
v
ey
i
n
g
m
et
h
o
d
was
em
p
lo
y
ed
f
o
r
g
ath
er
i
n
g
v
iews
o
f
p
r
im
ar
y
teac
h
er
s
to
war
d
s
STREAM
ed
u
ca
tio
n
.
T
h
e
p
a
r
ticip
an
ts
wer
e
v
o
lu
n
teer
in
g
p
r
im
ar
y
T
h
a
i
teac
h
er
s
wh
o
jo
in
ed
d
ev
elo
p
m
en
t
p
r
o
g
r
am
,
th
e
p
r
o
g
r
a
m
f
o
r
e
n
h
an
cin
g
teac
h
e
r
s
’
co
m
p
eten
cy
in
c
u
r
r
icu
lu
m
an
d
le
ar
n
in
g
m
an
ag
em
e
n
t f
o
r
T
h
ai
teac
h
er
s
b
ased
o
n
STREAM
ed
u
ca
tio
n
.
T
h
e
p
r
o
g
r
a
m
p
u
r
p
o
s
es
to
h
elp
p
r
i
m
ar
y
s
tu
d
en
ts
in
lear
n
in
g
ac
h
iev
em
en
t,
an
aly
tical
th
in
k
in
g
,
an
d
wr
itin
g
.
Sev
e
n
teen
teac
h
er
s
wh
o
h
av
e
b
ee
n
teac
h
in
g
in
p
r
im
ar
y
s
ch
o
o
ls
’
lev
el
f
r
o
m
Su
r
in
p
r
o
v
in
ce
,
T
h
ailan
d
.
Par
ticip
an
ts
ar
e
p
r
im
ar
y
teac
h
er
s
ar
e
m
o
s
tly
f
em
ale,
a
y
o
u
n
g
b
lo
o
d
tea
ch
er
s
2
0
-
3
0
y
ea
r
s
,
an
d
h
av
in
g
teac
h
in
g
ex
p
e
r
ien
ce
s
b
etwe
en
0
an
d
5
y
ea
r
s
as
s
h
o
wn
in
T
ab
le
1
.
T
h
ey
ar
e
th
e
m
o
s
t
o
f
n
ew
g
en
er
atio
n
o
f
p
r
im
ar
y
teac
h
er
s
,
r
ea
d
y
to
lear
n
n
ew
th
in
g
s
,
co
n
ce
r
n
in
g
in
teg
r
atio
n
p
r
ac
tices
as
well
as
ed
u
ca
tio
n
al
p
o
licy
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
p
ar
ticip
an
ts
I
n
f
o
r
mat
i
o
n
F
r
e
q
u
e
n
c
y
%
S
e
x
M
a
l
e
2
1
1
.
7
6
F
e
mal
e
15
8
8
.
2
4
A
g
e
20
-
3
0
y
ea
rs
10
5
8
.
8
2
31
-
4
0
y
ea
rs
3
1
7
.
6
5
41
-
5
0
y
ea
rs
1
5
.
8
8
M
o
r
e
t
h
a
n
5
0
y
ea
rs
3
1
7
.
6
5
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
s
0
-
5
y
ea
rs
11
6
4
.
7
1
6
-
1
0
y
ea
rs
2
1
1
.
7
6
11
-
1
5
y
ea
rs
1
5
.
8
8
16
-
2
0
y
ea
rs
-
-
M
o
r
e
t
h
a
n
2
0
y
ea
rs
3
1
7
.
6
5
T
ea
ch
er
s
in
th
is
s
tu
d
y
ar
e
m
o
s
tly
co
n
s
tr
u
ctiv
e
an
d
p
r
o
d
u
ctiv
e
g
en
er
atio
n
.
Fem
ale
with
teac
h
in
g
ex
p
er
ien
ce
s
less
th
an
f
iv
e
y
ea
r
s
.
All
o
f
th
em
h
av
e
n
o
t
b
ee
n
k
n
o
wn
an
d
jo
i
n
an
y
wo
r
k
s
h
o
p
ab
o
u
t
STE
M
o
r
STREAM
ed
u
ca
tio
n
in
ea
r
lier
.
I
t
is
v
er
y
s
u
r
p
r
is
in
g
ly
r
e
p
o
r
t
ed
th
at
th
ey
d
id
n
o
t
k
n
o
w
th
e
co
n
ce
p
t
o
f
in
teg
r
atio
n
b
y
STE
M
o
r
STREAM
ed
u
ca
tio
n
in
th
eir
c
u
r
r
i
cu
lu
m
d
e
v
elo
p
m
e
n
t
an
d
class
r
o
o
m
m
a
n
ag
em
e
n
t.
W
h
en
th
ey
h
ea
r
ab
o
u
t
STE
M
ed
u
ca
tio
n
,
it
m
ea
n
s
th
at
s
cien
ce
,
m
ath
em
atics
an
d
co
m
p
u
ter
teac
h
e
r
s
ar
e
clo
s
ely
co
n
ce
r
n
e
d
t
h
an
th
o
s
e
a
n
y
s
u
b
ject
teac
h
er
s
f
o
r
its
im
p
lem
en
tatio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
V
iew
s
o
f p
r
ima
r
y
T
h
a
i t
ea
ch
er
s
to
w
a
r
d
S
TRE
A
M e
d
u
ca
tio
n
(
P
r
a
s
a
r
t Nu
a
n
g
ch
a
lerm
)
989
2
.
2
.
Resea
rc
h ins
t
rum
ent
Qu
esti
o
n
n
air
e
ab
o
u
t
v
iews
o
f
teac
h
er
s
to
war
d
STREAM
ed
u
ca
tio
n
is
em
p
lo
y
ed
.
T
h
e
5
-
r
a
tin
g
s
ca
le
is
m
ad
e
f
o
r
g
ath
er
in
g
teac
h
e
r
s
’
u
n
d
er
s
tan
d
in
g
in
f
r
ee
ly
i
tem
s
,
th
e
q
u
esti
o
n
n
air
e
is
a
d
ap
ted
f
o
r
s
ee
k
in
g
teac
h
er
s
’
v
iews
o
n
in
teg
r
atio
n
teac
h
in
g
f
r
o
m
Nu
a
n
g
ch
aler
m
[
1
3
]
.
Dem
o
g
r
a
p
h
ic
in
f
o
r
m
ati
o
n
ask
ed
s
ex
,
a
g
e,
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
an
d
STREAM
ed
u
ca
tio
n
u
n
d
er
s
ta
n
d
in
g
wer
e
s
et.
I
te
m
s
ar
e
d
ep
en
d
en
tly
an
s
wer
ed
b
y
2
0
item
s
b
y
teac
h
er
s
th
r
o
u
g
h
Go
o
g
le
f
o
r
m
.
Qu
alitativ
e
d
ata
f
r
o
m
in
ter
v
iewin
g
is
co
llected
th
r
o
u
g
h
th
e
wo
r
k
s
h
o
p
,
h
o
w
teac
h
er
s
ex
p
r
ess
th
eir
v
iew
in
to
STREAM
ed
u
ca
tio
n
.
Self
-
r
ef
lectio
n
d
u
r
in
g
wo
r
k
s
h
o
p
also
g
ath
er
ed
at
t
h
e
f
in
al
s
ec
tio
n
o
f
wo
r
k
s
h
o
p
.
2
.
3
.
Da
t
a
co
llect
io
n
Data
wer
e
co
llected
in
th
e
wo
r
k
s
h
o
p
o
n
STREAM
ed
u
ca
tio
n
f
o
r
p
r
im
ar
y
teac
h
er
s
in
Su
r
i
n
p
r
o
v
i
n
ce
,
h
el
d
o
n
2
-
d
ay
p
er
i
o
d
i
n
Feb
r
u
ar
y
2
0
2
0
.
All
p
a
r
ticip
an
ts
co
m
p
leted
th
e
q
u
esti
o
n
n
air
e,
r
ec
h
ec
k
th
e
co
m
p
letio
n
o
f
f
o
r
m
.
T
h
e
r
esear
c
h
er
was
in
th
e
wo
r
k
s
h
o
p
r
o
o
m
d
u
r
in
g
th
ey
r
esp
o
n
s
e
to
th
e
item
s
.
T
h
en
,
th
e
d
ata
wer
e
o
b
tain
ed
an
d
r
ec
h
ec
k
th
e
co
m
p
leten
ess
.
Data
wer
e
an
aly
ze
d
in
ter
m
s
o
f
p
e
r
ce
n
tag
e,
m
ea
n
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
.
T
h
e
in
ter
v
iewin
g
ca
n
b
e
p
r
esen
ted
in
teac
h
er
s
’
v
iews
to
war
d
STREAM
ed
u
ca
tio
n
an
d
lear
n
in
g
d
ialo
g
u
es.
2
.
4
.
Da
t
a
a
na
ly
s
is
Data
wer
e
an
aly
ze
d
b
y
d
escr
ip
tiv
e
s
tatis
tic
s
,
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
.
Views
o
f
p
r
im
ar
y
T
h
a
i
teac
h
er
s
to
war
d
STREAM
ed
u
ca
tio
n
ca
n
b
e
ca
lcu
lated
a
n
d
in
ter
p
r
eted
b
y
in
d
icatin
g
in
t
o
5
lev
els
o
f
m
ea
n
f
o
r
in
ter
p
r
etin
g
:
h
i
g
h
est
(
4
.
5
1
-
5
.
0
0
)
,
h
ig
h
(
3
.
5
1
-
4
.
5
0
)
,
m
ed
i
u
m
(
2
.
5
1
-
3
.
5
0
)
,
lo
w
(
1
.
5
1
-
2
.
5
0
)
,
an
d
lo
west
(
1
.
0
0
-
1
.
5
0
)
.
I
ts
in
ter
p
r
et
atio
n
is
r
e
p
r
esen
ted
b
y
le
v
el
o
f
v
iews
an
d
d
escr
ip
tiv
e
in
f
o
r
m
atio
n
wh
ic
h
ca
n
b
e
s
h
o
wn
in
th
e
d
etails o
f
m
ea
n
,
lev
el
o
f
v
i
ews in
ea
ch
item
.
3.
RE
SU
L
T
S
I
f
we
r
ec
o
g
n
ize
STREAM
ed
u
ca
tio
n
,
we
will
r
ef
er
to
s
cien
ce
,
tech
n
o
lo
g
y
,
r
ea
d
in
g
,
ar
t,
an
d
m
ath
em
atics
d
is
cip
lin
es.
Par
t
icip
an
ts
ca
n
n
o
t
im
ag
in
e
h
o
w
to
ad
o
p
t
it
in
to
T
h
ai
lan
g
u
ag
e
teac
h
in
g
.
T
h
e
wo
r
k
s
h
o
p
cr
ea
tes
s
m
all
b
o
o
k
ac
tiv
ity
to
let
th
e
m
k
n
o
w
an
d
u
n
d
er
s
tan
d
in
teg
r
atin
g
ap
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teac
h
in
g
r
eq
u
ir
es
f
o
r
STREAM
ed
u
ca
tio
n
class
r
o
o
m
,
STREAM
ed
u
ca
tio
n
is
less
q
u
esti
o
n
in
g
,
b
u
t
ac
tio
n
lear
n
i
n
g
is
v
er
y
im
p
o
r
tan
t
to
s
tu
d
e
n
ts
,
STREAM
ed
u
ca
tio
n
,
s
tu
d
en
ts
h
av
e
to
s
h
o
w
th
eir
wo
r
k
s
h
ee
t
o
r
p
r
o
d
u
cti
o
n
,
STREAM
ed
u
ca
tio
n
is
v
er
y
c
o
m
p
licated
f
o
r
in
s
tr
u
ctio
n
al
p
r
ac
tices,
STREAM
ed
u
ca
tio
n
f
o
c
u
s
es
o
n
s
u
b
ject
m
atter
s
an
d
lear
n
in
g
ac
h
iev
e
m
en
t
in
th
e
less
o
n
,
STREA
M
ed
u
ca
tio
n
ig
n
o
r
es
co
n
ten
ts
wh
ich
ap
p
ea
r
a
n
d
d
et
er
m
in
e
in
co
r
e
c
u
r
r
icu
l
u
m
,
T
e
ac
h
er
s
p
ay
th
eir
atten
tio
n
less
in
teac
h
,
STREA
M
class
r
o
o
m
ju
s
t
ass
ig
n
wo
r
k
t
o
s
tu
d
en
ts
,
STREAM
ed
u
ca
tio
n
m
u
s
t
b
e
f
ac
ilit
ated
s
tu
d
en
ts
to
co
n
ce
n
tr
atin
g
i
n
p
r
o
ject
m
ater
ials
,
an
d
STRE
AM
ed
u
ca
tio
n
s
h
o
u
ld
b
e
m
an
ip
u
lated
in
m
o
d
er
ate
class
,
m
o
r
e
k
n
o
wled
g
e
p
r
o
g
r
a
m
as it in
f
o
llo
win
g
.
T
h
e
em
p
ir
ical
r
ef
lectio
n
o
f
teac
h
er
s
af
ter
th
ey
jo
in
ed
th
e
wo
r
k
s
h
o
p
,
p
o
s
itiv
e
r
ef
lectio
n
b
ased
o
n
n
ev
er
k
n
o
win
g
ab
o
u
t
STE
M
o
r
STREAM
ed
u
ca
tio
n
f
o
r
T
h
ai
lan
g
u
ag
e
teac
h
in
g
.
C
o
n
ce
p
t
in
wh
at
th
ey
k
n
o
w
an
d
h
o
w
th
ey
d
o
b
y
em
p
lo
y
in
g
STREAM
ed
u
ca
tio
n
in
to
cu
r
r
icu
l
u
m
p
r
ac
tices:
“
S
TRE
A
M
e
d
u
ca
tio
n
c
a
n
b
e
a
p
p
lied
in
to
la
n
g
u
a
g
e
tea
ch
i
n
g
,
I
a
m
fir
s
tly
th
o
u
g
h
t
th
a
t
o
n
ly
s
cien
ce
a
n
d
ma
th
em
a
tics
tea
c
h
ers
ca
n
d
o
,
b
u
t
n
o
w
Th
a
i
tea
ch
ers
ca
n
ma
n
ip
u
la
te
S
TRE
A
M
ed
u
ca
tio
n
cla
s
s
r
o
o
m
”
(
T
ea
ch
e
r
A)
“
S
TRE
A
M
ed
u
ca
tio
n
is
a
n
in
t
eg
r
a
tin
g
d
is
cip
lin
e,
s
tu
d
en
ts
c
a
n
e
n
h
a
n
ce
t
h
eir
co
mp
eten
cy
in
r
ea
d
in
g
,
a
n
a
lytica
l th
in
kin
g
,
a
n
d
w
r
itin
g
a
s
w
ell
”
(
T
ea
ch
er
A)
“
S
TRE
A
M
ed
u
ca
tio
n
h
elp
s
me
to
u
n
d
ers
ta
n
d
in
i
n
teg
r
a
tio
n
,
tea
ch
ers
ca
n
t
a
ke
mu
lti
-
d
is
cip
lin
a
r
y
a
p
p
r
o
a
c
h
to
cla
s
s
r
o
o
m.
Tea
ch
ers
a
ls
o
co
mp
r
eh
en
d
a
b
o
u
t
o
b
jectiv
es,
a
s
s
ess
men
t,
a
n
d
tea
c
h
in
g
a
ctivities
w
h
ich
a
llo
w
s
tu
d
en
ts
to
w
o
r
k
w
ith
a
s
s
ig
n
men
t
in
crea
tively
”
(
T
ea
ch
er
B
)
“
S
TRE
A
M
ed
u
ca
tio
n
a
llo
w
s
s
tu
d
en
ts
to
co
lla
b
o
r
a
te
a
n
d
c
o
n
ce
n
tr
a
te
w
ith
th
eir
w
o
r
k,
s
o
lve
th
e
d
a
ily
life p
r
o
b
lem,
crea
te
i
n
w
h
a
t
th
ey
k
n
o
w
a
n
d
lea
r
n
fr
o
m
o
th
ers
”
(
T
ea
ch
er
C
)
“
S
TRE
A
M
ed
u
ca
tio
n
s
tar
ts
w
it
h
cu
r
r
icu
lu
m
a
n
a
lysi
s
;
tea
ch
ers
h
a
ve
to
kn
o
w
a
n
d
d
esig
n
th
eir
cla
s
s
r
o
o
m
a
ctivities b
a
s
ed
o
n
lea
r
n
in
g
s
ta
n
d
a
r
d
s
”
(
T
ea
c
h
er
D)
“
C
r
ea
tivity
i
s
ve
r
y
imp
o
r
ta
n
t
to
s
tu
d
en
ts
’
lea
r
n
in
g
.
Tea
ch
ers
h
a
ve
to
s
timu
la
te
s
tu
d
en
ts
th
i
n
k
a
n
d
d
o
in
fr
ee
ly,
th
ey
ca
n
ma
k
e
tr
ia
l
-
err
o
r
lear
n
in
g
,
b
u
t
it
is
va
lu
a
b
le
ex
p
erien
ce
s
to
p
r
o
d
u
ce
n
ew kn
o
w
led
g
e,
a
n
d
a
ls
o
c
o
n
c
lu
d
e
in
w
h
a
t th
ey
d
id
b
y
th
e
b
e
s
t
”
(
T
ea
ch
er
D)
Par
ticip
an
ts
ca
n
ap
p
ly
STR
E
AM
ed
u
ca
tio
n
in
t
o
s
ch
o
o
l
cu
r
r
icu
lu
m
a
n
d
teac
h
i
n
g
s
tr
ateg
ies,
it
ca
n
en
g
ag
e
s
tu
d
en
ts
to
lear
n
an
d
d
o
with
p
r
o
b
lem
th
at
s
o
lv
ab
l
e
b
y
em
p
lo
y
in
g
n
ec
ess
ar
y
lear
n
in
g
s
k
ills
.
T
h
ey
h
av
e
v
iews
b
etwe
en
s
u
r
v
e
y
an
d
in
ter
v
iew
with
co
n
c
u
r
r
e
n
ce
r
esp
o
n
s
es.
STREAM
ed
u
ca
tio
n
s
h
o
u
ld
b
e
in
v
ited
an
d
co
r
p
o
r
ate
in
to
class
r
o
o
m
as
well
as
m
ak
in
g
th
eir
s
tu
d
en
ts
h
av
in
g
n
ec
ess
ar
y
lear
n
in
g
s
k
ills
.
Als
o
,
s
tu
d
en
ts
ca
n
b
r
in
g
in
teg
r
ated
ap
p
r
o
ac
h
to
s
o
lv
e
p
r
o
b
lem
i
n
d
aily
liv
es
with
cr
ea
tiv
ely
d
esig
n
ed
.
T
ea
ch
er
s
h
av
e
m
o
r
e
u
n
d
er
s
tan
d
i
n
g
an
d
m
a
k
in
g
m
in
d
s
et
to
em
p
l
o
y
ed
STREAM
ed
u
ca
tio
n
i
n
to
th
eir
class
r
o
o
m
th
r
o
u
g
h
d
esig
n
ed
-
b
ased
lear
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
V
iew
s
o
f p
r
ima
r
y
T
h
a
i t
ea
ch
er
s
to
w
a
r
d
S
TRE
A
M e
d
u
ca
tio
n
(
P
r
a
s
a
r
t Nu
a
n
g
ch
a
lerm
)
991
4.
DIS
CU
SS
I
O
N
Views
o
f
teac
h
er
s
to
war
d
STREAM
ed
u
ca
tio
n
with
s
m
all
b
o
o
k
ac
tiv
ity
is
an
ex
am
p
le
to
th
em
b
y
co
n
d
u
ctin
g
d
esig
n
-
b
ased
lear
n
in
g
.
Fin
d
in
g
s
s
h
o
wed
th
at
th
ey
h
av
e
d
if
f
er
e
n
t
v
iews
an
d
r
ef
lectio
n
s
h
o
wed
th
at
STREAM
ed
u
ca
tio
n
v
an
b
e
ac
ce
p
tab
le
in
to
th
eir
class
r
o
o
m
.
T
h
ey
ca
n
g
et
s
cien
tific
k
n
o
wled
g
e
t
h
r
o
u
g
h
r
eliab
le
m
u
lti
-
m
ed
ia
as
s
o
u
r
c
e
o
f
s
cien
ce
.
T
h
e
n
,
th
e
y
th
in
k
,
th
ey
d
o
with
th
e
c
r
ea
tiv
ity
as
well
as
o
th
er
d
is
cip
lin
es
allo
wed
.
T
ea
ch
er
s
p
er
ce
iv
ed
th
at
STREAM
ed
u
c
atio
n
is
d
if
f
icu
lt
to
m
ix
it
u
p
b
etwe
en
d
is
cip
lin
es,
f
r
o
m
in
ter
d
is
cip
lin
ar
y
to
m
u
l
tid
is
cip
lin
ar
y
.
I
t
h
elp
s
s
tu
d
en
ts
ab
le
to
an
aly
ze
an
d
s
o
lv
e
p
r
o
b
lem
th
r
o
u
g
h
in
teg
r
atio
n
,
en
h
a
n
ce
s
tu
d
en
ts
’
n
ec
ess
ar
y
lear
n
in
g
s
k
ills
in
th
e
2
1
st
ce
n
tu
r
y
as
well
as k
n
o
w
led
g
e
u
s
e
b
ased
o
n
th
eo
r
etica
l
b
ac
k
u
p
[
5
,
8
,
9
,
1
3
]
.
I
n
ad
d
itio
n
,
STREAM
ed
u
ca
tio
n
let
s
tu
d
en
ts
lear
n
in
wh
at
th
ey
p
r
ef
er
r
e
d
as
well
as
cr
ea
tiv
ity
n
ee
d
e
d
.
T
h
ey
ca
n
u
s
e
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
th
r
o
u
g
h
la
n
g
u
ag
e
tea
ch
in
g
i.e
.
r
ea
d
i
n
g
,
wr
itin
g
,
s
p
ea
k
in
g
an
d
also
lis
ten
in
g
with
p
ee
r
co
llab
o
r
atio
n
.
Ho
wev
e
r
,
s
cien
tific
co
n
ten
ts
m
u
s
t
b
e
co
n
tem
p
o
r
ar
y
to
th
eir
life
.
T
e
ac
h
er
s
s
h
o
u
ld
ac
t
as
m
aster
y
lear
n
er
,
s
ee
k
in
g
r
eliab
le
k
n
o
wled
g
e
to
lan
g
u
ag
e
class
.
S
tu
d
en
ts
co
u
l
d
b
e
in
teg
r
ated
lear
n
in
g
in
s
ev
er
al
d
is
cip
lin
es
S
-
s
cien
ce
;
T
-
tech
n
o
lo
g
y
;
R
-
R
ea
d
in
g
;
E
-
en
g
in
ee
r
in
g
;
A
-
Ar
t,
a
n
d
M
-
m
ath
em
atics.
I
t
m
ay
b
e
th
an
th
o
s
e
p
r
ev
io
u
s
d
is
cip
lin
es
b
ec
a
u
s
e
r
ea
l
life
s
itu
atio
n
,
we
ca
n
n
o
t sep
ar
ate
alo
n
e
d
is
cip
lin
e
to
s
o
lv
e
th
e
p
r
o
b
lem
[
1
7
]
.
T
ea
ch
er
s
ca
n
s
im
p
ly
s
tar
t
wit
h
in
teg
r
atio
n
b
y
an
aly
zin
g
s
tu
d
en
ts
’
lear
n
in
g
b
eh
av
i
o
r
s
,
cu
r
r
icu
lu
m
,
in
s
tr
u
ctio
n
,
an
d
ass
ess
m
en
t
wh
ich
ap
p
r
o
p
r
iate
in
d
if
f
er
e
n
t
class
r
o
o
m
.
E
s
p
ec
ially
,
teac
h
e
r
s
h
av
e
to
ch
an
g
ed
m
in
d
s
et
to
class
r
o
o
m
;
lear
n
in
g
ass
ess
m
en
t
s
h
o
u
l
d
b
e
m
ea
s
u
r
ed
i
n
b
o
th
p
r
o
ce
s
s
an
d
p
r
o
d
u
ct
o
f
lear
n
in
g
[
1
4
,
1
8
]
.
T
ea
ch
er
s
s
h
o
u
ld
allo
w
s
tu
d
en
ts
to
h
av
e
s
cien
tific
k
n
o
wled
g
e
an
d
u
s
e
m
u
lti
-
p
r
ac
tices
f
o
r
m
ak
in
g
co
n
n
ec
tio
n
a
m
o
n
g
n
e
ce
s
s
ar
y
s
k
ills
,
th
in
k
in
g
,
an
d
at
tr
ib
u
tes
th
r
o
u
g
h
d
esig
n
e
d
-
b
as
ed
lear
n
in
g
[
1
9
-
2
1
]
.
T
ea
ch
er
s
h
av
e
m
o
r
e
u
n
d
er
s
tan
d
in
g
an
d
b
elief
th
at
STREAM
ed
u
ca
tio
n
is
n
o
t
d
if
f
icu
lt
to
in
v
ite
to
class
r
o
o
m
,
th
e
p
o
s
itiv
e
v
iews
o
f
teac
h
er
s
to
war
d
STREAM
ed
u
ca
tio
n
ca
n
b
e
r
ep
o
r
ted
[
3
,
2
2
,
2
3
]
.
Ho
wev
er
,
th
e
p
r
o
g
r
am
f
o
r
teac
h
er
d
ev
elo
p
m
en
t sh
o
u
l
d
h
av
e
s
u
b
s
id
ize
b
y
g
o
v
e
r
n
m
e
n
t o
r
Min
is
tr
y
o
f
E
d
u
ca
tio
n
to
m
ak
e
s
tr
o
n
g
b
elief
to
teac
h
er
s
.
T
ea
ch
er
s
ca
n
d
o
i
n
teg
r
atio
n
an
d
m
a
k
e
class
r
o
o
m
with
in
n
o
v
ativ
e
lear
n
in
g
as
well
as
STREAM
ed
u
ca
tio
n
p
lay
s
it
r
o
le
t
o
n
ew
n
o
r
m
al
class
r
o
o
m
.
I
t
h
elp
s
t
ea
ch
er
s
an
d
s
tu
d
en
ts
d
esig
n
o
n
wh
at
we
h
av
e
to
th
in
k
an
d
lear
n
b
ased
o
n
cr
ea
tiv
e
p
r
o
b
lem
s
o
lv
in
g
[
2
4
]
.
T
h
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
s
h
o
u
ld
b
e
s
u
p
p
o
r
te
d
b
y
lea
d
in
g
tech
n
o
lo
g
y
in
to
e
v
er
y
s
ch
o
o
l,
teac
h
er
s
ca
n
s
u
cc
ess
STREA
M
ed
u
ca
tio
n
b
ased
o
n
teac
h
in
g
c
o
m
m
itm
en
t,
“I
ca
n
d
o
it”
lead
s
teac
h
er
s
m
an
ip
u
late
class
r
o
o
m
to
n
ew
en
v
ir
o
n
m
en
t.
I
t
is
n
o
t
ju
s
t
o
n
ly
i
n
s
tr
u
ctio
n
al
p
r
ac
tices;
teac
h
er
s
also
k
n
o
w
an
d
u
n
d
er
s
tan
d
h
o
w
to
ass
es
s
s
tu
d
en
ts
’
lear
n
in
g
b
y
v
ar
io
u
s
k
in
d
s
o
f
m
eth
o
d
s
an
d
to
o
ls
f
o
r
ass
es
s
m
en
t
[
1
0
,
1
1
,
2
5
]
.
T
ea
ch
er
s
em
p
lo
y
d
esig
n
-
b
ased
lear
n
in
g
,
s
tu
d
en
t
u
s
e
cr
ea
tiv
e
-
b
ased
le
ar
n
in
g
wh
er
e
th
e
STREAM
ed
u
ca
tio
n
m
ee
ts
th
e
r
eq
u
ir
em
e
n
t
o
f
in
teg
r
ated
lea
r
n
in
g
as
well.
T
ea
ch
er
s
s
h
o
u
ld
ch
an
g
e
th
ei
r
r
o
le
to
b
e
le
s
s
o
n
d
esig
n
er
an
d
au
th
en
tic
ass
ess
o
r
,
also
f
ac
ilit
ato
r
to
en
g
a
g
e
s
tu
d
en
ts
m
ee
t
th
eir
lear
n
in
g
a
b
ilit
ies
[
2
6
]
.
I
t
will
b
e
s
u
s
tain
ab
le
ed
u
ca
tio
n
,
i
f
teac
h
er
s
r
ea
d
y
t
o
ch
an
g
e
th
eir
m
i
n
d
s
et
an
d
t
ea
ch
in
g
r
o
le
b
y
n
o
n
-
f
o
c
u
s
ed
th
eo
r
y
.
C
lass
r
o
o
m
en
v
ir
o
n
m
en
ts
s
h
o
u
ld
ch
allen
g
e
s
tu
d
en
ts
in
th
e
way
o
f
cr
ea
tiv
ely
lear
n
in
g
an
d
s
o
lv
ab
le
p
r
o
b
lem
clas
s
r
o
o
m
th
r
o
u
g
h
in
te
g
r
atio
n
[
2
7
]
,
an
d
teac
h
er
s
h
av
e
to
p
ay
th
eir
les
s
o
n
d
esig
n
b
y
in
co
r
p
o
r
atin
g
p
ed
ag
o
g
y
to
f
it
with
co
n
ten
t
o
r
p
ed
a
g
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
[
2
8
-
3
0
]
.
Ho
wev
e
r
,
tech
n
o
l
o
g
y
m
ay
b
e
r
ef
e
r
r
ed
to
co
m
m
u
n
icatio
n
an
d
to
o
ls
f
o
r
cr
ea
tin
g
wh
ich
n
ee
d
to
b
e
d
is
cu
s
s
ed
b
y
d
if
f
er
e
n
t sch
o
o
l p
r
ac
tices.
5.
CO
NCLU
SI
O
N
T
ea
ch
er
s
h
av
e
h
o
lis
tic
v
iew
in
ter
m
s
STREAM
ed
u
ca
tio
n
,
s
m
all
b
o
o
k
ac
tiv
ity
is
an
ex
a
m
p
le
to
let
th
em
k
n
o
w
h
o
w
to
d
esig
n
a
n
d
in
teg
r
ate
d
is
cip
lin
es
in
to
class
r
o
o
m
.
T
ea
ch
er
s
h
av
e
p
o
s
itiv
e
v
iews
to
war
d
S
T
R
E
AM
ed
u
ca
tio
n
ev
en
th
o
u
g
h
all
o
f
th
em
ar
e
n
o
t
s
cien
ce
o
r
m
ath
em
atics
teac
h
er
s
.
T
h
at
is
,
th
ey
ar
e
r
ea
d
y
to
b
e
less
o
n
d
esig
n
er
an
d
lea
r
n
in
g
ass
ess
o
r
.
Ho
wev
er
,
h
o
li
s
tic
v
iew
will
b
e
m
o
r
e
ef
f
ec
ti
v
e
in
to
class
r
o
o
m
,
tech
n
o
lo
g
y
an
d
o
th
er
s
u
p
p
o
r
t
in
g
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
s
h
o
u
ld
b
e
p
r
ep
ar
e
d
as
well
as
ed
u
ca
tio
n
al
p
o
licy
,
f
in
an
cial
s
u
b
s
id
in
g
,
s
u
s
tain
a
b
le
an
d
co
n
tin
u
in
g
ed
u
ca
tio
n
p
o
lic
y
,
a
n
d
c
u
r
r
icu
l
u
m
d
e
v
elo
p
m
en
t
in
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
.
RE
F
E
R
E
NC
E
S
[1
]
S
h
in
,
Y.
J.
a
n
d
Ha
n
,
S
.
K
.
,
“
A
stu
d
y
o
f
t
h
e
e
lem
e
n
tary
sc
h
o
o
l
tea
c
h
e
rs'
p
e
rc
e
p
ti
o
n
i
n
S
T
EAM
(S
c
ien
c
e
,
Tec
h
n
o
l
o
g
y
,
En
g
i
n
e
e
rin
g
,
Arts,
M
a
t
h
e
m
a
ti
c
s)
e
d
u
c
a
ti
o
n
,
”
J
o
u
rn
a
l
o
f
Ko
re
a
n
El
e
me
n
ta
ry
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
3
0
,
n
o
.
4
,
p
p
.
5
1
4
-
5
2
3
,
2
0
1
1
.
[2
]
Kim
,
S
.
W.
,
Ch
u
n
g
,
Y.
L
.
,
Wo
o
,
A.
J.
a
n
d
Lee
,
H.
J
.
,
“
De
v
e
lo
p
m
e
n
t
o
f
a
th
e
o
re
ti
c
a
l
m
o
d
e
l
fo
r
S
TE
AM
e
d
u
c
a
ti
o
n
,
”
J
o
u
rn
a
l
o
f
th
e
K
o
re
a
n
Asso
c
ia
ti
o
n
fo
r
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
3
2
,
n
o
.
2
,
p
p
.
3
8
8
-
4
0
1
,
2
0
1
2
.
[3
]
Ya
k
m
a
n
,
G
.
a
n
d
Lee
,
H.
,
“
Ex
p
lo
rin
g
t
h
e
e
x
e
m
p
lary
S
TE
A
M
e
d
u
c
a
ti
o
n
in
th
e
US
a
s
a
p
ra
c
t
ica
l
e
d
u
c
a
ti
o
n
a
l
fra
m
e
wo
rk
fo
r
Ko
re
a
,
”
J
o
u
r
n
a
l
o
f
th
e
K
o
re
a
n
Ass
o
c
ia
ti
o
n
fo
r
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
3
2
,
n
o
.
6
,
p
p
.
1
0
7
2
-
1
0
8
6
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
8
7
-
9
9
2
992
[4
]
Lee
,
J.
W
.
,
P
a
rk
,
H.
J.
a
n
d
Kim
,
J.
B
.
,
“
P
r
ima
ry
tea
c
h
e
rs'
p
e
rc
e
p
ti
o
n
a
n
a
l
y
sis
o
n
d
e
v
e
l
o
p
m
e
n
t
a
n
d
a
p
p
li
c
a
ti
o
n
o
f
S
TE
AM
e
d
u
c
a
ti
o
n
p
r
o
g
ra
m
,
”
J
o
u
r
n
a
l
o
f
K
o
re
a
n
El
e
me
n
ta
ry
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
3
2
,
n
o
.
1
,
p
p
.
4
7
-
5
9
,
2
0
1
3
.
[5
]
G
u
y
o
tt
e
,
K.
W.
,
S
o
c
h
a
c
k
a
,
N.
W.
,
Co
sta
n
t
in
o
,
T.
E
.
,
Walth
e
r,
J.
a
n
d
Ke
ll
a
m
,
N.
N.
,
“
S
TE
AM
a
s
so
c
ial
p
ra
c
ti
c
e
:
Cu
lt
iv
a
ti
n
g
c
re
a
ti
v
it
y
in
tran
sd
isc
ip
li
n
a
r
y
sp
a
c
e
s
,
”
Art
Ed
u
c
a
ti
o
n
,
v
o
l.
6
7
,
n
o
.
6
,
p
p
.
1
2
-
1
9
,
2
0
1
4
.
[6
]
Kim
,
D.
H.,
Ko
,
D.
G
.
,
Ha
n
,
M
.
J.
a
n
d
Ho
n
g
,
S
.
H.
,
“
T
h
e
e
ffe
c
ts
o
f
sc
ien
c
e
les
so
n
s
a
p
p
ly
in
g
S
T
EAM
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
o
n
t
h
e
c
re
a
ti
v
it
y
a
n
d
i
n
t
e
re
st
lev
e
ls
o
f
e
lem
e
n
tary
stu
d
e
n
t
s
,
”
J
o
u
rn
a
l
o
f
t
h
e
Ko
re
a
n
Asso
c
i
a
ti
o
n
fo
r
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
4
,
n
o
.
1
,
p
p
4
3
-
5
4
,
2
0
1
4
.
[7
]
Li
m
,
S
.
M
.
,
Kim
,
Y.
a
n
d
Lee
,
T.
S
.
,
“
An
a
ly
sis
o
f
e
lem
e
n
tary
sc
h
o
o
l
tea
c
h
e
rs'
p
e
rc
e
p
ti
o
n
o
n
fiel
d
a
p
p
li
c
a
ti
o
n
o
f
S
TE
AM
e
d
u
c
a
ti
o
n
,
”
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
3
8
,
n
o
.
1
,
p
p
.
1
3
3
-
1
4
3
,
2
0
1
4
.
[8
]
S
im,
J.
Lee
,
Y.
a
n
d
Kim
,
H.
K.
,
“
Un
d
e
rsta
n
d
i
n
g
S
T
EM
,
S
TE
A
M
e
d
u
c
a
ti
o
n
,
a
n
d
a
d
d
re
ss
in
g
th
e
issu
e
s
fa
c
in
g
S
TE
AM
i
n
th
e
K
o
re
a
n
c
o
n
te
x
t
,
”
J
o
u
rn
a
l
o
f
th
e
K
o
re
a
n
Ass
o
c
ia
ti
o
n
fo
r
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
3
5
,
n
o
.
4
,
p
p
.
7
0
9
-
7
2
3
,
2
0
1
5
.
[9
]
Li
a
o
,
C.
,
“
F
r
o
m
in
ter
d
isc
ip
li
n
a
ry
t
o
tran
s
d
isc
ip
li
n
a
ry
:
An
a
rt
s
-
in
teg
ra
ted
a
p
p
r
o
a
c
h
t
o
S
T
E
AM
e
d
u
c
a
ti
o
n
,
”
Art
Ed
u
c
a
ti
o
n
,
v
o
l.
6
9
,
n
o
.
6
,
p
p
.
4
4
-
4
9
,
2
0
1
6
.
[1
0
]
Ka
n
g
,
N.
H.
,
“
A
re
v
iew
o
f
th
e
e
ffe
c
t
o
f
in
teg
ra
ted
S
TE
M
o
r
S
T
EAM
(sc
ien
c
e
,
tec
h
n
o
lo
g
y
,
e
n
g
i
n
e
e
rin
g
,
a
rts,
a
n
d
m
a
th
e
m
a
ti
c
s) ed
u
c
a
ti
o
n
i
n
S
o
u
t
h
Ko
re
a
,
”
Asia
-
Pa
c
if
ic S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
-
22
,
2
0
1
9
.
[1
1
]
Bru
n
d
re
tt
,
M
.
a
n
d
L
u
n
g
k
a
,
P
.
,
“
Th
e
d
e
v
e
lo
p
m
e
n
t
o
f
tea
c
h
e
rs’
k
n
o
wle
d
g
e
a
n
d
b
e
h
a
v
io
u
r
i
n
p
ro
m
o
t
in
g
se
lf
-
d
isc
ip
li
n
e
:
a
stu
d
y
o
f
e
a
rly
y
e
a
rs t
e
a
c
h
e
rs i
n
Th
a
il
a
n
d
,
”
E
d
u
c
a
t
io
n
3
-
13
,
v
o
l.
47
,
n
o
.
4
,
p
p
.
4
6
2
-
4
7
4
,
2
0
1
9
.
[1
2
]
P
ra
se
rtsa
n
g
,
P
.
a
n
d
Nu
a
n
g
c
h
a
lerm
,
P
.
,
“
S
TE
M
e
d
u
c
a
ti
o
n
a
s
a
str
a
teg
y
f
o
r
e
n
h
a
n
c
i
n
g
m
a
th
e
m
a
ti
c
a
l
a
c
h
iev
e
m
e
n
t
o
n
m
e
a
su
re
m
e
n
t
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
&
S
o
c
i
a
l
P
o
li
c
y
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
3
0
-
1
3
4
,
2
0
1
8
.
[1
3
]
Nu
a
n
g
c
h
a
lerm
,
P
.
,
“
In
v
e
sti
g
a
ti
n
g
v
iew
s
o
f
S
TE
M
p
rima
ry
tea
c
h
e
rs
o
n
S
TE
M
e
d
u
c
a
ti
o
n
,
”
Ch
e
mistry
:
Bu
lg
a
ri
a
n
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
.
2
7
,
n
o
.
2
,
p
p
.
2
0
8
-
2
1
7
,
2
0
1
8
.
[1
4
]
Li
stian
a
,
I.
,
Ab
d
u
rra
h
m
a
n
,
A.,
S
u
y
a
tn
a
,
A.
a
n
d
N
u
a
n
g
c
h
a
lerm
,
P
.
,
“
T
h
e
e
ffe
c
t
o
f
Ne
wto
n
ian
d
y
n
a
m
ics
S
TE
M
-
in
teg
ra
ted
lea
rn
in
g
stra
teg
y
to
in
c
re
a
se
s
c
ien
ti
fic
li
tera
c
y
o
f
se
n
i
o
r
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts
,”
J
u
rn
a
l
Il
mia
h
Pe
n
d
i
d
ika
n
Fi
sik
a
Al
-
Bi
r
u
n
i
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
4
3
-
5
2
,
2
0
1
9
.
[1
5
]
P
ra
c
h
a
g
o
o
l
,
V.,
N
u
a
n
g
c
h
a
lerm
,
P
.
,
S
u
b
ra
m
a
n
iam
,
G
.
a
n
d
Do
stá
l,
J
.
,
“
P
e
d
a
g
o
g
ica
l
d
e
c
isio
n
m
a
k
i
n
g
t
h
ro
u
g
h
th
e
le
n
s
of
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
p
r
o
g
ra
m
,
”
J
o
u
rn
a
l
f
o
r
t
h
e
Ed
u
c
a
ti
o
n
o
f
Gift
e
d
Y
o
u
n
g
S
c
ien
ti
sts
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
4
1
-
5
2
,
2
0
1
6
.
[1
6
]
Kin
lo
c
h
,
V.,
Bu
r
k
h
a
rd
,
T.
a
n
d
G
ra
h
a
m
,
D.
,
“
S
to
ry
i
n
g
y
o
u
t
h
li
v
e
s:
Ce
n
te
rin
g
e
q
u
it
y
in
tea
c
h
i
n
g
a
n
d
tea
c
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
o
f
Qu
a
li
t
a
ti
v
e
S
tu
d
ies
in
Ed
u
c
a
ti
o
n
,
v
o
l.
33
,
n
o
.
1
,
p
p
.
6
6
-
7
9
,
2
0
2
0
.
[1
7
]
To
n
d
e
u
r,
J.,
S
c
h
e
re
r,
R.
,
Ba
ra
n
,
E.
,
S
id
d
i
q
,
F
.
,
Va
lt
o
n
e
n
,
T.
a
n
d
S
o
i
n
tu
,
E.
,
“
Tea
c
h
e
r
e
d
u
c
a
to
rs
a
s
g
a
tek
e
e
p
e
rs:
P
re
p
a
rin
g
th
e
n
e
x
t
g
e
n
e
ra
ti
o
n
o
f
tea
c
h
e
rs
fo
r
tec
h
n
o
lo
g
y
in
teg
ra
t
i
o
n
i
n
e
d
u
c
a
ti
o
n
,
”
Brit
is
h
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
5
0
,
n
o
.
3
,
p
p
.
1
1
8
9
-
1
2
0
9
,
2
0
1
9
.
[1
8
]
S
c
a
ra
d
o
z
z
i,
D.,
S
c
re
p
a
n
ti
,
L
.
,
Ce
sa
re
tt
i,
L.
,
S
t
o
rti
,
M
.
a
n
d
M
a
z
z
ieri,
E.
,
“
Im
p
lem
e
n
tatio
n
a
n
d
a
ss
e
ss
m
e
n
t
m
e
th
o
d
o
lo
g
ies
o
f
tea
c
h
e
rs’
train
i
n
g
c
o
u
rse
s
fo
r
S
TE
M
a
c
ti
v
it
ies
,
”
T
e
c
h
n
o
lo
g
y
,
Kn
o
wled
g
e
a
n
d
L
e
a
rn
in
g
,
v
o
l.
24
,
n
o
.
2
,
p
p
.
2
4
7
-
2
6
8
,
2
0
1
9
.
[1
9
]
Ba
ra
n
,
E.
,
Bil
ici,
S
.
C.
,
M
e
su
to
g
lu
,
C.
a
n
d
Oc
a
k
,
C.
,
“
M
o
v
in
g
S
TE
M
b
e
y
o
n
d
sc
h
o
o
ls:
su
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
a
b
o
u
t
a
n
out
-
of
-
sc
h
o
o
l
S
T
EM
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
i
n
M
a
t
h
e
ma
ti
c
s
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
9
-
1
9
,
2
0
1
6
.
[2
0
]
Ra
d
lo
ff,
J.
a
n
d
G
u
z
e
y
,
S
.
,
“
In
v
e
stig
a
ti
n
g
p
re
se
rv
ice
S
TE
M
tea
c
h
e
r
c
o
n
c
e
p
ti
o
n
s
o
f
S
TE
M
e
d
u
c
a
ti
o
n
,
”
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
2
5
,
n
o
.
5
,
p
p
.
7
5
9
-
7
7
4
,
2
0
1
6
.
[2
1
]
Erd
o
g
a
n
,
I.
a
n
d
Cift
c
i,
A.
,
“
In
v
e
stig
a
ti
n
g
t
h
e
v
iew
s
o
f
p
re
-
se
rv
ice
sc
ien
c
e
tea
c
h
e
rs
o
n
S
TE
M
e
d
u
c
a
ti
o
n
p
ra
c
ti
c
e
s
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
n
v
iro
n
me
n
ta
l
a
n
d
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l.
1
2
,
n
o
.
5
,
p
p
.
1
0
5
5
-
1
0
6
5
,
2
0
1
7
.
[2
2
]
He
rro
,
D.,
Qu
ig
ley
,
C.
a
n
d
C
ian
,
H.
,
“
Th
e
c
h
a
ll
e
n
g
e
s
o
f
S
TE
AM
i
n
stru
c
ti
o
n
:
Les
so
n
s
fr
o
m
th
e
f
ield
,
”
Actio
n
in
T
e
a
c
h
e
r E
d
u
c
a
t
io
n
,
v
o
l.
41
,
n
o
.
2
,
p
p
.
1
7
2
-
1
9
0
,
2
0
1
9
.
[2
3
]
Ch
u
,
H.
E.
,
S
o
n
,
Y.
A.
,
Ko
o
,
H
.
K.,
M
a
rti
n
,
S
.
N.
a
n
d
Trea
g
u
st
,
D.
F
.
,
“
Th
e
p
o
ten
ti
a
l
o
f
a
rts
-
I
n
teg
ra
ted
S
T
EM
a
p
p
ro
a
c
h
e
s
to
p
ro
m
o
te
stu
d
e
n
ts’
sc
ien
c
e
k
n
o
wle
d
g
e
c
o
n
stru
c
ti
o
n
a
n
d
a
p
o
si
ti
v
e
p
e
rc
e
p
ti
o
n
o
f
sc
ien
c
e
lea
rn
in
g
,
”
In
Hs
u
YS.
,
Ye
h
YF.
(e
d
s)
,
Asia
-
Pa
c
if
ic S
T
E
M
T
e
a
c
h
in
g
Pra
c
t
ice
s
,
S
p
rin
g
e
r,
S
i
n
g
a
p
o
re
,
p
p
.
1
7
-
38
,
2
0
1
9
.
[2
4
]
Na
ji
b
,
S
.
A.
M
.
,
M
a
h
a
t
,
H.
a
n
d
Ba
h
a
ru
d
i
n
,
N.
H.
,
“
Th
e
le
v
e
l
o
f
S
TE
M
k
n
o
wle
d
g
e
,
sk
il
ls,
a
n
d
v
a
lu
e
s
a
m
o
n
g
t
h
e
stu
d
e
n
ts
o
f
b
a
c
h
e
lo
r'
s
d
e
g
re
e
o
f
e
d
u
c
a
ti
o
n
in
g
e
o
g
ra
p
h
y
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
t
io
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
6
9
-
7
6
,
2
0
2
0
.
[2
5
]
Hu
n
ter
-
Do
n
ig
e
r,
T.
,
Ho
wa
rd
,
C
.
,
Ha
rris,
R
.
a
n
d
Ha
ll
,
C.
,
“
S
T
EAM
t
h
ro
u
g
h
c
u
l
tu
ra
ll
y
re
lev
a
n
t
tea
c
h
i
n
g
a
n
d
sto
ry
telli
n
g
,
”
Art
E
d
u
c
a
t
io
n
,
v
o
l
.
7
1
,
n
o
.
1
,
p
p
.
4
6
-
5
1
,
2
0
1
8
.
[2
6
]
Clap
p
,
E.
P
.
a
n
d
Jim
e
n
e
z
,
R.
L.
,
“
Im
p
lem
e
n
ti
n
g
S
T
EAM
in
m
a
k
e
r
-
c
e
n
tere
d
lea
rn
in
g
,
”
Psy
c
h
o
l
o
g
y
o
f
Aes
th
e
ti
c
s,
Cre
a
ti
v
it
y
,
a
n
d
t
h
e
Art
s
,
v
o
l.
1
0
,
n
o
.
4
,
p
p
.
4
8
1
-
4
9
1
,
2
0
1
6
.
[2
7
]
Nu
a
n
g
c
h
a
lerm
,
P
.
,
P
ra
c
h
a
g
o
o
l,
V.
,
El
Isla
m
i,
R.
A.Z
.
,
a
n
d
Ab
d
u
rra
h
m
a
n
,
“
Co
n
tri
b
u
ti
o
n
o
f
i
n
te
g
ra
ted
lea
rn
in
g
th
ro
u
g
h
S
T
EM
e
d
u
c
a
ti
o
n
in
ASE
AN
c
o
u
n
tri
e
s,”
J
u
r
n
a
l
Pen
d
id
ik
a
n
Pro
g
re
sif
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
1
1
-
2
1
,
2
0
2
0
.
[2
8
]
Ju
h
ji
,
J.
a
n
d
Nu
a
n
g
c
h
a
lerm
,
P
.
,
“
In
tera
c
ti
o
n
b
e
twe
e
n
sc
ien
t
if
ic
a
tt
it
u
d
e
s
a
n
d
sc
ien
c
e
p
ro
c
e
ss
sk
il
l
s
t
o
wa
rd
tec
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
,
”
J
o
u
r
n
a
l
f
o
r
th
e
Ed
u
c
a
ti
o
n
o
f
Gift
e
d
Y
o
u
n
g
S
c
ien
ti
st
s
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
-
1
6
,
2
0
2
0
.
[2
9
]
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