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l o
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E
v
a
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Resea
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e
r
2
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107
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SS
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h
ttp
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//ij
ere.
ia
esco
r
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co
m
Exploring
STEA
M
t
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ching
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pre
scho
o
l using
Fred
Rog
ers
a
ppro
a
ch
Z
a
hiro
h Aw
a
ng
,
No
o
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ida
Ya
k
o
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Aswa
t
i H
a
m
za
h
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M
o
h
d M
er
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a
llin
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c
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c
a
ti
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a
l
S
t
u
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ies
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U
n
iv
e
rsiti
S
a
in
s M
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la
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M
a
lay
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a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
1
7
,
2
0
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0
R
ev
is
ed
Sep
13
,
2
0
2
0
Acc
ep
ted
Oct
1
0
,
2
0
2
0
Th
e
c
u
lt
u
re
o
f
S
c
ien
c
e
,
Tec
h
n
o
lo
g
y
,
En
g
in
e
e
ri
n
g
,
Art
a
n
d
M
a
th
e
m
a
ti
c
s
(
S
TE
AM
)
tea
c
h
in
g
is
stil
l
n
e
w
a
m
o
n
g
p
re
sc
h
o
o
l
tea
c
h
e
rs.
Ne
v
e
rth
e
les
s,
S
TE
AM
tea
c
h
in
g
is
se
e
n
a
s
c
h
a
ll
e
n
g
i
n
g
t
o
b
e
imp
lem
e
n
ted
if
t
h
e
re
is
n
o
c
lea
r
g
u
id
e
li
n
e
p
re
p
a
re
d
b
y
q
u
a
li
fied
e
x
p
e
rts.
Th
e
re
fo
re
,
a
n
e
e
d
a
n
a
ly
sis
o
n
S
TE
AM
tea
c
h
in
g
stra
teg
ies
o
u
g
h
t
t
o
b
e
c
o
n
d
u
c
t
e
d
t
o
e
n
su
re
th
e
imp
lem
e
n
tatio
n
o
f
S
TE
AM
tea
c
h
in
g
it
s
re
late
d
p
r
o
b
lem
s
m
a
y
b
e
a
tt
e
n
d
e
d
.
Th
is
re
se
a
rc
h
a
ime
d
to
e
x
p
l
o
re
e
x
p
e
rts’
p
e
rc
e
p
ti
o
n
s
a
b
o
u
t
F
re
d
R
o
g
e
rs’
S
TE
AM
a
s
a
S
TE
A
M
tea
c
h
i
n
g
s
trate
g
y
a
p
p
r
o
a
c
h
a
s
a
c
o
n
si
d
e
re
d
m
e
th
o
d
to
b
e
tau
g
h
t
i
n
p
re
sc
h
o
o
ls.
Th
is
n
e
e
d
a
n
a
ly
sis
e
m
p
l
o
y
e
d
se
m
i
stru
c
tu
re
d
in
terv
iew
s
with
f
o
u
r
e
x
p
e
rts.
T
h
e
o
b
tai
n
e
d
fi
n
d
i
n
g
s
we
re
c
a
teg
o
rize
d
a
n
d
a
n
a
ly
se
d
th
e
m
a
ti
c
a
ll
y
.
F
iv
e
t
h
e
m
e
s
we
re
id
e
n
ti
fied
:
1
)
fe
a
tu
re
s
a
n
d
n
e
e
d
s
o
f
S
TE
AM
e
d
u
c
a
ti
o
n
,
2
)
i
n
q
u
ir
y
-
b
a
se
d
lea
rn
in
g
3
)
lea
rn
i
n
g
b
y
d
o
i
n
g
a
c
ti
v
it
ies
,
4
)
in
tere
stin
g
a
n
d
sy
ste
m
a
ti
c
tea
c
h
in
g
stra
teg
ies
a
n
d
5
)
su
i
tab
il
it
y
with
c
h
il
d
re
n
’
d
e
v
e
lo
p
m
e
n
t
a
n
d
p
ra
c
ti
c
e
s.
Th
e
re
se
a
rc
h
fin
d
in
g
s
b
e
n
e
fit
p
re
sc
h
o
o
l
tea
c
h
e
rs
in
se
lec
ti
n
g
a
n
d
imp
lem
e
n
ti
n
g
S
TE
AM
tea
c
h
i
n
g
stra
teg
ie
s
b
a
se
d
o
n
e
x
p
e
rts’
o
p
in
i
o
n
.
B
e
si
d
e
s,
it
is
a
n
ti
c
ip
a
ted
t
o
h
e
lp
tea
c
h
e
rs
t
o
c
o
n
d
u
c
t
m
e
a
n
in
g
fu
l
a
n
d
e
ffe
c
ti
v
e
S
TE
AM
tea
c
h
in
g
wi
th
p
re
sc
h
o
o
l
c
h
i
ld
re
n
.
K
ey
w
o
r
d
s
:
Fre
d
R
o
g
er
s
’
STE
AM
Nee
d
an
aly
s
is
Pre
s
ch
o
o
l e
d
u
ca
tio
n
STE
AM
teac
h
in
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Z
ah
ir
o
h
Awa
n
g
,
Sch
o
o
l o
f
E
d
u
ca
tio
n
al
Stu
d
ies
,
Un
iv
er
s
iti Sain
s
Ma
lay
s
ia
,
1
1
8
0
0
Pen
an
g
,
Ma
lay
s
ia.
E
m
ail: m
er
za
2
4
0
7
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Min
is
tr
y
o
f
E
d
u
ca
tio
n
(
MO
E
)
Ma
lay
s
ia
h
as
o
u
tlin
ed
th
e
n
ee
d
o
f
Scien
ce
,
T
ec
h
n
o
lo
g
y
,
E
n
g
in
ee
r
in
g
an
d
Ma
th
em
atics
o
r
STE
M
to
s
tu
d
en
ts
f
r
o
m
th
e
ea
r
ly
s
ta
g
e
s
ch
o
o
lin
g
o
r
p
r
esch
o
o
ls
[
1
]
.
T
h
e
d
em
a
n
d
s
o
f
STE
M
f
ield
aler
t
p
o
licy
m
ak
er
s
an
d
ed
u
ca
to
r
s
to
eq
u
ip
s
tu
d
en
ts
with
th
e
ch
an
g
in
g
wo
r
k
f
o
r
ce
an
d
th
e
tech
n
o
lo
g
y
-
d
r
iv
en
f
u
tu
r
e
[
2
]
.
T
h
e
d
ev
el
o
p
m
en
t
o
f
2
1
s
t
-
ce
n
t
u
r
y
e
d
u
ca
tio
n
is
b
eliev
ed
to
b
e
ab
le
to
b
r
in
g
th
e
aim
o
f
STE
M
E
d
u
ca
tio
n
in
to
r
ea
lity
.
I
n
f
ac
t,
it
is
ab
le
to
p
r
o
d
u
ce
a
cr
ea
tiv
e
STE
M
in
n
o
v
ato
r
wh
o
is
ab
le
to
ch
ar
t a
n
ex
ce
lle
n
t f
u
tu
r
e
o
f
t
h
e
co
u
n
tr
y
.
Stak
eh
o
ld
er
s
in
Ma
lay
s
ia
s
tar
ts
to
h
ig
h
lig
h
t
t
h
e
im
p
o
r
tan
ce
o
f
STE
M
E
d
u
ca
tio
n
s
in
ce
Ma
lay
s
ia
f
ac
in
g
p
r
o
b
lem
with
s
tu
d
en
ts
’
en
r
o
lm
en
t
i
n
s
cie
n
ce
s
tr
ea
m
.
B
ased
o
n
[
3
]
,
th
e
6
0
:4
0
(
s
cien
ce
:
ar
ts
)
p
o
licy
u
n
til
n
o
w
h
as
n
o
t
b
ee
n
ac
h
iev
e
d
.
T
h
u
s
,
a
s
o
lu
tio
n
is
n
ee
d
e
d
to
e
n
s
u
r
e
STE
M
ca
n
b
e
im
p
lem
e
n
ted
in
a
n
in
ter
esti
n
g
way
.
Sev
er
al
s
ch
o
lar
s
h
av
e
id
en
tifie
d
th
at
in
teg
r
atin
g
ar
t
s
elem
en
t
in
STE
M
b
r
in
g
s
ab
o
u
t
f
u
n
lear
n
in
g
esp
ec
ially
in
th
e
c
o
n
tex
t
o
f
p
r
esch
o
o
l
ed
u
ca
tio
n
[
4
,
5
]
.
C
h
ild
r
en
ar
e
b
eliev
ed
to
h
av
e
b
u
ilt
-
in
ar
t
elem
e
n
ts
with
in
th
em
.
W
ith
ar
ts
,
th
ey
ar
e
allo
wed
to
s
h
ar
e
id
ea
s
th
r
o
u
g
h
s
o
cial
ac
tiv
ities
,
lan
g
u
ag
e
ar
ts
,
f
in
e
ar
ts
,
m
u
s
ic
an
d
cr
ea
tiv
e
m
o
v
em
e
n
ts
[
4
,
6
]
.
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
:
1
0
7
1
-
10
78
1072
Acc
o
r
d
in
g
to
E
d
war
d
s
[
7
]
,
v
is
u
al
ar
t
is
a
co
m
p
o
n
e
n
t
o
u
t
o
f
f
iv
e
ar
t
co
m
p
o
n
en
ts
w
h
ich
i
n
clu
d
e
;
(
a
)
liter
atu
r
e,
(
b
)
d
r
am
a,
(
c)
m
u
s
ic,
(
d
)
d
an
ce
a
n
d
(
e
)
v
is
u
al
ar
ts
.
Vis
u
al
ar
ts
h
av
e
th
e
p
o
ten
tial
to
in
cr
ea
s
e
s
tu
d
en
ts
’
co
g
n
itiv
e
ab
ili
ties
t
o
lear
n
STE
M.
C
h
ild
r
en
ex
p
r
ess
th
eir
f
ee
lin
g
s
an
d
th
in
k
in
g
th
r
o
u
g
h
v
is
u
al
ar
t
ac
tiv
ities
b
y
cr
ea
tin
g
two
-
d
i
m
en
s
io
n
al
v
is
u
al
wo
r
k
lik
e
d
r
awin
g
,
p
ai
n
tin
g
a
n
d
p
r
in
tin
g
,
an
d
as
a
r
esu
lt,
th
e
th
r
ee
-
d
im
en
s
io
n
al
a
r
two
r
k
lik
e
cr
ea
tin
g
a
m
o
d
el,
s
cu
l
p
tu
r
e
an
d
b
u
ild
i
n
g
wo
u
ld
b
e
p
r
o
d
u
c
ed
[
7
]
.
Actu
ally
,
ar
ts
wo
u
ld
h
elp
ch
ild
r
e
n
th
in
k
an
d
u
n
d
er
s
tan
d
life
in
cr
ea
tiv
e
way
s
[
4
,
5
,
8
]
.
T
h
er
ef
o
r
e,
t
h
e
n
ee
d
f
o
r
in
teg
r
atin
g
ar
ts
in
STE
M
is
v
ital
[
4
,
9
-
1
2
]
.
W
ith
ar
ts
,
ch
ild
r
en
b
ec
o
m
e
m
o
r
e
lik
ely
u
n
d
e
r
s
tan
d
in
g
STE
M
[
1
3
,
1
4
]
.
T
h
is
is
b
ec
au
s
e
th
ey
ak
in
to
b
u
ild
,
d
r
aw
an
d
cr
ea
te
s
o
m
eth
i
n
g
a
s
to
r
ec
o
r
d
th
eir
o
w
n
lear
n
in
g
ex
p
er
ien
ce
s
.
Ar
ts
en
ab
le
th
em
to
ea
s
ily
u
n
d
e
r
s
tan
d
an
d
ex
p
r
ess
v
ar
io
u
s
STE
M
co
n
ce
p
t
id
ea
s
th
r
o
u
g
h
p
o
s
s
ib
le
ac
tiv
ities
s
u
ch
as
b
lo
ck
s
b
u
ild
in
g
,
clay
m
an
ip
u
l
atin
g
,
d
r
am
atic
g
am
es,
d
r
awin
g
an
d
d
an
cin
g
[
1
5
]
.
Usu
ally
,
in
a
p
r
esch
o
o
l
class
,
it
h
as
a
lo
t
o
f
ar
t
m
ater
ials
an
d
to
o
ls
an
t
th
is
m
ay
s
u
p
p
o
r
t
STE
M
in
itiativ
e
in
p
r
esch
o
o
l
class
es
.
Nev
er
th
eless
,
p
r
esch
o
o
l
ch
il
d
r
en
n
ee
d
to
b
e
allo
ca
te
d
ex
t
en
d
ed
tim
e
as
th
e
y
n
ee
d
to
ex
p
lo
r
e
th
e
lear
n
in
g
m
ater
ials
s
o
as
to
b
u
ild
th
eir
c
r
ea
tiv
ity
ch
a
r
ac
ter
s
[
1
6
]
.
Ar
t
a
ctiv
ities
allo
w
th
em
to
b
e
im
ag
in
ativ
e
an
d
cr
ea
tiv
e
b
esid
es
h
elp
in
g
t
h
em
to
en
h
a
n
ce
th
eir
s
k
ills
o
f
s
p
ac
e
an
d
p
er
s
p
ec
tiv
e.
Actu
ally
,
ch
ild
r
en
im
ag
in
ativ
e
a
n
d
cr
e
ativ
e
c
o
u
ld
b
e
d
e
v
elo
p
e
d
wh
en
th
ey
ar
e
allo
we
d
to
ex
p
lo
r
e
th
eir
lear
n
i
n
g
m
ater
ials
f
r
ee
ly
.
Katz
[
5
]
,
p
o
in
ted
o
u
t
th
at
lim
itles
s
ex
p
lo
r
atio
n
m
a
y
p
r
o
m
o
te
en
g
i
n
ee
r
i
n
g
s
k
ills
,
in
wh
ic
h
ch
ild
r
en
m
ig
h
t
u
s
e
th
e
tech
n
o
lo
g
y
to
cr
ea
te
in
n
o
v
atio
n
.
T
h
ese
s
k
ill
s
wer
e
n
ec
es
s
ar
y
s
k
ill
s
f
o
r
en
g
in
ee
r
s
an
d
s
cien
tis
t
s
f
o
r
th
e
co
u
n
tr
y
’
s
tech
n
o
lo
g
y
d
e
v
elo
p
m
e
n
t in
th
e
f
u
tu
r
e.
T
h
er
ef
o
r
e,
Sh
ar
a
p
an
[
4
]
h
as
p
r
o
p
o
s
ed
a
n
ew
co
n
ce
p
t
o
f
ST
E
M,
th
e
in
te
g
r
atio
n
o
f
A
(
Ar
t
s
)
wh
ich
is
k
n
o
wn
as
STE
AM
.
I
n
th
e
co
n
tex
t
o
f
p
r
esch
o
o
ls
,
th
e
m
ea
n
i
n
g
o
f
STE
AM
is
a
p
r
o
ce
s
s
o
f
t
ea
ch
in
g
Scien
ce
(
S)
th
at
in
teg
r
ates
th
e
elem
en
ts
o
f
T
ec
h
n
o
l
o
g
y
,
E
n
g
in
ee
r
in
g
,
Ar
t
an
d
Ma
th
em
atics
(
STE
AM
)
.
STE
AM
en
ab
les
ch
ild
r
en
to
lear
n
t
h
e
im
p
o
r
ta
n
ce
o
f
ar
ts
as
a
p
r
o
ce
s
s
o
f
in
v
en
tin
g
p
r
o
d
u
cts
r
elate
d
to
S
cien
ce
,
T
ec
h
n
o
lo
g
y
,
E
n
g
in
ee
r
in
g
an
d
Ma
th
em
atics.
STE
AM
p
r
ep
ar
e
d
m
a
n
y
p
o
s
s
ib
le
way
s
f
o
r
ch
ild
r
e
n
to
b
e
cr
e
ativ
e
in
r
ea
l
-
wo
r
ld
ex
p
er
ien
ce
s
.
C
h
ild
r
e
n
ar
e
g
i
v
en
th
e
o
p
p
o
r
tu
n
ities
to
d
is
c
o
v
er
,
ex
p
lo
r
e,
ask
an
d
cr
ea
te
u
s
in
g
Scien
ce
an
d
Ma
th
em
atics
v
ia
STE
AM
.
B
esid
es,
ch
ild
r
en
co
u
l
d
en
h
an
ce
th
eir
2
1
s
t
s
k
ills
wh
en
ar
ts
ar
e
i
n
teg
r
ated
in
to
STE
M
as
a
way
o
f
co
m
m
u
n
ic
atin
g
an
d
p
r
esen
tin
g
E
n
g
i
n
ee
r
in
g
an
d
T
ec
h
n
o
lo
g
y
[
1
5
]
.
I
t
also
g
iv
es
a
d
v
an
tag
e
s
to
teac
h
er
s
s
in
ce
th
e
in
teg
r
atio
n
o
f
ar
ts
in
STE
M,
co
u
ld
e
n
h
an
ce
teac
h
er
s
’
ex
p
e
r
ien
ce
s
an
d
s
k
ills
r
elat
ed
to
en
g
in
ee
r
in
g
an
d
tech
n
o
l
o
g
y
.
Of
th
is
ef
f
o
r
t,
teac
h
er
s
n
ee
d
to
em
p
l
o
y
STE
AM
at
th
e
ea
r
l
y
s
tag
e
t
h
at
is
f
r
o
m
th
e
p
r
esc
h
o
o
l
s
tag
e
u
s
in
g
two
asp
ec
ts
:
lear
n
in
g
m
ater
ials
an
d
en
v
ir
o
n
m
en
ts
[
1
5
]
.
T
h
e
f
ir
s
t
asp
ec
t,
lear
n
in
g
m
ater
ials
,
th
e
u
s
e
o
f
m
ater
ials
n
ee
ds
to
b
e
a
p
p
r
o
p
r
iated
with
th
e
ch
ild
r
e
n
’
g
r
o
wt
h
an
d
th
e
s
ec
o
n
d
asp
ec
t,
lea
r
n
in
g
e
n
v
ir
o
n
m
en
ts
,
th
e
p
r
ep
ar
atio
n
o
f
a
lear
n
in
g
en
v
ir
o
n
m
en
t
m
u
s
t
b
e
m
ea
n
in
g
f
u
l
to
th
e
ch
ild
r
e
n
.
T
h
u
s
,
as
p
r
esch
o
o
l
teac
h
er
s
,
th
ey
n
ee
d
to
u
s
e
v
a
r
ieties
o
f
m
ater
ials
to
in
s
til
ch
ild
r
en
s
k
ills
in
Scien
ce
,
Ma
th
em
atics
an
d
E
n
g
i
n
ee
r
in
g
.
No
n
eth
eless
,
th
e
m
o
s
t
im
p
o
r
ta
n
t
is
th
e
teac
h
er
s
’
ab
ilit
y
to
d
e
liv
er
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
er
ien
ce
s
to
ch
ild
r
en
b
y
allo
win
g
t
h
em
th
e
o
p
p
o
r
tu
n
ities
in
u
tili
zin
g
th
e
m
ater
ials
m
ax
im
u
m
ly
.
Go
r
d
o
n
an
d
B
r
o
wn
e
[
1
6
]
ex
p
l
ain
ed
th
at
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
wh
ich
is
s
u
itab
le
f
o
r
ch
ild
r
en
n
ee
d
to
h
av
e
th
r
ee
m
ai
n
asp
ec
ts
:
(
a)
tim
e,
(
b
)
in
te
r
p
er
s
o
n
al
an
d
(
c)
p
h
y
s
ical
s
p
ac
e.
T
h
ese
th
r
ee
asp
ec
ts
wer
e
ess
en
tial
to
b
e
tak
en
in
to
co
n
s
id
er
atio
n
wh
en
d
ev
elo
p
in
g
th
e
b
asic
STE
AM
am
o
n
g
th
e
ch
ild
r
en
.
T
h
e
f
ir
s
t
asp
ec
t,
th
e
tim
e
f
o
r
c
h
ild
r
en
to
in
v
e
n
t
is
v
er
y
im
p
o
r
tan
t.
C
h
ild
r
en
n
ee
d
a
lo
n
g
er
tim
e
t
o
in
v
e
n
t
s
o
m
et
h
in
g
.
C
h
ild
r
en
’
lear
n
in
g
tim
e
is
n
o
t
s
tr
u
ctu
r
ed
an
d
f
lex
ib
le.
T
h
ey
n
ee
d
to
b
e
e
n
co
u
r
ag
ed
t
o
m
a
k
e
d
ec
is
io
n
s
ab
o
u
t
p
lay
ac
t
iv
ities
an
d
task
s
d
u
r
in
g
th
eir
f
r
ee
ac
tiv
ities
.
Seco
n
d
,
th
e
in
ter
p
er
s
o
n
al
c
o
m
m
u
n
ity
n
ee
d
to
b
e
co
n
s
id
er
ed
wh
en
s
ettin
g
an
en
v
ir
o
n
m
en
t
th
at
wo
u
ld
p
r
o
m
o
te
STE
AM
in
p
r
esch
o
o
ls
.
Hen
ce
,
p
r
esch
o
o
l
teac
h
er
s
n
ee
d
t
o
in
teg
r
ate
d
is
co
v
er
an
d
ex
p
l
o
r
atio
n
s
itu
atio
n
in
a
lear
n
in
g
en
v
ir
o
n
m
en
t
to
e
n
s
u
r
e
th
e
en
h
an
ce
m
e
n
t o
f
c
h
ild
r
en
’
s
4
C
s
s
k
ills
: c
o
m
m
u
n
icatio
n
,
co
lla
b
o
r
atio
n
,
cr
ea
tiv
ity
an
d
cr
itica
l th
in
k
in
g
.
T
h
u
s
,
teac
h
er
s
will
ac
t
as
an
e
x
p
er
t
th
at
wo
u
ld
b
e
ab
le
to
ex
p
lain
ac
tiv
ities
an
d
ass
is
t
ch
il
d
r
en
d
u
r
in
g
th
eir
ex
p
lo
r
atio
n
an
d
in
v
esti
g
atio
n
.
T
ea
ch
er
s
m
ay
ask
o
p
en
-
en
d
ed
a
n
d
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
to
th
e
ch
ild
r
e
n
in
o
r
d
er
to
tr
ig
g
er
ch
ild
r
e
n
’
s
th
in
k
in
g
.
W
ith
th
ese
ty
p
es
o
f
q
u
esti
o
n
s
,
ch
ild
r
en
s
tar
t
to
th
in
k
cr
itically
r
eg
ar
d
in
g
th
eir
wo
r
ld
an
d
in
v
en
tio
n
s
.
Go
o
d
q
u
esti
o
n
s
m
ay
n
o
t
o
n
ly
r
eq
u
ir
e
o
n
e
an
s
wer
a
n
d
g
iv
in
g
an
a
n
s
wer
is
n
o
t
a
p
r
io
r
ity
to
f
u
lf
il.
T
h
er
ef
o
r
e,
teac
h
er
s
n
ee
d
to
allo
w
ch
ild
r
en
to
ex
p
lo
r
e
th
eir
o
wn
lear
n
in
g
.
T
h
e
y
n
ee
d
to
en
co
u
r
a
g
e
ch
ild
r
en
to
p
a
r
ticip
ate
ac
tiv
ely
in
m
ea
n
in
g
f
u
l
d
is
cu
s
s
io
n
s
an
d
d
ev
elo
p
ch
ild
r
en
’
th
in
k
in
g
ab
ilit
y
b
y
ask
in
g
p
r
o
v
o
k
i
n
g
q
u
esti
o
n
s
.
T
h
is
is
v
er
y
cr
u
cial
as
to
let
ch
ild
r
en
ex
p
er
ie
n
ce
th
e
ir
s
elf
-
wo
r
th
wh
er
e
co
m
m
u
n
icatio
n
is
v
alu
ed
a
n
d
m
is
tak
es a
r
e
allo
wed
.
T
h
e
th
ir
d
asp
ec
t
is
th
e
p
h
y
s
ic
al
en
v
ir
o
n
m
e
n
t.
T
h
e
p
h
y
s
ical
en
v
ir
o
n
m
en
t
n
ee
d
s
to
b
e
a
d
ju
s
ted
b
ased
o
n
c
h
ild
r
en
’
s
in
ter
ests
an
d
n
e
ed
s
.
T
ea
ch
er
s
n
ee
d
to
m
ax
im
i
ze
th
e
av
ailab
le
p
h
y
s
ical
e
n
v
ir
o
n
m
en
t
f
o
r
ch
il
d
r
e
n
to
b
e
ex
p
o
s
ed
to
v
ar
io
u
s
lear
n
in
g
m
ater
ials
r
elate
d
to
th
e
r
ea
l
wo
r
ld
o
n
a
d
aily
b
asis
.
Fo
r
in
s
tan
ce
,
teac
h
er
s
m
ay
p
lace
a
wh
iteb
o
ar
d
,
p
ap
e
r
an
d
wr
itin
g
to
o
ls
s
u
ch
as
p
en
cils
at
th
e
lear
n
in
g
ce
n
tr
e
in
o
r
d
er
to
en
c
o
u
r
a
g
e
ch
ild
r
en
t
o
p
lan
,
d
r
aw,
o
b
s
er
v
e
an
d
la
b
el
ab
o
u
t
ch
o
s
en
o
b
je
cts.
B
esid
es,
teac
h
er
s
also
n
ee
d
to
p
r
o
v
id
e
ac
ce
s
s
to
r
elate
d
r
eso
u
r
ce
s
s
u
ch
as
m
ea
n
in
g
f
u
l
b
o
o
k
s
,
p
ictu
r
es
an
d
web
s
ites
wh
ich
ar
e
r
elate
d
to
ce
r
tain
to
p
ics.
T
h
is
s
itu
atio
n
will e
n
h
an
ce
ch
ild
r
e
n
’
s
th
in
k
in
g
ab
ilit
y
r
eg
a
r
d
in
g
t
h
eir
wo
r
ld
a
r
o
u
n
d
th
em
.
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
E
xp
lo
r
in
g
S
TEA
M tea
ch
in
g
in
p
r
esch
o
o
l u
s
in
g
F
r
ed
R
o
g
ers
a
p
p
r
o
a
c
h
(
Za
h
ir
o
h
A
w
a
n
g
)
1073
I
n
b
r
ie
f
,
th
e
STE
AM
teac
h
in
g
im
p
lem
en
tatio
n
p
r
o
ce
s
s
r
eq
u
i
r
ed
teac
h
er
s
’
c
o
m
m
itm
en
t
an
d
atten
tio
n
.
I
t
is
v
er
y
cr
itical
th
at
teac
h
er
s
n
ee
d
to
m
aster
th
e
STE
AM
p
ed
ag
o
g
ical
k
n
o
wled
g
e
to
en
s
u
r
e
th
e
STE
AM
teac
h
in
g
p
r
o
ce
s
s
ef
f
ec
tiv
ely
.
T
h
er
ef
o
r
e,
it
is
b
eliev
ed
t
h
at
teac
h
er
s
s
h
o
u
ld
b
e
e
q
u
i
p
p
ed
with
STE
AM
g
u
id
elin
e
in
o
r
d
er
to
m
ee
t
th
e
asp
ir
atio
n
o
f
th
e
Ma
lay
s
ian
E
d
u
ca
tio
n
Dev
elo
p
m
en
t
Plan
2
0
1
3
-
2
0
2
5
.
Fo
r
th
at
r
ea
s
o
n
,
we
p
r
o
p
o
s
ed
a
s
y
s
t
em
atic
g
u
id
elin
e
o
f
STE
A
M
im
p
lem
en
tatio
n
u
s
in
g
Fr
ed
R
o
g
er
s
’
STE
AM
ap
p
r
o
ac
h
[
4
]
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
co
n
ce
p
t
o
f
Fre
d
R
o
g
e
r
s
’
STE
AM
is
ab
o
u
t
th
in
k
in
g
ca
p
ac
ity
th
r
o
u
g
h
q
u
esti
o
n
in
g
a
n
d
in
v
esti
g
atin
g
[
4
]
.
Fre
d
R
o
g
er
s
’
STE
AM
ap
p
lies
in
q
u
ir
y
-
b
ased
lear
n
in
g
s
o
th
at
ch
ild
r
e
n
a
r
e
m
o
u
l
d
ed
t
o
b
e
a
co
n
s
tr
u
cto
r
o
f
k
n
o
wled
g
e
a
n
d
th
eo
r
y
.
T
h
e
y
g
u
id
e
t
h
eir
o
w
n
lear
n
in
g
th
r
o
u
g
h
q
u
esti
o
n
s
th
ey
ask
an
d
d
is
co
v
er
th
eir
o
wn
a
n
s
wer
.
T
h
ey
s
h
ar
e
an
d
r
esp
o
n
d
to
wh
at
th
e
y
l
ea
r
n
an
d
m
aster
th
eir
lea
r
n
in
g
ac
co
r
d
in
g
to
th
eir
d
ev
elo
p
m
e
n
t
lev
els
b
e
g
in
n
in
g
f
r
o
m
r
em
em
b
er
in
g
to
in
v
en
ti
n
g
.
T
h
e
ch
ild
r
en
lear
n
to
co
lle
ct,
cr
iticize,
an
aly
s
e
an
d
in
ter
p
r
et
in
f
o
r
m
atio
n
,
cr
e
ate
wo
r
k
in
g
th
e
o
r
ies,
co
n
s
tr
u
ct
n
ew
q
u
esti
o
n
s
,
ju
s
tify
ev
id
en
ce
an
d
in
teg
r
ate
n
ew
id
ea
s
th
r
o
u
g
h
in
q
u
ir
y
-
b
ased
lear
n
in
g
.
I
n
q
u
i
r
y
-
b
ased
lea
r
n
in
g
is
ess
en
tial
in
p
u
ttin
g
STE
AM
E
d
u
ca
tio
n
at
th
e
n
ex
t le
v
el
[
2
]
.
STE
AM
is
en
co
u
n
ter
ed
b
y
c
h
ild
r
en
as
th
e
y
lear
n
to
k
n
o
w
an
d
u
n
d
er
s
tan
d
th
e
wo
r
l
d
an
d
wh
e
n
in
ter
ac
tin
g
with
th
eir
s
u
r
r
o
u
n
d
in
g
s
[
1
7
]
.
C
h
ild
r
en
ar
e
e
x
p
o
s
ed
to
a
r
ea
l
-
wo
r
ld
e
n
v
ir
o
n
m
e
n
t
to
s
tim
u
late
th
eir
in
q
u
is
itiv
en
ess
ab
o
u
t
life
.
T
h
ey
ar
e
g
iv
en
o
p
p
o
r
tu
n
ities
to
ex
p
lo
r
e
an
d
in
v
esti
g
ate
u
s
in
g
th
eir
o
wn
s
en
s
es
[
4
,
5
]
.
T
h
is
ac
tiv
ity
a
llo
ws
th
em
t
o
co
llect,
ar
r
an
g
e,
o
b
s
er
v
e,
n
o
te,
s
k
etch
,
in
te
r
v
iew
an
d
r
ev
iew
an
y
th
in
g
r
elate
d
t
o
ce
r
tain
to
p
ics
o
r
in
cid
en
ts
.
STE
AM
e
n
co
u
r
ag
es
ch
ild
r
e
n
to
s
tim
u
late
th
e
th
in
k
i
n
g
p
r
o
ce
s
s
as th
ey
n
ee
d
to
in
q
u
i
r
e
q
u
esti
o
n
s
an
d
f
in
d
a
v
a
r
iety
o
f
an
s
wer
s
in
s
o
lv
in
g
th
e
p
r
o
b
lem
s
[
4
]
.
Acc
o
r
d
in
g
to
[
4
]
,
t
h
e
f
ir
s
t
lett
er
th
at
is
th
e
letter
S
in
th
e
a
b
b
r
ev
iatio
n
STE
AM
s
tan
d
s
f
o
r
Scien
ce
.
Scien
ce
ex
p
o
s
es
ch
ild
r
en
to
s
cien
tific
in
v
esti
g
atio
n
ac
ti
v
ities
.
C
h
ild
r
en
ac
t
as
in
v
es
tig
ato
r
s
wh
o
co
llect
in
f
o
r
m
atio
n
r
elate
d
to
th
eir
ev
er
y
d
a
y
liv
in
g
ex
p
e
r
ien
ce
.
T
h
ey
u
s
e
th
eir
s
en
s
es
to
o
b
s
er
v
e,
f
o
r
m
q
u
esti
o
n
s
,
p
r
ed
ict,
in
v
esti
g
ate
an
d
d
is
cu
s
s
th
eir
f
in
d
in
g
s
.
Scien
ce
m
ay
b
e
o
p
tim
ally
ap
p
lied
th
r
o
u
g
h
in
v
esti
g
atin
g
th
e
liv
in
g
wo
r
ld
,
p
h
y
s
ical
wo
r
ld
a
n
d
m
ater
ial
wo
r
l
d
[
1
8
]
.
Seco
n
d
,
T
s
tan
d
s
f
o
r
T
e
c
h
n
o
lo
g
y
.
T
ec
h
n
o
lo
g
y
r
e
f
er
s
to
an
y
o
b
ject
i
n
v
en
te
d
b
y
h
u
m
an
b
ei
n
g
s
.
T
ec
h
n
o
lo
g
y
to
ch
ild
r
en
is
r
elate
d
to
to
o
ls
o
r
o
b
jects th
at
ar
e
u
s
ab
le
f
o
r
in
v
esti
g
atio
n
s
.
T
h
e
in
ter
ac
tio
n
b
etwe
e
n
tech
n
o
lo
g
ical
to
o
ls
an
d
c
h
ild
r
en
m
ay
en
h
an
ce
t
h
eir
c
o
g
n
iti
v
e
d
e
v
elo
p
m
e
n
t.
C
h
ild
r
en
lea
r
n
ab
o
u
t
f
u
n
ctio
n
s
,
r
ea
s
o
n
s
an
d
co
n
s
eq
u
en
ce
s
o
f
u
s
in
g
tech
n
o
lo
g
ical
to
o
ls
th
r
o
u
g
h
o
u
t
th
eir
liv
es.
T
h
ir
d
,
E
r
e
f
er
s
to
E
n
g
in
ee
r
in
g
.
C
h
ild
r
en
ar
e
n
atu
r
al
e
n
g
in
ee
r
s
.
T
h
ey
lear
n
to
id
en
tify
p
r
o
b
lem
s
an
d
s
ee
k
f
o
r
in
itiativ
e
s
o
lu
tio
n
s
to
s
o
lv
e
p
r
o
b
lem
s
ac
co
r
d
in
g
to
t
h
eir
o
wn
cr
ea
tiv
ity
.
Fo
r
ex
am
p
le,
c
h
ild
r
en
lear
n
to
b
u
ild
a
s
tr
o
n
g
h
o
u
s
e
m
o
d
el
u
s
in
g
b
lo
ck
s
(
leg
o
)
.
T
h
e
y
lear
n
to
m
ak
e
th
e
h
o
u
s
e
b
ase,
walls,
b
ea
m
s
,
r
o
o
f
,
win
d
o
ws
an
d
d
o
o
r
s
an
d
f
i
n
ally
,
th
ey
co
m
b
in
e
all
th
e
s
tr
u
ct
u
r
es to
b
u
ild
a
h
o
u
s
e
m
o
d
el
.
Fo
u
r
th
,
th
e
letter
A
r
esem
b
les
th
e
wo
r
d
Ar
t.
Ar
t
is
a
f
o
r
m
o
f
s
en
s
o
r
y
e
x
p
lo
r
atio
n
an
d
it
is
ac
tiv
e
in
ch
ild
r
en
.
E
v
er
y
ch
ild
p
o
s
s
ess
es
th
e
Ar
t
ch
ar
ac
ter
is
tic
wh
i
ch
m
ay
b
e
u
s
ed
to
i
n
ter
p
r
et
an
y
s
itu
atio
n
u
s
in
g
s
y
m
b
o
ls
as
to
r
esem
b
le
t
h
e
r
ea
l
o
b
jects,
ev
e
n
ts
o
r
f
ee
lin
g
s
.
Dr
awin
g
,
r
o
le
-
p
la
y
in
g
,
m
u
s
ic
an
d
d
an
cin
g
ar
e
m
ed
ia
f
o
r
ch
ild
r
e
n
to
ex
p
r
ess
th
eir
cr
ea
tiv
e
ch
a
r
ac
ter
s
.
T
h
e
last
letter
o
r
th
e
letter
M
s
tan
d
s
f
o
r
Ma
th
em
atics
.
C
h
ild
r
en
ex
p
lo
r
e
Ma
th
em
atics
th
r
o
u
g
h
id
e
n
tify
in
g
q
u
a
n
tity
lar
g
e
o
r
s
m
all,
s
h
ap
es,
s
izes,
s
eq
u
en
ce
an
d
d
is
tan
ce
o
f
o
b
jects.
Activ
ities
s
u
ch
as
id
en
tify
in
g
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
,
s
eq
u
e
n
ci
n
g
,
m
ea
s
u
r
in
g
an
d
ca
lcu
latin
g
ar
e
ex
a
m
p
les o
f
h
ig
h
o
r
d
er
th
i
n
k
in
g
s
k
ills
in
Ma
th
em
atics wh
ich
m
ay
b
e
in
s
till
ed
in
ch
ild
r
e
n
.
T
h
e
STE
AM
in
teg
r
ate
d
teac
h
i
n
g
as
p
o
s
tu
lated
b
y
Fre
d
R
o
g
er
s
is
ex
ec
u
ted
t
h
r
o
u
g
h
th
r
ee
m
ain
s
tep
s
1
)
STE
AM
lan
g
u
a
g
e
co
n
v
er
s
atio
n
,
2
)
Fin
d
in
g
STE
AM
e
v
e
r
y
wh
er
e
,
a
n
d
3
)
STE
AM
in
t
h
e
f
u
tu
r
e
[
4
]
.
I
n
th
e
f
ir
s
t
s
tep
is
ex
ec
u
tin
g
ac
tiv
e
STE
AM
lan
g
u
ag
e
co
n
v
er
s
atio
n
s
with
ch
ild
r
en
ev
er
y
d
a
y
.
T
h
is
ac
tiv
ity
m
ay
b
e
co
n
d
u
cte
d
th
r
o
u
g
h
p
u
p
p
et
s
to
r
y
tellin
g
,
an
im
atio
n
,
s
in
g
in
g
an
d
s
to
r
y
b
o
o
k
s
.
T
h
e
co
n
v
er
s
atio
n
s
b
etwe
en
teac
h
er
s
an
d
ch
ild
r
en
wo
u
ld
ex
p
an
d
th
e
ch
ild
r
e
n
’
v
o
ca
b
u
lar
y
an
d
ex
is
tin
g
k
n
o
wled
g
e
r
elate
d
to
Scien
ce
,
T
ec
h
n
o
lo
g
y
,
E
n
g
in
ee
r
i
n
g
,
Ar
t
an
d
Ma
th
em
atics.
T
h
is
s
tep
is
v
er
y
im
p
o
r
ta
n
t
s
in
ce
it
will
s
tim
u
late
ch
ild
r
en
’
s
in
ter
est in
r
elate
d
STE
AM
to
p
ics.
I
n
th
e
s
ec
o
n
d
s
tep
,
f
i
n
d
in
g
STE
AM
ev
er
y
wh
er
e
,
it
r
e
q
u
i
r
es
teac
h
er
s
to
g
u
id
e
ch
ild
r
e
n
to
ac
t
as
STE
AM
in
v
esti
g
ato
r
s
.
Fre
d
R
o
g
er
s
(
as
cited
in
[
4
]
)
co
n
d
u
ct
s
ac
tiv
ities
o
f
f
in
d
in
g
STE
A
M
ev
er
y
wh
er
e
.
T
h
is
s
tep
is
ess
en
tial
in
o
r
d
er
t
o
en
s
u
r
e
th
e
in
tr
o
d
u
ce
d
STE
AM
t
o
p
ic
ca
n
b
e
i
n
v
esti
g
ated
an
d
r
esear
ch
ed
u
p
o
n
in
-
d
ep
th
.
T
h
er
ef
o
r
e,
teac
h
e
r
s
n
e
ed
to
p
r
ep
ar
e
an
au
t
h
en
tic
en
v
ir
o
n
m
e
n
t
to
tr
ig
g
er
c
h
ild
r
en
’
in
q
u
is
itiv
en
ess
s
o
th
at
th
ey
ar
e
ab
le
to
lear
n
b
etter
.
Ap
p
r
o
p
r
iate
to
o
ls
,
m
ater
ials
an
d
m
ed
ia
r
elate
d
to
th
e
STE
AM
to
p
ic
ar
e
ex
p
o
s
ed
to
c
h
ild
r
en
in
o
r
d
e
r
to
ex
cite
th
e
ch
ild
r
e
n
in
n
a
tu
r
al
way
s
.
T
h
e
in
ter
ac
tio
n
th
at
o
cc
u
r
s
b
etwe
e
n
ch
ild
r
en
an
d
th
e
to
o
ls
is
ex
p
ec
ted
to
en
ab
le
ch
ild
r
e
n
to
m
a
k
e
n
ew
d
is
co
v
er
ies
wh
ich
th
e
n
tr
ig
g
er
in
q
u
ir
ies
in
th
eir
m
in
d
s
.
Su
ch
e
x
p
er
ien
ce
s
an
d
d
is
co
v
er
ies
m
ak
e
ch
ild
r
en
b
ec
o
m
e
m
o
r
e
c
o
n
f
i
d
en
t
t
o
ask
q
u
esti
o
n
s
an
d
ex
p
r
ess
th
eir
o
p
i
n
io
n
s
p
er
tai
n
in
g
t
o
t
h
e
ac
tiv
ities
co
n
d
u
cted
.
STE
AM
e
x
p
er
ts
ar
e
i
n
d
iv
id
u
als
w
h
o
ar
e
r
esp
o
n
s
ib
le
f
o
r
h
elp
in
g
ch
ild
r
en
in
h
an
d
lin
g
v
a
r
io
u
s
an
s
wer
s
f
o
r
th
e
q
u
esti
o
n
s
in
q
u
ir
ed
.
W
ith
th
e
g
u
id
an
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
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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
:
1
0
7
1
-
10
78
1074
p
r
o
v
id
e
d
b
y
t
h
e
STE
AM
ex
p
er
ts
,
ch
ild
r
e
n
ar
e
ab
le
to
m
ea
n
in
g
f
u
lly
en
g
ag
e
i
n
th
e
lea
r
n
in
g
p
r
o
c
ess
.
T
h
is
m
ea
n
in
g
f
u
l le
ar
n
in
g
m
ay
h
en
c
e
in
cu
lcate
in
ter
est an
d
b
asic k
n
o
wled
g
e
o
f
STE
AM
am
o
n
g
s
t th
e
ch
ild
r
en
.
T
h
e
th
ir
d
s
tep
is
k
n
o
w
n
as
STE
AM
in
th
e
f
u
tu
r
e
.
T
h
e
o
b
j
ec
tiv
e
o
f
th
is
s
tep
is
to
en
h
an
ce
ch
ild
r
en
’
in
ter
est
in
b
ec
o
m
in
g
a
STE
AM
in
v
en
to
r
in
th
e
f
u
tu
r
e.
T
h
er
ef
o
r
e,
ch
ild
r
en
will
ex
p
o
s
e
to
th
e
p
r
o
ce
s
s
es
o
f
p
r
o
b
lem
id
en
tific
atio
n
an
d
s
o
l
u
tio
n
in
v
en
tio
n
th
r
o
u
g
h
a
ST
E
AM
p
r
o
ject.
T
h
is
p
r
o
ject
is
th
e
f
in
al
ac
tiv
ity
to
r
ein
f
o
r
ce
c
h
ild
r
en
’
u
n
d
er
s
tan
d
in
g
o
f
STE
AM
k
n
o
wled
g
e
wh
ich
h
as b
ee
n
e
x
p
lo
r
e
d
in
s
tep
s
o
n
e
an
d
two
.
Ma
lay
s
ia,
in
it
s
p
ac
e
to
war
d
s
b
ec
o
m
in
g
a
d
ev
el
o
p
ed
c
o
u
n
tr
y
,
h
as
b
eg
u
n
f
o
cu
s
in
g
o
n
STE
AM
E
d
u
ca
tio
n
in
o
r
d
er
to
en
h
a
n
ce
th
e
f
ield
o
f
STE
M
E
d
u
ca
tio
n
wh
ich
h
as
b
ee
n
ea
r
lier
im
p
le
m
en
ted
s
in
ce
t
h
e
last
f
ew
y
ea
r
s
[
1
9
]
.
I
n
lin
e
with
th
e
ef
f
o
r
t,
STE
AM
E
d
u
ca
tio
n
h
as
b
ee
n
r
en
d
e
r
ed
to
teac
h
er
s
s
o
as
to
m
ak
e
th
e
m
awa
r
e
o
f
its
im
p
o
r
tan
ce
[
1
9
]
.
Ho
wev
er
,
d
esp
ite
h
a
v
in
g
t
h
e
awa
r
en
ess
,
th
e
teac
h
er
s
’
co
n
f
id
en
ce
lev
el
in
ex
ec
u
tin
g
STE
AM
E
d
u
ca
tio
n
in
th
eir
class
r
o
o
m
s
is
s
till
lo
w
[
2
0
,
2
1
]
.
T
h
is
is
p
r
o
b
ab
l
y
d
u
e
to
a
lack
o
f
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
STE
AM
co
n
ce
p
t a
m
o
n
g
t
h
e
teac
h
er
s
,
e
s
p
ec
ially
o
f
p
r
esch
o
o
l stag
e
[
4
,
22
,
2
3
]
.
T
h
is
m
ay
b
e
d
u
e
to
lim
ited
e
v
id
en
ce
an
d
r
eso
u
r
ce
s
o
n
STE
AM
co
n
ce
p
tu
alis
atio
n
th
at
ca
n
b
e
r
ef
e
r
r
ed
to
b
y
teac
h
e
r
s
[
2
0
,
21
,
24
,
25
].
C
o
o
k
[
2
6
]
ad
m
it
s
th
at
teac
h
e
r
s
ar
e
n
o
t
e
q
u
ip
p
e
d
with
a
co
m
p
lete
g
u
i
d
elin
e
o
n
teac
h
in
g
STE
AM
.
Hen
ce
,
tea
ch
er
s
m
ay
n
o
t
b
e
a
b
le
to
u
n
d
er
s
tan
d
clea
r
ly
th
e
c
o
n
ce
p
t
o
f
STE
AM
an
d
th
is
r
esu
lts
in
d
if
f
icu
lty
in
STE
AM
p
ed
ag
o
g
ical
p
r
ac
tices.
I
n
l
in
e
with
th
is
,
teac
h
er
s
,
to
o
ar
e
s
till
ch
allen
g
ed
to
m
aster
STE
AM
p
ed
ag
o
g
ical
k
n
o
wled
g
e
[
2
2
-
2
4
]
.
W
ith
th
e
ad
d
itio
n
o
f
Ar
t
elem
en
t
in
STE
M,
it
is
d
is
co
v
er
ed
th
at
STE
M
k
n
o
wled
g
e
m
a
y
b
e
d
eliv
er
e
d
to
ch
ild
r
en
in
a
f
u
n
wa
y
.
ST
E
M
co
n
ce
p
ts
ca
n
b
e
c
o
n
v
e
y
e
d
to
ch
ild
r
e
n
th
r
o
u
g
h
a
r
t
ac
tiv
ities
lik
e
s
in
g
in
g
,
d
an
cin
g
,
d
r
awin
g
an
d
s
to
r
y
tel
lin
g
.
Nev
er
th
eless
,
ev
en
th
o
u
g
h
STE
AM
E
d
u
ca
tio
n
allo
ws
teac
h
er
s
to
d
eliv
er
STE
AM
ed
u
ca
tio
n
in
v
a
r
io
u
s
cr
ea
tiv
e
way
s
,
th
er
e
ar
e
s
till
m
an
y
teac
h
er
s
wh
o
ar
e
u
n
ab
le
to
ex
ec
u
te
STE
AM
teac
h
in
g
well
[
2
0
-
23
,
2
5
]
.
T
h
i
s
m
ay
b
e
th
e
r
esu
lt
o
f
i
n
s
u
f
f
ic
ien
t
lear
n
in
g
m
ater
ials
th
at
m
ay
b
e
r
ef
e
r
r
ed
to
b
y
teac
h
er
s
.
T
h
is
lack
o
f
r
eso
u
r
ce
s
h
as p
o
s
s
ib
ly
ca
u
s
ed
d
r
awb
ac
k
s
in
STE
AM
teac
h
in
g
am
o
n
g
teac
h
er
s
.
3.
RE
S
E
ARCH
O
B
J
E
CT
I
V
E
S
T
h
is
p
ap
er
aim
s
at
ex
p
lo
r
in
g
STE
AM
teac
h
in
g
s
tr
ateg
y
th
at
is
ap
p
r
o
p
r
iate
to
b
e
p
r
ac
tis
ed
b
y
p
r
esch
o
o
l
teac
h
er
s
.
T
h
is
r
esear
ch
p
r
o
p
o
s
es
Fre
d
R
o
g
er
s
’
ap
p
r
o
ac
h
as
o
n
e
o
f
th
e
2
1
s
t
-
ce
n
tu
r
y
teac
h
i
n
g
s
tr
ateg
ies
to
b
e
lear
n
t
an
d
p
r
ac
tis
ed
b
y
p
r
esch
o
o
l
teac
h
er
s
in
o
r
d
er
t
o
en
h
a
n
ce
th
eir
S
T
E
AM
p
ed
ag
o
g
ical
know
led
g
e
[
4
]
.
R
ef
er
r
in
g
to
T
ab
le
1
,
teac
h
er
s
ca
n
s
y
s
te
m
atica
lly
an
d
ea
s
ily
ex
ec
u
te
STE
AM
teac
h
in
g
ac
tiv
ities
.
T
ab
le
1
.
Fre
d
R
o
g
er
s
’
STE
AM
[
4
]
S
t
e
p
s
S
TEA
M
Te
a
c
h
i
n
g
A
c
t
i
v
i
t
i
e
s
Ex
p
l
a
n
a
t
i
o
n
1.
S
TEA
M
l
a
n
g
u
a
g
e
c
o
n
v
e
r
sa
t
i
o
n
1
.
1
P
r
a
c
t
i
si
n
g
S
TEA
M
l
a
n
g
u
a
g
e
c
o
n
v
e
r
sa
t
i
o
n
e
v
e
r
y
d
a
y
A
c
t
i
v
e
c
o
n
v
e
r
sat
i
o
n
p
r
a
c
t
i
c
e
b
e
t
w
e
e
n
t
e
a
c
h
e
r
s
a
n
d
c
h
i
l
d
r
e
n
r
e
g
a
r
d
i
n
g
t
h
e
i
r
e
x
i
s
t
i
n
g
k
n
o
w
l
e
d
g
e
o
n
c
e
r
t
a
i
n
t
o
p
i
c
s
.
F
o
r
e
x
a
m
p
l
e
,
d
i
s
c
u
ss
a
b
u
t
t
e
r
f
l
y
l
i
f
e
w
h
i
c
h
i
n
c
l
u
d
e
s
si
z
e
,
c
o
l
o
r
,
s
h
a
p
e
,
m
o
v
e
me
n
t
,
f
o
o
d
a
n
d
l
i
v
i
n
g
p
e
r
i
o
d
(
a
l
l
a
r
e
r
e
l
a
t
e
d
t
o
t
h
e
S
TEA
M
c
o
n
c
e
p
t
)
.
2.
F
i
n
d
i
n
g
S
TEA
M
e
v
e
r
y
w
h
e
r
e
2
.
1
B
u
i
l
d
i
n
g
w
h
i
l
e
e
x
p
l
o
r
i
n
g
t
h
e
su
r
r
o
u
n
d
i
n
g
Th
i
s
a
c
t
i
v
i
t
y
p
r
o
m
o
t
e
s
i
n
q
u
i
s
i
t
i
v
e
n
e
s
s
i
n
c
h
i
l
d
r
e
n
a
b
o
u
t
a
b
u
t
t
e
r
f
l
y
t
h
r
o
u
g
h
s
i
n
g
i
n
g
,
v
i
d
e
o
,
p
i
c
t
u
r
e
c
a
r
d
s,
e
B
o
o
k
,
e
n
c
y
c
l
o
p
e
d
i
a
a
n
d
o
t
h
e
r
s.
2
.
2
Ex
p
a
n
d
i
n
g
c
h
i
l
d
r
e
n
’
n
a
t
u
r
a
l
i
n
t
e
r
e
s
t
A
n
a
c
t
i
v
i
t
y
t
o
e
x
p
a
n
d
c
h
i
l
d
r
e
n
’
n
a
t
u
r
a
l
i
n
t
e
r
e
st
i
n
a
b
u
t
t
e
r
f
l
y
.
F
o
r
e
x
a
mp
l
e
,
i
n
v
e
s
t
i
g
a
t
i
n
g
t
h
e
n
a
t
u
r
a
l
l
i
f
e
c
y
c
l
e
o
f
a
b
u
t
t
e
r
f
l
y
i
n
a
b
u
t
t
e
r
f
l
y
f
a
r
m.
2
.
3
En
c
o
u
r
a
g
i
n
g
a
n
d
a
p
p
r
e
c
i
a
t
i
n
g
st
u
d
e
n
t
s’
q
u
e
s
t
i
o
n
s
A
n
a
c
t
i
v
i
t
y
t
o
e
n
c
o
u
r
a
g
e
c
h
i
l
d
r
e
n
t
o
a
sk
q
u
e
st
i
o
n
s
se
e
k
a
n
sw
e
r
s
a
n
d
so
l
u
t
i
o
n
s
t
o
t
h
e
p
r
o
b
l
e
ms.
2
.
4
I
n
v
i
t
i
n
g
S
T
EA
M
E
x
p
e
r
t
s
A
n
a
c
t
i
v
i
t
y
c
o
n
d
u
c
t
e
d
w
i
t
h
e
x
p
e
r
t
s
w
h
o
ma
y
sh
a
r
e
i
n
f
o
r
m
a
t
i
o
n
a
n
d
e
x
p
e
r
i
e
n
c
e
r
e
l
a
t
e
d
t
o
t
h
e
r
e
s
e
a
r
c
h
e
d
t
o
p
i
c
i
n
S
TEA
M
t
e
a
c
h
i
n
g
.
2
.
5
C
r
e
a
t
i
n
g
me
a
n
i
n
g
f
u
l
a
t
m
o
sp
h
e
r
e
A
n
i
n
-
d
e
p
t
h
sci
e
n
t
i
f
i
c
i
n
v
e
st
i
g
a
t
i
o
n
o
n
b
u
t
t
e
r
f
l
i
e
s
w
i
t
h
g
u
i
d
a
n
c
e
f
r
o
m
t
h
e
e
x
p
e
r
t
s
a
n
d
t
e
a
c
h
e
r
s.
F
o
r
i
n
s
t
a
n
c
e
,
i
n
v
e
st
i
g
a
t
i
n
g
t
h
e
u
se
o
f
mag
n
e
t
i
n
mo
v
i
n
g
t
h
e
b
u
t
t
e
r
f
l
y
m
o
d
e
l
.
3.
S
TEA
M
i
n
t
h
e
f
u
t
u
r
e
3
.
1
C
u
r
r
e
n
t
S
TEA
M
P
e
r
s
p
e
c
t
i
v
e
A
n
a
c
t
i
v
i
t
y
t
o
r
e
c
o
g
n
i
z
e
c
h
i
l
d
r
e
n
’
k
n
o
w
l
e
d
g
e
t
o
s
o
l
v
e
p
r
o
b
l
e
ms
.
F
o
r
e
x
a
m
p
l
e
,
t
h
e
l
i
mi
t
e
d
s
p
a
c
e
f
o
r
b
u
t
t
e
r
f
l
i
e
s
t
o
r
e
p
r
o
d
u
c
e
i
n
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a
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3
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2
S
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M
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y
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m
a
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a
b
u
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r
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.
3
.
3
P
r
e
sen
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TEA
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Te
c
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r
.
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
E
xp
lo
r
in
g
S
TEA
M tea
ch
in
g
in
p
r
esch
o
o
l u
s
in
g
F
r
ed
R
o
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ers
a
p
p
r
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a
c
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(
Za
h
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o
h
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w
a
n
g
)
1075
4.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
co
n
d
u
cted
u
s
in
g
a
q
u
alitativ
e
d
esig
n
aim
in
g
at
ex
p
lo
r
in
g
ex
p
er
ts
’
p
er
ce
p
ti
o
n
s
o
f
Fre
d
R
o
g
er
s
’
ap
p
r
o
ac
h
as
a
n
ap
p
r
o
p
r
iate
STE
AM
teac
h
in
g
s
tr
ateg
y
in
p
r
esch
o
o
ls
.
I
t
in
v
o
lv
ed
f
o
u
r
ex
p
er
ts
as
th
e
r
esear
ch
in
f
o
r
m
a
n
ts
.
T
wo
o
f
t
h
e
ex
p
er
ts
wer
e
s
er
v
i
cin
g
in
th
e
f
ield
o
f
STE
AM
E
d
u
ca
tio
n
in
th
e
I
n
s
titu
te
o
f
T
ea
ch
er
E
d
u
ca
tio
n
,
Ma
lay
s
ia.
T
h
e
th
ir
d
e
x
p
er
t
was
f
r
o
m
th
e
C
u
r
r
icu
lu
m
Dev
elo
p
m
en
t
D
ep
ar
tm
en
t,
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
an
d
t
h
e
f
o
u
r
th
o
n
e
was
f
r
o
m
a
lo
ca
l
u
n
iv
er
s
ity
.
B
o
th
th
e
t
h
ir
d
an
d
th
e
f
o
u
r
th
e
x
p
er
ts
wer
e
id
en
tifie
d
to
h
av
e
ex
p
er
ti
s
e
in
th
e
f
ield
o
f
p
r
esch
o
o
l e
d
u
ca
tio
n
.
All th
e
ex
p
er
ts
wer
e
s
elec
ted
p
u
r
p
o
s
iv
el
y
as
th
e
s
elec
tio
n
was
m
ad
e
b
as
ed
o
n
t
h
eir
ex
p
er
tis
e
in
STE
AM
E
d
u
ca
tio
n
,
p
ar
ticu
lar
l
y
at
t
h
e
p
r
esch
o
o
l
lev
el.
T
h
e
d
etails o
f
th
e
e
x
p
e
r
ts
ar
e
s
u
m
m
ar
is
ed
in
T
a
b
le
2
.
T
ab
le
2
.
Deta
ils
o
f
e
x
p
er
ts
N
o
.
P
o
si
t
i
o
n
G
e
n
d
e
r
F
i
e
l
d
P
l
a
c
e
o
f
ser
v
i
c
e
Ex
p
e
r
i
e
n
c
e
1
Le
c
t
u
r
e
r
F
e
mal
e
S
TEA
M
Ed
u
c
a
t
i
o
n
I
n
st
i
t
u
t
e
o
f
Te
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
M
a
l
a
y
si
a
2
3
y
e
a
r
s
2
Le
c
t
u
r
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r
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a
l
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3
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m D
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t
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t
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r
s
i
t
y
2
7
y
e
a
r
s
T
h
e
d
ata
wer
e
co
llected
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews (
wh
ich
to
o
k
ap
p
r
o
x
im
ately
tw
o
h
o
u
r
s
f
o
r
ea
ch
ex
p
er
t)
.
T
h
e
r
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ch
er
d
ev
elo
p
e
d
a
s
et
o
f
an
in
s
tr
u
m
en
t
o
n
E
x
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er
ts
’
Nee
d
s
An
aly
s
is
wh
ich
h
ad
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ee
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ea
r
lier
ad
ap
ted
f
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s
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n
aly
s
is
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n
s
tr
u
m
en
t
b
y
Yaa
k
o
b
[
2
7
]
t
o
b
e
u
s
ed
th
r
o
u
g
h
o
u
t
t
h
e
in
ter
v
iew
s
ess
io
n
s
.
T
h
e
d
etails o
f
th
e
d
ata
co
llectio
n
ex
ec
u
tio
n
ar
e
as seen
in
T
a
b
le
3.
T
ab
le
3.
E
x
ec
u
tio
n
s
o
f
e
x
p
e
r
t
i
n
ter
v
iews
N
o
.
D
a
t
e
o
f
i
n
t
e
r
v
i
e
w
Ti
me
o
f
i
n
t
e
r
v
i
e
w
P
l
a
c
e
o
f
i
n
t
e
r
v
i
e
w
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p
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r
t
1
0
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l
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0
1
8
0
9
.
0
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a
.
m
.
–
1
1
.
0
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a
.
m
.
I
P
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Te
k
n
i
k
K
a
mp
u
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a
n
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r
En
s
t
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k
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i
l
a
i
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e
g
e
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e
m
b
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l
a
n
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p
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r
t
2
0
5
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l
y
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0
1
8
0
2
.
3
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p
.
m
.
–
0
4
.
3
0
p
.
m.
I
P
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k
n
i
k
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a
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a
n
d
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r
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s
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e
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N
i
l
a
i
N
e
g
e
r
i
S
e
m
b
i
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a
n
Ex
p
e
r
t
3
1
4
M
a
y
2
0
1
8
0
2
.
0
0
p
.
m
.
–
0
4
.
0
0
p
.
m.
C
u
r
r
i
c
u
l
u
m D
e
v
e
l
o
p
m
e
n
t
D
e
p
a
r
t
me
n
t
,
M
O
E
Ex
p
e
r
t
4
0
8
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a
y
2
0
1
8
1
1
.
3
0
a
.
m
.
–
0
1
.
3
0
p
.
m.
U
n
i
v
e
r
si
t
i
P
e
n
d
i
d
i
k
a
n
S
u
l
t
a
n
I
d
r
i
s
T
h
e
q
u
alitativ
e
d
ata
o
b
tain
e
d
f
r
o
m
t
h
e
in
ter
v
iews
wer
e
an
aly
s
ed
th
em
atica
lly
in
li
n
e
with
th
e
r
esear
ch
q
u
esti
o
n
‘
T
o
wh
at
e
x
ten
t
Fre
d
R
o
g
e
r
s
’
Ap
p
r
o
ac
h
is
ap
p
r
o
p
r
iate
f
o
r
p
r
esch
o
o
l
STE
AM
teac
h
in
g
?’
First,
th
e
d
ata
wer
e
tr
an
s
cr
ib
ed
,
r
ec
o
r
d
ed
an
d
r
ed
u
ce
d
in
o
r
d
er
to
an
s
wer
th
e
r
esear
ch
q
u
es
tio
n
.
T
h
e
p
r
o
ce
s
s
o
f
d
ata
r
ed
u
ct
io
n
in
cl
u
d
ed
s
elec
tin
g
,
f
o
c
u
s
in
g
,
s
im
p
lif
y
in
g
an
d
t
r
an
s
f
o
r
m
i
n
g
t
h
e
o
b
tain
ed
d
ata
f
r
o
m
th
e
tr
an
s
cr
ip
t.
Af
ter
th
e
r
e
d
u
ctio
n
p
r
o
ce
s
s
,
th
e
r
esear
ch
er
e
x
tr
ac
t
ed
th
e
n
ee
d
e
d
d
ata
a
n
d
m
ad
e
co
n
clu
s
io
n
s
as
well
as
v
er
if
icatio
n
[
2
8
]
.
Ver
if
y
in
g
th
e
d
ata
is
v
er
y
ess
en
t
ial
in
en
s
u
r
in
g
th
ei
r
q
u
ality
as
t
h
e
r
ese
ar
ch
er
attem
p
ted
t
o
m
ee
t
th
e
o
b
jectiv
e
o
f
t
h
e
s
tu
d
y
.
T
h
e
in
ter
v
iew
d
ata
o
b
tai
n
ed
was
r
ev
iewe
d
a
n
d
v
er
if
i
ca
tio
n
with
th
e
p
ast
s
tu
d
ies
f
in
d
in
g
s
,
th
e
Min
is
ter
y
o
f
E
d
u
ca
tio
n
an
n
u
al
r
ep
o
r
t,
an
d
t
h
e
cu
r
r
icu
lu
m
.
T
h
is
p
r
o
ce
s
s
h
as
m
ad
e
th
e
f
in
d
in
g
s
au
t
h
en
tic
to
b
e
r
ef
er
r
ed
to
an
d
u
s
ed
b
y
f
u
t
u
r
e
r
esear
ch
er
s
.
5.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
r
esear
ch
f
in
d
in
g
s
wer
e
d
i
s
co
v
er
ed
to
m
ee
t
t
h
e
n
ee
d
s
o
f
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
d
is
cu
s
s
io
n
o
f
th
e
f
in
d
in
g
s
h
ig
h
lig
h
ts
th
at
all
ex
p
er
ts
ag
r
ee
d
an
d
s
tated
th
at
F
r
ed
R
o
g
er
s
’
ap
p
r
o
ac
h
is
an
a
p
p
r
o
p
r
iate
STE
AM
teac
h
in
g
s
tr
ateg
y
in
p
r
esch
o
o
ls
.
T
h
is
is
b
ec
au
s
e
th
is
ap
p
r
o
ac
h
p
ay
s
atten
tio
n
t
o
th
e
te
ac
h
in
g
p
r
ac
tice
f
o
r
ch
ild
r
en
r
an
g
in
g
f
r
o
m
f
iv
e
t
o
s
ix
y
ea
r
s
o
ld
[
4
]
.
T
h
is
r
esu
lt
was
in
lin
e
with
[
2
9
]
s
tate
th
at
th
e
lear
n
in
g
s
ty
le
o
n
e
o
f
th
e
m
ain
f
ac
to
r
s
wh
ich
in
f
lu
en
ce
th
e
s
u
cc
ess
o
f
s
tu
d
e
n
t a
ch
iev
em
en
t.
“In
my
o
p
in
io
n
,
th
is
a
p
p
r
o
a
ch
is
ve
r
y
a
p
p
r
o
p
r
ia
te
to
u
s
e
.
”
(
E
x
p
er
t
1
,
lin
es
1
3
6
-
1
4
1
,
0
5
/0
7
/2
0
1
8
)
“
I
n
my
o
p
i
n
io
n
,
t
h
is
a
p
p
r
o
a
c
h
is
a
p
p
r
o
p
r
ia
te.
.
.
”
(
E
x
p
er
t 2
,
lin
es 9
8
,
0
5
/0
7
/2
0
1
8
)
“Overa
ll,
F
r
ed
R
o
g
ers
’
a
p
p
r
o
a
ch
is
a
p
p
r
o
p
r
ia
te
to
u
s
e.
”
(
E
x
p
er
t
3
,
lin
es
1
3
8
-
1
4
0
,
1
4
/0
5
/2
0
1
8
)
“In
my
o
p
in
i
o
n
,
t
h
is
a
p
p
r
o
a
ch
is
ve
r
y
a
p
p
r
o
p
r
ia
te
to
u
s
e
.
”
(
E
x
p
e
r
t
4
,
lin
es
8
9
-
9
0
,
0
8
/0
5
/2
0
1
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
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
0
7
1
-
10
78
1076
Fro
m
th
e
d
is
cu
s
s
io
n
with
E
x
p
er
t
1
,
th
e
ap
p
r
o
ac
h
is
ap
p
r
o
p
r
i
ate
as
i
t
is
s
ee
n
to
b
e
p
ar
allel
t
o
ch
ild
r
en
in
q
u
is
itiv
e
ch
ar
ac
ter
is
tics
wh
ich
lo
v
e
to
ask
,
s
ee
k
in
g
f
o
r
r
ea
s
o
n
s
an
d
co
n
s
eq
u
en
ce
s
o
f
ce
r
tain
p
h
y
s
ical
ch
an
g
es
an
d
h
av
e
t
h
e
in
itiativ
es
to
cr
ea
tiv
ely
f
in
d
t
h
e
s
o
lu
ti
o
n
s
to
th
e
p
r
o
b
lem
.
B
esid
es,
th
is
ap
p
r
o
ac
h
f
u
lf
ils
th
e
b
asic
n
ee
d
s
o
f
t
h
o
s
e
ch
ild
er
en
wh
o
l
o
v
e
to
ac
tiv
el
y
e
x
p
lo
r
e
an
d
i
n
v
esti
g
ate
an
y
s
itu
at
io
n
s
th
at
ta
k
e
p
lace
ar
o
u
n
d
th
em
.
Ma
is
o
n
[
30
]
also
ag
r
ee
d
th
at
th
e
n
at
u
r
al
ex
p
l
o
r
atio
n
g
iv
e
t
h
e
p
o
s
itiv
e
im
p
ac
t
f
o
r
s
tu
d
e
n
t
attitu
d
e
to
b
e
m
o
r
e
in
ter
est in
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
is
r
esu
lt wa
s
o
b
tain
ed
f
r
o
m
th
e
i
n
ter
v
iew
with
E
x
p
er
t 1
:
“T
h
is
a
p
p
r
o
a
ch
is
ve
r
y
r
elev
a
n
t
to
th
e
c
h
a
r
a
cteris
tics
a
n
d
n
ee
d
s
o
f
p
r
esch
o
o
l
s
tu
d
e
n
ts
w
h
o
lo
ve
to
ma
ke
in
q
u
ir
ies..
.
Lo
ve
to
fin
d
o
u
t
w
h
y.
.
.
r
ea
s
o
n
s
a
n
d
co
n
s
eq
u
en
ce
s
o
f
a
s
itu
a
tio
n
.
.
a
n
d
s
ee
k
fo
r
va
r
io
u
s
s
o
lu
tio
n
s
w
ith
o
u
t fe
elin
g
b
o
r
ed
.
.
.
”
(
E
x
p
er
t
1
,
lin
es 1
4
5
-
1
5
1
,
0
5
/0
7
/2
0
1
8
)
E
x
p
er
t
2
was
in
a
p
o
s
itiv
e
o
p
in
io
n
o
f
Fre
d
R
o
g
er
s
’
ap
p
r
o
a
c
h
f
o
r
th
e
STE
AM
teac
h
in
g
ac
tiv
ity
.
I
t
is
ap
p
r
o
p
r
iate
to
b
e
u
s
ed
b
y
p
r
es
ch
o
o
l
teac
h
er
s
.
T
h
is
is
b
ec
au
s
e
th
e
ap
p
r
o
ac
h
ap
p
lies
in
q
u
ir
y
-
b
ased
lear
n
in
g
th
at
teac
h
es
ch
ild
r
en
to
b
e
th
e
ef
f
ec
tiv
e
co
n
s
tr
u
cto
r
o
f
STE
AM
k
n
o
wled
g
e
an
d
s
k
ills
.
Ad
d
in
g
to
th
at,
in
q
u
ir
y
-
b
ased
lear
n
in
g
is
o
n
e
o
f
th
e
teac
h
in
g
s
tr
ateg
ies
th
at
is
r
ec
o
m
m
en
d
e
d
in
th
e
Natio
n
al
P
r
esch
o
o
ls
Stan
d
ar
d
C
u
r
r
icu
lu
m
[
1
7
]
.
T
h
is
in
q
u
ir
y
-
b
ased
lear
n
in
g
allo
ws
s
tu
d
en
ts
to
n
atu
r
ally
im
p
r
o
v
e
s
tu
d
e
n
ts
’
k
n
o
wled
g
e
a
n
d
s
k
ills
o
f
STE
AM
[
3
0
]
.
So
as
a
teac
h
er
,
th
e
y
n
ee
d
to
im
p
r
o
v
e
th
eir
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
to
b
e
a
b
le
to
u
s
e
th
is
ap
p
r
o
ac
h
c
o
r
r
ec
tly
a
n
d
ef
f
ec
tiv
ely
with
th
e
s
tu
d
en
t
[
3
1
]
.
T
h
is
f
in
d
in
g
is
as
b
ased
o
n
th
e
in
ter
v
iew
with
E
x
p
er
t 2
:
“
B
ec
a
u
s
e
it
t
a
ke
s
in
to
a
cc
o
u
n
t
th
e
lea
r
n
in
g
th
a
t
is
b
a
s
ed
o
n
in
q
u
ir
y.
.
.
th
erefo
r
e
it
c
a
n
effec
tively
ex
p
o
s
e
ch
ild
r
en
to
co
n
s
tr
u
ct
kn
o
w
led
g
e
a
n
d
s
kills
r
ela
ted
to
S
TEA
M.
”
(
E
x
p
er
t
2
,
lin
es 1
0
0
-
1
0
4
,
0
5
/0
7
/
2
0
1
8
)
Similar
ly
,
E
x
p
er
t
3
b
eliev
ed
in
th
e
im
p
o
r
ta
n
ce
o
f
a
p
p
ly
in
g
th
is
ap
p
r
o
ac
h
b
y
teac
h
er
s
as
STE
AM
teac
h
in
g
h
as
b
e
e
n
d
esig
n
ed
to
eq
u
ip
s
tu
d
e
n
ts
with
k
n
o
wled
g
e,
s
k
ills
an
d
v
alu
es.
T
h
e
ex
p
er
t
also
r
ec
o
m
m
en
d
ed
th
at
th
is
ap
p
r
o
a
ch
b
e
ex
ec
u
te
d
h
o
lis
tically
b
y
teac
h
er
s
co
m
p
r
is
in
g
th
r
ee
m
a
in
ac
tiv
ities
wh
ich
ar
e
d
esig
n
ed
to
co
m
p
lem
en
t
e
ac
h
o
th
er
[
4
]
.
Activ
ities
lik
e
a
co
n
v
er
s
atio
n
,
s
cien
tific
in
v
esti
g
atio
n
an
d
p
r
o
ject
ar
e
in
lin
e
with
th
e
f
ea
tu
r
es
o
f
STE
AM
wh
ich
ar
e
to
co
n
s
tr
u
ct
k
n
o
wled
g
e
a
n
d
u
n
d
er
s
tan
d
in
g
o
f
ce
r
tain
to
p
ics
th
r
o
u
g
h
in
v
esti
g
atio
n
s
an
d
ex
p
lo
r
atio
n
s
.
T
h
is
f
in
d
in
g
is
as o
b
tain
ed
f
r
o
m
th
e
i
n
ter
v
iew
with
E
x
p
e
r
t 3
:
“T
h
is
i
s
b
ec
a
u
s
e
it
s
p
r
o
ce
s
s
c
o
mp
r
is
es
in
ten
d
ed
kn
o
w
led
g
e,
s
kill
s
a
n
d
va
lu
es
w
h
ich
a
r
e
t
o
b
e
ma
s
tered
b
y
s
tu
d
en
ts
.
Th
e
th
r
ee
ma
in
s
tep
s
h
ig
h
lig
h
ted
ma
y
a
llo
w
s
tu
d
en
ts
to
ma
s
te
r
S
TEA
M b
eg
in
n
in
g
fr
o
m
th
e
ea
r
ly
s
ta
g
e
o
f sch
o
o
l.”
“T
o
en
s
u
r
e
s
tu
d
en
ts
’
a
b
ilit
y
in
ma
s
teri
n
g
S
TEA
M
elem
en
t
s
,
th
e
a
p
p
r
o
a
c
h
u
s
ed
mu
s
t
b
e
h
o
lis
tic
a
cc
o
r
d
in
g
to
th
e
r
ec
o
mme
n
d
ed
p
h
a
s
e.
S
u
g
g
ested
a
ctivities
like
a
co
n
ve
r
s
a
tio
n
,
s
cien
tifi
c
in
ve
s
t
ig
a
tio
n
a
n
d
p
r
o
ject
fu
lfil
S
TEA
M
fea
tu
r
es.”
(
E
x
p
er
t
3
,
lin
es
1
4
2
-
1
5
3
,
1
4
/0
5
/2
0
1
8
)
T
h
e
f
in
d
in
g
s
o
b
tain
ed
f
r
o
m
E
x
p
er
t
4
in
d
icate
th
at
Fre
d
R
o
g
er
s
’
a
p
p
r
o
ac
h
is
in
lin
e
wit
h
STE
AM
lear
n
in
g
co
n
ce
p
ts
wh
ich
ar
e
b
ased
o
n
in
q
u
ir
in
g
an
d
in
v
est
ig
atin
g
ac
tiv
ities
.
T
h
er
ef
o
r
e,
t
h
is
ap
p
r
o
ac
h
co
u
l
d
p
o
s
itiv
ely
ex
p
a
n
d
s
tu
d
e
n
ts
’
k
n
o
wled
g
e
an
d
u
n
d
er
s
tan
d
in
g
th
r
o
u
g
h
lear
n
in
g
-
by
-
d
o
i
n
g
ac
tiv
ities
o
r
s
elf
-
in
v
esti
g
atio
n
.
Acc
o
r
d
in
g
to
[
3
2
]
,
t
h
e
ex
p
o
s
u
r
e
o
f
a
s
u
itab
l
e
lear
n
in
g
s
tr
ateg
y
to
s
tu
d
en
t
s
ca
n
f
ac
ilit
ate
th
eir
p
r
o
ce
s
s
s
k
ills
ap
p
r
o
p
r
iately
.
T
h
is
r
ec
o
m
m
en
d
atio
n
is
r
ep
o
r
te
d
as b
ased
o
n
w
h
at
h
as b
ee
n
s
h
ar
ed
b
y
E
x
p
er
t 4
:
“It
is
in
lin
e
w
ith
th
e
S
TEA
M
co
n
ce
p
t
its
elf
th
a
t
its
a
ctivities
a
r
e
b
a
s
ed
o
n
q
u
esti
o
n
in
g
a
n
d
in
ve
s
tig
a
tin
g
.
Th
is
ma
y
ex
p
o
s
e
th
e
ch
ild
r
en
to
ex
p
erien
cin
g
co
n
s
tr
u
ctin
g
th
eir
kn
o
w
led
g
e
a
n
d
u
n
d
ers
ta
n
d
in
g
th
r
o
u
g
h
“lea
r
n
in
g
b
y”
d
o
in
g
a
ctiviti
es,
th
r
o
u
g
h
s
elf
-
in
ve
s
tig
a
tio
n
.
”
(
E
x
p
er
t
4
,
lin
es 9
0
-
9
6
,
0
8
/0
5
/2
0
1
8
)
B
ased
o
n
p
r
ev
io
u
s
s
tu
d
ies,
s
o
m
e
r
esear
ch
er
s
h
av
e
em
p
h
asized
th
e
g
o
o
d
ch
o
ice
o
f
teac
h
in
g
ap
p
r
o
ac
h
ca
n
im
p
r
o
v
e
c
h
ild
r
en
lea
r
n
in
g
as
well
as
in
cr
ea
s
e
th
eir
co
g
n
itiv
e,
s
o
cio
em
o
tio
n
al
an
d
c
r
ea
tiv
ity
de
v
elo
p
m
e
n
t
[
3
2
-
3
5
]
.
Ho
wev
er
,
th
e
s
u
cc
ess
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
h
as
co
m
e
f
r
o
m
t
h
e
q
u
ality
o
f
teac
h
in
g
.
T
h
is
is
in
ag
r
ee
m
en
t
with
th
e
r
ep
o
r
t
o
f
th
e
s
tu
d
y
s
u
g
g
est
t
h
at
Fre
d
R
o
g
e
r
s
ap
p
r
o
ac
h
is
ef
f
ec
tiv
e
teac
h
in
g
to
d
ev
elo
p
STE
AM
s
k
ill
am
o
n
g
p
r
esch
o
o
l
ch
ild
r
en
[
4
]
.
So
,
th
e
teac
h
e
r
s
h
o
u
ld
en
h
an
ce
th
eir
2
1
s
t
-
ce
n
tu
r
y
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
m
ak
e
a
ch
an
g
e
to
im
p
lem
e
n
t
th
e
Fre
d
R
o
g
er
s
ap
p
r
o
ac
h
in
th
e
class
r
o
o
m
[
3
0
]
.
B
y
u
n
d
er
s
tan
d
i
n
g
t
h
at
co
n
ten
t,
t
h
e
teac
h
er
will
b
e
a
b
le
to
d
esig
n
an
d
in
n
o
v
ate
teac
h
in
g
to
attr
ac
t
ch
ild
r
en
in
ter
est
in
STE
AM
lear
n
in
g
a
n
d
ac
t
a
s
ac
tiv
e
lear
n
er
s
[
3
0
,
31
,
3
5
]
.
T
h
e
teac
h
er
s
will
b
e
m
o
r
e
c
o
m
p
eten
t
t
o
d
eliv
er
STE
AM
co
n
ten
t w
ith
co
n
f
i
d
e
n
ce
an
d
ac
c
u
r
ac
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
S
TEA
M tea
ch
in
g
in
p
r
esch
o
o
l u
s
in
g
F
r
ed
R
o
g
ers
a
p
p
r
o
a
c
h
(
Za
h
ir
o
h
A
w
a
n
g
)
1077
6.
CO
NCLU
SI
O
N
Fin
d
in
g
s
f
r
o
m
th
e
i
n
ter
v
iews
r
ev
ea
led
th
at
all
e
x
p
er
ts
ag
r
ee
d
o
n
u
s
in
g
Fre
d
R
o
g
er
s
’
a
p
p
r
o
ac
h
as
an
ap
p
r
o
p
r
iate
STE
AM
teac
h
in
g
s
tr
ateg
y
to
b
e
p
r
ac
ticed
b
y
tea
ch
er
s
in
p
r
esch
o
o
ls
.
T
h
ese
ex
p
er
ts
ap
p
r
o
v
ed
th
at
th
is
ap
p
r
o
ac
h
m
ee
ts
th
e
f
ea
tu
r
es
an
d
f
u
lf
ills
th
e
n
ee
d
s
o
f
S
T
E
AM
E
d
u
ca
tio
n
at
th
e
p
r
esch
o
o
l
lev
el.
T
h
is
is
b
ec
au
s
e
STE
AM
co
n
ce
p
ts
ar
e
lear
n
ed
b
y
ch
ild
r
en
th
r
o
u
g
h
in
q
u
ir
in
g
an
d
in
v
esti
g
atin
g
ce
r
tain
p
h
en
o
m
en
a
r
elate
d
to
th
eir
e
v
er
y
d
ay
life
.
Hen
ce
,
t
h
e
r
esu
lt
s
tr
ess
es
th
at
th
e
ac
tu
al
STE
AM
s
k
ills
ar
e
m
aster
ed
wh
en
ch
ild
r
en
b
ec
o
m
e
co
n
f
id
e
n
t to
i
n
q
u
ir
e
a
b
o
u
t a
n
y
th
in
g
an
d
f
in
d
o
u
t th
e
s
o
lu
tio
n
s
to
an
y
p
r
o
b
lem
s
f
ac
ed
.
T
h
e
u
n
iq
u
en
ess
o
f
th
is
a
p
p
r
o
ac
h
h
as
c
o
n
v
in
ce
d
th
e
ex
p
er
t
s
th
at
STE
AM
is
p
r
ac
tis
ed
b
y
teac
h
er
s
th
r
o
u
g
h
in
q
u
ir
y
-
b
ased
lear
n
in
g
an
d
lear
n
i
n
g
-
by
-
d
o
in
g
ac
ti
v
ities
am
o
n
g
p
r
esch
o
o
l
ch
ild
r
en
.
T
ea
ch
er
s
s
tar
ts
STE
AM
teac
h
in
g
wi
th
th
e
c
h
ild
r
en
b
y
in
q
u
ir
in
g
ce
r
tain
t
o
p
ic
o
r
t
h
em
e,
f
o
llo
wed
b
y
m
ee
tin
g
th
e
ex
p
er
ts
,
v
id
eo
s
cr
ee
n
i
n
g
o
r
s
h
a
r
in
g
h
i
s
ex
p
er
ien
ce
v
is
itin
g
th
e
ch
il
d
r
en
t
o
h
elp
th
em
ex
p
l
o
r
e
a
t
o
p
ic
in
d
ep
th
.
T
h
e
y
also
n
ee
d
to
f
o
cu
s
o
n
th
e
to
o
ls
an
d
m
ater
ials
u
s
ed
with
ch
ild
r
en
b
esid
es p
ay
in
g
atten
tio
n
to
wh
at
th
ey
o
u
g
h
t to
lear
n
.
C
h
ild
r
en
ar
e
b
eliev
ed
t
o
b
e
a
g
en
u
in
e
STE
AM
in
v
esti
g
ato
r
wh
o
co
m
m
its
in
ter
m
s
o
f
ef
f
o
r
t,
f
ee
lin
g
an
d
ex
p
er
ien
ce
to
war
d
s
th
e
lear
n
in
g
.
T
h
er
ef
o
r
e,
teac
h
er
s
’
au
t
h
en
ticity
an
d
ca
r
e
ar
e
ess
en
tial
in
en
s
u
r
in
g
th
e
s
u
cc
ess
o
f
g
en
er
atin
g
f
u
tu
r
e
in
n
o
v
ato
r
s
.
So
,
n
o
w
teac
h
er
s
s
h
o
u
ld
b
e
ab
le
to
d
ev
elo
p
th
eir
STE
AM
p
ed
ag
o
g
y
k
n
o
wled
g
e
to
ap
p
ly
in
g
Fre
d
R
o
g
er
s
’
ap
p
r
o
ac
h
co
n
f
i
d
en
tly
.
T
h
e
e
x
ec
u
tio
n
o
f
STE
AM
t
ea
ch
in
g
u
s
in
g
th
is
ap
p
r
o
ac
h
wh
ich
is
b
eg
u
n
with
STE
AM
L
an
g
u
ag
e
C
o
n
v
er
s
ati
o
n
allo
ws
s
p
ac
e
f
o
r
ch
ild
r
en
t
o
ea
s
ily
g
et
ex
p
o
s
u
r
e
to
war
d
s
STE
AM
co
n
ce
p
ts
.
T
h
e
teac
h
in
g
is
ex
p
an
d
e
d
th
r
o
u
g
h
STE
AM
in
v
esti
g
atio
n
in
th
e
r
ea
l
wo
r
ld
.
T
h
e
u
s
e
o
f
m
ater
ials
an
d
tech
n
o
lo
g
ical
to
o
ls
ar
e
ex
p
o
s
ed
o
p
tim
ally
to
cr
ea
te
a
m
ea
n
in
g
f
u
l
lear
n
i
n
g
am
b
ian
ce
f
o
r
ch
i
ld
r
en
.
T
h
e
last
s
tep
r
eq
u
ir
es
ch
ild
r
en
to
b
e
i
n
v
o
lv
ed
in
a
STE
AM
p
r
o
ject.
STE
AM
Pro
ject
is
a
r
ein
f
o
r
ce
m
en
t
ac
tiv
ity
r
elate
d
t
o
STE
AM
k
n
o
wled
g
e
wh
ic
h
h
a
s
b
ee
n
ea
r
lier
o
b
tain
ed
in
s
tep
s
o
n
e
an
d
two
.
On
th
e
wh
o
le,
e
x
p
er
ts
co
llect
iv
ely
b
elie
v
ed
th
at
t
h
is
ap
p
r
o
ac
h
p
r
io
r
itis
es
ce
r
tain
asp
ec
ts
lik
e
ag
e,
f
ea
tu
r
es,
b
asic
n
ee
d
s
a
n
d
a
b
ilit
ies
o
f
ch
ild
r
en
f
o
r
ea
ch
ac
tiv
i
ty
im
p
lem
en
tatio
n
.
E
x
p
er
ts
also
ag
r
ee
d
t
h
at
Fre
d
R
o
g
er
s
’
STE
AM
h
as
b
ee
n
d
e
v
elo
p
ed
b
ased
o
n
p
r
ac
tices
wh
ich
ar
e
ap
p
r
o
p
r
iate
with
ch
il
d
r
en
’
d
ev
elo
p
m
en
t.
T
h
is
en
ab
les k
n
o
wled
g
e,
v
alu
es a
n
d
s
k
ills
to
b
e
in
s
till
ed
in
ch
ild
r
en
ef
f
ec
tiv
ely
.
RE
F
E
R
E
NC
E
S
[1
]
Un
it
P
e
lak
sa
n
a
a
n
a
n
d
P
re
sta
si,
“
M
a
lay
sia
e
d
u
c
a
ti
o
n
d
e
v
e
lo
p
m
e
n
t
p
lan
2
0
1
3
-
2
0
2
5
:
A
n
n
u
a
l
re
p
o
r
t
2
0
1
7
(in
M
a
lay
)
,
”
P
u
traja
y
a
:
Ke
m
e
n
teria
n
P
e
n
d
i
d
ik
a
n
M
a
lay
sia
,
2
0
1
7
.
[2
]
D.Da
lt
o
n
,
S
T
E
AM
w
h
it
e
p
a
p
e
r: p
la
n
n
in
g
f
o
r th
e
p
l
a
n
.
En
g
lan
d
.
C
h
e
ste
rfield
Co
u
n
try
P
u
b
li
c
S
c
h
o
o
ls
.
2
0
1
3
.
[3
]
S
.
A.M
Na
ji
b
,
H
.
M
a
h
a
t
a
n
d
N
.
H.
Ba
h
a
ru
d
in
,
“
Th
e
lev
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
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
6
9
-
7
6
,
2
0
2
0
.
[4
]
H.
S
h
a
ra
p
a
n
,
“
F
r
o
m
S
T
EM
t
o
S
TE
AM:
h
o
w
e
a
rl
y
c
h
i
ld
re
n
e
d
u
c
a
to
rs
c
a
n
a
p
p
ly
F
re
d
Ro
g
e
rs’
A
p
p
r
o
a
c
h
,
”
Y
o
u
n
g
Ch
il
d
re
n
,
v
o
l.
6
7
,
n
o
.
1
,
pp
.
36
–
40
,
2
0
1
2
.
[5
]
L.
Ka
tz,
“
S
TE
M
in
th
e
e
a
rly
y
e
a
rs
,
”
S
EE
D P
a
p
e
r f
o
r E
a
rly
C
h
il
d
h
o
o
d
Res
e
a
rc
h
a
n
d
Pra
c
ti
c
e
,
vol
.
3,
p
p
.
1
–
3
,
2
0
1
0
.
[6
]
Z.
M
e
n
g
m
e
n
g
,
Y.
Xia
n
to
n
g
a
n
d
W.
Xin
g
h
u
a
,
“
Co
n
str
u
c
ti
o
n
o
f
S
TE
AM
c
u
rricu
l
u
m
m
o
d
e
l
a
n
d
c
a
se
d
e
sig
n
in
Kin
d
e
rg
a
rten
,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
Res
e
a
rc
h
,
v
o
l
.
7,
n
o
.
7
.
p
p
.
4
8
5
-
4
9
0
,
2
0
1
9
.
[7
]
L.
C.
E
d
wa
rd
s,
T
h
e
c
re
a
ti
v
e
a
rts:
A
p
ro
c
e
ss
a
p
p
r
o
a
c
h
fo
r
te
a
c
h
e
rs
a
n
d
c
h
il
d
re
n
,
(
4
th
Ed
.
).
C
o
lu
m
b
u
s,
OH
M
e
rri
ll
,
2
0
0
6
.
[8
]
D.A.
S
o
u
sa
a
n
d
T.
P
il
e
c
k
i
,
Fro
m
S
T
E
M
t
o
S
T
EA
M
:
u
sin
g
b
ra
i
n
-
c
o
mp
a
t
ib
le
str
a
teg
ies
t
o
i
n
teg
ra
te
th
e
a
rts.
Un
it
e
d
S
tate
d
.
S
AG
E
P
u
b
li
c
a
ti
o
n
Lt
d
,
2
0
1
3
.
[9
]
E.
W.
Ro
b
e
len
,
“
Bu
il
d
in
g
S
TE
A
M
:
b
len
d
in
g
th
e
a
rts
wit
h
S
TE
M
su
b
jec
ts
,
”
E
d
u
c
a
ti
o
n
W
e
e
k
,
v
o
l
.
3
1
,
n
o
.
1
3
,
pp
.
8
-
9
,
201
1
.
[1
0
]
A.
T.
On
e
r
,
e
t.
a
l
.
,
“
F
r
o
m
S
TE
M
t
o
S
TE
AM
:
stu
d
e
n
ts’
b
e
li
e
fs
a
b
o
u
t
th
e
u
se
o
f
t
h
e
ir
c
re
a
ti
v
it
y
,
”
T
h
e
S
T
EA
M
J
o
u
r
n
a
l
,
v
o
l.
2
,
n
o
.
2
,
pp
.
1
-
1
4
,
2
0
1
6
.
[1
1
]
J.M
P
iro
,
“
G
o
in
g
fr
o
m
S
T
EM
to
S
TE
A
M
:
th
e
a
rts
h
a
v
e
a
ro
le
in
A
m
e
rica
’s
fu
tu
re
to
o
,
”
Ed
u
c
a
ti
o
n
W
e
e
k
,
v
o
l.
2
9
,
no.
2
4
,
p
p
.
2
8
–
2
9
,
2
0
1
0
.
[1
2
]
A.A.
Ak
t
u
rk
a
n
d
H.O.
De
m
irca
n
,
“
A
re
v
iew
o
f
st
u
d
ies
o
n
S
TE
M
a
n
d
S
TE
AM
Ed
u
c
a
ti
o
n
i
n
e
a
rly
c
h
il
d
h
o
o
d
,
”
Ah
i
Evr
a
n
Un
ive
rs
it
e
si
Kirs
e
h
ir E
g
it
i
m F
a
k
u
lt
e
si De
rg
isi
,
v
o
l.
1
8
,
n
o
.
2
,
p
p
.
7
5
7
-
7
7
6
,
2
0
1
7
.
[1
3
]
R.
S
c
h
ir
rm
a
c
h
e
r,
Art
a
n
d
c
re
a
ti
v
e
d
e
v
e
lo
p
me
n
t
f
o
r
y
o
u
n
g
c
h
il
d
re
n
.
Cl
ift
o
n
P
a
rk
,
NY
:
T
h
o
m
so
n
De
lma
r
Lea
rn
in
g
,
2
0
0
2
.
[1
4
]
T.
W
y
n
n
a
n
d
J.
Ha
rris,
“
To
wa
r
d
a
S
tem
+
Arts
c
u
rric
u
lu
m
:
c
re
a
ti
n
g
t
h
e
tea
c
h
e
r
tea
m
,
”
J
o
u
r
n
a
l
Art
Ed
u
c
a
ti
o
n
,
v
o
l.
6
5
,
n
o
.
5
,
p
p
.
4
2
-
4
7
,
2
0
1
2
.
[1
5
]
K.W
.
Li
n
d
e
m
a
n
,
M
.
Ja
b
o
t
,
M
.
a
n
d
M
.
T.
Be
rk
ley
,
“
Th
e
Ro
le
o
f
S
T
EM
(o
r
S
TE
AM
)
in
th
e
Earl
y
Ch
i
ld
h
o
o
d
S
e
tt
in
g
,”
in
L
e
a
r
n
in
g
Acr
o
ss
t
h
e
Ea
rly
Ch
il
d
h
o
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F
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he
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Ba
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rik
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.
[1
9
]
S
u
ra
y
a
,
N
o
rsa
law
a
ti
a
n
d
Na
sir,
“
In
teg
ra
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o
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o
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6
,
p
p
.
6
4
5
-
6
5
4
,
2
0
1
7
.
[2
0
]
D.
He
rro
a
n
d
C.
Q
u
ig
le
y
,
“
Ex
p
lo
rin
g
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s
o
f
S
T
EAM
tea
c
h
in
g
th
r
o
u
g
h
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
:
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li
c
a
ti
o
n
s
f
o
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c
h
e
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e
d
u
c
a
to
rs,
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ro
fe
ss
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n
a
l
De
v
e
lo
p
m
e
n
t
in
Ed
u
c
a
ti
o
n
,
”
Pro
fes
sio
n
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l
De
v
e
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me
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a
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4
3
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.
3
,
pp
.
4
1
6
-
4
3
8
,
2
0
1
7
.
[2
1
]
H.
P
a
rk
,
e
t.
a
l
.
,
“
Tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
a
n
d
p
ra
c
ti
c
e
s
o
f
S
TE
AM
Ed
u
c
a
ti
o
n
i
n
S
o
u
t
h
K
o
re
a
,
”
Eu
ra
sia
J
o
u
rn
a
l
o
f
M
a
t
h
e
ma
ti
c
s,
S
c
ien
c
e
&
T
e
c
h
n
o
l
o
g
y
E
d
u
c
a
t
io
n
,
v
o
l
.
1
2
,
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o
.
7
,
pp
.
1
7
3
9
-
1
7
5
3
,
2
0
1
6
.
[2
2
]
F.M
Ja
m
il
,
S
.
M
.
Li
n
d
e
r,
a
n
d
D.
A,
S
teg
e
l
in
,
“
Early
c
h
il
d
h
o
o
d
tea
c
h
e
r
b
e
li
e
fs
a
b
o
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t
S
TE
A
M
e
d
u
c
a
ti
o
n
a
fter
a
p
ro
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ss
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n
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l
d
e
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e
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o
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m
e
n
t
c
o
n
fe
re
n
c
e
,
”
Ea
rly
Ch
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ld
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o
o
d
E
d
u
c
a
ti
o
n
J
o
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rn
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l
,
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o
l
.
4
6
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o
.
4
,
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p
.
4
0
9
-
4
1
7
,
2
0
1
8
.
[2
3
]
N.K.
De
Ja
rn
e
tt
e
,
“
Im
p
lem
e
n
ti
n
g
S
TE
AM
in
th
e
e
a
rly
c
h
il
d
h
o
o
d
c
l
a
ss
ro
o
m
,
”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
S
T
EM
E
d
u
c
a
t
io
n
,
vol
.
3,
n
o
.
3
,
p
p
.
1
8
-
26
,
2
0
1
8
.
[2
4
]
Y.
Kim
a
n
d
N.
P
a
rk
,
“
De
v
e
lo
p
m
e
n
t
a
n
d
a
p
p
li
c
a
ti
o
n
o
f
S
TE
A
M
tea
c
h
in
g
m
o
d
e
l
b
a
se
d
o
n
t
h
e
Ru
b
e
G
o
ld
b
e
rg
’s
in
v
e
n
ti
o
n
,
”
in
Ye
o
S
S
.
,
P
a
n
Y
.
,
Lee
Y.,
Ch
a
n
g
H
.
(e
d
s)
,
C
o
mp
u
t
e
r
sc
ien
c
e
a
n
d
it
s
a
p
p
li
c
a
ti
o
n
s
.
Lec
tu
re
No
tes
in
El
e
c
tri
c
a
l
En
g
i
n
e
e
rin
g
,
v
o
l.
2
0
3
,
p
p
.
6
9
3
–
6
9
8
.
S
p
ri
n
g
e
r,
Do
r
d
re
c
h
t
,
2
0
1
2
.
[2
5
]
J.
M
il
ler
a
n
d
G
.
Kn
e
z
e
k
,
“
S
TE
A
M
fo
r
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t
,
”
I
n
R.
M
c
Brid
e
&
M
.
S
e
a
rso
n
(E
d
s.),
2
0
1
3
Pro
c
e
e
d
i
n
g
s
o
f
S
o
c
iety
fo
r I
n
fo
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
y
&
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
I
n
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
,
p
p
.
3
2
8
8
-
3
2
9
8
,
2
0
1
3
.
[2
6
]
K.
Co
o
k
,
e
t.
a
l
.
,
“
De
v
e
lo
p
m
e
n
t
o
f
e
lem
e
n
tary
tea
c
h
e
rs’
sc
ien
c
e
,
tec
h
n
o
lo
g
y
,
e
n
g
in
e
e
rin
g
,
a
rts
a
n
d
m
a
th
e
m
a
ti
c
s
p
lan
n
in
g
p
ra
c
ti
c
e
s
,
”
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
2
0
,
n
o
.
4
,
p
p
.
1
9
7
-
2
0
8
,
2
0
2
0
.
[2
7
]
M
.
N.
Ya
a
k
o
b
,
“
Re
k
a
b
e
n
tu
k
m
o
d
e
l
k
u
ri
k
u
l
u
m
m
-
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e
m
b
e
laja
ra
n
p
e
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g
a
ji
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n
p
r
o
fe
sio
n
a
l
d
i
I
n
stit
u
t
P
e
n
d
id
ik
a
n
G
u
ru
,
”
Tes
is P
h
d
.
Un
i
v
e
rsiti
Uta
ra
M
a
la
y
sia
,
Ke
d
a
h
,
2
0
1
7
.
[2
8
]
M
.
B.
M
i
les
a
n
d
A.
M
.
H
u
b
e
rm
a
n
,
Qu
a
li
t
a
ti
v
e
d
a
ta
a
n
a
lys
is
,
2
n
d
e
d
.
Th
o
u
sa
n
d
Ok
s:
S
a
g
e
,
1
9
9
4
.
[2
9
]
N.
S
h
a
m
su
d
d
in
,
a
n
d
J.
Ka
u
r,
“
S
tu
d
e
n
ts’
lea
rn
in
g
sty
le
a
n
d
it
s
e
ffe
c
ts
o
n
b
len
d
e
d
lea
rn
in
g
,
d
o
e
s
it
m
a
tt
e
r?
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
1
,
pp
.
1
9
5
-
2
0
2
,
2
0
2
0
.
[3
0
]
M
.
M
a
iso
n
,
e
t
a
l.
,
“
Co
m
p
a
riso
n
o
f
stu
d
e
n
t
a
tt
it
u
d
e
s
t
o
wa
rd
s
n
a
t
u
ra
l
sc
ien
c
e
s
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
t
io
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
1,
p
p
.
5
4
-
6
1
,
2
0
2
0
.
[3
1
]
L.
M
a
ry
a
n
i
a
n
d
S
.
T.
M
a
rtan
i
n
g
sih
,
“
Co
rre
lati
o
n
b
e
twe
e
n
tea
c
h
e
r’s
P
CK
(P
e
d
a
g
o
g
ica
l
c
o
n
te
n
t
k
n
o
wle
d
g
e
)
a
n
d
stu
d
e
n
t’s
m
o
ti
v
a
ti
o
n
in
p
rima
ry
sc
h
o
o
l
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
vol
.
4,
n
o
.
1
,
p
p
.
3
8
-
4
4
,
2
0
1
5
.
[3
2
]
M
.
O.
S
e
rv
it
ri
a
n
d
W.
Tri
sn
a
wa
t
y
,
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
in
q
u
i
ry
sc
ien
c
e
wo
rk
sh
e
e
t
to
fa
c
il
it
a
te
t
h
e
p
ro
c
e
ss
sk
il
ls
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
L
e
a
rn
i
n
g
(E
d
u
L
e
a
rn
)
,
v
o
l
.
1
2
,
n
o
.
4
,
p
p
.
5
7
5
-
5
8
0
,
2
0
1
8
.
[3
3
]
D.P
.
E
d
e
m
,
C.
De
wo
d
o
.
,
a
n
d
P
.
B.
Atig
lah
.
,
“
ICT
s
k
il
ls,
a
n
d
b
e
n
e
fit
s
o
f
tea
c
h
in
g
a
n
d
lea
rn
in
g
a
n
i
m
a
l
sc
ien
c
e
with
b
len
d
e
d
lea
rn
i
n
g
a
t
c
o
ll
e
g
e
s
o
f
e
d
u
c
a
ti
o
n
i
n
G
h
a
n
a
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
L
e
a
r
n
in
g
(
Ed
u
L
e
a
rn
),
v
o
l.
1
4
,
n
o
.
2
,
p
p
.
2
8
9
-
3
0
0
,
2
0
2
0
.
[3
4
]
G
.
H.
Im
,
Y.K.
Jia
r
a
n
d
R
.
Tal
ib
,
“
De
v
e
lo
p
m
e
n
t
o
f
p
re
sc
h
o
o
l
so
c
ial
e
m
o
ti
o
n
a
l
i
n
v
e
n
to
r
y
f
o
r
p
re
sc
h
o
o
lers
:
a
p
re
li
m
in
a
ry
st
u
d
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
1,
p
p
.
1
5
8
-
1
6
4
,
2
0
1
9
.
[3
5
]
No
o
ra
id
a
,
e
t
a
l
.
,
“
Th
e
e
ffe
c
t
o
f
c
o
u
p
le
d
i
n
q
u
ir
y
-
5
E
i
n
e
n
h
a
n
c
in
g
t
h
e
u
n
d
e
rsta
n
d
in
g
o
f
M
e
io
sis
c
o
n
c
e
p
t
,
”
In
ter
n
a
t
io
n
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