I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in Ed
uca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
,
p
p
.
716
~
722
I
SS
N:
2252
-
8822
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
e
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.
v
9
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.
2
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716
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:
h
ttp
:
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ere.
ia
esco
r
e.
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m
Tea
ching
challen
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he us
e of s
tory
telling in
ele
m
en
tary
science lesso
ns
H
a
j
a
h Nurulj
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nn
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h H
a
j
i
M
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it
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a
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hrill,
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iv
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rsiti
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m
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ru
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lam
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nfo
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r
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T
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y
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v
e
stig
a
ted
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u
se
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telli
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tea
c
h
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le
m
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tary
sc
ien
c
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th
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to
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Org
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st
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ts
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lem
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tar
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h
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o
ls
i
n
Br
u
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e
i
Da
ru
ss
a
la
m
p
a
rti
c
ip
a
ted
in
th
e
stu
d
y
.
T
h
e
q
u
a
li
tativ
e
a
n
a
ly
s
e
s
o
f
th
e
o
b
se
rv
a
ti
o
n
s
a
n
d
v
id
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g
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su
lt
e
d
i
n
t
h
e
c
las
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ica
ti
o
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s
o
f
th
e
c
h
a
ll
e
n
g
e
s
f
a
c
e
d
w
h
e
n
st
o
ry
telli
n
g
w
a
s
u
se
d
in
th
e
les
so
n
s.
T
h
e
f
o
u
r
id
e
n
ti
f
ied
c
a
teg
o
ries
w
e
re
th
e
lan
g
u
a
g
e
a
sp
e
c
t,
d
e
v
e
lo
p
m
e
n
t
a
sp
e
c
t,
e
x
t
e
rn
a
l
c
h
a
ll
e
n
g
e
s
a
n
d
e
x
isti
n
g
k
n
o
w
led
g
e
.
T
h
e
se
c
a
teg
o
ries
we
re
th
e
n
u
se
d
to
in
v
e
stig
a
te
f
u
rth
e
r
a
n
y
a
sp
e
c
t
th
a
t
w
o
u
ld
d
e
v
e
lo
p
t
h
e
c
h
a
ll
e
n
g
e
s
in
to
t
h
e
tea
c
h
in
g
a
n
d
lea
rn
in
g
o
f
sc
ien
c
e
u
sin
g
sto
ry
telli
n
g
.
De
sp
it
e
id
e
n
t
ify
in
g
th
e
c
h
a
ll
e
n
g
e
s
in
u
sin
g
sto
ry
telli
n
g
in
tea
c
h
in
g
sc
ien
c
e
,
sto
ry
telli
n
g
m
a
y
e
n
h
a
n
c
e
th
e
stu
d
e
n
ts’
u
n
d
e
r
sta
n
d
in
g
o
f
sc
ien
c
e
c
o
n
c
e
p
ts.
K
ey
w
o
r
d
s
:
C
h
al
len
g
es
C
las
s
i
f
y
i
n
g
E
le
m
e
n
tar
y
s
c
ien
ce
Scien
ce
co
n
ce
p
t
s
Sto
r
y
telli
n
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
:
Ma
s
itah
Sh
a
h
r
ill,
Su
lta
n
Has
s
a
n
al
B
o
lk
iah
I
n
s
ti
t
u
te
o
f
E
d
u
ca
tio
n
,
Un
i
v
er
s
iti B
r
u
n
ei
Dar
u
s
s
ala
m
,
J
alan
T
u
n
g
k
u
L
i
n
k
,
Gad
o
n
g
,
B
E
1
4
1
0
,
B
an
d
ar
Ser
i
B
eg
a
w
a
n
,
B
r
u
n
ei
Dar
u
s
s
a
la
m
.
E
m
ail:
m
asi
tah
.
s
h
a
h
r
ill
@
u
b
d
.
ed
u
.
b
n
1.
I
NT
RO
D
UCT
I
O
N
E
v
er
y
o
n
e
h
as
t
h
e
b
asic
r
ep
er
to
ir
e
o
f
tellin
g
s
to
r
ies
ev
er
y
d
a
y
w
it
h
o
u
t
r
ea
lizi
n
g
t
h
at
an
i
n
d
iv
id
u
al
is
g
etti
n
g
i
n
f
o
r
m
atio
n
o
f
a
ce
r
tain
to
p
ic.
T
h
r
o
u
g
h
s
to
r
ies,
o
n
e
m
a
y
d
ev
elo
p
ce
r
tain
s
k
i
lls
th
at
s
y
m
b
o
lize
i
m
a
g
in
a
tio
n
,
e
m
o
tio
n
a
n
d
tr
u
t
h
f
o
u
n
d
i
n
t
h
e
u
n
i
v
er
s
e
[
1
]
.
T
h
e
g
o
al
o
f
s
to
r
y
tell
in
g
i
s
u
s
u
all
y
f
o
r
i
m
m
ed
iate
o
r
g
an
izatio
n
o
f
in
f
o
r
m
a
tio
n
,
w
h
ic
h
p
r
o
v
id
es
co
n
ti
n
u
o
u
s
e
n
g
a
g
e
m
en
t,
en
j
o
y
m
en
t
a
n
d
co
m
m
i
t
m
e
n
t
o
f
ea
c
h
r
ep
r
esen
tativ
e
[
2
-
4
]
.
I
n
th
e
ea
r
l
y
y
ea
r
s
o
f
ed
u
ca
tio
n
,
ch
il
d
r
en
ar
e
ex
p
ec
ted
to
ac
q
u
ir
e
lear
n
in
g
a
ctiv
itie
s
th
at
tr
ig
g
er
th
e
ir
i
m
a
g
i
n
ati
v
e
s
elf
esp
ec
iall
y
w
h
en
t
h
es
e
ch
ild
r
en
w
er
e
b
o
r
n
w
it
h
d
if
f
er
e
n
t
cu
lt
u
r
al
b
ac
k
g
r
o
u
n
d
.
T
h
e
ch
ild
r
en
s
h
o
u
ld
b
e
tr
ain
ed
w
it
h
a
lo
t
o
f
o
p
p
o
r
tu
n
itie
s
i
n
n
e
w
liter
a
c
y
s
u
c
h
as
d
i
g
ital
s
to
r
y
telli
n
g
at
ea
r
lier
s
tag
e
s
[
5
-
7
]
.
I
n
b
r
ief
,
in
f
o
r
m
a
tio
n
is
n
a
t
u
r
all
y
o
r
g
a
n
ized
b
y
u
s
i
n
g
n
ar
r
ativ
e,
b
u
t
s
to
r
y
tel
lin
g
is
u
s
ed
as
an
i
m
m
ed
iate
m
ea
n
s
t
h
at
th
e
n
ar
r
ativ
e
r
ep
r
esen
t
s
[
2
,
8
]
.
T
h
is
r
elate
s
b
ac
k
to
th
e
w
o
r
d
i
ma
g
in
a
tio
n
,
w
h
ic
h
lead
s
s
to
r
y
tell
in
g
as
a
n
i
n
f
lu
e
n
tial
to
o
l
t
h
at
p
r
o
v
id
es
n
u
m
er
o
u
s
b
en
e
f
it
s
f
o
r
s
t
u
d
en
ts
[
9
-
1
1
]
.
R
esear
ch
er
s
h
ad
f
o
u
n
d
r
e
m
ar
k
ab
le
r
esu
lts
o
f
w
h
at
s
to
r
y
telli
n
g
h
as
d
o
n
e
a
s
a
g
o
o
d
teac
h
i
n
g
ap
p
r
o
ac
h
es
p
ec
iall
y
i
n
liter
ac
y
s
k
il
ls
.
A
t
m
o
s
t,
s
to
r
y
te
lli
n
g
i
s
b
r
o
ad
ly
lo
o
k
ed
at
in
la
n
g
u
a
g
e
clas
s
es.
Ho
w
ev
er
,
s
t
u
d
ies
ar
e
s
t
ill
lack
i
n
g
i
n
ad
ap
tin
g
t
h
e
u
s
e
o
f
s
to
r
y
telli
n
g
in
s
cie
n
ce
ed
u
ca
tio
n
.
Ma
n
y
o
f
th
e
teac
h
er
s
’
co
n
ce
r
n
s
r
e
late
to
s
t
u
d
en
t
s
n
o
t
u
n
d
er
s
ta
n
d
in
g
s
cie
n
ce
co
n
ce
p
t,
an
d
its
ap
p
licatio
n
to
lif
e.
T
h
is
r
in
g
s
tr
u
e
in
B
r
u
n
ei
Dar
u
s
s
a
la
m
w
h
er
e
s
cien
ce
s
u
b
j
ec
t
is
co
n
s
id
er
ed
to
b
e
o
n
e
o
f
th
e
ch
al
len
g
i
n
g
s
u
b
j
ec
ts
to
lear
n
a
s
t
h
e
s
u
b
j
ec
t
is
ta
u
g
h
t
in
th
e
E
n
g
lis
h
lan
g
u
a
g
e.
St
u
d
en
t
s
i
n
B
r
u
n
ei
f
ac
e
d
o
u
b
le
ch
alle
n
g
es
o
f
lear
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in
g
s
cien
ce
,
a
s
t
h
e
y
h
av
e
to
lear
n
th
e
la
n
g
u
a
g
e
o
f
s
cien
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its
el
f
as
w
ell
as
t
h
e
E
n
g
lis
h
lan
g
u
a
g
e.
T
o
h
elp
s
tu
d
en
ts
lear
n
s
cie
n
ce
,
th
er
e
is
a
p
o
s
s
ib
ilit
y
o
f
u
s
i
n
g
s
to
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y
telli
n
g
to
h
elp
s
tu
d
en
ts
en
g
ag
e
i
n
s
cie
n
ce
,
as
s
to
r
ies
ar
e
ea
s
ily
ac
ce
p
tab
le
b
y
y
o
u
n
g
ch
ild
r
en
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Tea
ch
in
g
ch
a
llen
g
es o
n
th
e
u
s
e
o
f sto
r
ytellin
g
in
elem
en
ta
r
y
s
cien
ce
… (
Ha
ja
h
N
u
r
u
lja
n
n
a
h
Ha
ji Ma
ta
mit
)
717
Fu
r
t
h
er
m
o
r
e,
s
to
r
y
te
llin
g
i
n
p
r
i
m
ar
y
s
ch
o
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ls
ar
e
p
r
o
p
o
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l
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g
u
is
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ic
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li
ter
ac
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s
k
il
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p
r
o
m
o
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t
h
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ter
ac
ti
o
n
,
s
y
n
t
h
es
is
a
n
d
a
n
al
y
s
is
[
1
2
]
.
I
n
s
o
d
o
in
g
,
it
ad
d
s
to
th
e
l
i
m
ited
l
iter
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r
e
o
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u
s
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s
to
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llin
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s
c
ien
ce
p
ar
ticu
lar
l
y
at
t
h
e
ele
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en
tar
y
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v
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Ma
n
y
o
f
th
e
s
t
u
d
ies
co
n
d
u
cted
o
n
s
to
r
y
telli
n
g
i
n
s
cie
n
ce
a
ls
o
te
n
d
to
ex
p
lo
r
e
t
h
e
b
en
e
f
it
s
a
n
d
ef
f
ec
ts
o
f
s
to
r
y
telli
n
g
i
n
teac
h
in
g
ce
r
tai
n
s
cie
n
ce
co
n
ce
p
ts
.
T
h
is
s
tu
d
y
is
o
n
e
o
f
f
e
w
s
t
u
d
ies,
w
h
ic
h
d
is
c
u
s
s
e
d
th
e
ch
alle
n
g
e
s
o
f
u
s
i
n
g
t
h
i
s
ap
p
r
o
ac
h
in
y
o
u
n
g
ch
ild
r
en
t
h
r
o
u
g
h
ac
tio
n
r
esear
ch
.
Sto
r
y
telli
n
g
w
a
s
in
itiate
d
m
a
n
y
y
ea
r
s
b
ef
o
r
e
t
h
e
f
o
r
m
al
ed
u
ca
tio
n
s
tar
ted
[
1
3
,
1
4
]
.
S
to
r
y
te
lli
n
g
ac
co
m
p
a
n
ied
w
i
th
s
i
m
p
le
ch
a
n
ts
,
in
b
ig
ce
r
e
m
o
n
y
b
y
t
h
e
ea
r
l
y
m
e
n
an
d
g
r
e
w
to
b
e
r
itu
als
[
9
]
.
Sto
r
ies
h
av
e
b
ee
n
h
ea
r
d
an
d
p
as
s
ed
d
o
w
n
to
g
en
er
atio
n
s
m
ea
n
i
n
g
f
u
ll
y
w
er
e
p
r
ese
n
ted
w
it
h
o
r
a
l
ex
p
r
ess
io
n
[
1
5
,
1
6
]
.
Sto
r
y
telli
n
g
is
a
tr
ad
itio
n
al
Gu
r
u
ka
la
an
d
Ha
r
ikh
a
ta
tea
ch
in
g
m
et
h
o
d
s
b
ef
o
r
e
th
e
W
ester
n
in
tr
o
d
u
ce
d
th
e
f
o
r
m
al
ed
u
ca
tio
n
[
1
7
,
1
8
]
.
I
n
f
ac
t,
it
w
a
s
t
h
e
b
eg
i
n
n
i
n
g
o
f
all
b
ef
o
r
e
s
to
r
ies
c
h
an
g
ed
i
n
to
p
ictu
r
es,
w
r
itte
n
w
o
r
d
s
,
an
d
b
o
o
k
s
.
T
h
u
s
,
its
d
ef
i
n
itio
n
is
s
u
b
j
ec
tiv
e,
an
d
th
er
e
is
n
o
f
o
r
m
al
f
o
r
m
to
ex
p
lain
it.
Sto
r
y
tel
lin
g
i
s
also
d
ef
i
n
ed
as
r
ec
o
u
n
ti
n
g
a
ta
le
o
f
an
a
u
d
ie
n
ce
th
r
o
u
g
h
v
o
ice
an
d
g
e
s
tu
r
e
[
1
9
]
.
I
t
d
ef
in
i
tel
y
m
ea
n
s
t
h
at
t
h
er
e
is
n
o
i
n
v
o
lv
e
m
e
n
t
o
f
s
cr
ip
t
o
f
s
to
r
y
i
n
h
an
d
w
h
il
e
d
eliv
er
i
n
g
it.
As
m
u
ch
a
s
s
to
r
y
telli
n
g
i
s
m
o
s
tl
y
k
n
o
w
n
to
ap
p
ly
f
o
r
th
e
liter
ac
y
ab
ilit
y
i
n
lan
g
u
a
g
e
clas
s
es,
it
is
in
d
e
ed
,
th
at
s
to
r
y
te
lli
n
g
ex
p
a
n
d
s
k
n
o
w
led
g
e
in
o
th
er
s
u
b
j
ec
t
ar
ea
s
s
u
c
h
as
Scie
n
ce
.
T
h
is
h
elp
s
i
n
s
i
m
p
li
f
y
i
n
g
co
m
p
lex
k
e
y
w
o
r
d
s
,
o
r
ex
p
lai
n
in
g
a
co
m
p
lex
co
n
ce
p
t
in
to
s
i
m
p
ler
an
d
ea
s
ier
w
a
y
s
t
o
u
n
d
er
s
ta
n
d
[
1
8
,
2
0
,
2
1
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
ai
m
o
f
th
is
s
tu
d
y
i
s
to
in
v
e
s
ti
g
ate
th
e
ch
a
llen
g
e
s
f
a
ce
d
o
n
u
s
in
g
s
to
r
y
telli
n
g
in
i
m
p
r
o
v
i
n
g
s
tu
d
e
n
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
cien
ce
to
p
ic
‘
Sen
s
e
Or
g
a
n
s
’
.
T
h
e
p
u
r
p
o
s
e
w
a
s
to
p
r
o
v
id
e
r
ef
lecti
v
e
an
al
y
s
i
s
o
n
i
m
p
r
o
v
i
n
g
t
h
e
u
s
e
o
f
s
to
r
y
tellin
g
w
h
e
n
it
i
s
u
s
ed
to
y
o
u
n
g
ch
ild
r
e
n
.
T
h
e
r
esear
ch
q
u
e
s
tio
n
p
o
s
e
f
o
r
th
is
s
tu
d
y
i
s
“
W
h
a
t
ar
e
th
e
ch
allen
g
e
s
o
f
teac
h
i
n
g
t
h
e
to
p
ic
‘
Sen
s
e
Or
g
a
n
s
’
u
s
es
s
to
r
y
tell
in
g
at
th
e
ele
m
e
n
tar
y
s
cien
ce
clas
s
r
o
o
m
?
”
T
ea
ch
in
g
S
en
s
e
Org
a
n
s
is
im
p
o
r
tan
t
at
a
y
o
u
n
g
ag
e
as
it
r
ev
ea
ls
th
a
t
th
e
s
en
s
es
f
u
n
ctio
n
d
if
f
er
e
n
tl
y
.
I
t
is
e
s
s
e
n
tial
to
m
ak
e
s
t
u
d
en
t
s
d
if
f
er
en
tiate
t
h
ese
s
en
s
es
a
s
it
is
an
d
also
f
u
n
d
a
m
en
ta
l
to
let
s
tu
d
e
n
ts
a
n
al
y
ze
t
h
e
asp
ec
t
s
o
f
th
e
m
w
o
r
k
in
g
to
g
e
th
er
i
n
ev
e
r
y
d
a
y
li
f
e.
T
h
e
p
ar
ticip
an
ts
o
f
th
is
s
t
u
d
y
co
n
s
is
ted
o
f
2
1
Gr
ad
e
1
s
tu
d
en
ts
,
w
i
th
a
g
e
r
an
g
i
n
g
f
r
o
m
6
t
o
7
y
ea
r
s
o
ld
,
en
r
o
lled
in
a
g
o
v
er
n
m
e
n
t
ele
m
en
tar
y
s
ch
o
o
l
in
o
n
e
o
f
th
e
d
is
tr
icts
i
n
B
r
u
n
ei.
Alt
h
o
u
g
h
t
h
e
m
ed
iu
m
o
f
in
s
tr
u
c
t
io
n
o
f
s
c
ien
ce
s
u
b
j
ec
ts
i
n
B
r
u
n
e
i
is
in
t
h
e
E
n
g
li
s
h
la
n
g
u
a
g
e,
t
h
e
Ma
la
y
la
n
g
u
ag
e
w
as
also
u
s
e
d
s
i
m
u
lta
n
eo
u
s
l
y
f
o
r
th
eir
b
etter
u
n
d
er
s
tan
d
i
n
g
a
n
d
ex
p
ec
ted
en
g
a
g
e
m
e
n
t
i
n
class
p
ar
ticip
atio
n
.
T
h
e
s
tu
d
en
t
s
w
er
e
o
f
m
ix
ed
ab
ilit
ie
s
.
T
h
e
p
ar
ticip
an
ts
p
r
ac
ticed
le
ar
n
i
n
g
w
i
th
s
to
r
y
tel
lin
g
f
o
r
th
e
to
p
ic
‘
Se
n
s
e
Or
g
a
n
s
’
i
n
t
w
o
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
,
th
e
class
r
o
o
m
an
d
th
e
s
cie
n
ce
la
b
o
r
ato
r
y
.
A
d
d
itio
n
all
y
,
t
h
e
y
h
av
e
lear
n
t
t
h
e
to
p
ic
o
n
b
o
d
y
p
a
r
ts
p
r
io
r
to
th
is
s
tu
d
y
.
B
r
ief
l
y
g
i
v
en
i
n
T
ab
le
1
ar
e
th
e
d
etails
o
f
th
e
th
r
ee
l
ess
o
n
s
,
w
h
ic
h
w
er
e
co
n
d
u
cted
b
y
th
e
teac
h
er
(
th
e
f
ir
s
t a
u
t
h
o
r
)
w
it
h
th
e
u
s
e
o
f
s
t
o
r
y
tel
lin
g
.
A
ll t
h
e
les
s
o
n
s
w
er
e
v
id
eo
-
r
ec
o
r
d
ed
.
T
ab
le
1
.
Deta
ils
o
f
th
e
les
s
o
n
s
co
n
d
u
cted
w
i
th
s
to
r
y
telli
n
g
L
e
ss
o
n
s
L
e
ss
o
n
C
o
n
t
e
n
t
T
i
t
l
e
s o
f
t
h
e
S
t
o
r
y
L
e
sso
n
1
:
W
h
a
t
a
r
e
y
o
u
r
se
n
se
o
r
g
a
n
s?
I
d
e
n
t
i
f
y
i
n
g
t
h
e
‘
S
e
n
se
O
r
g
a
n
s’
(
e
y
e
s,
n
o
se
,
e
a
r
s,
s
k
i
n
a
n
d
t
o
n
g
u
e
)
a
n
d
r
e
c
a
l
l
t
h
e
sp
e
l
l
i
n
g
T
h
e
M
y
st
e
r
y
o
f
t
h
e
B
o
y
w
i
t
h
N
o
S
e
n
se
O
r
g
a
n
s
L
e
sso
n
2
:
H
o
w
i
mp
o
r
t
a
n
t
i
s
y
o
u
r
se
n
se
o
r
g
a
n
s (T
h
e
f
u
n
c
t
i
o
n
)
?
D
i
f
f
e
r
e
n
t
i
a
t
e
t
h
e
u
se
s o
f
t
h
e
f
i
v
e
se
n
se
s,
i
d
e
n
t
i
f
y
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
t
h
e
f
i
v
e
se
n
se
s a
n
d
a
p
p
l
y
t
h
e
i
d
e
a
o
f
se
n
se
s t
o
a
n
y
t
a
sk
T
h
e
B
e
st
S
e
n
se
O
r
g
a
n
s
L
e
sso
n
3
:
H
o
w
d
o
y
o
u
u
se
y
o
u
r
se
n
se
o
r
g
a
n
s?
A
p
p
l
i
c
a
t
i
o
n
o
f
t
h
e
se
n
se
o
r
g
a
n
s
i
n
e
v
e
r
y
d
a
y
d
o
i
n
g
s
G
o
l
d
i
l
o
c
k
s &
t
h
e
T
h
r
e
e
B
e
a
r
s
Up
o
n
co
m
p
leti
n
g
th
e
less
o
n
s
,
th
e
v
id
eo
r
ec
o
r
d
in
g
s
w
er
e
r
e
v
ie
w
ed
a
n
d
o
b
s
er
v
atio
n
s
w
er
e
n
o
ted
in
to
th
e
f
ield
n
o
te
s
.
An
o
b
s
er
v
atio
n
an
al
y
s
i
s
f
o
r
m
w
as
u
s
ed
f
o
r
ea
ch
less
o
n
.
T
h
e
d
escr
ip
tiv
e
co
d
in
g
p
r
o
ce
s
s
b
y
Sald
añ
a
[
2
2
]
w
as
u
s
ed
in
a
n
a
l
y
zi
n
g
t
h
e
c
h
allen
g
e
s
o
n
th
e
u
s
e
o
f
s
to
r
y
tell
in
g
.
T
h
e
d
ata
o
b
tain
ed
w
er
e
th
e
n
an
al
y
ze
d
b
y
d
eter
m
in
i
n
g
k
e
y
w
o
r
d
s
,
p
h
r
ases
,
ac
tio
n
s
a
n
d
s
t
u
d
en
t
s
’
r
ea
ctio
n
s
t
h
at
w
er
e
s
e
en
as
o
b
v
io
u
s
f
r
o
m
th
e
v
id
eo
r
ec
o
r
d
in
g
s
.
Su
b
s
e
q
u
en
tl
y
,
ca
teg
o
r
ies
e
m
er
g
ed
f
r
o
m
an
a
l
y
zi
n
g
th
e
ch
alle
n
g
es
o
n
th
e
u
s
e
o
f
s
to
r
y
telli
n
g
i
n
t
h
e
clas
s
r
o
o
m
s
.
T
h
e
ca
teg
o
r
ies
an
d
co
d
es
wer
e
th
en
co
m
p
ar
ed
w
ith
th
e
o
th
er
r
esear
ch
er
s
to
estab
lis
h
in
ter
-
co
d
er
r
eliab
ilit
y
.
T
h
e
r
esear
ch
er
s
o
f
th
is
s
tu
d
y
a
g
r
ee
d
to
f
in
d
th
e
co
m
m
o
n
ca
teg
o
r
ies
an
d
co
d
es
an
al
y
ze
d
f
r
o
m
t
h
e
v
id
eo
r
ec
o
r
d
in
g
s
.
I
m
p
o
r
tan
tl
y
,
all
eth
i
ca
l
p
r
o
ce
d
u
r
es
s
u
c
h
as
th
e
r
elev
an
t
p
er
m
is
s
io
n
an
d
co
n
s
e
n
ts
f
r
o
m
t
h
e
s
c
h
o
o
l,
p
ar
en
ts
o
r
g
u
ar
d
ian
s
an
d
s
t
u
d
e
n
ts
w
er
e
s
o
u
g
h
t p
r
io
r
to
co
n
d
u
ctin
g
th
e
s
tu
d
y
.
3.
R
E
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
q
u
alitativ
e
d
ata
an
al
y
s
i
s
r
esu
lted
f
r
o
m
co
d
in
g
o
f
th
e
v
id
eo
r
ec
o
r
d
in
g
s
o
f
t
h
e
th
r
e
e
less
o
n
s
.
T
h
e
co
d
es
w
er
e
t
h
e
n
ca
teg
o
r
ized
in
to
f
o
u
r
m
ai
n
ca
te
g
o
r
ies:
1
)
th
e
lan
g
u
ag
e
a
s
p
ec
t,
2
)
th
e
d
ev
elo
p
m
e
n
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
7
1
6
-
722
718
asp
ec
t,
3
)
th
e
e
x
ter
n
al
ch
a
ll
en
g
e
s
,
a
n
d
4
)
th
e
e
x
is
tin
g
k
n
o
w
led
g
e.
T
h
ese
ca
te
g
o
r
ies
w
er
e
u
s
ed
to
h
elp
in
v
e
s
ti
g
ate
an
y
asp
ec
t
th
at
wo
u
ld
d
ev
elo
p
th
e
ch
allen
g
es
in
to
th
e
teac
h
in
g
an
d
lear
n
i
n
g
o
f
s
cie
n
ce
u
s
i
n
g
s
to
r
y
telli
n
g
.
T
h
e
s
u
m
m
ar
y
o
f
t
h
e
ca
teg
o
r
ies a
n
d
th
eir
co
d
es t
h
at
f
a
lls
i
n
ea
ch
ca
te
g
o
r
y
is
g
i
v
en
i
n
T
ab
le
2
.
T
ab
le
2
.
T
h
e
f
o
u
r
ca
teg
o
r
ies i
n
ch
alle
n
g
es o
f
u
s
in
g
s
to
r
y
telli
n
g
i
n
t
h
e
s
cie
n
ce
clas
s
r
o
o
m
C
o
d
e
s
C
a
t
e
g
o
r
y
L
a
n
g
u
a
g
e
;
Q
u
e
st
i
o
n
s
;
R
e
sp
o
n
se
s
T
h
e
l
a
n
g
u
a
g
e
a
sp
e
c
t
T
e
a
c
h
i
n
g
a
i
d
s;
A
c
t
i
v
i
t
y
;
M
i
s
i
n
t
e
r
p
r
e
t
a
t
i
o
n
o
f
i
n
f
o
r
mat
i
o
n
D
e
v
e
l
o
p
me
n
t
a
sp
e
c
t
En
v
i
r
o
n
me
n
t
;
B
e
h
a
v
i
o
r
Ex
t
e
r
n
a
l
c
h
a
l
l
e
n
g
e
s
Ex
p
e
c
t
a
t
i
o
n
;
B
a
c
k
g
r
o
u
n
d
k
n
o
w
l
e
d
g
e
T
h
e
e
x
i
st
i
n
g
k
n
o
w
l
e
d
g
e
3
.
1
.
T
he
ide
ntif
ied c
o
des
La
n
g
u
a
g
e
–
L
an
g
u
a
g
e
w
as
s
e
en
as a
b
ar
r
ier
in
t
h
e
le
s
s
o
n
s
a
n
d
it
w
as o
n
e
o
f
t
h
e
m
ai
n
p
r
o
b
le
m
s
f
ac
ed
b
y
th
e
teac
h
er
to
e
x
p
r
ess
with
i
n
t
h
e
s
to
r
y
,
an
d
w
h
ile
d
eliv
er
i
n
g
n
o
r
m
al
in
s
tr
u
c
tio
n
.
Mo
s
t
ti
m
es,
co
d
e
s
w
itc
h
in
g
f
r
o
m
E
n
g
li
s
h
to
Ma
la
y
lan
g
u
a
g
es,
an
d
tr
an
s
la
tio
n
s
o
f
a
w
h
o
le
s
en
te
n
ce
w
er
e
u
s
ed
in
ter
ch
an
g
ea
b
l
y
d
u
r
in
g
th
e
s
to
r
y
tel
lin
g
.
I
t
w
as
o
b
v
io
u
s
f
r
o
m
th
e
r
ec
o
r
d
in
g
s
th
at
th
e
teac
h
er
u
s
es
t
h
e
m
f
r
e
q
u
en
tl
y
,
ex
te
n
d
in
g
th
e
s
to
r
y
telli
n
g
s
es
s
io
n
s
f
r
o
m
n
in
e
to
t
w
e
n
t
y
m
i
n
u
te
s
.
E
x
a
m
p
les
o
f
t
y
p
ical
o
cc
u
r
r
e
n
ce
s
o
n
teac
h
er
’
s
co
d
e
s
w
itc
h
an
d
tr
an
s
latio
n
d
u
r
in
g
s
to
r
y
te
lli
n
g
ca
n
b
e
f
o
u
n
d
in
T
ab
le
3
.
T
ab
le
3
.
C
o
d
e
s
w
i
tch
i
n
g
an
d
t
r
an
s
latio
n
o
f
a
p
ar
t o
f
a
s
to
r
y
d
u
r
in
g
th
e
i
n
ter
v
e
n
tio
n
W
a
y
s o
f
D
e
l
i
v
e
r
i
n
g
T
e
a
c
h
e
r
’
s Sp
e
e
c
h
T
r
a
n
sl
a
t
i
o
n
“
M
a
y
b
e
w
e
c
a
n
t
a
k
e
a
w
a
l
k
o
u
t
si
d
e
”
s
a
i
d
ma
ma
b
e
a
r
.
“
L
a
k
a
s
t
a
h
k
i
t
a
n
i
j
a
l
a
n
-
j
a
l
a
n
d
i
l
u
a
r”
(
L
e
t
’
s t
a
k
e
a
w
a
l
k
o
u
t
si
d
e
)
C
o
d
e
sw
i
t
c
h
A
t
t
h
e
same
t
i
me
,
G
o
l
d
i
l
o
c
k
s w
a
s a
c
t
u
a
l
l
y
j
a
l
a
n
-
j
a
l
a
n
d
a
l
a
m
h
u
t
a
n
(
st
r
o
l
l
i
n
g
i
n
t
h
e
f
o
r
e
st
)
Qu
esti
o
n
–
Fro
m
th
e
r
ec
o
r
d
in
g
s
,
q
u
esti
o
n
an
d
an
s
w
er
s
ess
i
o
n
s
w
er
e
o
b
s
er
v
ed
n
o
n
eth
e
les
s
lik
e
an
y
o
th
er
class
e
s
.
Q
u
esti
o
n
s
w
e
r
e
ask
ed
co
n
s
is
te
n
tl
y
e
v
en
d
u
r
in
g
t
h
e
s
to
r
y
telli
n
g
s
e
s
s
io
n
.
I
n
ad
d
itio
n
,
th
e
q
u
esti
o
n
s
w
er
e
s
o
m
eti
m
e
s
ask
ed
to
elicit
s
tu
d
en
ts
’
p
o
in
t
o
f
v
ie
w
.
T
h
r
o
u
g
h
o
u
t
th
e
r
ec
o
r
d
in
g
s
,
m
o
s
t
o
f
th
e
q
u
e
s
tio
n
s
as
k
ed
to
th
e
s
tu
d
e
n
ts
w
er
e
f
o
c
u
s
ed
o
n
t
h
e
k
n
o
w
led
g
e
lev
el
t
h
at
i
s
to
d
ef
in
e,
to
id
en
ti
f
y
,
t
o
n
a
m
e,
a
n
d
to
m
atc
h
.
Fo
r
ex
a
m
p
le,
‘
W
h
er
e’
s
y
o
u
r
to
n
g
u
e?
’
an
d
‘
W
h
at
’
s
g
r
ee
d
y
?
’
Ot
h
er
q
u
esti
o
n
s
i
n
clu
d
ed
s
o
m
e
clo
s
e
-
e
n
d
ed
q
u
esti
o
n
s
r
e
q
u
ir
in
g
s
t
u
d
en
ts
to
a
n
s
w
er
y
es
o
r
n
o
.
T
h
e
q
u
esti
o
n
s
d
id
n
o
t
c
h
alle
n
g
e
s
t
u
d
en
t
s
’
th
i
n
k
i
n
g
ab
ilit
ie
s
d
esp
ite
th
e
u
s
ef
u
l
n
es
s
in
u
s
i
n
g
s
to
r
y
tel
lin
g
.
R
esp
o
n
s
es
–
I
n
f
in
d
i
n
g
t
h
e
ch
alle
n
g
e
s
o
f
u
s
i
n
g
s
to
r
y
telli
n
g
d
u
r
i
n
g
t
h
e
less
o
n
s
,
r
esp
o
n
s
e
s
f
r
o
m
s
tu
d
e
n
ts
w
er
e
s
ee
n
as
a
f
ac
to
r
to
s
ee
w
h
et
h
er
s
tu
d
e
n
ts
w
er
e
ab
le
to
co
m
p
r
eh
e
n
d
th
e
s
to
r
ies
to
ld
,
o
r
o
th
er
w
i
s
e.
W
h
en
q
u
e
s
tio
n
i
n
g
t
h
e
s
t
u
d
en
ts
,
th
e
h
i
g
h
er
ab
ilit
y
s
t
u
d
en
t
s
m
ai
n
l
y
d
o
th
e
an
s
w
er
in
g
.
I
n
o
th
er
s
it
u
atio
n
s
,
th
e
s
t
u
d
en
ts
g
av
e
ch
o
r
al
an
s
wer
s
w
it
h
th
e
r
ea
s
s
u
r
an
ce
o
f
t
h
e
teac
h
er
’
s
q
u
es
tio
n
s
u
ch
as,
T
ea
ch
er
:
“
S
etu
ju
ka
h
in
d
a
?
”
(
Do
y
o
u
a
g
r
ee
o
r
n
o
t?)
;
Stu
d
en
t
s
:
“
S
etu
ju
.
.
.
”
(
A
g
r
ee
)
.
So
m
et
i
m
e
s
th
e
s
t
u
d
en
ts
u
tte
r
ed
th
eir
r
esp
o
n
s
es
w
it
h
o
u
t
th
i
n
k
in
g
t
h
o
r
o
u
g
h
l
y
,
an
d
s
o
m
eti
m
es
r
esp
o
n
d
ed
w
it
h
o
n
e
-
w
o
r
d
r
esp
o
n
s
es,
lea
v
in
g
t
h
e
h
i
g
h
o
r
d
er
q
u
esti
o
n
s
u
n
a
n
s
w
er
ed
,
s
u
ch
a
s
th
e
teac
h
er
as
k
i
n
g
,
“
W
h
y
ca
n
’
t
w
e
ch
o
o
s
e
o
n
l
y
o
n
e
s
e
n
s
e
o
r
g
an
as
t
h
e
m
o
s
t
i
m
p
o
r
tan
t o
n
e?
”
Mis
in
terp
r
eta
tio
n
o
f
in
fo
r
ma
tio
n
–
I
n
r
elatio
n
to
th
e
k
n
o
w
led
g
e
d
e
v
elo
p
m
en
t,
th
e
s
t
u
d
en
t
s
co
n
s
id
er
ed
lear
n
in
g
b
asic
i
n
f
o
r
m
atio
n
ab
o
u
t
p
ar
ts
o
f
s
en
s
es,
b
u
t
it
ev
e
n
t
u
all
y
t
o
o
k
ti
m
e
to
h
a
v
e
th
e
in
f
o
r
m
a
tio
n
r
etai
n
ed
in
th
eir
m
in
d
s
.
T
w
o
o
f
t
h
e
s
e
n
s
e
s
w
er
e
al
w
a
y
s
w
r
o
n
g
l
y
in
ter
p
r
eted
d
u
e
to
th
e
lan
g
u
a
g
e
u
s
ed
w
h
en
b
ein
g
ask
ed
,
s
u
c
h
as
s
h
o
w
n
in
t
h
e
T
ab
le
4
,
w
h
ic
h
w
er
e
ask
e
d
u
s
in
g
th
e
Ma
la
y
lan
g
u
a
g
e.
Sh
o
w
n
i
n
b
o
th
ex
a
m
p
les,
to
u
ch
an
d
h
o
ld
w
er
e
d
if
f
er
en
t
s
e
m
a
n
ticall
y
.
Ho
w
ev
er
,
in
th
e
Ma
la
y
lan
g
u
a
g
e,
it
co
u
ld
m
ea
n
t
h
e
s
a
m
e
t
h
i
n
g
a
s
to
ta
s
te
t
h
e
f
o
o
d
,
esp
ec
iall
y
w
h
e
n
s
p
o
k
en
in
B
r
u
n
eia
n
Ma
la
y
;
r
a
s
a
(
tast
e)
w
o
u
ld
also
m
ea
n
to
e
at
an
d
to
to
u
ch
a
n
ite
m
.
T
h
e
s
tu
d
en
ts
i
n
ter
p
r
eted
th
e
m
b
y
u
s
in
g
b
o
d
y
p
ar
ts
b
ec
au
s
e
s
k
i
n
to
u
ch
e
s
ite
m
s
,
an
d
s
o
d
o
es th
e
h
a
n
d
s
.
W
h
ile
to
n
g
u
e
is
p
ar
t o
f
t
h
e
m
o
u
t
h
,
t
h
e
s
t
u
d
en
t
s
i
n
ter
p
r
eted
th
e
m
o
u
t
h
as b
ein
g
ab
le
to
tast
e
th
e
f
o
o
d
,
in
s
tead
o
f
t
h
e
to
n
g
u
e.
T
ea
ch
in
g
a
id
s
–
Du
r
in
g
t
h
e
co
u
r
s
e
o
f
th
e
less
o
n
s
,
th
r
ee
teac
h
in
g
aid
s
w
er
e
u
s
ed
in
co
n
v
e
y
i
n
g
th
e
s
to
r
ies.
On
th
e
f
ir
s
t
d
a
y
,
th
e
g
lo
v
e
p
u
p
p
et
(
s
h
o
w
n
i
n
Fig
u
r
e
1
)
an
d
Po
w
er
P
o
in
t
p
r
esen
tatio
n
o
f
s
ce
n
e
s
w
er
e
in
co
r
p
o
r
ated
in
th
e
s
to
r
y
,
s
ec
o
n
d
l
y
,
la
m
i
n
ated
p
ictu
r
es o
f
s
e
n
s
e
o
r
g
a
n
s
(
Fi
g
u
r
e
2
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Tea
ch
in
g
ch
a
llen
g
es o
n
th
e
u
s
e
o
f sto
r
ytellin
g
in
elem
en
ta
r
y
s
cien
ce
… (
Ha
ja
h
N
u
r
u
lja
n
n
a
h
Ha
ji Ma
ta
mit
)
719
T
ab
le
4
.
Misin
ter
p
r
etatio
n
o
f
i
n
f
o
r
m
atio
n
d
u
r
i
n
g
d
is
cu
s
s
io
n
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ter
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u
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ated
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ict
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3
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h
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er
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at
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ir
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t
d
a
y
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h
e
m
o
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c
h
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w
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t
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e
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ts
w
er
e
d
i
s
t
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h
ey
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n
i
n
ter
ested
d
u
r
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g
t
h
e
f
ir
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t
p
ar
t
o
f
th
e
s
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y
,
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o
m
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d
e
n
ts
ta
l
k
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ch
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t
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o
m
a
le
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tu
d
e
n
ts
w
er
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f
i
g
h
ti
n
g
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h
is
w
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s
m
ain
l
y
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e
to
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d
en
ts
d
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g
t
h
eir
f
o
cu
s
o
n
t
h
r
ee
th
i
n
g
s
–
th
e
s
to
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y
,
t
h
e
g
lo
v
e
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n
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h
e
p
ictu
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s
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w
n
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Fig
u
r
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3
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Go
ld
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tin
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r
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ar
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e
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ec
o
n
d
d
ay
o
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h
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li
n
g
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e
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io
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w
a
s
t
h
e
ca
l
m
es
t
o
f
all
t
h
e
th
r
ee
less
o
n
s
.
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h
is
w
as
s
ee
n
f
r
o
m
t
h
e
r
ec
o
r
d
in
g
s
w
h
er
e
th
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h
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u
s
ed
la
m
i
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ated
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o
f
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e
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e
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g
an
s
as
a
teac
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g
aid
.
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tu
d
en
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to
ld
to
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h
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h
ile
th
e
s
to
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in
g
w
a
s
o
n
g
o
in
g
.
T
h
e
th
ir
d
d
ay
o
f
s
to
r
y
tell
in
g
h
ad
s
i
m
ilar
teac
h
in
g
aid
s
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it
h
th
e
f
ir
s
t
d
a
y
.
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w
e
v
er
,
th
e
s
tu
d
e
n
ts
w
er
e
m
o
r
e
e
n
g
a
g
ed
in
to
th
e
s
to
r
y
.
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h
e
y
w
er
e
f
o
c
u
s
i
n
g
o
n
th
e
m
o
d
els
a
n
d
th
e
s
to
r
y
at
th
e
s
a
m
e
ti
m
e,
as
th
e
teac
h
er
g
r
ad
u
all
y
u
s
ed
th
e
P
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w
er
P
o
in
t
p
r
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tat
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ar
d
s
th
e
en
d
o
f
th
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s
to
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as
th
e
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n
clu
s
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n
.
T
h
is
s
h
o
w
ed
t
h
at
s
tu
d
e
n
ts
w
e
r
e
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le
to
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o
llo
w
t
h
e
f
lo
w
o
f
s
to
r
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w
it
h
le
s
s
d
is
tr
ac
tio
n
.
I
n
ter
esti
n
g
l
y
,
a
s
t
h
e
s
to
r
y
u
s
ed
m
o
d
els
m
ad
e
f
o
r
s
t
u
d
en
t
s
to
f
ee
l
an
d
tell
th
e
te
x
t
u
r
e
o
f
t
h
e
m
a
ter
ials
,
th
e
y
w
er
e
v
er
y
ex
cited
,
an
d
litt
le
f
ig
h
ts
b
et
w
ee
n
t
h
e
m
o
cc
u
r
r
ed
,
as th
e
y
all
w
a
n
ted
to
to
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ch
t
h
e
m
o
d
el.
A
ctivity
–
I
n
p
r
e
p
ar
atio
n
o
f
t
h
e
less
o
n
s
,
th
e
teac
h
er
in
clu
d
ed
ac
tiv
ities
p
r
ec
ed
in
g
t
h
e
s
t
o
r
y
tel
lin
g
.
T
h
er
e
w
er
e
h
a
n
d
s
o
n
ac
ti
v
iti
es
o
f
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h
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g
t
h
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e
n
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e
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g
an
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i
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m
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er
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m
en
tatio
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o
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g
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en
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e
o
r
g
an
s
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d
d
is
cu
s
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io
n
s
ab
o
u
t
th
e
s
to
r
y
in
r
elatio
n
to
th
e
u
s
e
o
f
s
en
s
e
o
r
g
an
s
.
Un
f
o
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tu
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th
e
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atc
h
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n
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f
s
e
n
s
e
o
r
g
an
s
g
r
o
u
p
ac
tiv
it
y
w
a
s
ex
cl
u
d
ed
f
r
o
m
les
s
o
n
o
n
e
b
ec
au
s
e
o
f
th
e
li
m
itatio
n
o
f
ti
m
e.
I
n
les
s
o
n
2
,
t
h
e
teac
h
er
s
ee
m
e
d
to
tak
e
co
n
tr
o
l
o
f
t
h
e
ac
ti
v
it
y
w
it
h
o
u
t
s
t
i
m
u
lati
n
g
t
h
e
s
tu
d
en
ts
’
t
h
i
n
k
in
g
i
n
to
d
ee
p
er
th
o
u
g
h
ts
o
f
t
h
e
ex
p
er
i
m
en
t.
E
n
viro
n
men
t
–
Fo
r
th
e
Scien
ce
s
u
b
j
ec
t,
th
e
s
tu
d
en
ts
g
e
t
to
s
tu
d
y
i
n
th
e
s
cien
ce
lab
o
r
ato
r
y
.
He
n
ce
d
u
r
in
g
th
e
le
s
s
o
n
s
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t
h
e
s
t
u
d
en
ts
s
p
en
t
t
w
o
d
a
y
s
in
th
e
s
cien
ce
lab
,
an
d
o
n
e
i
n
th
e
c
lass
r
o
o
m
.
An
o
th
er
o
b
s
er
v
atio
n
t
h
at
is
in
cl
u
d
ed
in
t
h
e
ch
al
len
g
es
o
f
co
n
d
u
c
t
in
g
a
less
o
n
u
s
i
n
g
s
to
r
y
tel
lin
g
is
t
h
e
g
at
h
er
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
7
1
6
-
722
720
o
f
s
t
u
d
en
t
s
i
n
o
n
e
ar
ea
to
co
n
v
e
y
t
h
e
s
to
r
y
.
T
h
e
s
cien
ce
lab
o
r
ato
r
y
,
d
esp
ite
t
h
e
e
ase
o
f
ac
ce
s
s
f
o
r
th
e
i
n
ter
ac
tiv
e
w
h
iteb
o
ar
d
f
o
r
th
e
P
o
w
er
P
o
in
t
p
r
esen
tatio
n
,
t
h
e
s
itt
in
g
ar
ea
w
as
s
m
aller
.
As
th
e
s
tu
d
e
n
ts
w
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e
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itti
n
g
d
o
w
n
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th
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ea
w
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p
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k
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th
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y
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s
il
y
d
is
tr
ac
ted
b
y
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n
o
is
e
s
m
ad
e
b
y
th
eir
f
r
ien
d
s
.
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h
is
ca
n
b
e
r
elate
d
to
th
e
less
o
n
o
n
d
ay
t
h
r
ee
w
h
er
e
s
tu
d
e
n
t
s
f
o
u
g
h
t
an
d
co
m
p
eted
w
it
h
ea
ch
o
th
er
in
o
r
d
er
to
lo
o
k
at
th
e
m
o
d
els
p
r
ese
n
ted
at
th
e
f
r
o
n
t
o
f
th
e
cla
s
s
.
T
h
is
m
ad
e
s
o
m
e
s
tu
d
e
n
ts
co
m
p
lai
n
in
g
b
y
s
a
y
in
g
“
I
n
d
a
n
a
mp
a
k
cik
g
u
!
”
(
I
ca
n
n
o
t see
teac
h
er
!
)
.
B
eh
a
vio
r
–
T
h
e
o
b
s
er
v
atio
n
s
f
r
o
m
th
e
v
id
eo
w
er
e
p
er
tin
e
n
t
as
it
d
ep
icts
t
h
e
s
t
u
d
en
t
s
’
r
ea
ctio
n
s
to
w
ar
d
s
t
h
e
u
s
e
o
f
s
to
r
y
tell
in
g
.
Fo
r
ex
a
m
p
le,
i
n
t
h
e
f
ir
s
t
les
s
o
n
s
o
m
e
s
t
u
d
en
ts
d
is
t
r
ac
ted
th
e
m
s
elv
e
s
b
y
tal
k
in
g
w
i
th
ea
ch
o
t
h
er
,
a
n
d
s
o
m
e
w
er
e
ev
e
n
y
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w
n
i
n
g
.
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n
t
h
e
s
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o
n
d
les
s
o
n
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t
w
o
s
t
u
d
en
t
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n
ed
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d
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o
n
th
e
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le
th
r
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g
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o
u
t
th
e
s
to
r
y
tell
in
g
.
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ile
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e
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n
th
e
th
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d
d
ay
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s
o
m
e
o
f
th
e
s
tu
d
en
ts
w
er
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f
ig
h
ti
n
g
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n
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ld
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g
t
h
e
m
o
d
el
f
o
r
s
to
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y
te
lli
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g
.
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o
f
t
h
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in
c
id
en
ts
m
ad
e
th
e
teac
h
er
p
a
u
s
e
tellin
g
t
h
e
s
to
r
y
to
g
ai
n
b
ac
k
t
h
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atten
tio
n
.
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n
f
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r
tu
n
a
tel
y
,
t
h
is
h
ad
ca
u
s
ed
s
tu
d
e
n
ts
to
f
o
r
g
et
t
h
e
s
to
r
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s
il
y
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iall
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h
e
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h
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k
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e
m
at
w
h
ich
p
ar
t o
f
t
h
e
s
to
r
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w
as p
au
s
ed
.
E
xp
ec
ta
tio
n
–
T
h
is
w
a
s
s
ee
n
i
n
m
o
s
t
o
f
th
e
teac
h
er
’
s
p
ar
ts
o
f
th
e
les
s
o
n
s
esp
ec
ial
l
y
w
h
e
n
q
u
esti
o
n
s
w
er
e
as
k
ed
to
th
e
s
tu
d
en
t
s
.
T
h
e
teac
h
er
h
ad
ex
p
ec
ted
th
e
s
tu
d
en
ts
to
b
e
ab
le
t
o
u
n
d
er
s
tan
d
th
e
s
to
r
y
th
u
s
ab
le
to
an
s
w
er
th
e
q
u
esti
o
n
s
w
i
th
n
o
g
u
id
an
ce
.
Af
ter
w
ar
d
s
,
as
t
h
e
s
t
u
d
en
t
s
w
er
e
f
o
u
n
d
i
n
ca
p
ab
le
o
f
an
s
w
er
i
n
g
th
e
q
u
esti
o
n
s
,
th
e
teac
h
er
g
a
v
e
u
p
an
d
to
ld
th
e
m
th
e
an
s
wer
s
s
tr
aig
h
t
a
w
a
y
.
Oth
er
ti
m
e
s
,
th
e
teac
h
er
g
av
e
s
tu
d
e
n
ts
o
b
v
io
u
s
cl
u
es,
s
o
th
a
t
th
e
s
t
u
d
en
t
s
w
er
e
ab
le
to
an
s
w
er
i
m
m
ed
iatel
y
.
B
a
ck
g
r
o
u
n
d
kn
o
w
led
g
e
–
T
h
e
s
tu
d
en
ts
w
er
e
tau
g
h
t
‘
B
o
d
y
P
ar
ts
’
b
ef
o
r
e
th
e
to
p
ic
o
n
‘
Sen
s
es’
,
h
e
n
ce
th
e
y
h
ad
s
o
m
e
b
ac
k
g
r
o
u
n
d
k
n
o
w
led
g
e
o
n
t
h
e
to
p
ic.
W
ith
th
e
co
n
f
u
s
io
n
o
f
t
h
e
ter
m
s
an
d
th
e
u
s
e
o
f
s
e
n
s
e
o
r
g
an
s
–
to
n
g
u
e
an
d
s
kin
,
in
to
mo
u
th
an
d
h
a
n
d
r
esp
ec
tiv
el
y
,
th
is
s
h
o
w
s
t
h
at
th
e
ter
m
s
u
s
e
d
i
n
th
e
s
to
r
y
tell
in
g
h
ad
n
o
t
b
ee
n
r
etain
ed
b
y
th
e
s
tu
d
en
t
s
s
u
cc
ess
f
u
ll
y
.
T
h
er
ef
o
r
e,
s
ev
er
al
r
ep
etitio
n
s
o
f
t
h
e
b
asic
n
a
m
es
o
f
s
en
s
es
w
er
e
to
ld
at
m
o
s
t ti
m
e
s
in
o
r
d
er
f
o
r
s
tu
d
en
t
s
to
co
r
r
ec
t th
e
m
s
elv
e
s
.
3
.
2
.
T
he
ca
t
eg
o
ries f
ro
m
t
he
co
d
es
Th
e
La
n
g
u
a
g
e
A
s
p
ec
t
–
T
h
i
s
ca
teg
o
r
y
w
a
s
f
o
r
m
ed
f
r
o
m
th
e
th
r
ee
co
d
es
–
la
n
g
u
a
g
e,
q
u
esti
o
n
s
an
d
r
esp
o
n
s
es
,
as
th
ese
th
r
e
e
in
v
o
lv
ed
th
e
la
n
g
u
a
g
es
u
s
ed
in
th
e
class
.
Am
o
n
g
all,
th
ese
t
h
r
ee
r
esu
lted
th
e
m
o
s
t c
h
al
len
g
es i
n
ter
m
s
o
f
d
eliv
er
i
n
g
t
h
e
co
n
te
n
t o
f
th
e
s
to
r
ies as p
ar
t o
f
th
e
s
c
ien
ce
i
n
s
tr
u
ctio
n
.
Th
e
Dev
elo
p
men
t
A
s
p
ec
t
–
T
h
is
ca
teg
o
r
y
f
all
s
in
to
l
ab
elin
g
t
h
e
r
ete
n
tio
n
o
f
i
n
f
o
r
m
atio
n
in
to
s
t
u
d
en
ts
’
lear
n
in
g
,
an
d
th
at
ex
ter
n
al
f
ac
to
r
s
to
h
elp
d
ev
elo
p
s
tu
d
en
ts
’
u
n
d
er
s
ta
n
d
in
g
w
er
e
n
ee
d
ed
an
d
v
ie
w
ed
b
y
t
h
e
co
d
in
g
s
ele
cted
f
o
r
th
i
s
ca
te
g
o
r
y
.
T
h
e
co
d
es
h
a
v
e
d
escr
ib
ed
th
e
le
s
s
o
n
p
r
ep
ar
atio
n
an
d
its
q
u
alit
y
o
f
a
les
s
o
n
e
s
p
ec
iall
y
o
n
w
h
at
w
a
s
b
ein
g
p
r
ep
ar
ed
,
an
d
h
o
w
g
o
o
d
s
tu
d
en
ts
ca
n
g
ai
n
t
h
r
o
u
g
h
th
e
in
c
lu
d
ed
ac
tiv
ities
.
Th
e
E
xtern
a
l
C
h
a
llen
g
e
s
–
T
h
is
ca
te
g
o
r
y
co
n
tai
n
ed
th
e
e
x
ter
n
al
an
al
y
s
e
s
th
at
w
er
e
n
o
t
o
b
v
io
u
s
l
y
s
h
o
w
ed
b
y
s
o
u
n
d
o
r
s
p
ee
ch
f
r
o
m
th
e
v
id
eo
r
ec
o
r
d
in
g
s
.
B
ased
o
n
th
e
an
al
y
s
es,
t
h
e
co
d
es
b
eh
a
vio
r
an
d
en
viro
n
men
t
w
er
e
f
o
u
n
d
as
f
ea
t
u
r
es
th
a
t
s
h
o
w
ed
th
e
in
co
m
p
atib
il
it
y
o
f
t
h
e
ar
ea
u
s
e
d
f
o
r
th
e
s
t
u
d
en
t
s
to
g
ath
er
f
o
r
th
e
s
to
r
y
s
e
s
s
io
n
,
th
e
s
tu
d
e
n
ts
’
f
ac
ial
r
ea
ctio
n
s
an
d
ac
tio
n
s
w
h
ile
t
h
e
s
to
r
y
w
as
o
n
-
g
o
in
g
.
T
h
e
co
d
es
ass
is
ted
th
e
teac
h
er
to
m
ak
e
a
n
y
ap
p
r
o
p
r
iate
m
o
d
i
f
icatio
n
s
i
n
h
er
les
s
o
n
s
.
Th
e
E
xist
in
g
K
n
o
w
led
g
e
–
T
h
is
ca
teg
o
r
y
t
h
at
f
o
r
m
ed
f
r
o
m
t
h
e
co
d
es
ex
p
ec
ta
tio
n
an
d
b
a
ck
g
r
o
u
n
d
kn
o
w
led
g
e
r
elate
d
to
th
e
teac
h
er
as
th
e
q
u
e
s
tio
n
er
an
d
t
h
e
s
t
u
d
en
t
s
in
an
s
w
er
in
g
t
h
e
q
u
e
s
ti
o
n
s
as
k
ed
to
th
e
m
.
Ask
i
n
g
q
u
e
s
tio
n
s
to
th
e
s
t
u
d
en
ts
s
er
v
ed
t
h
e
p
o
s
iti
v
e
p
u
r
p
o
s
e
f
o
r
th
eir
lear
n
i
n
g
,
b
u
t
th
e
v
id
eo
lac
k
ed
o
f
ev
id
en
ce
t
h
at
s
h
o
w
ed
s
t
u
d
e
n
ts
w
er
e
ab
le
to
r
ec
all
s
o
m
e
i
n
f
o
r
m
atio
n
s
h
ar
ed
d
u
r
in
g
th
e
s
t
o
r
y
tel
lin
g
s
e
s
s
io
n
s
.
I
t
also
s
h
o
w
ed
th
e
teac
h
er
’
s
e
x
p
ec
tatio
n
s
t
h
at
t
h
e
s
tu
d
e
n
ts
w
er
e
ab
le
to
r
etai
n
t
h
e
n
e
w
i
n
f
o
r
m
atio
n
a
f
ter
t
h
r
ee
d
ay
s
.
Ho
w
e
v
er
,
th
e
s
tu
d
en
ts
t
en
d
to
u
s
e
th
eir
b
ac
k
g
r
o
u
n
d
k
n
o
w
led
g
e
o
f
th
e
to
p
ic
tau
g
h
t
b
ef
o
r
e
th
e
less
o
n
s
w
it
h
t
h
e
s
to
r
y
te
lli
n
g
s
ess
io
n
s
.
4.
DIS
CU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
i
s
s
t
u
d
y
s
h
o
w
ed
h
o
w
s
cie
n
ce
in
s
tr
u
ctio
n
s
in
th
e
ele
m
e
n
tar
y
s
cie
n
ce
clas
s
r
o
o
m
w
er
e
d
eliv
er
ed
u
s
i
n
g
s
to
r
y
telli
n
g
th
at
cr
ea
ted
a
d
is
tin
cti
v
e
co
n
s
tr
u
cti
v
e
lear
n
i
n
g
.
Usi
n
g
s
to
r
y
telli
n
g
in
s
cie
n
ce
ed
u
ca
tio
n
ca
n
b
e
s
aid
as
m
o
r
e
s
u
cc
ess
f
u
l
w
h
e
n
te
ac
h
er
s
ar
e
d
ev
o
ted
in
p
r
o
v
id
in
g
q
u
alit
y
teac
h
i
n
g
i
n
ter
m
s
o
f
th
e
ti
m
e
s
p
en
t
p
r
ep
ar
in
g
t
h
e
m
ater
ials
,
teac
h
i
n
g
aid
s
an
d
ac
tiv
itie
s
f
o
r
t
h
eir
s
t
u
d
en
t
s
.
Ho
w
e
v
er
,
r
eg
ar
d
less
o
f
all
th
e
p
r
ep
ar
atio
n
s
,
all
teac
h
in
g
s
tr
ate
g
ie
s
w
o
u
ld
th
er
eb
y
f
ac
e
ch
a
llen
g
es.
O
n
e
o
f
th
e
ch
alle
n
g
e
s
is
th
a
t
it
tak
es
a
lo
n
g
ti
m
e
to
cr
ea
te
a
s
to
r
y
w
it
h
all
th
e
lack
o
f
r
elate
d
in
f
o
r
m
atio
n
,
w
h
ic
h
ca
n
cr
ea
te
h
ar
d
s
h
ip
to
t
h
eir
ed
u
ca
tio
n
[
6
,
2
3
]
.
P
r
ev
io
u
s
s
tu
d
ies
h
a
v
e
i
n
d
icate
d
th
at
s
to
r
y
te
lli
n
g
is
s
ee
n
as
a
p
o
w
er
f
u
l
ap
p
r
o
ac
h
an
d
r
esu
lted
i
n
p
o
s
itiv
i
t
y
f
o
r
s
tu
d
en
t
s
’
teac
h
i
n
g
[
3
,
9
,
1
0
,
2
4
-
2
7
]
.
T
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ce
o
f
t
h
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a
l
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s
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teac
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u
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n
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to
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y
telli
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t
h
e
cla
s
s
r
o
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m
m
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e
lear
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in
g
s
cien
ce
d
if
f
er
e
n
t
t
h
a
n
o
th
er
m
et
h
o
d
s
.
Fro
m
t
h
is
s
t
u
d
y
,
th
e
f
o
u
r
class
i
f
icatio
n
s
f
o
r
m
ed
in
th
e
q
u
alitat
iv
e
f
in
d
i
n
g
s
id
en
ti
f
ied
h
o
w
th
e
c
h
alle
n
g
es
ar
e
co
m
m
o
n
l
y
ex
p
er
ien
ce
d
in
o
t
h
er
s
t
y
les o
f
teac
h
i
n
g
a
s
w
ell
[
2
8
-
3
8
]
.
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let
t
h
e
s
t
u
d
en
t
s
f
o
llo
w
w
h
at
i
s
ta
u
g
h
t.
W
it
h
t
h
e
r
ep
etitio
n
o
f
t
h
e
s
a
m
e
s
en
te
n
ce
s
in
t
w
o
d
if
f
er
e
n
t
la
n
g
u
a
g
es,
it
to
o
k
m
o
r
e
ti
m
e
f
o
r
th
e
s
e
s
s
io
n
s
to
b
e
co
m
p
le
ted
,
th
e
cli
m
a
x
o
f
th
e
s
to
r
y
co
u
ld
b
ec
o
m
e
d
u
l
l,
an
d
ex
i
s
ten
ce
o
f
i
n
s
ta
n
ce
s
w
h
er
e
s
tu
d
e
n
ts
co
u
ld
b
e
ea
s
il
y
d
is
t
r
ac
ted
.
I
n
f
ac
t,
it
i
s
o
b
v
io
u
s
l
y
i
m
p
o
r
tan
t
to
r
ef
lect
s
to
r
ies
th
at
w
o
u
ld
in
ter
p
r
et
r
elatio
n
s
h
ip
,
m
o
tiv
e
s
an
d
f
ee
lin
g
s
to
g
eth
er
[
3
9
,
4
0
]
.
T
h
is
s
t
u
d
y
al
s
o
f
o
u
n
d
ex
te
r
n
al
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
to
t
h
e
c
h
alle
n
g
e
s
i
n
d
eli
v
er
in
g
t
h
e
s
to
r
ies.
T
h
e
en
v
ir
o
n
m
e
n
t
p
la
y
s
an
i
m
p
o
r
tan
t
f
ac
to
r
f
o
r
a
co
m
f
o
r
ta
b
le
teac
h
i
n
g
s
it
u
atio
n
[
4
1
]
.
A
g
r
ea
t
e
n
v
ir
o
n
m
en
t
f
o
r
co
n
d
u
cti
n
g
a
le
s
s
o
n
u
s
i
n
g
s
to
r
y
telli
n
g
is
w
h
e
n
s
t
u
d
en
ts
a
r
e
g
ath
er
ed
i
n
o
n
e
ar
ea
co
m
f
o
r
tab
ly
,
lis
te
n
i
n
g
to
th
e
teac
h
er
[
2
7
]
.
B
ey
o
n
d
th
ese
c
h
alle
n
g
es,
t
h
e
class
i
n
t
h
is
p
r
ese
n
t
s
t
u
d
y
ex
p
er
ien
ce
d
s
o
m
e
th
i
n
g
d
if
f
er
en
t
w
it
h
en
g
a
g
e
m
en
t
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
teac
h
er
a
n
d
th
e
s
tu
d
e
n
ts
e
n
h
a
n
ce
d
,
ev
id
e
n
ce
d
esp
ec
iall
y
f
r
o
m
th
e
o
b
s
er
v
ed
v
id
eo
r
ec
o
r
d
in
g
s
in
w
h
ic
h
t
h
e
s
t
u
d
en
t
s
w
er
e
e
x
cited
s
ee
i
n
g
th
e
m
o
d
els
u
s
ed
in
t
h
e
s
to
r
y
telli
n
g
.
T
h
e
s
tu
d
en
ts
also
h
ad
th
e
o
p
p
o
r
tu
n
it
y
to
lear
n
s
cien
ce
f
r
o
m
t
h
e
in
tr
o
d
u
ctio
n
o
f
s
to
r
ies,
an
d
b
y
s
to
r
y
telli
n
g
,
g
et
to
u
n
w
r
ap
in
f
o
r
m
atio
n
th
r
o
u
g
h
s
ca
f
f
o
ld
i
n
g
.
B
y
i
n
tr
o
d
u
c
in
g
s
to
r
y
tell
in
g
,
it
a
llo
w
s
s
tu
d
en
ts
to
ex
p
a
n
d
th
eir
i
m
a
g
in
a
tio
n
,
a
n
d
e
n
r
ich
ed
t
h
ei
r
lear
n
in
g
ab
il
it
y
t
h
r
o
u
g
h
u
n
d
er
s
tan
d
in
g
o
f
co
m
p
lex
s
cie
n
ce
co
n
ce
p
t
i
n
s
i
m
p
ler
an
d
f
u
n
e
x
p
lan
at
io
n
s
t
h
r
o
u
g
h
t
h
e
co
n
v
e
y
ed
s
to
r
ies.
5.
CO
NCLU
SI
O
N
I
t
is
w
id
el
y
k
n
o
w
n
t
h
at
s
to
r
y
telli
n
g
h
as
p
o
s
iti
v
e
ef
f
ec
ts
t
o
p
r
im
ar
y
s
c
h
o
o
l
s
tu
d
en
t
s
’
l
ea
r
n
in
g
b
y
en
g
a
g
i
n
g
th
e
m
i
n
t
h
e
les
s
o
n
s
,
s
p
ar
k
th
eir
cr
ea
ti
v
it
y
an
d
i
m
p
r
o
v
e
th
eir
liter
ac
y
an
d
li
n
g
u
is
ti
c
s
k
il
ls
.
Ho
w
ev
er
,
teac
h
er
s
s
h
o
u
ld
b
e
m
i
n
d
f
u
l
i
n
ch
o
o
s
i
n
g
t
h
e
r
i
g
h
t
s
to
r
y
f
o
r
th
eir
less
o
n
s
an
d
t
h
is
r
eq
u
ir
es
ca
r
ef
u
l
p
lan
n
in
g
an
d
p
r
ep
ar
atio
n
.
T
h
e
ch
allen
g
e
s
d
is
cu
s
s
ed
ea
r
lier
p
r
o
v
id
ed
r
ef
lectiv
e
in
s
i
g
h
t
s
o
n
u
s
in
g
s
to
r
y
telli
n
g
i
n
teac
h
i
n
g
s
cie
n
ce
f
o
r
n
o
n
-
n
ati
v
e
E
n
g
lis
h
lan
g
u
a
g
e
s
t
u
d
en
t
s
.
Stu
d
en
t
s
n
ee
d
to
b
e
tau
g
h
t
th
e
r
ig
h
t
v
o
ca
b
u
lar
y
,
u
s
i
n
g
s
t
u
d
en
t
s
’
f
ir
s
t
la
n
g
u
a
g
e
(
L
1
)
an
d
co
d
e
-
s
w
i
tch
i
n
g
at
ti
m
es
to
h
elp
s
t
u
d
en
ts
co
m
p
r
eh
en
d
th
e
s
to
r
ies
co
n
v
e
y
ed
.
T
h
is
r
esear
ch
h
as
it
s
o
w
n
li
m
i
tatio
n
s
,
as
th
e
f
i
n
d
i
n
g
s
o
f
th
i
s
q
u
alitati
v
e
s
t
u
d
y
ar
e
n
o
t
g
en
er
aliza
b
le.
T
h
is
ca
n
b
e
ac
h
iev
ed
b
y
u
ti
lizin
g
q
u
a
n
tita
tiv
e
r
esear
ch
t
o
en
h
a
n
ce
t
h
e
cr
ed
ib
ilit
y
o
f
th
is
s
t
u
d
y
.
Fu
r
t
h
er
r
esear
ch
is
n
ee
d
ed
in
ex
p
lo
r
in
g
t
h
e
ch
alle
n
g
es
o
f
u
s
i
n
g
s
to
r
y
tell
in
g
in
s
cien
ce
a
n
d
p
er
h
ap
s
f
in
d
in
g
th
e
p
o
s
s
ib
le
s
o
l
u
tio
n
s
to
o
v
er
co
m
e
t
h
e
s
e
ch
alle
n
g
es o
f
u
s
i
n
g
s
to
r
ies to
y
o
u
n
g
c
h
ild
r
en
i
n
t
h
e
f
u
t
u
r
e.
RE
F
E
R
E
NC
E
S
[1
]
E.
G
ru
g
e
o
n
a
n
d
P
.
G
a
rd
e
r,
T
h
e
a
rt
o
f
sto
ry
telli
n
g
f
o
r
tea
c
h
e
rs
a
n
d
p
u
p
il
s:
Us
in
g
st
o
rie
s
to
d
e
v
e
lo
p
li
ter
a
c
y
i
n
p
rima
ry
c
la
ss
ro
o
ms
,
L
o
n
d
o
n
:
Da
v
id
F
u
l
to
n
,
2
0
0
0
.
[2
]
A
.
K.
Da
n
iel,
S
to
ry
telli
n
g
a
c
ro
ss
th
e
p
rima
ry
c
u
rr
icu
lu
m
,
F
lo
re
n
c
e
:
T
a
y
lo
r
a
n
d
F
ra
n
c
is,
2
0
1
3
.
[3
]
S
.
A
g
u
il
a
r
Cu
b
il
lo
a
n
d
J.
A
lcá
n
tara
M
a
n
z
a
n
a
re
s,
“
S
to
r
y
telli
n
g
a
s
a
to
o
l
f
o
r
sc
ien
c
e
tea
c
h
in
g
in
b
i
li
n
g
u
a
l
p
rim
a
r
y
e
d
u
c
a
ti
o
n
,
”
X
Co
n
g
re
so
In
ter
n
a
c
io
n
a
l
S
o
b
re
In
v
e
stig
a
c
ió
n
En
Did
á
c
ti
c
a
De
L
a
s
Cien
c
ia
s
(
10
th
In
ter
n
a
t
io
n
a
l
Co
n
g
re
ss
o
n
Res
e
a
rc
h
i
n
Di
d
a
c
ti
c
a
l
S
c
ien
c
e
)
,
p
p
.
5
0
8
5
-
5
0
9
0
,
2
0
1
7
.
[4
]
M
.
P
u
li
m
e
n
o
,
P
.
P
isc
it
e
ll
i
a
n
d
S
.
C
o
laz
z
o
,
“
Ch
il
d
re
n
’s
li
tera
tu
r
e
to
p
r
o
m
o
te
stu
d
e
n
ts’
g
lo
b
a
l
d
e
v
e
lo
p
m
e
n
t
a
n
d
w
e
ll
b
e
in
g
,
”
He
a
lt
h
Pro
mo
ti
o
n
Pe
rs
p
e
c
ti
v
e
s
,
v
o
l.
10
,
n
o
.
1
,
p
p
.
1
3
-
2
3
,
2
0
2
0
.
[5
]
A
.
Ya
m
a
ç
a
n
d
M
.
Ulu
s
o
y
,
“
T
h
e
e
ff
e
c
t
o
f
d
ig
it
a
l
sto
ry
telli
n
g
i
n
im
p
ro
v
in
g
th
e
th
ir
d
g
ra
d
e
rs’
w
rit
in
g
sk
il
ls,”
In
ter
n
a
t
io
n
a
l
El
e
c
tro
n
ic Jo
u
rn
a
l
o
f
El
e
me
n
t
a
ry
Ed
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
5
9
-
8
6
,
2
0
1
7
.
[6
]
M
.
M
.
Ch
e
n
g
a
n
d
H.
H.
Ch
u
a
n
g
,
“
L
e
a
rn
in
g
p
r
o
c
e
ss
e
s
f
o
r
d
ig
it
a
l
sto
ry
telli
n
g
sc
ien
ti
f
ic
i
m
a
g
in
a
t
io
n
,
”
EURA
S
I
A
J
o
u
rn
a
l
o
f
M
a
th
e
m
a
ti
c
s,
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
E
d
u
c
a
ti
o
n
,
v
o
l
.
1
5
,
n
o
.
2
,
p
p
.
1
-
17
,
2
0
1
9
.
[7
]
J.
W
u
a
n
d
D.
T
.
V
.
Ch
e
n
,
“
A
s
y
ste
m
a
ti
c
re
v
ie
w
o
f
e
d
u
c
a
ti
o
n
a
l
d
ig
it
a
l
sto
ry
telli
n
g
,
”
Co
m
p
u
ter
s
&
Ed
u
c
a
t
io
n
,
v
o
l.
1
4
7
,
n
o
.
1
,
p
p
.
1
-
1
6
,
2
0
2
0
.
[8
]
V
.
J.
C.
A
re
v
a
lo
,
e
t
a
l
,
“
S
to
ry
li
n
e
s
f
o
r
p
ra
c
ti
c
e
:
A
v
isu
a
l
sto
ry
tell
in
g
a
p
p
r
o
a
c
h
t
o
stre
n
g
t
h
e
n
t
h
e
s
c
ien
c
e
-
p
ra
c
ti
c
e
in
terf
a
c
e
,
”
S
u
sta
in
a
b
il
it
y
S
c
ien
c
e
,
v
o
l.
1
5
,
n
o
.
4
,
p
p
.
1
-
20
,
2
0
2
0
.
[9
]
P
.
Co
o
p
e
r,
R
.
Co
ll
in
s a
n
d
M
.
S
a
x
b
y
,
“
T
h
e
p
o
w
e
r
o
f
sto
r
y
,
”
M
e
lb
o
u
rn
e
:
M
a
c
m
i
ll
a
n
Ed
u
c
a
ti
o
n
A
u
stra
li
a
,
1
9
9
2
.
[1
0
]
S
.
Yılm
a
z
,
Z.
T
e
m
iz,
Z.
a
n
d
G
.
Ka
ra
a
rsla
n
S
e
m
iz,
“
Ch
il
d
re
n
'
s
u
n
d
e
rsta
n
d
i
n
g
o
f
h
u
m
a
n
–
n
a
tu
re
i
n
t
e
ra
c
ti
o
n
a
f
ter
a
f
o
lk
sto
r
y
telli
n
g
se
ss
io
n
,
”
Ap
p
li
e
d
En
v
iro
n
me
n
ta
l
Ed
u
c
a
ti
o
n
&
Co
mm
u
n
ica
ti
o
n
,
v
o
l.
19
,
n
o
.
1
,
p
p
.
8
8
-
1
0
0
,
2
0
2
0
.
[1
1
]
J.
Ko
c
h
,
“
S
c
ien
c
e
st
o
ries
:
S
c
ien
c
e
m
e
th
o
d
s
f
o
r
e
lem
e
n
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.
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,
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[1
2
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C
-
M
.
Hu
n
g
,
G
.
-
J.
Hw
a
n
g
a
n
d
I.
Hu
a
n
g
,
“
A
p
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-
b
a
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d
d
ig
it
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l
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ts'
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p
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c
o
m
p
e
ten
c
e
a
n
d
lea
rn
in
g
a
c
h
iev
e
m
e
n
t,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
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S
o
c
iety
,
v
o
l.
1
5
,
n
o
.
4
,
p
p
.
3
6
8
-
3
7
9
,
2
0
1
2
.
[1
3
]
J.
A
.
Ro
se
,
“
T
o
tea
c
h
s
c
ien
c
e
,
tell
sto
ries
,
”
M
a
ste
r
d
isse
rtatio
n
,
No
rt
h
Ca
ro
li
n
a
:
G
ra
d
u
a
te
S
c
h
o
o
l
o
f
Du
k
e
Un
iv
e
rsit
y
,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
7
1
6
-
722
722
[1
4
]
B.
A
n
il
a
n
,
“
V
iew
s
a
n
d
e
x
p
e
rien
c
e
s
o
f
p
re
-
se
rv
ice
tea
c
h
e
rs
o
n
t
h
e
u
se
o
f
sto
ries
in
tea
c
h
in
g
sc
i
e
n
c
e
.
”
J
o
u
rn
a
l
o
f
B
a
lt
ic
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
17
,
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o
.
4
,
p
p
.
6
0
5
-
6
1
9
,
2
0
1
8
.
[1
5
]
N.
S
.
A
l
-
M
a
n
so
u
r
a
n
d
R.
E.
A
.
A
l
-
S
h
o
rm
a
n
,
“
T
h
e
e
ff
e
c
t
o
f
tea
c
h
e
r’s
sto
ry
t
e
ll
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g
a
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o
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re
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d
i
n
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o
m
p
re
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n
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n
o
f
S
a
u
d
i
e
lem
e
n
tar
y
sta
g
e
stu
d
e
n
ts,”
J
o
u
rn
a
l
o
f
K
in
g
S
a
u
d
Un
ive
rs
it
y
-
L
a
n
g
u
a
g
e
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d
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ra
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sl
a
ti
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n
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2
3
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o
.
2
,
p
p
.
6
9
-
7
6
,
2
0
1
1
.
[1
6
]
I.
S
a
tri
a
n
i,
“
S
to
ry
telli
n
g
in
tea
c
h
in
g
li
tera
c
y
:
Be
n
e
f
it
s
a
n
d
c
h
a
ll
e
n
g
e
s,”
En
g
li
s
h
Rev
iew:
J
o
u
rn
a
l
o
f
E
n
g
li
s
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Ed
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ti
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n
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.
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o
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1
,
p
p
.
1
1
3
-
1
2
0
,
2
0
1
9
.
[1
7
]
N.
M
e
rc
e
r,
T
h
e
g
u
id
e
d
c
o
n
str
u
c
ti
o
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o
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k
n
o
wled
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e
:
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lk
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m
o
n
g
st
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c
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n
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le
a
rn
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,
Clev
e
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o
n
,
UK
:
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u
lt
il
in
g
u
a
l
M
a
tt
e
rs,
1
9
9
5
.
[1
8
]
R.
Ro
sla
n
,
“
T
h
e
u
se
o
f
sto
ries
a
n
d
sto
ry
telli
n
g
i
n
p
rim
a
r
y
sc
ien
c
e
tea
c
h
in
g
a
n
d
lea
rn
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g
,
”
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tu
d
ies
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Ed
u
c
a
ti
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n
,
v
o
l.
1
2
,
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o
.
1
,
p
p
.
7
9
-
8
9
,
2
0
0
8
.
[1
9
]
Na
ti
o
n
a
l
C
o
u
n
c
il
o
f
T
e
a
c
h
e
rs
o
f
En
g
li
sh
,
T
e
a
c
h
i
n
g
S
to
ry
telli
n
g
:
A
Po
sit
io
n
S
ta
tem
e
n
t
fr
o
m
t
h
e
Co
mm
it
tee
o
n
S
to
ry
telli
n
g
,
Urb
a
n
a
:
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ti
o
n
a
l
C
o
u
n
c
il
o
f
T
e
a
c
h
e
rs o
f
En
g
li
sh
,
2
0
0
0
.
[2
0
]
R.
Ro
sla
n
,
M
.
P
a
n
jan
g
,
N.
Yu
s
o
f
a
n
d
M
.
S
h
a
h
ril
l,
“
T
e
a
c
h
e
r’s
f
e
e
d
b
a
c
k
in
tea
c
h
in
g
Bru
n
e
ian
p
rim
a
r
y
s
c
ien
c
e
c
las
sro
o
m
,
”
On
th
e
Ho
rizo
n
,
v
o
l.
2
6
,
n
o
.
2
,
p
p
.
1
2
2
-
1
3
6
,
2
0
1
8
.
[2
1
]
I.
Y.
M
a
u
re
e
n
,
H
.
v
a
n
d
e
r
M
e
ij
a
n
d
T
.
d
e
Jo
n
g
,
“
En
h
a
n
c
in
g
sto
ry
telli
n
g
a
c
ti
v
it
ies
to
su
p
p
o
rt
e
a
rly
(
d
ig
it
a
l)
li
tera
c
y
d
e
v
e
lo
p
m
e
n
t
in
e
a
rly
c
h
il
d
h
o
o
d
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
E
a
rly
Ch
i
ld
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o
o
d
,
v
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l.
5
2
,
n
o
.
1
,
p
p
.
1
-
22
,
2
0
2
0
.
[2
2
]
J.
S
a
ld
a
ñ
a
,
T
h
e
c
o
d
in
g
m
a
n
u
a
l
fo
r q
u
a
li
t
a
ti
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e
re
se
a
r
c
h
e
rs
,
T
h
o
u
sa
n
d
Oa
k
s,
CA
:
S
a
g
e
,
2
0
1
5
.
[2
3
]
Y.
Ku
rn
iaw
a
n
a
n
d
R.
M
u
li
y
a
n
i,
“
A
d
e
v
e
lo
p
m
e
n
t
d
e
sig
n
o
f
d
ig
i
tal
sto
ry
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o
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c
e
p
tu
a
l
c
h
a
n
g
e
-
o
rie
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ted
in
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h
y
sic
s
su
b
jec
t,
”
J
IPF
(
J
u
rn
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l
Ilmu
Pe
n
d
i
d
ika
n
Fi
sik
a
)
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
1
1
0
-
1
1
7
,
2
0
1
9
.
[2
4
]
J.
Bru
n
e
r,
“
L
ife
a
s
a
n
a
rra
ti
v
e
”
,
in
A
.
Dy
so
n
a
n
d
C.
G
e
n
ish
i
(E
d
s.),
“
T
h
e
n
e
e
d
f
o
r
st
o
ry
:
Cu
lt
u
ra
l
d
iv
e
rsity
in
c
las
sro
o
m
a
n
d
c
o
m
m
u
n
it
y
,
”
Urb
a
n
a
,
IL
:
Na
ti
o
n
a
l
C
o
u
n
c
il
f
o
r
T
e
a
c
h
e
rs o
f
En
g
li
sh
,
p
p
.
2
8
-
37
,
1
9
9
4
.
[2
5
]
N.
J.
Re
e
d
e
r,
“
A
q
u
a
li
tativ
e
c
a
se
stu
d
y
o
f
n
a
tu
ra
l
sto
ry
telli
n
g
stra
teg
ies
u
se
d
a
t
th
e
Na
n
tah
a
la
sc
h
o
o
l,
”
E
lec
tro
n
i
c
T
h
e
se
s a
n
d
Diss
e
rtatio
n
,
Eas
t
T
e
n
n
e
ss
e
e
S
tate
Un
iv
e
rsit
y
,
2
0
0
9
.
[2
6
]
P
.
Ko
k
k
o
tas
,
A
.
Riza
k
i
a
n
d
K.
M
a
lam
it
s
a
,
“
S
to
ry
telli
n
g
a
s
a
stra
teg
y
f
o
r
u
n
d
e
rsta
n
d
in
g
c
o
n
c
e
p
t
s
o
f
e
lec
tri
c
it
y
a
n
d
e
lec
tro
m
a
g
n
e
ti
s
m
,
”
In
ter
c
h
a
n
g
e
,
v
o
l
.
4
1
,
n
o
.
4
,
p
p
.
3
7
9
-
4
0
5
,
2
0
1
0
.
[2
7
]
R.
Hib
b
i
n
,
“
Ora
l
sto
ry
telli
n
g
,
sp
e
a
k
in
g
a
n
d
li
ste
n
in
g
a
n
d
th
e
h
e
g
e
m
o
n
y
o
f
li
tera
c
y
:
No
n
-
in
stru
m
e
n
tal
lan
g
u
a
g
e
u
se
a
n
d
tran
sa
c
ti
o
n
a
l
talk
in
th
e
p
rim
a
ry
c
las
sro
o
m
,
”
Ch
a
n
g
in
g
E
n
g
li
sh
,
v
o
l.
2
3
,
n
o
.
1
,
p
p
.
5
2
-
6
4
,
2
0
1
6
.
[2
8
]
M
.
S
h
a
h
ril
l,
S
.
M
a
h
a
ll
e
,
R.
M
a
tzin
,
M
.
H.
S
.
Ha
m
id
a
n
d
L
.
M
u
n
d
ia,
“
A
c
o
m
p
a
riso
n
o
f
lea
rn
in
g
s
ty
le
s
a
n
d
st
u
d
y
stra
teg
ies
u
se
d
b
y
lo
w
a
n
d
h
ig
h
m
a
th
a
c
h
iev
in
g
Bru
n
e
i
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts:
Im
p
li
c
a
ti
o
n
s
f
o
r
tea
c
h
in
g
,
”
In
ter
n
a
t
io
n
a
l
Ed
u
c
a
ti
o
n
S
t
u
d
ies
,
v
o
l.
6
,
n
o
.
1
0
,
p
p
.
3
9
-
4
6
,
2
0
1
3
.
[2
9
]
M
.
S
h
a
h
r
il
l,
R.
C.
I.
P
ra
h
m
a
n
a
a
n
d
R.
Ro
sla
n
,
“
T
h
e
re
latio
n
sh
i
p
s
w
it
h
in
th
e
m
a
th
e
m
a
ti
c
a
l
c
o
n
ten
t
o
f
tea
c
h
e
rs’
les
so
n
se
q
u
e
n
c
e
s,”
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.
9
4
3
,
n
o
.
1
,
p
p
.
1
-
9
,
2
0
1
8
.
[3
0
]
Z.
S
u
h
a
im
i,
M
.
S
h
a
h
r
il
l
a
n
d
K
.
A
.
Ten
g
a
h
,
“
In
c
o
rp
o
ra
ti
n
g
th
e
u
se
o
f
w
rit
in
g
-
to
-
lea
rn
stra
teg
y
in
g
ra
d
e
1
0
m
a
th
e
m
a
ti
c
s
le
ss
o
n
s:
T
h
e
stu
d
e
n
t
s’
p
e
rsp
e
c
ti
v
e
s,”
J
o
u
rn
a
l
o
f
M
a
t
h
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
a
t
T
e
a
c
h
e
rs
Co
ll
e
g
e
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
1
-
2
0
,
2
0
1
6
.
[3
1
]
Z.
S
u
h
a
im
i,
e
t
a
l
,
“
Ex
p
lo
ri
n
g
t
h
e
u
se
o
f
jo
u
rn
a
l
w
ri
ti
n
g
i
n
m
a
th
e
m
a
ti
c
s
c
l
a
ss
ro
o
m
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
n
Eme
rg
in
g
M
a
th
e
ma
ti
c
s E
d
u
c
a
ti
o
n
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
4
1
-
5
2
,
2
0
1
7
.
[3
2
]
M
.
Hu
d
a
,
K.
A
Ja
s
m
i,
A
.
He
h
sa
n
,
M
.
I.
M
u
sta
ri,
M
.
S
h
a
h
ril
l,
B.
Ba
siro
n
a
n
d
S
.
K.
G
a
ss
a
m
a
,
“
E
m
p
o
w
e
rin
g
c
h
il
d
re
n
w
it
h
a
d
a
p
ti
v
e
tec
h
n
o
lo
g
y
sk
il
ls:
Ca
re
f
u
l
e
n
g
a
g
e
m
e
n
t
in
th
e
d
ig
it
a
l
ın
f
o
rm
a
ti
o
n
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g
e
,
”
In
ter
n
a
ti
o
n
a
l
El
e
c
tro
n
ic
J
o
u
rn
a
l
o
f
El
e
me
n
t
a
ry
Ed
u
c
a
ti
o
n
,
v
o
l
.
9
,
n
o
.
3
,
p
p
.
6
9
3
-
7
0
8
,
2
0
1
7
.
[3
3
]
M
.
Hu
d
a
,
e
t
a
l
,
“
Em
p
o
w
e
rin
g
lea
rn
in
g
c
u
lt
u
re
a
s
st
u
d
e
n
t
i
d
e
n
ti
ty
c
o
n
stru
c
t
io
n
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
”
In
S
h
a
h
riar,
A
.
,
&
S
y
e
d
,
G
.
(Ed
.
),
S
tu
d
e
n
t
C
u
lt
u
re
a
n
d
I
d
e
n
ti
ty i
n
Hi
g
h
e
r E
d
u
c
a
t
io
n
.
IG
I
G
lo
b
a
l
,
p
p
.
1
6
0
-
1
7
9
,
2
0
1
7
.
[3
4
]
M
a
sn
il
a
d
e
v
i,
R.
C.
I.
P
ra
h
m
a
n
a
,
Y.
He
lsa
a
n
d
M
.
Da
lais,
“
Tea
c
h
e
r
s’
a
b
il
it
y
in
u
sin
g
m
a
th
lea
rn
in
g
m
e
d
ia.”
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.
9
4
3
,
n
o
.
1
,
p
p
.
1
-
5
,
2
0
1
8
.
[3
5
]
N.
L
.
A
.
Ha
li
m
,
H.
C.
L
i,
M
.
S
h
a
h
ril
l
a
n
d
R.
C
.
I
P
ra
h
m
a
n
a
,
“
T
e
a
c
h
in
g
stra
teg
ies
in
th
e
lea
rn
i
n
g
o
f
h
ig
h
e
st co
m
m
o
n
f
a
c
to
r
a
n
d
l
o
w
e
st co
m
m
o
n
m
u
lt
ip
le,”
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.
9
4
3
,
n
o
.
1
,
p
p
.
1
-
9
,
2
0
1
8
.
[3
6
]
J.
M
u
m
u
,
R.
C.
I.
P
ra
h
m
a
n
a
a
n
d
B.
T
a
n
u
jay
a
,
“
Co
n
stru
c
ti
o
n
a
n
d
re
c
o
n
str
u
c
ti
o
n
c
o
n
c
e
p
t
i
n
m
a
th
e
m
a
ti
c
s
in
stru
c
ti
o
n
,
”
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.
9
4
3
,
n
o
.
1
,
p
p
.
1
-
7
,
2
0
1
8
.
[3
7
]
D.
M
u
h
tad
i,
W
.
S
a
n
u
si
,
B.
G
.
Ka
rtas
a
s
m
it
a
a
n
d
R.
C.
I.
P
ra
h
m
a
n
a
,
“
T
h
e
i
n
teg
ra
ti
o
n
o
f
tec
h
n
o
lo
g
y
in
tea
c
h
in
g
m
a
th
e
m
a
ti
c
s,”
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.
9
4
3
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
1
8
.
[3
8
]
A
.
P
.
N
u
rjan
a
h
a
n
d
G
.
A
n
g
g
r
a
in
i,
“
S
to
ry
telli
n
g
m
e
th
o
d
t
o
im
p
ro
v
e
sp
e
a
k
in
g
sk
il
ls
in
c
h
il
d
re
n
a
g
e
d
5
-
6
y
e
a
rs
(in
Ba
h
a
sa
)
,”
J
u
rn
a
l
Ilmi
a
h
Po
te
n
sia
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
-
7
,
2
0
2
0
.
[3
9
]
J.
W
o
o
d
h
o
u
se
,
“
S
to
ry
telli
n
g
a
n
d
n
a
rra
ti
v
e
s:
S
it
ti
n
g
c
o
m
f
o
rtab
ly
w
i
th
lea
rn
i
n
g
,
”
in
J
.
W
o
o
d
h
o
u
se
(
Ed
.
),
“
S
tr
a
teg
ies
fo
r
He
a
lt
h
Ca
re
E
d
u
c
a
t
io
n
:
H
o
w
to
tea
c
h
i
n
2
1
st
Ce
n
t
u
ry
,
”
Un
it
e
d
Ki
n
g
d
o
m
:
Ra
d
c
li
ff
e
P
u
b
li
s
h
in
g
L
td
,
p
p
.
6
1
-
6
8
,
2
0
0
7
.
[4
0
]
R.
K.
P
a
n
t
h
i,
B.
C.
L
u
it
e
l
a
n
d
S
.
Be
lb
a
se
,
“
S
t
ra
teg
ies
f
o
r
p
ro
m
o
ti
n
g
so
c
ial
j
u
stice
in
t
h
e
m
a
th
c
las
sro
o
m
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
n
Eme
rg
in
g
M
a
th
e
ma
ti
c
s E
d
u
c
a
ti
o
n
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
7
-
3
8
,
2
0
1
8
.
[4
1
]
M
.
S
h
a
h
ri
ll
a
n
d
D.
J.
Clark
e
,
“
P
e
d
a
g
o
g
ica
l
f
e
a
tu
re
s
th
a
t
in
f
lu
e
n
c
e
m
a
th
e
m
a
ti
c
s
c
las
sro
o
m
p
ra
c
ti
c
e
s
-
A
Bru
n
e
ian
p
e
rsp
e
c
ti
v
e
,
”
Ka
se
tsa
rt Jo
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l.
4
0
,
n
o
.
2
,
p
p
.
3
4
1
-
3
4
8
,
2
0
1
9
.
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