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ac
r
o
s
co
p
ic,
s
u
b
-
m
icr
o
s
co
p
ic
an
d
s
y
m
b
o
li
c
lev
el
s
h
av
e
b
ee
n
tau
g
h
t
i
n
ch
e
m
is
tr
y
a
n
d
p
h
y
s
i
cs
lear
n
in
g
b
y
co
n
n
ec
ti
n
g
th
r
e
e
lev
els
o
f
r
ep
r
esen
tatio
n
r
ef
l
ec
tin
g
th
e
s
t
u
d
en
ts
'
m
en
tal
m
o
d
els
ar
e
s
til
l
li
m
ited
.
A
lt
h
o
u
g
h
t
h
er
e
ar
e
s
till
o
n
ch
e
m
ical
to
p
ics,
th
e
p
h
y
s
ical
co
n
d
u
cti
v
it
y
o
f
w
ate
r
is
s
t
ill
li
m
i
ted
[
33]
.
P
r
ev
io
u
s
r
esear
ch
s
t
ill
d
is
c
u
s
s
es
th
e
t
h
er
m
al
co
n
d
u
cti
v
it
y
o
f
s
o
lid
s
[
3
4
]
,
co
n
v
ec
tio
n
i
n
w
ater
[
3
4
]
,
b
u
t
th
e
co
n
d
u
ct
i
v
it
y
o
f
w
ater
to
d
escr
ib
e
p
h
y
s
ica
l
co
n
d
itio
n
s
is
s
till
r
ar
el
y
s
tu
d
i
ed
.
T
h
er
ef
o
r
e,
o
n
e
lear
n
in
g
m
o
d
el
th
at
ca
n
f
ac
ili
tate
th
e
i
m
p
r
o
v
e
m
en
t
o
f
th
e
s
tu
d
en
t
's
m
e
n
tal
m
o
d
el
is
p
r
o
b
le
m
b
ased
lear
n
in
g
(
P
B
L
)
[
3
5
]
.
I
n
a
d
d
itio
n
,
PB
L
also
tr
ain
s
s
tu
d
en
t
s
to
co
m
m
u
n
icate
e
x
p
er
i
m
e
n
t,
co
llab
o
r
ate
in
tea
m
s
,
b
u
ild
id
ea
s
an
d
d
ev
elo
p
in
d
ep
en
d
en
t le
ar
n
in
g
s
k
ill
s
[
3
6
]
.
P
B
L
is
a
s
tu
d
en
t
-
ce
n
ter
e
d
p
ed
ag
o
g
y
,
w
h
er
e
s
t
u
d
e
n
ts
lear
n
t
h
r
o
u
g
h
p
r
o
b
lem
s
o
lv
i
n
g
ex
p
er
ien
ce
s
[
3
7
]
.
L
ea
r
n
i
n
g
b
eg
in
s
w
it
h
p
r
o
b
le
m
s
to
b
e
s
o
lv
ed
,
p
o
s
ed
in
s
u
c
h
a
w
a
y
th
at
s
tu
d
e
n
ts
n
ee
d
to
g
ain
n
e
w
k
n
o
w
led
g
e
b
ef
o
r
e
t
h
e
y
ca
n
s
o
lv
e
t
h
e
p
r
o
b
lem
.
T
h
e
g
o
als
o
f
P
B
L
ar
e
to
d
ev
elo
p
k
n
o
w
led
g
e
o
f
cr
ea
tiv
it
y
,
p
r
o
b
lem
-
s
o
l
v
i
n
g
s
k
ills
,
s
el
f
-
s
t
u
d
y
,
co
llab
o
r
atio
n
s
k
ill
s
an
d
i
n
tr
i
n
s
ic
m
o
ti
v
atio
n
[
3
8
]
.
I
n
th
is
s
ec
t
io
n
,
th
e
r
esear
c
h
f
o
c
u
s
e
s
o
n
co
n
d
u
ctiv
it
y
o
n
w
ater
.
T
h
u
s
th
e
p
u
r
p
o
s
e
o
f
th
i
s
s
tu
d
y
is
to
i
m
p
r
o
v
e
s
t
u
d
en
ts
'
m
e
n
tal
m
o
d
el
s
u
s
i
n
g
t
h
e
P
B
L
m
o
d
el.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
de
s
ig
n
T
h
is
s
t
u
d
y
w
as
q
u
asi
ex
p
er
i
m
en
t
;
e
m
p
lo
y
ed
p
r
etest
-
p
o
s
tt
est
co
n
tr
o
l
g
o
r
u
p
d
esi
g
n
.
T
h
is
s
t
u
d
y
h
a
s
t
w
o
v
ar
iab
les,
n
a
m
el
y
th
e
i
n
d
ep
en
d
en
t
v
ar
iab
le
an
d
th
e
d
ep
en
d
en
t
v
ar
iab
le.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
les
i
n
th
i
s
r
esear
ch
ar
e
PB
L
m
o
d
el
in
th
e
ex
p
er
i
m
en
tal
class
an
d
co
n
v
en
tio
n
a
l
lear
n
in
g
in
th
e
co
n
tr
o
l
cl
ass
,
th
e
d
ep
en
d
en
t
v
ar
iab
le
o
f
th
e
m
en
tal
m
o
d
el.
2
.
2
.
Resea
rc
h
po
pu
la
t
io
n a
nd
s
a
m
p
le
T
h
e
p
o
p
u
latio
n
o
f
th
i
s
r
esear
ch
is
th
e
2
n
d
s
e
m
ester
s
t
u
d
en
ts
w
h
o
tak
e
t
h
e
b
asic
s
cien
ce
an
d
b
asic
s
cien
ce
b
asic
co
u
r
s
e
i
n
ele
m
en
tar
y
s
ch
o
o
l
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
(
P
GSD)
,
P
atti
m
u
r
a
U
n
i
v
er
s
it
y
.
T
h
e
s
am
p
li
n
g
tech
n
iq
u
e
u
s
ed
in
th
i
s
s
tu
d
y
i
s
C
lu
s
ter
R
an
d
o
m
Sa
m
p
li
n
g
b
y
r
an
d
o
m
l
y
s
ele
ctin
g
.
B
asic
s
cien
ce
co
n
ce
p
t
class
i
s
as
e
x
p
er
i
m
e
n
tal
class
a
n
d
n
a
tu
r
al
s
cien
ce
class
as
co
n
tr
o
l
clas
s
.
T
h
e
n
u
m
b
er
o
f
s
a
m
p
les
i
s
7
2
w
i
th
t
h
e
ex
p
er
i
m
en
t
class
ca
teg
o
r
y
o
f
3
6
s
tu
d
en
ts
an
d
th
e
co
n
tr
o
l
class
o
f
3
6
s
t
u
d
en
ts
.
A
ll
cla
s
s
e
s
ar
e
tau
g
h
t te
m
p
er
atu
r
e
a
n
d
h
ea
t to
p
ics th
at
ar
e
m
o
r
e
f
o
c
u
s
ed
o
n
co
n
d
u
cti
v
it
y
in
w
ater
.
2
.
3
.
Resea
rc
h
ins
t
ru
m
ent
s
Gr
ain
o
f
m
e
n
tal
m
o
d
el
is
u
s
e
d
as
a
m
e
n
tal
m
o
d
el
o
f
t
h
e
s
t
u
d
en
t
s
af
ter
b
ein
g
tr
ea
ted
w
it
h
a
p
r
o
b
le
m
b
ased
lear
n
in
g
(
P
B
L
)
m
o
d
el.
T
h
e
item
o
f
m
e
n
ta
l
m
o
d
el
is
a
d
iag
n
o
s
tic
te
s
t
w
it
h
1
d
is
co
u
r
s
e
an
d
h
as
3
q
u
esti
o
n
s
f
r
o
m
t
h
e
m
ac
r
o
s
c
o
p
ic
lev
el
to
th
e
m
icr
o
s
co
p
ic.
A
s
f
o
r
th
e
t
y
p
e
o
f
m
en
tal
m
o
d
el
ad
o
p
ts
a
r
atin
g
co
lu
m
n
f
r
o
m
lev
e
ls
1
to
5
,
as sh
o
w
n
i
n
T
ab
le
1
[
9
]
.
T
ab
le
1
.
I
n
d
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r
s
o
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m
e
n
tal
m
o
d
el
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M
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M
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Ty
p
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)
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8822
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271
2
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4
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Da
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I
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8822
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40]
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[
4
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]
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J
E
v
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&
R
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s
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d
u
c
.
I
SS
N:
2252
-
8822
P
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[
4
2
]
.
Hig
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illed
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s
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n
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tan
d
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g
o
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ce
p
ts
o
f
p
h
y
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ic
s
[
4
3
]
.
Dis
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s
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io
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s
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er
e
co
n
d
u
cted
b
y
s
t
u
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s
s
d
ata
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s
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s
.
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r
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t
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e
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p
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in
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is
g
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e
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d
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r
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th
e
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in
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ti
v
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s
.
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h
e
m
en
ta
l
m
o
d
el
ca
n
b
e
s
ee
n
f
r
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m
s
tu
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ts
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v
e
p
r
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le
m
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n
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ti
n
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f
C4
-
C
6
p
r
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lem
.
T
h
e
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m
p
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I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2
0
2
0
:
2
6
9
-
2
7
7
276
T
h
e
r
esu
lts
o
f
th
e
s
t
u
d
en
t
s
'
w
o
r
k
i
n
t
h
e
e
x
p
er
i
m
e
n
tal
a
n
d
co
n
tr
o
l
class
p
r
o
v
ed
a
s
ig
n
i
f
ica
n
t
d
if
f
er
e
n
ce
.
T
h
is
ca
n
b
e
p
r
o
v
ed
b
y
th
e
r
es
u
lt
s
o
f
t
h
e
ex
p
e
r
i
m
en
tal
class
w
o
r
k
th
at
a
n
s
w
er
s
b
etter
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ec
au
s
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th
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s
tu
d
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n
ts
h
a
v
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b
ee
n
ta
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t
w
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h
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co
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co
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p
t
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f
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m
u
latio
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h
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s
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m
u
la
t
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d
er
s
tan
d
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n
g
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f
s
t
u
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p
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.
B
y
P
B
L
,
s
tu
d
e
n
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also
ca
n
s
ea
r
ch
a
n
d
f
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ased
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s
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t
u
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d
ca
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s
.
C
o
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tr
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l
g
r
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p
s
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y
m
o
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e
o
n
in
d
iv
id
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al
ab
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to
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s
w
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ted
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m
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lear
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at
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d
en
ts
'
k
n
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led
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to
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s
w
er
q
u
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s
tio
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s
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b
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ar
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m
th
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4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
r
es
u
lts
o
f
ex
i
s
ti
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g
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v
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al
co
n
cl
u
s
io
n
s
ar
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p
u
t
f
o
r
w
ar
d
.
(
1
)
I
n
cr
ea
s
ed
m
a
s
ter
y
o
f
s
t
u
d
en
t
s
'
co
n
ce
p
ts
s
t
u
d
ied
w
i
th
P
B
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s
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ig
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tu
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t
s
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h
o
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n
w
i
th
co
n
v
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t
io
n
al
lear
n
i
n
g
.
(
2
)
I
m
p
r
o
v
ed
m
e
n
tal
m
o
d
el
s
o
f
s
t
u
d
en
t
s
w
it
h
h
ig
h
ea
r
l
y
ca
p
ab
ilit
y
w
h
o
lear
n
b
y
P
B
L
is
h
ig
h
er
t
h
an
s
t
u
d
en
t
s
lear
n
in
g
w
i
th
co
n
v
e
n
tio
n
al
le
ar
n
in
g
.
(
3
)
I
m
p
r
o
v
e
m
e
n
t
o
f
l
o
w
-
s
k
illed
s
t
u
d
en
t
m
e
n
tal
m
o
d
els
lear
n
in
g
w
i
th
P
B
L
is
h
ig
h
er
th
an
s
t
u
d
en
ts
l
ea
r
n
in
g
w
it
h
co
n
v
e
n
tio
n
a
l
lear
n
in
g
.
T
h
u
s
th
e
P
B
L
m
o
d
el
ca
n
b
e
r
ec
o
m
m
e
n
d
ed
in
i
m
p
r
o
v
i
n
g
s
t
u
d
en
t
s
'
m
e
n
ta
l
m
o
d
els
o
n
te
m
p
er
atu
r
e
an
d
h
ea
t
to
p
ics.
T
h
e
im
p
licatio
n
in
th
i
s
s
tu
d
y
is
to
i
m
p
r
o
v
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th
e
m
e
n
tal
m
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d
el
o
f
s
tu
d
en
t
s
as a
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e
n
t
s
o
f
ch
a
n
g
e
in
s
cien
ce
ed
u
ca
tio
n
.
RE
F
E
R
E
NC
E
S
[1
]
G
.
Ga
rd
n
e
r,
G
.
Jo
n
e
s,
A
.
T
a
y
lo
r,
J
.
F
o
rre
ste
r,
a
n
d
L
.
Ro
b
e
rtso
n
,
“
S
t
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d
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n
ts’
risk
p
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p
ti
o
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o
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ti
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n
s: I
m
p
l
ica
t
io
n
s f
o
r
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
”
In
t
.
J
.
S
c
i.
E
d
u
c
.
,
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l.
3
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,
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.
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4
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p
p
.
1
9
5
1
–
1
9
6
9
,
2
0
1
0
.
[2
]
M
.
He
g
a
rt
y
,
M
.
S
ti
e
f
f
,
a
n
d
B.
L
.
Dix
o
n
,
“
Co
g
n
it
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n
g
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m
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n
tal
m
o
d
e
ls
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h
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p
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h
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d
o
m
a
in
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f
o
rg
a
n
ic ch
e
m
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y
,
”
J
.
Co
g
n
.
Psy
c
h
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l.
,
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l.
2
5
,
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o
.
2
,
p
p
.
2
2
0
–
2
2
8
,
2
0
1
3
.
[3
]
T
.
Ş
e
n
e
l
Zo
r
a
n
d
O
.
A
sla
n
,
“
T
h
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ffe
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t
o
f
a
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ti
v
it
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-
b
a
s
e
d
n
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c
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ti
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n
p
re
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se
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h
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rs’ co
n
c
e
p
tu
a
l
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n
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e
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n
d
in
g
,
”
J
.
N
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o
p
a
rticle
Res
.
,
v
o
l.
2
0
,
n
o
.
3
,
2
0
1
8
.
[4
]
C.
Da
n
k
e
n
b
ri
n
g
a
n
d
B.
M
.
Ca
p
o
b
ian
c
o
,
“
E
x
a
m
in
in
g
El
e
m
e
n
tar
y
S
c
h
o
o
l
S
tu
d
e
n
ts’
M
e
n
tal
M
o
d
e
ls
o
f
S
u
n
-
Earth
Re
latio
n
sh
i
p
s
a
s
a
Re
su
l
t
o
f
E
n
g
a
g
in
g
in
E
n
g
in
e
e
rin
g
De
sig
n
,
”
I
n
t.
J
o
u
rn
a
l
S
c
i.
M
a
th
.
E
d
u
c
a
t
io
n
,
v
o
l.
1
4
,
n
o
.
5
,
p
p
.
8
2
5
–
8
4
5
,
2
0
1
6
.
[5
]
R.
D.
A
n
d
e
rso
n
,
“
Ch
il
d
re
n
’s
A
b
il
it
y
to
F
o
rm
u
late
M
e
n
tal
M
o
d
e
ls
to
Ex
p
lai
n
Na
tu
ra
l
P
h
e
n
o
m
e
n
a
,
”
J
.
Res
.
S
c
i.
T
e
a
c
h
.
,
v
o
l.
3
,
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o
.
4
,
p
p
.
3
2
6
–
3
3
2
,
1
9
6
5
.
[6
]
R.
K.
Co
ll
a
n
d
D.
F
.
T
re
a
g
u
st,
“
L
e
a
rn
e
rs’
m
e
n
tal
m
o
d
e
ls
o
f
c
h
e
m
ica
l
b
o
n
d
in
g
,
”
Res
.
S
c
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E
d
u
c
.
,
v
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l
.
3
1
,
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o
.
3
,
p
p
.
3
5
7
–
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2
,
2
0
0
1
.
[7
]
R.
K.
Co
ll
,
B.
F
ra
n
c
e
,
a
n
d
I.
T
a
y
lo
r,
“
T
h
e
ro
le
o
f
m
o
d
e
ls/an
d
a
n
a
lo
g
ies
in
sc
ien
c
e
e
d
u
c
a
ti
o
n
:
I
m
p
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c
a
ti
o
n
s
f
ro
m
re
se
a
rc
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,
”
In
t.
J
.
S
c
i.
Ed
u
c
.
,
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l
.
2
7
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o
.
2
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p
.
1
8
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–
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,
2
0
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5
.
[8
]
K.
A
d
b
o
a
n
d
K.
S
.
T
a
b
e
r,
“
L
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m
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tal
m
o
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ls
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p
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r:
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ts,
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In
t.
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6
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0
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.
[9
]
E.
J.
P
a
rk
a
n
d
G
.
L
ig
h
t,
“
Id
e
n
ti
fy
in
g
A
to
m
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S
tru
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tu
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a
s
a
T
h
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ld
C
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t:
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n
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m
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ss
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”
In
t.
J
.
S
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Ed
u
c
.
,
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l.
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2
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p
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2
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0
0
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.
[1
0
]
N.
Zark
a
d
is,
G
.
P
a
p
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d
D.
S
tam
o
v
las
is,
“
S
tu
d
y
in
g
th
e
c
o
n
siste
n
c
y
b
e
twe
e
n
a
n
d
w
it
h
in
t
h
e
stu
d
e
n
t
m
e
n
tal
m
o
d
e
ls f
o
r
a
to
m
ic stru
c
tu
re
,
”
Ch
e
m.
Ed
u
c
.
Res
.
Pra
c
t
.
,
v
o
l.
1
8
,
n
o
.
4
,
p
p
.
8
9
3
–
9
0
2
,
2
0
1
7
.
[1
1
]
J.
W
.
L
in
a
n
d
M
.
H.
C
h
iu
,
“
Ex
p
lo
rin
g
th
e
c
h
a
ra
c
teris
ti
c
s a
n
d
d
iv
e
rse
so
u
rc
e
s o
f
stu
d
e
n
ts’
m
e
n
tal
m
o
d
e
ls o
f
a
c
id
s a
n
d
b
a
se
s,”
In
t.
J
.
S
c
i.
E
d
u
c
.
,
v
o
l.
2
9
,
n
o
.
6
,
p
p
.
7
7
1
–
8
0
3
,
2
0
0
7
.
[1
2
]
J.
W
.
L
in
a
n
d
M
.
H.
Ch
i
u
,
“
T
h
e
m
is
m
a
tch
b
e
tw
e
e
n
stu
d
e
n
ts’
m
e
n
tal
m
o
d
e
ls
o
f
a
c
id
s/b
a
se
s
a
n
d
t
h
e
ir
so
u
rc
e
s
a
n
d
th
e
ir
tea
c
h
e
r’s an
t
icip
a
ti
o
n
s
th
e
re
o
f
,
”
In
t.
J
.
S
c
i.
E
d
u
c
.
,
v
o
l.
3
2
,
n
o
.
1
2
,
p
p
.
1
6
1
7
–
1
6
4
6
,
2
0
1
0
.
[1
3
]
D.
F
.
T
re
a
g
u
st,
G
.
D.
Ch
it
tl
e
b
o
ro
u
g
h
,
a
n
d
T
.
L
.
M
a
m
iala
,
“
S
tu
d
e
n
t
s’
u
n
d
e
rsta
n
d
in
g
o
f
th
e
d
e
sc
rip
ti
v
e
a
n
d
p
re
d
ictiv
e
n
a
tu
re
o
f
tea
c
h
in
g
m
o
d
e
ls i
n
o
rg
a
n
ic ch
e
m
istr
y
,
”
Res
.
S
c
i.
Ed
u
c
.
,
v
o
l.
3
4
,
n
o
.
1
,
p
p
.
1
–
2
0
,
2
0
0
4
.
[1
4
]
N.
D.
Kö
rh
a
sa
n
a
n
d
L
.
W
a
n
g
,
“
S
t
u
d
e
n
ts’
m
e
n
tal
m
o
d
e
ls
o
f
a
to
m
ic
sp
e
c
tra,”
Ch
e
m.
Ed
u
c
.
Res
.
Pra
c
t
.
,
v
o
l.
1
7
,
n
o
.
4
,
p
p
.
7
4
3
–
7
5
5
,
2
0
1
6
.
[1
5
]
J.
J.
Clem
e
n
t
a
n
d
M
.
S
.
S
tein
b
e
rg
,
“
S
tep
-
W
ise
Ev
o
lu
ti
o
n
o
f
M
e
n
tal
M
o
d
e
ls
o
f
El
e
c
tri
c
C
ircu
it
s :
A
"
L
e
a
rn
in
g
-
A
lo
u
d
"
Ca
se
S
tu
d
y
,
”
T
h
e
J
o
u
rn
a
l
o
f
t
h
e
L
e
a
r
n
in
g
S
c
ie
n
c
e
s
,
v
o
l.
1
1
,
n
o
.
4
,
p
p
.
3
8
9
-
4
5
2
,
2
0
0
9
.
[1
6
]
M
.
Ja
b
o
t
a
n
d
D.
He
n
ry
,
“
M
e
n
tal
M
o
d
e
ls
o
f
El
e
m
e
n
tar
y
a
n
d
M
i
d
d
le
S
c
h
o
o
l
S
tu
d
e
n
ts
in
A
n
a
l
y
z
in
g
S
im
p
le
Ba
tt
e
r
y
a
n
d
Bu
lb
Circ
u
ts,”
S
c
h
.
S
c
i.
M
a
t
h
.
,
v
o
l.
1
0
7
,
n
o
.
1
,
p
p
.
3
7
1
–
3
8
1
,
2
0
0
7
.
[1
7
]
G
.
No
b
e
s
e
t
a
l.
,
“
Ch
il
d
re
n
’s u
n
d
e
rsta
n
d
in
g
o
f
th
e
e
a
rth
i
n
a
m
u
lt
icu
lt
u
ra
l
c
o
m
m
u
n
it
y
:
M
e
n
tal
m
o
d
e
ls o
r
f
ra
g
m
e
n
ts o
f
k
n
o
w
led
g
e
?
,
”
D
e
v
.
S
c
i.
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
7
2
–
8
5
,
2
0
0
3
.
[1
8
]
G
.
P
a
n
a
g
io
tak
i,
G
.
No
b
e
s,
a
n
d
A
.
P
o
tt
o
n
,
“
M
e
n
tal
m
o
d
e
ls
a
n
d
o
th
e
r
m
isc
o
n
c
e
p
ti
o
n
s
in
c
h
il
d
re
n
’s
u
n
d
e
rsta
n
d
in
g
o
f
th
e
e
a
rth
,
”
J
.
Ex
p
.
Ch
il
d
Psy
c
h
o
l.
,
v
o
l.
1
0
4
,
n
o
.
1
,
p
p
.
5
2
–
6
7
,
2
0
0
9
.
[1
9
]
G
.
Be
a
tt
ie
,
e
t
a
l.
,
“
A
n
e
x
p
e
ri
m
e
n
tal
in
v
e
stig
a
ti
o
n
o
f
so
m
e
p
ro
p
e
rti
e
s
o
f
in
d
iv
id
u
a
l
ic
o
n
ic
.
.
.
,
”
Co
g
n
it
i
o
n
,
v
o
l.
4
3
,
n
o
.
2
,
p
p
.
1
0
8
6
–
1
1
0
9
,
2
0
0
6
.
[2
0
]
K.
M
o
o
n
,
e
t
a
l
.
,
“
M
e
n
tal
m
o
d
e
ls f
o
r
c
o
n
se
rv
a
ti
o
n
re
se
a
rc
h
a
n
d
p
ra
c
ti
c
e
,
”
Co
n
se
rv
.
L
e
tt
.
,
p
p
.
1
–
1
1
,
2
0
1
9
.
[2
1
]
K.
L
a
M
e
re
,
S
.
M
ä
n
ty
n
iem
i,
J.
V
a
n
h
a
talo
,
a
n
d
P
.
Ha
a
p
a
sa
a
ri,
“
M
a
k
in
g
th
e
m
o
st
o
f
m
e
n
tal
m
o
d
e
ls:
A
d
v
a
n
c
in
g
th
e
m
e
th
o
d
o
l
o
g
y
f
o
r
m
e
n
tal
m
o
d
e
l
e
li
c
it
a
ti
o
n
a
n
d
d
o
c
u
m
e
n
tatio
n
w
it
h
e
x
p
e
rt
sta
k
e
h
o
ld
e
rs,”
En
v
iro
n
.
M
o
d
e
l.
S
o
ft
w
.
,
v
o
l.
1
2
4
,
p
p
.
1
0
4
5
8
9
,
2
0
2
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
P
r
o
b
lem
b
a
s
ed
lea
r
n
in
g
:
S
tu
d
en
ts
’
men
ta
l m
o
d
el
s
o
n
w
a
ter
co
n
d
u
ctivity
co
n
ce
p
t
(
Jo
h
n
R
a
fa
fy
B
a
tlo
lo
n
a
)
277
[2
2
]
B.
A
h
i,
“
A
stu
d
y
to
d
e
term
in
e
th
e
m
e
n
tal
m
o
d
e
ls i
n
p
re
sc
h
o
o
l
c
h
il
d
re
n
’s co
n
c
e
p
tu
a
li
z
a
ti
o
n
o
f
a
d
e
se
r
t
e
n
v
iro
n
m
e
n
t,
”
In
t.
E
lec
tro
n
.
J
.
El
e
m.
E
d
u
c
.
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
3
3
3
–
3
5
0
,
2
0
1
6
.
[2
3
]
Ö.
Öz
c
a
n
a
n
d
S
.
Be
z
e
n
,
“
S
tu
d
e
n
ts’
m
e
n
tal
m
o
d
e
ls
a
b
o
u
t
t
h
e
re
la
ti
o
n
s
h
ip
b
e
tw
e
e
n
f
o
rc
e
a
n
d
v
e
lo
c
it
y
c
o
n
c
e
p
ts,”
J
.
Ba
lt
.
S
c
i.
Ed
u
c
.
,
v
o
l
.
1
5
,
n
o
.
5
,
p
p
.
6
3
0
–
6
4
1
,
2
0
1
6
.
[2
4
]
M
.
C.
J
o
h
n
so
n
-
G
len
b
e
rg
,
C.
M
e
g
o
w
a
n
-
Ro
m
a
n
o
w
ic
z
,
D.
A
.
Birch
f
ield
,
a
n
d
C.
S
a
v
io
-
Ra
m
o
s,
“
Eff
e
c
ts
o
f
e
m
b
o
d
ied
lea
rn
in
g
a
n
d
d
ig
it
a
l
p
latf
o
rm
o
n
th
e
re
ten
ti
o
n
o
f
p
h
y
sic
s
c
o
n
ten
t:
Ce
n
tri
p
e
tal
f
o
rc
e
,
”
Fro
n
t.
Psy
c
h
o
l.
,
v
o
l.
7
,
n
o
.
NO
V
,
p
p
.
1
–
2
2
,
2
0
1
6
.
[2
5
]
S
.
J.
V
a
n
Ho
o
k
a
n
d
T
.
L
.
H
u
z
iak
-
Clark
,
“
T
ip
-
to
-
tail
:
De
v
e
lo
p
i
n
g
a
c
o
n
c
e
p
t
u
a
l
m
o
d
e
l
o
f
m
a
g
n
e
ti
s
m
w
it
h
k
in
d
e
rg
a
rtn
e
rs u
sin
g
in
q
u
iry
-
b
a
se
d
in
str
u
c
ti
o
n
,
”
J
.
El
e
m.
S
c
i.
Ed
u
c
.
,
v
o
l.
1
9
,
n
o
.
2
,
p
p
.
4
5
–
5
8
,
2
0
0
7
.
[2
6
]
Ö.
Öz
c
a
n
,
“
W
h
a
t
a
re
t
h
e
st
u
d
e
n
ts’
m
e
n
tal
m
o
d
e
ls
a
b
o
u
t
th
e
‘s
p
in
’
a
n
d
‘p
h
o
t
o
n
’
c
o
n
c
e
p
ts
in
m
o
d
e
rn
p
h
y
sic
s?
”
Pro
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
5
,
p
p
.
1
3
7
2
–
1
3
7
5
,
2
0
1
1
.
[2
7
]
J.
A
u
b
e
rt,
D.
Brit
o
,
H.
Na
taf
,
P
.
C
a
rd
in
,
a
n
d
J.
M
a
ss
o
n
,
“
A
u
b
e
rt_
e
t
_
a
l_
E
P
S
L
2
0
0
1
,
”
v
o
l.
1
2
8
,
p
p
.
1
–
2
4
,
2
0
0
1
.
[2
8
]
U.
Be
ss
o
n
,
L
.
B
o
rg
h
i,
A
.
De
A
m
b
ro
sis,
a
n
d
P
.
M
a
sc
h
e
re
tt
i,
“
Ho
w
to
tea
c
h
f
rictio
n
:
Ex
p
e
rim
e
n
ts
a
n
d
m
o
d
e
ls,”
Am.
J
.
Ph
y
s.
,
v
o
l.
7
5
,
n
o
.
1
2
,
p
p
.
1
1
0
6
–
1
1
1
3
,
2
0
0
7
.
[2
9
]
G
.
L
.
Ch
io
u
a
n
d
O.
R.
A
n
d
e
rso
n
,
“
A
stu
d
y
o
f
u
n
d
e
rg
ra
d
u
a
te
p
h
y
sic
s
stu
d
e
n
ts’
u
n
d
e
rsta
n
d
i
n
g
o
f
h
e
a
t
c
o
n
d
u
c
ti
o
n
b
a
se
d
o
n
m
e
n
tal
m
o
d
e
l
th
e
o
ry
a
n
d
a
n
o
n
t
o
l
o
g
y
-
p
ro
c
e
ss
a
n
a
l
y
sis,”
S
c
i.
E
d
u
c
.
,
v
o
l.
9
4
,
n
o
.
5
,
p
p
.
8
2
5
–
8
5
4
,
2
0
1
0
.
[3
0
]
G
.
L
.
Ch
io
u
,
“
Re
a
p
p
ra
isin
g
th
e
re
latio
n
sh
ip
s
b
e
tw
e
e
n
p
h
y
sic
s
stu
d
e
n
ts’
m
e
n
tal
m
o
d
e
ls
a
n
d
p
re
d
icti
o
n
s:
A
n
e
x
a
m
p
l
e
o
f
h
e
a
t
c
o
n
v
e
c
ti
o
n
,
”
P
h
y
s.
Rev
.
S
p
e
c
.
T
o
p
.
-
Ph
y
s.
E
d
u
c
.
Res
.
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
–
1
5
,
2
0
1
3
.
[3
1
]
P
.
S
.
O
h
a
n
d
S
.
J.
Oh
,
“
W
h
a
t
te
a
c
h
e
rs
o
f
sc
ien
c
e
n
e
e
d
to
k
n
o
w
a
b
o
u
t
m
o
d
e
ls:
A
n
o
v
e
rv
iew
,
”
In
t.
J
.
S
c
i.
Ed
u
c
.
,
v
o
l.
3
3
,
n
o
.
8
,
p
p
.
1
1
0
9
–
1
1
3
0
,
2
0
1
1
.
[3
2
]
T
.
Co
rrid
o
n
i,
R.
M
a
n
c
i
n
e
ll
i,
M
.
A
.
Ric
c
i,
a
n
d
F
.
Bru
n
i,
“
Visc
o
sity
o
f
a
q
u
e
o
u
s
so
lu
ti
o
n
s
a
n
d
lo
c
a
l
m
icro
sc
o
p
ic
stru
c
tu
re
,
”
J
.
P
h
y
s.
Ch
e
m.
B
,
v
o
l.
1
1
5
,
n
o
.
4
8
,
p
p
.
1
4
0
0
8
–
1
4
0
1
3
,
2
0
1
1
.
[3
3
]
A
.
D
e
r
m
a
n
,
N.
Ko
ç
a
k
,
a
n
d
I.
Ei
lk
s,
“
In
sig
h
ts
in
to
c
o
m
p
o
n
e
n
ts
o
f
p
ro
sp
e
c
ti
v
e
sc
ien
c
e
tea
c
h
e
rs’
m
e
n
tal
m
o
d
e
ls
a
n
d
th
e
ir
p
re
f
e
rre
d
v
isu
a
l
re
p
re
se
n
tati
o
n
s
o
f
a
to
m
s,”
Ed
u
c
.
S
c
i.
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
–
1
9
,
2
0
1
9
.
[3
4
]
M
.
P
.
Clark
,
e
t
a
l.
,
“
W
a
ter Res
o
u
rc
e
s Re
se
a
rc
h
,
”
p
p
.
2
4
9
8
–
2
5
1
4
,
2
0
1
5
.
[3
5
]
E.
L
o
z
a
n
o
,
J.
G
ra
c
ia,
O.
Co
rc
h
o
,
R.
A
.
No
b
le,
a
n
d
A
.
G
ó
m
e
z
-
P
é
re
z
,
“
P
ro
b
lem
-
b
a
se
d
lea
rn
in
g
su
p
p
o
rted
b
y
se
m
a
n
ti
c
tec
h
n
iq
u
e
s,”
In
ter
a
c
t.
L
e
a
rn
.
En
v
i
ro
n
.
,
v
o
l.
2
3
,
n
o
.
1
,
p
p
.
37
–
5
4
,
2
0
1
5
.
[3
6
]
C.
E.
Hm
e
lo
-
silv
e
r,
“
P
r
o
b
lem
-
Ba
se
d
L
e
a
rn
in
g
:
W
h
a
t
a
n
d
H
o
w
Do
S
tu
d
e
n
ts
L
e
a
rn
?
”
J
S
T
OR
,
v
o
l.
1
6
,
n
o
.
3
,
p
p
.
2
3
5
–
2
6
6
,
2
0
0
4
.
[3
7
]
A
.
K.
Bu
rro
w
,
“
T
e
a
c
h
in
g
In
tro
d
u
c
to
ry
Eco
lo
g
y
w
it
h
P
r
o
b
lem
-
Ba
s
e
d
L
e
a
rn
in
g
,
”
Bu
ll
.
Eco
l.
S
o
c
.
A
m.
,
v
o
l.
9
9
,
n
o
.
1
,
p
p
.
1
3
7
–
1
5
0
,
2
0
1
8
.
[3
8
]
M
.
T
.
Bo
rh
a
n
,
“
P
ro
b
lem
Ba
s
e
d
Lea
rn
in
g
(P
BL
)
in
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
:
a
Re
v
iew
o
f
th
e
E
ff
e
c
t
o
f
P
b
l
o
n
P
re
-
S
e
rv
ice
T
e
a
c
h
e
rs’ Kn
o
w
led
g
e
a
n
d
S
k
il
ls,”
Eu
r.
J
.
E
d
u
c
.
S
c
i.
,
v
o
l.
0
1
,
n
o
.
0
1
,
p
p
.
7
6
–
8
7
,
2
0
1
4
.
[3
9
]
S
.
H.
W
e
ll
s,
P
.
J.
W
a
re
lo
w
,
a
n
d
K.
L
.
Ja
c
k
so
n
,
“
P
ro
b
lem
b
a
se
d
l
e
a
rn
in
g
(
P
BL
):
A
c
o
n
u
n
d
r
u
m
,
”
Co
n
tem
p
.
Nu
rs
e
,
v
o
l.
3
3
,
n
o
.
2
,
p
p
.
1
9
1
–
2
0
1
,
2
0
0
9
.
[4
0
]
A
.
J.
Ch
a
rlt
o
n
-
P
e
re
z
,
“
P
r
o
b
lem
-
Ba
se
d
L
e
a
rn
in
g
a
p
p
ro
a
c
h
e
s
in
m
e
teo
ro
lo
g
y
,
”
J
.
Ge
o
sc
i.
Ed
u
c
.
,
v
o
l.
6
1
,
n
o
.
1
,
p
p
.
12
–
1
9
,
2
0
1
3
.
[4
1
]
W
.
Warto
n
o
,
M
.
N.
Hu
d
h
a
,
a
n
d
J
.
R.
Ba
tl
o
l
o
n
a
,
“
Ho
w
a
re
th
e
p
h
y
sic
s
c
rit
ica
l
th
in
k
in
g
sk
il
ls
o
f
th
e
stu
d
e
n
ts
tau
g
h
t
b
y
u
sin
g
in
q
u
iry
-
d
isc
o
v
e
r
y
th
ro
u
g
h
e
m
p
ir
ica
l
a
n
d
th
e
o
re
th
ica
l
o
v
e
rv
ie
w
?
”
Eu
ra
sia
J
.
M
a
t
h
.
S
c
i.
T
e
c
h
n
o
l
.
Ed
u
c
.
,
v
o
l.
1
4
,
n
o
.
2
,
2
0
1
8
.
[4
2
]
N.
S
.
Ism
a
il
,
J.
H
a
ru
n
,
M
.
A
.
Z.
M
.
Zak
a
ria,
a
n
d
S
.
M
.
S
a
ll
e
h
,
“
T
h
e
e
ffe
c
t
o
f
M
o
b
il
e
p
r
o
b
lem
-
b
a
se
d
lea
rn
in
g
a
p
p
li
c
a
ti
o
n
Dic
S
c
ien
c
e
P
BL
o
n
st
u
d
e
n
ts’
c
rit
ica
l
th
i
n
k
in
g
,
”
T
h
in
k
.
S
k
i.
Cre
a
t.
,
v
o
l.
2
8
,
p
p
.
1
7
7
–
1
9
5
,
2
0
1
8
.
[4
3
]
M
.
S
a
h
i
n
,
“
T
h
e
im
p
a
c
t
o
f
p
ro
b
l
e
m
-
b
a
se
d
lea
rn
in
g
o
n
e
n
g
i
n
e
e
rin
g
stu
d
e
n
ts’
b
e
li
e
f
s
a
b
o
u
t
p
h
y
sic
s
a
n
d
c
o
n
c
e
p
tu
a
l
u
n
d
e
rsta
n
d
i
n
g
o
f
e
n
e
rg
y
a
n
d
m
o
m
e
n
tu
m
,
”
Eu
r.
J
.
En
g
.
E
d
u
c
.
,
v
o
l.
3
5
,
n
o
.
5
,
p
p
.
5
1
9
–
5
3
7
,
2
0
1
0
.
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