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ev
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ea
s
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s
t
h
at
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f
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c
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cu
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ic
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la.
So
m
e
o
f
t
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e
m
ar
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as
f
o
llo
w
s
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th
e
c
h
a
n
g
in
g
an
d
d
ev
elo
p
in
g
w
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r
ld
[
1
]
,
ad
v
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s
in
tech
n
o
lo
g
y
[
2
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,
[
3
]
d
if
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n
tiatio
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s
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cieta
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s
[
4
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s
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g
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[
5
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,
th
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m
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g
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n
ce
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f
n
e
w
in
f
o
r
m
atio
n
[
6
]
,
g
lo
b
aliza
tio
n
[
7
]
.
E
ac
h
o
f
t
h
ese
an
d
o
t
h
er
s
i
m
ilar
ca
u
s
e
s
h
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a
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f
f
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le
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ac
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eq
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ir
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m
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to
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ca
r
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o
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at
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latest
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s
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m
ad
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m
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lu
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w
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in
th
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s
1
9
9
2
,
2
0
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,
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0
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4
an
d
2
0
1
3
.
On
e
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c
u
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m
c
h
an
g
es
m
ad
e
in
T
u
r
k
e
y
i
s
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tu
d
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ts
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ab
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to
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ea
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d
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W
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n
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al
an
d
i
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ter
n
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al
test
r
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I
n
T
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i
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I
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ter
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Ma
th
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m
atics
a
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d
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St
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s
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(
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x
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m
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s
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v
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th
e
T
u
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k
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s
t
u
d
en
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d
is
p
la
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o
w
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a
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s
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to
Hig
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d
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ca
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x
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m
a
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d
Un
d
er
g
r
ad
u
ate
P
lace
m
e
n
t E
x
a
m
(
L
YS)
[
8
]
-
[
10
]
.
I
n
th
e
P
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SA e
x
a
m
h
eld
in
2
0
0
3
;
T
u
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k
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3
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r
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k
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4
4
am
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5
co
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tr
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I
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2252
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8822
S
cien
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Tea
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12
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a
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tated
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c
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e
s
tu
d
e
n
ts
,
w
h
o
ar
e
j
u
s
t
a
p
ar
t
o
f
s
y
s
te
m
co
m
p
o
n
e
n
ts
,
w
il
l
n
o
t
p
r
o
v
id
e
s
u
f
f
ic
ien
t
i
n
f
o
r
m
atio
n
an
d
co
n
tr
ib
u
tio
n
to
p
u
t
f
o
r
w
ar
d
p
r
ac
tical
an
d
q
u
alif
i
ed
s
o
lu
tio
n
s
.
Gi
v
en
t
h
at
ea
ch
d
i
m
e
n
s
io
n
o
f
t
h
e
ed
u
ca
tio
n
p
r
o
ce
s
s
h
as
an
i
m
p
o
r
tan
t
r
o
le
o
n
s
u
cc
es
s
an
d
f
ailu
r
e;
th
e
p
r
o
ce
s
s
s
h
o
u
ld
b
e
ev
alu
ated
to
g
eth
er
an
d
s
e
p
ar
ately
i
n
o
r
d
er
to
en
s
u
r
e
t
h
at
t
h
e
s
t
u
d
ies,
w
h
ic
h
ar
e
co
n
d
u
cted
o
r
w
i
ll
b
e
co
n
d
u
cted
,
g
i
v
e
g
e
n
er
al
r
es
u
lts
.
T
h
e
f
ac
to
r
d
is
c
u
s
s
ed
in
t
h
i
s
s
tu
d
y
i
s
t
h
e
o
p
i
n
io
n
o
f
th
e
teac
h
er
s
;
w
h
o
ar
e
o
n
e
o
f
t
h
e
i
m
p
o
r
tan
t
co
m
p
o
n
e
n
ts
an
d
p
r
ac
titi
o
n
er
s
o
f
t
h
e
lear
n
in
g
-
tea
c
h
in
g
p
r
o
ce
s
s
; a
b
o
u
t th
e
f
ail
u
r
e
in
t
h
e
s
cie
n
ce
ar
e
a.
Han
e
y
,
C
ze
r
n
ia
k
an
d
L
u
m
p
e
[
13
]
,
s
tated
th
at
th
e
v
ie
w
s
o
f
th
e
teac
h
er
s
ar
e
cr
u
cial
f
o
r
th
e
s
u
cc
es
s
o
f
cu
r
r
icu
la
a
n
d
i
m
p
o
r
tan
t
f
o
r
th
e
s
u
cc
e
s
s
o
f
t
h
e
v
ie
w
s
o
f
tea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
.
B
ec
au
s
e;
c
u
r
r
icu
l
a
ar
e
to
o
ls
p
r
ep
ar
ed
f
o
r
th
e
u
s
e
o
f
teac
h
er
s
b
e
f
o
r
e
an
y
o
n
e
o
r
an
y
th
in
g
.
T
h
er
ef
o
r
e,
to
w
h
at
e
x
ten
t
th
e
p
r
o
g
r
a
m
is
f
ea
s
ib
le
an
d
ef
f
ec
t
iv
e
is
as
s
o
ci
ated
w
it
h
th
e
p
er
ce
p
tio
n
o
f
th
e
teac
h
er
s
o
n
th
e
p
r
o
g
r
a
m
.
Ay
s
an
,
T
an
r
ıo
ğ
en
an
d
T
an
r
ıo
ğ
en
[
14
]
ar
g
u
i
n
g
t
h
at
s
tu
d
e
n
t
s
’
s
u
cc
es
s
i
s
i
n
f
l
u
en
ce
d
b
y
m
a
n
y
f
ac
to
r
s
;
s
tated
t
h
at
teac
h
er
s
'
b
e
h
av
io
r
h
av
e
a
s
ig
n
i
f
ica
n
t
i
m
p
ac
t
o
n
t
h
e
s
u
cc
es
s
o
r
f
ail
u
r
e.
Du
r
s
u
n
an
d
Ded
e
[
15
]
an
d
W
eiss
g
las
s
[
16
]
also
ar
g
u
ed
th
at
t
h
e
m
aj
o
r
f
ac
to
r
af
f
ec
t
in
g
lear
n
in
g
is
t
h
e
teac
h
er
.
T
h
e
ex
ten
t
to
w
h
ic
h
th
e
c
u
r
r
icu
la
a
r
e
i
m
p
le
m
e
n
ted
b
y
th
e
teac
h
er
s
;
w
h
o
ar
e
a
n
i
n
te
g
r
al
p
ar
t
o
f
t
h
e
ed
u
ca
tio
n
p
r
o
ce
s
s
i
n
t
h
is
r
esp
ec
t;
i
s
r
elat
ed
w
it
h
t
h
e
r
e
s
u
l
ts
o
b
tain
ed
.
B
u
m
e
n
,
C
a
k
ar
a
n
d
Yıld
ız
[
17
]
s
tated
in
t
h
eir
s
tu
d
y
th
at
th
e
teac
h
er
s
d
o
n
o
t
e
x
ac
tl
y
i
m
p
le
m
en
t
t
h
e
cu
r
r
icu
la
g
iv
e
n
to
th
e
m
a
n
d
th
e
y
g
o
f
o
r
ch
a
n
g
e
s
d
ep
en
d
in
g
o
n
t
h
eir
ch
o
ice
s
an
d
t
h
e
s
it
u
atio
n
in
t
h
e
class
r
o
o
m
.
Ya
m
ag
u
c
h
i
[
18
]
s
tated
th
at
s
c
ien
ce
teac
h
er
s
h
av
e
to
f
ac
e
th
e
e
f
f
ec
ts
o
f
b
o
th
th
e
c
h
an
g
es
i
n
cu
r
r
icu
la
an
d
ta
u
g
h
t
co
n
te
n
t
a
n
d
also
th
e
ac
cu
s
a
tio
n
s
r
elate
d
w
it
h
th
e
d
if
f
er
en
ce
s
a
m
o
n
g
s
tu
d
en
t
s
.
C
r
a
w
le
y
an
d
Salv
er
[
19
]
ar
g
u
i
n
g
t
h
at
th
is
i
s
r
elate
d
w
it
h
th
e
n
a
t
u
r
e
o
f
th
e
p
r
o
f
es
s
io
n
;
s
tated
th
at
th
e
teac
h
er
s
n
ee
d
o
r
ien
tatio
n
p
r
o
ce
s
s
to
ad
o
p
t a
n
d
u
s
e
th
e
c
h
an
g
es i
n
c
u
r
r
icu
la.
I
n
th
e
last
t
w
o
s
cie
n
ce
p
r
o
g
r
a
m
s
(
2
0
0
4
an
d
2
0
1
3
)
,
w
h
er
e
th
e
teac
h
er
s
w
er
e
g
i
v
e
n
a
g
u
i
d
in
g
r
o
le;
w
h
e
n
th
e
b
as
ic
attit
u
d
es
tar
g
e
ted
to
b
e
ac
q
u
ir
ed
b
y
th
e
s
t
u
d
en
ts
ar
e
r
ev
ie
w
ed
,
it
is
s
ee
n
t
h
at
t
h
e
v
i
s
io
n
is
to
m
ak
e
t
h
e
m
g
a
in
“
s
cie
n
ce
li
ter
ac
y
”
[
20
]
,
[
21
]
.
Dep
en
d
in
g
o
n
th
is
v
is
io
n
;
it
is
tar
g
eted
t
h
at
t
h
e
s
tu
d
e
n
ts
b
ec
o
m
e
s
cien
ce
liter
ate
in
d
i
v
id
u
al
s
wh
o
i
n
q
u
ir
e,
g
i
v
e
e
f
f
ec
tiv
e
d
ec
is
io
n
s
,
s
o
l
v
e
p
r
o
b
le
m
s
,
w
h
o
ar
e
s
el
f
-
co
n
f
id
en
t
,
o
p
en
to
co
m
m
u
n
ica
tio
n
,
w
h
o
ca
n
co
m
m
u
n
icate
e
f
f
ec
ti
v
el
y
,
w
h
o
lear
n
li
f
elo
n
g
w
it
h
s
u
s
tai
n
ab
le
d
ev
elo
p
m
e
n
t
a
w
ar
e
n
ess
;
an
d
th
e
y
ar
e
e
x
p
ec
ted
to
h
av
e
an
in
s
ig
h
t
ab
o
u
t
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
c
ien
ce
an
d
tech
n
o
lo
g
y
-
s
o
ciet
y
e
n
v
ir
o
n
m
en
t
a
n
d
to
h
av
e
p
s
y
c
h
o
m
o
to
r
s
k
il
ls
.
T
h
e
in
d
i
v
id
u
al
s
w
it
h
th
i
s
s
k
i
ll
ar
e
ex
p
ec
ted
to
u
s
e
s
cien
t
if
ic
p
r
o
ce
s
s
s
k
il
ls
e
f
f
ec
t
iv
el
y
.
A
l
s
o
th
e
m
ain
ai
m
o
f
t
h
e
2
0
1
6
P
r
o
j
ec
t,
w
h
ic
h
f
o
r
m
s
t
h
e
b
asic
s
o
f
t
h
e
Am
er
ica
n
ed
u
ca
tio
n
s
y
s
te
m
f
o
r
ap
p
r
o
x
i
m
atel
y
3
0
y
ea
r
s
,
is
t
h
e
s
cie
n
ce
liter
ac
y
o
f
t
h
e
s
t
u
d
en
t
s
[
22
]
.
T
h
ese
ai
m
s
o
f
th
e
last
t
w
o
p
r
o
g
r
a
m
s
in
T
u
r
k
e
y
co
m
p
r
o
m
is
e
w
it
h
T
h
e
Oh
io
C
o
m
p
eten
c
y
B
ased
Scien
ce
Mo
d
el
th
a
t
is
d
ev
elo
p
ed
o
n
th
e
b
asis
o
f
T
h
e
Natio
n
al
Scien
ce
E
d
u
ca
tio
n
Sta
n
d
ar
d
s
in
Oh
io
in
U
n
ited
States
o
f
Am
er
ica
i
n
1
9
9
4
.
T
h
is
m
o
d
el
h
a
s
b
ee
n
estab
li
s
h
ed
o
n
f
o
u
r
m
ain
c
o
m
p
o
n
en
t
s
:
a)
Scie
n
ti
f
ic
r
e
s
e
ar
ch
,
b
)
s
cien
t
if
ic
k
n
o
w
led
g
e,
a
n
d
c)
th
e
co
n
d
iti
o
n
s
o
f
lear
n
in
g
s
cie
n
ce
a
n
d
c)
ap
p
licatio
n
s
f
o
r
s
cie
n
ce
lear
n
i
n
g
.
T
h
e
ad
ap
tatio
n
s
o
f
th
ese
co
m
p
o
n
e
n
t
s
to
th
e
s
cien
ce
an
d
tec
h
n
o
lo
g
y
p
r
o
g
r
a
m
s
,
w
h
ic
h
ar
e
s
till
in
f
o
r
ce
in
T
u
r
k
e
y
,
ar
e
p
r
esen
ted
in
Fi
g
u
r
e
1
.
T
h
is
m
o
d
el
ca
n
b
e
co
n
s
id
er
ed
as
es
s
en
t
ial
co
m
p
o
n
e
n
t
s
o
f
S
cien
ce
a
n
d
T
ec
h
n
o
lo
g
y
P
r
o
g
r
a
m
w
h
ic
h
w
a
s
en
ac
ted
i
n
2
0
0
5
an
d
Scien
ce
P
r
o
g
r
a
m
,
w
h
ich
w
a
s
e
n
ac
ted
in
2
0
1
3
[
20
]
,
[
21
]
.
U
n
d
er
th
e
Scie
n
ti
f
ic
R
esear
ch
;
w
h
ic
h
is
th
e
f
ir
s
t
c
o
m
p
o
n
en
t
o
f
t
h
is
m
o
d
el,
th
er
e
ar
e
“
p
r
o
ce
s
s
s
k
ills
”
an
d
“m
en
tal
h
ab
it
s
”.
W
h
en
th
e
s
co
p
e
o
f
t
h
e
co
n
te
n
t
e
m
p
h
asized
in
t
h
e
ed
u
ca
tio
n
p
r
o
ce
s
s
an
d
s
cie
n
ce
p
r
o
g
r
a
m
s
ar
e
r
e
v
ie
w
ed
;
i
t
i
s
clea
r
l
y
s
ee
n
t
h
at
t
h
e
s
cie
n
ti
f
ic
p
r
o
ce
s
s
s
k
ill
s
ar
e
in
te
n
s
e
l
y
e
m
p
h
a
s
ized
an
d
th
e
m
ai
n
ap
p
r
o
ac
h
o
f
th
e
s
tu
d
y
is
to
p
r
o
v
id
e
th
e
s
tu
d
en
t
s
th
e
s
e
s
k
i
lls
[
23
]
.
T
h
e
s
ec
o
n
d
d
im
e
n
s
io
n
o
f
th
e
m
o
d
el
is
th
e
"
s
cien
t
i
f
ic
in
f
o
r
m
at
io
n
.
I
n
th
is
m
o
d
el;
d
is
cip
li
n
es
th
a
t
f
o
r
m
t
h
e
b
asi
s
o
f
th
e
s
cie
n
ce
an
d
th
e
d
i
m
e
n
s
io
n
s
o
f
th
e
i
n
f
o
r
m
atio
n
in
t
h
e
s
e
d
is
cip
lin
es
ar
e
d
is
c
u
s
s
ed
.
T
h
e
th
ir
d
d
i
m
e
n
s
io
n
i
s
all
ab
o
u
t
“
th
e
co
n
d
itio
n
s
o
f
s
cie
n
ce
l
ea
r
n
in
g
”.
D
if
f
er
en
t
ap
p
r
o
ac
h
es,
m
et
h
o
d
,
tech
n
iq
u
e
etc.
in
f
o
r
m
a
tio
n
t
h
at
ca
n
b
e
u
s
ed
in
s
cie
n
ce
lear
n
i
n
g
a
n
d
t
ea
ch
in
g
h
av
e
b
e
en
co
v
er
ed
in
t
h
is
d
i
m
en
s
io
n
.
T
h
e
f
i
n
al
co
m
p
o
n
e
n
t
o
f
t
h
e
m
o
d
el
is
“
ap
p
licatio
n
s
f
o
r
s
cie
n
ce
lear
n
in
g
;”
a
n
d
th
is
co
m
p
o
n
e
n
t
co
v
er
s
t
h
e
i
n
f
o
r
m
atio
n
ab
o
u
t
f
o
r
w
h
ic
h
p
u
r
p
o
s
e
s
th
e
s
t
u
d
en
ts
w
ill
u
s
e
t
h
e
i
n
f
o
r
m
at
io
n
t
h
e
y
lear
n
w
it
h
i
n
t
h
e
s
co
p
e
o
f
th
i
s
co
u
r
s
e
[
13
]
.
A
cc
o
r
d
in
g
to
t
h
i
s
m
o
d
el,
t
h
er
e
s
h
o
u
ld
b
e
a
ce
r
tai
n
co
n
te
n
t
t
o
p
r
o
v
id
e
s
p
ec
if
ic
s
k
i
lls
to
th
e
s
t
u
d
en
ts
.
As
s
ee
n
i
n
th
e
m
o
d
el;
a
s
cie
n
tif
ic
co
n
te
n
t
s
h
o
u
ld
b
e
p
r
esen
ted
in
o
r
d
er
to
g
ain
s
cien
ti
f
ic
p
r
o
ce
s
s
s
k
ills
an
d
o
th
er
m
e
n
tal
s
k
ills
.
Scien
ce
p
r
o
g
r
a
m
s
t
h
at
ar
e
s
till
i
n
f
o
r
ce
in
T
u
r
k
e
y
i
n
th
is
r
e
g
ar
d
ar
e
co
n
s
is
ten
t
w
it
h
O
h
io
Sk
ill
-
B
ased
Scie
n
ce
Mo
d
el.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
1
8
–
1
2
7
120
Fig
u
r
e
1
.
C
o
m
p
o
n
e
n
ts
o
f
s
cie
n
ti
f
ic
p
r
o
ce
s
s
b
ased
s
cien
ce
le
s
s
o
n
m
o
d
el
T
h
e
th
ir
d
d
i
m
en
s
io
n
o
f
th
e
m
o
d
el
i
s
s
cie
n
ce
lear
n
in
g
co
n
d
itio
n
s
an
d
it
s
ee
k
s
th
e
a
n
s
w
er
to
t
h
e
q
u
esti
o
n
o
f
h
o
w
t
h
e
s
t
u
d
en
t
s
w
il
l
b
e
m
ad
e
to
ac
q
u
ir
e
th
ese
s
k
ill
s
an
d
co
n
ten
t.
T
h
e
ap
p
r
o
ac
h
es
an
d
s
tu
d
ie
s
tak
en
as
b
asis
f
o
r
s
t
u
d
en
t
s
’
le
ar
n
in
g
t
h
e
s
e
s
k
il
ls
m
atc
h
w
it
h
t
h
e
co
n
te
m
p
o
r
ar
y
p
r
ac
tices
in
t
h
eo
r
y
.
T
h
e
last
ele
m
e
n
t
o
f
th
e
m
o
d
el
is
r
ela
te
d
w
it
h
h
o
w
an
d
w
h
er
e
t
h
e
s
t
u
d
en
ts
u
s
e
th
e
s
k
il
ls
t
h
e
y
g
ain
e
d
.
T
h
is
ele
m
e
n
t
o
f
s
cien
ce
p
r
o
g
r
a
m
s
is
co
m
p
at
ib
le
w
it
h
t
h
e
cu
r
r
en
t l
iter
atu
r
e
a
n
d
cu
r
r
icu
la
o
f
t
h
e
d
ev
elo
p
ed
co
u
n
tr
ies.
I
n
s
u
c
h
ed
u
ca
tio
n
al
r
ef
o
r
m
s
;
teac
h
er
s
p
la
y
a
n
i
m
p
o
r
tan
t
r
o
le
to
ac
h
ie
v
e
t
h
e
d
esire
d
g
o
als
a
n
d
o
p
in
io
n
s
o
f
th
e
s
e
teac
h
er
s
ab
o
u
t
r
ef
o
r
m
s
ar
e
th
e
m
o
s
t
i
m
p
o
r
tan
t
s
o
u
r
ce
s
o
f
in
f
o
r
m
atio
n
ab
o
u
t
th
e
p
r
o
g
r
am
s
[
24
]
.
T
h
e
ai
m
o
f
t
h
i
s
s
tu
d
y
i
s
to
d
eter
m
i
n
e
t
h
e
v
ie
w
s
o
f
tea
ch
er
s
ab
o
u
t
s
cie
n
ce
a
n
d
tec
h
n
o
lo
g
y
t
h
e
y
ap
p
lied
an
d
s
cien
ce
c
u
r
r
icu
la
a
n
d
to
an
al
y
ze
t
h
eir
v
ie
w
s
a
s
p
er
Oh
io
P
r
o
f
icien
c
y
-
B
ased
Scien
ce
M
o
d
el
co
m
p
o
n
en
ts
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
th
is
s
tu
d
y
;
f
o
r
th
e
p
u
r
p
o
s
e
o
f
o
b
tain
i
n
g
in
-
d
ep
th
d
esc
r
ip
tio
n
f
r
o
m
teac
h
er
s
th
r
o
u
g
h
a
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
,
a
q
u
alit
ativ
e
r
esear
ch
m
et
h
o
d
h
as
b
e
en
u
s
ed
.
Sin
ce
t
h
e
f
o
cu
s
is
o
n
th
e
ap
p
licatio
n
s
ai
m
ed
at
s
cien
ce
p
r
o
g
r
a
m
s
o
f
th
e
teac
h
er
s
i
n
th
e
d
ata
ac
q
u
is
itio
n
p
r
o
ce
s
s
,
s
tu
d
y
i
s
in
cl
u
d
e
d
in
s
co
p
e
o
f
ca
s
e
s
tu
d
y
.
A
l
s
o
s
in
ce
s
i
n
g
le
u
n
it
o
f
an
al
y
s
is
h
as
b
ee
n
d
is
c
u
s
s
e
d
in
an
in
te
g
r
ated
w
a
y
f
o
r
th
e
ir
o
p
in
io
n
s
t
ea
ch
er
s
in
tr
o
d
u
ce
d
ab
o
u
t p
r
o
g
r
a
m
ap
p
licatio
n
s
,
i
n
te
g
r
ativ
e
s
in
g
le
ca
s
e
p
atter
n
h
a
s
b
ee
n
u
s
ed
[
25
]
.
2
.
1
.
Sa
m
ple
Sa
m
p
le
o
f
t
h
e
s
t
u
d
y
is
f
o
r
m
e
d
b
y
8
9
teac
h
er
s
w
h
o
w
o
r
k
at
s
tate
a
n
d
p
r
iv
ate
p
r
i
m
ar
y
a
n
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
an
d
co
n
d
u
ct
s
cie
n
ce
class
es.
4
2
o
f
th
e
teac
h
er
s
ar
e
f
e
m
ale
s
an
d
4
7
o
f
th
e
m
ar
e
m
ales.
I
t
h
a
s
b
ee
n
s
tated
th
at
a
m
o
n
g
f
e
m
ale
a
n
d
m
ale
teac
h
er
s
,
t
h
e
r
atio
o
f
t
h
e
o
n
es
w
o
r
k
at
p
r
i
m
ar
y
s
ch
o
o
ls
is
5
0
%,
w
h
er
ea
s
th
e
r
atio
o
f
f
e
m
ale
teac
h
er
s
w
o
r
k
at
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
is
4
0
%,
m
ale
teac
h
er
s
is
6
0
%.
Nu
m
b
er
o
f
f
o
r
m
teac
h
er
s
w
h
o
p
ar
ticip
ated
in
t
h
e
s
t
u
d
y
at
p
r
i
m
ar
y
s
c
h
o
o
l
s
t
ag
e
is
3
4
,
at
s
ec
o
n
d
ar
y
s
ta
g
e
it
is
5
5
.
I
t
h
as
b
ee
n
in
d
icate
d
th
at
s
e
n
io
r
it
y
o
f
th
e
teac
h
er
s
is
o
n
av
er
a
g
e
1
4
y
e
ar
s
an
d
th
e
r
an
g
e
v
al
u
e
o
f
th
e
ir
s
en
io
r
ities
is
3
7
.
Sen
io
r
it
y
o
f
th
e
teac
h
er
s
w
o
r
k
at
p
r
i
m
ar
y
s
ch
o
o
ls
is
ap
p
r
o
x
i
m
atel
y
1
5
y
ea
r
s
,
w
h
er
ea
s
t
h
is
n
u
m
b
er
f
o
r
teac
h
er
s
w
o
r
k
at
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
is
1
2
,
3
.
T
h
e
s
tag
es
o
f
ed
u
ca
tio
n
in
T
u
r
k
e
y
ar
e:
p
r
e
-
s
ch
o
o
l,
p
r
i
m
ar
y
s
c
h
o
o
l,
s
ec
o
n
d
ar
y
s
c
h
o
o
l,
h
ig
h
s
c
h
o
o
l
an
d
h
i
g
h
er
ed
u
ca
tio
n
.
Am
o
n
g
th
ese;
p
r
i
m
ar
y
s
c
h
o
o
l,
s
ec
o
n
d
ar
y
s
ch
o
o
l
an
d
h
i
g
h
s
c
h
o
o
l
(
b
ef
o
r
e
1
9
9
7
it
w
as
5
;
b
et
w
ee
n
1
9
9
7
-
2
0
1
2
8
,
2
0
1
2
an
d
af
ter
it
is
1
2
y
ea
r
s
)
ar
e
co
m
p
u
ls
o
r
y
ed
u
ca
tio
n
.
I
n
o
r
d
er
to
g
en
er
alize
p
r
e
-
s
ch
o
o
l
ed
u
ca
tio
n
a
n
d
m
ak
e
i
t
co
m
p
u
ls
o
r
y
,
w
h
at
is
ai
m
ed
is
to
in
cr
ea
s
e
th
e
n
u
m
b
er
o
f
th
e
teac
h
er
s
an
d
i
m
p
r
o
v
e
t
h
e
p
h
y
s
ical
p
o
s
s
ib
il
ities
[
26
]
.
T
r
an
s
itio
n
to
s
ec
o
n
d
ar
y
a
n
d
h
i
g
h
er
ed
u
ca
tio
n
i
s
ca
r
r
ied
o
u
t
th
r
o
u
g
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
S
cien
ce
Tea
c
h
ers
'
Op
in
io
n
s
o
n
A
p
p
lica
tio
n
o
f Co
mp
eten
cy
B
a
s
ed
S
cien
ce
Mo
d
el
.
.
.
.
(
S
u
le
yma
n
Ya
ma
n
)
121
ce
n
tr
alize
d
ex
a
m
s
.
Mo
s
t
o
f
t
h
e
teac
h
er
s
f
o
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m
i
n
g
t
h
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s
a
m
p
le
o
f
th
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s
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u
d
y
ar
e
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r
ad
u
ates
o
f
f
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u
r
-
y
ea
r
f
ac
u
l
ties
,
w
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ea
s
s
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m
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o
f
t
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ac
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s
w
it
h
h
i
g
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er
s
e
n
io
r
it
y
ar
e
g
r
ad
u
ates
o
f
teac
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er
’
s
tr
ai
n
i
n
g
s
c
h
o
o
ls
w
it
h
t
h
r
ee
-
y
ea
r
ed
u
ca
tio
n
o
r
g
r
ad
u
ates o
f
co
lleg
es
w
it
h
t
w
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ca
t
io
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.
1
-
4
th
g
r
ad
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o
f
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p
u
ls
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e
d
u
ca
tio
n
ap
p
l
y
to
p
r
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m
ar
y
s
c
h
o
o
ls
,
5
-
8
t
h
g
r
ad
es
ap
p
l
y
to
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
9
-
1
2
g
r
ad
es
ap
p
ly
t
o
h
ig
h
s
c
h
o
o
ls
.
T
h
e
ed
u
ca
tio
n
s
in
p
r
i
m
ar
y
s
c
h
o
o
ls
ar
e
p
er
f
o
r
m
ed
b
y
f
o
r
m
teac
h
er
s
,
s
ec
o
n
d
ar
y
an
d
h
i
g
h
s
ch
o
o
l
ed
u
ca
tio
n
s
ar
e
p
er
f
o
r
m
ed
b
y
f
ield
teac
h
er
s
.
I
n
T
u
r
k
e
y
,
f
o
r
m
a
n
d
f
ield
teac
h
er
s
s
t
u
d
y
co
n
s
id
er
ab
l
y
in
th
e
Fac
u
lt
y
o
f
E
d
u
ca
tio
n
.
T
h
er
e
ar
e
,
f
o
r
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
4
y
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r
s
,
f
o
r
h
i
g
h
s
c
h
o
o
l
teac
h
er
s
4
an
d
5
y
ea
r
s
o
f
ed
u
ca
tio
n
p
r
o
ce
s
s
es.
Fo
r
s
ec
o
n
d
ar
y
teac
h
er
s
s
in
ce
2
0
1
0
,
th
er
e
is
p
ed
ag
o
g
ical
f
o
r
m
atio
n
ed
u
ca
tio
n
.
A
p
p
lican
ts
w
i
th
th
i
s
ce
r
ti
f
icate
a
n
d
all
o
th
er
teac
h
er
ap
p
l
ican
ts
’
ass
i
g
n
m
en
t
s
ar
e
th
r
o
u
g
h
P
u
b
lic
P
er
s
o
n
n
el
Select
io
n
E
x
a
m
i
n
atio
n
.
2
.
2
.
Da
t
a
Co
llect
io
n T
o
o
l
Op
in
io
n
s
o
f
t
h
e
teac
h
er
s
ab
o
u
t
s
c
ien
ce
a
n
d
tec
h
n
o
lo
g
y
a
n
d
p
h
y
s
ica
l
s
cie
n
ce
s
h
a
v
e
b
ee
n
co
llected
th
r
o
u
g
h
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
f
o
r
m
s
.
T
h
is
f
o
r
m
is
co
n
s
i
s
ts
o
f
t
w
o
p
ar
ts
.
T
h
e
f
ir
s
t
p
ar
t
is
th
e
f
ac
tu
al
q
u
esti
o
n
s
ad
d
r
ess
ed
to
id
en
ti
f
y
t
h
e
d
e
m
o
g
r
ap
h
ic
f
ea
tu
r
es
o
f
t
h
e
teac
h
er
s
;
s
ec
o
n
d
p
ar
t
is
t
h
e
o
p
en
en
d
ed
q
u
esti
o
n
s
ad
d
r
ess
ed
to
id
en
t
if
y
t
h
e
s
cie
n
ce
class
ap
p
licatio
n
s
.
Qu
e
s
tio
n
s
in
cl
u
d
ed
in
th
e
f
ir
s
t
p
ar
t
ar
e
co
m
p
o
s
ed
o
f
in
d
ep
en
d
e
n
t
v
ar
i
ab
les
s
u
c
h
as
s
ex
,
s
e
n
io
r
it
y
,
s
c
h
o
o
ls
th
e
y
ar
e
g
r
ad
u
ated
f
r
o
m
w
h
ich
m
ig
h
t
h
av
e
in
f
lu
e
n
ce
s
o
n
t
h
eir
P
r
o
f
ess
io
n
al
o
p
in
io
n
s
.
T
h
e
s
ec
o
n
d
p
ar
t
h
as
b
ee
n
p
r
ep
ar
ed
b
y
ta
k
i
n
g
H
an
e
y
,
C
ze
r
n
ia
k
a
n
d
L
u
m
p
e
’
s
[
13
]
s
tu
d
ie
s
w
h
ich
an
al
y
ze
th
e
Oh
io
C
o
m
p
ete
n
c
y
B
ased
Sc
ien
ce
Mo
d
el
e
s
tab
lis
h
ed
b
y
O
h
io
E
d
u
ca
tio
n
Dep
ar
t
m
e
n
t
a
n
d
r
ea
r
r
an
g
e
t
h
is
m
o
d
el
ac
co
r
d
in
g
to
f
o
u
r
b
asic
asp
ec
t
s
as
a
r
e
f
er
en
ce
.
C
o
n
te
n
t
s
o
f
th
e
s
cie
n
ce
s
p
r
o
g
r
a
m
s
p
r
ep
ar
ed
b
y
T
u
r
k
i
s
h
E
d
u
ca
tio
n
B
o
ar
d
o
f
Min
is
tr
y
o
f
E
d
u
ca
t
io
n
i
n
2
0
0
4
an
d
2
0
1
3
h
av
e
b
ee
n
an
al
y
ze
d
t
h
r
o
u
g
h
co
n
ten
t
an
al
y
s
i
s
ac
co
r
d
in
g
to
th
is
m
o
d
el’
s
co
m
p
o
n
e
n
t
s
an
d
co
d
es
an
d
th
e
m
e
s
u
n
d
er
ea
ch
asp
ec
t h
a
v
e
b
ee
n
r
ev
ea
le
d
.
I
n
t
h
is
m
o
d
el;
f
o
u
r
asp
ec
t
s
o
f
s
cien
ce
in
c
lu
d
i
n
g
s
cie
n
ti
f
ic
r
e
s
ea
r
ch
,
s
cien
t
if
ic
k
n
o
w
led
g
e,
co
n
d
itio
n
s
o
f
a
s
cien
ce
tea
c
h
er
an
d
ap
p
licatio
n
s
to
lear
n
s
c
ien
ce
ar
e
c
o
v
er
ed
.
Qu
esti
o
n
s
h
a
v
e
b
ee
n
p
r
ep
ar
e
d
to
ad
d
r
ess
th
e
ele
m
en
ts
i
n
t
h
e
f
o
u
r
asp
e
cts
o
f
t
h
is
m
o
d
el.
T
h
ese
q
u
es
tio
n
s
ad
d
r
ess
t
h
e
p
u
r
p
o
s
e
o
f
s
cien
ce
s
,
s
cie
n
ti
f
ic
p
r
o
ce
s
s
s
k
ills
,
n
ec
e
s
s
ar
y
s
k
i
ll
s
a
n
d
co
n
d
itio
n
s
to
lear
n
s
cie
n
ce
s
,
p
o
s
it
iv
e
an
d
n
e
g
ati
v
e
a
s
p
ec
ts
f
ac
ed
d
u
r
i
n
g
s
cien
ce
ap
p
licatio
n
s
.
I
n
o
r
d
er
to
d
ec
id
e
w
h
e
th
er
t
h
e
q
u
esti
o
n
s
p
r
ep
ar
ed
as
5
q
u
esti
o
n
s
h
a
v
e
co
n
ten
t
v
alid
it
y
,
v
ie
w
s
o
f
t
h
r
ee
d
o
m
ai
n
ex
p
er
ts
h
a
v
e
b
ee
n
tak
e
n
a
n
d
n
ec
e
s
s
ar
y
co
r
r
ec
tio
n
s
h
a
v
e
b
ee
n
m
ad
e
b
ased
o
n
t
h
e
s
u
g
g
e
s
tio
n
s
a
n
d
in
ter
v
ie
w
f
o
r
m
h
a
s
b
ee
n
f
i
n
alize
d
ac
co
r
d
in
g
l
y
.
I
n
ac
co
r
d
an
ce
w
i
th
t
h
e
s
u
g
g
e
s
tio
n
s
o
f
t
h
e
ex
p
er
ts
,
3
0
m
i
n
u
tes
g
iv
e
n
to
t
h
e
teac
h
er
s
to
a
n
s
w
er
i
n
w
r
itt
en
t
h
e
s
ix
q
u
e
s
tio
n
s
p
r
ep
ar
ed
o
n
f
o
u
r
asp
ec
t
s
a
n
d
in
ter
v
ie
w
s
h
av
e
b
ee
n
r
ec
o
r
d
ed
in
w
r
itte
n
f
o
r
m
a
t
w
it
h
th
e
co
n
s
en
t o
f
th
e
teac
h
er
s
.
2
.
3
.
Ana
ly
s
is
o
f
t
he
Da
t
a
Data
co
llected
th
r
o
u
g
h
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
s
f
r
o
m
8
3
teac
h
er
s
w
h
o
w
o
r
k
at
p
r
i
m
ar
y
an
d
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
h
a
v
e
b
ee
n
an
al
y
ze
d
w
i
th
co
n
ten
t
a
n
al
y
s
i
s
m
et
h
o
d
[
27
]
.
T
h
en
,
v
ie
w
s
o
f
th
e
tea
ch
er
s
h
a
v
e
b
ee
n
co
d
ed
in
ac
co
r
d
an
ce
w
i
th
t
h
e
in
f
o
r
m
a
tio
n
r
elate
d
to
th
e
d
i
m
e
n
s
io
n
s
in
cl
u
d
ed
in
t
h
e
m
o
d
el
an
d
th
e
s
e
co
d
es
h
av
e
b
ee
n
cla
s
s
i
f
ied
ac
co
r
d
in
g
to
‘
’
r
esear
ch
,
k
n
o
w
le
d
g
e,
co
n
d
itio
n
s
a
n
d
ap
p
licatio
n
s
’
’
th
e
m
e
s
,
w
h
ic
h
ar
e
th
e
f
o
u
r
m
ai
n
co
m
p
o
n
en
t
s
.
T
h
e
r
ea
s
o
n
to
u
s
e
s
u
c
h
k
i
n
d
o
f
class
i
f
icatio
n
is
r
ed
u
ci
n
g
t
h
e
u
n
its
w
h
en
p
er
f
o
r
m
in
g
co
n
te
n
t a
n
al
y
s
is
will c
o
n
tr
ib
u
te
to
th
e
r
ele
v
a
n
ce
o
f
th
e
r
es
u
lts
[
28
]
.
C
o
n
te
n
t
an
al
y
s
is
h
a
s
b
ee
n
u
s
ed
w
h
ile
f
o
r
m
i
n
g
a
m
aster
k
e
y
f
o
r
th
e
d
ata
o
f
th
e
r
esear
ch
.
Fo
r
th
e
co
n
ten
t a
n
al
y
s
is
;
s
ta
g
es
s
u
c
h
a
s
f
o
r
m
in
g
a
f
r
a
m
e;
p
r
o
ce
s
s
i
n
g
th
e
d
ata
ac
co
r
d
in
g
to
t
h
e
m
a
tic
f
r
a
m
e,
id
en
ti
f
y
i
n
g
an
d
in
ter
p
r
etin
g
th
e
f
i
n
d
i
n
g
s
h
av
e
b
ee
n
ca
r
r
ied
o
u
t.
A
f
ter
r
esear
ch
d
ata
h
av
e
b
ee
n
co
d
ed
in
d
ep
en
d
en
tl
y
b
y
t
w
o
r
esear
ch
er
s
,
co
d
e
an
d
th
em
e
lis
t
h
a
v
e
b
ee
n
f
i
n
alize
d
.
Af
ter
th
i
s
s
ta
g
e,
d
ata
h
av
e
b
ee
n
an
al
y
ze
d
b
y
t
w
o
r
esear
ch
er
s
i
n
d
ep
en
d
en
tl
y
f
r
o
m
ea
c
h
o
th
er
ac
co
r
d
in
g
to
co
d
e
an
d
th
e
m
e
li
s
t.
C
ases
w
h
er
e
r
esear
ch
er
s
u
s
e
t
h
e
s
a
m
e
co
d
e
f
o
r
t
h
e
ex
p
la
n
atio
n
s
o
f
t
h
e
teac
h
er
s
ar
e
ac
ce
p
ted
as a
g
r
ee
m
en
t; c
ase
s
w
h
er
e
t
h
e
y
u
s
e
d
if
f
er
e
n
t c
o
d
e
ar
e
ac
ce
p
ted
as
d
is
s
en
t.
C
o
d
i
n
g
h
as
b
ee
n
p
er
f
o
r
m
ed
th
r
o
u
g
h
t
h
e
v
ie
w
o
f
t
h
e
o
th
er
r
ese
ar
ch
er
in
s
it
u
atio
n
s
w
h
er
e
o
n
e
r
esear
ch
er
is
i
n
a
c
o
n
tr
ac
tio
n
.
R
eliab
il
it
y
o
f
th
e
d
ata
an
al
y
s
is
b
y
th
i
s
w
a
y
;
h
a
v
e
b
ee
n
ca
lcu
lated
b
y
u
s
i
n
g
t
h
e
[
Ag
r
ee
m
e
n
t
/
(
Ag
r
e
e
m
en
t
+
Dis
s
en
t)
x
1
0
0
]
f
o
r
m
u
la
[
29
]
.
C
o
n
s
is
te
n
c
y
le
v
el
a
m
o
n
g
t
h
e
co
d
er
s
h
a
s
b
ee
n
o
b
s
er
v
ed
as 8
7
%.
3.
RE
SU
L
T
S
I
n
th
i
s
s
ec
tio
n
,
co
n
te
n
t
a
n
al
y
s
is
r
esu
lt
s
o
f
t
h
e
an
s
w
er
s
r
ec
eiv
ed
f
r
o
m
teac
h
er
s
ac
co
r
d
in
g
t
o
s
cien
ce
p
r
o
g
r
am
co
m
p
o
n
en
ts
i
n
T
u
r
k
e
y
ar
e
in
cl
u
d
ed
.
Fo
u
r
co
m
p
o
n
e
n
ts
o
f
th
e
p
r
o
g
r
a
m
(
s
cie
n
ti
f
ic
r
esear
ch
,
s
cie
n
ti
f
ic
k
n
o
w
led
g
e,
co
n
d
itio
n
s
o
f
lear
n
in
g
s
cie
n
ce
,
an
d
ap
p
licatio
n
s
f
o
r
lear
n
i
n
g
s
c
ien
ce
)
a
n
d
t
w
o
s
u
b
-
d
i
m
e
n
s
io
n
s
o
f
s
cien
t
if
ic
r
esear
c
h
f
r
o
m
th
e
s
e
co
m
p
o
n
e
n
t
s
(
s
cien
t
if
ic
p
r
o
ce
s
s
s
k
ill
s
an
d
m
in
d
h
ab
it)
h
a
v
e
b
ee
n
s
tu
d
ied
as
s
u
b
titl
e
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
1
8
–
1
2
7
122
3
.
1
.
Scient
if
ic
re
s
ea
rc
h c
o
m
po
ne
nt
Fo
r
th
e
d
ata
co
llec
ted
f
o
r
t
h
i
s
co
m
p
o
n
e
n
t,
s
ep
ar
ate
co
n
te
n
t
an
al
y
s
is
h
as
b
ee
n
ca
r
r
ied
o
u
t
f
o
r
t
w
o
d
if
f
er
e
n
t
a
s
p
ec
ts
.
T
h
e
m
ai
n
q
u
esti
o
n
in
th
is
m
o
d
u
le
is
:
“w
h
i
ch
s
c
ien
t
if
ic
s
k
ill
s
o
f
t
h
e
s
tu
d
en
ts
w
ill
i
m
p
r
o
v
e?
”
R
elate
d
to
th
is
q
u
esti
o
n
,
e
m
p
h
asis
is
p
u
t o
n
t
w
o
m
a
in
f
ea
t
u
r
es: a)
Scien
ti
f
ic
p
r
o
ce
s
s
s
k
il
ls
,
b
)
Min
d
h
ab
its
.
a)
Scient
if
ic
pro
ce
s
s
s
kil
ls
:
W
it
h
th
e
ap
p
licatio
n
o
f
s
cie
n
ce
tech
n
o
lo
g
y
an
d
s
cie
n
ce
s
w
ill
i
m
p
r
o
v
e
w
h
ic
h
s
cien
t
if
ic
p
r
o
ce
s
s
s
k
il
ls
i
n
s
t
u
d
en
ts
?
T
ab
le
1
p
r
esen
ts
th
e
r
esu
lt
d
e
s
cr
ip
tiv
e
an
al
y
s
is
r
esu
l
t.
I
t
h
as
b
ee
n
o
b
s
er
v
ed
th
at,
as
a
r
es
u
lt
o
f
th
e
an
al
y
s
is
ca
r
r
ied
o
u
t,
teac
h
er
s
th
in
k
t
h
at
o
u
t
o
f
th
e
s
cie
n
ti
f
ic
p
r
o
ce
s
s
s
k
ills
o
f
s
tu
d
e
n
ts
d
u
r
i
n
g
s
cie
n
ce
clas
s
,
th
e
s
k
il
l
i
m
p
r
o
v
ed
m
o
s
t
h
a
s
b
ee
n
“
d
esi
g
n
in
g
a
n
e
x
p
er
i
m
e
n
t”
.
W
ith
t
h
e
s
t
u
d
ies
a
n
d
ac
ti
v
i
ties
ca
r
r
ied
o
u
t
i
n
s
cien
ce
clas
s
es,
t
h
e
v
ie
w
t
h
at
“
r
ec
o
g
n
izin
g
o
f
m
ater
ials
”
a
n
d
“
o
b
s
er
v
at
io
n
”
s
k
ill
s
o
f
th
e
s
tu
d
en
t
s
h
a
v
e
b
ee
n
d
ev
elo
p
ed
,
s
u
p
p
o
r
ted
b
y
th
e
m
aj
o
r
ity
o
f
t
h
e
teac
h
er
s
.
“Reas
o
n
”,
“m
ea
s
u
r
in
g
”
an
d
“c
r
ea
tin
g
m
o
d
el”
ar
e
s
cien
t
if
ic
p
r
o
ce
s
s
s
k
ills
t
h
at
h
av
e
b
ee
n
d
ev
elo
p
ed
ac
co
r
d
in
g
to
t
h
e
teac
h
er
s
t
h
o
u
g
h
les
s
t
h
an
t
h
e
f
ir
s
t
t
w
o
s
k
il
ls
.
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m
p
ar
is
o
n
”,
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a
k
i
n
g
an
in
f
er
e
n
ce
”,
“
p
r
ed
icti
n
g
”
an
d
“
p
r
ese
n
ti
n
g
”
s
k
ill
s
h
a
v
e
b
ee
n
o
b
s
er
v
ed
as
t
h
e
s
k
il
ls
th
a
t
h
av
e
b
ee
n
d
ev
elo
p
e
d
b
y
a
m
in
o
r
it
y
o
f
th
e
teac
h
er
s
.
“
E
s
t
i
m
at
io
n
”,
“id
en
ti
f
y
in
g
o
f
v
ar
iab
les”,
“
d
ata
co
llectin
g
”
a
n
d
“
d
ata
co
llecti
n
g
”
h
a
v
e
b
ee
n
id
e
n
ti
f
ied
as
t
h
e
s
k
il
ls
th
at
h
av
e
n
o
t
b
ee
n
d
ev
elo
p
ed
in
s
cie
n
ce
class
es.
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tic
s
r
esu
lt
s
S
c
i
e
n
t
i
f
i
c
p
r
o
c
e
ss sk
i
l
l
s
f
D
e
si
g
n
i
n
g
a
n
e
x
p
e
r
i
me
n
t
65
R
e
c
o
g
n
i
z
i
n
g
t
h
e
t
o
o
l
s
-
mat
e
r
i
a
l
s
48
O
b
se
r
v
a
t
i
o
n
27
D
e
d
u
c
t
i
o
n
21
S
e
t
t
i
n
g
a
mo
d
e
l
18
M
e
a
su
r
e
me
n
t
14
P
r
e
d
i
c
t
i
o
n
11
M
a
k
i
n
g
a
n
i
n
f
e
r
e
n
c
e
7
P
r
e
se
n
t
i
n
g
6
C
o
mp
a
r
i
so
n
4
I
d
e
n
t
i
f
y
i
n
g
v
a
r
i
a
b
l
e
s
0
Est
i
m
a
t
i
o
n
0
D
a
t
a
c
o
l
l
e
c
t
i
o
n
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R
e
c
o
r
d
i
n
g
d
a
t
a
0
b)
M
ind
ha
bits
:
W
ith
t
h
e
ap
p
lic
atio
n
o
f
s
cie
n
ce
tech
n
o
lo
g
y
a
n
d
s
cien
ce
s
w
i
ll
i
m
p
r
o
v
e
w
h
ic
h
m
i
n
d
h
ab
its
in
s
tu
d
e
n
ts
?
B
ased
o
n
th
e
s
cien
tific
p
r
o
ce
s
s
s
k
ill
s
s
h
o
w
n
in
T
ab
le
2
,
teac
h
er
s
clai
m
ed
t
h
at
ac
ti
v
itie
s
c
ar
r
ied
o
u
t
d
u
r
in
g
s
cie
n
ce
cla
s
s
e
s
i
m
p
r
o
v
e
‘
’
ac
ti
v
e
lear
n
in
g
’
’
s
k
ill
s
o
f
s
tu
d
e
n
ts
th
e
m
o
s
t.
T
h
i
s
is
f
o
ll
o
w
ed
b
y
‘
’
p
r
o
b
lem
s
o
lv
i
n
g
’
’
,
“scie
n
ti
f
ic
s
k
ill”,
“t
ea
m
w
o
r
k
”,
“
att
itu
d
e
s
an
d
v
a
lu
es
ai
m
ed
at
s
cien
ce
”,
“
q
u
es
tio
n
in
g
”
“
s
cie
n
ti
f
ic
liter
ac
y
’
’
an
d
“lif
e
s
k
ill
s
’
’
h
a
v
e
lo
w
v
al
u
es.
T
ea
ch
er
s
a
ls
o
s
tated
t
h
at
s
cie
n
ce
cla
s
s
ed
a
r
e
n
o
t
e
f
f
ec
tiv
e
o
n
i
m
p
r
o
v
i
n
g
‘
’
a
n
al
y
tic
an
d
cr
e
ativ
e
t
h
i
n
k
in
g
’
’
,
‘
’
e
n
tr
ep
r
en
e
u
r
s
h
ip
an
d
ca
r
r
ier
co
n
s
cio
u
s
n
ess
’
’
an
d
‘
’
d
ec
is
io
n
m
ak
in
g
’
’
s
k
ills
.
T
ab
le
2
.
A
n
al
y
s
i
s
ai
m
ed
at
m
i
n
d
h
ab
its
to
b
e
d
ev
elo
p
ed
in
s
t
u
d
en
t
s
M
i
n
d
h
a
b
i
t
s
f
A
c
t
i
v
e
l
e
a
r
n
i
n
g
72
P
r
o
b
l
e
m so
l
v
i
n
g
53
S
c
i
e
n
t
i
f
i
c
s
k
i
l
l
28
T
e
a
m
w
o
r
k
11
A
t
t
i
t
u
d
e
a
n
d
v
a
l
u
e
s a
i
me
d
a
t
sci
e
n
c
e
9
Q
u
e
st
i
o
n
i
n
g
8
S
c
i
e
n
t
i
f
i
c
l
i
t
e
r
a
c
y
8
L
i
f
e
sk
i
l
l
s
4
A
n
a
l
y
t
i
c
a
n
d
c
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
0
En
t
r
e
p
r
e
n
e
u
r
s
h
i
p
a
n
d
c
a
r
e
e
r
c
o
n
sc
i
o
u
sn
e
ss
0
D
e
c
i
si
o
n
m
a
k
i
n
g
0
3
.
2
.
Scient
if
ic
K
no
w
ledg
e
M
o
du
le
W
h
ich
k
i
n
d
o
f
s
cie
n
ti
f
ic
co
n
t
en
t
s
cie
n
ce
an
d
tec
h
n
o
lo
g
y
a
n
d
s
cien
ce
s
p
r
o
g
r
a
m
s
ar
e
m
a
d
e
o
f
?
A
s
s
ee
n
i
n
T
ab
le
3
,
teac
h
er
s
s
tated
th
at
b
y
i
n
cl
u
d
in
g
th
e
s
tu
d
e
n
ts
i
n
to
th
e
p
r
o
ce
s
s
,
s
cien
ce
p
r
o
g
r
a
m
s
en
co
u
r
ag
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
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8822
S
cien
ce
Tea
c
h
ers
'
Op
in
io
n
s
o
n
A
p
p
lica
tio
n
o
f Co
mp
eten
cy
B
a
s
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S
cien
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Mo
d
el
.
.
.
.
(
S
u
le
yma
n
Ya
ma
n
)
123
s
tu
d
e
n
ts
to
lear
n
(
ap
p
licatio
n
,
r
esear
ch
,
b
r
o
a
d
th
em
e
s
,
s
cien
tif
ic
d
is
co
v
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y
)
,
s
u
itab
le
f
o
r
th
e
s
tan
d
ar
d
s
o
f
th
e
s
tu
d
e
n
ts
(
s
t
u
d
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t
r
elati
v
it
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,
b
r
o
a
d
th
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m
es,
les
s
in
f
o
r
m
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s
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u
cc
in
ct,
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ail
y
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if
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p
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to
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ate
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.
A
m
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it
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s
co
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eten
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,
attr
ac
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clar
it
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p
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tech
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a
ls
o
f
i
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g
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ea
ti
v
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s
o
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tio
n
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n
d
s
u
p
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w
it
h
an
en
ter
tai
n
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co
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t
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t
h
a
s
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d
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s
u
f
f
ic
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t
b
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m
an
y
o
f
t
h
e
teac
h
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s
.
F
u
r
t
h
er
m
o
r
e,
teac
h
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s
c
lai
m
th
at
s
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ce
a
n
d
tech
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s
cien
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ar
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n
o
t e
f
f
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tiv
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n
co
n
n
ec
ti
n
g
w
it
h
th
e
o
t
h
er
clas
s
es.
T
ab
le
3
.
A
n
al
y
s
i
s
o
f
th
e
teac
h
er
s
ai
m
ed
at
th
e
co
n
ten
t o
f
s
ci
en
ce
p
r
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g
r
a
m
s
C
h
a
r
a
c
t
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r
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st
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c
o
f
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t
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f
A
p
p
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c
a
t
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n
o
r
i
e
n
t
e
d
38
S
t
u
d
e
n
t
r
e
l
a
t
i
v
i
t
y
29
B
r
o
a
d
t
h
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me
s
28
R
e
se
a
r
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h
o
r
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t
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d
25
L
e
ss i
n
f
o
r
mat
i
o
n
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s
su
c
c
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c
t
i
n
f
o
r
mat
i
o
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22
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a
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f
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20
S
c
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t
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f
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c
d
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sco
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y
16
Up
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to
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d
a
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ss
14
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mp
r
o
v
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b
l
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14
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8
A
t
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r
a
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8
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l
a
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7
S
u
p
p
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f
t
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h
n
o
l
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y
6
C
r
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a
t
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v
e
so
l
u
t
i
o
n
3
B
e
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g
e
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t
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r
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a
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2
C
o
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t
h
t
h
e
o
t
h
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r
c
l
a
sse
s
0
3
.
3
.
L
ea
rning
Co
nd
it
io
n
s
M
o
du
le
Ho
w
s
c
ien
ce
a
n
d
tech
n
o
lo
g
y
an
d
s
cie
n
ce
s
p
r
o
g
r
a
m
s
p
r
o
v
id
e
th
i
s
k
n
o
w
led
g
e
an
d
s
k
i
lls
f
o
r
t
h
e
s
tu
d
e
n
ts
?
A
cc
o
r
d
in
g
to
T
ab
le
4
,
s
cien
ce
teac
h
er
s
a
g
r
ee
t
h
a
t
co
n
ten
t
o
f
s
cie
n
ce
p
r
o
g
r
a
m
s
th
e
y
ca
r
r
y
o
u
t
i
n
th
eir
clas
s
es
ar
e
ai
m
ed
at
e
n
ab
lin
g
s
t
u
d
en
t
s
to
p
ar
ticip
ate
in
ac
ti
v
itie
s
,
d
is
co
v
er
y
,
i
m
p
r
o
v
in
g
t
h
eir
ac
tiv
e
p
ar
ticip
atio
n
s
k
i
lls
.
T
ea
ch
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s
also
s
tated
th
a
t
b
o
o
k
s
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d
s
u
b
s
id
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b
o
o
k
s
co
n
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ib
u
te
to
th
e
s
tu
d
e
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ts
’
lear
n
in
g
o
f
s
cien
ce
.
A
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o
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1
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teac
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it
is
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d
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d
th
at
p
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co
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f
o
r
tea
m
wo
r
k
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d
in
d
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v
id
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w
o
r
k
;
i
t
h
a
s
b
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ta
ted
th
at
it
h
as
a
s
l
ig
h
t
co
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tr
ib
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tio
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n
esp
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y
co
o
p
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atio
n
,
lab
o
r
ato
r
y
a
n
d
tech
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o
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g
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is
s
u
es.
T
ab
le
4
.
A
n
al
y
s
i
s
o
f
th
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teac
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s
ai
m
ed
at
th
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co
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ten
t o
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ci
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p
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In
-
c
l
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c
t
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v
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33
D
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sco
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r
y
23
A
c
t
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p
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p
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21
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17
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so
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cr
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4
.
Appl
ica
t
io
ns
M
o
du
le
f
o
r
Science
L
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rning
Ho
w
t
h
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s
tu
d
e
n
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e
th
e
in
f
o
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m
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n
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d
s
k
i
ll
s
th
e
y
ac
q
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e
f
r
o
m
s
cie
n
ce
a
n
d
tech
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o
lo
g
y
an
d
s
cien
ce
p
r
o
g
r
a
m
s
?
W
h
en
T
ab
le
5
is
r
ev
ie
w
ed
;
it
is
s
ee
n
th
at
th
e
teac
h
er
s
’
v
ie
w
s
o
n
h
o
w
s
t
u
d
en
t
s
w
ill
u
s
e
t
h
e
in
f
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m
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n
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d
s
k
ills
t
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y
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q
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ed
f
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ce
p
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g
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s
ar
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ai
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elate
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w
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ail
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if
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b
le
m
s
.
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t h
a
s
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n
s
tated
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at
teac
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’
v
i
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at
s
tu
d
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ts
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s
e
t
h
is
in
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m
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d
s
k
ills
i
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f
u
r
t
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ed
u
ca
tio
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ases
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v
in
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m
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t
p
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d
tech
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l
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licatio
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ted
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alb
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t
at
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v
els.
On
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teac
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lv
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ld
p
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w
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cial
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if
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f
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r
ee
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ch
o
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No
n
e
o
f
t
h
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teac
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s
s
tated
a
v
ie
w
t
h
at
t
h
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s
ci
en
ce
p
r
o
g
r
a
m
s
ar
e
in
te
n
d
ed
to
r
aise th
e
ab
ilit
y
f
o
r
cr
ea
tin
g
a
d
if
f
er
en
t le
ar
n
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n
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en
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e
n
t a
n
d
r
aise d
ev
elo
p
m
e
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t a
w
ar
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n
es
s
.
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ab
le
5
.
A
n
al
y
s
i
s
o
f
teac
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er
s
’
v
ie
w
s
ab
o
u
t
h
o
w
th
e
s
t
u
d
en
ts
w
il
l u
s
e
th
e
i
n
f
o
r
m
atio
n
an
d
s
k
ill
s
U
se
o
f
t
h
e
A
c
q
u
i
r
e
me
n
t
s
f
D
a
i
l
y
l
i
f
e
p
r
o
b
l
e
ms
18
N
e
x
t
st
e
p
s
4
En
v
i
r
o
n
me
n
t
a
l
p
r
o
b
l
e
ms
3
T
e
c
h
n
o
l
o
g
y
a
p
p
l
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c
a
t
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o
n
s
3
W
o
r
l
d
p
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o
b
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ms
1
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o
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i
a
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D
e
v
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o
p
me
n
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o
f
a
w
a
r
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n
e
ss
0
4.
DIS
CU
SS
I
O
N
W
h
en
t
h
e
v
ie
w
s
o
f
t
h
e
teac
h
er
s
,
w
h
o
co
n
d
u
ct
t
h
e
s
cie
n
ce
c
u
r
r
icu
la
i
n
T
u
r
k
e
y
,
o
n
t
h
e
i
m
p
le
m
en
tatio
n
o
f
th
e
les
s
o
n
s
ar
e
an
al
y
ze
d
ac
co
r
d
i
n
g
to
Oh
io
C
o
m
p
ete
n
c
y
B
ased
Scien
ce
Mo
d
el
co
m
p
o
n
en
ts
;
w
h
ile
i
t
is
s
ee
n
th
a
t
t
h
e
p
r
o
g
r
a
m
s
ar
e
s
u
f
f
icien
t
to
p
r
o
v
id
e
s
o
m
e
d
i
m
e
n
s
io
n
s
o
f
s
cie
n
ti
f
ic
p
r
o
ce
s
s
s
k
ill
s
,
it
is
s
ee
n
t
h
at
th
e
y
s
tated
th
at
th
e
y
ar
e
in
ad
e
q
u
ate
to
p
r
o
v
id
e
m
an
y
o
f
th
e
m
.
W
h
ile
th
e
s
c
ien
ti
f
ic
p
r
o
ce
s
s
s
k
il
ls
is
a
co
n
ce
p
t
th
at
ar
o
s
e
i
n
t
h
e
1
9
6
0
s
;
it
c
a
m
e
to
t
h
e
f
o
r
ef
r
o
n
t
i
n
T
u
r
k
e
y
w
it
h
2
0
0
0
s
.
E
s
p
ec
iall
y
w
i
th
t
h
e
s
c
ien
ce
a
n
d
tech
n
o
lo
g
y
p
r
o
g
r
a
m
th
at
w
as
p
r
ep
ar
e
d
in
2
0
0
4
,
th
e
i
m
p
r
o
v
e
m
en
t
o
f
t
h
ese
s
k
ills
w
as
s
p
ec
i
f
icall
y
e
m
p
h
a
s
ized
[
24
]
.
T
h
e
teac
h
er
s
,
w
h
o
ap
p
lied
th
ese
p
r
o
g
r
a
m
s
to
t
h
eir
clas
s
es,
s
tated
th
at
t
h
e
s
c
ien
ce
s
tu
d
i
es a
r
e
s
u
f
f
icien
t to
ac
q
u
ir
e
“
ex
p
er
i
m
en
t
d
esi
g
n
,
t
o
o
l
id
en
tific
atio
n
”
d
i
m
e
n
s
io
n
s
th
at
ar
e
i
n
t
h
e
s
cien
ti
f
ic
p
r
o
ce
s
s
s
k
i
lls
d
i
m
e
n
s
io
n
o
f
s
cien
ce
p
r
o
g
r
a
m
s
.
B
esid
es,
th
e
teac
h
er
s
s
tated
th
at
t
h
e
y
ar
e
n
o
t
s
u
f
f
icie
n
t
f
o
r
ac
q
u
ir
in
g
“
id
en
t
if
y
i
n
g
v
ar
iab
les,
est
i
m
a
tio
n
,
d
ata
co
llectio
n
,
d
ev
elo
p
m
en
t
a
w
ar
en
e
s
s
a
n
d
s
a
v
in
g
d
ata"
s
k
ills
.
T
h
e
co
n
ten
t
o
f
t
h
e
n
atu
r
e
o
f
th
e
s
cie
n
ce
w
as
e
x
a
m
i
n
ed
Ozd
en
an
d
C
av
lazo
ğ
l
u
[
30
]
th
r
o
u
g
h
t
h
e
a
n
al
y
s
is
in
2
0
0
4
an
d
2
0
1
3
an
d
th
ese
t
w
o
p
r
o
g
r
a
m
s
w
er
e
s
tate
d
to
b
e
in
s
u
f
f
ic
ien
t
f
o
r
ac
q
u
ir
i
n
g
s
cien
ti
f
ic
p
r
o
ce
s
s
s
k
ills
w
h
ich
is
a
n
i
m
p
o
r
ta
n
t
co
m
p
o
n
e
n
t
o
f
s
cie
n
ti
f
ic
lite
r
ac
y
.
T
e
m
iz
a
n
d
T
an
[
31
]
,
B
u
lu
s
-
K
ır
ık
k
a
y
a
[
32
]
,
Oztu
n
a
-
Kap
la
n
,
C
a
v
u
s
,
T
o
r
am
a
n
an
d
Yıl
m
az
[
33
]
s
t
ated
in
th
eir
s
t
u
d
ies
th
at
t
h
is
s
k
il
l
ca
n
n
o
t
b
e
ac
q
u
ir
ed
in
s
cien
ce
ed
u
ca
tio
n
i
n
T
u
r
k
e
y
.
Desp
ite
t
h
at,
s
cie
n
ti
f
i
c
p
r
o
ce
s
s
s
k
il
l
s
ar
e
in
te
n
s
i
v
el
y
e
m
p
h
as
ized
in
s
cie
n
ce
p
r
o
g
r
am
s
;
t
h
er
e
ar
e
m
a
n
y
r
ea
s
o
n
s
w
h
y
teac
h
er
s
s
tate
th
a
t
m
o
s
t
o
f
th
e
s
e
s
k
i
lls
ca
n
b
e
a
cq
u
ir
ed
s
li
g
h
t
l
y
o
r
ev
e
n
ca
n
n
o
t
b
e
ac
q
u
ir
ed
.
A
s
a
r
esu
lt
o
f
t
h
e
n
e
g
o
tiatio
n
s
,
T
u
r
k
m
e
n
an
d
Ka
n
d
e
m
ir
[
34
]
p
o
in
t
o
u
t
th
a
t
th
e
teac
h
e
r
s
d
o
n
o
t
h
a
v
e
s
u
f
f
icie
n
t
in
f
o
r
m
atio
n
ab
o
u
t
s
cien
ti
f
ic
p
r
o
ce
s
s
s
k
ill
s
.
U
n
s
al
[
35
]
,
C
h
r
is
to
d
o
u
lo
u
,
Gr
i
f
f
it
h
s
,
Stev
e
n
s
,
Gr
a
y
a
n
d
De
n
le
y
[
36
]
s
tated
in
th
eir
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a
t
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id
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t
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-
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in
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id
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h
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v
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f
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icie
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t
q
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ali
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ic
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o
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in
g
s
cien
ce
.
T
ek
b
ı
y
ı
k
a
n
d
Ak
d
en
iz
[
37
]
;
th
o
u
g
h
t
t
h
at
t
h
e
s
ch
o
o
ls
ex
p
er
ien
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o
m
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lem
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i
n
ac
q
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in
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k
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esp
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all
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ical
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p
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it
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ts
.
T
h
e
v
ie
w
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h
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th
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p
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a
m
s
ar
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f
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ac
q
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ti
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ic
s
k
ills
o
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th
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tu
d
en
t
s
h
a
s
b
ee
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s
u
p
p
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ted
ap
p
r
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x
im
ate
l
y
b
y
1
/3
o
f
th
e
teac
h
er
s
.
I
t
i
s
a
r
e
m
ar
k
ab
le
s
it
u
atio
n
th
at
th
e
p
r
o
g
r
am
s
i
m
p
r
o
v
e
“
a
n
al
y
tical
an
d
cr
ea
ti
v
e
th
i
n
k
i
n
g
,
e
n
tr
ep
r
en
eu
r
s
h
ip
an
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ca
r
e
er
a
w
ar
en
e
s
s
an
d
d
ec
is
io
n
-
m
a
k
in
g
s
k
il
ls
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ie
w
is
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u
p
p
o
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ted
b
y
n
o
n
e
o
f
th
e
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h
er
s
.
Ver
y
f
e
w
n
u
m
b
er
o
f
tea
ch
er
s
s
tated
t
h
at
t
h
ese
s
t
u
d
ies
en
s
u
r
e
“
tea
m
w
o
r
k
,
attitu
d
e
an
d
v
alu
e
s
to
w
ar
d
s
s
ci
en
ce
,
q
u
esti
o
n
i
n
g
a
n
d
s
cie
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ti
f
i
c
liter
ac
y
s
k
ill
s
”
ac
q
u
is
itio
n
o
f
th
e
s
t
u
d
en
t
s
.
Du
i
t
an
d
T
r
ea
g
u
s
t
[
38
]
s
tated
th
at
s
cien
ce
li
ter
ac
y
is
a
s
i
g
n
i
f
ic
an
tl
y
co
n
s
id
er
ed
s
k
ill
i
n
2
1
s
t
ce
n
tu
r
y
b
u
t
b
o
th
T
I
MSS
an
d
P
I
SA
r
esu
lts
i
n
d
ic
ate
th
at
t
h
ese
s
k
ills
ar
e
n
o
t
s
u
f
f
icie
n
tl
y
p
r
o
v
id
ed
to
th
e
s
t
u
d
e
n
ts
.
I
n
th
e
ir
s
t
u
d
y
;
T
ek
b
ıy
ı
k
a
n
d
Ak
d
en
iz
[
36
]
s
t
ated
th
at
t
h
e
teac
h
er
s
th
i
n
k
t
h
at
th
e
s
cie
n
ce
les
s
o
n
s
h
av
e
p
o
s
iti
v
e
f
ea
tu
r
e
s
s
u
ch
as
d
ir
ec
tin
g
t
h
e
s
t
u
d
en
t
s
to
ac
t
iv
e
lear
n
i
n
g
an
d
e
x
p
lo
r
in
g
,
k
e
ep
th
e
m
a
w
a
y
f
r
o
m
m
e
m
o
r
iza
tio
n
,
d
ir
ec
t
t
h
e
m
to
q
u
esti
o
n
in
g
an
d
i
n
ter
p
r
etatio
n
,
an
d
ab
le
to
b
e
u
s
ed
in
d
ail
y
lif
e.
C
elep
an
d
B
ac
an
a
k
[
39
]
also
p
u
t
f
o
r
w
ar
d
th
at
s
cie
n
ti
f
ic
p
r
o
ce
s
s
s
k
i
lls
,
w
h
ic
h
ar
e
o
n
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o
f
t
h
e
m
a
in
e
m
p
h
a
s
is
o
f
s
cie
n
ce
,
is
e
f
f
ec
ti
v
e
in
ac
t
iv
e
lear
n
i
n
g
an
d
p
r
o
b
lem
s
o
l
v
in
g
s
k
ill
s
o
f
th
e
s
t
u
d
en
t
s
.
A
n
i
m
p
o
r
tan
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es
u
lt
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t
h
e
r
esear
ch
i
s
th
at
t
h
e
t
ea
ch
er
s
s
u
p
p
o
r
t
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
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8822
S
cien
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Tea
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125
id
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u
p
p
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lev
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s
k
ill
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,
w
h
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ar
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r
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ef
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q
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n
th
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s
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ce
p
r
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a
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,
w
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“
s
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n
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f
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m
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q
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o
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“
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ir
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elat
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esear
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r
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o
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m
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is
to
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t
an
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O
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at
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p
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ir
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t
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u
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to
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estab
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h
in
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elatio
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w
it
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t
h
e
o
th
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less
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s
.
An
o
th
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p
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in
t,
w
h
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is
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e
m
ar
k
ab
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h
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e,
is
t
h
at
teac
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’
s
s
u
p
p
o
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t
to
th
e
atten
tio
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d
i
m
e
n
s
io
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p
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th
e
d
ata
co
llected
b
y
L
e
w
i
s
an
d
L
ea
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h
[
40
]
f
r
o
m
t
h
e
s
t
u
d
en
t
s
at
t
h
e
a
g
e
r
an
g
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1
4
-
1
6
;
th
e
y
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tated
t
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th
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s
t
u
d
en
ts
h
av
e
l
i
m
ited
ab
ilit
y
to
u
n
d
er
s
ta
n
d
s
cien
t
if
ic
in
f
o
r
m
a
tio
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.
Fo
r
s
tu
d
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’
u
n
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ta
n
d
in
g
t
h
e
s
cie
n
ti
f
ic
i
n
f
o
r
m
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n
;
it
is
s
tated
th
at
f
ir
s
t
o
f
all
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e
y
n
ee
d
to
h
a
v
e
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b
asi
s
f
o
r
th
e
n
a
tu
r
e
o
f
t
h
e
s
cie
n
ce
[
41
]
.
I
n
h
is
s
t
u
d
y
;
T
u
r
g
u
t
[
42
]
s
tated
t
h
at
d
esp
it
e
s
tu
d
e
n
ts
u
n
d
er
s
ta
n
d
in
g
th
e
co
n
tr
o
lled
ex
p
er
i
m
e
n
t
lo
g
ic;
t
h
e
ex
p
er
i
m
en
t
s
h
a
v
e
s
o
m
e
ill
u
s
i
o
n
s
f
o
r
th
e
cr
ea
tio
n
an
d
test
i
n
g
o
f
s
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n
ti
f
ic
in
f
o
r
m
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n
.
T
h
is
ca
s
e
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h
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w
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t h
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t c
lass
r
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ac
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s
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h
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ev
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s
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te
x
tb
o
o
k
s
p
r
ep
ar
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f
o
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b
o
th
2
0
0
4
an
d
2
0
1
3
s
c
ien
ce
p
r
o
g
r
a
m
s
.
1
/3
o
f
th
e
teac
h
er
s
th
in
k
th
at
s
cie
n
ce
p
r
o
g
r
a
m
s
e
n
s
u
r
e
co
n
d
itio
n
s
f
o
r
e
x
p
lo
r
in
g
.
T
h
e
co
n
s
tr
u
ct
iv
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s
t
f
ea
t
u
r
e
o
f
t
h
e
p
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g
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a
m
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s
s
u
p
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r
ted
ap
p
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x
im
a
tel
y
b
y
1
/5
o
f
t
h
e
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ac
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s
a
n
d
o
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l
y
5
o
f
t
h
e
teac
h
er
s
s
u
p
p
o
r
t
th
at
th
e
co
o
p
er
atio
n
ter
m
e
m
p
h
as
ized
in
t
h
e
p
r
o
g
r
a
m
is
e
n
s
u
r
ed
an
d
th
e
y
s
tated
th
at
th
e
h
eter
o
g
en
eo
u
s
,
d
e
m
o
cr
atic
c
lass
r
o
o
m
en
v
ir
o
n
m
e
n
t
a
n
d
s
cien
t
if
ic
e
th
ica
l
co
n
d
itio
n
s
ca
n
n
o
t
b
e
en
s
u
r
ed
.
B
u
lu
s
-
Kı
r
k
k
a
y
a
[
32
]
also
p
u
t
f
o
r
w
ar
d
th
at
th
e
s
cie
n
ce
p
r
o
g
r
am
is
n
o
t
s
u
f
f
icien
t
to
i
m
p
r
o
v
e
th
e
co
o
p
er
ativ
e
w
o
r
k
o
f
s
tu
d
e
n
ts
.
Ku
b
at
[
43
]
,
s
tated
t
h
at
t
h
e
f
ac
t
t
h
at
t
h
e
co
n
ten
t
ab
o
u
t
t
h
e
ac
h
ie
v
e
m
e
n
ts
i
n
th
e
p
r
o
g
r
a
m
is
li
m
ited
an
d
as
o
n
e
ac
h
iev
e
m
en
t
is
r
elate
d
w
it
h
s
ev
er
a
l
to
p
ics
is
s
ee
n
a
s
a
p
r
o
b
lem
b
y
teac
h
er
s
;
a
n
d
th
e
y
p
o
s
i
tiv
el
y
ev
al
u
ate
t
h
at
t
h
e
ac
h
ie
v
e
m
en
ts
ar
e
d
ir
ec
tl
y
co
n
n
ec
ted
w
it
h
th
e
co
n
ten
t a
n
d
it is
co
m
p
atib
le
w
ith
t
h
e
av
a
ilab
ilit
y
le
v
el
o
f
t
h
e
s
t
u
d
en
ts
.
T
ea
ch
er
s
s
tated
a
r
elativ
el
y
lo
w
le
v
el
o
f
o
p
in
io
n
s
ab
o
u
t
“
ap
p
licatio
n
s
”
co
m
p
o
n
e
n
t,
w
h
ich
co
v
er
s
th
e
in
f
o
r
m
atio
n
o
f
h
o
w
s
t
u
d
en
ts
w
il
l
u
s
e
t
h
e
i
n
f
o
r
m
atio
n
a
n
d
s
k
il
ls
t
h
e
y
lear
n
w
it
h
in
th
e
s
c
o
p
e
o
f
th
e
p
r
o
g
r
a
m
,
w
h
e
n
co
m
p
ar
ed
w
it
h
th
e
o
t
h
e
r
co
m
p
o
n
e
n
ts
.
T
h
e
m
o
s
t
s
u
p
p
o
r
ted
u
s
ag
e
ar
ea
in
th
is
co
m
p
o
n
en
t
i
s
ab
o
u
t
d
ail
y
lif
e
s
k
ill
s
.
I
t
h
as
b
ee
n
id
e
n
ti
f
ied
th
at
v
er
y
f
e
w
teac
h
er
s
g
iv
e
n
p
o
s
iti
v
e
o
p
in
io
n
ab
o
u
t
th
e
en
v
ir
o
n
m
en
t,
tech
n
o
lo
g
y
a
n
d
s
o
cial
ca
s
e
s
wh
er
e
th
e
ac
q
u
ir
ed
in
f
o
r
m
atio
n
ca
n
b
e
u
s
ed
.
I
n
t
h
e
s
tu
d
y
m
a
d
e
b
y
C
eb
eso
y
a
n
d
Do
n
m
ez
-
Sa
h
i
n
[
44
]
,
it
h
as
b
ee
n
e
m
p
h
a
s
ized
t
h
at
t
h
e
n
u
m
b
er
o
f
e
n
v
ir
o
n
m
en
tal
i
s
s
u
e
s
i
n
t
h
e
s
cien
ce
an
d
tech
n
o
lo
g
y
p
r
o
g
r
a
m
is
i
n
s
u
f
f
ici
en
t.
I
t
h
as
b
ee
n
u
n
d
er
s
to
o
d
f
r
o
m
t
h
e
an
s
w
er
s
g
i
v
en
b
y
t
h
e
teac
h
er
s
th
a
t
s
cien
ce
ap
p
licatio
n
s
ar
e
q
u
ite
in
s
u
f
f
ic
ien
t
to
d
ir
ec
t
th
e
s
t
u
d
en
ts
to
d
if
f
er
en
t
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
to
ca
r
ee
r
s
elec
tio
n
.
I
n
t
h
e
n
e
g
o
ti
atio
n
s
h
eld
w
ith
1
4
teac
h
er
s
b
y
Yıld
ır
ı
m
a
n
d
G
u
n
g
o
r
-
Ak
g
u
n
[
45
]
;
it
h
a
s
b
ee
n
p
u
t
f
o
r
w
ar
d
th
at
th
e
s
cie
n
ce
p
r
o
g
r
a
m
s
ar
e
in
s
u
f
f
icie
n
t
in
ter
m
s
o
f
e
n
v
ir
o
n
m
e
n
t
-
h
u
m
a
n
in
t
er
ac
tio
n
,
ef
f
ec
tiv
e
p
ar
ticip
atio
n
o
f
t
h
e
s
t
u
d
en
t
s
,
ac
ce
s
s
to
i
n
f
o
r
m
atio
n
d
iv
er
s
it
y
,
g
e
n
er
al
k
n
o
w
led
g
e,
i
n
cr
ea
s
in
g
a
v
ailab
ili
t
y
,
p
er
s
is
te
n
c
y
; a
n
d
it is
at
a
m
ed
i
u
m
le
v
el
i
n
ter
m
s
o
f
i
n
f
o
r
m
ati
o
n
an
d
r
elatin
g
t
h
is
i
n
f
o
r
m
atio
n
w
it
h
d
ail
y
li
f
e.
W
h
ile
ab
o
v
e
th
e
m
en
tio
n
ed
r
esu
lt
s
i
n
d
icate
th
at
t
h
eir
o
w
n
ap
p
licatio
n
s
ar
e
s
u
f
f
icie
n
t
f
o
r
g
ai
n
in
g
s
o
m
e
o
f
t
h
e
g
o
als i
n
th
e
s
c
ien
ce
p
r
o
g
r
a
m
s
,
teac
h
er
s
e
x
p
r
es
s
n
e
g
ati
v
e
o
p
in
io
n
s
in
g
ai
n
in
g
s
o
m
e
o
f
t
h
e
g
o
als th
at
ar
e
m
en
tio
n
ed
o
f
te
n
an
d
i
m
p
o
r
tan
tl
y
i
n
th
e
p
r
o
g
r
a
m
.
5.
CO
NCLU
SI
O
N
T
ea
ch
er
s
h
av
e
t
h
e
o
p
in
io
n
t
h
at
s
cien
ce
p
r
o
g
r
a
m
s
ar
e
n
o
t
s
u
f
f
icie
n
t
in
i
n
cl
u
d
in
g
s
o
m
e
asp
ec
ts
o
f
ca
u
s
ati
v
e
an
d
ex
p
er
i
m
en
tal
s
t
ag
es
o
f
s
cie
n
ti
f
ic
p
r
o
ce
s
s
s
k
i
lls
.
Hen
ce
,
it
w
ill
b
e
b
en
ef
ic
ial
to
in
clu
d
e
n
e
w
co
n
ten
t
s
an
d
ac
tiv
it
ies
ai
m
ed
at
th
ese
s
k
ills
t
h
at
ar
e
ac
ce
p
te
d
to
b
e
g
ain
ed
less
b
y
t
h
e
teac
h
er
s
.
B
esid
es
th
at,
ac
co
r
d
in
g
to
teac
h
er
s
’
o
p
in
io
n
s
,
w
h
er
ea
s
s
cie
n
ce
p
r
o
g
r
a
m
s
i
m
p
r
o
v
e
ab
s
tr
ac
t
i
n
d
iv
id
u
al
s
k
i
lls
m
o
r
e,
tea
m
w
o
r
k
is
n
o
t
ac
ce
p
ted
as
i
m
p
r
o
v
i
n
g
m
o
r
e
co
n
cr
ete
s
k
ills
s
u
c
h
a
s
d
ev
elo
p
m
en
t
co
n
s
cio
u
s
n
ess
,
en
tr
ep
r
en
eu
r
s
h
ip
.
I
t
w
i
ll
s
u
i
tab
le
f
o
r
in
cl
u
d
e
ap
p
licatio
n
s
a
n
d
th
eo
r
etica
l
in
f
o
r
m
at
io
n
t
h
a
t
ca
n
i
m
p
r
o
v
e
t
h
e
s
e
s
k
il
ls
.
A
cc
o
r
d
in
g
to
t
h
e
o
p
i
n
i
o
n
s
o
f
t
h
e
teac
h
er
s
,
it
w
ill
b
e
h
elp
f
u
l
i
f
s
cie
n
ce
c
lass
e
s
ar
e
en
ter
tai
n
i
n
g
an
d
to
s
tr
en
g
th
e
n
t
h
e
r
elatio
n
w
it
h
o
th
er
class
e
s
.
F
u
r
th
er
m
o
r
e,
it
is
b
elie
v
ed
th
a
t
b
u
ild
i
n
g
t
h
e
d
e
m
o
cr
atic
en
v
ir
o
n
m
e
n
t
s
w
h
er
e
s
t
u
d
en
t
s
ca
n
g
ai
n
a
n
o
tio
n
o
f
et
h
ics
w
il
l
co
n
tr
ib
u
te
to
th
e
s
o
cial
ac
q
u
i
s
itio
n
asp
ec
t
o
f
t
h
e
class
es.
RE
F
E
R
E
NC
E
S
[1
]
S
.
M
.
Oz
d
e
m
ir,
“
Ed
u
c
a
ti
o
n
a
n
d
c
u
rricu
la
w
it
h
in
th
e
c
o
n
tex
t
o
f
so
c
ial
c
h
a
n
g
e
a
n
d
g
lo
b
a
li
z
a
ti
o
n
:
A
c
o
n
c
e
p
tu
a
l
a
n
a
ly
sis
,
”
J
o
u
rn
a
l
o
f
K
irse
h
ir
Ed
u
c
a
ti
o
n
F
a
c
u
lt
y
,
v
o
l/
issu
e
:
1
2
(
1
),
p
p
.
8
5
-
1
1
0
,
2
0
1
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
1
8
–
1
2
7
126
[2
]
F.
Ka
p
tan
a
n
d
F
.
K
u
sa
k
c
ı,
“
F
e
n
ö
ğ
re
ti
m
in
d
e
b
e
y
in
f
ırt
ın
a
sı
tek
n
iğ
in
in
ö
ğ
re
n
c
i
y
a
ra
tı
c
ıl
ığ
ın
a
e
tk
isi
[
T
h
e
e
ff
e
c
t
o
f
b
ra
in
sto
rm
in
g
tec
h
n
iq
u
e
s
stu
d
e
n
t
c
re
a
ti
v
it
y
in
sc
ien
c
e
e
d
u
c
a
ti
o
n
]
,
”
V.
Ulu
sa
l
Fen
Bi
li
mle
ri
v
e
M
a
tem
a
ti
k
Eğ
it
imi
Ko
n
g
re
si
B
il
d
iril
e
r
Ki
ta
b
ı
[
V.
Na
ti
o
n
a
l
S
c
ien
c
e
a
n
d
M
a
t
h
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
Co
n
g
re
ss
Pro
c
e
e
d
i
n
g
s
]
,
M
id
d
le
Eas
t
T
e
c
h
n
ica
l
Un
iv
e
rsit
y
,
A
n
k
a
ra
,
p
p
.
1
9
7
-
2
0
2
,
2
0
0
2
.
[3
]
A
.
T
o
ff
ler,
“
Üç
ü
n
c
ü
d
a
lg
a
:
Bir
f
u
tu
rist
e
k
o
n
o
m
i
a
n
a
li
z
i
k
las
iğ
i
[
T
h
e
th
ird
w
a
v
e
]
,
”
İsta
n
b
u
l
,
K
o
rid
o
r,
2
0
0
8
.
[4
]
W
.
M
e
rri
m
a
n
a
n
d
A
.
Nic
o
letti
,
“
G
lo
b
a
li
z
a
ti
o
n
a
n
d
Am
e
ric
a
n
e
d
u
c
a
ti
o
n
,
”
T
h
e
Ed
u
c
a
ti
o
n
a
l
F
o
ru
m
,
v
o
l/
issu
e
:
7
2
(1
)
,
p
p
.
8
-
2
2
,
2
0
0
8
.
[5
]
M.
T
e
z
c
a
n
,
“
Ed
u
c
a
ti
o
n
a
l
d
im
e
n
sio
n
o
f
g
lo
b
a
li
z
a
ti
o
n
,
”
Eu
r
a
sia
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
.
6
,
p
p
.
5
6
-
6
0
,
2
0
0
2
.
[6
]
S.
S
e
n
,
“
Eğ
it
im
a
ç
ısın
d
a
n
t
o
p
l
u
m
sa
l
d
e
ğ
iş
m
e
v
e
y
e
n
il
e
ş
m
e
[
S
o
c
ial
c
h
a
n
g
e
a
n
d
in
n
o
v
a
ti
o
n
i
n
ter
m
s
o
f
train
in
g
]
,
”
Eğ
it
im
b
il
imi
n
e
g
iriş [
In
tro
d
u
c
ti
o
n
to
e
d
u
c
a
ti
o
n
]
,
A
n
k
a
ra
,
P
e
g
e
m
A
P
u
b
li
sh
i
n
g
,
p
p
.
1
7
3
-
1
8
9
,
2
0
0
7
.
[7
]
M.
Ş
işm
a
n
,
“
Eğ
it
im
b
il
im
in
e
g
ir
iş
[
I
n
tro
d
u
c
ti
o
n
to
e
d
u
c
a
ti
o
n
]
,
”
A
n
k
a
ra
,
P
e
g
e
m
A
P
u
b
li
sh
i
n
g
,
2
0
0
6
.
[8
]
T
.
Ac
a
r,
“
T
h
e
p
o
siti
o
n
o
f
T
u
rk
e
y
a
m
o
n
g
OECD
m
e
m
b
e
r
a
n
d
c
a
n
d
id
a
te
c
o
u
n
tri
e
s
a
c
c
o
rd
i
n
g
to
P
IS
A
2
0
0
9
re
su
lt
s
,
”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
&
Pra
c
ti
c
e
,
v
o
l/
issu
e
:
1
2
(
4
),
p
p
.
2
5
6
1
-
2
5
7
2
,
2
0
1
2
.
[9
]
D.
A
n
il
,
“
In
v
e
sti
g
a
ti
o
n
o
f
f
a
c
to
r
s
in
f
lu
e
n
c
in
g
T
u
rk
e
y
’s
P
IS
A
2
0
0
6
sc
ien
c
e
a
c
h
iev
e
m
e
n
t
w
it
h
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
,
”
Ed
u
c
a
t
io
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
&
Pra
c
ti
c
e
,
v
o
l/
issu
e
:
1
1
(3
),
p
p
.
1
2
5
3
-
1
2
6
6
,
2
0
1
1
.
[1
0
]
H.
Y.
A
tar
a
n
d
B.
A
t
a
r,
“
Ex
a
m
i
n
in
g
th
e
e
f
fe
c
ts
o
f
T
u
rk
ish
e
d
u
c
a
ti
o
n
re
f
o
rm
o
n
stu
d
e
n
ts’
T
IM
S
S
2
0
0
7
sc
ien
c
e
a
c
h
iev
e
m
e
n
t
s
,
”
Ed
u
c
a
ti
o
n
a
l
S
c
ie
n
c
e
s: T
h
e
o
ry
&
Pra
c
ti
c
e
,
v
o
l/
issu
e
:
1
2
(
4
),
p
p
.
2
6
3
2
-
2
6
3
6
,
2
0
1
2
.
[1
1
]
M
E
(M
i
n
istry
o
f
Ed
u
c
a
ti
o
n
),
“
Ulu
sla
ra
ra
sı
o
ğ
re
n
c
i
d
e
ğ
e
rlen
d
ir
m
e
p
ro
g
ra
m
ı:
P
IS
A
2
0
0
9
u
l
u
sla
ra
ra
sı
o
n
ra
p
o
r
u
[P
r
o
g
ra
m
m
e
f
o
r
In
tern
a
ti
o
n
a
l
S
t
u
d
e
n
t
A
ss
e
ss
m
e
n
t:
P
IS
A
2
0
0
9
i
n
tern
a
ti
o
n
a
l
p
re
li
m
in
a
r
y
re
p
o
rt
]
,
”
M
il
li
Eğ
it
im
Ba
k
a
n
lı
ğ
ı
E
ğ
it
imi
Ar
a
stırma
v
e
Ge
li
stirme
Da
ire
Ba
sk
a
n
lı
ğ
ı
[
M
in
istry
o
f
Ed
u
c
a
ti
o
n
,
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
De
p
a
rtme
n
t
]
,
An
k
a
r
a
,
2
0
1
0
.
[1
2
]
K.
J.
Ro
th
,
“
El
e
m
e
n
tar
y
s
c
ien
c
e
t
e
a
c
h
in
g
,
”
in
N.
G
.
L
e
d
e
r
m
a
n
a
n
d
S
.
K.
A
b
e
ll
,
“
Ha
n
d
b
o
o
k
o
f
re
se
a
rc
h
o
n
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
”
v
o
l
.
II
,
p
p
.
3
6
1
,
2
0
1
5
.
[1
3
]
J.
J.
Ha
n
e
y
,
e
t
a
l.
,
“
T
e
a
c
h
e
r
b
e
li
e
f
s
a
n
d
in
ten
ti
o
n
s
re
g
a
rd
in
g
th
e
i
m
p
le
m
e
n
tatio
n
o
f
sc
ien
c
e
e
d
u
c
a
ti
o
n
re
f
o
rm
stra
n
d
s
,
”
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
in
S
c
ien
c
e
T
e
a
c
h
i
n
g
,
v
o
l/
issu
e
:
3
3
(
9
),
p
p
.
9
7
1
-
9
9
3
,
1
9
9
6
.
[1
4
]
F.
Ay
sa
n
,
e
t
a
l.
,
“
P
e
rc
e
iv
e
d
c
a
u
se
s
o
f
a
c
a
d
e
m
ic
f
a
il
u
re
a
m
o
n
g
th
e
stu
d
e
n
ts
a
t
t
h
e
f
a
c
u
lt
y
o
f
e
d
u
c
a
ti
o
n
a
t
Bu
c
a
,
”
i
n
G
.
Ka
ra
g
o
z
o
ğ
lu
,
“
T
e
a
c
h
e
r
train
in
g
f
o
r
th
e
tw
e
n
t
y
f
irst
c
e
n
tu
ry
,”
İz
m
ir
,
Bu
c
a
Ed
u
c
a
ti
o
n
F
a
c
u
lt
y
P
u
b
l
ish
in
g
,
1
9
9
6
.
[1
5
]
S.
Du
rsu
n
a
n
d
Y.
De
d
e
,
“
T
h
e
f
a
c
to
rs
a
ff
e
c
ti
n
g
stu
d
e
n
ts’
s
u
c
c
e
ss
in
m
a
th
e
m
a
ti
c
s:
m
a
th
e
m
a
ti
c
s
t
e
a
c
h
e
rs’
p
e
rsp
e
c
ti
v
e
s
,
”
J
o
u
rn
a
l
o
f
G
a
zi E
d
u
c
a
ti
o
n
a
l
F
a
c
u
lt
y
,
v
o
l
/i
ss
u
e
:
2
4
(
2
),
p
p
.
2
1
7
-
2
3
0
,
2
0
0
4
.
[1
6
]
J.
W
e
iss
g
las
s,
“
In
e
q
u
it
y
in
m
a
th
e
m
a
ti
c
s
e
d
u
c
a
ti
o
n
:
Qu
e
sti
o
n
s
f
o
r
e
d
u
c
a
to
rs
,
”
T
h
e
M
a
th
e
ma
t
ics
Ed
u
c
a
to
r
,
v
o
l
/i
ss
u
e
:
1
2
(
2
),
p
p
.
3
4
-
3
9
,
2
0
0
2
.
[1
7
]
N.
T
.
Bu
m
e
n
,
e
t
a
l.
,
“
Cu
rricu
l
u
m
f
id
e
li
t
y
a
n
d
f
a
c
to
rs
a
ff
e
c
ti
n
g
f
id
e
li
t
y
in
t
h
e
T
u
rk
ish
c
o
n
tex
t
,”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
&
Pra
c
ti
c
e
,
v
o
l/
isu
u
e
:
1
4
(
1
),
p
p
.
2
0
3
-
2
2
8
,
2
0
1
4
.
[1
8
]
E.
Ya
m
a
g
u
c
h
i,
“
Ja
p
a
n
e
se
e
le
m
e
n
tary
t
e
a
c
h
e
rs’
a
b
il
it
ies
to
lea
rn
h
o
w
to
tea
c
h
sc
ien
c
e
f
ro
m
c
u
rric
u
lu
m
m
a
teria
ls:
P
re
p
a
ra
ti
o
n
f
o
r
f
u
tu
re
lea
rn
in
g
p
e
rsp
e
c
ti
v
e
s
,
”
i
n
S
c
ien
c
e
Ed
u
c
a
ti
o
n
in
E
a
st
Asi
a
,
S
p
ri
n
g
e
r
In
tern
a
ti
o
n
a
l
P
u
b
li
s
h
in
g
,
p
p
.
4
2
5
-
437
,
2
0
1
5
.
[1
9
]
F
.
E.
Cra
w
le
y
a
n
d
B.
S
a
ly
e
r,
“
Orig
in
s
o
f
li
f
e
sc
ien
c
e
tea
c
h
e
rs’
b
e
li
e
f
s
u
n
d
e
rly
in
g
c
u
rricu
lu
m
re
fo
rm
in
T
e
x
a
s
,
”
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
7
9
,
p
p
.
6
1
1
-
6
3
5
,
1
9
9
5
.
[2
0
]
M
E
(M
in
istry
o
f
Ed
u
c
a
ti
o
n
),
“
İlk
o
ğ
re
ti
m
f
e
n
v
e
te
k
n
o
lo
ji
d
e
rsi
(
4
.
v
e
5
.
sın
ıf
lar)
ö
ğ
re
ti
m
p
ro
g
ra
m
ı
[
El
e
m
e
n
tar
y
sc
ien
c
e
a
n
d
tec
h
n
o
lo
g
y
(4
th
a
n
d
5
t
h
g
ra
d
e
s)
c
u
rricu
lu
m
]
,
”
2
0
0
4
.
Re
tri
e
v
e
d
F
e
b
ru
a
ry
1
9
,
2
0
0
9
,
f
ro
m
’
h
tt
p
:
/
/t
tk
b
.
m
e
b
.
g
o
v
.
tr.
i
n
d
e
x
1
0
2
4
.
h
tm
.
[2
1
]
M
E
(M
i
n
istry
o
f
Ed
u
c
a
ti
o
n
),
“
İlk
o
ğ
r
e
ti
m
k
u
ru
m
ları
(il
k
o
k
u
ll
a
r
v
e
o
rtao
k
u
ll
a
r)
f
e
n
b
il
im
leri
d
e
rsi
(3
,
4
,
5
,
6
,
7
v
e
8
.
sın
ıf
lar)
o
ğ
re
ti
m
p
ro
g
ra
m
ı
[
El
e
m
e
n
tary
e
d
u
c
a
ti
o
n
in
stit
u
ti
o
n
s
(p
ri
m
a
r
y
a
n
d
se
c
o
n
d
a
ry
sc
h
o
o
ls)
sc
ien
c
e
c
o
u
rse
s
(3
,
4
,
5
,
6
,
7
a
n
d
8
th
g
ra
d
e
s)
c
u
rri
c
u
lu
m
]
,
”
2
0
1
3
.
Re
tri
e
v
e
d
J
a
n
u
a
ry
1
5
,
2
0
1
5
,
f
ro
m
’
h
tt
p
:/
/t
tk
b
.
m
e
b
.
g
o
v
.
tr/
ww
w
/
o
g
re
ti
m
p
ro
g
ra
m
l
a
ri/
ice
rik
/7
2
.
[2
2
]
C.
M
.
Cz
e
rn
iak
,
e
t
a
l
.
,
“
S
c
ien
c
e
tea
c
h
e
rs’
b
e
li
e
f
s
a
n
d
in
ten
ti
o
n
s
t
o
im
p
lem
e
n
t
th
e
m
a
ti
c
u
n
it
s
,
”
J
o
u
rn
a
l
o
f
S
c
ien
c
e
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
1
0
(
2
),
p
p
.
1
2
3
-
1
4
5
,
1
9
9
9
.
[2
3
]
M
E
(M
in
istry
o
f
Ed
u
c
a
ti
o
n
),
“
İlk
o
ğ
re
ti
m
f
e
n
v
e
te
k
n
o
lo
ji
d
e
rsi
(
4
.
v
e
5
.
sın
ıf
lar)
ö
ğ
re
ti
m
p
ro
g
ra
m
ı
[
El
e
m
e
n
tar
y
sc
ien
c
e
a
n
d
tec
h
n
o
lo
g
y
(4
th
a
n
d
5
t
h
g
ra
d
e
s)
c
u
rricu
lu
m
]
,
”
2
0
0
4
.
Re
tri
e
v
e
d
F
e
b
ru
a
ry
1
9
,
2
0
0
9
,
f
ro
m
’
h
tt
p
:
//
tt
k
b
.
m
e
b
.
g
o
v
.
tr.
i
n
d
e
x
1
0
2
4
.
h
tm
.
[2
4
]
M
.
K.
F
e
tt
e
rs,
e
t
a
l.
,
“
Co
n
f
ro
n
ti
n
g
,
c
h
a
ll
e
n
g
in
g
,
a
n
d
c
h
a
n
g
i
n
g
tea
c
h
e
rs’
b
e
li
e
f
s:
I
m
p
li
c
a
ti
o
n
s
f
ro
m
a
lo
c
a
l
sy
st
e
m
ic
c
h
a
n
g
e
d
e
v
e
lo
p
m
e
n
t
p
ro
g
ra
m
,
”
J
o
u
rn
a
l
o
f
S
c
ien
c
e
T
e
a
c
h
e
r E
d
u
c
a
t
io
n
,
v
o
l/
issu
e
:
1
3
(
2
),
p
p
.
1
0
1
-
1
3
0
,
2
0
0
2
.
[2
5
]
A
.
Yıld
ırı
m
a
n
d
H.
S
im
se
k
,
“
Qu
a
li
tativ
e
re
se
a
rc
h
m
e
th
o
d
s in
th
e
so
c
ial
sc
ien
c
e
s
,
”
A
n
k
a
ra
,
S
e
c
k
in
P
u
b
li
sh
i
n
g
,
2
0
0
8
.
[2
6
]
M
E
(M
in
istry
o
f
Ed
u
c
a
ti
o
n
),
“
O
k
u
l
ö
n
c
e
si
e
ğ
it
im
in
g
ü
ç
len
d
iri
lme
si
p
ro
jes
i
[S
tren
g
th
e
n
in
g
p
ro
jec
t
o
f
p
re
-
sc
h
o
o
l
e
d
u
c
a
ti
o
n
]
,
”
2
0
1
5
.
Re
tri
e
v
e
d
De
c
e
m
b
e
r
2
5
,
f
ro
m
’
h
tt
p
:/
/t
e
g
m
.
m
e
b
.
g
o
v
.
tr/
ww
w
/o
k
u
l
-
o
n
c
e
si
-
e
g
it
i
m
in
-
g
u
c
l
e
n
d
iri
lm
e
si
-
p
ro
jes
i/
ice
rik
/3
7
.
[2
7
]
Ro
u
rk
e
L
.
a
n
d
T
.
A
n
d
e
rso
n
,
“
Va
li
d
it
y
in
q
u
a
n
ti
tativ
e
c
o
n
ten
t
a
n
a
l
y
sis
,
”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l/
issu
e
:
5
2
(1
),
p
p
.
5
-
1
8
,
2
0
0
4
.
[2
8
]
K.
Krip
p
e
n
d
o
rf
f
,
“
Co
n
ten
t
a
n
a
ly
s
is:
A
n
in
tro
d
u
c
ti
o
n
to
it
s m
e
th
o
d
o
lo
g
y
,
”
Ca
li
f
o
rn
ia
,
S
a
g
e
P
u
b
li
c
a
ti
o
n
s,
2
0
1
3
.
[2
9
]
M
.
B.
M
il
e
s
a
n
d
A
.
M
.
H
u
b
e
r
m
a
n
,
“
Qu
a
li
tativ
e
d
a
ta
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n
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ly
sis:
A
n
e
x
p
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n
d
e
d
so
u
rc
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b
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k
,
”
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h
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sa
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d
Oa
k
s,
Ca
li
f
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rn
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,
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AG
E.
M
o
ra
h
a
n
-
M
a
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ti
n
,
1
9
9
4
.
[3
0
]
M.
Oz
d
e
n
a
n
d
B.
Ca
v
laz
o
ğ
lu
,
“
Na
tu
re
o
f
sc
ien
c
e
in
T
u
rk
ish
e
le
m
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n
tar
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o
f
2
0
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5
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n
d
2
0
1
3
c
u
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la
,
”
E
ğ
it
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e
N
it
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l
Ar
a
stı
rm
a
De
rg
isi
[
J
o
u
rn
a
l
o
f
Qu
a
li
t
a
ti
v
e
S
tu
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ies
i
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Ed
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]
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v
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l/
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u
e
:
3
(
2
),
p
p
.
4
0
-
6
5
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
S
cien
ce
Tea
c
h
ers
'
Op
in
io
n
s
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n
A
p
p
lica
tio
n
o
f Co
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S
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Mo
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el
.
.
.
.
(
S
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n
Ya
ma
n
)
127
[3
1
]
B.
K.
T
e
m
iz
a
n
d
M
.
T
a
n
,
“
T
h
e
p
rim
a
r
y
sc
i
e
n
c
e
p
ro
c
e
ss
sk
il
ls
in
e
lem
e
n
tar
y
sc
h
o
o
l
sc
ien
c
e
tea
c
h
in
g
,
”
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l
/i
ss
u
e
:
2
8
(1
2
7
)
,
p
p
.
1
8
-
2
4
,
2
0
0
3
.
[3
2
]
E.
B
.
Kı
rık
k
a
y
a
,
“
Op
in
io
n
s
o
f
sc
ien
c
e
tea
c
h
e
rs
in
p
rim
a
r
y
sc
h
o
o
ls
re
late
d
t
o
sc
ien
c
e
a
n
d
tec
h
n
o
lo
g
y
p
ro
g
ra
m
,
”
J
o
u
rn
a
l
o
f
T
u
rk
ish
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
6
(
1
),
p
p
.
1
3
3
-
1
4
8
,
2
0
0
9
.
[3
3
]
A
.
O
.
Ka
p
lan
,
e
t
a
l.
,
“
Orta
o
k
u
l
ö
ğ
re
n
c
il
e
rin
in
b
il
im
se
l
c
ık
a
rı
m
d
a
b
u
l
u
n
m
a
d
u
ru
m
ların
ı
tes
p
it
e
y
o
n
e
li
k
b
ir
a
ra
stırm
a
[
A
stu
d
y
to
d
e
term
in
e
th
e
sta
tu
s
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts’
sc
ie
n
ti
f
ic
in
f
e
re
n
c
e
]
,
”
Asy
a
O
ğ
re
ti
m
De
rg
isi
[
Asia
n
J
o
u
rn
a
l
o
f
In
str
u
c
ti
o
n
]
,
v
o
l/
iss
u
e
:
2
(2
)
,
p
p
.
1
-
1
7
,
2
0
1
4
.
[3
4
]
H.
T
u
rk
m
e
n
a
n
d
E.
M
.
Ka
n
d
e
m
ir,
“
Öğ
re
t
m
e
n
lerin
b
il
im
se
l
sü
re
ç
b
e
c
e
ril
e
ri
ö
ğ
re
n
m
e
a
lan
ı
a
lg
ıl
a
rı
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z
e
rin
e
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ir
d
u
r
u
m
ç
a
lı
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m
a
sı
[
A
c
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s
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stu
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y
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e
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h
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p
e
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o
f
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rn
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a
re
a
s
a
b
o
u
t
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls]
,
”
J
o
u
rn
a
l
o
f
E
u
ro
p
e
a
n
Ed
u
c
a
ti
o
n
,
v
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l
/i
ss
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e
:
1
(
1
),
p
p
.
1
5
-
2
4
,
2
0
1
1
.
[3
5
]
H.
Un
sa
l,
“
P
rim
a
r
y
sc
h
o
o
l
tea
c
h
e
rs’
v
ie
w
s
a
b
o
u
t
p
ra
c
ti
c
e
o
f
n
e
w
T
u
rk
ish
p
rim
a
r
y
e
d
u
c
a
ti
o
n
c
u
rric
u
l
u
m
,
”
El
e
me
n
ta
ry
Ed
u
c
a
ti
o
n
O
n
li
n
e
,
v
o
l/
issu
e
:
1
2
(3
)
,
p
p
.
6
3
5
-
6
5
8
,
2
0
1
3
.
[3
6
]
A
.
Ch
risto
d
o
u
lo
u
,
e
t
a
l.
,
“
P
rim
a
r
y
tea
c
h
e
rs’
e
x
p
e
rien
c
e
s
o
f
e
n
g
a
g
in
g
in
p
ro
f
e
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
to
d
e
v
e
lo
p
sc
ien
c
e
in
q
u
iry
sk
il
ls
a
c
ro
ss
th
e
c
u
rricu
lu
m
,
”
i
n
E
u
ro
p
e
a
n
S
c
ien
c
e
Ed
u
c
a
ti
o
n
Res
e
a
rc
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Asso
c
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ti
o
n
(
ES
ER
A)
,
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lsi
n
k
i,
2
0
1
5
.
[3
7
]
A
.
T
e
k
b
ı
y
ı
k
a
n
d
A
.
R.
A
k
d
e
n
iz,
“
T
e
a
c
h
e
rs’
v
i
e
w
s
a
b
o
u
t
a
d
o
p
ti
o
n
a
n
d
a
p
p
l
ica
ti
o
n
o
f
p
rim
a
r
y
sc
ien
c
e
a
n
d
tec
h
n
o
l
o
g
y
c
u
rricu
lu
m
,
”
Ne
c
a
ti
b
e
y
Fa
c
u
l
ty
o
f
E
d
u
c
a
t
io
n
,
El
e
c
tro
n
ic
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
t
h
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
,
v
o
l
/i
ss
u
e
:
2
(
2
),
p
p
.
2
3
-
3
7
,
2
0
0
8
.
[3
8
]
R.
Du
it
a
n
d
D.
F
.
T
re
a
g
u
st,
“
C
o
n
c
e
p
t
u
a
l
c
h
a
n
g
e
:
A
p
o
w
e
r
f
u
l
fra
m
e
w
o
rk
f
o
r
i
m
p
ro
v
in
g
sc
i
e
n
c
e
tea
c
h
in
g
a
n
d
lea
rn
in
g
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
2
5
(6
),
p
p
.
6
7
1
-
6
8
8
,
2
0
0
3
.
[3
9
]
A
.
Ce
lep
a
n
d
A
.
Ba
c
a
n
a
k
,
“
P
e
rc
e
p
ti
o
n
s o
f
tea
c
h
e
rs w
h
o
a
r
e
a
tt
e
n
d
in
g
o
n
t
h
e
ir
m
a
ste
r’s d
e
g
r
e
e
re
g
a
r
d
in
g
th
e
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls
a
n
d
t
h
e
ir
a
tt
a
in
m
e
n
t
,
”
J
o
u
rn
a
l
o
f
T
u
rk
ish
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l/
iss
u
e
:
1
0
(1
)
,
p
p
.
5
6
-
7
8
,
2
0
1
3
.
[4
0
]
J.
L
e
w
is
a
n
d
J.
L
e
a
c
h
,
“
Disc
u
ss
io
n
o
f
so
c
io
‐
sc
ien
ti
f
ic i
ss
u
e
s: T
h
e
r
o
le o
f
sc
ien
c
e
k
n
o
w
led
g
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
/i
ss
u
e
:
2
8
(1
1
),
p
p
.
1
2
6
7
-
1
2
8
7
,
2
0
0
6
.
[4
1
]
R.
S
.
S
c
h
w
a
rtz
a
n
d
N.
G
.
L
e
d
e
rm
a
n
,
“
It’s
th
e
n
a
tu
re
o
f
b
e
a
st:
T
h
e
in
f
lu
e
n
c
e
o
f
k
n
o
w
led
g
e
a
n
d
in
ten
ti
o
n
s
o
n
lea
rn
in
g
a
n
d
tea
c
h
in
g
n
a
tu
re
o
f
s
c
ien
c
e
,
”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
S
c
ien
c
e
T
e
a
c
h
in
g
,
v
o
l/
issu
e
:
3
9
(
3
),
p
p
.
2
0
5
-
2
3
6
,
2
0
0
2
.
[4
2
]
H.
T
u
rg
u
t,
“
P
ro
sp
e
c
ti
v
e
sc
ien
c
e
tea
c
h
e
rs’
c
o
n
c
e
p
ti
o
n
s
a
b
o
u
t
s
c
ien
t
ıf
ıc
k
n
o
w
led
g
e
a
n
d
m
e
th
o
d
,
”
J
o
u
rn
a
l
o
f
T
u
rk
ish
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
7
(1
),
p
p
.
1
6
5
-
1
8
4
,
2
0
0
9
.
[4
3
]
U.
Ku
b
a
t,
“
Ev
a
lu
ti
o
n
o
f
c
o
n
ten
t
a
n
d
o
b
jec
ti
v
e
s
o
f
f
i
f
th
g
ra
d
e
s
c
ien
c
e
c
u
rricu
la
in
v
iew
s
o
f
sc
i
e
n
c
e
tea
c
h
e
r
,
”
In
ter
n
a
t
io
n
a
l
Per
i
o
d
ica
l
fo
r
t
h
e
L
a
n
g
u
a
g
e
s,
L
i
ter
a
tu
re
a
n
d
Hist
o
ry
o
f
T
u
rk
ish
o
r
T
u
rk
ic,
v
o
l/
issu
e
:
1
0
(1
1
),
p
p
.
1
0
6
1
-
1
0
7
0
,
2
0
1
5
.
[4
4
]
U.
B.
Ce
b
e
so
y
a
n
d
M
.
D
.
S
a
h
in
,
“
Co
m
p
a
ra
ti
v
e
stu
d
y
o
f
sc
ien
c
e
a
n
d
tec
h
n
o
l
o
g
y
p
ro
g
ra
m
in
ter
m
s
o
f
e
n
v
iro
n
m
e
n
t
a
l
e
d
u
c
a
ti
o
n
in
m
id
d
le sc
h
o
o
ls
,
”
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
B
io
l
o
g
ic
a
l
S
c
ien
c
e
s,
v
o
l/
issu
e
:
3
(2
)
,
p
p
.
1
5
9
-
1
6
8
,
2
0
1
0
.
[4
5
]
N.
Yıld
ırı
m
a
n
d
O.
G
.
A
k
g
u
n
,
“
Op
in
i
o
n
s
o
f
th
e
t
h
ird
g
ra
d
e
c
las
sro
o
m
tea
c
h
e
rs
a
b
o
u
t
th
e
a
lt
e
re
d
s
c
ien
c
e
c
o
u
rse
,
”
J
o
u
rn
a
l
o
f
Kirs
e
h
ir
E
d
u
c
a
ti
o
n
F
a
c
u
lt
y
,
v
o
l/
issu
e
:
1
6
(
2
),
p
p
.
1
9
9
-
2
1
8
,
2
0
1
5
.
BI
O
G
RAP
H
Y
O
F
AUTHO
R
S
ü
ley
m
a
n
Y
a
m
a
n
re
c
e
iv
e
d
M
.
S
.
a
n
d
P
h
D
d
e
g
re
e
s
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
f
ro
m
G
a
z
i
U
n
iv
e
rsit
y
,
T
u
rk
e
y
,
in
2
0
0
0
a
n
d
2
0
0
3
,
re
sp
e
c
ti
v
e
l
y
.
Cu
rre
n
tl
y
,
h
e
is
w
o
rk
in
g
a
s
a
s
so
c
iate
p
ro
f
e
ss
o
r
in
On
d
o
k
u
z
M
a
y
ıs
Un
iv
e
rsit
y
,
S
a
m
su
n
,
T
u
rk
e
y
.
He
is
a
S
c
ien
c
e
Ed
u
c
a
ti
o
n
sp
e
c
ialist.
Re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
sc
ien
c
e
e
d
u
c
a
ti
o
n
m
e
th
o
d
s,
sc
ien
c
e
c
u
rricu
lu
m
,
a
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t
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lu
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ti
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