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ass
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ted
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ater
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s
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in
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t
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lear
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b
y
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o
in
g
w
h
e
n
co
m
p
ar
ed
w
it
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class
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al
m
ater
ials
.
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n
w
eb
-
a
s
s
i
s
ted
ed
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ca
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ater
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s
s
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ld
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e
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ep
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ld
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e
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w
it
h
v
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a
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le
m
e
n
t
s
i
n
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r
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er
to
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cr
ea
s
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s
t
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d
en
ts
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ter
est
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t
h
e
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ater
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n
s
u
c
h
m
a
ter
ials
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te
n
ts
w
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h
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s
e
v
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ca
l
an
d
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m
ated
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m
e
n
ts
ar
e
p
r
ef
er
r
ed
b
y
s
t
u
d
en
t
s
[
1
]
,
[
2
]
.
Fo
r
h
ig
h
le
v
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ef
f
ic
ien
c
y
,
w
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-
as
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ater
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ased
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ich
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m
at
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e
a
n
d
in
ter
esti
n
g
an
i
m
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tio
n
s
[
3
]
-
[
5
]
.
Stu
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ted
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[
3
]
,
[
4
]
,
[
6]
,
[
7
].
C
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in
g
th
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p
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s
iti
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e
r
ef
le
ctio
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w
eb
-
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ted
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n
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co
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te
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ts
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u
c
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u
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w
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p
r
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tin
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e
t
h
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r
etica
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in
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m
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ab
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t
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h
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ip
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Di
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s
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t
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p
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ts
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b
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th
u
s
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tu
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n
ts
ar
e
g
i
v
en
t
h
e
c
h
an
ce
to
s
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d
y
m
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r
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co
llab
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ativ
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y
i
n
s
id
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th
e
clas
s
r
o
o
m
[
8
]
.
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
Desig
n
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A
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(
Mu
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129
W
h
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s
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th
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m
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h
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th
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c
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n
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et
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9
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u
r
e
m
en
t
p
u
r
p
o
s
es,
b
u
t
al
s
o
m
a
k
e
g
r
ea
t
co
n
tr
ib
u
tio
n
s
to
s
t
u
d
en
ts
’
lear
n
in
g
t
h
e
s
u
b
j
ec
ts
an
d
co
n
ce
p
ts
in
a
m
ea
n
in
g
f
u
l,
p
er
m
a
n
en
t
a
n
d
co
n
ce
p
tu
al
w
a
y
i
n
s
cien
ce
less
o
n
s
[
10]
-
[1
3
]
.
I
t
is
k
n
o
w
n
th
a
t
t
h
e
ev
al
u
atio
n
ac
tiv
ities
in
o
u
r
co
u
n
tr
y
h
a
v
e
b
ee
n
b
ased
o
n
B
lo
o
m
’
s
co
m
p
lete
lear
n
i
n
g
th
eo
r
y
an
d
ta
x
o
n
o
m
y
f
o
r
y
ea
r
s
.
I
n
s
u
c
h
ass
e
s
s
m
e
n
t a
n
d
e
v
alu
atio
n
s
,
t
h
e
f
o
c
u
s
is
n
o
t o
n
t
h
e
p
r
o
ce
s
s
,
b
u
t o
n
th
e
r
esu
lt.
I
n
s
u
ch
a
n
ap
p
r
o
ac
h
,
s
tu
d
e
n
ts
’
ab
ilit
ie
s
a
n
d
d
ev
e
lo
p
m
e
n
t
p
o
ten
tials
ar
e
g
en
er
all
y
n
o
t
tak
e
n
i
n
to
co
n
s
id
er
atio
n
.
Ho
w
ev
er
,
ed
u
c
atio
n
p
r
o
g
r
a
m
s
r
ec
e
n
tl
y
d
e
v
el
o
p
ed
in
th
e
w
o
r
ld
an
d
i
n
o
u
r
c
o
u
n
tr
y
ar
e
g
en
er
all
y
b
ased
o
n
t
h
eo
r
ies
a
n
d
ap
p
r
o
ac
h
es
s
u
ch
as
s
tr
u
ctu
r
al
is
t
th
eo
r
y
,
m
u
l
tip
le
i
n
telli
g
e
n
ce
t
h
eo
r
y
,
p
r
o
b
le
m
s
o
lv
i
n
g
ap
p
r
o
ac
h
,
P
r
o
j
ec
t
-
b
ased
lear
n
i
n
g
an
d
d
e
v
elo
p
in
g
s
c
ien
ti
f
ic
p
r
o
ce
s
s
s
k
ills
.
T
h
ese
n
e
w
ap
p
r
o
ac
h
es
h
a
v
e
m
ad
e
it
co
m
p
u
l
s
o
r
y
to
u
s
e
n
e
w
a
s
s
e
s
s
m
en
t
an
d
e
v
al
u
atio
n
tec
h
n
iq
u
es
[
14
]
.
B
ased
o
n
th
e
p
r
o
ce
s
s
,
u
s
in
g
alter
n
ati
v
e
m
ea
s
u
r
e
m
e
n
t
a
n
d
ass
e
s
s
m
en
t
ac
tiv
itie
s
w
h
ich
ta
k
e
i
n
to
co
n
s
id
er
atio
n
in
d
i
v
id
u
a
l
d
if
f
er
en
ce
s
t
h
at
ar
e
co
m
p
atib
le
w
i
th
co
n
s
tr
u
c
tiv
is
t
lear
n
in
g
t
h
eo
r
y
h
a
s
b
ec
o
m
e
a
p
r
ef
er
ab
le
ap
p
r
o
ac
h
[
11
]
-
[
13
]
,
[1
5
]
.
I
n
lear
n
i
n
g
e
n
v
ir
o
n
m
e
n
ts
i
n
s
ch
o
o
ls
,
it
is
p
o
s
s
ib
le
to
f
ac
e
li
m
ita
tio
n
s
s
u
ch
a
s
s
t
u
d
en
t
s
’
in
d
iv
id
u
al
d
if
f
er
e
n
ce
s
a
n
d
t
h
eir
lear
n
i
n
g
s
p
an
.
O
n
e
o
f
th
e
g
r
ea
tes
t
ad
v
an
ta
g
e
s
o
f
‘
F
lip
p
ed
class
r
o
o
m
’
is
th
e
f
ac
t
th
at
it
p
r
esen
ts
s
t
u
d
en
ts
lear
n
i
n
g
e
n
v
ir
o
n
m
en
ts
s
u
i
tab
le
f
o
r
t
h
eir
i
n
d
iv
id
u
a
l
p
ac
e
i
n
d
ep
en
d
en
t
f
r
o
m
ti
m
e
a
n
d
s
p
ac
e
[1
6
]
.
Stu
d
en
ts
w
h
o
ca
n
r
ea
c
h
lear
n
in
g
co
n
ten
t
w
h
ic
h
i
n
clu
d
es
w
eb
-
as
s
is
ted
a
lter
n
ati
v
e
as
s
es
s
m
e
n
t
an
d
ev
alu
a
tio
n
ac
t
iv
i
ties
o
u
ts
id
e
t
h
e
class
r
o
o
m
w
h
e
n
ev
er
a
n
d
w
h
er
ev
er
th
e
y
w
a
n
t
w
i
ll
h
av
e
th
e
o
p
p
o
r
tu
n
it
y
to
d
o
m
o
r
e
ac
t
i
v
itie
s
w
ith
t
h
e
s
u
p
p
o
r
t
o
f
th
e
teac
h
er
in
s
id
e
th
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
t.
T
h
is
s
itu
atio
n
w
ill
h
elp
s
tu
d
e
n
ts
in
o
v
er
co
m
i
n
g
th
e
d
if
f
icu
l
ties
th
e
y
f
ac
e
[
17
]
.
I
n
b
u
ild
in
g
th
e
ir
th
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
,
s
t
u
d
en
t
s
ca
n
u
s
e
w
eb
-
ass
is
ted
alter
n
a
tiv
e
m
ea
s
u
r
e
m
e
n
t
a
n
d
a
s
s
e
s
s
m
e
n
t
ac
tiv
itie
s
in
d
i
v
id
u
a
ll
y
w
h
ile
th
ese
ac
ti
v
it
ies
ca
n
also
b
e
u
s
ed
b
y
th
e
teac
h
er
in
class
r
o
o
m
ac
ti
v
itie
s
[
18
].
Usi
n
g
f
lip
p
ed
class
r
o
o
m
tec
h
n
iq
u
e
b
ased
o
n
w
eb
-
ass
is
ted
alter
n
ati
v
e
m
ea
s
u
r
e
m
e
n
t
an
d
ass
es
s
m
en
t
ac
tiv
itie
s
f
o
r
th
e
“
H
u
m
an
a
n
d
E
n
v
ir
o
n
m
e
n
t
I
n
ter
ac
tio
n
”
u
n
i
t
o
f
s
cien
ce
le
s
s
o
n
w
a
s
d
ec
id
ed
.
T
h
e
p
u
r
p
o
s
e
o
f
en
v
ir
o
n
m
e
n
t
ed
u
ca
tio
n
is
to
te
ac
h
t
h
e
i
n
d
iv
id
u
a
l
to
r
ec
o
g
n
iz
e
th
e
n
at
u
r
al
en
v
ir
o
n
m
e
n
t
h
e
l
iv
es
in
a
n
d
to
teac
h
h
i
m
h
o
w
to
u
s
e
n
at
u
r
al
r
eso
u
r
ce
s
in
an
ef
f
ic
ien
t
a
n
d
b
alan
ce
d
w
a
y
.
R
ap
id
ex
ti
n
cti
o
n
o
f
n
at
u
r
al
r
eso
u
r
ce
s
an
d
u
n
co
n
s
cio
u
s
d
es
tr
u
ctio
n
o
f
n
atu
r
al
li
v
i
n
g
e
n
v
ir
o
n
m
e
n
t
s
b
y
p
eo
p
le
h
a
v
e
b
e
g
u
n
to
b
e
s
ee
n
a
s
i
m
p
o
r
tan
t
p
r
o
b
lem
s
.
A
cc
o
r
d
in
g
l
y
,
w
h
en
th
e
r
ap
id
in
cr
ea
s
e
o
f
e
n
v
ir
o
n
m
en
tal
p
r
o
b
le
m
s
a
n
d
t
h
e
f
ac
t
th
at
t
h
ese
p
r
o
b
lem
s
ca
n
r
ea
ch
ir
r
ev
er
s
ib
le
p
o
in
ts
i
n
t
h
e
f
u
tu
r
e
ar
e
co
n
s
id
er
ed
,
h
u
m
a
n
an
d
e
n
v
ir
o
n
m
en
t
i
n
ter
a
ctio
n
b
ec
o
m
e
s
v
er
y
i
m
p
o
r
tan
t
[
1
9
].
T
h
e
p
u
r
p
o
s
e
o
f
th
i
s
s
tu
d
y
is
to
d
ev
elo
p
p
e
r
s
o
n
alize
d
w
eb
as
s
is
ted
ac
ti
v
i
ties
f
o
r
th
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el
ap
p
lied
in
t
h
e
“Hu
m
a
n
a
n
d
E
n
v
ir
o
n
m
e
n
t I
n
ter
ac
t
io
n
s
”
u
n
i
t o
f
s
cie
n
ce
le
s
s
o
n
an
d
to
r
e
s
ea
r
ch
its
ef
f
ec
t o
n
s
tu
d
e
n
ts
’
ac
h
iev
e
m
en
t.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
w
as
co
n
d
u
cted
w
it
h
t
h
e
p
ar
ticip
atio
n
o
f
7
t
h
g
r
ad
e
s
cie
n
ce
les
s
o
n
s
t
u
d
en
t
s
(
N=
7
4
)
.
I
n
th
is
s
tu
d
y
,
q
u
a
s
i
-
ex
p
er
i
m
en
ta
l
r
esear
ch
m
et
h
o
d
,
o
n
e
o
f
th
e
e
x
p
er
i
m
e
n
tal
r
esear
ch
m
e
th
o
d
s
,
w
as
u
s
ed
.
T
w
o
d
if
f
er
e
n
t
clas
s
es
w
it
h
t
h
e
s
a
m
e
lear
n
i
n
g
lev
el
w
er
e
r
an
d
o
m
l
y
as
s
i
g
n
ed
as
t
h
e
ex
p
er
i
m
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
.
“
H
u
m
a
n
a
n
d
E
n
v
ir
o
n
m
e
n
t
I
n
ter
ac
tio
n
s
Un
i
t
A
c
h
ie
v
e
m
e
n
t
T
est”
w
as
ap
p
lied
o
n
b
o
th
th
e
ex
p
er
i
m
e
n
tal
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
b
ef
o
r
e
an
d
af
ter
th
e
s
tu
d
y
.
T
h
e
r
eliab
ilit
y
co
ef
f
icien
t
o
f
th
e
ac
h
ie
v
e
m
en
t
test
w
as
(
K
R
-
2
0
)
0
.
7
6
.
T
h
e
d
ata
o
b
tain
ed
w
er
e
a
n
al
y
ze
d
with
i
n
d
ep
en
d
en
t
g
r
o
u
p
s
t
test
b
y
u
s
in
g
“
SP
SS
1
7
”
p
r
o
g
r
am
.
I
n
ad
d
itio
n
,
s
e
m
i
-
s
tr
u
ctu
r
ed
o
b
s
er
v
at
io
n
s
co
n
d
u
cted
b
y
t
h
e
r
esear
ch
er
w
er
e
u
s
ed
to
test
th
e
co
n
s
is
ten
c
y
o
f
t
h
e
q
u
a
n
titati
v
e
d
ata
an
d
to
g
et
in
f
o
r
m
atio
n
ab
o
u
t th
e
p
r
o
ce
s
s
.
On
t
h
e
b
asis
o
f
t
h
e
attai
n
m
e
n
ts
o
f
“
H
u
m
a
n
a
n
d
E
n
v
ir
o
n
m
en
t
I
n
ter
ac
tio
n
s
”
u
n
it,
th
e
s
tu
d
y
w
h
ic
h
co
n
tain
ed
co
n
ce
p
t
m
ap
s
p
r
ep
ar
ed
as
w
eb
-
a
s
s
i
s
ted
,
s
tr
u
ct
u
r
ed
g
r
id
s
,
w
o
r
d
ass
o
ciatio
n
,
co
m
p
o
n
en
t
a
n
al
y
s
i
s
tab
les
an
d
attain
m
e
n
t
b
ased
ass
ess
m
e
n
t
ac
ti
v
ities
w
a
s
ap
p
lied
o
n
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
s
t
u
d
en
t
s
f
o
r
a
p
er
io
d
o
f
3
w
ee
k
s
(
1
0
h
o
u
r
s
)
.
B
esid
es
th
eo
r
etica
l
i
n
f
o
r
m
atio
n
p
r
esen
ted
w
it
h
v
id
eo
b
ef
o
r
e
th
e
less
o
n
,
p
er
s
o
n
alize
d
ac
tiv
it
y
b
ased
m
ater
ials
w
er
e
u
s
ed
.
I
n
ad
d
itio
n
,
th
e
ac
tiv
it
ie
s
in
s
id
e
th
e
m
ater
ial
w
er
e
also
u
s
ed
b
y
t
h
e
teac
h
er
d
u
r
in
g
t
h
e
le
s
s
o
n
.
A
s
s
u
r
e
I
n
s
tr
u
ctio
n
al
Des
ig
n
m
o
d
el
w
a
s
u
s
ed
to
d
esi
g
n
t
h
e
p
r
e
p
ar
ed
m
ater
ial.
T
h
e
o
p
p
o
r
tu
n
itie
s
p
r
o
v
id
ed
b
y
tech
n
o
lo
g
y
s
h
o
u
ld
b
e
u
s
ed
d
u
r
in
g
in
s
tr
u
ctio
n
w
it
h
a
s
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0
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-
[2
1
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.
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
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6
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2
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201
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130
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2
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i)
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ly
ze
lea
rner
s
Gen
er
al
c
h
ar
ac
ter
is
tic
s
:
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et
wee
n
1
1
a
n
d
1
2
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class
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5
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n
p
u
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itiv
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k
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ii)
Sta
t
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bje
ct
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h
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ar
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tal
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f
4
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b
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in
“
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m
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1
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“
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3
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“
B
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it
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(
T
ab
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1
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Desig
n
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ctivities to
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t Cetin
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131
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ab
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1
.
Nu
m
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f
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b
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tiv
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n
d
s
u
b
j
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ce
p
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o
f
h
u
m
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a
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d
en
v
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o
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ter
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ms
1
4
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p
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c
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h
a
b
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t
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t
,
p
o
p
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l
a
t
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o
n
Bio
-
d
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v
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r
si
t
y
3
6
S
o
l
i
d
f
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e
l
s,
l
i
q
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i
d
f
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e
l
s,
g
a
s fu
e
l
s
iii)
Sele
ct
M
e
t
ho
ds
,
m
e
dia
a
nd
m
a
t
er
ia
ls
W
h
en
t
h
e
f
ac
to
r
s
o
f
n
u
m
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f
s
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d
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ts
a
n
d
t
h
eir
c
h
ar
ac
ter
is
tics
,
co
n
ten
ts
o
f
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b
j
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tiv
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s
u
b
j
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ts
o
f
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n
i
ts
a
n
d
ti
m
e
w
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co
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s
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d
,
w
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-
a
s
s
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p
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b
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o
b
e
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h
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o
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t
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ar
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b
y
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i
n
k
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n
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th
a
t it
w
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le
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et
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.
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)
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ilize
M
edia
a
nd
m
a
t
er
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ls
I
t
w
as
e
n
s
u
r
ed
th
at
th
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ti
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it
ies
in
t
h
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ater
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co
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ld
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e
u
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ed
in
d
iv
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all
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.
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n
in
d
iv
id
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a
l
u
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e,
w
eb
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a
s
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s
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ac
tiv
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an
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e
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ad
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ch
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b
j
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n
class
r
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o
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u
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e,
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ab
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to
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tili
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to
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s
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ar
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o
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.
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rner
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rt
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t
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en
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m
en
t
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a
s
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is
ted
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n
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ed
.
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d
e
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le
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e
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ater
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e
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v
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t
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re
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ate
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ased
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e
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m
en
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d
as
s
es
s
m
en
t
m
a
ter
ial
w
ill
b
e
u
s
ed
[
22
]
.
I
n
t
h
is
m
ater
ial,
th
er
e
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e
x
p
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n
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in
th
e
f
o
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m
o
f
s
tate
m
en
ts
f
o
r
t
h
e
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jectiv
es
o
f
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m
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n
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d
en
v
ir
o
n
m
e
n
t
i
n
ter
ac
tio
n
”.
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h
e
s
tu
d
en
t
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ar
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ex
p
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te
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to
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e
s
tu
d
en
t
m
o
v
e
s
o
n
to
th
e
s
tate
m
e
n
t
p
r
ep
ar
ed
f
o
r
th
e
n
ex
t
o
b
j
ec
tiv
e
w
h
en
h
e/s
h
e
an
s
w
er
s
t
h
e
q
u
esti
o
n
s
co
r
r
ec
tl
y
.
W
h
en
t
h
e
an
s
w
er
g
i
v
e
n
b
y
t
h
e
s
t
u
d
en
t
is
n
o
t
co
r
r
ec
t,
th
e
s
t
u
d
en
t
is
e
x
p
ec
ted
to
an
s
w
er
ag
ain
to
a
d
i
f
f
er
en
t
q
u
es
tio
n
t
h
at
b
elo
n
g
s
to
t
h
e
s
a
m
e
o
b
j
ec
tiv
e.
W
h
e
n
th
e
s
t
u
d
en
t
an
s
w
er
s
i
n
co
r
r
ec
tl
y
a
g
ai
n
,
th
e
s
t
u
d
en
t
is
d
ir
ec
ted
to
th
e
a
ctiv
it
y
o
f
th
e
o
b
j
ec
tiv
e
th
in
k
i
n
g
th
at
h
e/
s
h
e
lack
s
i
n
f
o
r
m
atio
n
.
Af
ter
th
e
s
t
u
d
en
t
co
m
p
lete
s
th
e
ac
t
iv
i
t
y
h
e/s
h
e
ca
n
r
ep
ea
t
as
m
an
y
ti
m
es
a
s
h
e/sh
e
w
a
n
ts
,
t
h
e
s
t
u
d
en
t
i
s
d
ir
ec
ted
to
ex
p
r
ess
io
n
s
p
r
esen
ted
as
s
tate
m
e
n
t.
T
h
e
s
tu
d
en
t
co
n
ti
n
u
es
w
it
h
t
h
e
s
tat
e
m
en
t
p
r
ep
ar
ed
f
o
r
th
e
n
e
x
t
o
b
j
ec
tiv
e
an
d
t
h
is
is
r
ep
e
ated
f
o
r
all
o
b
j
ec
tiv
es.
W
h
ile
t
h
e
p
r
o
g
r
a
m
r
ep
o
r
ts
t
h
e
r
esu
lt
s
to
t
h
e
s
t
u
d
en
t
s
,
th
e
r
es
u
lts
ar
e
al
s
o
s
e
n
t
to
th
e
teac
h
er
o
f
t
h
e
le
s
s
o
n
b
y
e
-
m
ail.
2
.
2
.
Alt
er
na
t
iv
e
m
ea
s
ure
m
ent
a
n
d a
s
s
es
s
m
ent
a
ct
iv
it
ies us
e
d
W
eb
-
ass
i
s
ted
alter
n
ati
v
e
m
e
asu
r
e
m
en
t
a
n
d
ass
e
s
s
m
e
n
t
ac
tiv
itie
s
d
ev
elo
p
ed
f
o
r
th
is
s
tu
d
y
ar
e
co
n
ce
p
t
m
ap
s
,
s
tr
u
ct
u
r
ed
g
r
id
s
,
w
o
r
d
ass
o
ciatio
n
,
co
m
p
o
n
en
tial
an
a
l
y
s
is
tab
le
an
d
o
b
j
ec
tiv
e
b
ased
m
ea
s
u
r
e
m
e
n
t
a
n
d
ass
e
s
s
m
e
n
t.
T
h
e
p
r
ep
a
r
atio
n
o
f
th
e
s
e
ac
t
iv
itie
s
an
d
o
n
e
e
x
a
m
p
le
f
o
r
ea
ch
ar
e
p
r
esen
ted
b
elo
w
.
i)
Co
ncept
m
a
ps
T
h
ese
ar
e
g
r
ap
h
ical
to
o
ls
w
h
ich
ar
e
u
s
ed
to
o
r
g
an
ize
an
d
r
ep
r
esen
t
in
f
o
r
m
atio
n
.
T
h
ey
d
ep
en
d
o
n
ass
o
ciatio
n
s
b
et
w
ee
n
co
n
ce
p
ts
w
h
ic
h
ar
e
s
tated
b
y
a
co
n
n
ec
tio
n
th
a
t
ties
t
w
o
co
n
ce
p
t
s
to
g
eth
er
.
C
o
n
ce
p
t
m
ap
s
ar
e
u
s
ed
to
e
n
ab
le
s
tu
d
e
n
ts
to
lear
n
n
e
w
in
f
o
r
m
atio
n
b
y
u
s
i
n
g
o
ld
i
n
f
o
r
m
atio
n
a
n
d
m
ak
in
g
a
s
s
o
ciatio
n
s
b
et
w
ee
n
t
h
e
o
ld
a
n
d
n
e
w
in
f
o
r
m
atio
n
[
2
3
]
.
So
lo
n
g
a
s
t
h
e
y
a
r
e
f
o
r
m
ed
co
r
r
ec
tl
y
,
t
h
e
y
ca
n
b
e
u
s
ed
b
y
teac
h
er
s
an
d
s
tu
d
e
n
ts
i
n
ev
er
y
s
tep
o
f
in
s
tr
u
ctio
n
.
C
o
n
ce
p
t
m
ap
s
ca
n
b
e
d
ev
elo
p
ed
w
it
h
th
e
p
ar
ticip
a
tio
n
o
f
s
t
u
d
en
t
s
i
n
all
class
r
o
o
m
ac
tiv
ities
o
r
g
r
o
u
p
ac
tiv
ities
[
2
4
]
.
Fig
u
r
e
3
g
iv
e
s
a
s
a
m
p
le
o
f
w
eb
-
a
s
s
i
s
ted
co
n
ce
p
t
m
a
p
d
ev
elo
p
ed
f
o
r
th
e
u
n
i
t o
f
H
u
m
an
an
d
en
v
ir
o
n
m
e
n
t.
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
201
7
:
1
2
8
–
1
3
7
132
Fig
u
r
e
3
.
A
w
eb
-
a
s
s
i
s
ted
co
n
c
ep
t m
ap
Fig
u
r
e
3
p
r
ese
n
ts
a
w
eb
-
ass
is
t
ed
co
n
ce
p
t
m
ap
ex
a
m
p
le.
S
tu
d
en
ts
ar
e
e
x
p
ec
ted
to
d
r
ag
t
h
e
co
n
ce
p
ts
u
n
d
er
t
h
e
m
ap
to
s
u
i
tab
le
p
lace
s
.
T
h
e
co
n
ce
p
t
d
r
ag
g
ed
co
r
r
ec
tl
y
i
s
p
lace
d
w
it
h
a
w
ar
n
i
n
g
o
f
“
co
r
r
ec
t”.
T
h
e
co
n
ce
p
t
w
h
ich
is
d
r
ag
g
ed
i
n
c
o
r
r
ec
tly
ca
n
n
o
t
b
e
p
lace
d
a
n
d
g
o
es
b
ac
k
to
th
e
s
p
ac
e
u
n
d
e
r
th
e
m
ap
w
i
th
t
h
e
w
ar
n
in
g
“
i
n
co
r
r
ec
t,
tr
y
a
g
ai
n
”.
ii)
Str
uct
ured
g
rids
T
h
is
is
a
tech
n
iq
u
e
u
s
ed
to
f
in
d
o
u
t
s
tu
d
e
n
ts
’
m
is
co
n
ce
p
tio
n
s
an
d
to
f
i
n
d
o
u
t
th
eir
s
h
o
r
tco
m
in
g
s
i
n
lear
n
in
g
[
2
5
]
.
W
h
en
th
i
s
tec
h
n
iq
u
e
is
b
ei
n
g
ap
p
lied
,
a
tab
le
co
n
s
i
s
ti
n
g
o
f
9
b
o
x
e
s
ar
e
p
r
ep
ar
e
d
b
ased
o
n
ag
e
an
d
le
v
el.
T
h
e
co
n
ce
p
t
s
,
p
ict
u
r
es,
n
u
m
b
er
s
an
d
d
e
f
i
n
itio
n
s
ab
o
u
t
t
h
e
s
u
b
j
ec
t
ar
e
p
lace
d
r
an
d
o
m
l
y
i
n
b
o
x
e
s
.
T
h
e
s
tu
d
en
ts
ar
e
a
s
k
ed
d
i
f
f
er
en
t q
u
e
s
tio
n
s
ab
o
u
t
th
e
s
u
b
j
ec
t a
n
d
th
e
y
ar
e
a
s
k
ed
to
f
i
n
d
t
h
e
s
u
itab
le
b
o
x
f
o
r
t
h
e
an
s
w
er
o
f
ea
ch
q
u
esti
o
n
.
I
n
s
o
m
e
q
u
e
s
tio
n
s
,
t
h
e
y
ar
e
a
s
k
ed
to
o
r
d
e
r
th
e
n
u
m
b
er
s
o
f
b
o
x
es
lo
g
icall
y
o
r
f
u
n
ctio
n
all
y
[
18
]
.
W
h
en
th
e
s
tu
d
e
n
t
ch
o
o
s
es
t
h
e
w
r
o
n
g
b
o
x
,
in
co
r
r
ec
t
o
r
m
is
s
i
n
g
i
n
f
o
r
m
atio
n
ab
o
u
t
t
h
e
s
u
b
j
ec
t c
o
m
e
s
to
lig
h
t [
3
]
.
Fig
u
r
e
4
.
W
eb
-
a
s
s
is
ted
s
tr
u
ct
u
r
ed
g
r
id
e
x
a
m
p
le
Fig
u
r
e
4
g
iv
e
s
a
w
eb
-
ass
is
ted
s
tr
u
ct
u
r
ed
g
r
id
e
x
a
m
p
le.
T
h
e
r
e
ar
e
p
ictu
r
es,
n
a
m
e
s
a
n
d
n
u
m
b
er
s
o
n
th
e
lef
t
(
a)
.
So
m
e
q
u
esti
o
n
s
a
r
e
ask
ed
o
n
th
e
r
ig
h
t
(
b
)
.
T
h
e
co
r
r
ec
t
b
o
x
o
p
en
ed
u
n
d
er
th
e
q
u
esti
o
n
s
r
eq
u
ir
es
th
e
s
t
u
d
en
t
to
c
h
o
o
s
e
t
h
e
n
u
m
b
er
an
d
n
a
m
e
o
f
th
e
p
ictu
r
e
o
n
t
h
e
lef
t.
T
h
e
s
t
u
d
en
t
w
h
o
co
m
p
lete
s
th
e
p
r
o
ce
s
s
es
f
o
r
all
q
u
es
tio
n
s
p
r
e
s
s
es
t
h
e
b
u
t
to
n
“
c
h
ec
k
m
y
an
s
w
er
s
”
a
n
d
s
ee
s
t
h
e
co
r
r
ec
t
an
s
w
er
s
o
n
th
e
s
cr
ee
n
w
it
h
h
is
a
n
s
w
er
s
an
d
m
a
k
es a
co
m
p
ar
is
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Desig
n
in
g
a
n
d
A
p
p
lyi
n
g
W
eb
A
s
s
is
ted
A
ctivities to
b
e
Used
in
F
lip
p
ed
C
la
s
s
r
o
o
m
Mo
d
el
(
Mu
r
a
t Cetin
ka
ya
)
133
iii)
Wo
rd
a
s
s
o
cia
t
io
n
W
o
r
d
ass
o
ciatio
n
i
s
a
m
e
th
o
d
d
i
r
ec
tl
y
r
elate
d
w
it
h
u
n
d
er
s
t
an
d
in
g
a
p
er
s
o
n
’
s
co
n
ce
p
t
g
r
o
u
p
s
.
T
h
is
tech
n
iq
u
e
h
elp
s
to
d
eter
m
in
e
t
h
e
as
s
o
ciatio
n
s
t
h
e
s
t
u
d
en
t
f
o
r
m
s
in
h
i
s
co
g
n
iti
v
e
s
tr
u
ct
u
r
e
a
n
d
to
d
eter
m
i
n
e
t
h
e
co
n
s
tr
u
ct
i
n
lo
n
g
ter
m
m
e
m
o
r
y
[2
6
]
.
W
eb
-
ass
is
ted
w
o
r
d
as
s
o
ciatio
n
d
ev
e
lo
p
ed
f
o
r
th
i
s
s
t
u
d
y
ca
n
b
e
s
ee
n
i
n
Fig
u
r
e
5
.
Fig
u
r
e
5
.
W
eb
-
as
s
is
ted
w
o
r
d
ass
o
ciatio
n
e
x
a
m
p
le
J
u
m
b
led
w
o
r
d
s
ar
e
ex
p
ec
ted
t
o
b
e
d
r
ag
g
ed
an
d
m
atch
ed
co
r
r
ec
tl
y
.
I
n
ca
s
e
o
f
m
is
m
atc
h
,
m
atch
d
o
es
n
o
t o
cc
u
r
w
ith
t
h
e
w
ar
n
in
g
“
i
n
co
r
r
ec
t”
an
d
th
e
w
o
r
d
s
g
o
b
ac
k
to
th
e
ir
o
ld
p
lace
s
.
iv
)
M
e
a
nin
g
-
a
na
ly
s
is
t
a
ble
Me
an
i
n
g
-
a
n
al
y
s
is
tab
le
(
MA
T
)
is
a
tab
le
d
ev
elo
p
ed
t
w
o
d
im
en
s
io
n
a
ll
y
f
o
r
th
e
cla
s
s
i
f
icat
io
n
o
f
t
h
e
ch
ar
ac
ter
is
tic
s
o
f
en
ti
ties
o
r
o
b
j
ec
ts
(
Fig
u
r
e
6
)
.
I
n
o
n
e
d
im
e
n
s
io
n
o
f
th
e
tab
le,
th
er
e
ar
e
th
e
en
titi
es
o
r
o
b
j
ec
ts
th
e
c
h
ar
ac
ter
is
tic
s
o
f
w
h
ich
will
b
e
s
o
l
v
ed
,
in
th
e
o
t
h
er
d
i
m
en
s
io
n
,
th
er
e
ar
e
th
e
ch
ar
ac
ter
is
tics
.
M
A
T
s
ca
n
b
e
u
s
ed
ef
f
ec
ti
v
el
y
i
n
lear
n
i
n
g
t
h
e
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ts
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
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Vo
l.
6
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2
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:
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.
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3.
RE
SU
L
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S
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ND
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AL
Y
SI
S
T
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test
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n
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te
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Ma
tter
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Hea
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d
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d
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tr
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io
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tal
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d
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n
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o
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g
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e
x
a
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ed
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e
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i
m
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tal
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d
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n
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g
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p
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e
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w
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Fi
g
u
r
e
8
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.
Fig
u
r
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.
C
o
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s
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6
.
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.
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1
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4
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(
t(
7
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)
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9
3
,
p
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.
0
5
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Desig
n
in
g
a
n
d
A
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s
s
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ted
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ctivities to
b
e
Used
in
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C
la
s
s
r
o
o
m
Mo
d
el
(
Mu
r
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t Cetin
ka
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)
135
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ab
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3
.
T
test
an
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s
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s
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test
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test
r
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lt
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4
P
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4.
DIS
CU
SS
I
O
N
T
h
e
m
o
s
t
v
al
u
ab
le
ti
m
e
s
in
th
e
class
r
o
o
m
ar
e
s
p
en
t
co
n
v
e
y
i
n
g
th
eo
r
etica
l
i
n
f
o
r
m
atio
n
.
T
h
is
in
v
o
l
v
e
s
an
en
t
ir
el
y
p
as
s
iv
e
a
n
d
u
n
id
ir
ec
tio
n
al
lear
n
i
n
g
p
r
o
ce
s
s
.
Du
e
to
th
e
t
i
m
e
s
p
en
t
o
n
c
o
n
v
e
y
in
g
t
h
e
o
r
etica
l
in
f
o
r
m
atio
n
,
o
n
l
y
a
li
m
ited
a
m
o
u
n
t
o
f
t
i
m
e
ca
n
b
e
allo
ca
t
ed
to
in
-
cla
s
s
s
t
u
d
en
t
ac
ti
v
iti
es
[2
7
].
Ho
w
e
v
er
,
s
tu
d
e
n
ts
te
n
d
to
ex
h
ib
it
h
i
g
h
er
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
class
es
w
h
er
e
co
o
p
er
ativ
e
lea
r
n
in
g
ac
tiv
ities
ar
e
co
n
d
u
cted
[
2
8
]
.
T
o
b
e
ab
le
to
allo
c
ate
m
o
r
e
class
r
o
o
m
ti
m
e
to
co
o
p
er
ativ
e
lear
n
in
g
ac
tiv
i
ties
,
th
e
ti
m
e
s
p
en
t
o
n
co
n
v
e
y
in
g
th
eo
r
etica
l
in
f
o
r
m
atio
n
s
h
o
u
ld
b
e
r
ed
u
ce
d
,
an
d
ev
e
n
m
in
i
m
ized
.
T
h
is
is
w
h
er
e
t
h
e
Fli
p
p
ed
C
las
s
r
o
o
m
Mo
d
el
b
ec
o
m
es
i
m
p
o
r
ta
n
t
[
27
].
B
y
h
a
v
i
n
g
t
h
e
o
r
etica
l
lear
n
i
n
g
tak
e
p
ac
e
b
ef
o
r
e
th
e
clas
s
r
o
o
m
ti
m
e,
teac
h
er
s
ar
e
ab
le
to
i
n
v
e
s
t
m
o
r
e
t
i
m
e
d
u
r
in
g
cla
s
s
in
v
ar
io
u
s
tec
h
n
iq
u
es
s
u
ch
a
s
r
ese
ar
ch
-
b
ased
lear
n
in
g
,
ac
tiv
e
lear
n
in
g
,
p
ee
r
lear
n
i
n
g
an
d
co
o
p
er
ativ
e
lear
n
i
n
g
.
S
u
ch
tech
n
iq
u
e
s
n
o
t
o
n
l
y
au
g
m
en
t
t
h
e
s
t
u
d
en
t
s
’
in
ter
est
in
th
e
c
lass
,
b
u
t
al
s
o
h
elp
i
m
p
r
o
v
e
t
h
eir
h
i
g
h
-
le
v
el
t
h
i
n
k
i
n
g
s
k
ill
s
.
T
h
is
p
r
o
v
id
es
a
n
i
m
p
o
r
tan
t
ad
v
an
ta
g
e,
esp
ec
iall
y
f
o
r
cr
o
w
d
ed
class
es [
2
9
]
.
Stu
d
ies
co
n
d
u
cted
f
r
eq
u
e
n
tl
y
ad
d
r
ess
th
e
n
ec
es
s
it
y
o
f
cr
ea
tin
g
m
ater
ia
ls
t
h
at
w
ill
co
n
tr
ib
u
te
to
in
d
iv
id
u
al
lear
n
i
n
g
o
f
s
tu
d
e
n
t
s
.
W
eb
ass
i
s
ted
alter
n
a
tiv
e
as
s
ess
m
e
n
t
a
n
d
ev
a
lu
at
io
n
ac
ti
v
ities
w
er
e
p
r
ep
ar
ed
to
h
elp
th
e
s
tu
d
e
n
ts
i
n
lear
n
i
n
g
t
h
e
th
eo
r
etica
l
i
n
f
o
r
m
atio
n
o
f
th
e
les
s
o
n
i
n
d
iv
id
u
all
y
.
T
h
e
m
o
s
t
i
m
p
o
r
tan
t
r
ea
s
o
n
f
o
r
p
r
ef
er
r
in
g
w
eb
a
s
s
is
ted
al
ter
n
ati
v
e
a
s
s
e
s
s
m
e
n
t
an
d
e
v
al
u
atio
n
ac
ti
v
itie
s
wer
e
th
e
f
ac
t
t
h
at
it
co
n
tain
ed
b
o
th
a
s
s
es
s
m
en
t
an
d
teac
h
in
g
c
h
ar
ac
ter
is
tic
s
at
t
h
e
s
a
m
e
t
i
m
e.
Op
p
o
r
tu
n
itie
s
ar
e
g
i
v
en
f
o
r
s
t
u
d
en
t
s
to
b
e
a
w
ar
e
o
f
t
h
e
th
eo
r
etica
l
in
f
o
r
m
atio
n
.
T
o
o
m
u
c
h
ti
m
e
is
s
p
en
t
to
teac
h
t
h
eo
r
etica
l
in
f
o
r
m
atio
n
d
u
r
in
g
class
.
Fli
p
p
ed
class
r
o
o
m
m
o
d
e
l g
iv
e
s
ad
v
a
n
ta
g
es a
t t
h
is
p
o
in
t.
A
llo
w
i
n
g
s
u
f
f
icien
t
ti
m
e
f
o
r
in
-
clas
s
ac
tiv
ities
al
s
o
co
n
tr
i
b
u
tes
p
o
s
iti
v
el
y
to
th
e
cr
ea
ti
v
e
th
in
k
i
n
g
s
k
il
ls
o
f
s
tu
d
e
n
ts
.
Ho
w
e
v
er
,
th
is
p
r
o
ce
s
s
m
i
g
h
t
b
e
les
s
p
o
s
itiv
e
f
o
r
s
tu
d
e
n
ts
w
h
o
d
id
n
o
t
g
ai
n
a
s
u
f
f
icie
n
t
u
n
d
er
s
ta
n
d
in
g
o
f
t
h
e
t
h
eo
r
etic
al
in
f
o
r
m
at
io
n
i
n
th
e
p
r
e
-
clas
s
r
o
o
m
p
h
ase.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
s
u
c
h
s
k
ill
s
i
s
ass
o
ciate
d
w
it
h
t
h
e
le
v
el
o
f
p
r
ep
ar
atio
n
b
ef
o
r
e
class
.
T
h
er
e
f
o
r
e,
th
er
e
i
s
a
n
ee
d
to
d
ev
e
l
o
p
e
-
lear
n
i
n
g
to
o
ls
th
at
w
il
l
s
u
p
p
o
r
t
th
e
in
d
i
v
id
u
a
l
lear
n
i
n
g
o
f
s
t
u
d
en
t
s
[
30
]
.
W
eb
ass
is
ted
ac
ti
v
itie
s
u
s
ed
in
t
h
is
s
t
u
d
y
w
er
e
u
s
ed
b
y
t
h
e
teac
h
er
d
u
r
i
n
g
th
e
les
s
o
n
i
n
ad
d
itio
n
to
b
ein
g
u
s
ed
b
ef
o
r
e
less
o
n
w
h
en
t
h
eo
r
etica
l
in
f
o
r
m
a
tio
n
i
s
lear
n
ed
.
I
n
f
lip
p
ed
class
r
o
o
m
m
et
h
o
d
in
w
h
ic
h
s
tu
d
e
n
ts
tak
e
ac
tiv
e
r
o
le
in
t
h
eir
i
n
d
iv
id
u
al
lear
n
in
g
,
it
i
s
i
m
p
o
r
tan
t
to
p
r
ese
n
t
t
h
e
t
h
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
ab
o
u
t
th
e
s
u
b
j
ec
t
to
b
e
tau
g
h
t
s
y
s
te
m
at
icall
y
i
n
a
p
lan
n
ed
w
a
y
.
Si
tu
at
io
n
s
w
h
ich
ar
e
d
if
f
ic
u
lt
to
b
e
f
i
x
ed
i
n
t
h
e
f
u
tu
r
e
m
a
y
ar
is
e
w
h
en
s
t
u
d
en
t
s
m
is
u
n
d
er
s
ta
n
d
o
r
n
o
t
r
ea
lize
th
at
t
h
e
y
lear
n
in
co
m
p
letel
y
i
n
en
v
ir
o
n
m
e
n
ts
v
i
d
eo
less
o
n
s
o
r
a
n
i
m
atio
n
-
li
k
e
ap
p
licatio
n
s
ar
e
p
r
esen
ted
.
W
h
en
ass
es
s
m
en
t
an
d
in
s
tr
u
ctio
n
ar
e
co
n
s
id
er
ed
,
u
s
in
g
alter
n
ati
v
e
m
ea
s
u
r
e
m
en
t
an
d
ass
es
s
m
en
t
tech
n
iq
u
es
w
ill
b
e
t
h
e
r
ig
h
t
c
h
o
ice
f
o
r
s
u
ch
e
n
v
ir
o
n
m
en
ts
.
B
y
u
s
in
g
w
eb
-
a
s
s
i
s
ted
alter
n
a
tiv
e
as
s
es
s
m
en
t
a
n
d
ev
alu
a
tio
n
tec
h
n
iq
u
e
s
b
esid
es
v
id
eo
lik
e
v
i
s
u
a
ls
t
h
at
ca
n
b
e
u
s
ed
f
o
r
th
e
t
h
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
o
f
th
e
less
o
n
,
m
en
tal
co
n
f
u
s
io
n
s
th
a
t st
u
d
en
t
s
m
a
y
ex
p
er
ien
ce
ca
n
b
e
s
o
lv
e
d
.
W
eb
ass
i
s
ted
alter
n
ati
v
e
m
e
asu
r
e
m
en
t
a
n
d
ass
e
s
s
m
e
n
t,
o
n
e
o
f
th
e
m
ai
n
th
e
m
e
s
o
f
th
is
s
t
u
d
y
,
p
r
esen
ts
s
o
l
u
tio
n
s
to
s
u
ch
p
r
o
b
le
m
s
.
T
h
e
d
esig
n
ed
m
ater
ial
g
iv
e
s
o
p
p
o
r
tu
n
ities
to
s
tu
d
e
n
t
s
to
tr
y
ag
ai
n
w
h
e
n
th
e
y
a
n
s
w
er
in
co
r
r
ec
tl
y
.
T
h
is
s
itu
a
tio
n
co
n
ti
n
u
es
u
n
til
t
h
e
y
an
s
w
er
co
r
r
ec
tl
y
.
I
n
ad
d
itio
n
,
th
e
s
t
u
d
en
t
ca
n
s
ee
h
is
o
w
n
an
s
w
er
an
d
t
h
e
co
r
r
ec
t
an
s
w
er
s
i
m
u
l
tan
eo
u
s
l
y
o
n
t
h
e
s
cr
ee
n
a
n
d
ca
n
m
a
k
e
co
m
p
ar
is
o
n
s
.
Ma
ter
ial
s
g
u
id
e
th
e
s
t
u
d
en
t
s
w
h
o
ar
e
tr
y
in
g
to
f
o
r
m
th
e
ir
th
eo
r
etica
l
b
ac
k
g
r
o
u
n
d
in
d
i
v
id
u
a
ll
y
.
I
n
a
d
d
itio
n
,
eq
u
alit
y
o
f
o
p
p
o
r
tu
n
it
y
i
s
en
s
u
r
ed
f
o
r
lear
n
in
g
ar
i
s
in
g
f
r
o
m
i
n
d
i
v
id
u
al
d
if
f
er
en
ce
s
in
ter
m
s
o
f
t
h
e
n
ee
d
f
o
r
m
o
r
e
ti
m
e
a
n
d
n
ee
d
to
r
ep
ea
t.
W
ith
th
e
p
r
e
in
f
o
r
m
atio
n
f
o
r
m
ed
t
h
u
s
,
o
p
p
o
r
tu
n
i
ties
ar
e
p
r
ese
n
ted
f
o
r
m
o
r
e
ac
tiv
itie
s
i
n
t
h
e
class
r
o
o
m
a
n
d
f
o
r
s
t
u
d
en
t
s
to
q
u
esti
o
n
w
h
a
t
th
e
y
h
a
v
e
lear
n
ed
.
I
n
g
e
tti
n
g
u
s
e
f
u
l
r
es
u
lt
s
i
n
o
u
r
w
eb
-
ass
is
ted
m
ater
ial
p
r
ep
ar
atio
n
s
tu
d
y
,
t
h
e
teac
h
er
’
s
p
er
f
o
r
m
a
n
ce
i
n
th
e
clas
s
r
o
o
m
i
s
also
an
i
m
p
o
r
tan
t
f
ac
to
r
.
T
h
e
teac
h
er
’
s
u
s
e
o
f
w
eb
-
as
s
is
ted
alter
n
ativ
e
m
ea
s
u
r
e
m
en
t
a
n
d
ass
ess
m
e
n
t
tec
h
n
iq
u
es
i
n
cla
s
s
ical
o
r
co
m
p
u
ter
en
v
ir
o
n
m
e
n
t
a
n
d
d
u
r
i
n
g
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ct
io
n
w
i
ll
g
iv
e
t
h
e
s
t
u
d
en
ts
t
h
e
c
h
an
ce
to
q
u
e
s
tio
n
t
h
eir
p
r
ev
io
u
s
lear
n
in
g
.
R
ap
id
ad
v
an
ce
s
i
n
tech
n
o
lo
g
y
,
as
w
ell
as
s
t
u
d
en
t
s
’
ev
er
-
g
r
o
w
i
n
g
in
ter
es
t
in
th
e
m
,
h
a
v
e
in
cr
ea
s
ed
th
e
i
m
p
o
r
tan
ce
u
s
in
g
o
f
tec
h
n
o
lo
g
y
i
n
ed
u
ca
tio
n
.
T
o
b
e
ab
le
to
m
a
k
e
ef
f
ec
t
iv
e
u
s
e
o
f
tech
n
o
l
o
g
y
f
o
r
ed
u
ca
tio
n
a
l
p
u
r
p
o
s
es,
th
er
e
is
a
n
ee
d
f
o
r
in
s
tr
u
ctio
n
al
m
ater
ia
ls
t
h
at
w
i
ll
h
e
lp
g
u
id
e
s
t
u
d
en
t
s
.
T
ec
h
n
o
lo
g
y
-
as
s
is
ted
in
s
tr
u
ctio
n
a
l
m
ater
ial
s
m
u
s
t
b
e
p
r
ep
ar
e
d
b
ased
o
n
a
s
y
s
te
m
atic
p
lan
n
i
n
g
.
T
h
e
p
r
esen
t
s
t
u
d
y
f
o
cu
s
es
o
n
t
h
e
p
lan
n
i
n
g
p
r
o
ce
s
s
es
th
a
t
ar
e
n
ec
ess
ar
y
d
u
r
in
g
th
e
p
r
ep
ar
atio
n
o
f
w
eb
-
a
s
s
i
s
ted
i
n
s
tr
u
ctio
n
a
l
m
ater
ial
s
.
O
n
e
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2
2
5
2
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8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
201
7
:
1
2
8
–
1
3
7
136
th
e
m
o
s
t
e
f
f
ec
ti
v
e
m
o
d
el
s
t
h
at
ca
n
b
e
ap
p
lied
to
p
r
ep
ar
ati
o
n
o
f
w
eb
-
as
s
is
ted
i
n
s
tr
u
ctio
n
al
m
ater
ials
is
t
h
e
Ass
u
r
e
I
n
s
tr
u
c
tio
n
al
Des
ig
n
Mo
d
el.
T
h
e
s
tu
d
y
in
v
o
lv
e
s
th
e
ap
p
licatio
n
o
f
s
u
c
h
p
lan
n
in
g
to
th
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el.
A
s
p
ar
t
o
f
th
i
s
p
la
n
n
in
g
,
m
ater
ial
s
w
er
e
p
r
ep
ar
ed
in
o
r
d
er
to
ass
is
t
an
d
e
n
h
a
n
ce
th
e
in
d
iv
id
u
al
lear
n
i
n
g
o
f
s
t
u
d
en
t
s
in
p
r
e
-
cla
s
s
p
h
a
s
e
o
f
th
e
f
li
p
p
ed
class
r
o
o
m
m
o
d
el,
w
h
ic
h
is
th
e
p
h
a
s
e
w
h
er
e
th
e
t
h
eo
r
etica
l
i
n
f
o
r
m
atio
n
is
lear
n
ed
.
A
lter
n
at
iv
e
m
ea
s
u
r
e
m
en
t
a
n
d
ev
al
u
atio
n
ac
ti
v
itie
s
w
er
e
in
cl
u
d
ed
i
n
to
th
e
co
n
ten
t
s
o
f
t
h
ese
m
a
ter
ials
.
T
h
e
as
s
ess
m
e
n
t
-
r
elate
d
an
d
in
s
tr
u
ctio
n
al
f
ea
tu
r
es
o
f
th
e
s
e
alter
n
ati
v
e
m
ea
s
u
r
e
m
e
n
t
a
n
d
ev
alu
a
tio
n
m
ater
ials
w
er
e
also
co
n
s
id
er
ed
w
h
e
n
s
elec
ti
n
g
th
e
s
e
ac
tiv
iti
es.
W
e
co
n
s
id
er
th
at
u
s
e
o
f
i
n
ter
ac
ti
v
e
i
n
s
tr
u
ctio
n
al
m
ater
ial
s
alo
n
g
w
it
h
t
h
e
m
o
s
t
f
r
eq
u
e
n
tl
y
u
s
ed
m
et
h
o
d
o
f
t
h
e
f
lip
p
ed
clas
s
r
o
o
m
m
o
d
e
l
(
i.e
.
th
e
u
s
e
o
f
t
h
e
v
i
d
eo
lectu
r
e
m
eth
o
d
,
ac
co
r
d
in
g
to
t
h
e
liter
atu
r
e)
w
i
ll
p
r
o
v
e
to
b
e
an
ef
f
ec
ti
v
e
ap
p
r
o
ac
h
.
T
h
is
m
a
ter
ial
p
r
o
v
id
es
s
ig
n
i
f
ican
t
ad
v
a
n
ta
g
es
t
h
a
t
th
e
s
tu
d
e
n
ts
ca
n
b
en
ef
i
t
f
r
o
m
,
s
in
ce
it
allo
w
s
th
e
s
tu
d
e
n
t
to
u
s
e
th
e
m
ater
ial
a
cc
o
r
d
in
g
to
h
i
s
/h
er
o
w
n
in
d
i
v
id
u
al
lear
n
i
n
g
s
p
ee
d
.
T
h
ese
ad
v
an
ta
g
es
i
n
cl
u
d
e:
allo
w
i
n
g
s
t
u
d
en
ts
t
h
e
o
p
p
o
r
tu
n
it
y
to
r
ep
ea
t
ac
ti
v
ities
as
m
u
ch
as
th
e
y
n
ee
d
,
an
d
d
ir
ec
ti
n
g
s
t
u
d
en
ts
to
w
ar
d
s
v
ar
io
u
s
ac
ti
v
it
ies b
ased
o
n
th
e
w
r
o
n
g
an
s
w
er
s
t
h
e
y
g
i
v
e
d
u
r
i
n
g
t
h
e
Q
&
A
m
ea
s
u
r
e
m
e
n
t
a
n
d
ev
alu
at
io
n
.
T
h
e
ac
tiv
ities
s
u
g
g
e
s
ted
in
th
e
p
r
esen
t
s
tu
d
y
ca
n
b
e
u
tili
ze
d
an
d
i
m
p
r
o
v
ed
b
y
r
esear
ch
er
s
co
n
d
u
cti
n
g
n
e
w
s
t
u
d
ies
o
n
t
h
e
f
lip
p
ed
cl
ass
r
o
o
m
m
o
d
el.
T
h
e
m
ater
ial
s
d
ev
elo
p
ed
i
n
t
h
e
p
r
ese
n
t
s
t
u
d
y
ca
n
a
ls
o
b
e
r
e
-
ar
r
an
g
ed
/
m
o
d
i
f
ied
f
o
r
u
s
e
in
o
th
er
s
u
b
j
ec
ts
o
f
s
cien
ce
clas
s
e
s
.
I
t
ca
n
also
b
e
d
esig
n
ed
an
d
m
ea
s
u
r
ed
f
o
r
o
th
er
d
is
cip
lin
es
a
n
d
it
ca
n
b
e
d
ev
elo
p
ed
b
y
r
esear
c
h
er
s
to
cr
ea
te
w
eb
-
as
s
is
ted
en
v
ir
o
n
m
en
t
u
s
i
n
g
f
lip
p
ed
class
r
o
o
m
m
eth
o
d
.
5.
CO
NCLU
SI
O
N
T
h
is
s
t
u
d
y
r
esear
ch
ed
t
h
e
e
f
f
ec
ts
o
f
w
eb
as
s
is
ted
ac
ti
v
ities
in
clas
s
r
o
o
m
s
u
s
in
g
f
lip
p
ed
class
r
o
o
m
m
et
h
o
d
o
n
t
h
e
i
n
d
iv
id
u
al
s
tu
d
y
a
n
d
th
u
s
ac
h
ie
v
e
m
e
n
ts
o
f
t
h
e
s
tu
d
e
n
ts
.
P
r
e
-
te
s
t
r
es
u
lt
s
o
f
th
e
lear
n
in
g
le
v
el
s
o
f
ex
p
er
i
m
e
n
tal
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
w
er
e
f
o
u
n
d
to
b
e
s
i
m
ila
r
(
t(
7
4
)
=
6
5
0
,
p
>0
.
0
5
)
.
Po
s
t
-
t
est
r
esu
lts
a
n
al
y
s
i
s
s
h
o
w
ed
a
p
o
s
itiv
e
s
i
g
n
i
f
ican
t
d
if
f
er
e
n
ce
in
f
av
o
r
o
f
t
h
e
ex
p
er
i
m
en
tal
g
r
o
u
p
s
t
u
d
en
t
s
(
t(
7
4
)
=
3
.
2
9
3
,
p
<0
.
0
5
)
.
B
ased
o
n
th
ese
r
esu
lts
,
it
ca
n
b
e
s
aid
t
h
at
e
x
p
er
i
m
e
n
tal
g
r
o
u
p
s
t
u
d
en
t
s
ar
e
m
o
r
e
s
u
c
ce
s
s
f
u
l
in
lear
n
i
n
g
th
eo
r
etica
l
i
n
f
o
r
m
atio
n
i
n
d
iv
i
d
u
all
y
.
T
h
e
co
n
tr
ib
u
t
iv
e
ch
ar
ac
ter
is
tic
o
f
w
eb
a
s
s
i
s
ted
ac
ti
v
itie
s
i
n
i
n
d
i
v
id
u
a
l
lear
n
in
g
co
m
es
to
th
e
f
o
r
ef
r
o
n
t
i
n
t
h
is
s
u
cc
ess
.
T
h
i
s
s
i
t
u
atio
n
is
a
ls
o
e
x
p
r
ess
ed
in
t
h
e
s
e
m
i
-
s
tr
u
ct
u
r
ed
class
r
o
o
m
o
b
s
er
v
atio
n
s
o
f
th
e
r
esear
ch
er
.
W
h
ile
ex
p
er
i
m
e
n
t
al
g
r
o
u
p
s
t
u
d
en
t
s
d
id
n
o
t
n
ee
d
to
o
m
u
c
h
s
u
p
p
o
r
t
ab
o
u
t
th
eo
r
etica
l
i
n
f
o
r
m
atio
n
,
th
e
teac
h
er
s
o
m
eti
m
es
n
ee
d
e
d
to
g
iv
e
th
eo
r
etica
l
i
n
f
o
r
m
ati
o
n
in
co
n
tr
o
l
g
r
o
u
p
s
tu
d
e
n
ts
.
ACK
NO
WL
E
D
G
E
M
E
NT
S
T
h
is
s
t
u
d
y
p
r
ese
n
ted
as
o
r
al
p
r
esen
tatio
n
to
“
6
th
W
o
r
ld
C
o
n
f
er
en
ce
o
n
E
d
u
ca
tio
n
al
T
ec
h
n
o
lo
g
y
R
esear
ch
e
s
,
Ke
m
er
/
An
tal
y
a,
T
R
/ M
a
y
1
2
-
1
4
,
2
0
1
6
”.
T
h
is
s
tu
d
y
w
as
s
u
p
p
o
r
ted
b
y
Or
d
u
Un
i
v
er
s
it
y
Sc
ien
ti
f
ic
R
esear
ch
e
s
U
n
it (
YKD
-
3
7
8
)
.
RE
F
E
R
E
NC
E
S
[1
]
M.
Çe
ti
n
k
a
y
a
a
n
d
E.
T
a
ş,
“
Ca
n
l
ıl
a
rın
S
ın
ıf
lan
d
ır
ıl
m
a
sı
Ko
n
u
su
İ
ç
in
W
e
b
D
e
ste
k
li
Ka
v
ra
m
Ha
rit
a
ları
v
e
A
n
la
m
Çö
z
ü
m
le
m
e
Tab
lo
ların
ı
n
Öğ
re
n
m
e
Üz
e
rin
d
e
k
i
Et
k
isin
in
A
ra
ştır
ıl
m
a
sı
[
In
v
e
stig
a
ti
o
n
o
f
Eff
e
c
ti
v
e
n
e
ss
o
f
W
e
b
S
u
p
p
o
rte
d
Co
n
c
e
p
t
M
a
p
s
a
n
d
S
e
m
a
n
ti
c
F
e
a
tu
re
s
A
n
a
l
y
s
e
s
o
n
C
la
ss
i
f
ic
a
ti
o
n
o
f
L
iv
in
g
T
h
in
g
s]
,”
Di
c
le
Ün
ive
rs
it
e
s
i
Z
iya
Gö
k
a
lp
Eğ
it
im
Fa
k
ü
lt
e
si
De
rg
isi
[
Dic
le
Un
ive
rs
it
y
,
J
o
u
rn
a
l
o
f
Z
iy
a
Go
k
a
lp
Ed
u
c
a
ti
o
n
Fa
c
u
l
t
y
]
,
v
o
l.
1
6
,
p
p
.
180
-
1
9
5
,
2
0
1
1
.
[2
]
E.
T
a
ş,
e
t
a
l.
,
“
Re
se
a
rc
h
o
f
E
ff
ica
c
y
o
f
W
e
b
S
u
p
p
o
rted
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
M
a
t
e
rial
De
v
e
lo
p
e
d
W
it
h
Re
sp
e
c
t
to
Co
n
stru
c
ti
v
ist
A
p
p
r
o
a
c
h
,”
En
e
rg
y
Ed
u
c
S
c
i
T
e
c
h
n
o
l
Pa
rt
B
,
v
o
l
.
3,
pp.
4
5
5
-
4
6
8
,
2
0
1
1
.
[3
]
S.
Çe
p
n
i
,
“
Öğ
re
n
c
il
e
ri
Ço
k
Yö
n
lü
De
ğ
e
rlen
d
irm
e
y
e
Yö
n
e
li
k
Ya
k
laş
ı
m
lar
(P
e
rf
o
r
m
a
n
sla
rın
De
ğ
e
rlen
d
iri
lm
e
si
v
e
a
ra
ç
lar)
[
S
tu
d
e
n
ts
A
p
p
ro
a
c
h
e
s
to
M
u
lt
i
d
im
e
n
sio
n
a
l
Ev
a
lu
a
ti
o
n
(E
v
a
lu
a
ti
o
n
o
f
P
e
rf
o
r
m
a
n
c
e
).
]
,”
i
n
S
.
Çe
p
n
i
v
e
S
.
Ak
y
ıl
d
ız (E
d
s.),
“
Ölç
m
e
v
e
De
ğ
e
rlen
d
ir
m
e
[
M
e
a
su
re
m
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
]
,”
T
ra
b
z
o
n
,
S
ü
z
e
r
,
2
0
0
9
.
[4
]
W
.
F
.
Yu
,
e
t
a
l.
,
“
T
h
e
Eff
e
c
ts
o
f
W
e
b
Ba
se
d
/No
n
W
e
b
Ba
se
d
P
r
o
b
lem
S
o
lv
in
g
İn
str
u
c
ti
o
n
a
n
d
Hig
h
/L
o
w
A
c
h
ie
v
e
m
e
n
t
o
n
S
t
u
d
e
n
ts’
P
r
o
b
l
e
m
S
o
lv
in
g
A
b
il
it
y
a
n
d
Bio
l
o
g
y
A
c
h
iev
e
m
e
n
t
,”
In
n
o
v
a
ti
o
n
s
i
n
Ed
u
c
a
ti
o
n
a
n
d
T
e
a
c
h
in
g
I
n
ter
n
a
t
io
n
a
l
,
v
o
l/
issu
e
:
4
7
(
2
),
p
p
.
1
8
7
-
1
9
9
,
2
0
1
0
.
[5
]
M.
Ba
ra
k
a
n
d
Y.
J.
Do
ri,
“
S
c
ien
c
e
Ed
u
c
a
ti
o
n
in
P
rim
a
r
y
S
c
h
o
o
ls:
Is
a
n
A
n
i
m
a
ti
o
n
W
o
rth
a
T
h
o
u
sa
n
d
P
ictu
re
s?
”
J
o
u
rn
a
l
o
f
S
c
ien
c
e
E
d
u
c
a
ti
o
n
a
n
d
T
e
c
h
n
o
lo
g
y
,
v
o
l/
issu
e
:
2
0
(5
),
p
p
.
6
0
8
-
6
2
0
,
2
0
1
1
.
[6
]
H.
Ka
ra
l,
e
t
a
l.
,
“
S
ö
z
e
l
P
ro
b
le
m
lerin
A
n
la
m
lan
d
ırı
lm
a
sı
v
e
Çö
z
ü
m
ü
n
d
e
W
e
b
T
a
b
a
n
lı
Eğ
it
se
l
S
im
ü
las
y
o
n
ların
Et
k
isi
[
I
n
terp
re
tati
o
n
o
f
W
o
rd
P
r
o
b
lem
s
a
n
d
T
h
e
Ef
f
e
c
t
o
f
W
e
b
Ba
se
d
Ed
u
c
a
ti
o
n
a
l
S
im
u
latio
n
s
o
n
T
h
e
ir
S
o
lu
ti
o
n
s
]
,”
Un
ive
rs
it
y
o
f
Ga
zia
n
tep
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l/
issu
e
:
9
(
1
)
,
p
p
.
1
4
7
-
1
6
2
,
2
0
1
0
.
[7
]
N.
Ru
tt
e
n
,
e
t
a
l
.
,
“
T
h
e
L
e
a
rn
in
g
Eff
e
c
ts
o
f
Co
m
p
u
ter
S
im
u
latio
n
s
in
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,”
Co
m
p
u
ter
s
&
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
5
8
(1
),
p
p
.
1
3
6
-
1
5
3
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Desig
n
in
g
a
n
d
A
p
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W
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s
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ted
A
ctivities to
b
e
Used
in
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ed
C
la
s
s
r
o
o
m
Mo
d
el
(
Mu
r
a
t Cetin
ka
ya
)
137
[8
]
L
.
A
b
e
y
se
k
e
ra
a
n
d
P
.
Da
w
so
n
,
“
M
o
ti
v
a
ti
o
n
a
n
d
C
o
g
n
it
iv
e
L
o
a
d
i
n
t
h
e
F
li
p
p
e
d
C
las
sro
o
m
:
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f
in
it
io
n
,
Ra
ti
o
n
a
le
a
n
d
a
Ca
ll
f
o
r
Re
se
a
rc
h
,”
Hig
h
e
r
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
&
De
v
e
lo
p
me
n
t
,
v
o
l/
issu
e
:
3
4
(1
),
p
p
.
1
-
14
,
2
0
1
5
.
[9
]
B.
T
u
c
k
e
r,
“
T
h
e
F
li
p
p
e
d
Clas
sro
o
m
,”
Ed
u
c
a
ti
o
n
Ne
x
t
,
v
o
l/
issu
e
:
1
2
(1
)
,
2
0
1
2
.
[1
0
]
M.
S
tea
rs
a
n
d
N.
G
o
p
a
l,
“
Ex
p
l
o
rin
g
A
lt
e
rn
a
ti
v
e
A
ss
e
ss
m
e
n
t
S
t
ra
teg
ies
in
S
c
ien
c
e
Clas
sro
o
m
s
,”
S
o
u
th
Af
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l/
iss
u
e
:
3
0
(4
),
p
p
.
5
9
1
-
6
0
4
,
2
0
1
0
.
[1
1
]
G
.
J.
H
w
a
n
g
,
e
t
a
l.
,
“
A
n
In
tera
c
ti
v
e
Co
n
c
e
p
t
M
a
p
A
p
p
ro
a
c
h
to
S
u
p
p
o
rti
n
g
M
o
b
i
le
L
e
a
rn
in
g
Ac
ti
v
it
ies
f
o
r
Na
tu
ra
l
S
c
ien
c
e
Co
u
rse
s
,”
Co
mp
u
ter
s
&
Ed
u
c
a
ti
o
n
,
v
o
l
/i
ss
u
e
:
5
7
(4
)
,
p
p
.
2
2
7
2
-
2
2
8
0
,
2
0
1
1
.
[1
2
]
E.
B.
Kırık
k
a
y
a
a
n
d
G
.
V
u
rk
a
y
a
,
“
T
h
e
Eff
e
c
t
o
f
Us
in
g
A
lt
e
rn
a
ti
v
e
A
s
se
ss
m
e
n
t
A
c
ti
v
it
ies
o
n
S
t
u
d
e
n
t
s’
S
u
c
c
e
ss
a
n
d
A
tt
it
u
d
e
s
i
n
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
Co
u
rse
,”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s:
T
h
e
o
ry
a
n
d
Pr
a
c
ti
c
e
,
v
o
l/
is
su
e
:
1
1
(
2
),
p
p
.
997
-
1
0
0
4
,
2
0
1
1
.
[1
3
]
Y.
A
.
Ö
z
tü
rk
a
n
d
C.
Ş
a
h
i
n
,
“
T
h
e
E
ff
e
c
ts
o
f
A
lt
e
rn
a
ti
v
e
A
ss
e
ss
m
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
M
e
th
o
d
s
o
n
A
c
a
d
e
m
i
c
A
c
h
ie
v
e
m
e
n
t,
P
e
rsiste
n
c
e
o
f
Lea
r
n
in
g
,
S
e
lf
-
Ef
f
ica
c
y
P
e
rc
e
p
ti
o
n
a
n
d
A
tt
it
u
d
e
s
,”
T
h
e
o
ry
a
n
d
Pra
c
ti
c
e
in
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
1
0
(4
),
p
p
.
1
0
2
2
-
1
0
4
6
,
2
0
1
4
.
[1
4
]
S.
Çe
p
n
i
a
n
d
H.
S
.
Ay
v
a
c
ı,
“
F
e
n
v
e
T
e
k
n
o
lo
ji
Eğ
it
im
in
d
e
A
lt
e
rn
a
ti
f
(P
e
rf
o
rm
a
n
s)
De
ğ
e
rlen
d
ir
m
e
Ya
k
la
şı
m
ları
[
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
Ed
u
c
a
ti
o
n
in
A
lt
e
rn
a
ti
v
e
(P
e
rf
o
rm
a
n
c
e
)
Ev
a
lu
a
ti
o
n
A
p
p
ro
a
c
h
e
s.
]
,”
i
n
S
.
Çe
p
n
i
(E
d
.
),
“
Ku
ra
m
d
a
n
U
y
g
u
la
m
a
y
a
F
e
n
v
e
T
e
k
n
o
lo
ji
Öğ
re
ti
m
i
[
A
p
p
li
c
a
ti
o
n
o
f
th
e
T
h
e
o
r
y
o
f
Tea
c
h
in
g
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
]
,”
A
n
k
a
r
a
,
P
e
g
e
m
Ac
a
d
e
m
y
,
2
0
1
4
.
[1
5
]
S.
Çe
p
n
i
a
n
d
T
.
S
.
Ço
r
u
h
lu
,
“
A
lt
e
rn
a
ti
f
Ölç
m
e
V
e
De
ğ
e
rlen
d
ir
m
e
Tek
n
ik
lerin
e
Yö
n
e
li
k
Ha
z
ırl
a
n
a
n
Hiz
m
e
t
Iç
i
Eğ
it
im
Ku
rsu
n
d
a
n
Öğ
re
ti
m
e
Y
a
n
sım
a
l
a
r
[
Re
f
le
c
ti
o
n
o
f
a
n
In
-
S
e
rv
ice
Ed
u
c
a
ti
o
n
C
o
u
rse
P
ro
g
ra
m
In
c
lu
d
in
g
lt
e
rn
a
ti
v
e
M
e
a
su
re
m
e
n
t
a
n
d
A
ss
e
ss
m
e
n
t
T
e
c
h
n
iq
u
e
s
o
n
In
str
u
c
ti
o
n
]
,”
Pa
m
u
k
k
a
le
Ün
ive
rs
it
e
si
E
ğ
it
im
Fa
k
ü
lt
e
si
De
rg
isi
[
Pa
mu
k
k
a
le Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
t
h
e
Fa
c
u
lt
y
o
f
Ed
u
c
a
t
io
n
]
,
v
o
l/
issu
e
:
2
8
(2
),
p
p
.
1
1
7
-
1
2
8
,
2
0
1
0
.
[1
6
]
R.
S
.
Da
v
ies
,
e
t
a
l.
,
“
F
li
p
p
i
n
g
th
e
Clas
sro
o
m
a
n
d
In
stru
c
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
In
teg
ra
ti
o
n
in
A
Co
ll
e
g
e
-
Lev
e
l
In
f
o
rm
a
ti
o
n
S
y
ste
m
s
S
p
re
a
d
sh
e
e
t
Co
u
rse
,”
Ed
u
c
a
t
io
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
:
6
1
(
4
),
p
p
.
5
6
3
–
5
8
0
,
2
0
1
3
.
[1
7
]
F.
T
o
ru
n
a
n
d
T
.
Da
rg
u
t,
“
A
P
ro
p
o
sa
l
f
o
r
th
e
A
p
p
li
c
a
b
il
it
y
o
f
F
li
p
p
e
d
Clas
sro
o
m
M
o
d
e
l
in
M
o
b
il
e
L
e
a
rn
in
g
En
v
iro
n
m
e
n
ts
,”
Ad
n
a
n
M
e
n
d
e
re
s Un
ive
rs
ty,
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
,
v
o
l/
issu
e
:
6
(2
)
,
p
p
.
20
-
29
,
2
0
1
5
.
[1
8
]
M.
Çe
ti
n
k
a
y
a
,
“
F
e
n
Eğ
it
im
in
d
e
W
e
b
De
ste
k
li
V
e
Et
k
in
li
k
T
e
m
e
l
li
Ölç
m
e
V
e
De
ğ
e
rlen
d
irme
n
in
Ö
ğ
re
n
m
e
Üz
e
rin
e
Et
k
isi
[
T
h
e
Ef
f
e
c
ts
o
n
L
e
a
rn
in
g
o
f
Ac
ti
v
it
y
Ba
se
d
a
n
d
W
e
b
-
S
u
p
p
o
rted
M
e
a
su
re
m
e
n
t
a
n
d
A
ss
e
ss
m
e
n
t
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
]
,”
On
d
o
k
u
z
M
a
y
ıs
Ü
n
iv
e
rsites
i,
Eğ
it
im
Bil
im
l
e
ri
En
stit
ü
sü
Ya
y
ın
lan
m
a
m
ış
Do
k
to
ra
T
e
z
i
[
On
d
o
k
u
z
M
a
y
ı
s Un
iv
e
rsit
y
,
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
In
stit
u
ti
o
n
s,
U
n
p
u
b
l
ish
e
d
P
h
D t
h
e
sis],
S
a
m
su
n
,
T
u
rk
e
y
,
2
0
1
5
.
[1
9
]
E.
De
m
ir
a
n
d
H.
Ya
lçın
,
“
T
ü
rk
i
y
e
’d
e
Çe
v
re
Eğ
it
i
m
i
[
En
v
iro
n
m
e
n
tal
Ed
u
c
a
ti
o
n
i
n
T
u
rk
e
y
]
,”
T
ü
rk
Bi
li
ms
e
l
De
rle
me
le
r De
rg
isi
[
T
u
rk
ish
J
o
u
rn
a
l
o
f
S
c
ien
ti
f
ic R
e
v
iews
]
,
v
o
l.
7
,
p
p
.
7
-
18
,
2
0
1
4
.
[2
0
]
J.
D.
Ru
ss
e
ll
,
“
Im
p
ro
v
in
g
T
e
c
h
n
o
lo
g
y
I
m
p
le
m
e
n
tatio
n
i
n
G
ra
d
e
s
5
-
1
2
w
it
h
t
h
e
A
ss
u
re
M
o
d
e
l
,”
T
.
H.E
.
J
o
u
rn
a
l
,
v
o
l/
issu
e
:
2
1
(9
),
p
p
.
66
-
70
,
1
9
9
4
.
[2
1
]
O.
U
y
s
a
l
a
n
d
A
.
G
ü
rc
a
n
,
“
As
su
re
M
o
d
e
li
Ile
Öğ
re
ti
m
T
a
s
a
rı
m
ı
V
e
Örn
e
k
Bir
U
y
g
u
la
m
a
[
A
ss
u
re
M
o
d
e
l
T
ra
in
in
g
De
sig
n
w
it
h
A
Ca
se
S
tu
d
y
.
]
,”
Pa
p
e
r p
re
se
n
ted
a
t
th
e
XII
I.
N
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
C
o
n
fer
e
n
c
e
,
M
a
l
a
tya
,
T
u
rk
e
y
,
2
0
0
4
.
[2
2
]
M.
Çe
ti
n
k
a
y
a
a
n
d
E.
Taş
,
“
W
e
b
De
s
tek
li
V
e
Et
k
in
li
k
T
e
m
e
ll
i
Ölç
m
e
De
ğ
e
rlen
d
irm
e
M
a
ter
y
a
li
G
e
li
ştiri
l
m
e
s
i
[
A
c
ti
v
it
y
Ba
s
e
d
a
n
d
W
e
b
S
u
p
p
o
rted
M
e
a
su
re
m
e
n
t
a
n
d
A
s
se
ss
m
e
n
t
M
a
teria
l
De
v
e
lo
p
m
e
n
t]
,”
Eğ
it
im
v
e
Öğ
re
ti
m
Ara
ştırma
la
rı
De
rg
isi
[
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
a
n
d
T
e
a
c
h
in
g
]
,
v
o
l/
iss
u
e
:
5
(
1
),
pp.
21
-
28
,
2
0
1
6
.
[2
3
]
J.
D.
No
v
a
k
a
n
d
A
.
J.
Ca
ñ
a
s,
“
Th
e
T
h
e
o
ry
Un
d
e
rl
y
in
g
Co
n
c
e
p
t
M
a
p
s
A
n
d
Ho
w
T
o
Co
n
stru
c
t
An
d
Us
e
T
h
e
m
,”
F
lo
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a
In
stit
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r
Hu
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d
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a
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o
la F
l,
2
0
0
8
.
[2
4
]
A
.
P
.
Ay
a
s,
“
K
a
v
r
a
m
Ö
ğ
re
n
im
i
[
L
e
a
rn
in
g
Co
n
c
e
p
ts]
,”
i
n
S
.
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p
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i
(Ed
.
),
“
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ra
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u
la
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c
e
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n
d
T
e
c
h
n
o
l
o
g
y
]
,”
A
n
k
a
ra
,
P
e
g
e
m
Ac
a
d
e
m
y
,
p
p
.
1
7
4
-
202
,
2
0
1
4
.
[2
5
]
M.
Ba
h
a
r,
e
t
a
l.
,
“
G
e
len
e
k
se
l
V
e
A
lt
e
rn
a
ti
f
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m
e
V
e
De
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e
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irm
e
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m
e
n
El
Kitab
ı
,
[T
ra
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a
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d
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lt
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rn
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e
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s
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m
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n
t
a
n
d
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a
lu
a
ti
o
n
T
e
a
c
h
e
rs'
H
a
n
d
b
o
o
k
.
]
,”
A
n
k
a
ra
,
P
e
g
e
m
A
c
a
d
e
m
y
,
2006
.
[2
6
]
T
.
Öz
se
v
g
e
ç
,
“
Eğ
it
im
d
e
Ölç
m
e
V
e
De
ğ
e
rlen
d
irm
e
[
M
e
a
su
re
m
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
i
n
Ed
u
c
a
ti
o
n
]
,”
i
n
Ö.
T
a
şk
ın
(Ed
.
),
“
F
e
n
v
e
T
e
k
n
o
lo
ji
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re
ti
m
in
d
e
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n
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laş
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lar
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w
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p
p
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s in
S
c
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d
T
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h
n
o
lo
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y
Ed
u
c
a
ti
o
n
]
,”
A
n
k
a
r
a
,
P
e
g
e
m
Ac
a
d
e
m
y
,
2008
.
[2
7
]
H.
N.
M
o
k
,
“
T
e
a
c
h
in
g
ti
p
:
T
h
e
f
li
p
p
e
d
c
las
sro
o
m
,”
J
o
u
rn
a
l
o
f
In
fo
rm
a
ti
o
n
S
y
ste
ms
Ed
u
c
a
ti
o
n
,
v
o
l/
i
ss
u
e
:
2
5
(1
)
,
pp.
7
,
2
0
1
4
.
[2
8
]
M.
T
a
n
n
e
r
a
n
d
E.
S
c
o
tt
,
“
A
f
li
p
p
e
d
c
las
sro
o
m
a
p
p
ro
a
c
h
t
o
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g
s
y
ste
m
s
a
n
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l
y
sis,
d
e
sig
n
a
n
d
i
m
p
le
m
e
n
tatio
n
,
”
J
o
u
rn
a
l
o
f
In
fo
rm
a
ti
o
n
T
e
c
h
n
o
l
o
g
y
Ed
u
c
a
ti
o
n
:
Res
e
a
rc
h
,
v
o
l.
1
4
,
p
p
.
2
1
9
-
2
4
1
,
2
0
1
5
.
[2
9
]
B.
Da
n
k
e
r,
“
Us
in
g
F
li
p
p
e
d
Clas
sr
o
o
m
A
p
p
ro
a
c
h
T
o
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p
lo
re
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e
p
L
e
a
rn
in
g
İn
L
a
r
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e
Clas
sro
o
m
s
,”
I
AF
OR
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l/
issu
e
:
3
(
1
),
p
p
.
171
-
1
8
6
,
2
0
1
5
.
[3
0
]
A
.
M
.
A
l
Zah
ra
n
i
,
“
F
ro
m
P
a
ss
iv
e
to
A
c
ti
v
e
:
T
h
e
İ
m
p
a
c
t
o
f
th
e
F
li
p
p
e
d
Clas
sro
o
m
th
ro
u
g
h
S
o
c
ial
L
e
a
rn
in
g
P
latf
o
rm
s
o
n
Hig
h
e
r
Ed
u
c
a
t
io
n
S
t
u
d
e
n
ts'
Cre
a
ti
v
e
T
h
in
k
in
g
,”
Brit
ish
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
vol
/i
ss
u
e
:
4
6
(
6
),
pp.
1
1
3
3
-
1
1
4
8
,
2
0
1
5
.
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