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A
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
5
2
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8822
I
J
E
R
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Vo
l.
6
,
No
.
1
,
Ma
r
ch
201
7
:
1
–
8
2
af
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s
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cie
n
ce
s
tu
d
e
n
t
teac
h
er
s
m
u
s
t
b
e
tr
ain
ed
to
m
a
n
ag
e
l
ab
s
cien
ce
clas
s
(
Haz
za
n
&
L
ap
p
id
o
th
,
2
0
0
4
;
F
az
io
&
Fo
lan
te,
2
0
1
1
)
[
7
]
-
[
8
]
.
T
h
u
s
n
o
t
o
n
l
y
t
h
e
s
cie
n
ce
te
ac
h
er
s
an
d
s
t
u
d
en
t
s
b
u
t
also
s
t
u
d
en
t
s
o
f
s
cie
n
ce
te
ac
h
er
ca
n
d
id
ates
m
u
s
t
al
s
o
u
n
d
er
s
tan
d
th
e
i
m
p
o
r
tan
ce
o
f
p
r
ac
ticu
m
i
n
s
cie
n
ce
lear
n
in
g
.
Scien
ce
p
r
o
ce
s
s
s
k
i
lls
ar
e
a
s
e
t
o
f
s
k
ill
s
u
s
ed
b
y
s
cie
n
ti
s
ts
to
co
n
d
u
ct
s
cie
n
ti
f
ic
in
v
est
ig
at
io
n
s
.
T
h
is
i
s
a
s
k
ill
th
at
m
u
s
t
b
e
m
a
s
ter
ed
b
y
t
h
e
s
tu
d
e
n
t
(
Nat
io
n
al
Scie
n
ce
T
ea
ch
er
Ass
o
ciatio
n
,
2
0
0
3
)
[
9
]
.
T
h
er
e
ar
e
t
w
o
t
y
p
es
o
f
s
cie
n
ce
p
r
o
ce
s
s
s
k
i
lls
w
h
ich
b
asic
s
cie
n
ce
p
r
o
ce
s
s
s
k
ill
s
a
n
d
in
te
g
r
ated
s
ci
en
ce
p
r
o
ce
s
s
s
k
ill
s
(
P
ad
illa,
1
9
9
0
;
R
o
th
&
R
o
y
c
h
o
u
d
h
u
r
y
,
1
9
9
3
)
[
1
0
]
-
[
1
1
]
.
Scien
ce
b
asic
p
r
o
ce
s
s
s
k
ill
s
ar
e
e
x
a
m
in
i
n
g
th
e
b
asic
p
r
o
ce
s
s
,
d
r
a
w
in
g
co
n
clu
s
io
n
s
(
in
f
er
r
in
g
)
,
m
ea
s
u
r
i
n
g
,
co
m
m
u
n
icat
in
g
,
a
n
d
p
r
ed
ictin
g
.
W
h
ile
t
h
e
i
n
teg
r
ated
s
cien
ce
p
r
o
ce
s
s
es
s
k
ill
s
ar
e
v
ar
iab
les,
o
p
er
atio
n
al
d
ef
i
n
itio
n
,
h
y
p
o
th
e
s
is
f
o
r
m
u
latio
n
,
ex
p
er
im
e
n
tat
io
n
,
a
n
d
m
o
d
el
s
f
o
r
m
u
latio
n
.
T
h
e
s
e
l
ec
ted
s
cien
ce
p
r
o
ce
s
s
s
k
ills
in
t
h
is
s
t
u
d
y
ar
e
o
b
s
er
v
i
n
g
,
co
m
m
u
n
icati
n
g
,
ex
p
er
i
m
e
n
ts
p
lan
n
in
g
,
p
r
ed
ict
in
g
,
an
d
a
s
k
i
n
g
q
u
e
s
tio
n
s
(
L
i
v
er
m
o
o
r
e,
1
9
6
7
)
[
1
2
]
.
Stu
d
en
ts
in
p
r
i
m
ar
y
an
d
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
at
lea
s
t
b
e
ab
le
to
m
aster
t
h
e
b
asic
s
cien
c
e
p
r
o
ce
s
s
s
k
il
ls
,
w
h
ile
co
lle
g
e
s
tu
d
e
n
ts
w
er
e
ab
le
to
m
a
s
ter
th
e
i
n
te
g
r
ated
s
cie
n
c
e
p
r
o
ce
s
s
s
k
ill
s
.
Scien
ce
p
r
o
ce
s
s
s
k
i
lls
m
ea
s
u
r
e
m
en
t
ca
n
b
e
d
o
n
e
b
y
te
s
ti
n
g
an
d
n
o
n
-
tes
tin
g
.
Me
a
s
u
r
e
m
en
t
o
f
th
e
n
o
n
-
test
i
s
d
o
n
e
b
y
m
a
k
i
n
g
th
e
o
b
s
er
v
atio
n
s
cie
n
ce
p
r
o
ce
s
s
s
k
ill
s
s
h
ee
t.
T
h
e
ad
v
an
ta
g
e
o
f
th
is
m
ea
s
u
r
e
m
e
n
t
is
en
ab
lin
g
to
d
ir
ec
tl
y
s
ee
th
e
s
tu
d
e
n
ts
’
p
r
o
ce
s
s
s
k
il
ls
.
Ho
w
e
v
er
,
th
e
w
ea
k
n
es
s
is
th
e
u
s
e
o
f
lar
g
e
s
a
m
p
le.
T
h
e
ad
v
an
ta
g
e
o
f
s
c
ien
ce
p
r
o
ce
s
s
s
k
il
ls
m
ea
s
u
r
e
m
e
n
t
b
y
test
i
s
t
h
e
ef
f
icac
y
m
ea
s
u
r
e
m
e
n
t
s
if
u
s
in
g
a
lar
g
e
s
a
m
p
le
(
Ger
ald
&
Ok
e
y
,
1
9
8
0
;
Sh
ah
al
i&
Hali
m
,
2
0
1
0
)
[
1
3
]
-
[
1
4
]
.
W
h
ile
th
e
w
ea
k
n
es
s
is
,
it
ca
n
n
o
t
d
ir
ec
tl
y
o
b
s
er
v
e
th
e
s
tu
d
e
n
ts
'
s
c
ien
ce
p
r
o
ce
s
s
s
k
i
lls
.
T
h
e
o
th
er
m
ea
s
u
r
e
m
e
n
ts
ca
n
b
e
d
o
n
e
b
y
u
s
in
g
s
cie
n
ce
p
r
o
ce
s
s
s
k
i
ll
s
in
v
e
n
to
r
y
s
h
ee
t
s
(
A
r
n
o
ld
&
B
o
u
r
d
ea
u
,
2
0
0
9
)
[
1
5
]
.
Scien
ce
lear
n
in
g
s
h
o
u
ld
id
e
all
y
b
e
d
o
n
e
th
r
o
u
g
h
p
r
ac
ti
ca
l
m
et
h
o
d
s
in
t
h
e
lab
o
r
ato
r
y
u
s
i
n
g
s
tan
d
ar
d
ized
eq
u
ip
m
e
n
t
an
d
m
ater
ials
lab
.
A
s
t
h
e
m
a
tter
o
f
f
ac
t,
s
c
ien
ce
p
r
ac
ticu
m
i
s
r
ar
el
y
i
m
p
le
m
e
n
ted
b
y
s
p
ec
if
ic
r
ea
s
o
n
s
s
u
c
h
as
lac
k
o
f
in
f
r
astr
u
ctu
r
e
f
ac
ilit
ie
s
an
d
lab
o
r
ato
r
y
s
p
ac
e.
T
h
e
h
ig
h
co
s
t
to
b
u
ild
a
lab
o
r
ato
r
y
b
u
ild
in
g
/
s
p
ac
e
an
d
to
ac
q
u
ir
e
th
e
eq
u
ip
m
e
n
t
an
d
lab
o
r
ato
r
y
eq
u
ip
m
e
n
t.
I
t
ca
u
s
e
s
m
o
s
t
t
h
e
s
ch
o
o
l
s
in
I
n
d
o
n
es
ia
d
o
n
o
t
h
av
e
lab
o
r
ato
r
y
f
ac
ilit
ie
s
.
Min
is
tr
y
o
f
E
d
u
ca
tio
n
a
n
d
C
u
ltu
r
e
m
en
t
io
n
e
d
th
at
o
n
l
y
4
5
%
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
ls
i
n
I
n
d
o
n
esi
a
h
av
e
s
cie
n
ce
lab
o
r
ato
r
y
f
ac
i
liti
es.
T
h
o
s
e
w
er
e
th
e
o
b
s
tacle
s
in
i
m
p
le
m
e
n
ti
n
g
p
r
ac
tical
ac
tiv
itie
s
th
at
r
eq
u
ir
e
lab
o
r
ato
r
y
eq
u
ip
m
e
n
t.
B
esid
es
th
e
f
ac
ilit
ie
s
a
n
d
i
n
f
r
astru
ct
u
r
e
f
ac
to
r
s
,
t
h
e
teac
h
er
s
’
q
u
alit
y
is
a
ls
o
ca
u
s
ed
t
h
e
s
cien
ce
lab
ac
tiv
itie
s
ar
e
n
o
t
o
p
tim
a
l.
T
h
er
e
ar
e
s
till
m
a
n
y
ed
u
ca
to
r
s
w
h
o
d
o
n
o
t
p
e
r
f
o
r
m
lab
ac
tiv
ities
d
u
e
to
ce
r
tain
co
n
s
tr
ain
ts
.
A
cc
o
r
d
in
g
to
An
g
g
r
ae
n
i
(
2
0
0
1
)
,
m
a
n
y
teac
h
er
s
ar
e
r
elu
ctan
t
to
ca
r
r
y
o
u
t
p
r
ac
t
ical
ac
tiv
it
ies
f
o
r
it
co
n
s
u
m
e
s
a
lo
t
o
f
ti
m
e
a
n
d
en
er
g
y
[
1
6
]
.
Me
an
w
h
i
le,
ac
co
r
d
in
g
to
Gab
el
(
1
9
9
3
)
,
th
e
o
b
s
tacle
s
o
f
lab
ac
ti
v
itie
s
i
m
p
le
m
en
ta
tio
n
ar
e
t
h
e
lac
k
o
f
eq
u
ip
m
e
n
t
a
n
d
m
ater
ial
s
lab
an
d
t
h
e
lac
k
o
f
th
e
teac
h
er
s
’
s
k
il
ls
i
n
m
a
n
ag
in
g
lab
ac
tiv
itie
s
[
1
7
]
.
T
h
e
ab
s
en
ce
o
f
s
cien
ce
lear
n
i
n
g
p
r
ac
tical
i
m
p
le
m
e
n
tatio
n
d
o
es
n
o
t
i
m
p
ac
t
o
n
t
h
e
d
ev
elo
p
m
en
t
o
f
t
h
e
s
t
u
d
en
t
s
’
s
cien
ce
p
r
o
ce
s
s
s
k
ill
s
.
Scien
ce
p
r
ac
ticu
m
lear
n
i
n
g
i
n
Op
en
Un
i
v
er
s
it
y
is
a
co
m
p
u
ls
o
r
y
s
u
b
j
ec
t
u
s
i
n
g
d
i
s
tan
ce
lear
n
i
n
g
s
y
s
te
m
.
A
cc
o
r
d
in
g
to
th
e
R
ec
to
r
U
T
d
ec
r
ee
No
.
3
4
6
6
/H3
1
/
KE
P
/
2
0
0
8
m
e
n
tio
n
ed
t
h
at
t
h
i
s
co
u
r
s
e
co
n
tai
n
s
to
p
ics
s
u
c
h
a
s
p
r
ac
tical
li
v
i
n
g
t
h
i
n
g
s
,
t
h
e
r
e
latio
n
s
h
ip
o
f
li
v
i
n
g
th
i
n
g
s
an
d
t
h
e
en
v
ir
o
n
m
en
t,
f
o
o
d
,
m
ec
h
a
n
ics,
h
ea
t,
w
av
e
s
,
o
p
tics
,
elec
tr
icit
y
,
m
a
g
n
etis
m
,
an
d
th
e
ea
r
th
a
n
d
th
e
u
n
iv
er
s
e.
R
u
m
an
ta
(
2
0
0
8
)
s
tates
th
at
b
y
f
o
llo
w
i
n
g
t
h
e
s
c
i
en
ce
lab
ac
ti
v
it
ies i
n
e
le
m
e
n
ta
r
y
s
c
h
o
o
l,
s
t
u
d
en
t
s
ca
n
clar
i
f
y
co
n
ce
p
ts
t
h
at
h
a
v
e
b
ee
n
s
tu
d
ied
,
d
ev
elo
p
ex
p
er
im
e
n
ted
s
k
il
ls
,
t
h
i
n
k
i
n
g
s
k
ill
s
,
an
d
s
c
ien
t
if
i
c
w
o
r
k
[
1
8
]
.
T
h
e
f
ac
i
n
g
o
b
s
tac
le
is
t
h
e
lac
k
o
f
lab
o
r
ato
r
y
s
p
ac
e
to
s
u
p
p
o
r
t
r
e
m
o
te
p
r
ac
tical
ac
tiv
i
ties
.
So
m
e
class
es
g
et
a
k
it
lab
clas
s
w
h
i
le
o
th
er
s
ar
e
n
o
t.
I
t
m
ad
e
th
e
i
m
p
le
m
en
ta
tio
n
o
f
p
r
ac
tical
ac
tiv
itie
s
d
o
n
o
t
r
u
n
p
r
o
p
er
ly
.
T
h
u
s
,
it n
ee
d
s
to
f
in
d
a
s
o
lu
tio
n
to
o
v
er
co
m
e
t
h
e
o
b
s
tacle
s
.
On
e
o
f
th
e
s
o
lu
tio
n
s
to
th
e
p
r
o
b
lem
i
s
u
s
i
n
g
r
ec
y
cle
m
ate
r
ials
as
t
h
e
s
cien
ce
p
r
ac
tic
u
m
f
a
cilit
ies.
R
ec
y
cle
i
s
a
p
r
o
ce
s
s
o
f
tak
i
n
g
b
ac
k
th
e
g
ar
b
ag
e
o
r
s
ec
o
n
d
h
an
d
o
b
j
ec
ts
in
to
g
o
o
d
s
o
r
n
e
w
p
r
o
d
u
cts
w
h
ic
h
h
av
e
a
b
en
e
f
it
(
P
r
o
s
e,
2
0
0
8
)
[
1
9
]
.
R
ec
y
cle
m
a
ter
ials
ca
n
b
e
m
ater
ial
s
/eq
u
ip
m
e
n
t
t
h
at
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
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R
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I
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N:
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8822
Th
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2.
RE
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to
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A
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2
0
1
3
;
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d
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0
1
)
[
2
1
]
-
[
2
2
]
.
R
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)
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t
v
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[
2
3
]
.
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eliab
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r
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test
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lt p
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in
T
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1
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T
ab
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1
.
R
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f
Scie
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P
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s
s
Sk
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est R
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R
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t
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8
7
6
10
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ased
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.
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test
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ee
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ased
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en
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al
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[
2
3
]
.
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
.
1
,
Ma
r
ch
201
7
:
1
–
8
4
2
.
1
.
D
a
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a
A
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ly
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Data
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esear
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ata.
Data
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alit
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w
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test
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u
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g
t
h
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h
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y
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eter
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it
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Ho
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S
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L
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it
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if
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ata
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as
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r
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Data
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2
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d
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1
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.
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ar
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m
a
ter
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w
er
e
d
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ip
tiv
el
y
a
n
al
y
ze
d
.
3
.
RE
SUL
T
Su
m
m
ar
y
o
f
s
cie
n
ce
p
r
o
ce
s
s
s
k
ill
s
test
r
esu
l
ts
o
f
th
e
e
x
p
er
im
en
tal
class
a
n
d
co
n
tr
o
l
class
p
r
esen
ted
in
T
ab
le
2
.
B
ased
o
n
T
a
b
le
2
,
it
ca
n
b
e
s
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h
at
t
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I
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p
r
o
b
lem
s
b
ased
lear
n
i
n
g
u
s
i
n
g
r
ec
y
cle
m
ater
ials
o
n
s
cie
n
ce
p
r
o
ce
s
s
s
k
ill
s
g
o
t si
g
n
if
ican
ce
o
f
0
.
0
0
0
<0
.
0
5
.
T
h
e
r
esu
lt i
n
d
icate
d
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
th
e
i
m
p
r
o
v
e
m
e
n
t
o
f
s
cie
n
ce
p
r
ac
ticu
m
o
n
s
cie
n
ce
p
r
o
ce
s
s
s
k
ills
lear
n
i
n
g
u
s
in
g
r
ec
y
cle
m
at
er
ials
.
T
h
e
av
er
ag
e
v
alu
e
o
f
s
cie
n
ce
p
r
o
ce
s
s
s
k
i
ll
s
b
et
w
ee
n
th
e
e
x
p
er
i
m
e
n
tal
c
lass
an
d
t
h
e
co
n
tr
o
l
class
w
a
s
n
o
t
s
i
g
n
if
ica
n
tl
y
d
if
f
er
e
n
t.
T
h
e
av
er
a
g
e
s
co
r
e
o
f
th
e
ex
p
er
i
m
en
tal
clas
s
w
a
s
7
8
,
w
h
ile
t
h
e
a
v
er
ag
e
s
co
r
e
o
f
th
e
co
n
tr
o
l
clas
s
w
a
s
70.
P
r
ac
ticu
m
lear
n
in
g
u
s
in
g
r
ec
y
cle
m
ater
ial
s
g
ain
ed
h
i
g
h
er
a
v
er
ag
e
s
co
r
e
th
a
n
u
s
u
al
p
r
ac
tic
al
lear
n
i
n
g
.
B
u
t
th
e
d
if
f
er
en
ce
b
et
w
ee
n
th
e
av
er
ag
e
s
co
r
e
o
f
th
e
e
x
p
er
im
en
tal
clas
s
an
d
co
n
tr
o
l
class
w
a
s
n
o
t
s
i
g
n
if
ican
t
l
y
d
if
f
er
e
n
t.
I
t
i
s
b
ec
au
s
e
th
e
e
q
u
atio
n
u
s
i
n
g
p
r
ac
tical
m
et
h
o
d
s
in
b
o
th
cla
s
s
e
s
.
T
r
o
w
b
r
i
d
g
e,
et
al.
(
2
0
0
0
)
s
u
g
g
e
s
ts
t
h
at
t
h
e
p
r
ac
ticu
m
a
ctiv
itie
s
o
n
s
cie
n
ce
lear
n
in
g
p
lay
a
n
i
m
p
o
r
ta
n
t
r
o
le
in
f
ac
ilit
ati
n
g
s
tu
d
e
n
ts
to
d
ev
elo
p
s
cien
ce
p
r
o
ce
s
s
s
k
ill
s
[
2
6
]
.
Su
b
ian
to
r
o
(
2
0
1
0
)
s
tates
th
at
t
h
r
o
u
g
h
s
cien
ce
p
r
ac
ti
cu
m
s
t
u
d
en
t
s
h
a
v
e
o
p
p
o
r
tu
n
itie
s
to
d
ev
elo
p
an
d
ap
p
ly
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ill
s
,
s
cie
n
ti
f
ic
attit
u
d
es
i
n
o
r
d
er
to
ac
q
u
ir
e
k
n
o
w
led
g
e
[
5
]
.
T
h
e
r
esu
lt
s
o
f
th
is
s
t
u
d
y
w
er
e
s
u
p
p
o
r
ted
b
y
p
r
ev
io
u
s
s
tu
d
ie
s
co
n
d
u
cted
b
y
ex
p
er
ts
.
Kar
a
m
u
s
taf
ao
ğ
lu
(
2
0
1
1
)
s
tat
es
th
at
th
e
s
t
u
d
en
t
s
’
s
cie
n
ce
p
r
o
ce
s
s
s
k
i
lls
t
h
r
iv
e
in
lear
n
i
n
g
u
s
in
g
I
Diag
r
a
m
s
m
eth
o
d
s
[
2
7
]
.
Fu
r
t
h
er
m
o
r
e,
I
Dia
g
r
a
m
s
d
escr
ib
ed
as
ap
p
licatio
n
a
n
d
ev
alu
a
tio
n
m
ater
ial
w
h
ic
h
e
n
ab
le
s
t
u
d
en
t
s
t
o
u
n
d
er
s
ta
n
d
s
cie
n
ti
f
ic
r
esear
ch
th
o
r
o
u
g
h
l
y
an
d
o
r
g
a
n
ize
ex
p
e
r
i
m
e
n
tal
ac
ti
v
ities
u
s
ed
f
o
r
s
ci
en
ce
p
r
o
ce
s
s
s
k
ills
.
Do
w
n
i
n
g
&
Fi
ler
(
1
9
9
9
)
r
e
v
ea
l
t
h
at
af
ter
f
o
llo
w
i
n
g
th
e
co
u
r
s
e
o
f
t
h
e
s
cie
n
ti
f
ic
m
et
h
o
d
an
d
b
asic
m
at
h
e
m
a
tical
s
cie
n
ce
,
p
r
o
ce
s
s
s
k
il
ls
o
f
s
t
u
d
en
ts
o
f
p
r
o
s
p
ec
tiv
e
ele
m
en
tar
y
s
c
h
o
o
l
teac
h
er
s
in
W
ester
n
I
ll
in
o
i
s
Un
i
v
er
s
it
y
h
a
s
s
i
g
n
i
f
ica
n
tl
y
in
cr
ea
s
ed
[
2
8
]
.
T
h
er
e
w
a
s
a
ls
o
a
co
r
r
elatio
n
o
f
s
cie
n
ce
p
r
o
ce
s
s
s
k
i
lls
a
n
d
attitu
d
es
to
w
ar
d
s
s
cien
ce
.
C
h
i
en
an
d
C
h
a
n
g
(
2
0
1
1
)
s
tate
th
at
s
cien
ce
p
r
o
ce
s
s
s
k
ill
s
ca
n
b
e
ap
p
lied
n
o
t
o
n
ly
to
th
e
s
cie
n
ce
p
r
ac
ticu
m
,
b
u
t
als
o
o
th
er
s
p
r
ac
ticu
m
s
u
c
h
as
in
f
o
r
m
at
io
n
tech
n
o
lo
g
y
[
2
9
]
.
W
a
r
d
an
i
(
2
0
0
8
)
s
tates
th
at
s
c
ien
ce
p
r
o
ce
s
s
s
k
ills
a
n
d
th
in
la
y
er
c
h
r
o
m
ato
g
r
ap
h
y
l
ea
r
n
in
g
co
n
ce
p
t
u
n
d
er
s
tan
d
i
n
g
i
n
cr
ea
s
ed
th
r
o
u
g
h
m
icr
o
-
s
ca
le
p
r
ac
ticu
m
ac
ti
v
it
ies
[
3
0
]
.
Kr
u
ea
-
I
n
&
T
h
o
n
g
p
er
m
(
2
0
1
3
)
s
tate
th
a
t
t
h
ei
r
t
r
ain
in
g
o
n
s
cien
c
e
p
r
o
ce
s
s
s
k
ill
s
w
er
e
m
o
s
t
r
esp
o
n
s
ib
le
f
o
r
s
u
p
p
o
r
tin
g
t
h
e
s
t
u
d
en
t
s
’
p
er
f
o
r
m
an
ce
s
k
ills
[
3
1
]
.
B
ased
o
n
th
ese
s
tu
d
ie
s
,
s
t
u
d
en
t
s
’
s
cie
n
ce
p
r
o
ce
s
s
s
k
i
lls
ca
n
d
e
v
elo
p
th
r
o
u
g
h
p
r
ac
tical
ac
ti
v
itie
s
a
n
d
s
ci
en
ce
p
r
o
ce
s
s
s
k
i
ll
s
tr
ain
i
n
g
.
Me
asu
r
ed
s
tu
d
e
n
ts
’
s
cie
n
ce
p
r
o
ce
s
s
s
k
ill
s
i
n
th
is
s
t
u
d
y
w
e
r
e
b
asic
s
c
ien
ce
p
r
o
ce
s
s
s
k
il
l
s
n
o
t
t
h
e
in
te
g
r
ated
s
cie
n
ce
p
r
o
ce
s
s
s
k
i
l
ls
.
I
t
b
ec
au
s
e
s
tu
d
e
n
ts
’
i
n
ter
n
a
l
f
ac
to
r
s
th
at
ca
u
s
ed
t
h
e
y
d
id
n
o
t
u
n
d
er
s
ta
n
d
t
h
e
s
cien
ce
p
r
o
ce
s
s
s
k
i
lls
.
P
r
aj
o
k
o
et
al
(
2
0
1
6
)
r
ev
ea
ls
th
at
s
tu
d
en
ts
'
u
n
d
er
s
ta
n
d
in
g
o
f
s
cie
n
c
e
p
r
o
ce
s
s
s
k
ill
s
ar
e
s
till
lo
w
[
2
3
]
.
T
h
u
s
it
n
ee
d
s
to
in
tr
o
d
u
ce
b
asic
s
cie
n
ce
p
r
o
ce
s
s
s
k
ill
s
b
ef
o
r
e
in
tr
o
d
u
ci
n
g
th
e
in
te
g
r
ated
s
cien
ce
p
r
o
ce
s
s
s
k
il
ls
.
B
asic
p
r
o
ce
s
s
s
k
ills
m
ea
s
u
r
ed
i
n
t
h
is
s
t
u
d
y
w
er
e
o
b
s
er
v
i
n
g
,
co
m
m
u
n
i
ca
tin
g
,
p
lan
n
i
n
g
ex
p
er
i
m
e
n
ts
,
p
r
ed
ictin
g
o
b
s
er
v
atio
n
s
,
a
n
d
as
k
i
n
g
q
u
e
s
tio
n
s
.
B
asic
s
c
ien
ce
p
r
o
ce
s
s
s
k
i
lls
w
er
e
m
ea
s
u
r
ed
i
n
th
is
s
t
u
d
y
al
s
o
ap
p
ea
r
ed
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
St
u
d
en
t
s
w
er
e
g
u
id
ed
an
d
as
s
i
s
ted
to
u
s
e
s
tu
d
e
n
ts
’
w
o
r
k
s
h
ee
t
s
to
en
s
u
r
e
th
e
s
c
ien
c
e
p
r
o
ce
s
s
s
k
ill
s
d
ev
elo
p
ed
d
u
r
in
g
t
h
e
lear
n
i
n
g
ac
tiv
ities
.
T
ec
h
n
ica
ll
y
s
tu
d
e
n
ts
’
w
o
r
k
s
h
ee
ts
h
a
v
e
a
n
i
m
p
o
r
ta
n
t
r
o
le
i
n
f
ac
il
itati
n
g
s
t
u
d
en
ts
to
d
ev
elo
p
s
cie
n
ce
p
r
o
ce
s
s
s
k
ill
s
.
I
n
th
e
co
n
tr
o
l
class
t
h
at
d
id
n
o
t u
s
e
s
tu
d
e
n
ts
’
w
o
r
k
s
h
ee
t a
c
h
iev
ed
lo
w
er
s
c
ien
c
e
p
r
o
ce
s
s
s
k
ills
s
co
r
e.
T
h
e
u
s
e
o
f
r
ec
y
c
le
m
ater
ial
s
f
o
r
p
r
ac
ticu
m
w
a
s
s
i
g
n
i
f
ica
n
tl
y
b
etter
th
a
n
p
r
ac
ticu
m
wh
ich
u
s
ed
lab
o
r
ato
r
y
k
i
t.
I
t
w
as
ca
u
s
ed
b
y
s
e
v
er
al
th
i
n
g
s
.
F
ir
s
t,
t
h
er
e
w
a
s
n
o
lab
o
r
ato
r
y
f
ac
ilit
y
an
d
in
f
r
astru
c
tu
r
es
th
at
h
av
e
c
h
alle
n
g
ed
t
h
e
s
t
u
d
en
t
s
to
f
in
d
s
o
l
u
tio
n
s
to
o
v
er
co
m
e
t
h
o
s
e
p
r
o
b
lem
s
.
Giv
e
n
t
h
e
p
r
o
b
lem
s
m
a
k
e
s
tu
d
e
n
ts
th
i
n
k
h
i
g
h
er
(
B
r
an
s
f
o
r
d
et
al,
1
9
8
6
;
Halp
er
n
,
1
9
9
8
; Sn
y
d
er
,
2
0
0
8
)
[
3
2
]
-
[
3
3
]
-
[
3
4
]
.
Seco
n
d
,
p
r
ac
ticu
m
w
it
h
r
ec
y
cle
m
ater
ials
w
i
ll
m
o
tiv
a
te
s
t
u
d
en
t
s
to
d
o
p
r
ac
ticu
m
ac
ti
v
itie
s
s
o
t
h
at
t
h
e
y
w
er
e
m
u
c
h
e
x
cited
.
Mo
tiv
atio
n
w
as
o
n
e
o
f
in
f
l
u
e
n
tial
f
ac
to
r
s
o
f
t
h
e
s
u
cc
es
s
lea
r
n
in
g
ac
ti
v
it
ies
(
T
u
an
e
t
al,
2
0
0
5
;
P
in
tr
ich
,
2
0
0
3
;
Sin
g
h
et
al,
2
0
0
2
)
[
3
5
]
-
[
3
6
]
-
[
3
7
]
.
T
h
ir
d
,
th
e
u
s
e
o
f
r
ec
y
cle
m
a
ter
ials
in
p
r
ac
ticu
m
d
ev
el
o
p
ed
th
e
s
tu
d
en
ts
'
cr
ea
tiv
it
y
.
St
u
d
en
ts
’
cr
ea
ti
v
it
y
w
ill b
e
u
s
ed
to
i
m
p
le
m
en
t sci
en
ce
p
r
o
ce
s
s
s
k
ills
(
Ak
ta
m
is
e
t a
l,
2
0
0
8
)
[
3
8
]
.
B
ased
o
n
th
e
q
u
esti
o
n
n
air
e
th
at
o
b
tain
ed
av
er
ag
e
s
co
r
e
2
.
8
2
o
u
t
o
f
a
m
a
x
i
m
u
m
s
co
r
e
3
.
T
h
e
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.
5
.
CO
NCLUS
I
O
N
S AN
D
SU
G
G
E
ST
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O
NS
B
ased
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ata
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ater
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ig
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'
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s
k
ill
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I
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b
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T
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]
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A
rth
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r
A
.
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c
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h
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y
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it
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n
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h
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:
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u
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n
to
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.
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.
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f
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tt
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[6
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f
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in
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A
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,
&
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tt
a
,
V
.
N.
“
T
h
e
lab
o
ra
to
ry
in
sc
ien
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d
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c
a
ti
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n
:
F
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d
a
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s
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th
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twe
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ty
‐
f
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88
(1
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,
28
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z
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.
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c
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ti
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c
tu
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p
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A
CM
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CS
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Bu
ll
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ti
n
,
36
(4
),
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7
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1
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2
0
0
4
Re
tri
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d
f
ro
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tt
p
:
//
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l
.
a
c
m
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rg
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n
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fm
?
id
=
1
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5
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]
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a
z
io
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X
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,
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lan
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.
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re
se
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p
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n
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f
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ir
p
ra
c
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s”
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a
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a
to
r
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46
(2
),
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2
6
-
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4
,
2
0
1
1
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e
tri
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v
e
d
f
ro
m
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tt
p
:
//
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w
.
tan
d
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s/1
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5
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8
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]
Na
ti
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n
a
l
S
c
ien
c
e
T
e
a
c
h
e
rs
A
s
so
c
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n
.
“
S
tan
d
a
r
d
s
f
o
r
sc
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n
c
e
tea
c
h
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r
p
re
p
a
ra
ti
on
”
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a
c
u
lt
y
P
u
b
li
c
a
ti
o
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s:
De
p
a
rtme
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t
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f
Tea
c
h
in
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,
Lea
rn
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g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
8
6
,
2
0
0
3
.
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
d
ig
it
a
lco
m
m
o
n
s.u
n
l.
e
d
u
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i/
v
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t=te
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rn
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p
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b
[1
0
]
P
a
d
il
la,
M
.
J.
“
T
h
e
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls”
,
Re
se
a
rc
h
M
a
tt
e
rs
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to
t
h
e
sc
ien
c
e
T
e
a
c
h
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r
,
9
0
0
4
,
1
9
9
0
.
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
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ric.ed
.
g
o
v
/?id
=
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6
1
[1
1
]
Ro
th
,
W
.
M
.
,
&
Ro
y
c
h
o
u
d
h
u
ry
,
A
.
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls
in
a
u
th
e
n
ti
c
c
o
n
t
e
x
ts
”.
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o
u
rn
a
l
o
f
Res
e
a
rc
h
in
S
c
ien
c
e
T
e
a
c
h
i
n
g
,
30
(2
),
1
2
7
-
1
5
2
,
1
9
9
3
Re
tr
iev
e
d
f
ro
m
h
tt
p
:
//
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n
li
n
e
li
b
ra
ry
.
w
il
e
y
.
c
o
m
/d
o
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1
0
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1
0
0
2
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a
.
3
6
6
0
3
0
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2
0
3
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stra
c
t
[1
2
]
L
iv
e
r
m
o
r
e
,
A
.
H.
“
T
h
e
p
ro
c
e
ss
a
p
p
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o
a
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o
f
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AA
A
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Co
m
m
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n
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c
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Ed
u
c
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”
.
J
o
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a
l
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Res
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g
,
2
(
4
),
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2
8
2
,
1
9
6
4
[1
3
]
G
e
r
a
ld
Dill
a
sh
a
w
,
F
.
,
&
O
k
e
y
,
J.
R.
“
Tes
t
o
f
th
e
in
teg
ra
t
e
d
sc
ien
c
e
p
ro
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e
ss
s
k
il
ls
f
o
r
s
e
c
o
n
d
a
ry
s
c
ien
c
e
stu
d
e
n
ts”
,
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
64
(
5
),
6
0
1
-
6
0
8
,
1
9
8
0
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
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n
li
n
e
li
b
ra
ry
.
w
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y
.
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m
/d
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1
0
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0
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2
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.
3
7
3
0
6
4
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5
0
6
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u
ll
[1
4
]
S
h
a
h
a
li
,
E.
H.
M
.
,
&
Ha
li
m
,
L
.
“
De
v
e
lo
p
m
e
n
t
a
n
d
v
a
l
id
a
ti
o
n
o
f
a
tes
t
o
f
in
teg
ra
ted
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls”
.
P
r
o
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e
d
ia
-
S
o
c
ial
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n
d
Be
h
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,
&
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V.
D.
“
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,
2
0
0
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tri
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d
f
ro
m
h
tt
p
:
//
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.
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A
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se
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0
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7
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G
a
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L
.”
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n
d
b
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c
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:
//
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8
]
Ru
m
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n
ta,
M
.
,
d
k
k
.
“
S
c
ien
c
e
P
ra
c
ti
c
u
m
in
El
e
m
e
n
tar
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c
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o
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l
”
.
Ja
k
a
rta:
Un
iv
e
rsitas
T
e
rb
u
k
a
,
2008
[1
9
]
P
r
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se
,
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h
it
n
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y
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Re
d
u
c
e
!
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se
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e
!
.
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e
g
is:
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ll
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m
a
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2
0
0
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d
f
ro
m
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p
:
//
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p
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,
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0
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a
t
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:
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1
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&
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2
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u
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0
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3
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ra
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o
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.
,
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m
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n
,
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&
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ip
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.
.
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d
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k
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ls
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ra
k
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tu
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ts
in
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L
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s”,
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P
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d
in
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In
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fro
m
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tt
p
:
//
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4
4
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S
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e
l,
S.
“
No
n
p
a
ra
m
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tri
c
sta
ti
st
ics
”.
T
h
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11
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13
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1
9
,
1
9
5
7
R
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tri
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f
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m
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tt
p
:
//
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sta
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tan
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8
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5
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g
,
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R.
,
De
L
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n
g
,
D.
M
.
,
&
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e
-
P
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rso
n
,
D.
L
.
.
“
Co
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s:
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ra
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ric
a
p
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h
”
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s
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837
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4
5
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8
8
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d
f
ro
m
h
tt
p
:
//
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w
.
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r.
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rg
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le/2
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5
[2
6
]
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ro
w
b
rid
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e
,
L
.
W
.
,
B
y
b
e
e
,
R.
W
.
,
&
P
o
w
e
ll
,
J.
C.
“
T
e
a
c
h
in
g
se
c
o
n
d
a
ry
sc
h
o
o
l
sc
ien
c
e
:
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trate
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ies
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o
r
d
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v
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lo
p
in
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ic l
it
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ll
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2
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0
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[2
7
]
Ka
ra
m
u
sta
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o
ğ
lu
,
S
.
“
I
m
p
ro
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in
g
th
e
S
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ro
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k
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rs
Us
in
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Dia
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ra
m
s”
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ra
sia
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J
o
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rn
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l
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f
Ph
y
sic
s
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n
d
Ch
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mistry
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u
c
a
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,
3
(1
),
2
6
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3
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2
0
1
1
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tri
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d
f
ro
m
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tt
p
:
//
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4
1
[2
8
]
Do
w
n
in
g
,
J.
E.
,
&
F
il
e
r,
J.
D.
“
S
c
ien
c
e
p
ro
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e
ss
sk
il
ls
a
n
d
a
tt
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tu
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rs”
,
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o
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rn
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l
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u
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a
ti
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n
,
11
(2
),
5
7
-
6
4
,
1
9
9
9
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d
f
ro
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tt
p
:/
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.
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d
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/?id
=
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1
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1
9
1
[2
9
]
Ch
ien
,
Y.
T
.
,
&
Ch
a
n
g
,
C
.
Y..
“
Co
m
p
a
riso
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o
f
d
if
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e
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t
in
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c
ti
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n
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t
sc
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e
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ro
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ss
sk
il
l
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rn
in
g
”
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o
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l
o
f
S
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e
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ti
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n
d
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h
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y
,
21
(1
),
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0
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1
3
,
2
0
1
2
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
li
n
k
.
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rin
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5
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2
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0
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W
a
rd
a
n
i,
S
ri.
"
De
v
e
lo
p
m
e
n
t
o
f
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls
in
th
in
lay
e
r
c
h
ro
m
a
to
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ra
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y
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in
g
b
y
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i
c
ro
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le
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a
ra
c
ti
c
u
m
"
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Kim
ia
2,
2
0
0
8
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1
]
Kru
e
a
-
In
,
N
&
T
h
o
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g
p
e
rm
,
O.
“
T
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a
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S
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n
c
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P
ro
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ss
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k
il
ls
in
T
h
a
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Co
n
tex
t:
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tatu
s,
S
u
p
p
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a
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Ob
sta
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les
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3
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4
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1
3
2
9
,
2
0
1
3
[3
2
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Bra
n
sf
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rd
,
J.,
S
h
e
rw
o
o
d
,
R.
,
V
y
e
,
N.,
&
Ries
e
r,
J.
“
T
e
a
c
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in
g
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in
k
in
g
a
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d
p
ro
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lem
so
lv
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:
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e
rica
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p
s
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8
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1
9
8
6
.
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f
ro
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1
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3
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Ha
lp
e
rn
,
D.
F
.
“
T
e
a
c
h
in
g
c
rit
ica
l
th
i
n
k
in
g
f
o
r
tran
sf
e
r
a
c
ro
ss
d
o
m
a
in
s:
Disp
o
siti
o
n
,
sk
il
ls,
stru
c
t
u
re
train
i
n
g
,
a
n
d
m
e
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g
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it
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e
m
o
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i
to
ri
n
g
”
,
Am
e
r
ica
n
p
sy
c
h
o
lo
g
ist
,
53
(4
),
4
4
9
,
1
9
9
8
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
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sy
c
n
e
t.
a
p
a
.
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ls/am
p
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3
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4
4
9
/
[3
4
]
S
n
y
d
e
r,
L
.
G
.
,
&
S
n
y
d
e
r,
M
.
J.
T
e
a
c
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in
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c
rit
ica
l
th
in
k
in
g
a
n
d
p
r
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b
lem
so
lv
in
g
s
k
il
ls.
T
h
e
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
Bu
sin
e
ss
Ed
u
c
a
ti
o
n
,
50
(2
)
,
9
0
,
2
0
0
8
Re
tr
iev
e
d
f
ro
m
h
tt
p
:
//
se
a
rc
h
.
p
r
o
q
u
e
st.co
m
/o
p
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v
iew
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f
2
f
7
d
c
f
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c
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2
1
1
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5
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1
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p
q
-
o
rig
site=
g
sc
h
o
lar
[3
5
]
T
u
a
n
,
H.
L
.
,
Ch
in
,
C.
C.
,
&
S
h
ieh
,
S
.
H.”
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
a
q
u
e
stio
n
n
a
ire
to
m
e
a
su
re
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d
e
n
ts'
m
o
ti
v
a
ti
o
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to
w
a
rd
s
sc
i
e
n
c
e
le
a
rn
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”
,
In
ter
n
a
t
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o
n
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l
J
o
u
rn
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l
o
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S
c
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e
Ed
u
c
a
t
io
n
,
27
(
6
),
6
3
9
-
6
5
4
,
2
0
0
5
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
ww
w
.
tan
d
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li
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/d
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s/1
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9
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2
3
7
3
7
[3
6
]
P
i
n
tri
c
h
,
P
.
R
.
“
A
m
o
ti
v
a
ti
o
n
a
l
sc
ien
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e
p
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rsp
e
c
ti
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ts”
,
J
o
u
rn
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e
d
u
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ti
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a
l
Psy
c
h
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lo
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y
,
95
(4
)
,
6
6
7
,
2
0
0
3
),
R
e
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
p
sy
c
n
e
t.
a
p
a
.
o
rg
/j
o
u
r
n
a
ls/ed
u
/9
5
/4
/
6
6
7
/
[3
7
]
S
in
g
h
,
K.,
G
ra
n
v
il
le,
M
.
,
&
Dik
a
,
S
.
“
M
a
th
e
m
a
ti
c
s
a
n
d
sc
ien
c
e
a
c
h
iev
e
m
e
n
t:
Eff
e
c
ts
o
f
m
o
ti
v
a
ti
o
n
,
in
tere
st,
a
n
d
a
c
a
d
e
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ic
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n
g
a
g
e
m
e
n
t”,
T
h
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J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
95
(
6
),
3
2
3
-
3
3
2
,
2
0
0
2
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
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w
.
tan
d
f
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7
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5
9
6
6
0
7
[3
8
]
Ak
ta
m
is,
H.,
&
Erg
in
,
O.
“
T
h
e
e
ff
e
c
t
o
f
sc
ien
ti
f
ic
p
ro
c
e
ss
sk
il
ls
e
d
u
c
a
ti
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stu
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e
n
ts’
sc
ien
ti
f
ic
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re
a
ti
v
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y
,
sc
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c
e
a
tt
it
u
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s
a
n
d
a
c
a
d
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m
i
c
a
c
h
iev
e
m
e
n
ts”
,
In
A
sia
-
P
a
c
if
ic
F
o
ru
m
o
n
S
c
ien
c
e
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
in
g
(
V
o
l
.
9
,
No
.
1
,
p
p
.
1
-
2
1
).
Ho
n
g
Ko
n
g
In
stit
u
te
o
f
Ed
u
c
a
ti
o
n
.
1
0
L
o
P
i
n
g
Ro
a
d
,
T
a
i
P
o
,
Ne
w
Territ
o
ries
,
Ho
n
g
Ko
n
g
,
2
0
0
8
,
Ju
n
e
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:/
/w
ww
.
ied
.
e
d
u
.
h
k
/ap
f
slt/
d
o
w
n
l
o
a
d
/v
9
issu
e
1
f
il
e
s/a
k
ta
m
is.
p
d
f
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