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Field
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Mu
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Nar
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ev
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Op
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T
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C
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A
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C
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atter
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Sah
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ah
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i.c
h
atter
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.
ch
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tu
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ity
.
in
1.
I
NT
RO
D
UCT
I
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N
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m
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[
1
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.
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x
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b
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[
2
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.
S
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4
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.
V
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5
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.
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6
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[
7
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.
H
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8
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[
9
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.
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[
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4
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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14
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:
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Pre
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ls
an
d
m
u
s
eu
m
s
ca
n
h
elp
teac
h
er
s
o
v
er
co
m
e
th
es
e
ch
allen
g
es
[
1
6
]
.
T
h
er
ef
o
r
e,
b
ased
o
n
th
e
ea
r
lie
r
s
tu
d
ies,
th
e
s
tu
d
y
aim
s
to
i
d
en
tify
an
d
d
escr
ib
e
th
e
p
o
s
s
ib
le
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
o
f
co
n
d
u
ctin
g
f
iel
d
tr
ip
s
to
m
u
s
eu
m
s
wo
r
ld
wi
d
e.
T
h
e
s
tu
d
y
ad
d
r
ess
es
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
:
wh
at
ar
e
th
e
p
o
s
s
ib
le
o
p
p
o
r
t
u
n
ities
an
d
ch
allen
g
es
in
im
p
lem
en
tin
g
a
wo
r
l
d
wid
e
f
ield
tr
ip
to
m
u
s
eu
m
s
f
o
r
s
ch
o
o
l
ch
ild
r
en
?
T
h
e
f
in
d
in
g
s
d
is
cu
s
s
m
u
s
eu
m
v
is
its
as
a
g
lo
b
al
p
ed
ag
o
g
ical
p
r
ac
tice
in
s
ch
o
o
l
ed
u
ca
tio
n
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
f
o
llo
wed
a
n
ar
r
ativ
e
liter
atu
r
e
r
ev
iew
ap
p
r
o
ac
h
[
1
7
]
,
[
1
8
]
,
s
y
n
th
esizin
g
5
0
p
ee
r
-
r
ev
iewe
d
jo
u
r
n
al
ar
ticles
f
r
o
m
Pro
Q
u
est
(
N=
2
5
)
,
C
o
r
e
(
N=
1
5
)
,
Scien
ce
.
g
o
v
(
N=
8
)
,
an
d
Sem
a
n
tic
Sch
o
lar
(
N=
2
)
.
T
h
e
ar
ticles
wer
e
s
elec
ted
b
ased
o
n
th
e
k
ey
wo
r
d
s
“
m
u
s
eu
m
v
is
i
t
”
OR
“
f
ield
tr
ip
”
AND
“
teac
h
er
s
’
p
er
ce
p
tio
n
,
”
wh
ich
wer
e
lim
ited
to
th
e
E
n
g
lis
h
lan
g
u
ag
e
an
d
p
u
b
lis
h
ed
b
etwe
en
2
0
1
2
-
2
0
2
3
.
On
ly
ar
ticles
wi
th
f
u
ll
tex
t
av
ailab
ilit
y
wer
e
ch
o
s
en
.
T
h
e
r
esear
ch
q
u
esti
o
n
h
el
p
ed
th
e
s
o
r
tin
g
p
r
o
ce
s
s
f
o
r
i
d
en
tify
in
g
th
e
m
o
s
t
r
elev
an
t
s
o
u
r
ce
s
f
o
r
th
is
s
tu
d
y
.
Mo
s
t
s
elec
ted
ar
ticles
(
N=
1
5
)
ar
ticles
d
escr
ib
e
th
e
r
o
le
o
f
th
e
t
ea
ch
er
s
in
m
u
s
eu
m
v
is
its
(
7
,
9,
1
1
,
15,
2
0
,
22,
26,
30,
38,
4
0
,
41,
42,
4
5
,
49,
5
0
)
.
T
h
e
o
th
er
(
N=
1
3
)
s
tu
d
ied
m
u
s
eu
m
as
a
r
eso
u
r
ce
(
1
,
2,
6,
10,
14,
16,
17,
23,
28,
31,
32,
44,
4
6
)
.
T
h
e
o
v
er
all
d
ev
elo
p
m
en
t
o
f
th
e
s
tu
d
en
ts
was
s
tu
d
ied
in
(
N=
9
)
ar
ticles
(
5
,
12,
21,
24,
2
7
,
3
3
,
36,
43,
4
7
)
.
T
h
e
ca
teg
o
r
y
o
f
ex
p
er
ien
tial
lear
n
in
g
(
N=
7
)
was
also
s
tu
d
ied
(
3
,
10,
1
3
,
19,
2
4
,
2
5
,
3
7
)
a
n
d
s
o
m
e
ar
ticles
(
N=
6
)
d
escr
ib
in
g
th
e
r
o
le
o
f
s
ch
o
o
l
an
d
m
u
s
eu
m
au
th
o
r
ity
(
4
,
8,
1
8
,
29,
3
5
,
3
9
)
.
T
a
b
le
1
c
o
n
tain
s
th
e
ar
ticles s
elec
ted
f
o
r
n
ar
r
ativ
e
r
ev
iew
[
1
9
]
–
[
6
8
]
.
T
h
e
s
elec
ted
ar
ticles
as
s
h
o
wn
in
T
ab
le
1
wer
e
r
e
v
iewe
d
an
d
m
o
n
ito
r
ed
th
o
r
o
u
g
h
ly
ac
c
o
r
d
in
g
to
th
e
r
esear
ch
q
u
esti
o
n
f
r
a
m
ed
.
T
h
e
s
elec
ted
ar
ticle
p
r
esen
ts
th
e
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
to
co
n
d
u
ct
f
ield
tr
i
p
s
to
m
u
s
eu
m
s
.
E
ac
h
a
r
ticle
was
id
en
tifie
d
,
an
d
q
u
alitativ
e
d
a
ta
-
b
ased
co
n
ten
t
a
n
aly
s
is
was
ap
p
lied
to
t
h
em
ed
th
e
ar
ticle
in
to
a
tab
le
[
6
9
]
as
a
d
etailed
d
o
cu
m
e
n
t
an
aly
s
is
was
co
n
d
u
cted
[
7
0
]
.
T
h
r
o
u
g
h
in
d
u
ctiv
e
ca
teg
o
r
izatio
n
,
th
e
o
p
p
o
r
tu
n
it
ies
an
d
ch
allen
g
es
o
f
m
u
s
eu
m
v
is
its
wer
e
d
iv
id
ed
in
to
s
u
b
ca
teg
o
r
ies,
wh
ich
wer
e
n
am
e
d
s
ep
ar
ately
[
7
1
]
.
Fin
ally
,
f
iv
e
ca
teg
o
r
ies
wer
e
f
r
am
ed
,
a
n
d
th
o
s
e
s
u
b
ca
te
g
o
r
ies
wer
e
in
c
o
r
p
o
r
ated
to
g
iv
e
a
d
etailed
d
escr
ip
tio
n
o
f
th
e
o
p
p
o
r
tu
n
ities
an
d
c
h
allen
g
es o
f
th
e
f
ield
tr
ip
t
o
th
e
m
u
s
eu
m
.
T
ab
le
1
.
Selecte
d
ar
ticles f
o
r
n
ar
r
ativ
e
r
ev
iew
SN
S
t
u
d
y
SN
S
t
u
d
y
SN
S
t
u
d
y
SN
S
t
u
d
y
SN
S
t
u
d
y
1
[
1
9
]
11
[
2
9
]
21
[
3
9
]
31
[
4
9
]
41
[
5
9
]
2
[
2
0
]
12
[
3
0
]
22
[
4
0
]
32
[
5
0
]
42
[
6
0
]
3
[
2
1
]
13
[
3
1
]
23
[
4
1
]
33
[
5
1
]
43
[
6
1
]
4
[
2
2
]
14
[
3
2
]
24
[
4
2
]
34
[
5
2
]
44
[
6
2
]
5
[
2
3
]
15
[
3
3
]
25
[
4
3
]
35
[
5
3
]
45
[
6
3
]
6
[
2
4
]
16
[
3
4
]
26
[
4
4
]
36
[
5
4
]
46
[
6
4
]
7
[
2
5
]
17
[
3
5
]
27
[
4
5
]
37
[
5
5
]
47
[
6
5
]
8
[
2
6
]
18
[
3
6
]
28
[
4
6
]
38
[
5
6
]
48
[
6
6
]
9
[
2
7
]
19
[
3
7
]
29
[
4
7
]
39
[
5
7
]
49
[
6
7
]
10
[
2
8
]
20
[
3
8
]
30
[
4
8
]
40
[
5
8
]
50
[
6
8
]
S
N
=
seri
a
l
n
u
mb
e
r
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
o
f
im
p
lem
en
tin
g
f
ield
tr
i
p
s
to
th
e
m
u
s
eu
m
wer
e
ca
teg
o
r
ized
in
to
f
iv
e
ca
teg
o
r
ies:
s
tu
d
en
ts
’
o
v
e
r
all
d
ev
elo
p
m
en
t,
e
x
p
e
r
ien
tial
lear
n
in
g
o
p
p
o
r
t
u
n
ities
,
m
u
s
e
u
m
as
a
r
eso
u
r
ce
,
r
o
le
o
f
teac
h
er
s
,
a
n
d
r
o
le
o
f
s
ch
o
o
l
a
n
d
m
u
s
eu
m
a
u
th
o
r
ity
.
I
n
T
a
b
le
2
,
th
e
o
p
p
o
r
tu
n
ities
an
d
c
h
allen
g
es
o
f
ea
ch
ca
teg
o
r
y
ar
e
s
p
ec
if
ied
b
y
s
u
b
ca
teg
o
r
ies.
E
ac
h
ar
ticle
is
ass
ig
n
ed
to
o
n
e
ca
te
g
o
r
y
.
3
.
1
.
T
he
o
v
er
a
ll dev
elo
pm
ent
o
f
t
he
s
t
ud
ent
s
T
h
e
s
tu
d
en
ts
'
o
v
er
all
d
ev
elo
p
m
en
t
ca
teg
o
r
y
in
th
e
m
u
s
eu
m
v
is
it
cr
ea
ted
two
s
u
b
ca
teg
o
r
ies
o
f
o
p
p
o
r
tu
n
ities
:
co
g
n
itiv
e
d
e
v
elo
p
m
en
t
an
d
af
f
ec
tiv
e
d
ev
elo
p
m
en
t.
R
eg
ar
d
i
n
g
co
g
n
iti
v
e
d
ev
elo
p
m
en
t,
it
r
ev
ea
led
th
at
f
ield
tr
ip
s
ca
n
p
o
s
itiv
ely
im
p
ac
t
s
tu
d
en
ts
'
k
n
o
wled
g
e
r
eten
tio
n
o
n
en
v
ir
o
n
m
en
tal
s
u
b
jects
[
21
]
.
Scien
ce
lear
n
in
g
b
ec
o
m
es
m
o
r
e
ef
f
ec
tiv
e
with
au
g
m
e
n
ted
r
ea
lity
in
s
cien
ce
m
u
s
eu
m
s
[
24
]
.
R
eg
u
lar
v
is
its
to
m
u
s
eu
m
s
p
o
s
itiv
ely
af
f
ec
t
y
o
u
n
g
ch
ild
r
e
n
'
s
co
g
n
itiv
e
d
ev
el
o
p
m
en
t
[
27
]
.
L
ó
p
ez
-
Fer
n
á
n
d
e
z
et
a
l
.
[
33
]
f
o
u
n
d
th
at
s
tu
d
en
t
k
n
o
wled
g
e
o
f
d
i
s
aster
p
r
ep
ar
ed
n
ess
in
cr
ea
s
ed
co
n
s
id
er
ab
ly
with
th
e
m
u
s
eu
m
v
is
it.
Stu
d
en
ts
'
u
n
d
er
s
tan
d
i
n
g
o
f
m
icr
o
b
io
lo
g
y
b
ec
o
m
es c
o
n
cr
ete
b
y
v
is
itin
g
th
e
m
u
s
eu
m
[
47
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Op
p
o
r
tu
n
ities
a
n
d
c
h
a
llen
g
es
w
h
ile
co
n
d
u
ctin
g
field
tr
ip
s
to
th
e
mu
s
eu
m:
a
n
a
r
r
a
tive
…
(
C
h
a
tter
jee
S
a
h
a
n
i
)
873
Af
f
ec
tiv
e
d
ev
elo
p
m
en
t
o
f
th
e
s
tu
d
en
ts
is
th
e
o
th
er
s
u
b
ca
teg
o
r
y
th
at
co
m
es
u
n
d
e
r
th
e
o
v
er
all
d
ev
elo
p
m
e
n
t.
S
tu
d
y
by
Yild
ir
im
[
5
]
em
p
h
asized
t
h
at
co
llab
o
r
atio
n
b
etwe
en
teac
h
er
s
,
ar
t
co
u
n
cils
,
an
d
m
u
s
eu
m
s
p
o
s
itiv
ely
im
p
ac
ts
s
tu
d
en
ts
'
s
k
ills
in
th
e
s
u
b
ject
o
f
ar
t.
O
th
er
s
tu
d
ies
[
12
]
,
[
21
]
m
en
tio
n
ed
th
e
im
p
ac
t
o
f
f
ield
tr
ip
s
o
n
s
tu
d
en
ts
'
a
ttit
u
d
es.
Stu
d
en
ts
d
ev
elo
p
a
p
o
s
itiv
e
attitu
d
e
to
war
d
cu
ltu
r
al
h
er
itag
e
ed
u
ca
tio
n
u
s
in
g
v
i
r
tu
al
m
u
s
eu
m
s
.
Alo
n
g
with
th
is
,
s
tu
d
en
ts
ca
n
d
ev
elo
p
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
en
v
ir
o
n
m
en
tal
s
u
b
jects.
Mu
s
eu
m
v
is
its
ca
n
f
o
s
ter
s
tu
d
en
t
p
er
s
o
n
ality
d
ev
elo
p
m
en
t
th
r
o
u
g
h
lan
g
u
ag
e
lear
n
in
g
[
36
]
.
T
h
e
d
ev
elo
p
m
en
t
o
f
ae
s
th
etic
s
en
s
e
in
th
e
m
u
s
eu
m
en
v
ir
o
n
m
en
t
is
an
o
th
er
p
o
s
i
tiv
e
o
p
in
io
n
o
f
th
e
ch
ild
r
en
[
43
]
.
Ou
t
-
of
-
class
ac
tiv
ities
also
cr
ea
te
p
o
s
itiv
e
in
ter
cu
ltu
r
al
s
en
s
itiv
ity
am
o
n
g
th
e
s
tu
d
en
ts
[
48
]
.
T
ab
le
2
.
C
ateg
o
r
ies o
f
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
C
a
t
e
g
o
r
i
e
s
o
f
m
u
se
u
m
v
i
si
t
O
p
p
o
r
t
u
n
i
t
i
e
s
o
f
mu
s
e
u
m
v
i
s
i
t
C
h
a
l
l
e
n
g
e
s
o
f
m
u
se
u
m
v
i
s
i
t
S
t
u
d
e
n
t
s’
o
v
e
r
a
l
l
d
e
v
e
l
o
p
me
n
t
C
o
g
n
i
t
i
v
e
A
f
f
e
c
t
i
v
e
Ex
p
e
r
i
e
n
t
i
a
l
l
e
a
r
n
i
n
g
H
a
n
d
s
o
n
l
e
a
r
n
i
n
g
H
a
n
d
s
o
n
l
e
a
r
n
i
n
g
I
n
n
o
v
a
t
i
v
e
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
Lo
g
i
s
t
i
c
s
p
r
o
b
l
e
m
M
u
s
e
u
m a
s
a
r
e
so
u
r
c
e
Ed
u
c
a
t
i
o
n
a
l
a
g
e
n
c
y
La
c
k
o
f
i
n
i
t
i
a
t
i
v
e
t
o
t
r
a
i
n
t
e
a
c
h
e
r
s
M
o
d
e
o
f
l
e
a
r
n
i
n
g
La
c
k
o
f
i
n
f
r
a
s
t
r
u
c
t
u
r
e
M
e
t
h
o
d
o
f
l
e
a
r
n
i
n
g
R
o
l
e
o
f
t
e
a
c
h
e
r
s
Te
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
Te
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
Te
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
Te
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
R
o
l
e
o
f
s
c
h
o
o
l
a
n
d
mu
s
e
u
m a
u
t
h
o
r
i
t
y
C
o
l
l
a
b
o
r
a
t
i
o
n
I
n
f
r
a
st
r
u
c
t
u
r
e
Le
g
i
t
i
mi
z
a
t
i
o
n
3
.
2
.
E
x
perient
ia
l le
a
rning
I
n
th
is
ca
teg
o
r
y
,
h
a
n
d
s
-
o
n
l
ea
r
n
in
g
a
n
d
in
n
o
v
ativ
e
lear
n
in
g
ar
e
th
e
two
s
u
b
ca
te
g
o
r
ies
u
n
d
er
o
p
p
o
r
tu
n
ities
.
R
eg
ar
d
in
g
h
a
n
d
s
-
o
n
lear
n
in
g
ac
tiv
ities
,
u
s
i
n
g
in
ter
ac
tiv
e
tech
n
o
lo
g
ies
th
r
o
u
g
h
m
u
lti
-
to
u
ch
ap
p
licatio
n
s
in
m
u
s
eu
m
s
p
r
o
m
o
tes
a
h
ig
h
er
u
s
er
ex
p
er
ien
ce
r
ate
th
an
tr
ad
itio
n
al
g
u
id
e
d
to
u
r
s
[
25
]
.
T
h
is
h
an
d
s
-
o
n
m
u
s
eu
m
ac
tiv
ity
is
a
p
r
ac
tical
to
o
l
f
o
r
r
etain
in
g
th
e
s
u
b
ject
co
n
te
n
t
k
n
o
wle
d
g
e
[
10
]
.
Ma
ter
ial
o
b
jects,
d
em
o
n
s
tr
atio
n
s
,
an
d
t
h
e
in
clu
s
io
n
o
f
tech
n
o
l
o
g
y
in
m
u
s
eu
m
s
ettin
g
s
ev
o
k
ed
a
n
e
x
p
er
ien
tial
lear
n
i
n
g
en
v
ir
o
n
m
en
t
f
o
r
th
e
m
u
s
eu
m
v
is
ito
r
s
[
37
]
.
I
n
ter
m
s
o
f
o
p
p
o
r
tu
n
ities
,
th
e
m
u
s
eu
m
p
r
o
v
id
es
in
n
o
v
ativ
e
lear
n
in
g
ex
p
er
ien
ce
s
.
S
tu
d
y
by
Kis
id
a
et
a
l
.
[
3
]
f
o
c
u
s
es
o
n
in
tr
o
d
u
cin
g
m
in
i
ed
u
ca
tio
n
al
g
am
e
f
ac
ilit
ies
in
m
u
s
eu
m
s
to
en
h
an
ce
s
tu
d
en
ts
'
v
is
its
to
th
e
m
u
s
eu
m
s
.
T
h
is
m
in
i
-
ed
u
ca
tio
n
al
g
a
m
e
s
er
ies
h
elp
s
th
e
s
tu
d
en
ts
lear
n
d
if
f
e
r
en
t
ab
s
tr
ac
t
ar
tis
tic
co
n
ce
p
ts
.
S
tu
d
y
by
Ab
r
il
-
L
ó
p
ez
et
a
l.
[
19
]
m
en
tio
n
ed
th
at
th
r
o
u
g
h
co
llab
o
r
atio
n
,
s
cien
ce
m
u
s
eu
m
s
ca
n
f
ac
ilit
ate
m
ath
em
atics
lear
n
in
g
.
Au
g
m
en
ted
r
ea
lity
in
s
cien
ce
m
u
s
eu
m
s
is
an
in
n
o
v
ativ
e
a
p
p
r
o
ac
h
t
o
b
r
in
g
in
g
b
etter
r
esu
lts
in
s
cien
ce
lear
n
in
g
f
o
r
s
tu
d
e
n
ts
[
24
]
.
R
eg
ar
d
i
n
g
ch
allen
g
es,
th
e
s
tu
d
y
by
G
ó
m
ez
-
Hu
r
tad
o
et
a
l
.
[
13
]
f
o
cu
s
es
o
n
b
i
o
lo
g
y
s
tu
d
en
ts
f
ac
in
g
s
o
m
e
ch
allen
g
es
o
n
f
ield
tr
ip
s
.
T
h
e
a
b
s
en
ce
o
f
f
ield
lab
s
an
d
lo
g
is
tics
is
th
eir
b
ig
g
est ch
allen
g
e.
3
.
3
.
M
us
eum
a
s
a
re
s
o
urce
T
h
e
m
u
s
eu
m
as
a
r
eso
u
r
ce
c
o
n
tain
s
th
r
ee
s
u
b
t
h
em
es
in
te
r
m
s
o
f
o
p
p
o
r
tu
n
ities
:
i
)
m
u
s
e
u
m
as
an
ed
u
ca
tio
n
al
an
d
cu
ltu
r
al
ag
e
n
cy
;
ii
)
lea
r
n
in
g
m
o
d
es
;
an
d
i
ii
)
lear
n
in
g
m
et
h
o
d
.
S
tu
d
y
by
An
d
r
e
et
a
l
.
[
2
]
ex
am
in
es
h
o
w
m
u
s
eu
m
s
ac
t
as
a
p
er
f
ec
t
v
en
u
e
f
o
r
in
ter
ac
ti
o
n
,
wh
ich
o
f
f
e
r
s
em
o
tio
n
al
an
d
m
en
tal
s
p
ac
e
to
ex
ch
an
g
e
id
ea
s
.
So
cial
m
ed
ia
ca
n
also
co
n
tr
ib
u
te
to
m
u
s
e
u
m
ex
p
er
ien
ce
s
.
I
t
h
as
b
ee
n
f
o
u
n
d
th
at
m
u
s
eu
m
v
is
ito
r
s
ex
p
r
ess
ed
th
eir
p
o
s
iti
v
e
em
o
tio
n
s
b
y
in
ter
ac
tin
g
wi
th
ar
two
r
k
t
h
r
o
u
g
h
I
n
s
tag
r
am
th
r
o
u
g
h
m
em
es
o
r
p
ain
tin
g
s
[
23
]
.
T
h
e
n
u
m
b
er
o
f
f
o
llo
wer
s
o
f
m
u
s
eu
m
s
o
n
s
o
cial
m
ed
ia
also
r
ep
r
esen
ts
th
e
s
o
u
r
ce
s
o
f
o
n
lin
e
v
alu
e
o
f
m
u
s
eu
m
s
[
32
]
.
Stu
d
e
n
ts
'
p
o
s
s
ib
ilit
y
th
in
k
in
g
f
ea
t
u
r
es
ar
e
also
n
u
r
tu
r
e
d
t
h
r
o
u
g
h
a
lter
n
ativ
e
lear
n
in
g
r
eso
u
r
ce
s
s
u
ch
as m
u
s
eu
m
s
[
28
]
.
T
h
e
s
ec
o
n
d
s
u
b
th
em
e
r
elate
d
to
th
e
m
o
d
e
o
f
lear
n
in
g
is
ca
teg
o
r
ized
as
o
p
p
o
r
tu
n
ity
.
A
s
tu
d
y
[
14
]
r
ev
ea
led
th
at
m
u
s
eu
m
s
o
f
f
er
e
d
d
if
f
er
e
n
t
lear
n
in
g
m
o
d
es
to
d
eter
m
in
e
s
tu
d
en
ts
'
en
g
ag
em
e
n
t
in
s
cien
ce
.
Pap
er
-
b
ased
an
d
tech
n
o
lo
g
y
-
b
ased
le
ar
n
in
g
tr
ails
p
o
s
itiv
ely
af
f
ec
t
s
tu
d
en
ts
'
en
g
ag
em
en
t
in
s
cien
ce
ce
n
ter
s
.
M
u
s
eu
m
web
s
ites
also
r
ep
r
esen
t v
ar
io
u
s
o
n
lin
e
lear
n
in
g
p
ed
a
g
o
g
ies t
h
at
ac
t a
s
o
p
p
o
r
tu
n
ities
[
17
]
.
T
h
e
th
ir
d
s
u
b
th
em
e
is
r
elate
d
to
th
e
lear
n
in
g
m
eth
o
d
.
I
n
c
o
r
p
o
r
atin
g
au
g
m
en
ted
r
ea
lity
a
n
d
v
i
r
tu
al
r
ea
lity
in
m
u
s
eu
m
s
ettin
g
s
p
o
s
itiv
ely
af
f
ec
ts
ac
ad
em
ic
ac
h
iev
em
en
t
in
s
cien
ce
,
ar
ts
,
an
d
h
i
s
to
r
y
lear
n
in
g
[
31
]
.
I
n
ad
d
itio
n
,
th
e
in
co
r
p
o
r
atio
n
o
f
tech
n
o
lo
g
y
in
m
u
s
eu
m
s
ettin
g
s
ac
ts
a
s
a
m
ed
iatin
g
to
o
l
b
etwe
en
v
is
ito
r
s
'
ex
p
er
ien
ce
an
d
th
e
m
u
s
eu
m
e
n
v
ir
o
n
m
en
t
[
44
]
.
Sto
r
y
tellin
g
to
en
g
a
g
e
th
e
v
is
ito
r
s
'
in
ter
est
is
an
o
th
er
p
o
s
itiv
e
d
im
en
s
io
n
o
f
th
e
m
u
s
eu
m
as
a
r
eso
u
r
ce
[
34
]
.
S
tu
d
y
b
y
Gr
eg
o
r
io
u
[
46
]
r
ec
o
m
m
en
d
s
in
tr
o
d
u
cin
g
3
D
p
r
in
tin
g
tech
n
o
lo
g
y
in
t
h
e
m
u
s
eu
m
t
o
m
ak
e
it
e
n
jo
y
a
b
le
an
d
ac
c
ess
ib
le
f
o
r
b
lin
d
an
d
p
ar
tiall
y
s
ig
h
ted
v
is
ito
r
s
.
Mu
s
eu
m
co
n
te
n
t
ca
n
b
ec
o
m
e
m
o
r
e
e
n
g
ag
in
g
with
th
e
in
tr
o
d
u
ctio
n
o
f
g
am
e
-
b
ased
lear
n
in
g
m
eth
o
d
s
[
6
]
,
[
16
]
,
wh
ich
ca
n
s
u
p
p
o
r
t
th
e
ac
tiv
e
lear
n
in
g
s
tr
ateg
y
in
m
u
s
eu
m
s
ettin
g
s
.
I
m
p
lem
en
tin
g
s
m
ar
t
o
b
jects
in
m
u
s
eu
m
s
ettin
g
s
g
en
er
ates p
o
s
itiv
e
in
ter
ac
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
87
1
-
8
7
8
874
Ho
wev
er
,
it
h
as
s
o
m
e
ch
allen
g
es.
E
s
p
ec
ially
in
m
id
d
le
a
n
d
lo
w
-
in
co
m
e
co
u
n
tr
ies,
th
is
c
o
n
ce
p
t
o
f
g
am
e
-
b
ased
lear
n
in
g
i
n
a
m
u
s
eu
m
s
ettin
g
h
as
y
et
to
b
e
h
i
g
h
ly
p
o
p
u
lar
ized
.
T
h
e
lack
o
f
p
r
o
p
er
in
f
r
astru
ctu
r
e
to
f
ac
ilit
ate
g
am
e
-
b
ased
lear
n
in
g
in
m
u
s
eu
m
s
is
th
e
m
ain
ch
allen
g
e
th
at
ca
n
b
e
n
o
te
d
.
An
o
th
er
ch
allen
g
e
m
en
tio
n
ed
is
th
at
th
e
m
u
s
eu
m
au
th
o
r
ity
n
ee
d
s
to
tak
e
m
o
r
e
in
itiativ
e
to
tr
ain
th
e
p
r
e
-
s
er
v
i
ce
teac
h
er
s
.
I
n
th
is
s
tu
d
y
by
R
u
g
aiy
ah
[
1
]
,
th
e
r
esu
lt
r
ev
ea
led
th
at
ea
r
ly
ch
ild
h
o
o
d
p
r
e
-
s
er
v
ice
teac
h
e
r
s
s
h
o
wed
a
s
lig
h
t
im
p
r
o
v
em
e
n
t
in
t
h
e
in
q
u
ir
y
-
b
ased
lear
n
in
g
ap
p
r
o
ac
h
f
r
o
m
an
o
u
td
o
o
r
ex
p
er
ien
ce
at
th
e
m
u
s
eu
m
v
is
it;
h
o
wev
er
,
f
r
o
m
th
e
s
o
cial
s
cien
ce
p
o
in
t
o
f
v
iew,
th
er
e
is
a
lack
o
f
ed
u
ca
ti
o
n
al
in
itiativ
e
b
y
th
e
m
u
s
eu
m
au
th
o
r
ity
f
o
r
th
e
ea
r
ly
ch
ild
h
o
o
d
p
r
e
-
s
er
v
ice
teac
h
er
s
.
An
o
th
er
ch
allen
g
e
is
th
at
g
am
if
icatio
n
in
m
u
s
eu
m
s
ettin
g
s
is
r
ec
u
r
r
ed
with
h
ig
h
m
ain
ten
an
ce
.
T
h
e
o
n
lin
e
m
u
s
eu
m
h
as
a
wid
e
r
an
g
e
o
f
lear
n
in
g
r
eso
u
r
ce
s
,
b
u
t
teac
h
in
g
lear
n
in
g
m
ater
ials
r
eq
u
ir
es
u
p
g
r
ad
atio
n
[
17
]
.
I
n
ad
d
itio
n
,
o
n
lin
e
m
u
s
eu
m
r
es
o
u
r
ce
s
m
ay
o
n
ly
b
e
h
an
d
y
f
o
r
t
h
o
s
e
s
k
illed
in
th
e
d
ig
ital w
o
r
ld
.
3
.
4
.
Ro
le
o
f
t
e
a
cher
s
T
h
e
ca
teg
o
r
y
o
f
th
e
r
o
le
o
f
teac
h
er
s
in
th
e
m
u
s
eu
m
v
i
s
it
cr
ea
ted
two
s
u
b
ca
teg
o
r
ies
r
eg
ar
d
in
g
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es.
First,
r
eg
ar
d
in
g
teac
h
er
s
'
k
n
o
wled
g
e,
L
er
tp
r
ad
it
[
7
]
m
en
tio
n
ed
th
at
teac
h
er
s
ca
n
u
s
e
g
u
id
eb
o
o
k
s
r
elate
d
to
o
u
t
-
of
-
s
ch
o
o
l
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
I
t
h
as
b
ee
n
f
o
u
n
d
th
at
Den
izli
’
s
OSLE
G
is
th
e
ap
p
r
o
p
r
iate
g
u
id
eb
o
o
k
,
wh
ich
is
m
ap
p
ed
ac
co
r
d
in
g
to
th
e
u
n
it
an
d
s
u
b
ject
lear
n
i
n
g
o
u
tco
m
es
an
d
wh
ic
h
teac
h
er
s
ca
n
u
s
e
f
o
r
o
u
t
-
of
-
s
ch
o
o
l
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
I
n
th
e
s
tu
d
y
Ok
u
m
u
ş
a
n
d
V
u
r
g
u
n
[
11
]
,
p
r
o
s
p
ec
tiv
e
teac
h
er
s
v
iewe
d
in
teg
r
atin
g
m
u
s
eu
m
ed
u
ca
tio
n
p
r
ac
tice
with
v
ir
tu
al
teac
h
in
g
as
ef
f
ec
tiv
e
in
teac
h
in
g
s
o
cial
s
cien
ce
s
u
b
jects.
An
o
th
er
s
tu
d
y
[
15
]
m
en
tio
n
ed
p
r
o
s
p
ec
tiv
e
teac
h
er
s
'
v
iews
o
n
h
er
itag
e
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
r
ev
ea
led
a
s
p
ec
if
icity
o
f
k
n
o
wled
g
e
o
f
th
e
tr
ai
n
ee
teac
h
er
s
o
f
ea
r
ly
c
h
ild
h
o
o
d
e
d
u
ca
tio
n
an
d
awa
r
en
ess
o
f
th
e
v
alu
es
o
f
th
e
h
er
itag
e
o
f
t
r
a
in
ee
teac
h
er
s
o
f
p
r
im
a
r
y
ed
u
ca
tio
n
.
Seco
n
d
,
r
eg
ar
d
i
n
g
t
ea
ch
er
s
'
p
er
ce
p
tio
n
,
a
s
tu
d
y
[
20
]
r
e
v
ea
led
th
at
tea
ch
er
s
ag
r
ee
d
t
h
at
f
ield
tr
ip
s
s
h
o
u
ld
b
e
ed
u
ca
tio
n
al
r
ath
er
th
an
r
ec
r
ea
tio
n
al
b
y
u
s
in
g
lo
ca
l
h
er
itag
e
s
ites
.
Oth
er
s
tu
d
ies
[
22
]
,
[
26
]
m
en
tio
n
ed
th
at
teac
h
er
ca
n
d
i
d
ates
o
p
in
ed
t
h
at
m
u
s
eu
m
s
p
r
o
v
id
e
b
etter
lea
r
n
in
g
o
p
p
o
r
tu
n
ities
f
o
r
t
h
e
s
tu
d
en
ts
b
y
s
ee
in
g
th
e
o
b
jects.
S
tu
d
y
by
I
s
m
ae
el
an
d
Al
-
Ab
d
u
llatif
[
30
]
i
n
d
icate
s
p
r
e
-
s
er
v
ice
teac
h
er
s
'
p
o
s
itiv
e
th
in
k
in
g
a
b
o
u
t
m
u
s
eu
m
p
ed
ag
o
g
y
.
Similar
ly
,
o
th
er
s
tu
d
ies
[
38
]
,
[
40
]
in
d
icate
p
r
e
-
s
er
v
ice
teac
h
er
s
'
p
o
s
itiv
e
a
ttit
u
d
es
to
war
d
ae
s
th
etic
v
al
u
es
th
r
o
u
g
h
v
ir
tu
al
m
u
s
eu
m
v
is
its
an
d
th
e
in
clu
s
i
o
n
o
f
m
u
s
eu
m
s
an
d
h
er
itag
e
e
d
u
ca
tio
n
in
th
e
p
r
im
a
r
y
s
ch
o
o
l
cu
r
r
icu
lu
m
.
T
ea
c
h
e
r
s
'
k
n
o
w
le
d
g
e
a
n
d
p
e
r
c
ep
ti
o
n
s
w
e
r
e
a
ls
o
a
n
al
y
z
e
d
i
n
t
er
m
s
o
f
ch
all
e
n
g
es.
R
e
s
ea
r
c
h
b
y
C
astell
o
t
ti
e
t
a
l
.
[
9
]
s
ta
tes
t
h
a
t
t
ea
c
h
er
s
u
s
e
d
i
f
f
er
e
n
t
a
cti
v
it
i
es
d
u
r
in
g
f
ie
ld
t
r
i
p
s
t
o
m
u
s
e
u
m
s
.
H
o
w
ev
er
,
t
h
es
e
ar
e
n
o
t
r
ef
le
cti
v
e
ac
ti
v
iti
es
f
o
r
ed
u
ca
t
io
n
a
l
p
u
r
p
o
s
es
.
H
o
we
v
er
,
El
-
B
atr
i
et
a
l
.
[
15
]
s
t
ates
t
h
at
d
es
p
it
e
k
n
o
wi
n
g
cu
l
tu
r
al
h
e
r
it
ag
e,
th
er
e
is
l
ittl
e
aw
ar
en
ess
o
f
h
o
w
t
o
li
n
k
h
e
r
it
a
g
e
a
n
d
t
h
e
p
r
es
en
t
s
it
u
a
tio
n
a
m
o
n
g
tr
ai
n
ee
tea
ch
er
s
.
I
n
te
r
m
s
o
f
te
ac
h
e
r
s
'
p
e
r
c
e
p
ti
o
n
,
t
ea
c
h
er
s
f
ac
e
d
if
f
ic
u
l
ties
i
n
ta
k
i
n
g
t
h
e
s
t
u
d
e
n
t
s
o
n
t
h
e
f
ie
ld
t
r
i
p
b
e
ca
u
s
e
o
f
t
h
e
l
ac
k
o
f
c
o
n
s
en
t
f
r
o
m
t
h
e
p
a
r
e
n
ts
d
u
e
to
ec
o
n
o
m
ic
co
s
t
f
ac
to
r
s
.
Pr
e
-
s
er
v
i
ce
te
ac
h
e
r
s
v
iew
e
d
t
h
at
,
as
m
o
s
t
m
u
s
e
u
m
s
a
r
e
f
ee
-
p
a
y
in
g
,
s
t
u
d
e
n
ts
a
r
e
n
o
t
r
ea
d
y
t
o
p
a
y
,
r
es
u
lt
in
g
in
f
ewe
r
s
tu
d
e
n
ts
'
p
ar
tic
ip
ati
o
n
.
I
t
m
a
y
b
e
d
if
f
i
c
u
lt
f
o
r
t
h
e
tea
c
h
e
r
s
t
o
c
o
n
tr
o
l
th
e
o
v
er
cr
o
w
d
e
d
c
lass
,
a
n
d
s
t
u
d
e
n
ts
ca
n
d
a
m
a
g
e
th
e
a
r
ti
f
a
cts
u
n
c
o
n
s
ci
o
u
s
l
y
[
22
]
.
I
n
a
d
d
iti
o
n
,
t
ea
ch
er
s
v
i
ewe
d
t
h
at
ef
f
e
cti
v
e
p
la
n
n
i
n
g
a
n
d
t
im
e
m
a
n
a
g
e
m
e
n
t
a
r
e
t
h
e
b
as
ic
r
e
q
u
i
r
e
m
e
n
ts
t
o
m
a
k
e
t
h
e
m
u
s
eu
m
v
is
it
e
f
f
ec
ti
v
e
a
n
d
m
e
an
i
n
g
f
u
l
[
49
]
.
Sc
a
f
f
o
l
d
i
n
g
b
ec
o
m
es
d
i
f
f
ic
u
lt
b
e
ca
u
s
e
o
f
t
h
e
te
ac
h
e
r
s
'
l
ac
k
o
f
c
o
n
f
id
en
ce
a
n
d
t
h
e
s
e
v
e
r
a
l
c
o
n
s
tr
ai
n
ts
f
a
ce
d
d
u
r
i
n
g
th
e
f
i
el
d
t
r
i
p
t
o
t
h
e
m
u
s
eu
m
[
41
]
.
L
ea
r
n
i
n
g
o
p
p
o
r
t
u
n
iti
es
i
n
m
u
s
eu
m
s
m
ay
h
el
p
t
h
e
t
ea
ch
e
r
s
to
g
r
o
w
p
o
s
iti
v
e
a
wa
r
e
n
ess
an
d
p
e
r
c
ep
ti
o
n
t
o
w
a
r
d
s
in
c
lu
s
iv
it
y
i
n
m
u
s
e
u
m
e
d
u
c
ati
o
n
[
42
]
.
T
h
e
s
t
u
d
y
r
ec
o
m
m
e
n
d
s
e
n
g
ag
in
g
p
r
e
-
s
e
r
v
i
ce
te
ac
h
e
r
s
wit
h
t
h
e
m
u
s
e
u
m
s
in
c
o
n
te
x
t
t
o
u
n
d
er
s
ta
n
d
t
h
e
i
m
p
o
r
ta
n
ce
o
f
m
u
s
eu
m
s
i
n
te
ac
h
i
n
g
an
d
l
ea
r
n
in
g
c
ir
c
u
m
s
t
a
n
c
es
[
45
]
.
I
n
a
d
d
iti
o
n
,
th
e
r
e
is
a
r
e
q
u
ir
em
e
n
t
f
o
r
p
r
o
p
er
t
r
ai
n
i
n
g
r
e
g
ar
d
i
n
g
in
f
o
r
m
a
l
ed
u
c
ati
o
n
f
o
r
i
n
-
s
e
r
v
ic
e
t
ea
c
h
e
r
s
[
50
]
.
3
.
5
.
Ro
le
o
f
s
cho
o
l a
nd
m
us
e
um
a
utho
rit
y
T
h
is
ca
teg
o
r
y
was
s
u
b
-
th
e
m
e
d
in
to
co
llab
o
r
atio
n
i
n
ter
m
s
o
f
th
e
o
p
p
o
r
tu
n
ities
.
T
wo
s
tu
d
ies
[
4
]
,
[
8
]
f
o
cu
s
o
n
r
ec
o
m
m
e
n
d
atio
n
s
f
o
r
co
llab
o
r
atio
n
.
T
h
e
s
tu
d
y
by
Ar
ı
[
4
]
r
ec
o
m
m
en
d
s
h
o
w
co
ll
ab
o
r
atio
n
ac
ts
as
an
o
p
p
o
r
tu
n
ity
f
o
r
teac
h
er
s
an
d
n
atu
r
al
h
is
to
r
y
m
u
s
eu
m
au
th
o
r
ities
to
ef
f
ec
tiv
ely
ed
u
ca
te
s
tu
d
en
ts
ab
o
u
t
t
h
e
h
is
to
r
y
o
f
e
v
o
lu
tio
n
.
I
t
also
s
h
ed
s
lig
h
t
o
n
h
o
w
m
u
s
eu
m
s
ac
t
as
an
ac
tiv
e
ag
en
cy
t
o
o
r
ien
t
th
e
teac
h
er
s
r
eg
ar
d
in
g
p
r
ep
a
r
in
g
th
e
s
tu
d
e
n
ts
f
o
r
a
v
is
it
to
th
e
Natu
r
al
His
to
r
y
Mu
s
eu
m
to
lear
n
ab
o
u
t
ev
o
lu
tio
n
.
T
h
e
s
tu
d
y
also
p
r
o
v
id
es
a
th
o
r
o
u
g
h
g
u
id
e
o
n
h
o
w
teac
h
e
r
s
ca
n
co
llab
o
r
ate
to
elim
i
n
ate
o
b
s
tacle
s
in
in
f
o
r
m
al
s
cien
ce
ed
u
ca
tio
n
.
S
tu
d
y
by
Pallu
d
[
8
]
f
o
cu
s
es
o
n
t
h
e
p
u
r
p
o
s
e
o
f
th
e
s
ch
o
o
l
v
is
its
to
m
u
s
eu
m
s
.
B
o
th
teac
h
er
s
an
d
m
u
s
eu
m
ed
u
ca
to
r
s
ag
r
e
ed
th
at
t
h
e
p
r
im
ar
y
p
u
r
p
o
s
e
o
f
s
ch
o
o
l
v
is
its
to
m
u
s
eu
m
s
is
ac
ad
em
ic
p
e
r
s
p
ec
tiv
e,
k
n
o
wled
g
e
en
h
a
n
ce
m
en
t,
an
d
cu
ltu
r
al
ex
p
e
r
ien
ce
s
.
T
h
e
s
tu
d
y
by
Pallu
d
[
8
]
r
ec
o
m
m
en
d
s
p
r
o
p
er
c
o
llab
o
r
atio
n
b
etwe
en
s
ch
o
o
ls
an
d
m
u
s
eu
m
s
to
s
o
r
t
o
u
t
th
e
is
s
u
e
a
n
d
co
n
v
in
ce
ed
u
ca
tio
n
al
ag
en
ts
ab
o
u
t
v
is
itin
g
ar
ch
ae
o
lo
g
ical
m
u
s
eu
m
s
to
s
tu
d
y
h
is
to
r
y
.
Milu
tin
o
v
ić
an
d
Selak
o
v
ić
[
35
]
r
ec
o
m
m
en
d
s
p
r
o
p
er
tr
ain
in
g
f
o
r
m
u
s
eu
m
ed
u
ca
to
r
s
to
en
s
u
r
e
a
lar
g
e
n
u
m
b
e
r
o
f
s
tu
d
e
n
ts
'
p
ar
ticip
atio
n
in
f
ield
tr
ip
s
t
o
m
u
s
eu
m
s
.
Similar
ly
,
s
tu
d
y
by
Sch
m
äi
n
g
an
d
Gr
o
tjo
h
an
n
[
39
]
s
u
g
g
ests
a
r
o
b
u
s
t
s
ch
o
o
l
-
m
u
s
eu
m
co
lla
b
o
r
a
tio
n
f
o
r
s
u
cc
ess
f
u
l
co
n
ten
t a
n
d
lan
g
u
ag
e
-
in
te
g
r
at
ed
lear
n
in
g
in
m
u
s
eu
m
s
ettin
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Op
p
o
r
tu
n
ities
a
n
d
c
h
a
llen
g
es
w
h
ile
co
n
d
u
ctin
g
field
tr
ip
s
to
th
e
mu
s
eu
m:
a
n
a
r
r
a
tive
…
(
C
h
a
tter
jee
S
a
h
a
n
i
)
875
I
n
ter
m
s
o
f
ch
allen
g
es,
th
e
s
u
b
th
em
es
a
r
e
in
f
r
astru
ctu
r
e
a
n
d
leg
itima
c
y
.
R
eg
ar
d
in
g
in
f
r
astru
ctu
r
e,
s
tu
d
y
by
L
in
d
f
o
r
s
et
a
l
.
[
18
]
p
o
in
ts
o
u
t
a
lack
o
f
cr
itical
th
in
k
in
g
o
n
g
e
n
d
er
is
s
u
es
r
eg
ar
d
in
g
th
e
u
s
e
o
f
m
ater
ials
in
s
cien
ce
ce
n
ter
s
f
o
r
p
ed
a
g
o
g
ical
ac
tiv
ities
;
m
o
s
t
m
ater
ials
u
s
ed
ar
e
m
ascu
lin
ized
.
R
eg
ar
d
in
g
leg
itima
cy
,
it
m
ig
h
t
b
e
ch
alle
n
g
in
g
to
c
o
n
v
i
n
ce
ed
u
ca
tio
n
al
ag
en
ts
to
v
is
it
ar
ch
ae
o
lo
g
ical
m
u
s
eu
m
s
to
s
tu
d
y
h
is
to
r
y
[
8
]
.
T
h
e
s
tu
d
y
by
I
s
lek
an
d
Dan
ju
[
29
]
f
o
cu
s
es o
n
th
e
lack
o
f
tim
e
an
d
f
in
an
cial
co
n
s
tr
ain
ts
,
wh
ich
ar
e
th
e
m
ain
f
ac
to
r
s
th
at
h
in
d
e
r
s
ch
o
o
l a
n
d
m
u
s
eu
m
co
llab
o
r
atio
n
.
T
h
is
n
ar
r
ativ
e
r
ev
iew
aim
ed
to
id
en
tify
an
d
d
escr
ib
e
p
o
s
s
ib
le
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
in
im
p
lem
en
tin
g
f
ield
tr
ip
s
to
m
u
s
eu
m
v
is
its
f
o
r
s
ch
o
o
l
ch
ild
r
en
.
T
ab
le
2
r
ep
r
esen
ts
th
e
ca
teg
o
r
ies
th
at
an
aly
ze
th
e
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
r
eg
ar
d
in
g
s
tu
d
e
n
ts
'
o
v
er
all
d
ev
elo
p
m
e
n
t,
ex
p
e
r
ien
tial
lear
n
in
g
,
th
e
m
u
s
eu
m
as
a
r
eso
u
r
ce
,
th
e
r
o
le
o
f
teac
h
er
s
,
an
d
th
e
r
o
le
o
f
s
ch
o
o
l
a
n
d
m
u
s
eu
m
a
u
th
o
r
ity
.
I
t
was
f
o
u
n
d
th
at
m
u
s
eu
m
v
is
its
en
h
an
ce
s
tu
d
en
ts
'
lear
n
in
g
o
u
tco
m
es
in
v
ar
io
u
s
s
u
b
j
ec
ts
,
s
u
ch
as
ar
t
an
d
s
cien
ce
,
an
d
h
elp
im
p
r
o
v
e
r
eten
tio
n
ca
p
ac
ity
[
3
9
]
,
[
4
2
]
.
T
h
e
f
in
d
i
n
g
s
ar
e
s
u
p
p
o
r
ted
b
y
a
s
tu
d
y
th
at
s
ay
s
th
at
c
h
i
ld
r
en
ca
n
lea
r
n
t
h
e
s
u
b
ject
co
n
ten
t
m
ea
n
in
g
f
u
lly
b
y
o
b
s
er
v
in
g
th
e
a
r
tifa
cts
[
2
]
.
Vis
itin
g
m
u
s
eu
m
s
h
as
b
ee
n
s
h
o
wn
to
g
en
e
r
ate
o
p
tim
is
tic
attitu
d
es
to
war
d
th
e
s
u
b
jects
[
2
3
]
,
[
3
0
]
,
[
3
9
]
,
[
7
2
]
.
Mu
s
eu
m
s
o
f
f
er
h
an
d
s
-
o
n
lear
n
in
g
ac
tiv
ities
an
d
in
n
o
v
ativ
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
I
n
tr
o
d
u
cin
g
g
am
e
-
b
ased
lear
n
i
n
g
a
n
d
au
g
m
en
ted
r
e
ality
in
a
m
u
s
eu
m
s
ettin
g
ca
n
p
r
o
v
id
e
ex
p
er
ien
ti
al
lear
n
in
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
[
2
1
]
,
[
2
8
]
,
[
3
7
]
,
[
4
2
]
,
wh
ich
is
s
u
p
p
o
r
ted
b
y
a
r
ec
en
t
s
tu
d
y
[
6
]
.
Mu
s
e
u
m
s
s
er
v
e
as
a
r
eso
u
r
ce
f
o
r
v
is
ito
r
s
to
ex
ch
an
g
e
id
ea
s
a
n
d
ex
p
r
ess
p
o
s
itiv
e
em
o
tio
n
s
[
2
0
]
,
[
4
1
]
.
Ad
d
itio
n
ally
,
m
u
s
eu
m
s
p
r
o
v
id
e
a
p
er
f
ec
t
v
en
u
e
f
o
r
im
p
lem
en
ti
n
g
ac
tiv
e
lear
n
i
n
g
s
tr
ateg
ies
[
3
4
]
,
[
7
3
]
.
T
h
e
r
esu
lt
g
ets
it
s
s
u
p
p
o
r
t
f
r
o
m
a
r
ec
e
n
t
s
tu
d
y
[
7
]
.
On
lin
e
lear
n
in
g
p
ed
ag
o
g
ies
o
f
f
er
ed
b
y
m
u
s
eu
m
s
p
r
esen
t
g
r
ea
t
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
in
g
an
d
le
ar
n
in
g
;
h
o
wev
er
,
th
e
m
ate
r
ial
p
r
o
v
id
e
d
o
n
o
n
lin
e
p
latf
o
r
m
s
n
ee
d
s
to
b
e
u
p
g
r
a
d
e
d
[
3
5
]
.
Fu
r
th
er
m
o
r
e
,
th
e
r
e
is
a
n
ee
d
f
o
r
a
d
d
itio
n
al
ed
u
ca
tio
n
al
in
iti
ativ
es
f
r
o
m
m
u
s
eu
m
au
t
h
o
r
iti
es
to
tr
ain
teac
h
er
s
[
1
9
]
.
W
h
en
an
aly
zin
g
th
e
r
o
le
o
f
teac
h
er
s
,
it
was
f
o
u
n
d
th
at
teac
h
er
s
b
eliev
e
th
a
t
m
u
s
eu
m
s
p
r
o
v
id
e
b
etter
lear
n
in
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
[
4
0
]
.
T
ea
c
h
er
s
h
a
v
e
f
o
u
n
d
th
at
f
ield
tr
ip
s
to
m
u
s
eu
m
s
s
h
o
u
ld
h
av
e
an
ed
u
ca
tio
n
al
f
o
cu
s
r
at
h
er
th
an
b
ein
g
s
o
lely
f
o
r
r
ec
r
ea
tio
n
al
p
u
r
p
o
s
es
[
3
8
]
.
T
o
en
s
u
r
e
a
n
ef
f
ec
tiv
e
m
u
s
eu
m
v
is
it,
teac
h
er
s
ca
n
u
tili
ze
a
p
r
o
p
er
g
u
id
e
b
o
o
k
to
co
n
d
u
ct
th
e
v
is
it
[
2
5
]
.
H
o
wev
er
,
teac
h
er
s
o
n
ly
o
cc
asio
n
ally
p
r
o
m
o
te
d
m
u
s
eu
m
v
is
its
b
ec
au
s
e
th
ey
lack
ed
a
n
awa
r
en
ess
o
f
co
n
n
ec
tin
g
c
u
ltu
r
al
h
e
r
itag
e
with
th
e
p
r
esen
t
s
itu
atio
n
.
Fu
r
th
er
m
o
r
e,
teac
h
e
r
s
n
ee
d
ed
to
lea
r
n
to
u
s
e
d
if
f
e
r
en
t
ty
p
es
o
f
r
ef
lectiv
e
ac
tiv
it
ies
f
o
r
e
d
u
ca
tio
n
al
p
u
r
p
o
s
es
[
2
7
]
.
T
h
is
is
s
u
p
p
o
r
t
ed
b
y
a
r
ec
en
t
s
tu
d
y
wh
ich
s
u
g
g
ests
th
at
m
u
s
eu
m
m
an
a
g
em
en
t
s
h
o
u
ld
r
ec
eiv
e
p
r
o
p
er
tr
ain
in
g
[
1
4
]
.
Sin
ce
m
o
s
t
m
u
s
eu
m
s
ch
ar
g
e
en
tr
y
f
ee
s
,
o
b
tain
in
g
p
a
r
en
tal
co
n
s
en
t
p
o
s
es
a
ch
allen
g
e
f
o
r
teac
h
er
s
.
Ad
d
itio
n
ally
,
m
a
n
a
g
in
g
lar
g
e
class
s
izes
is
an
o
th
er
c
h
allen
g
e
teac
h
er
s
f
ac
e
wh
en
o
r
g
an
izin
g
m
u
s
eu
m
v
is
its
[
4
0
]
.
T
h
is
f
in
d
i
n
g
is
c
o
n
s
is
ten
t
with
a
s
tu
d
y
t
h
at
r
ev
ea
ls
teac
h
er
s
e
n
co
u
n
ter
s
ev
er
al
c
h
allen
g
es
wh
en
f
ac
ilit
atin
g
m
u
s
eu
m
v
is
its
f
o
r
s
tu
d
en
ts
[
1
5
]
.
Af
te
r
ex
am
in
i
n
g
t
h
e
r
o
les
o
f
s
ch
o
o
l
a
n
d
m
u
s
eu
m
au
th
o
r
ities
,
th
e
r
esu
lts
in
d
ica
ted
th
at
a
co
llab
o
r
ativ
e
ef
f
o
r
t
b
etwe
en
t
h
e
s
ch
o
o
l
an
d
m
u
s
eu
m
wo
u
ld
b
e
b
en
ef
icial
in
g
u
id
in
g
s
tu
d
en
ts
an
d
teac
h
er
s
d
u
r
in
g
m
u
s
eu
m
v
is
its
.
T
h
is
f
in
d
in
g
is
s
u
p
p
o
r
ted
b
y
a
r
ec
en
t
s
tu
d
y
wh
ich
s
u
g
g
ests
th
at
s
ch
o
o
l
-
m
u
s
eu
m
co
llab
o
r
atio
n
wo
u
ld
h
e
lp
ad
d
r
ess
th
e
ch
allen
g
es
f
ac
e
d
b
y
teac
h
er
s
[
1
6
]
.
Ho
wev
er
,
m
u
s
eu
m
a
r
tifa
cts
ca
n
s
o
m
etim
es
ex
h
ib
it
g
e
n
d
er
b
ias,
wh
ich
ca
n
cr
ea
t
e
p
r
o
b
lem
s
d
u
r
in
g
p
ed
ag
o
g
ical
ac
tiv
ities
[
3
6
]
.
Secu
r
in
g
leg
itima
cy
with
e
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e
wh
en
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eu
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[
2
6
]
.
Ad
d
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ally
,
f
in
an
cial
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d
tim
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n
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u
cc
ess
f
u
l f
ield
tr
ip
s
to
m
u
s
eu
m
s
[
4
7
]
.
T
h
is
n
a
r
r
ati
v
e
r
ev
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h
as
s
o
m
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3
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I
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teac
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in
g
an
d
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s
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.
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RE
F
E
R
E
NC
E
S
[
1
]
R
.
R
u
g
a
i
y
a
h
,
“
E
x
p
e
r
i
e
n
t
i
a
l
l
e
a
r
n
i
n
g
t
h
r
o
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g
h
f
i
e
l
d
t
r
i
p
s:
a
n
o
v
e
r
v
i
e
w
,
”
AL
-
I
S
H
L
AH
:
J
u
rn
a
l
P
e
n
d
i
d
i
k
a
n
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
6
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5
5
–
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6
,
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c
t
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2
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2
2
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:
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3
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4
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a
l
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s
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l
a
h
.
v
1
4
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4
.
1
9
7
2
.
[
2
]
L.
A
n
d
r
e
,
T.
D
u
r
k
se
n
,
a
n
d
M
.
L.
V
o
l
m
a
n
,
“
M
u
s
e
u
ms
a
s
a
v
e
n
u
e
s
o
f
l
e
a
r
n
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g
f
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c
h
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l
d
r
e
n
:
a
d
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c
a
d
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o
f
r
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s
e
a
r
c
h
,
”
L
e
a
r
n
i
n
g
En
v
i
r
o
n
m
e
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t
s R
e
se
a
rc
h
,
v
o
l
.
2
0
,
n
o
.
1
,
p
p
.
4
7
–
7
6
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.
2
0
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7
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d
o
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:
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/
s
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0
9
8
4
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6
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9
2
2
2
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9.
[
3
]
B
.
K
i
si
d
a
,
L.
G
o
o
d
w
i
n
,
a
n
d
D
.
H
.
B
o
w
e
n
,
“
T
e
a
c
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h
i
st
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r
y
t
h
r
o
u
g
h
t
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r
:
t
h
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f
f
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t
s
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a
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t
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g
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o
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s
t
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s’
k
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o
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g
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A
ERA
O
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,
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.
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3
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[
4
]
Y
.
A
r
ı
,
“
F
i
e
l
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k
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a
p
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g
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p
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a
mm
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s
o
f
T
u
r
k
i
sh
U
n
i
v
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r
s
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t
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s
:
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t
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s,
c
h
a
l
l
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g
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s
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n
d
p
r
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s,
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o
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G
e
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n
H
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E
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t
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4
4
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.
[
5
]
H
.
İ
.
Y
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l
d
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r
i
m,
“
Th
e
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f
f
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t
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of
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sch
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me
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t
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sci
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m
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v
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t
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o
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f
o
r
l
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a
r
n
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n
g
sc
i
e
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c
e
,
”
Pa
rt
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c
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p
a
t
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r
y
E
d
u
c
a
t
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o
n
a
l
Re
s
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a
r
c
h
,
v
o
l
.
7
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