I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
3
,
J
u
n
e
2
0
2
5
,
p
p
.
2278
~
2
2
8
9
I
SS
N:
2
2
5
2
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8
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2
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0
.
1
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1
/
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e
.
v
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2
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7
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5
2278
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Enha
ncing
preser
v
ice t
ea
chers
’
co
ll
a
bo
ra
tive pro
blem so
lv
ing
throug
h
STE
M
p
ro
ject
-
ba
sed lea
r
ning
Rit
a
F
it
ria
ni
1,
2
,
H
a
di Su
wo
no
1
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I
bro
him
1
,
B
et
t
y
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uk
ia
t
i
1
1
D
e
p
a
r
t
me
n
t
o
f
B
i
o
l
o
g
y
,
F
a
c
u
l
t
y
o
f
M
a
t
h
e
m
a
t
i
c
s
a
n
d
N
a
t
u
r
a
l
S
c
i
e
n
c
e
s
,
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n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
M
a
l
a
n
g
,
M
a
l
a
n
g
,
I
n
d
o
n
e
s
i
a
2
D
e
p
a
r
t
me
n
t
o
f
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i
o
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o
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y
E
d
u
c
a
t
i
o
n
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F
a
c
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l
t
y
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e
a
c
h
e
r
Tr
a
i
n
i
n
g
a
n
d
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
a
s
S
i
l
i
w
a
n
g
i
,
T
a
si
k
ma
l
a
y
a
,
I
n
d
o
n
e
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
n
9
,
2023
R
ev
is
ed
Oct
6
,
2024
Acc
ep
ted
No
v
31
,
2
0
2
4
Th
is stu
d
y
a
ime
d
t
o
d
e
term
in
e
th
e
e
ffe
c
t
o
f
sc
ien
c
e
,
tec
h
n
o
lo
g
y
,
e
n
g
i
n
e
e
rin
g
,
a
n
d
m
a
th
e
m
a
ti
c
s
p
ro
jec
t
-
b
a
se
d
l
e
a
rn
in
g
(
S
TE
M
-
P
jBL
)
o
n
t
h
e
c
o
ll
a
b
o
ra
ti
v
e
p
ro
b
lem
so
lv
i
n
g
(CP
S
)
o
f
p
re
se
rv
ice
tea
c
h
e
rs
(P
S
Ts).
Th
e
p
re
te
st
-
p
o
sttes
t
non
-
e
q
u
i
v
a
len
t
c
o
n
tr
o
l
g
r
o
u
p
d
e
sig
n
wa
s
e
m
p
lo
y
e
d
.
A
t
o
tal
o
f
7
2
P
S
T
s
e
n
ro
ll
e
d
i
n
p
lan
t
p
h
y
sio
l
o
g
y
c
o
u
rse
p
a
rti
c
ip
a
ted
in
t
h
is
stu
d
y
.
S
e
lf
-
a
ss
e
ss
m
e
n
t
a
n
d
p
ro
jec
t
we
re
u
se
d
to
e
v
a
lu
a
te
P
S
Ts
’
C
P
S
s
k
il
ls.
S
e
lf
-
a
ss
e
ss
m
e
n
t
sc
o
re
s
w
e
re
a
n
a
ly
z
e
d
b
y
a
n
a
l
y
sis
o
f
c
o
v
a
rian
c
e
(
AN
COV
A
)
,
wh
il
e
p
r
o
jec
t
sc
o
re
s
we
re
a
n
a
ly
z
e
d
b
y
t
h
e
M
a
n
n
-
W
h
it
n
e
y
U
tes
t.
T
h
e
re
su
lt
s
o
f
se
lf
-
a
ss
e
ss
m
e
n
t
in
d
ica
ted
t
h
a
t
S
TE
M
-
P
jBL
e
n
h
a
n
c
e
s
CP
S
sk
i
ll
s
,
p
a
rti
c
u
larly
i
n
so
c
ial
re
g
u
latio
n
,
tas
k
re
g
u
latio
n
,
a
n
d
k
n
o
wle
d
g
e
b
u
il
d
in
g
.
Th
e
re
su
lt
s
o
f
t
h
e
tea
m
’s
p
ro
b
le
m
-
so
lv
in
g
sk
il
ls
in
c
o
m
p
letin
g
t
h
e
p
ro
jec
t
d
id
n
o
t
d
iffer
b
e
twe
e
n
th
e
two
g
ro
u
p
s.
Bu
t
t
h
e
re
su
lt
o
f
i
n
teg
ra
ted
S
T
EM
sk
il
ls
sh
o
we
d
th
a
t
t
h
e
S
TE
M
-
P
j
BL
g
ro
u
p
wa
s
b
e
tt
e
r
a
t
in
teg
ra
ti
n
g
S
T
EM
d
isc
ip
li
n
e
s
in
to
th
e
ir
p
r
o
jec
t.
Th
is
st
u
d
y
h
ig
h
li
g
h
ts
th
e
imp
o
rtan
c
e
o
f
in
terd
isc
ip
li
n
a
ry
p
r
o
jec
ts
in
a
P
jBL
e
n
v
ir
o
n
m
e
n
t
th
a
t
c
a
n
b
e
a
d
o
p
ted
b
y
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
p
r
o
g
ra
m
s
fo
r
e
n
h
a
n
c
in
g
P
S
Ts
’
CP
S
sk
i
ll
s
a
s
we
ll
a
s
g
a
in
i
n
g
k
n
o
wle
d
g
e
o
f
S
TE
M
in
te
g
ra
ti
o
n
.
K
ey
w
o
r
d
s
:
C
o
llab
o
r
ativ
e
p
r
o
b
lem
s
o
lv
in
g
Pre
s
er
v
ice
teac
h
er
s
Pro
ject
-
b
ased
lear
n
in
g
STE
M
ed
u
ca
tio
n
T
ea
ch
in
g
co
llab
o
r
atio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Had
i Su
wo
n
o
Dep
ar
tm
en
t o
f
B
io
lo
g
y
,
Facu
lt
y
o
f
Ma
th
e
m
atics a
n
d
Natu
r
al
Scien
ce
s
,
Un
iv
er
s
itas
Neg
er
i M
alan
g
Sem
ar
an
g
5
Stre
et
,
Ma
lan
g
6
5
1
4
5
,
I
n
d
o
n
esia
E
m
ail:
h
ad
i.su
wo
n
o
.
f
m
ip
a@
u
m
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
d
ig
ital
r
e
v
o
lu
tio
n
h
as
ca
u
s
ed
co
m
p
lex
s
o
cial,
ec
o
n
o
m
ic
,
an
d
e
n
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
[
1
]
.
T
h
e
r
ap
id
an
d
u
n
p
r
e
d
ictab
le
ch
an
g
e
in
th
is
d
ig
ital
ag
e
h
as
h
a
d
an
im
p
ac
t
o
n
ch
an
g
in
g
th
e
way
o
f
life
an
d
o
p
en
in
g
n
ew
d
im
en
s
io
n
s
in
ed
u
ca
tio
n
[
2
]
.
E
d
u
ca
tio
n
al
tr
a
n
s
f
o
r
m
atio
n
is
r
e
q
u
ir
ed
to
en
s
u
r
e
th
at
teac
h
er
s
p
r
o
v
id
e
th
ei
r
s
tu
d
en
ts
with
th
e
k
n
o
wled
g
e
an
d
s
k
ills
th
ey
n
ee
d
t
o
b
e
s
u
cc
ess
f
u
l
in
th
e
f
u
tu
r
e
[
3
]
.
Aca
d
em
ic
r
esear
ch
er
s
r
ec
o
m
m
en
d
a
m
o
d
e
r
n
ap
p
r
o
ac
h
th
at
is
n
o
l
o
n
g
e
r
m
o
n
o
d
is
cip
lin
ar
y
b
u
t
in
ter
d
is
cip
lin
ar
y
i
n
ed
u
ca
tio
n
al
p
r
ac
tice
[
4
]
.
T
h
is
h
ig
h
lig
h
ts
t
h
e
im
p
o
r
tan
ce
o
f
s
cien
ce
,
tec
h
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
a
th
em
atics
(
STE
M)
,
wh
ich
is
a
f
o
r
m
o
f
e
d
u
ca
tio
n
th
at
f
o
cu
s
es
o
n
th
e
in
teg
r
ati
o
n
o
f
v
ar
io
u
s
d
is
cip
lin
es
f
o
r
s
o
lv
in
g
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
[
5
]
,
[
6
]
.
STE
M
ed
u
ca
tio
n
is
u
s
ed
to
c
o
m
b
in
e
STE
M
d
is
cip
lin
es
in
t
o
o
n
e
class
,
u
n
it,
o
r
lear
n
i
n
g
ex
p
er
ien
ce
th
at
is
b
ased
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
lear
n
in
g
a
n
d
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
f
o
r
lo
n
g
-
ter
m
ac
ad
em
ic
s
u
cc
ess
[
7
]
,
[
8
]
.
T
ea
ch
er
s
p
lay
a
c
r
u
ci
al
r
o
le
in
e
n
s
u
r
in
g
th
e
s
u
cc
ess
o
f
in
te
g
r
ated
STE
M
i
n
th
e
cl
ass
r
o
o
m
,
in
clu
d
i
n
g
b
io
lo
g
y
teac
h
er
s
.
B
io
lo
g
y
teac
h
er
s
n
ee
d
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
ac
r
o
s
s
STE
M
d
is
cip
lin
es
th
at
s
u
p
p
o
r
ted
th
e
im
p
lem
en
tatio
n
o
f
ef
f
ec
t
iv
e
STE
M
in
teg
r
atio
n
[
9
]
.
F
o
r
in
s
tan
ce
,
th
e
en
v
ir
o
n
m
e
n
t
h
as
a
s
ig
n
if
ican
t
p
h
y
s
io
lo
g
ical
ef
f
ec
t
o
n
th
e
g
r
o
wth
o
f
p
lan
ts
,
wh
ich
is
an
ess
en
tial
to
p
ic
in
b
io
lo
g
y
b
ec
a
u
s
e
it
ca
n
af
f
ec
t
f
o
o
d
p
r
o
d
u
ctio
n
.
T
o
ad
d
r
ess
th
ese
p
r
o
b
lem
s
,
an
i
n
ter
d
is
cip
lin
ar
y
a
p
p
r
o
ac
h
is
n
ee
d
ed
to
f
in
d
an
e
f
f
ec
tiv
e
way
.
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
E
n
h
a
n
ci
n
g
p
r
eser
vice
tea
ch
ers
’
co
lla
b
o
r
a
tive
p
r
o
b
lem
s
o
lvi
n
g
th
r
o
u
g
h
S
TEM
… (
R
ita
F
itr
ia
n
i
)
2279
T
h
e
d
ev
elo
p
m
en
t
o
f
b
io
lo
g
y
t
ea
ch
er
s
wh
o
ca
n
in
c
o
r
p
o
r
ate
STE
M
ca
n
s
tar
t
with
th
e
d
ev
e
lo
p
m
en
t
o
f
p
r
eser
v
ice
teac
h
e
r
s
(
PS
T
s
)
d
u
r
in
g
th
ei
r
s
tu
d
ies
in
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
[
1
0
]
.
I
t
will
b
e
c
h
allen
g
in
g
f
o
r
PS
T
s
wh
o
h
av
e
n
e
v
er
b
ee
n
ex
p
o
s
ed
to
STE
M
ac
tiv
ities
to
im
p
lem
e
n
t
STE
M
i
n
th
eir
class
r
o
o
m
s
[
11
]
.
T
h
er
ef
o
r
e,
PS
T
s
m
u
s
t
en
g
ag
e
in
STE
M
-
in
teg
r
ated
lear
n
in
g
to
g
ain
a
b
etter
u
n
d
er
s
tan
d
i
n
g
o
f
STE
M
[
1
2
]
.
Ho
wev
er
,
STE
M
-
in
teg
r
ate
d
l
ea
r
n
in
g
is
a
co
m
p
lex
p
r
o
ce
s
s
th
at
em
p
h
asizes
ce
r
tain
s
k
ills
f
o
r
s
u
cc
ess
.
T
h
e
co
m
p
lex
ity
o
f
STE
M
-
in
teg
r
at
ed
lear
n
in
g
r
eq
u
ir
es
PS
T
s
to
co
m
p
r
eh
e
n
d
th
e
p
r
o
ce
s
s
o
f
k
n
o
wled
g
e
ac
q
u
is
itio
n
b
y
e
x
ch
an
g
in
g
id
ea
s
,
p
er
s
p
e
ctiv
es,
k
n
o
wled
g
e,
an
d
ex
p
e
r
ien
ce
s
to
s
o
l
v
e
p
r
o
b
lem
s
in
v
o
lv
in
g
s
o
cial
a
n
d
co
g
n
itiv
e
asp
ec
ts
[
1
3
]
.
C
o
n
s
id
er
in
g
th
e
in
teg
r
ate
d
n
atu
r
e
o
f
STE
M
,
p
r
o
b
lem
s
o
lv
in
g
n
ee
d
s
to
b
e
d
o
n
e
co
llab
o
r
ativ
ely
b
e
ca
u
s
e
tr
y
in
g
to
s
o
lv
e
it
alo
n
e
m
ay
b
e
les
s
ef
f
ec
tiv
e
th
an
d
o
in
g
it
as
a
team
.
I
n
th
is
ca
s
e,
co
llab
o
r
ativ
e
p
r
o
b
lem
s
o
lv
in
g
(
C
PS
)
is
co
n
s
id
er
ed
an
ef
f
ec
ti
v
e
s
k
ill
f
o
r
s
u
cc
ess
in
STE
M
-
i
n
teg
r
ated
lear
n
in
g
.
C
PS
s
k
ill
s
ca
n
f
ac
ilit
ate
th
e
a
cq
u
is
itio
n
o
f
k
n
o
wled
g
e
d
u
e
t
o
th
eir
b
e
n
ef
its
in
f
o
s
ter
in
g
th
e
u
n
d
er
s
tan
d
in
g
o
f
k
n
o
wled
g
e
t
h
r
o
u
g
h
s
cien
tific
i
n
v
esti
g
atio
n
f
o
r
s
o
lv
in
g
p
r
ac
ti
ca
l p
r
o
b
lem
s
[
1
4
]
.
T
h
e
C
PS
r
ef
er
s
to
th
e
s
k
ills
o
f
PS
T
s
to
c
o
llab
o
r
ate
with
o
th
er
s
to
s
o
lv
e
p
r
o
b
lem
s
in
a
v
ar
iety
o
f
s
itu
atio
n
s
[
1
5
]
.
E
ac
h
PS
T
s
co
n
tr
i
b
u
tes
to
th
e
ex
ec
u
ti
o
n
o
f
a
co
m
p
lex
task
as
a
team
b
y
d
iv
id
in
g
r
esp
o
n
s
ib
ilit
ies
an
d
lab
o
r
,
tak
i
n
g
ac
tio
n
to
ac
h
ie
v
e
th
e
team
g
o
al,
a
n
d
n
av
ig
atin
g
task
r
eq
u
ir
em
en
ts
[
1
6
]
.
C
PS
in
v
o
lv
es
two
asp
ec
ts
:
s
o
cial
asp
ec
ts
ass
o
ciate
d
with
th
e
co
llab
o
r
ati
o
n
p
r
o
ce
s
s
,
an
d
co
g
n
itiv
e
asp
ec
ts
ass
o
ciate
d
with
th
e
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
[
1
7
]
.
T
h
e
s
o
cial
asp
ec
t
o
f
C
PS
em
p
h
asizes
m
an
ag
in
g
th
e
in
ter
ac
tio
n
an
d
co
n
tr
ib
u
tio
n
s
o
f
ea
ch
PS
T
s
,
wh
ile
th
e
co
g
n
itiv
e
asp
ec
t
em
p
h
asizes
ef
f
o
r
t
in
task
r
e
g
u
latio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill
ap
p
licatio
n
[
1
8
]
.
Fu
r
th
er
m
o
r
e,
PS
T
s
wh
o
ar
e
s
k
illed
in
C
PS
wi
ll
b
e
m
o
r
e
ca
p
a
b
le
o
f
s
o
lv
in
g
p
r
o
b
lem
s
in
th
is
d
ig
ital a
g
e,
wh
ich
ar
e
v
er
y
d
iv
er
s
e
an
d
g
i
v
e
r
is
e
to
n
ew
c
h
allen
g
es.
T
h
er
e
ar
e
a
v
a
r
iety
o
f
m
eth
o
d
s
f
o
r
ev
al
u
atin
g
C
PS
s
k
ills
.
P
r
ev
io
u
s
s
tu
d
ies
s
h
o
wed
t
h
at
C
PS
ca
n
b
e
ass
es
s
ed
th
r
o
u
g
h
s
elf
-
ass
ess
m
en
t
th
at
r
ef
lecte
d
PS
T
s
’
p
er
ce
iv
ed
k
n
o
wled
g
e
o
f
C
PS
s
k
ills
[
1
3
]
.
Sin
ce
t
h
e
s
elf
-
ass
es
s
m
en
t
is
ty
p
ically
p
r
o
n
e
to
m
em
o
r
y
d
is
to
r
tio
n
s
,
an
o
th
er
im
p
o
r
tan
t
asp
ec
t
o
f
C
PS
ass
e
s
s
m
en
t
is
th
e
cr
ea
tio
n
o
f
s
itu
atio
n
s
in
wh
ich
co
llab
o
r
atio
n
is
ess
en
tial
f
o
r
task
co
m
p
letio
n
,
s
u
ch
as
s
it
u
atio
n
s
th
at
r
eq
u
ir
e
in
ter
d
ep
en
d
en
ce
b
etwe
en
PS
T
s
in
s
u
p
p
o
r
t
o
f
b
o
th
ex
ch
a
n
g
i
n
g
in
f
o
r
m
atio
n
an
d
team
o
r
g
a
n
izatio
n
[
1
6
]
.
On
e
o
f
th
e
m
o
s
t e
f
f
ec
tiv
e
way
s
to
ass
es
s
C
PS
i
s
th
r
o
u
g
h
p
r
o
jects
,
b
ec
au
s
e
p
r
o
jects p
r
o
v
i
d
e
a
r
e
alis
tic
an
d
p
r
ac
tical
co
n
tex
t
f
o
r
team
s
to
wo
r
k
to
g
eth
er
,
ap
p
ly
th
eir
p
r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
,
an
d
ac
h
iev
e
a
s
p
ec
if
ic
g
o
al
[
1
9
]
.
T
h
u
s
,
to
ass
ess
PS
T
s
’
C
P
S
s
k
ills
,
le
ar
n
in
g
to
in
teg
r
ate
p
r
o
jects
is
r
eq
u
ir
ed
.
Fu
r
t
h
er
m
o
r
e,
t
h
e
p
r
e
v
io
u
s
s
tu
d
y
s
h
o
wed
th
at
in
ter
d
is
cip
lin
ar
y
STE
M
p
r
o
jects in
cr
ea
s
e
co
llab
o
r
atio
n
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
[
2
0
]
.
Ho
wev
er
,
lear
n
in
g
e
x
p
er
ien
ce
s
with
in
teg
r
ated
STE
M
th
at
e
n
h
an
ce
PS
T
s
'
C
P
S sk
il
ls
r
em
a
in
lack
in
g
.
R
ev
iew
o
f
th
e
p
r
ev
io
u
s
s
tu
d
ies
r
ev
ea
led
th
at
m
o
s
t
s
tu
d
ies
o
n
ly
f
o
cu
s
ed
s
ep
ar
ately
o
n
u
s
in
g
v
ar
io
u
s
ap
p
r
o
ac
h
es
th
at
p
r
o
m
o
ted
p
r
o
b
lem
s
o
lv
in
g
an
d
team
wo
r
k
s
k
ills
,
wh
ile
s
till
lack
in
g
en
h
an
ce
m
e
n
t
o
f
th
e
co
m
b
in
atio
n
o
f
b
o
th
s
k
ills
[
2
1
]
.
T
h
e
task
s
till
f
o
cu
s
es
o
n
s
u
b
ject
-
s
p
ec
if
ics,
wh
ile
au
th
en
tic
task
s
with
an
in
ter
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
ca
n
b
etter
r
ec
o
g
n
ize
c
o
n
n
ec
tio
n
s
b
etwe
en
STE
M
d
is
cip
lin
es
to
s
o
lv
e
r
ea
l
-
wo
r
l
d
p
r
o
b
lem
s
an
d
e
n
co
u
r
ag
e
co
ll
ab
o
r
atio
n
with
o
t
h
er
s
to
estab
lis
h
lin
k
s
b
etwe
en
STE
M
d
is
cip
lin
es
[
22
]
,
[
23
]
.
T
h
e
o
th
er
s
tu
d
ies
also
r
ev
ea
l
ed
th
at
PS
T
s
wh
o
s
till
r
ec
eiv
e
co
n
v
e
n
tio
n
al
in
s
tr
u
ctio
n
wi
th
o
u
t
tech
n
o
lo
g
ical
s
u
p
p
o
r
t d
o
n
o
t sig
n
if
ican
tly
i
m
p
r
o
v
e
th
eir
C
PS
s
k
ills
[
24
]
.
PS
T
s
h
av
e
to
en
g
a
g
e
d
ir
ec
tl
y
in
STE
M
-
in
teg
r
ate
d
lear
n
in
g
th
at
en
a
b
les
th
em
to
s
o
lv
e
p
r
o
b
lem
s
co
llab
o
r
ativ
ely
b
y
ap
p
ly
in
g
k
n
o
wled
g
e
o
f
s
cien
ce
an
d
m
at
h
em
atics
s
u
p
p
o
r
ted
b
y
tech
n
o
lo
g
y
a
n
d
e
n
g
in
ee
r
in
g
d
esig
n
[
25
]
.
T
h
is
ca
n
b
e
ac
c
o
m
p
lis
h
ed
b
y
ac
tiv
ely
in
v
o
lv
in
g
PS
T
s
in
p
r
o
b
lem
-
s
o
lv
in
g
an
d
co
llab
o
r
atio
n
th
r
o
u
g
h
p
r
o
jects
th
at
in
teg
r
ate
STE
M
[
26
]
.
On
e
o
f
t
h
e
lear
n
in
g
m
o
d
els
th
at
u
s
es
p
r
o
jects
t
o
o
r
g
an
ize
lear
n
in
g
ar
o
u
n
d
co
m
p
lex
task
s
to
a
n
s
wer
in
q
u
i
r
y
q
u
esti
o
n
s
,
g
en
er
a
te
p
ee
r
co
llab
o
r
ati
o
n
,
an
d
d
e
v
elo
p
s
o
lu
tio
n
s
to
a
p
r
o
b
lem
is
p
r
o
ject
-
b
ased
lear
n
in
g
(
PjB
L
)
[
27
]
.
T
h
r
o
u
g
h
PjB
L
,
STE
M
co
n
ce
p
ts
ca
n
b
e
i
n
co
r
p
o
r
ated
in
to
t
h
e
d
ev
elo
p
m
e
n
t
o
f
lo
n
g
-
te
r
m
lea
r
n
in
g
.
T
h
u
s
,
th
is
s
tu
d
y
p
r
o
v
i
d
es
in
s
tr
u
ctio
n
th
r
o
u
g
h
PjB
L
with
STE
M
p
r
o
jects,
wh
ich
r
esear
ch
er
s
ca
ll
STE
M
PjB
L
.
Sin
ce
th
e
p
r
o
ject
was
cr
ea
ted
STE
M
PjB
L
is
d
ef
in
ed
as
s
tu
d
en
t
-
ce
n
ter
ed
in
s
tr
u
ctio
n
with
a
well
-
d
ef
in
e
d
o
u
tc
o
m
e
b
u
t
an
ill
-
d
ef
in
ed
t
ask
.
T
h
is
lear
n
in
g
r
eq
u
ir
es
PS
T
s
to
id
en
tify
a
n
d
d
ef
in
e
a
p
r
o
b
lem
as
th
e
y
in
v
esti
g
ate
th
e
p
r
o
ject
t
o
p
ic
as
p
ar
t
o
f
an
in
ter
d
is
cip
lin
ar
y
ac
tiv
ity
[
28
]
.
T
h
is
in
n
o
v
ativ
e
in
s
tr
u
ctio
n
al
p
r
ac
ti
ce
ca
n
c
o
n
s
tr
u
ct
PS
T
s
’
u
n
d
er
s
tan
d
in
g
b
ased
o
n
ch
allen
g
in
g
in
ter
d
is
cip
lin
ar
y
task
s
an
d
r
eq
u
ir
es
th
em
to
d
ev
elo
p
a
p
lan
to
in
v
esti
g
ate,
d
esig
n
,
an
d
cr
ea
te
a
p
r
o
d
u
ct
[
29
]
.
T
h
is
lear
n
i
n
g
en
co
u
r
a
g
es
PS
T
s
to
id
en
tify
p
r
o
b
lem
s
an
d
d
eter
m
in
e
s
o
lu
tio
n
s
in
co
llab
o
r
atio
n
with
th
eir
p
ee
r
s
[
30
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
th
is
lear
n
i
n
g
ca
n
ass
is
t
PS
T
s
in
s
o
lv
in
g
co
m
p
lex
p
r
o
b
lem
s
an
d
c
o
n
s
tr
u
ctin
g
th
eir
o
wn
k
n
o
wled
g
e
t
h
r
o
u
g
h
a
d
ee
p
c
o
m
p
r
eh
e
n
s
io
n
o
f
STE
M
d
is
cip
lin
es
[
31
]
.
Pre
v
i
o
u
s
s
tu
d
ies
also
s
u
g
g
est
th
at
STE
M
PjB
l h
as b
ee
n
p
r
o
p
o
s
e
d
as a
n
ef
f
ec
tiv
e
lea
r
n
in
g
m
o
d
el
f
o
r
in
teg
r
atin
g
STE
M
[
32
]
.
T
h
e
STE
M
p
r
o
ject
is
u
s
u
ally
co
m
p
lex
an
d
d
if
f
icu
lt,
s
o
teac
h
in
g
co
llab
o
r
atio
n
with
teac
h
er
s
f
r
o
m
STE
M
d
is
cip
lin
es
is
r
eq
u
ir
e
d
[
33
]
.
C
o
llab
o
r
ativ
e
teac
h
i
n
g
h
as
b
ee
n
r
ec
o
g
n
ize
d
as
an
ed
u
ca
tio
n
al
r
ef
o
r
m
ap
p
r
o
ac
h
to
s
o
lv
in
g
c
o
m
p
le
x
p
r
o
b
lem
s
i
n
a
n
in
ter
d
is
cip
lin
ar
y
way
.
T
h
is
co
llab
o
r
at
io
n
co
n
s
is
ts
o
f
th
e
in
ter
ac
tio
n
o
f
teac
h
er
s
f
r
o
m
v
ar
io
u
s
d
is
cip
lin
es
to
ac
h
ie
v
e
lear
n
in
g
g
o
als
m
o
r
e
ef
f
ec
t
iv
ely
th
an
w
h
en
a
teac
h
er
ac
ts
alo
n
e
[
34
]
.
PS
T
s
ar
e
ac
tiv
ely
in
v
o
lv
ed
in
o
b
s
er
v
in
g
,
p
r
ac
ticin
g
,
an
d
d
ev
elo
p
i
n
g
k
n
o
wled
g
e
an
d
co
g
n
itio
n
th
r
o
u
g
h
s
o
cial
in
te
r
ac
tio
n
,
wh
ich
ca
n
f
ac
ilit
ate
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
[
35
]
.
T
h
u
s
,
co
llab
o
r
ativ
e
teac
h
in
g
ca
n
f
o
s
ter
r
o
b
u
s
t su
p
p
o
r
t sy
s
tem
s
ac
r
o
s
s
STE
M
d
is
cip
lin
es a
n
d
p
r
o
m
o
te
c
o
n
ce
p
tu
al
d
ep
th
.
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
.
3
,
J
u
n
e
20
25
:
2
2
7
8
-
2
2
8
9
2280
I
n
th
is
s
tu
d
y
,
th
e
STE
M
p
r
o
je
ct
r
elate
d
to
p
lan
t
g
r
o
wth
i
n
t
h
e
p
lan
t
p
h
y
s
io
lo
g
y
co
u
r
s
e
is
p
r
o
jecte
d
.
PS
T
s
wer
e
ex
p
o
s
ed
to
p
lan
t
g
r
o
wth
p
r
o
b
lem
s
th
at
wer
e
in
f
lu
en
ce
d
b
y
g
r
o
win
g
m
ed
ia,
n
u
tr
itio
n
,
p
H,
an
d
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
.
T
h
is
co
n
ce
p
t
h
as
b
ee
n
wid
ely
r
ec
o
m
m
en
d
ed
f
o
r
STE
M
in
teg
r
ated
lear
n
in
g
in
h
ig
h
e
r
ed
u
ca
tio
n
d
u
e
to
t
h
e
p
o
te
n
tial
f
o
r
lo
n
g
-
ter
m
en
g
a
g
em
en
t
with
p
r
ac
tical
s
cien
tific
task
s
with
m
ath
em
atica
l
p
r
o
ce
s
s
in
g
,
tech
n
o
lo
g
y
,
a
n
d
e
n
g
in
ee
r
in
g
d
em
a
n
d
s
[
36
]
.
PS
T
s
wer
e
ask
ed
to
s
o
lv
e
p
lan
t
g
r
o
wth
p
r
o
b
le
m
s
b
y
d
ev
elo
p
in
g
h
y
d
r
o
p
o
n
ic
s
y
s
tem
s
s
u
p
p
o
r
ted
b
y
m
is
t
co
o
lin
g
s
y
s
tem
s
to
m
ain
tain
s
tab
le
tem
p
er
atu
r
es
in
th
e
g
r
ee
n
h
o
u
s
e
s
ettin
g
.
I
n
th
is
r
eg
ar
d
,
a
h
y
d
r
o
p
o
n
ic
p
r
ac
titi
o
n
er
an
d
an
en
g
in
ee
r
in
g
lectu
r
e
r
wer
e
in
v
o
lv
ed
to
f
ac
ilit
ate
PS
T
s
in
co
m
p
letin
g
th
e
p
r
o
ject
in
STE
M
PjB
L
.
T
h
is
s
tu
d
y
b
r
id
g
es
th
e
g
a
p
b
etwe
en
a
lim
ited
n
u
m
b
e
r
o
f
STE
M
p
r
ac
tices
an
d
th
e
d
em
an
d
s
o
f
d
ev
elo
p
in
g
PS
T
s
wh
o
ca
n
in
teg
r
ate
STE
M
in
th
e
2
1
s
t
ce
n
tu
r
y
th
r
o
u
g
h
th
e
len
s
o
f
C
PS
.
I
t
is
cr
u
cial
to
en
g
ag
e
PS
T
s
in
in
teg
r
ated
STE
M
lear
n
in
g
t
o
p
r
o
m
o
te
th
eir
C
PS
s
k
ills
f
o
r
b
etter
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
I
n
th
is
s
tu
d
y
,
th
e
h
y
d
r
o
p
o
n
ics
an
d
m
is
t
co
o
lin
g
s
y
s
tem
s
ar
e
u
s
ed
as
a
co
m
p
lex
d
esig
n
e
d
p
r
o
ject
in
STE
M
Pj
B
L
.
W
e
ev
alu
ated
th
eir
p
er
ce
iv
e
d
k
n
o
wled
g
e
o
f
C
PS
s
k
ills
b
ef
o
r
e
an
d
af
ter
th
e
STE
M
PjB
L
in
ter
v
en
tio
n
.
I
n
ad
d
itio
n
,
s
in
ce
th
e
p
r
o
jects
wer
e
c
r
ea
ted
b
ased
o
n
th
e
r
esu
lts
o
f
PS
T
s
’
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
in
ea
ch
g
r
o
u
p
,
an
ev
alu
atio
n
o
f
th
e
p
r
o
jects
was
r
eq
u
ir
ed
to
d
eter
m
in
e
h
o
w
well
th
ey
u
tili
ze
d
th
eir
C
PS
s
k
ills
wh
en
cr
ea
tin
g
r
ea
l
-
wo
r
ld
ar
tifa
cts.
Fu
r
t
h
er
m
o
r
e,
th
is
s
tu
d
y
c
o
n
tr
ib
u
tes
to
th
e
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
S
T
E
M
in
teg
r
atio
n
i
n
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
b
y
p
r
o
v
id
in
g
PS
T
s
with
th
e
s
k
ills
to
wo
r
k
with
STE
M
in
teg
r
atio
n
an
d
e
n
h
an
ci
n
g
th
eir
STE
M
k
n
o
wled
g
e.
T
h
u
s
,
b
ased
o
n
t
h
e
ex
p
lan
atio
n
s
,
t
h
e
p
u
r
p
o
s
e
o
f
t
h
is
s
tu
d
y
was
to
en
h
an
ce
PS
T
s
’
C
PS
s
k
ills
th
r
o
u
g
h
STE
M
PjB
L
.
2.
RE
S
E
ACRH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
asi
-
ex
p
er
i
m
en
tal
m
eth
o
d
to
in
v
esti
g
ate
th
e
ef
f
ec
t
o
f
STE
M
PjB
L
o
n
P
STs
’
C
PS
s
k
ills
.
T
h
e
p
r
etest
-
p
o
s
ttes
t
n
o
n
-
eq
u
iv
ale
n
t
co
n
tr
o
l
g
r
o
u
p
d
e
s
ig
n
was
em
p
lo
y
ed
in
th
is
s
tu
d
y
.
T
h
e
in
d
e
p
en
d
e
n
t
v
ar
iab
le
o
f
th
is
s
tu
d
y
was
th
e
lear
n
in
g
m
o
d
el,
wh
ich
in
v
o
lv
ed
t
w
o
g
r
o
u
p
s
:
STE
M
PjB
L
a
s
a
tr
ea
tm
en
t
g
r
o
u
p
an
d
PjB
L
as
a
co
n
tr
o
l
g
r
o
u
p
.
T
h
e
d
e
p
en
d
e
n
t
v
a
r
iab
le
was
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
.
I
n
a
d
d
itio
n
,
th
er
e
ar
e
co
n
f
o
u
n
d
in
g
v
ar
iab
les
th
at
h
av
e
th
e
p
o
ten
tial
to
in
f
lu
en
c
e
th
e
d
ep
en
d
en
t
v
a
r
iab
le
.
C
o
n
f
o
u
n
d
in
g
v
ar
ia
b
les
in
th
is
s
tu
d
y
ar
e
p
r
io
r
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
an
d
g
r
o
u
p
d
y
n
am
ics.
T
o
m
in
im
ize
th
ese
co
n
f
o
u
n
d
in
g
v
ar
ia
b
les,
p
ar
ticip
an
ts
wer
e
r
an
d
o
m
ly
a
s
s
ig
n
ed
to
d
if
f
er
en
t
g
r
o
u
p
s
(
tr
ea
tm
en
t
an
d
co
n
tr
o
l
g
r
o
u
p
s
)
.
T
h
is
will
h
elp
to
en
s
u
r
e
th
at
an
y
d
if
f
er
e
n
ce
s
in
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
ar
e
d
is
tr
ib
u
ted
ev
en
ly
ac
r
o
s
s
th
e
g
r
o
u
p
an
d
r
e
d
u
ce
th
e
im
p
ac
t
o
f
th
is
co
n
f
o
u
n
d
in
g
v
a
r
iab
le.
T
h
is
will
also
h
elp
t
o
d
is
tr
ib
u
te
p
o
te
n
tial
g
r
o
u
p
d
y
n
am
ic
ef
f
ec
ts
ev
e
n
ly
ac
r
o
s
s
th
e
g
r
o
u
p
,
m
ak
in
g
it
less
lik
ely
th
at
o
n
e
g
r
o
u
p
is
s
ig
n
if
ican
tly
ad
v
a
n
tag
ed
o
r
d
is
ad
v
a
n
tag
ed
in
ter
m
s
o
f
co
llab
o
r
atio
n.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
p
o
p
u
latio
n
co
n
s
is
ted
o
f
1
0
5
PS
T
s
wh
o
atten
d
ed
a
p
lan
t p
h
y
s
io
lo
g
y
co
u
r
s
e
d
u
r
i
n
g
th
e
2
0
2
1
-
2
0
2
2
a
c
a
d
e
m
i
c
y
ea
r
in
th
e
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
am
m
e
d
at
B
io
lo
g
y
E
d
u
ca
tio
n
,
Facu
lty
o
f
T
ea
ch
in
g
a
n
d
E
d
u
ca
tio
n
,
Sil
iwan
g
i
Un
iv
er
s
ity
,
T
asik
m
alay
a,
W
est
J
av
a,
I
n
d
o
n
esia.
Prio
r
to
p
ar
tic
ip
an
t
s
elec
tio
n
,
an
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
test
was
p
er
f
o
r
m
ed
to
co
m
p
ar
e
th
e
ac
a
d
em
ic
lev
el
o
f
t
h
e
PS
T
b
ased
o
n
th
e
g
r
ad
e
p
o
in
t
av
e
r
ag
e
(
GPA
)
.
T
h
e
r
esu
lts
in
d
icate
d
n
o
d
if
f
er
en
ce
in
th
e
p
ar
ticip
an
ts
’
G
PA,
with
s
ig
n
if
ican
t
v
alu
es
o
f
0
.
2
8
2
(
>
0
.
0
5
)
.
T
o
d
eter
m
in
e
th
e
n
u
m
b
er
o
f
p
ar
tic
ip
an
ts
,
th
e
Slo
v
in
f
o
r
m
u
la
with
a
1
0
%
to
ler
ab
le
er
r
o
r
was
u
s
ed
.
Slo
v
in
’
s
f
o
r
m
u
la
is
a
m
ath
em
atica
l
s
y
s
tem
u
s
ed
to
ca
lcu
late
th
e
n
u
m
b
er
o
f
s
p
ec
if
ic
o
b
jects
with
u
n
d
eter
m
in
ed
ch
ar
ac
ter
i
s
tics
.
Slo
v
in
’
s
ca
lcu
latio
n
s
in
d
icate
d
th
at
t
h
e
m
i
n
im
u
m
n
u
m
b
er
o
f
p
ar
ticip
an
ts
s
h
o
u
ld
b
e
5
2
,
b
u
t
we
r
an
d
o
m
l
y
s
elec
ted
u
p
to
7
2
p
a
r
ticip
an
t
s
,
wh
ich
wer
e
d
i
v
id
ed
i
n
to
tw
o
g
r
o
u
p
s
:
3
6
PS
T
s
in
th
e
STE
M
PjB
L
g
r
o
u
p
an
d
3
6
PS
T
s
in
th
e
PjB
L
g
r
o
u
p
.
A
to
tal
o
f
6
6
f
em
ales
an
d
6
m
ales
with
ag
es
b
etwe
en
2
0
an
d
2
2
p
ar
ticip
ate
d
in
th
is
s
tu
d
y
.
Fo
r
r
eliab
le
s
tatis
tical
in
f
er
en
ce
,
a
s
am
p
le
s
iz
e
o
f
at
least
3
0
p
er
g
r
o
u
p
is
o
f
ten
r
e
co
m
m
e
n
d
ed
[
37
]
.
T
h
er
ef
o
r
e,
th
e
s
am
p
le
s
ize
r
eq
u
ir
em
e
n
ts
f
o
r
th
is
s
tu
d
y
wer
e
alr
ea
d
y
m
et.
2
.
3
.
Resea
rc
h pro
ce
du
re
T
h
is
s
tu
d
y
was
ca
r
r
ied
o
u
t
f
o
r
eig
h
t
wee
k
s
in
a
p
lan
t
p
h
y
s
io
lo
g
y
c
o
u
r
s
e
f
o
r
b
o
th
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
.
B
ef
o
r
e
th
e
s
tu
d
y
,
in
f
o
r
m
ed
co
n
s
en
t
was
g
iv
en
to
all
p
ar
ticip
an
ts
.
W
e
d
escr
ib
ed
th
e
lear
n
in
g
p
r
o
ce
s
s
th
at
will
b
e
im
p
lem
e
n
ted
.
W
e
also
c
o
n
d
u
cted
a
p
r
etest
to
o
b
tain
p
r
io
r
d
ata
o
n
t
h
e
C
PS
ab
ilit
ies
o
f
b
o
th
g
r
o
u
p
s
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wh
ile
a
p
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cted
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tain
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at
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ilit
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af
ter
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ter
v
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tio
n
.
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r
in
g
th
e
im
p
lem
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tatio
n
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r
o
ce
s
s
,
th
e
s
tag
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o
f
PjB
L
was
ad
o
p
ted
i
n
b
o
th
g
r
o
u
p
s
b
u
t
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if
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er
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t
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r
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n
th
e
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r
o
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p
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e
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r
o
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t w
as e
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r
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wh
ile
in
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h
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PjB
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it wa
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n
th
e
STE
M
PjB
L
g
r
o
u
p
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PS
T
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id
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n
to
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co
n
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g
o
f
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ix
m
em
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er
s
.
T
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r
ee
team
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r
k
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g
o
n
th
e
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y
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r
o
p
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e
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n
p
r
o
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wer
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ass
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h
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r
ticu
ltu
r
e
p
r
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titi
o
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th
r
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r
team
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wo
r
k
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o
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th
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m
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t
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o
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g
s
y
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tem
s
p
r
o
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wer
e
ass
is
ted
b
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n
g
in
ee
r
i
n
g
lectu
r
e
r
.
T
h
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p
r
o
jects
wer
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8
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2
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n
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g
p
r
eser
vice
tea
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’
co
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tive
p
r
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lem
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R
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2281
co
n
d
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cte
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in
a
g
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ee
n
h
o
u
s
e
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v
ir
o
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m
e
n
t
lo
ca
ted
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ea
r
Sil
iwan
g
i
Un
iv
er
s
ity
.
PS
T
s
wer
e
g
iv
en
wo
r
k
s
h
ee
ts
as
in
s
tr
u
ctio
n
s
f
o
r
co
m
p
letin
g
p
r
o
ject
task
s
.
Fo
r
d
etails,
th
e
te
ac
h
in
g
s
tag
es
f
o
r
th
e
im
p
lem
en
tatio
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o
f
STE
M
PjB
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ca
n
b
e
s
ee
n
in
T
a
b
le
1
.
E
v
en
th
o
u
g
h
th
e
PS
T
s
p
r
o
ject
s
tar
ted
o
u
t
d
if
f
er
en
tly
,
th
ey
wer
e
all
ab
le
to
s
ee
h
o
w
well
th
e
h
y
d
r
o
p
o
n
ic
s
y
s
tem
s
u
p
p
o
r
ted
b
y
a
m
is
t
co
o
lin
g
s
y
s
tem
wo
r
k
ed
d
u
r
i
n
g
th
e
test
an
d
ev
alu
atio
n
s
tag
es.
T
h
u
s
,
in
th
e
co
m
m
u
n
icatin
g
an
d
r
ef
in
in
g
s
tag
es,
ea
ch
team
ex
p
lain
ed
th
e
r
esu
l
ts
an
d
h
o
w
th
o
s
e
p
r
o
jects a
f
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ec
ted
th
e
p
lan
t'
s
g
r
o
wth
.
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n
th
e
PjB
L
g
r
o
u
p
,
PS
T
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wer
e
also
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iv
id
ed
i
n
to
s
ix
team
s
co
n
s
is
tin
g
o
f
s
ix
m
em
b
er
s
.
T
h
e
teac
h
in
g
s
tag
es
o
f
im
p
lem
en
tatio
n
,
PS
T
s
’
ac
tiv
ities
,
an
d
lear
n
i
n
g
s
e
ttin
g
s
ar
e
d
etailed
in
T
ab
le
1
.
I
n
th
e
PjB
L
g
r
o
u
p
,
PS
T
s
wer
e
n
o
t
en
g
ag
e
d
in
S
T
E
M
p
r
o
jects
o
r
an
y
teac
h
in
g
co
llab
o
r
atio
n
.
On
l
y
a
p
la
n
t
p
h
y
s
io
lo
g
y
lectu
r
e
r
ass
is
ted
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lear
n
in
g
p
r
o
ce
s
s
.
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ac
h
team
was
g
iv
en
a
p
r
o
ject
r
elate
d
t
o
p
la
n
t
g
r
o
wth
.
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h
ey
in
v
esti
g
ated
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
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lan
t
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o
wth
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d
d
esig
n
ed
a
p
r
o
ject
to
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s
er
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th
ese
f
ac
to
r
s
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h
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llab
o
r
ated
with
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th
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team
m
e
m
b
er
s
to
c
o
m
p
lete
th
e
p
r
o
ject
ass
ig
n
m
en
t,
u
s
in
g
th
e
wo
r
k
s
h
ee
t
as
g
u
id
an
ce
.
T
h
ese
p
r
o
jects
wer
e
ca
r
r
ied
o
u
t o
u
ts
id
e
th
e
g
r
ee
n
h
o
u
s
e
s
ettin
g
.
T
ab
le
1.
T
h
e
teac
h
in
g
s
tag
e
of
STE
M
PjB
L
an
d
PjB
L
im
p
le
m
e
n
tatio
n
W
e
e
k
S
t
a
g
e
P
S
Ts’
a
c
t
i
v
i
t
y
Te
a
c
h
i
n
g
c
o
l
l
a
b
o
r
a
t
i
o
n
Le
a
r
n
i
n
g
se
t
t
i
n
g
S
TEM
P
j
B
L
P
j
B
L
S
TEM
P
j
B
L
P
j
B
L
1
I
d
e
n
t
i
f
y
i
n
g
t
h
e
p
r
o
b
l
e
m
−
C
o
l
l
a
b
o
r
a
t
e
w
i
t
h
p
e
e
r
s.
−
I
d
e
n
t
i
f
y
t
h
e
p
r
o
b
l
e
m.
−
I
d
e
n
t
i
f
y
t
h
e
r
e
q
u
i
r
e
m
e
n
t
s
a
n
d
c
o
n
st
r
a
i
n
t
s.
−
Ex
p
l
o
r
i
n
g
a
n
d
g
a
t
h
e
r
i
n
g
i
n
f
o
r
m
a
t
i
o
n
.
−
G
e
n
e
r
a
t
e
i
d
e
a
s.
−
D
i
scu
ss st
r
a
t
e
g
i
e
s
a
n
d
d
e
v
e
l
o
p
p
l
a
n
p
r
o
j
e
c
t
s.
−
C
o
l
l
a
b
o
r
a
t
e
w
i
t
h
p
e
e
r
s
.
−
I
d
e
n
t
i
f
y
t
h
e
p
r
o
b
l
e
m.
−
I
d
e
n
t
i
f
y
t
h
e
r
e
q
u
i
r
e
m
e
n
t
s
a
n
d
c
o
n
st
r
a
i
n
t
s.
−
Ex
p
l
o
r
i
n
g
a
n
d
g
a
t
h
e
r
i
n
g
i
n
f
o
r
mat
i
o
n
.
−
G
e
n
e
r
a
t
e
i
d
e
a
s.
−
D
i
scu
ss st
r
a
t
e
g
i
e
s
a
n
d
d
e
v
e
l
o
p
a
p
l
a
n
p
r
o
j
e
c
t
.
−
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
En
g
i
n
e
e
r
i
n
g
l
e
c
t
u
r
e
r
−
H
o
r
t
i
c
u
l
t
u
r
e
p
r
a
c
t
i
t
i
o
n
e
r
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
S
y
n
c
h
r
o
n
o
u
s:
v
i
r
t
u
a
l
mee
t
i
n
g
t
o
e
x
p
l
a
i
n
a
n
d
d
i
s
c
u
ss
t
h
e
l
e
a
r
n
i
n
g
p
r
o
j
e
c
t
.
−
A
sy
n
c
h
r
o
n
o
u
s:
t
e
a
m
d
i
s
c
u
ss
i
o
n
t
o
i
d
e
n
t
i
f
y
p
r
o
b
l
e
ms,
r
e
q
u
i
r
e
m
e
n
t
s,
a
n
d
c
o
n
st
r
a
i
n
t
s,
g
a
t
h
e
r
i
n
f
o
r
mat
i
o
n
,
g
e
n
e
r
a
t
e
i
d
e
a
s,
a
n
d
d
e
v
e
l
o
p
p
l
a
n
s
f
o
r
p
r
o
j
e
c
t
s.
2
-
3
D
e
si
g
n
i
n
g
a
n
d
c
o
n
st
r
u
c
t
i
n
g
p
r
o
j
e
c
t
−
C
r
e
a
t
e
t
h
e
d
e
s
i
g
n
p
r
o
j
e
c
t
o
f
a
h
y
d
r
o
p
o
n
i
c
a
n
d
m
i
st
c
o
o
l
i
n
g
sy
st
e
m
t
o
e
f
f
e
c
t
i
v
e
l
y
su
p
p
o
r
t
p
l
a
n
t
g
r
o
w
t
h
.
−
I
n
t
e
r
p
r
e
t
t
h
e
d
e
si
g
n
.
−
B
u
i
l
d
t
h
e
d
e
s
i
g
n
.
−
C
r
e
a
t
e
d
e
s
i
g
n
p
r
o
j
e
c
t
r
e
l
a
t
e
d
t
o
p
l
a
n
t
g
r
o
w
t
h
.
(
e
.
g
.
,
e
f
f
e
c
t
o
f
e
sse
n
t
i
a
l
n
u
t
r
i
e
n
t
s
o
n
p
l
a
n
t
g
r
o
w
t
h
)
.
−
I
n
t
e
r
p
r
e
t
t
h
e
d
e
si
g
n
.
−
B
u
i
l
d
t
h
e
d
e
s
i
g
n
.
−
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
En
g
i
n
e
e
r
i
n
g
l
e
c
t
u
r
e
r
−
H
o
r
t
i
c
u
l
t
u
r
e
p
r
a
c
t
i
t
i
o
n
e
r
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
S
y
n
c
h
r
o
n
o
u
s:
v
i
r
t
u
a
l
mee
t
i
n
g
t
o
c
o
mm
u
n
i
c
a
t
e
a
n
d
d
i
s
c
u
ss
t
h
e
p
l
a
n
n
e
d
p
r
o
j
e
c
t
.
−
A
sy
n
c
h
r
o
n
o
u
s:
t
e
a
m
c
o
n
d
u
c
t
e
d
t
h
e
d
e
s
i
g
n
a
n
d
c
o
n
st
r
u
c
t
i
o
n
o
f
t
h
e
p
r
o
j
e
c
t
.
4
–
7
Te
st
i
n
g
a
n
d
e
v
a
l
u
a
t
i
n
g
p
r
o
j
e
c
t
.
−
Ex
p
e
r
i
m
e
n
t
o
f
p
l
a
n
t
g
r
o
w
t
h
u
s
i
n
g
h
y
d
r
o
p
o
n
i
c
s
su
p
p
o
r
t
e
d
b
y
a
mi
s
t
c
o
o
l
i
n
g
sy
st
e
m
t
o
k
e
e
p
t
h
e
t
e
m
p
e
r
a
t
u
r
e
s
t
a
b
l
e
i
n
t
h
e
g
r
e
e
n
h
o
u
se
f
o
r
f
o
u
r
w
e
e
k
s
.
−
C
h
e
c
k
t
h
e
c
o
n
st
r
a
i
n
t
s.
−
Ev
a
l
u
a
t
e
t
h
e
d
e
s
i
g
n
−
C
o
n
d
u
c
t
i
n
g
e
x
p
e
r
i
me
n
t
s r
e
l
a
t
e
d
t
o
p
l
a
n
t
g
r
o
w
t
h
f
o
r
4
w
e
e
k
s
.
−
C
h
e
c
k
t
h
e
c
o
n
st
r
a
i
n
t
s.
−
Ev
a
l
u
a
t
e
t
h
e
p
r
o
j
e
c
t
−
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
En
g
i
n
e
e
r
i
n
g
l
e
c
t
u
r
e
r
−
H
o
r
t
i
c
u
l
t
u
r
e
p
r
a
c
t
i
t
i
o
n
e
r
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
S
y
n
c
h
r
o
n
o
u
s:
v
i
r
t
u
a
l
mee
t
i
n
g
f
o
r
p
r
o
g
r
e
ss
r
e
p
o
r
t
s.
−
A
sy
n
c
h
r
o
n
o
u
s:
r
e
sea
r
c
h
p
r
o
j
e
c
t
,
t
e
a
m
d
i
s
c
u
ss
i
o
n
f
o
r
t
e
s
t
i
n
g
a
n
d
e
v
a
l
u
a
t
i
n
g
t
h
e
p
r
o
j
e
c
t
.
8
C
o
mm
u
n
i
c
a
t
i
n
g
a
n
d
r
e
f
i
n
i
n
g
p
r
o
j
e
c
t
−
C
o
mm
u
n
i
c
a
t
e
t
h
e
r
e
su
l
t
s.
−
R
e
v
i
e
w
t
h
e
f
i
r
st
p
r
o
j
e
c
t
.
−
R
e
f
i
n
e
t
h
e
p
r
o
j
e
c
t
.
−
M
a
k
e
su
g
g
e
s
t
i
o
n
f
o
r
f
u
t
u
r
e
p
r
o
j
e
c
t
.
−
C
o
mm
u
n
i
c
a
t
e
t
h
e
r
e
su
l
t
s.
−
R
e
v
i
e
w
t
h
e
f
i
r
st
p
r
o
j
e
c
t
.
−
R
e
f
i
n
e
t
h
e
p
r
o
j
e
c
t
.
−
M
a
k
e
su
g
g
e
s
t
i
o
n
f
o
r
f
u
t
u
r
e
p
r
o
j
e
c
t
.
−
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
En
g
i
n
e
e
r
i
n
g
l
e
c
t
u
r
e
r
−
H
o
r
t
i
c
u
l
t
u
r
e
p
r
a
c
t
i
t
i
o
n
e
r
P
l
a
n
t
p
h
y
s
i
o
l
o
g
y
l
e
c
t
u
r
e
r
−
S
y
n
c
h
r
o
n
o
u
s:
v
i
r
t
u
a
l
mee
t
i
n
g
t
o
c
o
mm
u
n
i
c
a
t
e
a
n
d
d
i
s
c
u
ss
t
h
e
r
e
s
u
l
t
s.
−
A
sy
n
c
h
r
o
n
o
u
s:
t
e
a
m
d
i
s
c
u
ss
i
o
n
f
o
r
r
e
f
i
n
i
n
g
p
r
o
j
e
c
t
a
n
d
mak
e
s
u
g
g
e
s
t
i
o
n
f
o
r
f
u
t
u
r
e
p
r
o
j
e
c
t
.
2
.
4
.
Resea
rc
h ins
t
rum
ent
2
.
4
.
1
.
Self
-
a
s
s
ess
m
ent
Self
-
ass
es
s
m
en
t
o
f
C
PS
was
co
llected
u
s
in
g
a
q
u
esti
o
n
n
air
e
to
ass
ess
th
e
PS
T
s
p
er
ce
iv
ed
k
n
o
wled
g
e
o
f
C
PS
s
k
ill
s
b
ef
o
r
e
an
d
af
te
r
in
ter
v
en
tio
n
.
T
h
e
q
u
esti
o
n
n
ai
r
e
was
d
ev
elo
p
ed
ac
c
o
r
d
in
g
to
C
PS
co
m
p
o
n
en
ts
b
y
C
h
en
et
a
l
.
[1
3
]
.
A
f
o
u
r
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
“
s
tr
o
n
g
ly
d
is
ag
r
ee
”
to
“
s
tr
o
n
g
ly
ag
r
ee
”
was
u
s
ed
.
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
.
3
,
J
u
n
e
20
25
:
2
2
7
8
-
2
2
8
9
2282
T
h
e
C
PS
q
u
esti
o
n
n
air
e
co
n
tai
n
s
2
2
item
s
d
iv
id
ed
in
t
o
two
asp
ec
ts
:
s
o
cial
an
d
co
g
n
itiv
e
s
k
ills
.
So
cial
s
k
il
l
s
co
n
s
is
t
o
f
f
o
u
r
item
s
o
f
p
ar
ti
cip
atio
n
,
f
iv
e
item
s
o
f
p
er
s
p
e
ctiv
e
tak
in
g
,
an
d
f
o
u
r
item
s
o
f
s
o
cial
r
eg
u
latio
n
.
C
o
g
n
itiv
e
s
k
ills
co
n
s
is
t
o
f
f
iv
e
item
s
o
f
task
r
eg
u
latio
n
an
d
f
o
u
r
item
s
o
f
k
n
o
wled
g
e
b
u
ild
in
g
.
T
h
ese
co
m
p
o
n
en
ts
co
u
ld
r
ep
r
esen
t h
o
w
th
e
PS
T
s
p
er
ce
iv
ed
th
e
co
l
lab
o
r
ativ
e
ac
tiv
ities
an
d
th
ei
r
co
g
n
itiv
e
p
r
o
ce
s
s
es
wh
en
co
m
p
letin
g
STE
M
p
r
o
j
ec
t
task
s
.
T
wo
ex
p
er
ts
wer
e
in
v
o
lv
ed
t
o
ev
alu
ate
th
e
c
o
n
s
tr
u
ct
an
d
co
n
te
n
t
v
alid
ity
.
T
h
e
ex
p
er
t
in
ass
ess
m
en
t
ev
alu
ated
th
e
co
n
s
tr
u
ct
v
alid
ity
,
wh
ile
th
e
ex
p
er
t
in
b
io
lo
g
y
ev
alu
ate
d
th
e
co
n
ten
t
v
alid
ity
.
T
h
e
f
ield
test
f
o
r
em
p
ir
ical
v
alid
ity
an
d
r
eli
ab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
was
also
co
n
d
u
cted
with
d
if
f
er
en
t
p
ar
ticip
an
ts
wh
o
h
a
d
tak
en
a
p
la
n
t
p
h
y
s
io
lo
g
y
c
o
u
r
s
e.
B
y
ca
lcu
latin
g
th
e
Pe
ar
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
t,
all
item
s
ar
e
s
tr
o
n
g
ly
v
alid
,
with
v
alid
ity
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
3
7
2
to
0
.
6
5
4
.
T
h
e
r
eliab
ilit
y
test
u
s
in
g
C
r
o
n
b
ac
h
’
s
α
v
alu
e
o
f
th
e
C
P
S
q
u
esti
o
n
n
air
e
was
0
.
8
8
6
,
wh
ich
in
d
icate
d
th
at
th
e
in
s
tr
u
m
en
t
was
r
eliab
le.
2
.
4
.
2
.
P
ro
j
ec
t
T
h
e
p
r
o
jects
th
at
wer
e
cr
ea
ted
b
y
PS
T
s
wh
ile
th
ey
p
ar
ticip
at
ed
in
lear
n
in
g
r
ef
lecte
d
th
eir
C
PS
s
k
ills
.
T
h
e
s
co
r
es
o
f
th
e
p
r
o
jects
wer
e
ca
lcu
lated
b
ased
o
n
th
e
r
u
b
r
ic's
in
d
icato
r
s
,
an
d
ea
c
h
g
r
o
u
p
m
em
b
er
r
ec
eiv
ed
th
e
s
am
e
s
co
r
es.
T
h
e
r
u
b
r
ic
was
d
ev
elo
p
ed
u
s
in
g
th
e
f
o
llo
win
g
s
tep
s
.
First,
we
co
n
s
u
lted
an
d
d
is
cu
s
s
ed
with
ass
es
s
m
en
t
an
d
b
io
lo
g
y
ex
p
e
r
ts
to
d
eter
m
in
e
C
PS
in
d
icato
r
s
th
at
co
u
ld
b
e
ev
alu
ated
t
h
r
o
u
g
h
th
e
p
r
o
ject.
Seco
n
d
,
we
d
ev
elo
p
e
d
a
r
u
b
r
ic
b
ased
o
n
p
r
e
d
eter
m
in
e
d
in
d
icato
r
s
.
T
h
ir
d
,
ex
p
e
r
ts
in
ass
ess
m
en
t
an
d
b
io
lo
g
y
ev
alu
ated
th
e
r
u
b
r
ic
f
o
r
co
n
s
tr
u
ct
an
d
c
o
n
ten
t
v
alid
ity
.
Fo
u
r
th
,
th
e
r
eliab
ilit
y
o
f
th
e
r
u
b
r
i
c
was
test
ed
u
s
in
g
in
ter
-
r
ater
r
eliab
ilit
y
.
T
w
o
r
at
er
s
ev
alu
ate
p
r
o
jects
ca
r
r
ie
d
o
u
t
in
o
n
e
s
am
p
le
class
r
o
o
m
b
y
PS
T
s
wh
o
h
av
e
tak
en
a
p
lan
t
p
h
y
s
io
lo
g
y
co
u
r
s
e.
I
t
was
f
o
u
n
d
th
at
th
er
e
wa
s
a
s
ig
n
if
ican
t
co
r
r
elatio
n
b
et
wee
n
th
e
s
co
r
es
o
f
th
e
two
r
ater
s
(
r
=0
.
8
9
7
,
p
<
0
.
0
5
)
.
I
t w
as c
o
n
cl
u
d
ed
t
h
at
th
e
f
o
r
m
was a
cc
ep
tab
le.
T
h
e
f
in
al
f
o
r
m
o
f
th
e
r
u
b
r
ic
co
n
s
is
ted
o
f
1
5
item
s
,
d
iv
id
ed
i
n
to
two
asp
ec
ts
:
th
e
team
'
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
in
teg
r
ated
STE
M
s
k
ills
.
T
h
e
team
'
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
wer
e
ex
am
in
ed
to
ev
alu
ate
PS
T
s
'
team
wo
r
k
in
s
o
lv
in
g
p
r
o
b
lem
s
to
attain
p
r
o
ject
g
o
als,
wh
ile
in
te
g
r
ated
S
T
E
M
p
r
o
ject
s
k
ills
wer
e
ex
am
in
ed
to
e
v
alu
ate
PS
T
s
'
team
wo
r
k
in
s
o
lv
in
g
p
r
o
b
lem
s
th
at
in
teg
r
ate
th
e
in
ter
d
is
cip
lin
ar
y
p
er
s
p
ec
tiv
e
in
th
e
p
r
o
ject.
T
h
e
team
’
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
co
n
s
is
t
o
f
ten
item
s
,
in
clu
d
in
g
id
en
tific
atio
n
o
f
th
e
p
r
o
b
lem
,
o
b
jectiv
e
o
f
t
h
e
p
r
o
ject,
d
esig
n
m
eth
o
d
o
l
o
g
y
,
p
la
n
n
in
g
o
f
th
e
p
r
o
ject,
team
s
tr
u
ctu
r
e,
in
co
r
p
o
r
atio
n
o
f
s
u
g
g
esti
o
n
s
,
p
r
o
ject
p
r
esen
tatio
n
,
d
escr
ip
ti
o
n
o
f
k
e
y
co
n
ce
p
ts
,
co
n
clu
s
io
n
an
d
f
u
tu
r
e
p
r
o
jec
t
s
u
g
g
esti
o
n
s
,
an
d
tec
h
n
o
lo
g
y
f
o
r
co
llab
o
r
atio
n
.
T
h
e
i
n
teg
r
ate
d
STE
M
p
r
o
ject
co
n
s
is
ts
o
f
f
i
v
e
item
s
,
in
clu
d
in
g
in
ter
d
is
cip
lin
ar
y
th
i
n
k
in
g
,
s
cien
tific
k
n
o
wled
g
e,
tech
n
o
lo
g
ical
ap
p
licatio
n
,
en
g
in
ee
r
in
g
d
esig
n
,
an
d
m
ath
em
atica
l p
r
o
ce
s
s
in
g
.
2
.
5
.
Da
t
a
a
na
ly
s
is
Qu
an
titativ
e
an
aly
s
is
was
c
o
n
d
u
cte
d
f
o
r
th
e
d
ata
an
al
y
s
is
.
T
o
ca
lcu
late
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
,
d
escr
ip
tiv
e
s
tatis
ti
cs
wer
e
co
n
d
u
cted
f
ir
s
t.
T
h
e
s
co
r
es
o
f
th
e
s
elf
-
ass
es
s
m
en
t
C
PS
wer
e
an
aly
ze
d
f
o
r
n
o
r
m
ality
an
d
h
o
m
o
g
en
ei
ty
.
T
h
e
Sh
ap
ir
o
-
W
ilk
test
wa
s
u
s
ed
to
d
eter
m
in
e
th
e
n
o
r
m
ality
s
co
r
es
o
f
th
e
p
r
etest
an
d
p
o
s
ttes
t.
T
h
e
r
esu
lts
o
f
p
r
etest
s
co
r
es
s
h
o
wed
th
at
th
e
STE
M
PjB
L
g
r
o
u
p
h
ad
a
p
v
alu
e
o
f
0
.
2
0
(
>0
.
0
5
)
an
d
th
e
PjB
L
g
r
o
u
p
h
ad
a
p
v
alu
e
o
f
0
.
5
6
(
>0
.
0
5
)
,
in
d
icatin
g
th
at
p
r
etest
f
r
o
m
b
o
th
g
r
o
u
p
s
wer
e
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
e
r
esu
lts
o
f
p
o
s
ttes
t
s
co
r
es
s
h
o
wed
t
h
at
th
e
STE
M
Pj
B
L
g
r
o
u
p
h
a
d
a
p
v
alu
e
o
f
0
.
6
0
(
>0
.
0
5
)
an
d
th
e
PjB
L
g
r
o
u
p
h
ad
a
p
v
alu
e
o
f
0
.
2
7
(
>0
.
0
5
)
,
in
d
icatin
g
th
at
p
o
s
ttes
t
f
r
o
m
b
o
th
g
r
o
u
p
s
wer
e
n
o
r
m
ally
d
is
tr
ib
u
ted
.
L
ev
en
e’
s
test
was
u
s
ed
to
d
eter
m
in
e
h
o
m
o
g
en
eity
,
an
d
th
e
r
esu
lt
s
h
o
wed
a
p
v
alu
e
o
f
0
.
6
3
(
>0
.
0
5
)
,
in
d
icatin
g
b
o
t
h
g
r
o
u
p
s
'
h
o
m
o
g
en
eity
.
T
h
en
,
to
d
eter
m
in
e
s
ig
n
if
ican
t d
if
f
er
e
n
ce
s
b
etwe
en
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
,
an
aly
s
is
o
f
co
v
ar
ian
ce
(
ANCOVA)
was u
s
ed
.
T
h
e
s
co
r
es
o
f
th
e
p
r
o
jects
wer
e
also
an
aly
ze
d
f
o
r
n
o
r
m
ality
.
First,
we
co
n
d
u
cted
a
Sh
ap
ir
o
-
W
ilk
tes
t
f
o
r
th
e
n
o
r
m
ality
o
f
th
e
team
’
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
an
d
th
e
r
esu
lt
s
h
o
wed
th
at
th
e
STE
M
PjB
L
g
r
o
u
p
h
ad
a
p
v
alu
e
o
f
0
.
0
3
(
<0
.
0
5
)
an
d
th
e
PjB
L
g
r
o
u
p
h
ad
a
p
v
alu
e
o
f
0
.
0
3
(
<0
.
0
5
)
,
in
d
icatin
g
th
a
t
b
o
th
g
r
o
u
p
s
wer
e
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
ted
.
Sin
ce
we
h
ad
n
o
n
-
n
o
r
m
al
d
is
tr
i
b
u
tio
n
s
o
f
d
ata,
we
ad
o
p
ted
th
e
n
o
n
p
ar
a
m
etr
ic
Ma
n
n
-
W
h
itn
ey
U
test
to
d
et
er
m
in
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
th
e
team
’
s
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
b
etwe
en
STE
M
PjB
L
an
d
Pj
B
L
g
r
o
u
p
s
.
Seco
n
d
,
we
co
n
d
u
cted
th
e
Sh
ap
ir
o
-
W
ilk
test
f
o
r
n
o
r
m
ality
o
f
in
teg
r
ate
d
STE
M
s
k
ills
,
an
d
th
e
r
esu
lt
s
h
o
wed
th
at
th
e
STE
M
PjB
L
g
r
o
u
p
h
ad
a
p
v
alu
e
o
f
0
.
0
1
(
<
0
.
0
5
)
a
n
d
th
e
PjB
L
g
r
o
u
p
h
ad
a
p
v
alu
e
o
f
0
.
0
4
(
<0
.
0
5
)
,
i
n
d
icatin
g
th
at
b
o
th
g
r
o
u
p
s
wer
e
n
o
t
n
o
r
m
ally
d
i
s
tr
ib
u
ted
.
T
h
en
,
to
d
eter
m
in
e
s
ig
n
if
ica
n
t
d
if
f
e
r
en
ce
s
in
in
teg
r
ated
STE
M
s
k
ills
b
etwe
en
STE
M
PjB
L
an
d
Pj
B
L
g
r
o
u
p
s
,
we
also
u
s
ed
th
e
Ma
n
n
-
W
h
itn
ey
U
test
.
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
E
n
h
a
n
ci
n
g
p
r
eser
vice
tea
ch
ers
’
co
lla
b
o
r
a
tive
p
r
o
b
lem
s
o
lvi
n
g
th
r
o
u
g
h
S
TEM
… (
R
ita
F
itr
ia
n
i
)
2283
3.
RE
SU
L
T
S
3
.
1
.
F
ind
ing
o
f
P
ST
s
s
elf
-
a
s
s
ess
m
ent
o
f
CP
S
T
a
b
le
2
s
h
o
ws
th
e
r
es
u
l
ts
o
f
t
h
e
d
esc
r
i
p
t
iv
e
an
al
y
s
is
an
d
th
e
ANCOVA
t
est
o
f
th
e
PS
T
s
’
s
elf
-
ass
ess
m
e
n
t o
f
C
PS
.
T
h
e
A
NC
OVA
t
est
f
o
r
a
ll c
o
m
p
o
n
e
n
ts
s
h
o
w
e
d
s
i
g
n
i
f
ic
an
t d
i
f
f
e
r
e
n
c
es b
etw
ee
n
ST
E
M
PjB
L
a
n
d
P
jB
L
g
r
o
u
p
s
,
wi
th
F
(
1
,
6
9
)
=
9
.
9
6
,
p
<0
.
0
5
.
F
o
r
m
o
r
e
d
et
ails
,
t
h
e
A
NC
OVA
t
est
f
o
r
ea
ch
co
m
p
o
n
en
t
o
f
t
h
e
C
PS
s
h
o
we
d
t
h
at
t
h
e
r
e
was n
o
s
i
g
n
i
f
ic
a
n
t d
i
f
f
e
r
e
n
c
e
o
n
l
y
in
tw
o
c
o
m
p
o
n
e
n
ts
:
p
a
r
tic
i
p
at
io
n
,
wit
h
p
=
0
.
5
2
(
>
0
.
0
5
)
,
a
n
d
p
e
r
s
p
ec
ti
v
e
ta
k
i
n
g
,
wi
th
p
=
0
.
6
2
(
>
0
.
0
5
)
,
w
h
il
e
o
t
h
e
r
c
o
m
p
o
n
e
n
ts
w
e
r
e
s
ig
n
i
f
i
ca
n
tl
y
d
i
f
f
e
r
e
n
t
wit
h
p
<
0
.
0
5
.
F
r
o
m
T
a
b
le
2
,
it
ca
n
a
ls
o
b
e
s
ee
n
t
h
a
t
P
STs'
s
p
o
s
tt
est
s
c
o
r
es
f
o
r
t
h
o
s
e
wh
o
p
a
r
ti
ci
p
a
ted
i
n
S
T
E
M
PjB
L
wer
e
g
en
er
all
y
h
ig
h
er
t
h
a
n
Pj
B
L
,
wh
ic
h
i
n
d
ica
te
d
th
at
ST
E
M
PjB
L
b
e
tte
r
e
n
h
a
n
ce
d
PS
T
s
'
C
PS
t
h
an
PjB
L
.
T
ab
le
2
.
T
h
e
d
escr
ip
tiv
e
a
n
d
ANCOV
A
test
o
f
PS
T
s
’
s
s
elf
-
ass
es
s
m
en
t o
f
C
PS
C
o
m
p
o
n
e
n
t
S
TEM
P
j
B
L
P
j
B
L
A
N
C
O
V
A
t
e
s
t
P
r
e
t
e
s
t
P
o
st
t
e
s
t
P
r
e
t
e
s
t
P
o
st
t
e
s
t
M
SD
M
SD
M
SD
M
SD
S
o
c
i
a
l
sk
i
l
l
s
P
a
r
t
i
c
i
p
a
t
i
o
n
2
.
7
6
0
.
4
5
3
.
3
0
0
.
4
0
2
.
7
3
0
.
6
6
3
.
2
3
0
.
4
9
0
.
5
2
P
e
r
sp
e
c
t
i
v
e
t
a
k
i
n
g
2
.
6
1
0
.
4
9
3
.
2
4
0
.
3
9
2
.
6
1
0
.
5
1
3
.
1
9
0
.
5
4
0
.
6
2
S
o
c
i
a
l
r
e
g
u
l
a
t
i
o
n
2
.
7
7
0
.
4
8
3
.
3
0
0
.
5
5
2
.
5
3
0
.
5
1
2
.
9
2
0
.
6
0
0
.
0
3
*
C
o
g
n
i
t
i
v
e
s
k
i
l
l
s
Ta
sk
r
e
g
u
l
a
t
i
o
n
2
.
5
6
0
.
5
1
3
.
2
0
0
.
4
4
2
.
8
0
0
.
5
3
2
.
9
7
0
.
5
5
0
.
0
0
*
K
n
o
w
l
e
d
g
e
b
u
i
l
d
i
n
g
2
.
2
2
0
.
4
4
3
.
2
3
0
.
5
4
2
.
7
2
0
.
6
1
2
.
9
9
0
.
5
7
0
.
0
0
*
A
l
l
c
o
m
p
o
n
e
n
t
s
2
.
5
9
0
.
3
3
3
.
2
7
0
.
2
5
2
.
6
2
0
.
3
7
3
.
0
8
0
.
3
6
0
.
0
0
*
M
=
m
e
a
n
s,
S
D
=
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
,
*
p
<
0
.
0
5
T
h
ese
r
esu
lts
s
h
o
wed
th
at
th
e
PS
T
s
wh
o
p
ar
ticip
ated
in
th
e
STE
M
P
jB
L
h
ad
s
ig
n
if
ican
t
s
elf
-
ass
es
s
m
en
ts
o
f
p
er
ce
iv
e
d
C
PS
s
k
ill
s
,
p
ar
ticu
lar
ly
in
s
o
cial
r
eg
u
latio
n
,
task
r
e
g
u
lati
o
n
,
a
n
d
k
n
o
wled
g
e
b
u
ild
in
g
.
T
h
e
y
h
ad
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
s
o
cial
r
eg
u
latio
n
,
wh
ich
r
e
q
u
ir
ed
team
m
em
b
er
s
to
b
r
in
g
d
i
v
er
s
e
k
n
o
wled
g
e,
r
eso
u
r
ce
s
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ex
p
e
r
ien
ce
f
o
r
s
o
lv
in
g
p
r
o
b
lem
s
.
T
h
is
a
b
ilit
y
is
u
s
ef
u
l
f
o
r
in
ter
ac
tin
g
with
d
if
f
e
r
in
g
p
er
s
p
ec
tiv
es
an
d
o
p
in
io
n
s
.
T
h
ey
u
n
d
er
s
to
o
d
h
o
w
to
r
eg
u
late
th
e
ir
o
wn
lear
n
in
g
f
o
r
task
co
m
p
letio
n
,
s
u
ch
as
p
r
o
b
lem
an
aly
s
is
,
d
eter
m
in
in
g
th
e
g
o
als,
u
s
e
r
eso
u
r
ce
m
a
n
ag
em
e
n
t,
u
s
e
ap
p
r
o
p
r
iate
way
s
to
co
llect
d
ata,
an
d
u
s
e
an
ef
f
icien
t
ap
p
r
o
ac
h
to
p
r
o
b
lem
-
s
o
lv
in
g
.
T
h
e
y
k
n
o
w
h
o
w
to
ex
p
an
d
th
eir
o
w
n
k
n
o
wled
g
e
th
r
o
u
g
h
th
e
ac
q
u
is
itio
n
o
f
n
ew
c
o
n
ten
t,
s
tr
ateg
ie
s
,
an
d
s
k
ills
,
as
well
as
h
o
w
to
d
ea
l
with
s
etb
ac
k
s
an
d
co
o
r
d
in
ate,
co
llab
o
r
ate,
an
d
n
eg
o
tiate
with
o
th
er
s
.
T
h
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
ter
m
s
o
f
p
ar
ticip
atio
n
an
d
p
er
s
p
ec
tiv
e
tak
in
g
,
in
d
icatin
g
th
at
b
o
th
STE
M
PjB
L
an
d
Pj
B
L
em
p
h
asize
PS
T
s
'
ac
tiv
e
p
ar
ticip
atio
n
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
an
d
r
esp
o
n
s
iv
en
ess
to
s
itu
atio
n
s
f
r
o
m
a
n
o
th
e
r
p
er
s
o
n
'
s
p
er
s
p
ec
tiv
e.
3
.
2
.
F
ind
ing
o
f
P
ST
s
pro
j
ec
t
First,
th
e
r
esu
lts
o
f
th
e
Ma
n
n
-
W
h
itn
ey
U
test
f
o
r
team
’
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
r
ev
ea
l
th
e
r
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
e
n
STE
M
PB
L
an
d
PjB
L
g
r
o
u
p
s
,
with
p
=0
.
2
2
(
>0
.
0
5
)
.
T
h
e
s
co
r
es
f
o
r
ea
ch
co
m
p
o
n
en
t
o
f
th
e
team
’
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
f
r
o
m
b
o
th
g
r
o
u
p
s
ca
n
b
e
s
ee
n
in
Fig
u
r
e
1
.
Seco
n
d
,
th
e
r
esu
lt
o
f
th
e
Ma
n
n
-
W
h
itn
ey
U
test
f
o
r
STE
M
p
r
o
ject
ev
alu
atio
n
f
o
r
all
co
m
p
o
n
en
ts
s
h
o
wed
th
at
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
th
e
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
,
with
p
=
0
.
0
1
(
<
0
.
0
5
)
.
Fo
r
d
etails,
a
Ma
n
n
-
W
h
itn
ey
U
test
was
also
co
n
d
u
cted
f
o
r
ea
ch
c
o
m
p
o
n
en
t,
a
n
d
th
e
r
esu
lts
s
h
o
wed
th
at
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
o
n
ly
in
m
ath
em
atica
l
p
r
o
ce
s
s
in
g
,
with
p
=0
.
5
2
(
>0
.
0
5
)
,
wh
ile
th
e
o
th
er
co
m
p
o
n
e
n
ts
wer
e
s
ig
n
if
ican
tly
d
if
f
er
e
n
t,
with
p
<0
.
0
5
.
T
ab
le
3
also
s
h
o
ws
th
at
th
e
m
ea
n
s
co
r
es
o
f
STE
M
p
r
o
ject
ev
alu
atio
n
f
r
o
m
th
e
STE
M
PjB
L
g
r
o
u
p
wer
e
h
ig
h
e
r
th
an
t
h
e
PjB
L
g
r
o
u
p
,
wh
ich
in
d
icate
d
th
at
PS
T
s
wh
o
p
ar
ticip
ated
in
STE
M
PjB
L
wer
e
b
etter
at
m
ak
in
g
co
n
n
ec
tio
n
s
with
o
th
er
d
is
cip
lin
es
f
o
r
s
o
lv
in
g
p
r
o
b
lem
s
,
p
ar
ticu
lar
ly
in
i
n
teg
r
atin
g
STE
M
d
is
cip
lin
es.
T
h
e
r
esu
lts
in
Fig
u
r
e
1
s
h
o
we
d
th
at
b
o
th
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
em
p
h
asize
co
llab
o
r
atio
n
in
s
o
lv
in
g
p
r
o
b
lem
s
to
attain
p
r
o
ject
g
o
als.
Du
r
in
g
th
e
p
r
o
ce
s
s
o
f
p
r
e
p
ar
atio
n
,
PS
T
s
ca
n
co
llab
o
r
ativ
ely
id
e
n
tify
th
e
p
r
o
b
lem
,
d
eter
m
in
e
th
e
o
b
jectiv
e
o
f
th
e
p
r
o
ject,
s
elec
t
th
e
ap
p
r
o
p
r
iate
m
eth
o
d
,
cr
ea
te
a
p
lan
,
d
ev
elo
p
team
s
tr
u
ctu
r
e,
an
d
in
co
r
p
o
r
at
e
s
u
g
g
esti
o
n
s
f
r
o
m
o
th
er
s
.
T
h
ey
ca
n
p
r
esen
t
th
e
r
esu
lts
o
f
t
h
e
p
r
o
ject,
d
escr
ib
e
th
e
k
ey
co
n
ce
p
ts
,
d
r
aw
a
co
n
clu
s
io
n
,
an
d
m
a
k
e
s
u
g
g
esti
o
n
s
f
o
r
a
b
etter
r
esu
lt.
B
o
th
g
r
o
u
p
s
ca
n
u
tili
ze
tech
n
o
lo
g
y
f
o
r
ef
f
ec
tiv
e
co
lla
b
o
r
atio
n
.
T
h
e
r
esu
lts
in
T
ab
le
3
s
h
o
wed
th
at
PS
T
s
wh
o
p
ar
ticip
ated
in
STE
M
PjB
L
h
ad
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
to
in
teg
r
ate
STE
M
in
to
p
r
o
jects.
T
h
ey
ca
n
in
teg
r
ate
o
th
er
d
is
cip
lin
es
in
to
t
h
e
co
m
p
letio
n
o
f
th
e
p
r
o
ject
b
y
in
v
esti
g
atin
g
th
e
s
cien
ce
asp
ec
t
o
f
th
e
p
r
o
j
ec
t,
u
s
in
g
tec
h
n
o
lo
g
y
to
s
u
p
p
o
r
t
th
e
e
f
f
ec
tiv
e
co
m
p
letio
n
o
f
p
r
o
jects,
an
d
d
esig
n
in
g
a
p
r
o
ject
u
s
in
g
th
e
en
g
in
ee
r
in
g
d
esig
n
co
n
c
ep
t.
B
u
t,
in
ter
m
s
o
f
m
ath
em
atica
l
p
r
o
ce
s
s
in
g
,
b
o
t
h
STE
M
Pj
B
L
an
d
PjB
L
g
r
o
u
p
s
s
h
o
wed
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
r
o
b
lem
'
s
m
ath
em
atica
l c
o
n
ce
p
ts
an
d
p
r
i
n
cip
les.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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3
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J
u
n
e
20
25
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Fig
u
r
e
1
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T
h
e
m
ea
n
s
co
r
es o
f
t
ea
m
s
p
r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
T
ab
le
3
.
T
h
e
d
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ip
tiv
e
a
n
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Ma
n
n
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U
test
o
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ated
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M
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k
il
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o
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n
t
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TEM
P
j
B
L
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j
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L
M
a
n
n
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W
h
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t
n
e
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U
t
e
s
t
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SD
M
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p
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n
t
e
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s
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i
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n
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r
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n
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n
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c
h
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c
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l
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a
t
h
e
ma
t
i
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l
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o
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e
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n
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2
.
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0
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2
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M
=
m
e
a
n
s,
S
D
=
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
,
*
p
<
0
.
0
5
4.
DIS
CU
SS
I
O
N
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
,
ST
E
M
PjB
L
h
as
a
g
r
ea
ter
ef
f
ec
t o
n
en
h
an
ci
n
g
PS
T
s
’
C
PS
th
an
PjB
L
.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
in
STE
M
PjB
L
p
r
o
v
id
ed
o
p
p
o
r
tu
n
it
ies
f
o
r
PS
T
s
to
en
g
ag
e
i
n
an
ill
-
s
tr
u
ctu
r
ed
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
co
llab
o
r
ativ
ely
with
in
ter
d
is
cip
lin
a
r
y
ap
p
r
o
ac
h
es.
PS
T
s
wer
e
f
o
cu
s
ed
o
n
r
eso
lv
in
g
co
m
p
lex
,
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
th
at
r
eq
u
ir
e
d
s
o
lu
tio
n
s
f
r
o
m
d
iv
er
s
e
d
is
cip
lin
es.
PS
T
s
c
o
llab
o
r
ated
i
n
s
m
all
g
r
o
u
p
s
to
in
v
esti
g
ate,
s
ea
r
ch
f
o
r
s
o
lu
tio
n
s
,
d
is
cu
s
s
th
e
s
o
lu
tio
n
s
,
f
in
d
th
e
b
est
s
o
lu
tio
n
s
,
d
ev
elo
p
a
p
lan
,
d
esig
n
,
o
b
s
er
v
e,
co
llect
d
ata,
d
is
cu
s
s
th
e
r
esu
lts
,
co
m
m
u
n
i
ca
te,
an
d
m
a
k
e
s
u
g
g
esti
o
n
s
f
o
r
b
etter
s
o
lu
tio
n
s
.
E
v
en
th
o
u
g
h
b
o
th
g
r
o
u
p
s
h
av
e
th
e
s
am
e
lear
n
in
g
s
tag
es,
th
e
in
ter
d
is
cip
lin
ar
y
a
p
p
r
o
ac
h
f
ac
ilit
ated
b
y
ex
p
er
ts
in
STE
M
PjB
L
e
lim
in
ates
STE
M
co
n
ten
t
f
r
ag
m
e
n
tatio
n
an
d
en
co
u
r
ag
es
th
e
d
e
v
elo
p
m
en
t
o
f
o
r
ig
in
a
l
p
r
o
b
lem
-
s
o
lv
er
s
wh
o
ca
n
ap
p
l
y
k
n
o
wled
g
e
f
r
o
m
m
u
ltip
le
d
i
s
cip
lin
es.
Du
r
in
g
th
is
C
PS
p
r
o
ce
s
s
,
PS
T
s
ac
tiv
ely
en
g
ag
ed
in
m
ea
n
i
n
g
f
u
l le
a
r
n
in
g
as we
ll a
s
g
ain
ed
k
n
o
wled
g
e
o
f
C
PS
s
k
ills
b
etter
th
an
th
e
PjB
L
g
r
o
u
p
.
T
h
ese
f
in
d
in
g
s
ar
e
in
lin
e
with
p
r
ev
io
u
s
r
esear
ch
th
at
in
d
icate
d
co
m
p
letin
g
an
in
ter
d
is
cip
lin
ar
y
p
r
o
ject
with
team
m
em
b
er
s
in
STE
M
PjB
L
in
cr
ea
s
es
o
p
p
o
r
tu
n
ities
f
o
r
co
llab
o
r
a
tio
n
an
d
en
h
a
n
ce
s
p
r
o
b
lem
-
s
o
lv
in
g
en
g
ag
em
e
n
t
[
38
]
,
[
39
]
.
Pre
v
io
u
s
r
esear
ch
also
co
n
clu
d
e
d
th
at
in
ter
d
is
cip
lin
ar
y
STE
M
f
ac
ilit
ates
th
e
d
ev
elo
p
m
e
n
t
o
f
lear
n
e
r
s
'
p
r
o
b
lem
-
s
o
lv
in
g
[
40
]
an
d
co
llab
o
r
atio
n
s
k
ills
[
41
]
,
[
4
2
]
.
T
h
e
ch
allen
g
in
g
task
o
f
s
o
lv
in
g
p
r
o
b
lem
s
th
r
o
u
g
h
STE
M
p
r
o
jects
en
co
u
r
ag
es
PS
T
s
to
co
m
m
u
n
icate
,
d
is
cu
s
s
,
s
h
ar
e
r
esp
o
n
s
ib
ilit
y
,
a
n
d
att
em
p
t
to
s
o
lv
e
th
em
co
llab
o
r
ativ
ely
r
at
h
er
th
a
n
in
d
iv
i
d
u
ally
[
2
1
]
.
E
ac
h
co
llab
o
r
ativ
e
team
wo
r
k
s
to
w
ar
d
s
th
e
s
am
e
g
o
al,
s
o
ea
c
h
m
em
b
er
s
h
o
u
l
d
n
o
t a
ttem
p
t to
ta
ck
le
th
e
p
r
o
b
lem
o
n
th
eir
o
wn
[
4
3
]
.
Du
r
in
g
t
h
e
p
r
o
ce
s
s
o
f
d
is
cu
s
s
in
g
th
e
in
t
er
d
is
cip
lin
ar
y
p
r
o
ject,
th
er
e
m
ay
b
e
co
n
f
lictin
g
in
f
o
r
m
atio
n
b
etwe
en
m
em
b
e
r
s
,
wh
ich
r
eq
u
ir
es
th
e
s
h
ar
in
g
an
d
r
eso
lu
tio
n
o
f
in
f
o
r
m
atio
n
to
d
eter
m
in
e
wh
ich
in
f
o
r
m
atio
n
b
est
ad
d
r
ess
es
th
e
p
r
o
b
lem
.
T
h
is
d
y
n
am
ic
s
itu
atio
n
ca
n
f
ac
ilit
ate
th
e
d
ev
elo
p
m
e
n
t
o
f
co
llab
o
r
atio
n
s
k
ills
b
ec
au
s
e
th
ey
ca
n
o
n
ly
s
o
lv
e
th
e
p
r
o
b
lem
b
y
wo
r
k
in
g
to
g
eth
er
[
4
4
]
.
I
n
ter
m
s
o
f
s
p
ec
if
ic
f
in
d
i
n
g
s
in
co
m
p
ar
in
g
ea
ch
co
m
p
o
n
en
t
o
f
C
PS
,
we
d
id
n
o
t
d
etec
t
an
y
d
if
f
er
en
ce
s
in
th
e
co
m
p
o
n
e
n
t
s
o
f
p
ar
ticip
atio
n
an
d
p
e
r
s
p
ec
tiv
e
-
tak
in
g
.
B
o
th
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
u
s
ed
th
e
PjB
L
s
tag
es,
wh
ich
h
as
b
ee
n
d
ef
i
n
ed
b
y
n
u
m
er
o
u
s
s
tu
d
ies
as
lear
n
in
g
th
at
ac
tiv
el
y
in
v
o
l
v
es
lear
n
er
s
in
th
e
cr
ea
tio
n
an
d
co
m
p
letio
n
o
f
p
r
o
jects
[
4
5
]
.
T
h
is
PS
T
s
'
ac
tiv
e
en
g
ag
em
en
t
th
r
o
u
g
h
h
a
n
d
s
-
o
n
ex
p
er
ien
ce
s
led
to
th
eir
ac
tiv
e
p
ar
ticip
atio
n
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
6
]
.
W
o
r
k
in
g
in
a
co
llab
o
r
ativ
e
en
v
ir
o
n
m
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n
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also
2
.
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3
3
.
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.
6
7
3
.
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.
8
3
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6
7
2
.
8
3
2
.
6
7
2
.
8
3
3
.
0
0
2
.
8
3
2
.
8
3
2
.
6
7
2
.
8
3
2
.
6
7
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.
6
7
3
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0
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2
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5
0
2
.
6
7
3
.
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.
2
0
2
.
3
0
2
.
4
0
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.
5
0
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6
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R
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2285
en
co
u
r
a
g
es
th
e
d
ev
elo
p
m
e
n
t
o
f
p
er
s
p
ec
tiv
e
-
tak
i
n
g
in
o
r
d
er
to
co
m
p
r
eh
e
n
d
an
d
v
alu
e
th
e
p
er
s
p
ec
tiv
es
an
d
co
n
tr
ib
u
tio
n
s
o
f
o
t
h
er
s
,
s
in
ce
ea
ch
m
em
b
er
m
u
s
t in
teg
r
ate
t
h
eir
co
n
tr
i
b
u
tio
n
s
to
s
o
lv
e
p
r
o
b
lem
s
[
4
7
]
.
On
th
e
c
o
n
tr
ar
y
,
in
ter
m
s
o
f
s
o
cial
r
eg
u
latio
n
,
task
r
eg
u
latio
n
,
an
d
k
n
o
wled
g
e
b
u
ild
i
n
g
,
STE
M
PjB
L
was
b
etter
th
an
th
e
PjB
L
g
r
o
u
p
.
I
n
STE
M
PjB
L
,
PS
T
s
we
r
e
r
eq
u
ir
e
d
to
n
o
t
o
n
l
y
co
llab
o
r
ate
with
teac
h
er
s
f
r
o
m
th
e
s
cien
ce
d
is
cip
lin
e
b
u
t
also
co
llab
o
r
ate
an
d
co
m
m
u
n
icate
with
teac
h
e
r
s
o
r
ex
p
er
ts
f
r
o
m
o
t
h
er
d
is
cip
lin
es
to
d
is
cu
s
s
th
e
r
e
q
u
ir
em
en
ts
an
d
co
n
s
tr
ain
ts
r
ela
ted
to
t
h
e
p
r
o
jects.
T
h
is
is
w
h
y
th
e
STE
M
PjB
L
g
r
o
u
p
with
m
o
r
e
d
iv
er
s
ity
h
as
b
etter
s
o
cial
r
eg
u
latio
n
[
1
6
]
.
T
h
is
f
in
d
in
g
also
c
o
r
r
elate
s
w
ith
th
e
f
i
n
d
in
g
s
o
f
Vo
g
ler
et
a
l.
[
30
]
,
wh
ich
ca
s
t
lig
h
t
o
n
th
e
s
ig
n
if
ican
ce
o
f
in
ter
d
is
cip
lin
ar
y
c
o
llab
o
r
atio
n
am
o
n
g
teac
h
er
s
in
PjB
L
to
en
co
u
r
ag
e
PS
T
s
to
co
llab
o
r
ate
ac
r
o
s
s
d
is
cip
lin
es.
T
h
e
co
m
p
lex
ity
o
f
STE
M
-
in
teg
r
ated
p
r
o
jects
r
eq
u
ir
ed
PS
T
s
to
o
v
er
co
m
e
n
u
m
er
o
u
s
o
b
s
tacle
s
,
as
th
e
o
p
ti
m
al
s
o
lu
tio
n
s
tep
is
n
o
t
alwa
y
s
ea
s
ily
r
ec
o
g
n
ized
.
C
o
n
s
eq
u
en
tly
,
t
h
ey
m
u
s
t
an
al
y
s
es
th
e
b
est
task
r
eg
u
latio
n
f
o
r
p
r
o
b
lem
s
o
lu
tio
n
,
m
a
n
ag
e,
o
b
tain
,
an
d
u
tili
ze
r
eso
u
r
ce
s
,
estab
lis
h
clea
r
g
o
als,
id
en
tify
,
an
d
co
llect
in
f
o
r
m
atio
n
to
s
o
lv
e
a
p
r
o
b
lem
,
an
d
p
u
r
s
u
e
a
v
ar
iety
o
f
p
r
o
b
lem
s
o
lu
tio
n
s
[
48
]
.
T
h
es
e
p
r
o
ce
s
s
es,
s
u
p
p
o
r
ted
b
y
th
e
ex
ch
an
g
e
o
f
id
ea
s
with
m
e
m
b
er
s
an
d
teac
h
e
r
s
,
co
n
tr
ib
u
ted
to
PS
T
s
'
k
n
o
wl
ed
g
e
co
n
s
tr
u
ctio
n
.
PS
T
s
co
n
s
tr
u
cted
th
eir
o
wn
k
n
o
wle
d
g
e
with
a
d
ee
p
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
d
is
cip
lin
es
in
STE
M
PjB
L
[
49
]
.
T
h
e
in
ter
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
i
n
STE
M
PjB
L
also
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
to
r
eso
lv
e
an
d
clar
if
y
m
is
co
n
ce
p
tio
n
s
ab
o
u
t
th
e
r
o
le
o
f
s
cien
ce
in
STE
M
ed
u
ca
tio
n
f
o
r
b
etter
k
n
o
wled
g
e
ac
q
u
is
itio
n
[
50
]
.
I
n
ter
esti
n
g
ly
,
d
i
f
f
er
en
ce
s
in
P
STs
'
p
er
ce
iv
ed
C
PS
s
k
ills
ar
e
n
o
t
alwa
y
s
r
ef
lecte
d
in
d
if
f
er
en
t
p
r
o
ject
r
esu
lts
.
T
h
e
f
in
d
in
g
s
o
f
th
i
s
s
tu
d
y
s
h
o
wed
th
at
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
team
’
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
d
u
r
in
g
p
r
o
ject
co
m
p
letio
n
.
Sin
ce
th
e
p
r
o
jects
wer
e
a
r
ep
r
esen
tatio
n
o
f
th
e
PS
T
s
co
llab
o
r
atio
n
i
n
s
o
lv
in
g
p
r
o
b
l
em
s
u
s
in
g
r
ea
l
ar
tifa
cts,
b
o
th
STE
M
PjB
L
an
d
Pj
B
L
g
r
o
u
p
s
p
r
o
d
u
ce
d
p
r
o
jects
th
at
m
ee
t
th
e
g
en
e
r
al
cr
iter
ia
f
o
r
a
s
u
cc
ess
f
u
l
p
r
o
ject
e
v
alu
at
io
n
.
T
h
e
s
tag
es
o
f
PjB
L
u
s
ed
b
y
th
e
two
g
r
o
u
p
s
en
co
u
r
a
g
e
PS
T
s
to
co
n
d
u
ct
s
cien
tific
in
q
u
i
r
y
t
h
r
o
u
g
h
o
u
t
t
h
e
p
r
o
ject'
s
co
m
p
letio
n
[
51
]
.
Par
ticip
atio
n
in
th
e
in
-
d
ep
th
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
s
tim
u
lates
p
r
o
g
r
ess
iv
e
i
n
q
u
ir
y
th
i
n
k
in
g
v
ia
p
r
o
b
lem
-
s
o
lv
in
g
ex
p
er
ien
ce
.
T
h
is
p
r
o
ce
s
s
in
v
o
lv
e
d
p
lan
n
i
n
g
,
s
ea
r
ch
in
g
,
co
o
r
d
in
atin
g
,
s
elec
tin
g
,
an
d
d
esig
n
in
g
a
v
ia
b
le
s
o
lu
tio
n
to
th
e
p
r
o
b
lem
,
wh
ich
led
to
th
e
s
u
c
ce
s
s
f
u
l
p
r
o
jects
[
52
]
.
E
n
g
ag
i
n
g
PS
T
s
with
h
an
d
s
-
o
n
ac
tiv
iti
es
th
at
in
v
o
lv
e
th
e
in
q
u
ir
y
p
r
o
ce
s
s
is
o
n
e
o
f
th
e
k
ey
s
u
cc
ess
es
o
f
p
r
o
ject
team
s
,
in
clu
d
in
g
s
u
cc
ess
f
u
l
u
tili
za
t
io
n
o
f
d
i
g
ital
to
o
ls
,
s
u
ch
as
Go
o
g
le
Do
cs,
Go
o
g
le
Dr
iv
e,
v
id
eo
co
n
f
e
r
en
ci
n
g
,
a
n
d
d
ig
ital
d
is
cu
s
s
io
n
f
o
r
u
m
s
to
f
ac
ilit
ate
p
r
o
b
lem
-
s
o
lv
in
g
c
o
llab
o
r
atio
n
[
53
]
.
Ho
wev
er
,
wh
en
it
co
m
es
to
ev
alu
atin
g
in
teg
r
ated
STE
M
s
k
ills
,
th
e
r
esu
lt
s
s
h
o
wed
a
s
tatis
ticall
y
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
.
PS
T
s
wh
o
p
ar
ticip
ated
in
STE
M
PjB
L
in
co
m
p
letin
g
STE
M
-
f
o
cu
s
ed
p
r
o
jects
ar
e
b
etter
ab
le
t
o
in
te
g
r
ate
m
u
ltip
le
STE
M
d
is
cip
lin
es
in
to
th
eir
p
r
o
ject
co
m
p
letio
n
t
h
an
th
o
s
e
wh
o
a
r
e
s
till
p
r
im
ar
ily
u
s
in
g
a
s
cien
ce
-
f
o
cu
s
ed
a
p
p
r
o
ac
h
t
o
co
m
p
l
etin
g
p
r
o
jects.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
p
r
ev
io
u
s
s
tu
d
y
,
wh
ich
f
o
u
n
d
th
at
a
r
ea
l
-
wo
r
ld
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
th
at
em
p
h
asizes
th
e
lin
k
b
etwe
en
th
e
f
o
u
r
STE
M
d
is
cip
lin
es
is
o
n
e
o
f
th
e
s
u
cc
ess
f
u
l
f
ac
to
r
s
in
STE
M
in
teg
r
atio
n
[
1
3
]
,
[
54
]
.
I
n
te
g
r
ated
STE
M
p
r
o
jects
s
u
p
p
o
r
te
d
PS
T
s
'
en
g
ag
em
en
t
in
STE
M
b
y
p
lan
n
in
g
p
r
o
jects
in
co
r
p
o
r
atin
g
STE
M
d
is
cip
lin
es
[5
5
]
.
STE
M
p
r
o
jects
in
v
o
lv
in
g
c
o
g
n
itiv
e
p
r
o
ce
s
s
es
f
ac
ilit
ate
th
e
ac
q
u
is
itio
n
o
f
in
ter
d
is
cip
lin
ar
y
s
o
lu
tio
n
s
an
d
in
ter
d
is
cip
lin
ar
y
m
o
d
elin
g
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
ST
E
M
co
n
ce
p
ts
[5
6
]
.
Ho
wev
er
,
in
o
u
r
s
p
ec
if
ic
an
aly
s
is
,
we
d
id
n
o
t
d
etec
t
a
n
y
d
if
f
er
en
ce
s
in
th
e
m
ath
e
m
atica
l
p
r
o
ce
s
s
in
g
co
m
p
o
n
en
t.
B
o
th
g
r
o
u
p
s
s
h
o
wed
co
m
p
lete
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
p
r
o
b
lem
'
s
m
ath
em
atica
l
co
n
ce
p
ts
in
co
llectin
g
,
an
aly
zin
g
,
an
d
p
r
esen
tin
g
th
eir
d
ata
d
u
e
to
t
h
eir
ex
p
er
ien
ce
s
u
s
in
g
m
ath
e
m
atica
l
co
n
ce
p
ts
in
co
n
d
u
ctin
g
ex
p
er
im
en
ts
.
Alth
o
u
g
h
PjB
L
h
as
b
ee
n
id
en
tifie
d
as
an
e
f
f
ec
tiv
e
p
e
d
ag
o
g
y
f
o
r
teac
h
er
s
to
f
ac
ilit
ate
PS
T
s
’
ac
q
u
is
itio
n
o
f
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
th
r
o
u
g
h
p
r
o
jects
[2
7
]
,
th
e
im
p
o
r
ta
n
t f
in
d
i
n
g
in
t
h
is
s
tu
d
y
s
u
g
g
ested
th
at
if
th
e
teac
h
er
s
d
id
n
o
t
p
r
o
p
er
ly
d
ir
ec
t
PS
T
s
to
s
o
lv
e
p
r
o
b
lem
s
u
s
in
g
a
n
in
te
r
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
,
PS
T
s
wo
u
ld
s
till
b
e
lack
in
g
in
m
ak
i
n
g
co
n
n
ec
tio
n
s
with
o
t
h
er
d
is
c
ip
lin
es.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
t
s
th
e
im
p
o
r
tan
ce
o
f
th
e
p
r
o
ject
th
at
led
to
STE
M
in
teg
r
atio
n
.
T
h
e
p
r
o
ce
s
s
o
f
cr
ea
tin
g
STE
M
p
r
o
jects
r
eq
u
ir
es
PS
T
s
to
wo
r
k
to
g
eth
er
to
f
in
d
s
o
lu
tio
n
s
to
au
th
en
tic
p
r
o
b
lem
s
an
d
ac
q
u
ir
e
k
n
o
wled
g
e
o
f
in
teg
r
atio
n
d
u
r
i
n
g
th
e
p
r
o
ce
s
s
[5
7
]
.
Desp
ite
th
e
f
ac
t
th
at
PjB
L
p
r
o
v
id
es
PS
T
s
o
p
p
o
r
tu
n
ities
f
o
r
r
ea
l
-
w
o
r
ld
ch
allen
g
es
a
n
d
c
o
n
ce
r
n
s
with
co
n
n
ec
tio
n
s
t
o
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
,
o
f
f
er
i
n
g
STE
M
p
r
o
jects
is
th
e
m
o
s
t
ef
f
ec
tiv
e
way
to
im
p
lem
en
t
th
ese
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
s
[
27
]
,
[
58
]
.
Fin
d
in
g
s
o
f
th
is
s
tu
d
y
f
u
r
th
er
ex
p
lain
h
o
w
th
e
d
if
f
e
r
en
ce
s
in
C
PS
s
elf
-
ass
e
s
s
m
en
t
s
co
r
es
ar
e
r
ef
lecte
d
in
th
e
d
if
f
er
en
t
r
es
u
lts
o
f
in
teg
r
ated
STE
M
s
k
il
ls
.
T
h
is
al
s
o
f
u
r
th
er
s
h
o
ws
t
h
at
en
h
an
cin
g
C
PS
th
r
o
u
g
h
STE
M
PjB
L
is
b
etter
th
an
PjB
L
.
T
h
is
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
STE
M
p
r
o
jects
as
in
ter
d
is
cip
lin
ar
y
ac
tiv
ities
th
a
t
s
h
o
u
ld
b
e
s
o
lv
ed
c
o
llab
o
r
ati
v
ely
in
a
PjB
L
en
v
ir
o
n
m
en
t
n
o
t
o
n
l
y
f
o
r
b
etter
C
PS
s
k
ill
s
b
u
t
also
f
o
r
d
ee
p
er
co
m
p
r
e
h
en
s
io
n
o
f
STE
M
in
teg
r
atio
n
.
T
h
e
in
ab
ilit
y
to
in
te
g
r
ate
STE
M
d
is
cip
lin
es
in
to
PS
T
s
'
p
r
o
jects,
as
s
h
o
wn
b
y
th
e
PjB
L
g
r
o
u
p
,
will
af
f
ec
t
th
eir
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
to
in
teg
r
ate
STE
M
wh
en
s
o
lv
in
g
p
r
o
b
lem
s
.
STE
M
PjB
L
en
a
b
les
PS
T
s
to
in
v
esti
g
ate
an
d
ap
p
ly
th
eo
r
ies
an
d
k
n
o
wled
g
e
to
en
h
an
ce
th
eir
C
PS
s
k
ills
,
as
we
ll
as
in
teg
r
ate
th
e
co
m
p
r
eh
en
s
io
n
a
n
d
i
m
p
lem
en
tatio
n
o
f
co
m
p
lex
STE
M
d
is
cip
lin
es
f
o
r
p
r
o
ject
c
o
m
p
letio
n
[
1
3
]
,
[
2
1
]
.
T
h
is
s
tu
d
y
im
p
lied
th
at
teac
h
er
e
d
u
ca
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
.
3
,
J
u
n
e
20
25
:
2
2
7
8
-
2
2
8
9
2286
p
r
o
g
r
a
m
s
s
h
o
u
l
d
in
c
o
r
p
o
r
ate
l
ea
r
n
in
g
m
o
d
els
th
at
p
r
o
v
id
e
P
STs
with
in
ter
d
is
cip
lin
ar
y
p
r
o
ject
ex
p
er
ien
ce
f
o
r
C
PS
d
ev
elo
p
m
en
t,
s
u
ch
as
ST
E
M
PjB
L
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
s
h
o
wed
th
at
STE
M
PjB
L
ca
n
en
h
an
ce
PS
T
s
’
C
PS
s
k
ill
s
b
etter
th
an
PjB
L
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
th
er
e
wer
e
th
r
ee
im
p
o
r
tan
t
f
in
d
in
g
s
f
r
o
m
th
is
s
t
u
d
y
.
First,
b
ased
o
n
th
e
r
esu
lt
s
o
f
s
elf
-
ass
e
s
s
m
en
t,
PS
T
s
wh
o
wer
e
tau
g
h
t
u
s
in
g
STE
M
PjB
L
h
av
e
b
etter
C
P
S
s
k
ills
th
an
th
e
PjB
L
g
r
o
u
p
,
p
ar
ticu
lar
ly
in
s
o
cial
r
eg
u
latio
n
,
task
r
e
g
u
latio
n
,
an
d
k
n
o
wled
g
e
b
u
ild
in
g
.
Seco
n
d
,
b
ased
o
n
th
e
r
esu
lts
o
f
th
e
team
’
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
wh
ich
r
ef
lect
th
e
C
PS
f
r
o
m
ea
ch
g
r
o
u
p
,
b
o
t
h
STE
M
PjB
L
an
d
PjB
L
g
r
o
u
p
s
m
ee
t
th
e
r
eq
u
ir
em
e
n
ts
f
o
r
a
s
u
cc
ess
f
u
l
p
r
o
ject
ev
alu
atio
n
.
Ho
wev
er
,
in
ter
m
s
o
f
in
teg
r
ated
STE
M
s
k
ills
,
b
o
th
g
r
o
u
p
s
s
h
o
w
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
,
p
ar
ticu
lar
ly
in
in
ter
d
is
cip
lin
ar
y
th
in
k
in
g
,
s
cien
tific
k
n
o
wle
d
g
e,
tech
n
o
l
o
g
ical
ap
p
licatio
n
,
an
d
en
g
in
ee
r
in
g
d
esig
n
.
T
h
ir
d
,
th
is
s
tu
d
y
em
p
h
asizes
th
e
u
s
e
o
f
STE
M
-
in
t
eg
r
ated
p
r
o
jects
in
PjB
L
s
ettin
g
s
as
th
e
k
ey
to
e
n
g
ag
in
g
lear
n
er
s
to
co
llab
o
r
at
e
in
s
o
l
v
in
g
in
ter
d
is
cip
lin
ar
y
p
r
o
b
lem
s
as
well
as
p
r
o
v
id
i
n
g
k
n
o
wled
g
e
o
f
STE
M
in
teg
r
atio
n
in
lear
n
in
g
.
Desp
ite
th
e
s
ig
n
if
ican
ce
o
f
th
e
r
esu
lts
,
th
is
s
tu
d
y
also
h
as
s
o
m
e
lim
itatio
n
s
r
elate
d
to
a
s
m
all
s
am
p
le
s
ize.
I
n
o
r
d
er
t
o
m
o
r
e
g
en
er
al
ize
th
e
r
esu
lts
,
s
im
ilar
s
tu
d
ies
in
d
if
f
er
en
t
c
o
n
tex
ts
s
h
o
u
ld
b
e
co
n
d
u
cted
with
lar
g
er
s
am
p
le
s
izes.
Fu
tu
r
e
r
e
s
ea
r
ch
s
h
o
u
ld
co
m
b
in
e
th
e
s
e
lf
-
ass
ess
m
en
t
o
f
C
PS
b
eh
av
io
r
o
b
s
er
v
atio
n
s
h
ee
t
to
ev
alu
ate
C
PS
s
k
ills
d
u
r
in
g
th
e
p
r
o
ject
c
o
m
p
letio
n
p
r
o
ce
s
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
g
r
atef
u
lly
ac
k
n
o
wled
g
e
th
e
s
u
p
p
o
r
t
o
f
an
e
n
g
in
ee
r
in
g
lectu
r
e
r
f
o
r
p
r
o
v
id
in
g
tech
n
ical
in
s
ig
h
ts
,
a
h
o
r
ticu
ltu
r
e
p
r
ac
titi
o
n
er
f
o
r
s
h
ar
in
g
p
r
ac
tical
k
n
o
wled
g
e
o
n
p
lan
t
cu
ltiv
atio
n
,
an
d
all
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
willin
g
ly
p
ar
tici
p
ated
in
th
is
s
tu
d
y
.
T
h
eir
co
n
t
r
ib
u
tio
n
s
wer
e
v
al
u
ab
le
i
n
e
n
r
ich
in
g
t
h
e
r
esear
c
h
p
r
o
ce
s
s
.
T
h
e
au
t
h
o
r
s
h
av
e
o
b
t
ain
ed
co
n
s
en
t
f
r
o
m
all
in
d
iv
id
u
als m
en
tio
n
ed
in
th
is
ac
k
n
o
w
led
g
m
en
t.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
was su
p
p
o
r
ted
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
C
u
lt
u
r
e,
R
esear
ch
,
an
d
T
ec
h
n
o
lo
g
y
R
ep
u
b
lic
o
f
I
n
d
o
n
esia w
h
ich
p
r
o
v
id
ed
f
u
n
d
in
g
f
o
r
th
e
p
r
esen
t w
o
r
k
u
n
d
er
Gr
an
t N
o
.
2
.
6
.
4
8
/UN3
2
.
2
0
.
1
/LT
/2
0
2
2
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
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E
M
E
N
T
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h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
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o
f
Aut
ho
r
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M
So
Va
Fo
I
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Vi
Su
P
Fu
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Fit
r
ian
i
✓
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Had
i Su
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I
b
r
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m
✓
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B
etty
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u
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iaty
✓
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C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
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M
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M
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in
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c
lu
d
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t
h
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s
tu
d
y
.
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
E
n
h
a
n
ci
n
g
p
r
eser
vice
tea
ch
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co
lla
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o
r
a
tive
p
r
o
b
lem
s
o
lvi
n
g
th
r
o
u
g
h
S
TEM
… (
R
ita
F
itr
ia
n
i
)
2287
E
T
H
I
CAL AP
P
RO
V
AL
No
t a
p
p
licab
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