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m
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in
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a
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a
t
p
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tea
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h
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c
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a
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s
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k
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y
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m
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in
s:
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n
d
e
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i
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g
S
TE
M
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d
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c
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ti
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n
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e
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rg
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g
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n
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o
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m
e
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ts,
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n
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g
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str
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c
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n
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a
n
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e
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n
d
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ra
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ti
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e
s.
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ra
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ti
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a
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to
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ss
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n
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h
a
n
c
e
S
TE
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t
e
a
c
h
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g
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ies
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ts
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o
v
e
l
ty
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s
i
n
c
o
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tex
t
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a
li
z
in
g
c
o
m
p
e
ten
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ies
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o
r
p
re
-
se
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c
h
e
rs
in
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t
n
a
m
.
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e
fra
m
e
wo
rk
h
a
s
p
ra
c
ti
c
a
l
imp
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c
a
ti
o
n
s
fo
r
tea
c
h
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r
train
in
g
p
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ra
m
s
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n
d
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y
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v
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ro
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c
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ti
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in
stit
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ti
o
n
s is
re
c
o
m
m
e
n
d
e
d
.
K
ey
w
o
r
d
s
:
C
o
m
p
eten
cy
f
r
a
m
ewo
r
k
STE
M
ed
u
ca
tio
n
STE
M
f
r
am
ewo
r
k
T
ea
ch
er
co
m
p
eten
cies
Vietn
am
co
m
p
eten
c
y
STE
M
f
r
am
ewo
r
k
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
:
B
u
i V
an
Ho
n
g
I
n
s
titu
te
o
f
T
ec
h
n
ical
E
d
u
ca
ti
o
n
,
Ho
C
h
i M
in
h
C
ity
Un
iv
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s
ity
o
f
T
ec
h
n
o
lo
g
y
an
d
E
d
u
ca
tio
n
No
.
1
Vo
Van
N
g
an
Stre
et
,
T
h
u
Du
c,
Ho
C
h
i M
in
h
C
ity
,
Vietn
am
E
m
ail:
h
o
n
g
b
v
@
h
cm
u
te.
ed
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
c
o
n
tex
t
o
f
g
l
o
b
aliza
tio
n
an
d
th
e
r
a
p
id
d
e
v
elo
p
m
e
n
t
o
f
s
cien
ce
,
tech
n
o
lo
g
y
,
e
n
g
in
ee
r
in
g
,
a
n
d
m
ath
em
atics
(
STE
M)
,
STE
M
ed
u
ca
tio
n
h
as
b
ec
o
m
e
a
p
r
io
r
i
ty
in
m
an
y
ed
u
ca
tio
n
s
y
s
tem
s
ar
o
u
n
d
th
e
wo
r
ld
.
Dev
elo
p
ed
co
u
n
tr
ies
,
s
u
ch
a
s
th
e
Un
ited
States
,
Ger
m
an
y
,
th
e
Un
ited
Kin
g
d
o
m
,
an
d
So
u
th
Ko
r
ea
h
av
e
in
teg
r
ated
STE
M
in
to
th
eir
c
u
r
r
icu
la
to
eq
u
ip
s
tu
d
en
ts
with
th
e
n
ec
ess
ar
y
s
k
ills
to
m
ee
t
th
e
d
em
an
d
s
o
f
th
e
f
o
u
r
th
in
d
u
s
tr
ial
r
ev
o
l
u
tio
n
[
1
]
,
[
2
]
.
STE
M
ed
u
ca
tio
n
n
o
t
o
n
ly
p
r
o
v
id
es
s
p
ec
ialized
k
n
o
wled
g
e
b
u
t
also
d
ev
elo
p
s
c
r
itical
th
in
k
in
g
,
c
r
ea
tiv
ity
,
p
r
o
b
lem
-
s
o
lv
in
g
,
a
n
d
team
wo
r
k
s
k
ills
–
ess
en
tial
s
k
ills
in
th
e
2
1
s
t
ce
n
tu
r
y
[
3
]
.
Ma
n
y
s
tu
d
ies
af
f
ir
m
th
at
STE
M
ed
u
ca
tio
n
p
r
o
m
o
tes
in
n
o
v
atio
n
an
d
s
u
s
tain
ab
le
ec
o
n
o
m
ic
d
ev
elo
p
m
e
n
t
[
4
]
.
C
o
u
n
tr
ies
th
at
h
ea
v
ily
in
v
est
in
ST
E
M
h
av
e
a
h
ig
h
-
s
k
illed
lab
o
r
f
o
r
ce
,
in
cr
ea
s
ed
co
m
p
etitiv
en
ess
,
an
d
ec
o
n
o
m
ic
in
n
o
v
atio
n
[
5
]
.
I
n
Asi
a,
So
u
th
Ko
r
ea
a
n
d
Sin
g
a
p
o
r
e
a
r
e
p
r
o
m
o
tin
g
STE
M
ed
u
ca
tio
n
to
tr
ain
a
h
ig
h
-
q
u
ality
wo
r
k
f
o
r
ce
th
at
m
ee
ts
th
e
g
lo
b
al
lab
o
r
m
ar
k
et
[
6
]
,
[
7
]
.
STE
M
ed
u
ca
tio
n
i
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
TEM
tea
ch
in
g
co
mp
eten
cy
fr
a
mewo
r
k
fo
r
p
r
e
-
s
ervice
tea
ch
er:
a
s
tu
d
y
in
…
(
P
h
a
n
N
g
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ye
n
Tr
u
c
P
h
u
o
n
g
)
4735
Viet
n
am
h
as
b
ee
n
en
co
u
r
ag
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
T
r
ain
in
g
(
Mo
E
T
)
to
b
e
im
p
lem
en
ted
in
th
e
n
ew
g
en
er
al
ed
u
ca
tio
n
c
u
r
r
ic
u
lu
m
ac
co
r
d
in
g
to
Of
f
icial
Dis
p
atch
No
.
3
0
8
9
/B
GDĐT
-
GDT
r
H
in
2
0
2
0
.
T
h
e
in
co
r
p
o
r
atio
n
o
f
STE
M
i
n
to
g
en
er
al
ed
u
ca
ti
o
n
is
an
im
p
o
r
tan
t
s
tep
in
ed
u
ca
tio
n
al
r
ef
o
r
m
,
h
elp
in
g
t
o
d
e
v
elo
p
s
tu
d
en
ts
’
co
m
p
eten
cies
in
s
tead
o
f
m
er
ely
f
o
cu
s
in
g
o
n
im
p
ar
tin
g
th
e
o
r
etica
l
k
n
o
wled
g
e
[
8
]
.
T
h
e
f
o
r
m
s
o
f
o
r
g
an
izin
g
STE
M
ed
u
ca
tio
n
i
n
Vietn
am
in
clu
d
e
teac
h
in
g
s
cien
ce
s
u
b
jects
th
r
o
u
g
h
STE
M
less
o
n
s
,
o
r
g
an
izin
g
STE
M
ex
p
er
ien
tial
ac
tiv
ities
,
an
d
co
n
d
u
ctin
g
s
cien
tific
an
d
tech
n
ical
r
esear
ch
ac
tiv
ities
f
o
r
s
tu
d
en
ts
.
STE
M
ed
u
ca
tio
n
is
n
o
t
o
n
ly
a
p
p
lied
at
th
e
h
ig
h
s
ch
o
o
l
lev
el
b
u
t
also
ex
ten
d
s
to
elem
en
tar
y
an
d
m
id
d
le
s
ch
o
o
l
lev
els
to
b
u
ild
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
s
tu
d
en
ts
in
ac
ce
s
s
in
g
an
d
ap
p
l
y
in
g
STE
M
k
n
o
wled
g
e
i
n
p
r
a
ctice
[
9
]
.
Ho
wev
er
,
o
n
e
o
f
th
e
ch
allen
g
es
f
o
r
STE
M
ed
u
ca
tio
n
in
Vietn
am
is
th
e
s
h
o
r
ta
g
e
o
f
teac
h
e
r
s
ca
p
ab
le
o
f
teac
h
in
g
STE
M
[
1
0
]
.
Alth
o
u
g
h
STE
M
ed
u
ca
tio
n
h
as
b
e
en
wid
ely
p
r
o
m
o
ted
,
th
e
tr
ai
n
in
g
o
f
teac
h
er
s
,
th
e
d
esig
n
o
f
cu
r
r
icu
la,
an
d
lear
n
in
g
m
ater
ials
s
till
h
av
e
m
an
y
lim
itatio
n
s
[
1
1
]
,
[
1
2
]
.
T
h
e
s
u
cc
ess
o
f
STE
M
ed
u
ca
tio
n
d
e
p
en
d
s
o
n
teac
h
e
r
s
’
ab
ilit
y
to
d
esig
n
an
d
o
r
g
an
i
ze
ef
f
ec
tiv
e
in
teg
r
ated
STE
M
teac
h
in
g
ac
tiv
ities
.
T
h
e
STE
M
teac
h
in
g
co
m
p
ete
n
ce
o
f
teac
h
er
s
is
id
en
tifie
d
a
s
a
cr
u
cial
f
ac
to
r
d
eter
m
in
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
ed
u
ca
tio
n
im
p
lem
en
ta
tio
n
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
[
9
]
.
T
ea
ch
er
s
n
ee
d
to
h
av
e
th
e
ab
ilit
y
to
in
teg
r
ate
STE
M
k
n
o
wled
g
e,
d
esig
n
les
s
o
n
p
lan
s
,
o
r
g
a
n
ize
p
r
ac
tical
-
o
r
ien
ted
lear
n
in
g
ac
tiv
ities
,
an
d
ass
ess
s
tu
d
en
ts
u
s
in
g
in
n
o
v
ativ
e
m
eth
o
d
s
[
1
3
]
.
I
n
te
r
n
atio
n
al
s
tu
d
ies
in
d
i
ca
te
th
at
teac
h
er
s
’
STE
M
teac
h
in
g
co
m
p
eten
c
e
in
clu
d
es
th
r
ee
m
ain
co
m
p
o
n
e
n
ts
:
STE
M
s
u
b
ject
k
n
o
wled
g
e,
p
ed
ag
o
g
ical
s
k
ills
in
in
te
g
r
ate
d
teac
h
in
g
,
a
n
d
th
e
ab
ilit
y
to
u
s
e
tech
n
o
l
o
g
y
a
n
d
m
o
d
er
n
teac
h
in
g
m
eth
o
d
s
[
1
4
]
.
Ma
n
y
s
tu
d
ies
in
Vietn
am
h
av
e
p
r
o
p
o
s
ed
STE
M
teac
h
in
g
co
m
p
eten
cy
f
r
am
ewo
r
k
s
f
o
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
an
d
p
e
d
ag
o
g
y
s
tu
d
en
ts
,
co
n
tr
ib
u
tin
g
to
th
e
t
r
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
f
teac
h
er
s
in
th
e
co
n
tex
t
o
f
an
ex
p
an
d
i
n
g
STE
M
ed
u
ca
tio
n
m
o
v
e
m
en
t
.
Ho
w
ev
er
,
m
o
s
t
o
f
th
ese
s
tu
d
ies
h
av
e
p
r
im
ar
ily
f
o
cu
s
ed
o
n
in
-
s
er
v
ice
teac
h
e
r
s
o
r
in
d
iv
i
d
u
al
s
u
b
ject
ar
ea
s
an
d
o
f
ten
lac
k
a
co
m
p
r
eh
en
s
iv
e,
em
p
ir
ically
v
alid
ated
f
r
am
ew
o
r
k
tailo
r
ed
t
o
th
e
n
ee
d
s
o
f
p
r
e
-
s
er
v
ice
teac
h
er
ed
u
ca
tio
n
.
T
h
ese
f
r
ag
m
en
t
ed
ef
f
o
r
ts
r
ev
ea
l
a
cr
itical
g
ap
in
eq
u
ip
p
in
g
f
u
tu
r
e
ed
u
ca
to
r
s
with
th
e
c
o
m
p
eten
cies
r
eq
u
ir
ed
to
d
esig
n
an
d
im
p
lem
en
t
in
teg
r
ated
STE
M
in
s
tr
u
ctio
n
.
T
o
a
d
d
r
ess
th
is
g
ap
,
th
e
p
r
esen
t stu
d
y
s
ee
k
s
to
an
s
wer
th
e
f
o
llo
win
g
r
es
ea
r
ch
q
u
esti
o
n
s
:
−
W
h
at
ar
e
th
e
ess
en
tial
co
m
p
o
n
en
ts
o
f
a
STE
M
teac
h
in
g
c
o
m
p
eten
cy
f
r
am
ewo
r
k
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
in
Vietn
am
?
−
W
h
at
is
th
e
u
n
d
er
ly
in
g
s
tr
u
ctu
r
e
o
f
s
u
ch
a
f
r
am
ew
o
r
k
?
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
a
r
e
ex
p
ec
ted
t
o
p
r
o
v
i
d
e
a
f
o
u
n
d
a
tio
n
al
b
asis
f
o
r
cu
r
r
icu
lu
m
d
e
v
elo
p
m
en
t
an
d
th
e
d
esig
n
o
f
p
r
o
f
ess
io
n
al
tr
ain
i
n
g
p
r
o
g
r
am
s
in
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
e
d
-
m
eth
o
d
s
r
esear
ch
ap
p
r
o
ac
h
,
s
y
n
th
esizin
g
an
d
an
aly
zin
g
p
r
ev
io
u
s
in
ter
n
atio
n
al
,
an
d
d
o
m
esti
c
s
tu
d
ies
o
n
STE
M
teac
h
in
g
co
m
p
eten
cies.
T
h
e
d
esig
n
c
o
m
b
in
es
q
u
alitativ
e
s
y
n
th
esis
with
q
u
an
titativ
e
s
u
r
v
ey
m
eth
o
d
s
to
en
s
u
r
e
co
m
p
r
eh
en
s
iv
e
an
d
ac
cu
r
ate
ev
al
u
a
tio
n
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
eten
cies.
T
h
e
p
ar
ticip
an
ts
in
clu
d
e
th
r
ee
k
ey
g
r
o
u
p
s
:
p
r
e
-
s
er
v
ice
teac
h
er
s
,
in
-
s
er
v
ice
teac
h
er
s
,
an
d
tr
ain
in
g
m
an
a
g
em
en
t
s
ta
f
f
.
T
h
ese
g
r
o
u
p
s
wer
e
s
elec
ted
to
r
e
p
r
esen
t
v
ar
i
o
u
s
p
er
s
p
ec
tiv
es
in
STE
M
teac
h
er
d
e
v
elo
p
m
e
n
t.
A
s
tr
u
ct
u
r
ed
q
u
esti
o
n
n
ai
r
e
was
u
s
ed
t
o
ass
ess
th
e
f
ea
s
ib
ilit
y
o
f
a
p
r
o
p
o
s
ed
co
m
p
ete
n
cy
f
r
am
ewo
r
k
.
T
h
e
in
s
tr
u
m
e
n
t
c
o
n
s
is
ted
o
f
2
5
item
s
alig
n
ed
with
f
iv
e
m
ain
co
m
p
eten
cy
g
r
o
u
p
s
an
d
u
tili
ze
d
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
(
1
=
v
er
y
u
n
s
u
itab
le
to
5
=
v
e
r
y
s
u
itab
le
)
[
1
5
]
.
T
o
test
r
eliab
ilit
y
,
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
was
ap
p
lied
.
A
s
c
o
r
e
b
etwe
en
0
.
7
–
0
.
8
was
co
n
s
id
er
ed
ac
ce
p
tab
le
.
I
f
ab
o
v
e
0
.
9
,
it
co
u
ld
in
d
icate
item
r
ed
u
n
d
an
cy
[
1
6
]
.
B
ased
o
n
th
e
th
eo
r
etica
l
o
v
er
v
iew
an
d
th
e
cu
r
r
en
t
s
tate
o
f
ST
E
M
ed
u
ca
tio
n
,
th
e
r
esear
ch
id
en
tifie
s
asp
ec
ts
th
at
n
ee
d
to
b
e
f
u
r
th
er
in
v
esti
g
ated
r
eg
ar
d
in
g
STE
M
teac
h
in
g
co
m
p
eten
ce
.
T
o
co
llect
d
ata,
th
e
r
esear
ch
team
d
esig
n
ed
a
s
u
r
v
ey
q
u
esti
o
n
n
a
ir
e
an
d
an
i
n
ter
v
iew
q
u
esti
o
n
s
et
alig
n
ed
with
th
e
s
et
o
b
jectiv
es.
Qu
an
titativ
e
d
ata
wer
e
p
r
o
ce
s
s
ed
u
s
in
g
d
es
cr
ip
tiv
e
s
tatis
tical
m
eth
o
d
s
to
an
aly
ze
tr
en
d
s
an
d
g
en
er
al
ch
ar
ac
ter
is
tics
,
wh
ile
q
u
alitativ
e
d
ata
wer
e
co
n
ten
t
-
an
aly
ze
d
to
clar
if
y
teac
h
er
s
’
p
er
s
p
ec
tiv
es
an
d
ex
p
er
ien
ce
s
.
Fro
m
th
e
c
o
llected
r
esu
lts
,
th
e
s
tu
d
y
d
r
aws
co
n
clu
s
io
n
s
ab
o
u
t
th
e
cu
r
r
e
n
t
s
tate
o
f
STE
M
teac
h
in
g
ca
p
ac
ity
a
n
d
p
r
o
p
o
s
es
im
p
r
o
v
em
en
t
s
o
lu
tio
n
s
,
co
n
tr
ib
u
tin
g
to
en
h
an
cin
g
t
h
e
q
u
ality
o
f
STE
M
ed
u
ca
tio
n
in
p
r
ac
tice
[
1
5
]
,
[
1
7
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
O
v
er
v
iew
ST
E
M
t
ea
chi
ng
co
m
pet
ency
f
r
a
m
ewo
r
k
i
n Vie
t
na
m
a
nd
g
lo
ba
lly
STE
M
teac
h
in
g
co
m
p
eten
ce
i
s
th
e
co
m
b
in
atio
n
o
f
s
u
b
ject
k
n
o
wled
g
e,
p
e
d
ag
o
g
ical
s
k
ill
s
,
an
d
th
e
ab
ilit
y
to
ap
p
ly
tec
h
n
o
lo
g
y
to
ef
f
ec
tiv
ely
teac
h
STE
M
to
p
ics
[
3
]
.
STE
M
teac
h
er
s
n
ee
d
to
b
e
ab
le
to
o
r
g
an
ize
in
ter
d
is
cip
lin
ar
y
lear
n
in
g
ac
tiv
ities
,
h
elp
in
g
s
tu
d
e
n
ts
s
o
lv
e
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
b
y
ap
p
ly
in
g
p
r
in
cip
les
o
f
STE
M
[
1
8
]
,
[
1
9
]
.
Ma
n
y
s
tu
d
ies
in
d
icate
in
Viet
n
am
th
at
g
en
er
al
ed
u
ca
tio
n
teac
h
e
r
s
s
till
f
ac
e
d
if
f
icu
lties
in
teac
h
in
g
ac
co
r
d
in
g
to
t
h
e
ST
E
M
m
o
d
el
d
u
e
t
o
lim
itatio
n
s
in
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
an
d
in
n
o
v
ativ
e
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
.
6
,
Dec
em
b
er
20
25
:
4
7
3
4
-
4
7
4
3
4736
teac
h
in
g
m
eth
o
d
s
[
2
0
]
–
[
2
4
]
.
T
h
e
STE
M
teac
h
in
g
co
m
p
et
en
cy
o
f
teac
h
er
s
is
u
n
d
er
s
to
o
d
as
th
e
ab
ilit
y
to
d
esig
n
,
o
r
g
an
ize,
a
n
d
ef
f
ec
tiv
ely
im
p
lem
en
t
STE
M
ac
ti
v
ities
,
co
m
b
in
in
g
s
p
ec
ialize
d
k
n
o
wled
g
e
with
p
ed
ag
o
g
ical
s
k
ills
.
T
h
e
d
e
v
elo
p
m
en
t
o
f
th
e
STE
M
teac
h
i
n
g
co
m
p
eten
cy
f
r
am
ewo
r
k
h
elp
s
teac
h
er
s
h
av
e
a
s
p
ec
if
ic
d
ir
ec
tio
n
to
en
h
an
c
e
th
eir
o
wn
c
o
m
p
eten
cies
a
n
d
ef
f
ec
tiv
el
y
ap
p
ly
t
h
em
in
e
d
u
ca
tio
n
al
p
r
ac
tice
[
2
0
]
,
[
2
1
]
,
[
2
5
]
.
T
h
e
r
e
is
a
g
r
o
win
g
n
ee
d
f
o
r
teac
h
er
e
d
u
ca
tio
n
in
Vietn
am
to
i
n
teg
r
at
e
lo
ca
l
c
o
m
m
u
n
ity
k
n
o
wled
g
e,
as
co
m
m
u
n
ity
m
em
b
er
s
p
er
ce
iv
e
K
-
1
2
teac
h
e
r
s
to
p
o
s
s
es
s
in
s
u
f
f
icien
t
s
u
b
je
ct
m
atter
ex
p
er
tis
e
an
d
to
r
ely
o
n
r
ig
i
d
,
tr
ad
it
io
n
al
p
ed
ag
o
g
ical
p
r
ac
tices.
C
o
llab
o
r
ativ
e
en
g
ag
e
m
en
t
am
o
n
g
c
o
m
m
u
n
ity
m
em
b
er
s
,
teac
h
er
ed
u
ca
to
r
s
,
t
ea
ch
er
ca
n
d
id
ates,
an
d
in
-
s
er
v
ice
teac
h
er
s
is
s
u
g
g
ested
as
a
m
ea
n
s
to
en
h
an
ce
th
e
q
u
ality
o
f
teac
h
in
g
an
d
teac
h
er
ed
u
ca
tio
n
[
2
6
]
.
R
esear
ch
ag
r
ee
s
th
at
to
teac
h
STE
M
ef
f
ec
tiv
ely
,
teac
h
er
s
n
ee
d
to
d
ev
el
o
p
s
p
ec
if
ic
co
m
p
eten
cies,
in
clu
d
in
g
k
n
o
wled
g
e,
s
k
ills
,
an
d
attitu
d
es
in
STE
M
ed
u
c
atio
n
.
Yu
et
a
l
.
[
2
7
]
p
r
o
p
o
s
e
d
a
f
r
am
ew
o
r
k
f
o
r
STE
M
teac
h
in
g
co
m
p
eten
ci
es
f
o
r
teac
h
er
s
in
th
e
6
th
-
g
r
ad
e
en
g
in
ee
r
in
g
s
u
b
ject,
c
o
n
s
is
tin
g
o
f
s
ev
en
d
ir
ec
tio
n
s
:
co
n
ce
p
tu
al
k
n
o
wled
g
e
o
f
en
g
in
ee
r
in
g
,
tech
n
ica
l
s
k
ills
,
k
n
o
wled
g
e
o
f
t
h
e
e
n
g
in
ee
r
in
g
in
d
u
s
tr
y
,
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
o
f
en
g
in
ee
r
in
g
,
attitu
d
es
to
war
d
s
en
g
in
ee
r
in
g
,
attitu
d
es
t
o
war
d
s
teac
h
in
g
th
e
en
g
in
ee
r
in
g
s
u
b
ject,
an
d
i
n
teg
r
atin
g
e
n
g
in
ee
r
i
n
g
with
o
t
h
er
s
u
b
jects.
E
ac
h
o
f
th
ese
d
i
r
ec
tio
n
s
in
clu
d
es
m
an
y
co
m
p
o
n
en
t c
o
m
p
eten
cies a
n
d
cr
iter
ia,
co
n
tr
ib
u
tin
g
to
th
e
s
p
ec
if
ic
r
eq
u
ir
em
e
n
ts
f
o
r
STE
M
teac
h
er
s
.
So
n
g
[
1
4
]
,
[
2
8
]
p
r
o
p
o
s
ed
a
f
r
a
m
ewo
r
k
f
o
r
STE
M
teac
h
in
g
c
o
m
p
eten
cies
o
f
teac
h
e
r
s
in
So
u
th
Ko
r
ea
,
wh
ich
in
clu
d
es
th
r
ee
m
ain
c
o
m
p
o
n
en
ts
:
co
g
n
itiv
e
c
o
m
p
et
en
cies,
teac
h
in
g
s
k
ills
,
an
d
a
ttit
u
d
es.
C
o
g
n
itiv
e
co
m
p
eten
ce
is
d
em
o
n
s
tr
ated
t
h
r
o
u
g
h
t
h
e
ab
ilit
y
to
lin
k
s
u
b
j
ec
ts
,
u
n
d
er
s
tan
d
th
e
co
n
ce
p
t
o
f
STE
M
in
teg
r
atio
n
,
cr
ea
te
b
ased
o
n
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e,
th
in
k
f
lex
ib
l
y
,
m
aster
STE
M
k
n
o
wled
g
e,
u
n
d
er
s
tan
d
p
r
ac
tical
s
cien
ce
an
d
tech
n
o
lo
g
y
,
an
d
id
en
tify
m
u
ltifa
ce
ted
is
s
u
es.
T
ea
ch
in
g
s
k
ills
in
clu
d
e
d
iv
er
s
e
ass
ess
m
en
ts
,
g
u
id
in
g
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
b
u
ild
i
n
g
p
r
o
ject
-
b
ased
p
r
o
g
r
am
s
,
ce
n
ter
in
g
o
n
s
tu
d
en
ts
,
g
r
an
tin
g
au
t
o
n
o
m
y
,
p
lay
in
g
a
s
u
p
p
o
r
tiv
e
r
o
le,
en
c
o
u
r
ag
in
g
th
e
co
n
n
ec
tio
n
o
f
s
ci
en
ce
an
d
tech
n
o
l
o
g
y
,
a
n
d
ap
p
l
y
in
g
k
n
o
wled
g
e
to
r
ea
l
-
life
s
itu
atio
n
s
.
A
p
o
s
itiv
e
attitu
d
e
is
r
ef
lecte
d
in
tr
u
s
t
in
s
tu
d
en
ts
,
co
llab
o
r
atio
n
am
o
n
g
teac
h
er
s
,
b
r
ea
k
i
n
g
d
o
wn
s
u
b
ject
b
o
u
n
d
ar
ies,
s
e
lf
-
ass
ess
m
en
t,
o
v
er
co
m
in
g
a
n
x
iety
ab
o
u
t
n
ew
k
n
o
wled
g
e,
an
d
p
r
o
ac
tiv
ely
in
teg
r
atin
g
STE
M.
T
h
e
cr
iter
i
a
f
o
r
ev
alu
atin
g
teac
h
i
n
g
co
m
p
eten
ce
in
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
i
n
g
,
ar
ts
,
an
d
m
ath
em
atics
(
STE
AM
)
ed
u
ca
tio
n
in
So
u
th
Ko
r
ea
wer
e
im
p
lem
en
ted
[
2
9
]
.
T
h
e
o
f
f
icial
cr
iter
ia
f
o
r
ev
alu
atin
g
teac
h
in
g
co
m
p
eten
ce
in
STE
AM
ed
u
ca
tio
n
c
o
n
s
is
t
o
f
3
5
cr
iter
ia
ac
r
o
s
s
s
ev
en
co
m
p
o
n
en
t
co
m
p
eten
cies:
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject
m
atter
(
5
cr
ite
r
ia)
;
teac
h
in
g
an
d
lear
n
in
g
m
eth
o
d
s
(
8
cr
iter
ia)
;
p
r
o
m
o
tin
g
lear
n
er
e
n
g
ag
e
m
en
t
(
5
cr
iter
ia)
;
u
n
d
e
r
s
t
an
d
in
g
o
f
lear
n
er
s
(
4
cr
iter
ia)
;
lear
n
in
g
en
v
ir
o
n
m
en
t
an
d
co
n
tex
t (
5
cr
iter
ia)
;
lear
n
e
r
ass
ess
m
en
t (
4
cr
iter
ia)
; a
n
d
p
er
s
o
n
al
g
r
o
wth
(
4
cr
iter
ia)
.
A
s
tu
d
y
[
3
0
]
em
p
h
asizes
th
e
d
ev
elo
p
m
en
t
o
f
th
e
STE
AM
co
m
p
ete
n
ce
m
o
d
el
f
o
r
tea
ch
er
s
,
with
cr
iter
ia
f
o
cu
s
in
g
o
n
th
e
in
te
g
r
atio
n
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
th
e
ap
p
licatio
n
o
f
p
r
o
ject
-
b
ased
l
e
a
r
n
i
n
g
m
e
t
h
o
d
s
,
a
n
d
c
r
e
a
t
i
v
i
t
y
i
n
t
e
a
ch
i
n
g
.
T
e
a
c
h
e
r
a
r
e
r
e
q
u
i
r
e
d
t
o
h
a
v
e
n
o
t
o
n
l
y
e
x
p
e
r
t
i
s
e
i
n
t
h
e
i
r
s
u
b
j
e
c
t
m
a
t
t
e
r
b
u
t
a
l
s
o
t
h
e
ca
p
a
c
i
t
y
t
o
a
m
a
l
g
am
a
t
e
t
e
c
h
n
o
l
o
g
y
,
p
e
d
a
g
o
g
y
,
a
n
d
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
(
T
P
AC
K
)
t
o
d
e
v
e
l
o
p
m
u
l
t
i
d
is
c
i
p
l
i
n
a
r
y
S
T
E
M
c
u
r
r
ic
u
l
a
[
3
0
]
.
Fu
n
d
a
m
en
tal
c
o
m
p
eten
cies
en
co
m
p
ass
en
g
in
ee
r
i
n
g
d
esig
n
th
i
n
k
in
g
,
m
ath
em
atica
l
r
ea
s
o
n
in
g
,
tech
n
o
lo
g
y
ex
p
e
r
tis
e,
an
d
t
h
e
ab
i
lity
f
o
r
c
r
itical
an
d
cr
ea
tiv
e
t
h
in
k
in
g
.
Mo
r
e
o
v
er
,
ed
u
ca
to
r
s
’
s
elf
-
ef
f
icac
y
in
p
ed
ag
o
g
ical
d
esig
n
an
d
t
h
e
ir
co
n
f
id
e
n
ce
in
teac
h
in
g
STE
M
d
is
cip
lin
es
s
u
b
s
tan
tially
af
f
ec
t
th
eir
e
n
g
ag
em
en
t
an
d
in
s
tr
u
ctio
n
al
ef
f
icac
y
.
T
h
e
r
esear
ch
u
n
d
er
s
co
r
es
th
e
n
ee
d
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
itiativ
es
ce
n
ter
ed
o
n
p
r
ac
tical,
r
e
al
-
wo
r
ld
p
r
o
jects
to
au
g
m
en
t
t
h
ese
co
m
p
ete
n
cies
an
d
ass
is
t stu
d
en
ts
in
cu
ltiv
atin
g
2
1
s
t
-
ce
n
t
u
r
y
s
k
ills
,
in
clu
d
i
n
g
p
r
o
b
lem
-
s
o
lv
i
n
g
an
d
in
n
o
v
atio
n
[
3
1
]
.
I
t
ca
n
b
e
s
ee
n
th
at
s
tu
d
ies
ar
o
u
n
d
th
e
wo
r
ld
h
av
e
p
r
o
p
o
s
ed
f
r
am
ewo
r
k
s
f
o
r
teac
h
e
r
s
’
STE
M
teac
h
in
g
co
m
p
eten
cies,
wh
ich
id
en
tify
STE
M
teac
h
in
g
co
m
p
eten
cies
as
co
m
p
r
is
in
g
m
an
y
co
m
p
o
n
en
t
co
m
p
eten
cies
an
d
cr
iter
ia.
T
h
e
m
ain
co
m
p
o
n
en
t
co
m
p
ete
n
cies
,
in
clu
d
e
th
e
ab
ilit
y
to
u
n
d
er
s
tan
d
STE
M
ed
u
ca
tio
n
;
p
ed
ag
o
g
ical
co
m
p
ete
n
cies
(
s
k
ills
in
d
esig
n
in
g
p
r
o
g
r
am
s
,
m
eth
o
d
s
,
an
d
f
o
r
m
s
o
f
STE
M
teac
h
in
g
,
th
e
a
b
ilit
y
to
r
elate
an
d
in
teg
r
ate
k
n
o
w
led
g
e
f
r
o
m
STE
M
s
u
b
jects,
an
d
ass
ess
m
en
t
in
STE
M
te
ac
h
in
g
)
;
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
STE
M
teac
h
i
n
g
.
E
ac
h
co
m
p
o
n
en
t
co
m
p
ete
n
cy
in
clu
d
es
m
an
y
s
p
ec
if
ic
cr
iter
ia.
T
h
e
s
tu
d
ies
also
em
p
lo
y
ed
v
ar
io
u
s
m
eth
o
d
s
s
u
ch
as
liter
atu
r
e
r
ev
iews,
ex
p
er
t
s
u
r
v
ey
s
,
an
d
f
ac
to
r
a
n
aly
s
is
to
estab
lis
h
STE
M
teac
h
in
g
co
m
p
eten
cy
f
r
am
ewo
r
k
s
.
T
h
ese
co
m
p
eten
c
y
f
r
a
m
ewo
r
k
s
ar
e
n
o
r
m
ativ
e,
s
er
v
in
g
as
t
h
e
b
asis
f
o
r
d
e
v
elo
p
in
g
to
o
ls
to
ass
ess
teac
h
er
s
’
STE
M
teac
h
in
g
c
o
m
p
eten
cies.
So
m
e
s
tu
d
ies
h
av
e
p
r
o
p
o
s
ed
a
STE
M
teac
h
in
g
co
m
p
eten
c
y
f
r
am
ewo
r
k
s
p
ec
if
ically
f
o
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
.
R
eg
ar
d
in
g
th
e
s
tr
u
ctu
r
e
o
f
c
o
m
p
eten
cies,
m
o
s
t
s
tu
d
ies
d
iv
id
e
STE
M
tea
ch
in
g
c
o
m
p
eten
cies
in
to
co
m
p
o
n
en
t
c
o
m
p
eten
cies
,
ea
ch
o
f
wh
ich
in
clu
d
es
s
p
ec
if
ic
cr
iter
ia.
H
o
wev
er
,
th
e
n
u
m
b
er
a
n
d
n
am
es
o
f
th
e
co
m
p
o
n
en
t
co
m
p
eten
cies
d
if
f
er
b
etwe
en
s
tu
d
ies.
R
esear
ch
o
n
STE
M
teac
h
in
g
co
m
p
et
en
cies
in
Vietn
am
h
as
b
ee
n
s
y
n
th
esized
to
p
r
o
v
i
d
e
a
c
o
m
p
r
e
h
en
s
iv
e
o
v
er
v
iew
o
f
th
e
ex
is
tin
g
f
r
am
ewo
r
k
s
an
d
th
eir
im
p
licatio
n
s
f
o
r
teac
h
er
e
d
u
ca
tio
n
.
Stu
d
i
es
em
p
h
asize
th
at
STE
M
te
ac
h
in
g
c
o
m
p
eten
c
e
is
p
i
v
o
ta
l
f
o
r
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
STE
M
ed
u
ca
tio
n
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
te
ac
h
er
s
to
in
teg
r
ate
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e,
d
esig
n
p
r
ac
tical
-
o
r
ien
ted
less
o
n
p
lan
s
,
a
n
d
em
p
lo
y
in
n
o
v
ativ
e
ass
ess
m
en
t
m
eth
o
d
s
[
9
]
.
Ad
d
itio
n
ally
,
it
in
d
icate
s
th
at
Vietn
am
ese
g
en
er
al
ed
u
ca
tio
n
teac
h
er
s
f
ac
e
ch
allen
g
es
d
u
e
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
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es E
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I
SS
N:
2252
-
8
8
2
2
S
TEM
tea
ch
in
g
co
mp
eten
cy
fr
a
mewo
r
k
fo
r
p
r
e
-
s
ervice
tea
ch
er:
a
s
tu
d
y
in
…
(
P
h
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n
N
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ye
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Tr
u
c
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4737
lim
ited
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
an
d
r
elia
n
ce
o
n
t
r
ad
i
tio
n
al
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
e
s
,
u
n
d
er
s
co
r
in
g
th
e
n
ec
ess
ity
f
o
r
a
s
tr
u
ctu
r
ed
co
m
p
eten
cy
f
r
am
ewo
r
k
to
g
u
i
d
e
teac
h
er
tr
ain
in
g
[
2
0
]
,
[
2
2
]
,
[
2
6
]
,
[
3
2
]
–
[
3
4
]
.
T
h
ese
s
tu
d
ies
p
r
o
p
o
s
e
f
r
am
ewo
r
k
s
th
at
ty
p
ically
d
i
v
id
e
STE
M
tea
ch
in
g
co
m
p
eten
cies
in
to
c
o
m
p
o
n
en
t
g
r
o
u
p
s
,
s
u
ch
as
s
u
b
ject
k
n
o
wled
g
e,
p
ed
a
g
o
g
ical
s
k
ills
,
an
d
tech
n
o
lo
g
y
ap
p
licatio
n
,
th
o
u
g
h
th
e
n
u
m
b
er
an
d
n
am
in
g
o
f
th
ese
co
m
p
o
n
e
n
ts
v
ar
y
ac
r
o
s
s
s
tu
d
ies.
Fo
r
in
s
tan
ce
,
an
o
t
h
er
r
esear
ch
s
u
g
g
ests
a
f
r
am
ewo
r
k
tailo
r
ed
f
o
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
,
f
o
cu
s
in
g
o
n
th
e
a
b
ilit
y
to
d
esig
n
an
d
o
r
g
an
ize
STE
M
ac
tiv
ities
th
at
f
o
s
ter
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
r
ea
l
-
wo
r
ld
p
r
o
b
lem
-
s
o
lv
in
g
.
C
o
llectiv
el
y
,
th
ese
f
in
d
i
n
g
s
h
ig
h
lig
h
t
t
h
e
cr
itical
r
o
le
o
f
well
-
d
ef
in
ed
co
m
p
eten
cy
f
r
a
m
ewo
r
k
s
in
ad
d
r
ess
in
g
th
e
g
a
p
s
in
teac
h
er
p
r
ep
ar
atio
n
an
d
en
h
an
cin
g
th
e
q
u
ality
o
f
STE
M
ed
u
ca
tio
n
in
Vietn
a
m
[
1
3
]
,
[
2
0
]
,
[
2
1
]
,
[
2
5
]
.
Up
o
n
an
al
y
zin
g
d
o
m
esti
c
a
n
d
in
ter
n
atio
n
al
tex
ts
r
eg
a
r
d
in
g
STE
M
teac
h
in
g
co
m
p
eten
cies,
th
e
r
esear
ch
team
d
is
ce
r
n
ed
th
e
th
eo
r
etica
l
an
d
p
r
ac
tical
u
n
d
er
p
in
n
in
g
s
n
ec
ess
ar
y
t
o
d
e
v
e
lo
p
a
co
m
p
ete
n
cy
f
r
am
ewo
r
k
.
T
h
e
t
h
eo
r
etica
l
f
o
u
n
d
atio
n
e
n
co
m
p
ass
es
S
T
E
M
teac
h
er
co
m
p
eten
cy
m
o
d
els,
in
teg
r
ated
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es,
an
d
th
e
p
r
er
e
q
u
is
ites
o
f
STE
M
ed
u
ca
tio
n
with
in
t
h
e
f
r
am
ew
o
r
k
o
f
ed
u
ca
ti
o
n
al
in
n
o
v
atio
n
.
T
h
e
r
esear
ch
tea
m
ex
am
in
es
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
,
ass
ess
e
s
th
e
cu
r
r
en
t
s
tatu
s
o
f
STE
M
ed
u
ca
tio
n
,
a
n
d
cites
estab
lis
h
ed
teac
h
er
c
o
m
p
eten
c
y
f
r
am
ew
o
r
k
s
.
T
h
e
r
esear
ch
team
d
ev
el
o
p
ed
a
f
r
am
ewo
r
k
f
o
r
STE
M
teac
h
in
g
ab
ilit
ies f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
in
Vietn
a
m
.
3.
2.
Relia
ble ST
E
M
t
ea
chin
g
co
m
pet
ency
f
ra
m
ewo
rk
T
h
is
s
tu
d
y
u
tili
ze
d
a
m
i
x
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
to
co
m
p
r
e
h
en
s
iv
ely
ass
ess
Vietn
am
ese
teac
h
er
s
’
STE
M
teac
h
in
g
co
m
p
ete
n
cies.
R
esp
o
n
s
es
f
r
o
m
4
0
0
p
a
r
ticip
an
ts
wer
e
p
r
o
ce
s
s
ed
u
s
in
g
SP
SS
v
er
s
io
n
2
4
.
A
m
in
im
u
m
s
am
p
le
o
f
3
8
4
was
d
eter
m
in
ed
u
s
in
g
Yam
a
n
e’
s
f
o
r
m
u
la,
with
±
5
%
er
r
o
r
m
ar
g
in
at
9
5
%
co
n
f
id
en
ce
lev
el
[
3
5
]
.
Qu
a
n
titativ
e
d
ata
f
r
o
m
s
u
r
v
ey
r
e
s
p
o
n
s
es
wer
e
an
aly
ze
d
ca
lc
u
latin
g
d
escr
ip
tiv
e
s
tatis
t
ics
s
u
ch
as
f
r
eq
u
en
cy
,
p
er
ce
n
tag
e,
m
ea
n
,
an
d
s
tan
d
a
r
d
d
ev
iatio
n
.
T
h
e
r
eliab
ilit
y
o
f
th
e
co
m
p
eten
cy
s
ca
le
was
co
n
f
ir
m
ed
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
icien
t
o
f
0
.
7
2
4
,
in
d
icatin
g
ac
ce
p
tab
le
i
n
ter
n
al
co
n
s
is
ten
cy
[
1
5
]
,
[
1
6
]
.
E
x
p
lo
r
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
E
FA)
id
en
tifie
d
th
at
cr
iter
ia
NL
1
.
3
,
NL
1
.
4
,
an
d
NL
1
.
5
f
o
r
m
e
d
a
s
in
g
le
f
ac
to
r
(
eig
e
n
v
alu
e=
1
.
9
7
1
,
6
5
.
6
9
2
%
v
ar
ian
ce
)
,
s
u
g
g
esti
n
g
co
n
s
o
lid
atio
n
to
r
ed
u
c
e
r
ed
u
n
d
a
n
cy
[
3
6
]
.
Qu
alitativ
e
d
ata
f
r
o
m
e
x
p
er
t
i
n
ter
v
iews
wer
e
th
em
atica
lly
c
o
d
ed
an
d
an
aly
ze
d
,
c
o
m
p
lem
en
tin
g
q
u
an
titativ
e
f
in
d
in
g
s
to
e
n
s
u
r
e
o
b
jectiv
ity
an
d
d
e
p
th
.
3.
3
.
Dis
t
ributio
n o
f
s
co
re
s
a
nd
ev
a
lua
t
io
n t
re
nd
s
o
f
t
he
ST
E
M
t
ea
ching
co
m
pet
ency
f
ra
m
ewo
r
k
T
h
e
s
u
r
v
ey
r
esu
lts
p
r
esen
ted
i
n
T
ab
les
1
to
5
o
f
f
er
em
p
i
r
ical
in
s
ig
h
ts
in
to
th
e
ef
f
ec
tiv
en
es
s
an
d
ar
ea
s
o
f
im
p
r
o
v
em
en
t
o
f
th
e
p
r
o
p
o
s
ed
STE
M
teac
h
in
g
c
o
m
p
eten
cy
f
r
a
m
ewo
r
k
f
o
r
Viet
n
am
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
is
alig
n
s
with
th
e
s
tu
d
y
’
s
o
b
jectiv
e
to
v
alid
a
te
an
d
o
p
tim
ize
a
c
o
n
tex
t
-
s
p
ec
if
ic
co
m
p
ete
n
cy
s
tr
u
ctu
r
e.
T
a
b
le
1
s
h
o
ws
th
at
NL
1
.
1
to
NL
1
.
7
(
co
n
ce
p
tio
n
o
f
STE
M
e
d
u
ca
tio
n
)
h
av
e
m
o
d
er
ate
m
ea
n
s
co
r
es
(
2
.
9
9
–
3
.
0
9
)
,
in
d
icatin
g
teac
h
e
r
s
’
awa
r
en
ess
o
f
STE
M
co
n
ce
p
ts
b
u
t
lim
ited
m
aster
y
.
T
h
is
is
co
n
s
i
s
ten
t
wi
th
th
e
f
in
d
i
n
g
s
b
y
T
h
u
y
et
a
l.
[1
3
]
,
wh
ich
r
ep
o
r
t
s
im
ilar
d
if
f
icu
lties
in
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
.
T
ab
le
2
h
ig
h
lig
h
ts
NL
2
.
1
a
n
d
NL
2
.
5
as
s
tr
o
n
g
er
p
o
in
ts
(
m
ea
n
>
3
.
0
)
,
r
ef
lectin
g
r
ea
d
in
ess
in
r
ea
l
-
wo
r
ld
p
r
o
b
lem
id
en
tific
atio
n
an
d
r
eso
u
r
ce
s
el
ec
tio
n
—
co
m
p
eten
cies
em
p
h
as
ized
in
S
ong
’
s
f
r
a
m
ewo
r
k
[
1
4
]
,
[
2
8
]
f
o
r
K
o
r
ea
n
STE
M
teac
h
er
s
.
T
ab
le
3
u
n
if
o
r
m
r
esp
o
n
s
es
f
o
r
NL
3
.
1
to
NL
3
.
5
(
m
ea
n
~2
.
9
7
)
r
ef
lect
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
n
s
is
ten
t
b
u
t
m
o
d
er
ate
c
o
n
f
id
e
n
ce
in
o
r
g
an
izin
g
STE
M
class
es.
T
h
e
h
ig
h
s
tan
d
ar
d
d
ev
iatio
n
s
s
h
o
wn
in
T
ab
le
4
(
NL
4
.
1
–
NL
4
.
5
)
s
u
g
g
est
v
ar
ie
d
ab
ilit
ies
in
im
p
lem
en
tin
g
S
T
E
M
ac
tiv
ities
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
to
im
p
r
o
v
e
f
lex
ib
ilit
y
a
n
d
in
s
tr
u
ctio
n
al
g
u
id
an
ce
.
T
h
is
is
alig
n
ed
with
Mo
r
ze
an
d
Stru
ty
n
s
k
a
[
3
0
]
,
wh
o
s
tr
ess
th
e
im
p
o
r
tan
ce
o
f
a
d
ap
tiv
e
p
e
d
ag
o
g
y
in
STE
M.
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
s
u
r
v
ey
r
esu
lts
o
n
“
t
h
e
c
ap
ac
ity
to
co
n
ce
iv
e
co
n
ce
p
ts
r
eg
ar
d
in
g
STE
M
ed
u
ca
tio
n
”
I
t
e
m
N
L1
.
1
N
L1
.
2
N
L1
.
3
N
L1
.
4
N
L1
.
5
N
L1
.
6
N
L1
.
7
M
e
a
n
2
.
9
9
3
.
0
9
3
.
0
9
3
.
0
6
2
.
9
9
3
.
0
6
3
.
0
0
N
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
S
t
d
.
D
e
v
i
a
t
i
o
n
1
.
1
2
0
1
.
1
2
5
1
.
1
1
9
1
.
1
1
8
1
.
1
5
5
1
.
0
8
0
1
.
1
9
7
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
s
u
r
v
ey
r
esu
lts
o
n
“
t
h
e
c
ap
ac
ity
to
f
o
r
m
u
late
co
n
ce
p
ts
o
n
STE
M
ed
u
ca
tio
n
”
I
t
e
m
N
L2
.
1
N
L2
.
2
N
L2
.
3
N
L2
.
4
N
L2
.
5
N
L2
.
6
N
L2
.
7
M
e
a
n
3
.
0
6
3
.
0
4
3
.
0
5
2
.
9
9
3
.
0
8
2
.
9
9
3
.
0
1
N
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
S
t
d
.
D
e
v
i
a
t
i
o
n
1
.
0
8
5
1
.
1
1
8
1
.
0
8
4
1
.
1
6
0
1
.
1
2
9
1
.
1
5
0
1
.
1
8
0
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
.
6
,
Dec
em
b
er
20
25
:
4
7
3
4
-
4
7
4
3
4738
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
s
u
r
v
ey
r
esu
lts
o
n
“
t
h
e
c
ap
ac
ity
to
o
r
g
an
ize
STE
M
cla
s
s
es”
I
t
e
m
N
L3
.
1
N
L3
.
2
N
L3
.
3
N
L3
.
4
N
L3
.
5
M
e
a
n
2
.
9
7
2
.
9
6
2
.
9
6
2
.
9
6
2
.
9
8
N
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
S
t
d
.
D
e
v
i
a
t
i
o
n
1
.
2
0
2
1
.
1
6
3
1
.
0
9
3
1
.
1
6
4
1
.
1
2
6
T
ab
le
4
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
s
u
r
v
ey
r
esu
lts
o
n
“
t
h
e
c
ap
ac
ity
to
ex
ec
u
te
STE
M
ed
u
c
atio
n
al
in
itiativ
es”
I
t
e
m
N
L4
.
1
N
L4
.
2
N
L4
.
3
N
L4
.
4
N
L4
.
5
M
e
a
n
3
.
0
4
2
.
9
9
2
.
9
4
3
.
1
0
3
.
1
0
N
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
S
t
d
.
D
e
v
i
a
t
i
o
n
1
.
1
4
9
1
.
1
5
7
1
.
1
4
1
1
.
1
4
0
1
.
1
8
7
T
ab
le
5
s
h
o
ws
r
elativ
ely
lo
wer
s
co
r
es
f
o
r
NL
5
.
1
to
N
L
5
.
4
(
m
ea
n
2
.
8
4
–
2
.
9
6
)
,
in
d
i
ca
tin
g
th
at
r
ef
lectio
n
,
ad
ju
s
tm
en
t,
an
d
as
s
ess
m
en
t
—
k
ey
to
le
s
s
o
n
im
p
r
o
v
em
en
t
—
ar
e
u
n
d
er
d
e
v
elo
p
e
d
.
T
h
is
s
u
p
p
o
r
ts
th
e
ca
ll
f
o
r
s
tr
o
n
g
e
r
ev
alu
atio
n
-
f
o
cu
s
ed
tr
ain
in
g
,
as
em
p
h
asized
b
y
Kelley
an
d
Kn
o
wles
[
1
9
]
.
T
h
e
tr
an
s
itio
n
f
r
o
m
im
p
lem
en
tatio
n
,
as
in
T
ab
le
4
,
to
ev
alu
atio
n
,
as
in
T
ab
l
e
5
,
u
n
d
er
s
co
r
es
th
e
iter
ativ
e
n
atu
r
e
o
f
STE
M
in
s
tr
u
ctio
n
,
wh
er
e
teac
h
in
g
p
r
ac
tice
s
h
o
u
ld
d
ir
ec
tly
in
f
o
r
m
f
ee
d
b
ac
k
an
d
f
r
am
ewo
r
k
r
ef
in
em
en
t.
T
h
ese
o
b
s
er
v
atio
n
s
s
u
g
g
est
th
e
f
r
a
m
ewo
r
k
’
s
ad
a
p
tab
ilit
y
an
d
r
e
in
f
o
r
ce
t
h
e
n
ec
ess
ity
o
f
tar
g
e
ted
in
ter
v
e
n
tio
n
s
to
s
u
p
p
o
r
t r
e
f
lectiv
e
teac
h
in
g
an
d
f
o
r
m
ativ
e
ass
ess
m
en
t.
T
h
e
f
r
am
ew
o
r
k
e
f
f
ec
tiv
ely
o
u
tlin
es
ess
en
tial
STE
M
teac
h
in
g
co
m
p
eten
cies
b
u
t
h
ig
h
lig
h
ts
g
ap
s
in
im
p
lem
en
tatio
n
an
d
e
v
alu
ati
o
n
s
k
ills
.
T
ar
g
eted
im
p
r
o
v
e
m
en
ts
—
esp
ec
ially
in
r
ef
lecti
v
e
ass
ess
m
en
t
an
d
ad
ap
tiv
e
in
s
tr
u
ctio
n
—
ar
e
n
e
ed
ed
.
E
n
h
a
n
cin
g
teac
h
er
tr
ai
n
in
g
with
p
r
ac
tical
ex
p
er
ien
ce
s
an
d
f
o
r
m
ativ
e
ev
alu
atio
n
will
in
cr
ea
s
e
th
e
f
r
am
ewo
r
k
’
s
r
elev
a
n
ce
an
d
im
p
ac
t
in
p
r
ep
a
r
in
g
c
o
m
p
eten
t
S
T
E
M
ed
u
ca
to
r
s
f
o
r
Vietn
am
’
s
ed
u
ca
tio
n
al
co
n
tex
t
.
T
ab
le
5
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
s
u
r
v
ey
r
esu
lts
o
n
“
t
h
e
c
ap
ac
ity
to
en
h
an
ce
,
ass
ess
,
an
d
m
o
d
if
y
in
s
tr
u
ctio
n
”
I
t
e
m
N
L5
.
1
N
L5
.
2
N
L5
.
3
N
L5
.
4
N
L5
.
5
M
e
a
n
2
.
9
6
2
.
9
5
2
.
8
4
2
.
9
4
2
.
8
7
N
4
0
0
4
0
0
4
0
0
4
0
0
4
0
0
S
t
d
.
D
e
v
i
a
t
i
o
n
1
.
1
5
2
1
.
1
3
9
1
.
1
6
2
1
.
1
7
0
1
.
1
6
6
3.
4
.
T
he
re
lia
bil
it
y
o
f
t
he
co
m
po
nents in t
he
ST
E
M
t
ea
ching
co
m
pet
ency
f
ra
m
ewo
r
k
T
h
e
r
eliab
ilit
y
o
f
th
e
STE
M
teac
h
in
g
co
m
p
eten
cy
f
r
a
m
ewo
r
k
was e
v
alu
ated
u
s
in
g
C
r
o
n
b
a
ch
’
s
alp
h
a,
a
co
m
m
o
n
m
etr
ic
to
m
ea
s
u
r
e
in
ter
n
al
c
o
n
s
is
ten
cy
am
o
n
g
t
h
e
item
s
[
1
6
]
,
[
2
0
]
,
[
2
1
]
.
T
h
e
o
v
er
all
c
o
ef
f
icien
t
was
0
.
7
2
4
,
ex
ce
e
d
in
g
th
e
0
.
7
th
r
esh
o
ld
co
m
m
o
n
ly
ac
ce
p
ted
in
ed
u
ca
tio
n
al
r
esear
c
h
[
1
6
]
,
[
1
7
]
,
in
d
icatin
g
ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
c
y
wh
ile
allo
win
g
f
o
r
d
iv
er
s
ity
am
o
n
g
item
s
.
T
o
e
x
am
in
e
co
n
s
is
ten
cy
with
in
ea
ch
co
m
p
eten
c
y
g
r
o
u
p
,
Pea
r
s
o
n
co
r
r
elatio
n
a
n
aly
s
is
was
p
er
f
o
r
m
ed
.
I
n
th
e
d
o
m
ain
“
g
en
er
atin
g
STE
M
ed
u
ca
tio
n
id
ea
s
,
”
NL
1
.
1
to
NL
1
.
6
s
h
o
wed
m
o
d
e
r
ate
t
o
s
tr
o
n
g
c
o
r
r
elatio
n
s
(
r
=0
.
4
2
9
–
0
.
5
3
7
,
p
<0
.
0
1
)
,
s
u
p
p
o
r
tin
g
t
h
eir
alig
n
m
en
t
with
th
e
in
ten
d
ed
co
n
s
tr
u
ct.
Ho
wev
er
,
NL
1
.
7
s
h
o
wed
a
wea
k
co
r
r
elatio
n
,
s
u
g
g
esti
n
g
its
f
o
r
m
u
latio
n
s
h
o
u
ld
b
e
r
e
v
is
ed
[
1
5
]
,
[
1
8
]
,
[
3
6
]
.
Similar
ly
,
item
s
in
th
e
d
o
m
ai
n
o
f
“
d
esi
g
n
i
n
g
STE
M
ac
tiv
i
ties
”
also
d
em
o
n
s
tr
ated
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
,
alig
n
in
g
with
So
n
g
’
s
fra
m
ewo
r
k
[
1
3
]
,
[
1
4
]
,
[
2
0
]
,
[
2
1
]
.
Me
an
wh
ile,
lo
w
er
co
r
r
elatio
n
s
f
o
r
NL
5
.
1
an
d
NL
5
.
3
(
in
th
e
ass
ess
m
en
t
d
o
m
ain
)
p
o
in
t
to
th
e
n
ee
d
f
o
r
r
ev
is
io
n
to
en
s
u
r
e
co
n
s
is
ten
cy
.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
at
r
ef
in
in
g
u
n
d
er
p
er
f
o
r
m
i
n
g
in
d
icato
r
s
is
cr
u
cial
f
o
r
s
tr
en
g
th
e
n
in
g
th
e
f
r
a
m
ewo
r
k
’
s
r
eliab
ilit
y
[
1
9
]
,
[
3
0
]
.
3.
5
.
O
pti
m
izing
t
he
ST
E
M
t
ea
ching
co
m
pet
ency
f
r
a
m
ew
o
rk
T
h
is
s
tu
d
y
e
m
p
lo
y
e
d
E
FA
t
o
ev
alu
ate
th
e
s
tr
u
ctu
r
al
c
o
h
er
en
ce
o
f
th
e
p
r
o
p
o
s
ed
STE
M
teac
h
in
g
co
m
p
eten
cy
f
r
am
ewo
r
k
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
in
Vietn
am
.
E
FA
is
wid
ely
u
s
ed
in
ed
u
c
atio
n
al
r
esear
ch
t
o
d
etec
t
p
atter
n
s
am
o
n
g
v
ar
iab
l
es
an
d
co
n
s
o
lid
ate
r
elate
d
item
s
in
to
u
n
if
ied
f
ac
to
r
s
[
3
6
]
.
Usi
n
g
SP
SS
s
o
f
twar
e
an
d
a
co
r
r
elatio
n
m
atr
ix
,
th
e
r
esear
ch
er
s
ca
lcu
lated
in
itial
eig
en
v
alu
es
,
%
o
f
v
a
r
ian
ce
,
an
d
co
m
m
u
n
alities
to
ass
es
s
th
e
ex
p
lan
ato
r
y
p
o
wer
an
d
r
ep
r
esen
tativ
en
ess
o
f
ea
c
h
item
.
T
ab
le
6
in
d
icate
s
th
at
NL
1
.
3
,
NL
1
.
4
,
an
d
NL
1
.
5
lo
ad
ed
s
tr
o
n
g
ly
o
n
a
s
in
g
le
f
ac
to
r
(
eig
en
v
al
u
e
=1
.
9
7
1
,
6
5
.
6
9
2
%
v
ar
ian
ce
)
,
with
c
o
m
m
u
n
alities
>0
.
6
4
,
s
u
g
g
esti
n
g
a
s
h
ar
ed
u
n
d
er
l
y
in
g
co
n
s
tr
u
ct.
C
o
n
s
is
ten
t
with
Fallo
o
n
et
a
l.
[1
8
]
,
s
u
ch
o
v
e
r
lap
im
p
lies
co
n
ten
t
r
ed
u
n
d
an
cy
.
C
o
n
s
eq
u
e
n
tly
,
N
L
1
.
4
a
n
d
NL
1
.
5
wer
e
m
er
g
e
d
to
s
tr
ea
m
lin
e
th
e
f
r
am
ewo
r
k
.
C
o
n
s
o
lid
atio
n
to
av
o
id
d
u
p
licate
co
n
te
n
t.
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
S
TEM
tea
ch
in
g
co
mp
eten
cy
fr
a
mewo
r
k
fo
r
p
r
e
-
s
ervice
tea
ch
er:
a
s
tu
d
y
in
…
(
P
h
a
n
N
g
u
ye
n
Tr
u
c
P
h
u
o
n
g
)
4739
T
ab
le
6
.
E
FA
r
esu
lts
f
o
r
m
er
g
i
n
g
NL
1
.
3
,
NL
1
.
4
,
an
d
NL
1
.
5
i
n
to
r
ev
is
ed
cr
iter
i
o
n
NL
1
.
3
I
t
e
m
I
n
i
t
i
a
l
Ex
t
r
a
c
t
i
o
n
To
t
a
l
I
n
i
t
i
a
l
e
i
g
e
n
v
a
l
u
e
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
%
o
f
v
a
r
i
a
n
ce
C
u
m
u
l
a
t
i
v
e
%
To
t
a
l
%
o
f
v
a
r
i
a
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ce
C
u
m
u
l
a
t
i
v
e
%
N
L1
.
3
1
.
0
0
0
0
.
6
6
9
1
.
9
7
1
6
5
.
6
9
2
6
5
.
6
9
2
1
.
9
7
1
6
5
.
6
9
2
6
5
.
6
9
2
N
L1
.
4
1
.
0
0
0
0
.
6
4
6
0
.
5
2
9
1
7
.
6
3
6
8
3
.
3
2
8
N
L1
.
5
1
.
0
0
0
0
.
6
5
6
0
.
5
0
0
1
6
.
6
7
2
1
0
0
.
0
0
0
A
s
im
ilar
p
atter
n
was
o
b
s
er
v
ed
in
T
ab
le
7
with
NL
3
.
1
an
d
NL
3
.
2
(
ei
g
en
v
alu
e
=
1
.
5
0
3
)
,
r
elate
d
t
o
class
r
o
o
m
ar
r
an
g
em
e
n
t
a
n
d
r
eso
u
r
ce
s
elec
tio
n
,
b
o
th
s
h
o
win
g
h
ig
h
in
ter
n
al
r
ep
r
esen
tatio
n
(
co
m
m
u
n
alities
=0
.
7
5
1
)
.
T
h
e
n
ew
cr
iter
io
n
in
teg
r
ates
s
p
atial
an
d
m
ater
ial
o
r
g
a
n
izatio
n
,
alig
n
in
g
with
th
e
m
o
d
el
p
r
o
p
o
s
ed
b
y
So
n
g
[
2
8
]
.
I
n
teg
r
atin
g
th
ese
two
cr
iter
ia
in
to
o
n
e
co
m
p
o
s
ite
cr
iter
io
n
h
elp
s
r
ed
u
ce
th
e
lo
ad
an
d
in
cr
ea
s
e
co
h
e
r
en
ce
in
th
e
co
m
p
ete
n
cy
f
r
am
ewo
r
k
.
T
ab
le
8
s
h
o
w
s
NL
3
.
3
an
d
N
L
3
.
4
also
lo
ad
e
d
o
n
to
a
s
in
g
l
e
f
ac
to
r
(
eig
e
n
v
alu
e=
1
.
4
8
5
)
,
r
ep
r
esen
tin
g
s
tr
u
ctu
r
ed
,
s
af
e
m
ater
ial
ar
r
a
n
g
em
en
t
an
d
in
ter
ac
tio
n
.
Fo
l
lo
win
g
Mo
r
ze
an
d
Stru
ty
n
s
k
a
[
3
0
]
,
th
e
m
er
g
ed
cr
iter
io
n
em
p
h
asizes
ef
f
ec
tiv
e
class
r
o
o
m
m
an
ag
em
en
t.
T
h
e
g
r
o
u
p
in
g
is
in
ten
d
ed
t
o
b
etter
r
ef
lect
th
e
ca
p
ac
ity
to
o
r
g
a
n
ize
ef
f
ec
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
ts
in
STE
M
co
n
tex
ts
.
T
ab
le
9
r
ev
ea
l
s
th
at
NL
5
.
3
an
d
NL
5
.
4
,
b
o
th
r
elate
d
to
r
ef
lectio
n
an
d
ev
alu
atio
n
,
f
o
r
m
e
d
a
s
tr
o
n
g
f
ac
to
r
(
ei
g
en
v
al
u
e=
1
.
4
7
0
,
7
3
.
4
8
6
%
v
a
r
ian
ce
)
,
in
d
icatin
g
th
e
n
ee
d
f
o
r
in
te
g
r
ated
ev
alu
ati
v
e
p
r
ac
tices.
T
h
ese
r
ev
is
io
n
s
r
ed
u
ce
r
ed
u
n
d
an
c
y
,
im
p
r
o
v
e
clar
ity
,
a
n
d
s
u
p
p
o
r
t
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t
o
f
teac
h
in
g
s
k
ills
,
as
em
p
h
asized
b
y
Kelley
an
d
Kn
o
wles
[
1
9
]
.
C
o
m
b
in
in
g
th
ese
two
cr
iter
ia
h
elp
s
clar
if
y
th
e
lin
k
b
etwe
en
r
ef
lectio
n
an
d
in
s
tr
u
ctio
n
al
im
p
r
o
v
em
e
n
t,
an
d
s
tr
ea
m
lin
es th
e
ass
es
s
m
en
t f
r
am
ewo
r
k
.
T
h
e
r
ev
is
ed
f
r
am
ewo
r
k
,
as
s
h
o
wn
in
T
ab
le
1
0
,
n
o
w
in
clu
d
es
2
5
cr
iter
ia
u
n
d
e
r
5
c
o
m
p
eten
cy
d
o
m
ain
s
.
Su
r
v
e
y
f
in
d
in
g
s
co
n
f
ir
m
e
d
its
r
elev
an
ce
,
p
ar
t
icu
lar
ly
in
ar
ea
s
o
f
p
lan
n
in
g
,
o
r
g
a
n
izin
g
,
a
n
d
im
p
lem
en
tin
g
STE
M
less
o
n
s
.
Ho
wev
er
,
ce
r
tain
co
m
p
e
ten
cies,
s
u
ch
as
in
teg
r
atin
g
tr
an
s
d
is
cip
lin
ar
y
k
n
o
wled
g
e
an
d
d
ig
ital
to
o
ls
,
r
ec
eiv
ed
lo
wer
co
r
r
elatio
n
v
alu
es,
co
n
s
is
ten
t
with
ch
allen
g
es
cited
in
p
r
ev
io
u
s
r
esear
ch
[
1
3
]
,
[
2
0
]
,
[
2
1
]
,
[
2
6
]
,
[
2
7
]
.
T
h
is
r
ef
lects
a
b
r
o
ad
er
n
ee
d
to
s
tr
en
g
th
e
n
teac
h
er
tr
ai
n
in
g
in
th
ese
ar
ea
s
th
r
o
u
g
h
tar
g
ete
d
in
ter
v
e
n
tio
n
s
an
d
cu
r
r
icu
lu
m
u
p
d
ates.
T
ab
le
7
.
E
FA
r
esu
lts
f
o
r
m
er
g
i
n
g
NL
3
.
1
an
d
NL
3
.
2
i
n
to
r
e
v
is
ed
cr
iter
io
n
NL
3
.
1
I
t
e
m
I
n
i
t
i
a
l
Ex
t
r
a
c
t
i
o
n
To
t
a
l
I
n
i
t
i
a
l
e
i
g
e
n
v
a
l
u
e
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
%
o
f
v
a
r
i
a
n
ce
C
u
m
u
l
a
t
i
v
e
%
To
t
a
l
%
o
f
v
a
r
i
a
n
c
e
C
u
m
u
l
a
t
i
v
e
%
N
L3
.
1
1
.
0
0
0
0
.
7
5
1
1
.
5
0
3
7
5
.
1
4
8
7
5
.
1
4
8
1
.
5
0
3
7
5
.
1
4
8
7
5
.
1
4
8
N
L3
.
2
1
.
0
0
0
0
.
7
5
1
0
.
4
9
7
2
4
.
8
5
2
1
0
0
.
0
0
0
T
ab
le
8
.
E
FA
r
esu
lts
f
o
r
m
er
g
i
n
g
NL
3
.
3
an
d
NL
3
.
4
i
n
to
r
e
v
is
ed
cr
iter
io
n
NL
3
.
2
I
t
e
m
I
n
i
t
i
a
l
Ex
t
r
a
c
t
i
o
n
To
t
a
l
I
n
i
t
i
a
l
e
i
g
e
n
v
a
l
u
e
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
%
o
f
v
a
r
i
a
n
c
e
C
u
m
u
l
a
t
i
v
e
%
To
t
a
l
%
o
f
v
a
r
i
a
n
c
e
C
u
m
u
l
a
t
i
v
e
%
N
L3
.
3
1
.
0
0
0
0
.
7
4
3
1
.
4
8
5
7
4
.
2
7
5
7
4
.
2
7
5
1
.
4
8
5
7
4
.
2
7
5
7
5
.
2
7
5
N
L3
.
4
1
.
0
0
0
0
.
7
4
3
0
.
5
1
5
2
5
.
7
2
5
1
0
0
.
0
0
0
T
ab
le
9
.
E
FA
r
esu
lts
f
o
r
m
er
g
i
n
g
NL
5
.
3
an
d
NL
5
.
4
i
n
to
r
e
v
is
ed
cr
iter
io
n
NL
5
.
3
I
t
e
m
I
n
i
t
i
a
l
Ex
t
r
a
c
t
i
o
n
To
t
a
l
I
n
i
t
i
a
l
e
i
g
e
n
v
a
l
u
e
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
Ex
t
r
a
c
t
i
o
n
su
m
s
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
%
o
f
v
a
r
i
a
n
c
e
C
u
m
u
l
a
t
i
v
e
%
To
t
a
l
%
o
f
v
a
r
i
a
n
c
e
C
u
m
u
l
a
t
i
v
e
%
N
L5
.
3
1
.
0
0
0
0
.
7
3
5
1
.
4
7
0
7
3
.
4
8
6
7
3
.
4
8
6
1
.
4
7
0
7
3
.
4
8
6
7
5
.
4
8
6
N
L5
.
4
1
.
0
0
0
0
.
7
3
5
0
.
5
3
0
2
6
.
5
1
4
1
0
0
.
0
0
0
3
.
6
.
Co
m
pa
ra
t
iv
e
ev
a
lua
t
io
n o
f
t
he
pro
po
s
ed
co
m
pet
ency
f
ra
m
ewo
rk
E
FA
p
r
o
v
id
e
d
s
tr
o
n
g
em
p
ir
ic
al
ev
id
en
ce
t
o
r
e
f
in
e
th
e
co
m
p
eten
cy
f
r
am
ewo
r
k
.
T
h
e
co
n
s
o
lid
atio
n
o
f
o
v
er
lap
p
i
n
g
item
s
n
o
t
o
n
l
y
e
n
h
an
ce
d
s
tr
u
ctu
r
al
clar
ity
b
u
t
also
in
cr
ea
s
ed
th
e
m
o
d
el
’
s
g
en
er
aliza
b
ilit
y
.
T
h
is
alig
n
s
with
g
lo
b
al
tr
en
d
s
in
co
m
p
eten
cy
-
b
ased
teac
h
er
ed
u
ca
tio
n
an
d
s
u
p
p
o
r
ts
Vietn
am
’
s
s
tr
ateg
ic
g
o
als
in
ed
u
ca
tio
n
al
in
n
o
v
atio
n
.
T
h
e
p
r
o
p
o
s
ed
STE
M
teac
h
in
g
co
m
p
eten
cy
f
r
a
m
ewo
r
k
was
ev
al
u
ated
in
r
elatio
n
to
ex
is
tin
g
m
o
d
els
in
Vietn
am
an
d
in
te
r
n
atio
n
ally
to
ass
ess
its
co
h
er
e
n
ce
a
n
d
r
elev
a
n
ce
.
Stru
ctu
r
ally
,
th
e
f
r
am
ewo
r
k
co
m
p
r
is
es
f
iv
e
c
o
m
p
eten
cy
d
o
m
ain
s
an
d
2
5
in
d
icato
r
s
,
wh
ich
alig
n
with
f
o
u
n
d
atio
n
al
elem
en
ts
h
ig
h
lig
h
ted
in
s
ev
er
al
s
tu
d
ies
[
1
4
]
,
[
2
7
]
,
[
3
0
]
,
in
clu
d
in
g
in
te
r
d
is
cip
lin
ar
y
in
teg
r
atio
n
,
p
ed
a
g
o
g
ical
d
esig
n
,
an
d
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
.
6
,
Dec
em
b
er
20
25
:
4
7
3
4
-
4
7
4
3
4740
r
ef
lectiv
e
p
r
ac
tice.
C
o
m
p
ar
ed
to
f
r
am
ewo
r
k
s
d
ev
el
o
p
ed
in
Vietn
am
[
1
3
]
,
[
2
0
]
–
[
2
2
]
,
[
3
3
]
,
th
e
cu
r
r
en
t
m
o
d
el
d
em
o
n
s
tr
ates
h
ig
h
er
in
ter
n
al
c
o
n
s
is
ten
cy
an
d
em
p
ir
ical
v
alid
atio
n
.
W
h
ile
Vietn
am
ese
m
o
d
els
o
f
ten
f
o
cu
s
o
n
s
p
ec
if
ic
s
u
b
jects
o
r
g
en
er
al
d
escr
ip
to
r
s
,
th
is
s
tu
d
y
p
r
o
v
i
d
es
a
s
y
s
tem
atic
s
tr
u
ctu
r
e
with
clea
r
ly
d
ef
in
e
d
,
o
b
s
er
v
ab
le
in
d
icato
r
s
tailo
r
ed
to
p
r
e
-
s
er
v
ice
teac
h
er
tr
ain
in
g
.
No
tab
ly
,
th
e
f
r
am
ewo
r
k
ad
d
r
ess
es
k
ey
g
ap
s
id
en
tifie
d
in
p
r
ev
io
u
s
r
esear
c
h
,
s
u
ch
as
th
e
lack
o
f
in
teg
r
atio
n
b
etwe
en
STE
M
co
n
ten
t
a
n
d
p
e
d
ag
o
g
y
,
l
im
ited
u
s
e
o
f
e
d
u
ca
tio
n
al
tech
n
o
lo
g
y
,
a
n
d
u
n
d
er
d
ev
elo
p
e
d
ass
ess
m
en
t
co
m
p
eten
cies.
I
ts
co
n
tex
tu
al
d
esig
n
co
n
s
id
er
s
lo
ca
l
ed
u
ca
tio
n
al
r
ef
o
r
m
s
an
d
p
r
e
-
s
er
v
ice
tr
ai
n
in
g
co
n
d
itio
n
s
in
Vietn
am
.
T
h
er
ef
o
r
e,
t
h
e
f
r
am
ewo
r
k
n
o
t
o
n
l
y
alig
n
s
with
g
lo
b
al
s
tan
d
ar
d
s
b
u
t
also
co
n
tr
ib
u
tes
an
in
n
o
v
ativ
e,
cu
ltu
r
ally
g
r
o
u
n
d
e
d
m
o
d
el
f
o
r
en
h
an
ci
n
g
th
e
q
u
ality
o
f
STE
M
teac
h
er
ed
u
ca
tio
n
in
em
er
g
in
g
co
n
tex
t
s
.
T
ab
le
1
0
.
R
ev
is
ed
STE
M
teac
h
in
g
co
m
p
eten
cy
f
r
am
ewo
r
k
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
in
Viet
n
am
No
C
o
m
p
e
t
e
n
c
y
C
o
m
p
e
t
e
n
c
y
i
n
d
i
c
a
t
o
r
s
[
N
L1
]
Th
e
c
a
p
a
c
i
t
y
t
o
c
o
n
c
e
i
v
e
c
o
n
c
e
p
t
s
r
e
g
a
r
d
i
n
g
S
TE
M
e
d
u
c
a
t
i
o
n
[
N
L1
.
1
]
I
d
e
n
t
i
f
y
t
h
e
r
o
l
e
o
f
S
TE
M
e
d
u
c
a
t
i
o
n
i
n
p
r
a
c
t
i
c
a
l
l
i
f
e
i
ss
u
e
s
.
[
N
L1
.
2
]
D
e
scr
i
b
e
t
h
e
o
b
j
e
c
t
i
v
e
s
o
f
S
T
EM
e
d
u
c
a
t
i
o
n
i
n
g
e
n
e
r
a
l
e
d
u
c
a
t
i
o
n
.
[
N
L1
.
3
]
A
n
a
l
y
z
e
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
t
h
e
S
.
T
.
E.
M
c
o
mp
o
n
e
n
t
s
i
n
t
h
e
i
n
t
e
g
r
a
t
e
d
S
TE
M
e
d
u
c
a
t
i
o
n
.
[
N
L1
.
4
]
A
p
p
l
y
i
n
g
n
e
w
t
r
e
n
d
s
a
n
d
a
c
h
i
e
v
e
m
e
n
t
s
i
n
t
h
e
S
TE
M
f
i
e
l
d
.
[
N
L1
.
5
]
P
r
o
p
o
s
i
n
g
me
t
h
o
d
s t
o
a
d
d
r
e
s
s p
r
a
c
t
i
c
a
l
i
ssu
e
s
i
n
S
TE
M
e
d
u
c
a
t
i
o
n
.
[
N
L2
]
Th
e
c
a
p
a
c
i
t
y
t
o
f
o
r
mu
l
a
t
e
c
o
n
c
e
p
t
s
o
n
S
TE
M
e
d
u
c
a
t
i
o
n
[
N
L2
.
1
]
I
d
e
n
t
i
f
y
p
r
a
c
t
i
c
a
l
i
ss
u
e
s fo
r
t
h
e
S
TE
M
t
e
a
c
h
i
n
g
t
o
p
i
c
.
[
N
L2
.
2
]
D
e
v
e
l
o
p
i
n
g
t
e
a
c
h
i
n
g
o
b
j
e
c
t
i
v
e
s
t
h
a
t
a
l
i
g
n
w
i
t
h
p
r
a
c
t
i
c
a
l
i
ss
u
e
s
f
o
r
t
h
e
S
TE
M
t
e
a
c
h
i
n
g
t
h
e
me
.
[
N
L2
.
3
]
S
e
l
e
c
t
i
n
g
t
e
a
c
h
i
n
g
c
o
n
t
e
n
t
t
h
a
t
i
n
t
e
g
r
a
t
e
s S
TE
M
c
o
m
p
o
n
e
n
t
s
.
[
N
L2
.
4
]
D
e
v
e
l
o
p
e
v
a
l
u
a
t
i
o
n
c
r
i
t
e
r
i
a
t
h
a
t
a
l
i
g
n
w
i
t
h
t
h
e
o
b
j
e
c
t
i
v
e
s
o
f
t
h
e
S
T
EM
t
e
a
c
h
i
n
g
t
h
e
me
.
[
N
L2
.
5
]
S
e
l
e
c
t
i
n
g
m
a
t
e
r
i
a
l
s
a
n
d
t
e
a
c
h
i
n
g
a
i
d
s
a
p
p
r
o
p
r
i
a
t
e
t
o
t
h
e
c
o
n
t
e
n
t
a
n
d
o
b
j
e
c
t
i
v
e
s
o
f
S
T
EM
e
d
u
c
a
t
i
o
n
.
[
N
L2
.
6
]
C
h
o
o
se
t
e
a
c
h
i
n
g
me
t
h
o
d
s,
p
r
o
c
e
sse
s,
a
n
d
a
ss
e
ssm
e
n
t
e
v
a
l
u
a
t
i
o
n
t
h
a
t
a
l
i
g
n
w
i
t
h
t
h
e
o
b
j
e
c
t
i
v
e
s a
n
d
c
o
n
t
e
n
t
o
f
t
h
e
S
TE
M
t
e
a
c
h
i
n
g
t
o
p
i
c
.
[
N
L2
.
7
]
D
e
v
e
l
o
p
a
l
e
ss
o
n
p
l
a
n
f
o
r
t
h
e
S
TE
M
t
e
a
c
h
i
n
g
t
h
e
me
w
i
t
h
a
p
p
r
o
p
r
i
a
t
e
t
e
a
c
h
i
n
g
a
c
t
i
v
i
t
i
e
s
a
n
d
a
ssessm
e
n
t
e
v
a
l
u
a
t
i
o
n
s
.
[
N
L3
]
Th
e
c
a
p
a
c
i
t
y
t
o
o
r
g
a
n
i
z
e
S
TE
M
c
l
a
ss
e
s
[
N
L3
.
1
]
O
r
g
a
n
i
z
e
t
h
e
c
l
a
ssr
o
o
m
e
n
v
i
r
o
n
m
e
n
t
t
o
e
n
h
a
n
c
e
i
n
s
t
r
u
c
t
i
o
n
a
l
a
n
d
e
v
a
l
u
a
t
i
v
e
a
c
t
i
v
i
t
i
e
s i
n
a
l
i
g
n
me
n
t
w
i
t
h
t
h
e
S
TE
M
l
e
ss
o
n
p
l
a
n
.
[
N
L3
.
3
]
S
y
s
t
e
m
a
t
i
c
a
l
l
y
a
r
r
a
n
g
e
e
q
u
i
p
m
e
n
t
a
n
d
e
d
u
c
a
t
i
o
n
a
l
m
a
t
e
r
i
a
l
s
i
n
a
safe
a
n
d
su
i
t
a
b
l
e
man
n
e
r
f
o
r
S
TE
M
t
e
a
c
h
i
n
g
a
n
d
a
sses
smen
t
a
c
t
i
v
i
t
i
e
s
.
[
N
L3
.
3
]
B
u
i
l
d
i
n
g
p
o
s
i
t
i
v
e
i
n
t
e
r
a
c
t
i
v
e
a
c
t
i
v
i
t
i
e
s
i
n
t
h
e
c
l
a
ssr
o
o
m e
n
v
i
r
o
n
m
e
n
t
.
[
N
L3
.
4
]
M
a
i
n
t
a
i
n
a
n
d
a
d
j
u
st
a
p
o
si
t
i
v
e
,
safe
,
a
n
d
s
u
i
t
a
b
l
e
c
l
a
ssr
o
o
m
e
n
v
i
r
o
n
m
e
n
t
a
f
t
e
r
t
e
a
c
h
i
n
g
a
n
d
a
ssessm
e
n
t
a
c
t
i
v
i
t
i
e
s
.
[
N
L4
]
Th
e
c
a
p
a
c
i
t
y
t
o
e
x
e
c
u
t
e
S
TE
M
e
d
u
c
a
t
i
o
n
a
l
i
n
i
t
i
a
t
i
v
e
s
[
N
L4
.
1
]
A
n
a
l
y
z
e
t
h
e
o
b
j
e
c
t
i
v
e
s
,
l
e
a
r
n
i
n
g
r
e
q
u
i
r
e
m
e
n
t
s,
a
n
d
c
o
n
t
e
n
t
st
r
u
c
t
u
r
e
o
f
t
h
e
S
T
EM
t
e
a
c
h
i
n
g
t
o
p
i
c
.
[
N
L4
.
2
]
F
l
e
x
i
b
l
y
u
s
e
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s
,
p
r
o
c
e
sses
,
a
n
d
t
e
c
h
n
i
q
u
e
s,
a
n
d
e
n
c
o
u
r
a
g
e
s
t
u
d
e
n
t
s
t
o
a
c
t
i
v
e
l
y
p
a
r
t
i
c
i
p
a
t
e
i
n
t
e
a
c
h
i
n
g
a
c
t
i
v
i
t
i
e
s a
n
d
a
ss
e
ssm
e
n
t
s.
[
N
L4
.
3
]
Ef
f
e
c
t
i
v
e
l
y
u
t
i
l
i
z
i
n
g
e
d
u
c
a
t
i
o
n
a
l
r
e
so
u
r
c
e
s
a
n
d
t
e
c
h
n
o
l
o
g
y
t
o
su
p
p
o
r
t
t
e
a
c
h
i
n
g
a
n
d
a
ssessm
e
n
t
a
c
t
i
v
i
t
i
e
s
i
n
t
h
e
S
T
EM
e
d
u
c
a
t
i
o
n
t
h
e
me
.
[
N
L4
.
4
]
G
u
i
d
e
st
u
d
e
n
t
s
t
o
e
x
p
l
o
r
e
,
p
r
a
c
t
i
c
e
,
a
n
d
e
x
p
e
r
i
e
n
c
e
t
o
s
o
l
v
e
p
r
o
b
l
e
ms
i
n
t
h
e
S
TE
M
t
e
a
c
h
i
n
g
t
o
p
i
c
.
[
N
L4
.
5
]
G
u
i
d
i
n
g
st
u
d
e
n
t
s
t
o
g
e
t
a
c
q
u
a
i
n
t
e
d
w
i
t
h
s
c
i
e
n
t
i
f
i
c
r
e
s
e
a
r
c
h
.
[
N
L5
]
Th
e
c
a
p
a
c
i
t
y
t
o
e
x
e
c
u
t
e
S
TE
M
e
d
u
c
a
t
i
o
n
a
l
i
n
i
t
i
a
t
i
v
e
s
[
N
L5
.
1
]
S
u
m
mary
,
s
y
st
e
ma
t
i
z
a
t
i
o
n
,
c
o
n
c
l
u
s
i
o
n
o
f
k
e
y
k
n
o
w
l
e
d
g
e
a
n
d
i
s
su
e
s
a
d
d
r
e
sse
d
i
n
t
h
e
S
TEM
t
e
a
c
h
i
n
g
t
o
p
i
c
.
[
N
L5
.
2
]
E
v
a
l
u
a
t
e
,
c
o
mm
e
n
t
,
a
n
d
p
r
o
v
i
d
e
f
e
e
d
b
a
c
k
o
n
t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
ss
a
n
d
o
u
t
c
o
m
e
s
o
f
st
u
d
e
n
t
s
a
c
c
o
r
d
i
n
g
t
o
t
h
e
c
r
i
t
e
r
i
a
o
f
t
h
e
S
TE
M
t
e
a
c
h
i
n
g
t
h
e
m
e
.
[
N
L5
.
3
]
Ev
a
l
u
a
t
e
t
h
e
a
d
v
a
n
t
a
g
e
s,
l
i
m
i
t
a
t
i
o
n
s
,
a
n
d
d
r
a
w
l
e
ss
o
n
s
f
r
o
m t
h
e
t
e
a
c
h
i
n
g
a
n
d
a
ss
e
ssm
e
n
t
a
c
t
i
v
i
t
i
e
s
a
c
c
o
r
d
i
n
g
t
o
t
h
e
l
e
ss
o
n
p
l
a
n
.
[
N
L5
.
4
]
A
d
j
u
s
t
a
n
d
a
d
d
r
e
ss
t
h
e
l
i
m
i
t
a
t
i
o
n
s
i
n
t
h
e
d
e
si
g
n
o
f
c
o
n
t
e
n
t
a
n
d
l
e
sso
n
p
l
a
n
s
f
o
r
t
h
e
S
TEM
t
e
a
c
h
i
n
g
t
h
e
me.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ai
m
ed
t
o
d
ev
elo
p
an
d
v
alid
ate
a
STE
M
teac
h
i
n
g
c
o
m
p
eten
c
y
f
r
am
ewo
r
k
ta
ilo
r
ed
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
in
Vietn
am
.
T
h
r
o
u
g
h
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
in
co
r
p
o
r
atin
g
e
x
p
er
t
co
n
s
u
ltatio
n
,
s
u
r
v
ey
s
,
an
d
E
FA,
th
e
r
esear
ch
co
n
f
ir
m
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S
.
M
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s
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,
R
.
T
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:
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:
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.
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I
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I
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14
,
No
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6
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Dec
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[
7
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.
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.
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.
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.
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