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in
s
tr
u
ctio
n
[
9
]
–
[
1
2
]
.
C
u
r
r
icu
la
an
d
in
s
tr
u
ctio
n
al
m
ate
r
ials
f
r
eq
u
e
n
tly
r
em
ain
k
n
o
wled
g
e
-
b
ased
an
d
f
ail
to
in
co
r
p
o
r
ate
in
ter
ac
tiv
e,
co
n
tex
tu
ally
r
elev
an
t
ap
p
r
o
ac
h
es
[
1
3
]
–
[
1
5
]
.
W
h
ile
p
r
e
-
s
er
v
ice
teac
h
e
r
s
g
en
e
r
ally
p
o
s
s
ess
th
eo
r
etica
l
k
n
o
wled
g
e,
in
-
s
er
v
ice
ed
u
ca
to
r
s
d
e
m
o
n
s
tr
ate
s
tr
o
n
g
e
r
ap
p
lied
s
k
ills
,
h
ig
h
lig
h
tin
g
a
g
ap
b
etwe
en
ac
ad
em
ic
p
r
ep
ar
atio
n
an
d
class
r
o
o
m
im
p
lem
en
tatio
n
[
1
6
]
.
T
h
e
lim
ited
u
s
e
o
f
p
r
o
ject
-
b
ased
lear
n
in
g
,
g
am
es,
an
d
o
u
td
o
o
r
ac
tiv
ities
r
ed
u
ce
s
o
p
p
o
r
tu
n
i
ties
f
o
r
ex
p
er
ien
tial
lear
n
in
g
an
d
s
tu
d
en
t e
n
g
ag
e
m
en
t
[
1
5
]
.
So
cio
-
cu
ltu
r
al
a
n
d
ec
o
lo
g
ical
is
s
u
es
r
elev
an
t
to
lo
ca
l
co
n
tex
ts
ar
e
o
f
te
n
ab
s
en
t
f
r
o
m
t
ex
tb
o
o
k
s
,
d
im
in
is
h
in
g
th
e
p
r
ac
tical
r
el
ev
an
ce
o
f
en
v
i
r
o
n
m
e
n
tal
ed
u
ca
tio
n
[
1
5
]
,
[
1
7
]
.
Ou
td
o
o
r
lear
n
in
g
a
n
d
d
i
r
ec
t
en
g
ag
em
e
n
t
with
n
atu
r
e,
p
r
o
v
en
to
en
h
an
ce
u
n
d
er
s
tan
d
in
g
an
d
attitu
d
es
[
1
]
,
r
em
ain
u
n
d
er
u
tili
ze
d
.
E
x
is
tin
g
r
esear
ch
lar
g
ely
f
o
cu
s
es
o
n
h
i
g
h
er
ed
u
ca
tio
n
o
r
teac
h
er
tr
ai
n
ee
s
[
1
8
]
,
leav
in
g
a
g
ap
i
n
ev
id
en
ce
f
o
r
p
r
im
a
r
y
s
ch
o
o
l
p
ed
a
g
o
g
y
.
T
h
ese
ch
all
en
g
es
r
ev
ea
l
a
clea
r
n
ee
d
to
s
y
s
tem
atica
lly
ex
am
in
e
p
ed
a
g
o
g
ical
s
tr
ateg
ies
th
at
co
m
b
in
e
in
ter
ac
tiv
e
teac
h
in
g
,
p
r
o
ject
-
b
ased
ac
tiv
ities
,
an
d
d
ig
ital
to
o
ls
to
en
h
an
ce
s
tu
d
en
ts
’
ec
o
lo
g
ical
k
n
o
wled
g
e
an
d
s
k
ills
.
Ad
d
r
ess
in
g
th
is
g
ap
is
ess
en
tial
to
n
u
r
tu
r
e
e
n
v
ir
o
n
m
en
tally
r
esp
o
n
s
ib
le
b
eh
av
io
r
an
d
s
u
p
p
o
r
t
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t.
T
h
is
s
tu
d
y
d
ev
elo
p
s
,
i
m
p
lem
en
ts
,
an
d
ev
alu
ates
p
e
d
ag
o
g
ical
s
tr
ateg
ies
tailo
r
ed
f
o
r
Uzb
ek
p
r
im
ar
y
s
c
h
o
o
ls
.
Usi
n
g
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
,
it
ex
am
in
es
th
e
im
p
ac
t
o
f
in
ter
ac
tiv
e
an
d
in
teg
r
ated
teac
h
in
g
m
eth
o
d
s
o
n
s
tu
d
en
ts
’
en
v
ir
o
n
m
en
tal
k
n
o
wled
g
e,
p
r
a
ctica
l
s
k
ills
,
an
d
p
r
o
-
en
v
ir
o
n
m
en
tal
attitu
d
es,
p
r
o
v
id
i
n
g
ev
i
d
en
ce
-
b
ased
r
e
co
m
m
en
d
atio
n
s
f
o
r
c
u
r
r
icu
l
u
m
d
esig
n
,
teac
h
e
r
tr
ain
in
g
,
an
d
p
o
licy
in
itiativ
es.
2.
M
E
T
H
O
D
T
h
is
m
ix
ed
-
m
et
h
o
d
s
s
tu
d
y
e
x
am
in
ed
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
ec
o
lo
g
ical
c
o
n
s
cio
u
s
n
ess
in
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
A
s
tr
atif
ied
s
am
p
le
o
f
1
,
0
5
6
lear
n
er
s
f
r
o
m
s
ch
o
o
ls
ac
r
o
s
s
T
ash
k
en
t,
Su
r
k
h
an
d
ar
y
a,
an
d
J
izza
k
h
r
eg
io
n
s
en
s
u
r
ed
d
i
v
er
s
e
r
ep
r
esen
tatio
n
,
as
s
ee
n
in
T
ab
le
1
.
Data
wer
e
co
llected
th
r
o
u
g
h
class
r
o
o
m
o
b
s
er
v
atio
n
s
o
f
“
n
atu
r
al
s
ci
en
ce
”
an
d
“th
e
wo
r
ld
ar
o
u
n
d
u
s
”
less
o
n
s
,
s
tu
d
en
t
q
u
e
s
tio
n
n
air
es,
teac
h
er
in
ter
v
iews,
test
in
g
,
an
d
ex
p
e
r
im
en
tal
less
o
n
s
.
All
in
s
tr
u
m
en
ts
wer
e
p
ilo
ted
with
5
0
s
tu
d
e
n
ts
an
d
1
0
teac
h
e
r
s
f
o
r
clar
ity
an
d
r
elev
a
n
ce
.
C
o
n
ten
t
v
alid
ity
was
c
o
n
f
ir
m
ed
b
y
en
v
ir
o
n
m
en
tal
e
d
u
c
atio
n
ex
p
er
ts
,
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
icien
t
s
ex
ce
ed
ed
0
.
8
2
,
d
e
m
o
n
s
tr
a
tin
g
s
tr
o
n
g
r
eliab
ilit
y
.
Q
u
an
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
a
n
d
in
f
er
en
tial
s
tatis
tics
,
wh
ile
q
u
alitativ
e
d
ata
u
n
d
er
wen
t
th
em
atic
an
al
y
s
is
.
T
r
ian
g
u
latio
n
o
f
m
eth
o
d
s
en
h
an
ce
d
r
ig
o
r
an
d
r
o
b
u
s
tn
ess
,
en
ab
lin
g
id
en
tific
atio
n
o
f
ef
f
ec
tiv
e
p
ed
a
g
o
g
ical
s
tr
ateg
ies an
d
p
r
ac
tical
in
s
ig
h
t
s
f
o
r
im
p
r
o
v
in
g
en
v
ir
o
n
m
e
n
tal
ed
u
ca
tio
n
i
n
Uzb
ek
p
r
im
ar
y
s
ch
o
o
ls
.
T
ab
le
1
.
Sch
o
o
ls
r
ec
o
g
n
ized
a
s
r
esear
ch
s
ites
No
S
c
h
o
o
l
s s
e
l
e
c
t
e
d
a
s
e
x
p
e
r
i
m
e
n
t
a
l
o
b
j
e
c
t
s
N
u
mb
e
r
o
f
st
u
d
e
n
t
s
To
t
a
l
C
o
n
t
r
o
l
c
l
a
ss
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
1
S
c
h
o
o
l
2
1
9
o
f
t
h
e
O
l
maz
a
r
d
i
s
t
r
i
c
t
o
f
Ta
sh
k
e
n
t
c
i
t
y
1
8
5
93
92
2
S
c
h
o
o
l
2
8
o
f
t
h
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O
l
ma
z
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r
d
i
s
t
r
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c
t
o
f
T
a
sh
k
e
n
t
c
i
t
y
1
6
3
82
81
3
1
1
t
h
sc
h
o
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f
M
i
r
z
a
c
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l
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r
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c
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s
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h
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M
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Ji
z
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k
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1
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1
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91
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sc
h
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l
o
f
S
u
r
k
h
a
n
d
a
r
y
a
r
e
g
i
o
n
,
T
e
r
mez
c
i
t
y
2
0
1
1
0
0
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0
1
6
1
-
sc
h
o
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l
o
f
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h
e
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st
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u
r
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h
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n
1
4
1
71
70
To
t
a
l
1
,
0
5
6
4
2
2
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8
W
h
en
ch
o
o
s
in
g
teac
h
in
g
m
et
h
o
d
o
lo
g
ies,
it
is
n
ec
ess
ar
y
to
tak
e
in
to
ac
co
u
n
t
a
n
u
m
b
e
r
o
f
im
p
o
r
tan
t
f
ac
to
r
s
:
th
e
cu
r
r
en
t
s
tag
e
o
f
d
e
v
elo
p
m
en
t
o
f
th
e
ed
u
ca
ti
o
n
al
in
s
titu
tio
n
,
th
e
s
p
ec
if
ic
to
p
ic
o
f
th
e
s
u
b
ject
b
ein
g
tau
g
h
t,
th
e
co
n
ten
t
o
f
th
e
m
at
er
ial,
an
d
th
e
lev
el
o
f
r
ea
d
in
e
s
s
o
f
s
tu
d
en
ts
to
m
aster
th
e
e
d
u
ca
tio
n
al
m
ater
ial.
T
h
e
ch
o
ice
an
d
a
p
p
licatio
n
o
f
p
e
d
ag
o
g
ical
s
tr
ateg
ies
s
h
o
u
ld
b
e
d
eter
m
in
ed
n
o
t
o
n
l
y
b
y
th
e
ed
u
ca
tio
n
al
o
b
jectiv
es
o
f
th
e
less
o
n
,
b
u
t
a
ls
o
b
y
t
h
e
s
p
ec
if
ic
co
n
ten
t
o
f
th
e
m
ater
ial
its
elf
.
Ped
a
g
o
g
y
o
f
teac
h
in
g
n
atu
r
al
s
cien
ce
s
is
d
iv
id
ed
in
to
th
r
ee
m
ain
m
eth
o
d
o
lo
g
ical
g
r
o
u
p
s
:
i
)
th
e
o
r
al
m
eth
o
d
-
s
u
ch
a
s
o
r
al
p
r
esen
tatio
n
,
co
n
v
er
s
atio
n
,
wo
r
k
with
a
b
o
o
k
;
ii
)
th
e
d
em
o
n
s
tr
atio
n
m
eth
o
d
-
d
em
o
n
s
tr
atio
n
,
in
d
ep
en
d
en
t
o
b
s
er
v
atio
n
,
tr
av
el;
an
d
iii
)
t
h
e
e
x
p
er
ien
ti
al
ap
p
r
o
ac
h
-
in
c
o
r
p
o
r
atin
g
o
r
al
an
d
wr
itten
task
s
,
g
r
ap
h
ical
r
ep
r
esen
tatio
n
s
(
e.
g
.
,
d
r
awin
g
)
,
an
d
lab
o
r
ato
r
y
ac
tiv
ities
.
Giv
en
f
ir
s
t
g
r
a
d
er
s
’
lim
ited
liter
ac
y
s
k
ills
,
it
is
im
p
er
ativ
e
to
d
ev
elo
p
th
eir
c
o
n
ce
p
t
u
al
u
n
d
er
s
tan
d
in
g
o
f
n
atu
r
e
th
r
o
u
g
h
v
is
u
al
aid
s
an
d
f
ield
ex
p
e
r
ien
ce
s
.
An
im
p
o
r
tan
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
P
ed
a
g
o
g
ica
l str
a
teg
ies fo
r
en
h
a
n
cin
g
en
viro
n
men
ta
l e
d
u
ca
t
io
n
in
Uzb
ek
p
r
ima
r
y
…
(
A
b
d
u
ma
lik
K
u
ch
kin
o
v
)
567
p
ed
ag
o
g
ical
task
is
to
in
f
o
r
m
f
ir
s
t
-
g
r
ad
er
s
ab
o
u
t
th
e
r
o
le
o
f
t
h
e
s
u
r
r
o
u
n
d
in
g
wo
r
ld
in
th
e
li
f
e
o
f
a
s
ch
o
o
lc
h
ild
,
th
e
n
eg
ativ
e
im
p
ac
t
o
f
en
v
i
r
o
n
m
en
tal
p
o
llu
tio
n
o
n
h
u
m
an
h
ea
lth
,
m
ea
s
u
r
es
to
p
r
e
v
en
t
th
is
s
itu
atio
n
,
th
e
f
o
r
m
atio
n
o
f
en
v
ir
o
n
m
e
n
tal
clea
n
lin
ess
an
d
h
ea
lth
ca
r
e
s
k
ills
.
Du
r
in
g
th
e
r
esear
ch
,
we
id
en
t
if
ied
an
d
s
y
s
tem
atize
d
th
e
ec
o
lo
g
ical
co
n
ce
p
ts
th
at
f
ir
s
t
-
g
r
ad
er
s
n
ee
d
to
k
n
o
w:
i)
t
h
e
e
n
v
ir
o
n
m
en
t;
a
co
lo
r
f
u
l u
n
iv
er
s
e
;
ii)
t
r
ee
s
,
b
u
s
h
es,
g
r
ass
,
s
o
m
e
p
r
o
tecte
d
p
l
an
ts
an
d
an
im
als
in
th
eir
h
ab
itat
;
iii)
i
n
s
ec
ts
,
f
is
h
,
b
ir
d
s
,
wild
a
n
d
d
o
m
esti
c
an
im
als
;
iv
)
t
h
e
m
ai
n
s
ig
n
s
o
f
th
e
s
ea
s
o
n
s
;
v)
r
u
les
o
f
b
eh
av
io
r
in
n
at
u
r
e,
b
asic
in
f
o
r
m
atio
n
a
b
o
u
t
y
o
u
r
city
(
v
i
llag
e)
,
ad
d
r
ess
,
ty
p
es
o
f
tr
a
n
s
p
o
r
t,
p
r
in
ci
p
les
o
f
p
er
s
o
n
al
h
y
g
ie
n
e,
tr
af
f
ic
r
u
les
,
h
o
w
to
b
eh
av
e
in
p
u
b
lic
p
lac
es.
W
e
al
s
o
ch
o
s
e
m
eth
o
d
s
to
in
tr
o
d
u
ce
s
tu
d
en
ts
to
ec
o
-
c
o
n
ce
p
ts
:
co
n
v
er
s
atio
n
,
s
to
r
y
,
tr
a
v
el,
q
u
esti
o
n
a
n
d
a
n
s
wer
.
T
h
e
Ap
p
en
d
ix
co
n
tain
s
ex
am
p
les
o
f
less
o
n
p
lan
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Up
o
n
task
co
m
p
letio
n
,
t
h
e
ed
u
ca
to
r
s
y
n
th
esizes
th
e
less
o
n
’
s
co
n
ten
t
an
d
ass
ig
n
s
r
ef
lectiv
e
in
d
ep
en
d
en
t
wo
r
k
.
At
th
e
in
itial
s
tag
e,
it
is
im
p
o
s
s
ib
le
to
f
o
r
m
an
ec
o
l
o
g
ical
cu
ltu
r
e
in
s
tu
d
en
ts
b
y
p
r
o
v
id
in
g
th
em
with
s
u
f
f
icien
t
ec
o
l
o
g
ica
l
k
n
o
wled
g
e,
s
in
ce
f
o
r
th
is
,
s
t
u
d
en
ts
n
ee
d
to
u
n
d
er
s
tan
d
th
e
co
n
ten
t
o
f
ex
is
tin
g
s
o
cio
-
ec
o
lo
g
ical
r
elatio
n
s
,
th
e
s
tate
’
s
en
v
ir
o
n
m
en
tal
p
o
licy
.
T
h
e
lev
el
o
f
awa
r
e
n
ess
o
f
th
e
co
n
ten
t o
f
ac
ti
v
ities
aim
ed
at
o
r
g
an
izin
g
an
ec
o
l
o
g
ical
cu
ltu
r
e,
en
v
ir
o
n
m
en
tal
laws,
p
r
o
ce
d
u
r
es,
ac
ad
em
ic
s
u
b
jects
th
at
ar
e
a
s
o
u
r
ce
o
f
ec
o
l
o
g
ical
k
n
o
wl
ed
g
e,
a
n
d
ac
tiv
ities
th
at
p
r
o
m
o
te
th
eir
p
o
p
u
la
r
izatio
n
was
s
tu
d
ied
.
I
t
was
also
d
eter
m
in
ed
h
o
w
to
r
eso
lv
e
th
e
s
itu
atio
n
in
teac
h
in
g
aid
s
r
ela
ted
to
th
e
tech
n
o
lo
g
y
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
o
f
p
r
im
ar
y
s
ch
o
o
l stu
d
e
n
ts
.
T
h
en
it wa
s
allo
wed
to
ex
p
er
im
e
n
t w
ith
d
id
ac
tic
an
d
h
an
d
o
u
t
m
ater
ial
p
r
ep
ar
ed
t
o
in
cr
ea
s
e
th
e
in
ter
est
o
f
s
tu
d
en
ts
in
“n
atu
r
al
s
cien
ce
”
tak
in
g
i
n
to
ac
co
u
n
t
th
eir
a
g
e
an
d
s
p
ec
if
ic
f
ea
tu
r
es
o
f
th
e
teac
h
in
g
m
eth
o
d
o
lo
g
y
,
u
s
in
g
p
ed
ag
o
g
ical
tech
n
o
l
o
g
ies,
co
m
p
u
ter
an
d
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies.
T
h
e
p
e
d
ag
o
g
ical
ex
p
er
im
en
t
-
test
in
g
in
th
e
s
elec
ted
s
ch
o
o
ls
was
m
ain
ly
aim
ed
at
c
h
e
ck
in
g
t
h
e
f
o
llo
win
g
o
b
jectiv
es.
T
h
e
f
i
r
s
t
is
t
h
e
s
ig
n
if
ican
ce
an
d
i
m
p
ac
t
o
f
r
eso
u
r
ce
s
ass
o
ciate
d
with
ec
o
lo
g
ical
ed
u
ca
tio
n
in
e
n
h
an
ci
n
g
p
r
im
a
r
y
s
tu
d
en
ts
’
co
m
p
r
eh
e
n
s
io
n
o
f
“
n
atu
r
al
s
cien
ce
”
cu
r
r
icu
lu
m
.
Seco
n
d
ly
is
t
h
e
f
ea
s
ib
ilit
y
o
f
in
tr
o
d
u
ci
n
g
s
cien
tific
an
d
m
et
h
o
d
o
lo
g
ical
asp
ec
ts
in
to
th
e
p
r
o
ce
s
s
o
f
s
tu
d
y
in
g
“
n
atu
r
al
s
cien
ce
”
.
T
h
e
n
ex
t
is
ab
o
u
t
t
o
wh
at
ex
t
en
t
d
o
s
tu
d
en
ts
m
aster
d
id
ac
ti
c
m
ater
ials
o
n
th
e
to
p
ic
“
n
atu
r
al
s
cien
ce
”
.
Fo
u
r
th
is
o
n
en
h
an
ci
n
g
s
tu
d
en
t
e
n
g
ag
em
en
t
in
n
atu
r
al
s
cien
ce
s
tu
d
ies
th
r
o
u
g
h
th
e
in
teg
r
ati
o
n
o
f
e
co
lo
g
ical
ed
u
ca
tio
n
r
eso
u
r
ce
s
in
to
th
e
cu
r
r
icu
lu
m
.
T
h
e
f
if
th
is
o
n
d
e
m
o
n
s
tr
atin
g
th
e
p
ed
a
g
o
g
ical
v
alu
e
o
f
ec
o
lo
g
ical
ed
u
ca
tio
n
m
ater
ials
f
o
r
p
r
im
ar
y
s
tu
d
e
n
ts
’
d
ev
elo
p
m
en
tal
p
r
o
g
r
ess
.
Six
th
is
o
n
h
ig
h
lig
h
tin
g
t
h
e
s
ig
n
if
ican
ce
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
m
ate
r
ials
in
f
o
s
ter
in
g
ec
o
lo
g
ical
c
u
ltu
r
e
an
d
n
u
r
tu
r
in
g
lo
g
ical
r
e
aso
n
in
g
in
p
r
im
a
r
y
lear
n
er
s
.
L
astl
y
is
t
h
e
ef
f
ec
ti
v
en
ess
o
f
o
r
g
an
ized
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
o
n
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
o
f
p
r
im
ar
y
s
ch
o
o
l stu
d
en
ts
.
I
n
th
e
p
e
d
ag
o
g
ical
tr
ial,
in
s
tr
u
ctio
n
al
m
eth
o
d
o
lo
g
ies
f
o
r
im
p
ar
tin
g
en
v
i
r
o
n
m
e
n
tal
ed
u
ca
tio
n
co
n
ten
t
wer
e
s
y
s
tem
atica
lly
ex
am
in
ed
with
in
b
o
th
cu
r
r
icu
lar
an
d
ex
tr
ac
u
r
r
icu
lar
f
r
a
m
ewo
r
k
s
.
T
h
i
s
r
esear
ch
f
o
cu
s
ed
o
n
ev
al
u
atin
g
th
e
ef
f
icac
y
o
f
th
ese
ap
p
r
o
ac
h
es,
r
ev
ea
l
in
g
p
r
o
m
is
in
g
o
u
tco
m
es
in
f
o
s
ter
in
g
s
tu
d
en
t
co
m
p
r
eh
e
n
s
io
n
an
d
en
g
ag
em
e
n
t
,
as
ev
id
en
ce
d
in
T
ab
le
2
.
Du
r
in
g
th
e
f
o
r
m
ativ
e
p
h
ase
o
f
t
h
e
ex
p
er
im
en
t,
th
e
s
tatu
s
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l le
ar
n
er
s
was th
o
r
o
u
g
h
ly
ass
ess
ed
.
T
ab
le
2
.
T
h
e
s
tate
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
o
f
p
r
im
ar
y
s
ch
o
o
l stu
d
en
ts
No
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
C
o
n
t
r
o
l
c
l
a
ss
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
C
o
n
t
r
o
l
c
l
a
ss
P
N
P
N
P
N
P
N
H
a
v
e
k
n
o
w
l
e
d
g
e
a
b
o
u
t
e
n
v
i
r
o
n
m
e
n
t
a
l
p
r
o
t
e
c
t
i
o
n
1
7
6
3
5
2
1
5
8
2
6
4
4
2
3
1
0
5
3
0
1
1
2
1
C
a
r
e
o
f
a
n
i
ma
l
s,
b
i
r
d
s
1
9
3
3
3
5
1
0
3
3
1
9
4
2
0
1
0
8
2
7
6
1
4
6
C
o
n
c
e
r
n
f
o
r
t
h
e
p
r
e
ser
v
a
t
i
o
n
o
f
f
l
o
r
a
1
0
5
4
2
3
2
0
8
2
1
4
4
3
1
97
2
9
9
1
2
3
C
o
n
ser
v
a
t
i
o
n
a
n
d
u
se
o
f
n
a
t
u
r
a
l
r
e
so
u
r
c
e
s
1
1
2
4
1
6
1
1
9
3
0
3
3
4
7
1
8
1
2
5
9
1
6
3
Ef
f
i
c
i
e
n
t
u
se
o
f
w
a
t
e
r
1
3
1
3
9
7
1
4
1
2
8
1
4
0
9
1
1
9
2
8
8
1
3
4
B
e
a
b
l
e
t
o
c
o
r
r
e
c
t
l
y
a
ss
e
ss t
h
e
e
n
v
i
r
o
n
me
n
t
a
l
s
i
t
u
a
t
i
o
n
i
n
t
h
e
p
l
a
c
e
o
f
r
e
s
i
d
e
n
c
e
,
sc
h
o
o
l
,
h
o
me
a
n
d
g
e
t
o
u
t
o
f
i
t
96
4
3
2
90
3
3
2
4
3
4
94
2
8
1
1
4
1
A
b
i
l
i
t
y
t
o
d
e
a
l
w
i
t
h
n
e
g
a
t
i
v
e
si
t
u
a
t
i
o
n
s t
h
a
t
h
a
r
m
t
h
e
e
n
v
i
r
o
n
m
e
n
t
1
2
0
4
0
8
1
3
1
2
9
1
3
6
1
1
6
7
2
7
0
3
1
9
R
e
a
s
o
n
a
b
l
e
o
r
g
a
n
i
z
a
t
i
o
n
o
f
e
n
v
i
r
o
n
m
e
n
t
a
l
p
r
o
t
e
c
t
i
o
n
a
c
t
i
v
i
t
i
e
s
o
f
st
u
d
e
n
t
s
80
4
4
8
71
3
5
1
4
3
1
97
2
9
9
1
2
3
P
=
p
o
si
t
i
v
e
,
N
=
n
e
g
a
t
i
v
e
T
h
e
th
ir
d
-
s
tag
e
e
x
p
er
im
e
n
tal
o
u
tco
m
es
in
d
icate
th
at
a
s
ig
n
i
f
ican
t
p
r
o
p
o
r
tio
n
o
f
elem
en
tar
y
s
tu
d
en
ts
ar
e
u
n
ab
le
to
ad
e
q
u
ately
r
esp
o
n
d
to
p
o
s
ed
q
u
esti
o
n
s
,
p
r
i
m
ar
ily
d
u
e
to
a
lack
o
f
u
n
d
e
r
s
tan
d
in
g
r
e
g
ar
d
in
g
p
r
o
p
er
ec
o
lo
g
ical
in
te
r
ac
tio
n
.
Fu
r
th
er
m
o
r
e,
e
v
en
th
o
s
e
s
tu
d
en
ts
attem
p
tin
g
r
esp
o
n
s
es
d
em
o
n
s
tr
ate
a
d
ef
icien
cy
i
n
th
eir
a
b
ilit
y
t
o
ac
cu
r
ately
co
n
ce
p
tu
alize
th
e
co
r
e
p
r
in
cip
les
o
f
en
v
ir
o
n
m
en
tal
s
tewa
r
d
s
h
ip
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
565
-
578
568
th
er
eb
y
im
p
ed
i
n
g
th
eir
ca
p
ac
ity
to
ef
f
ec
tiv
ely
p
lan
an
d
im
p
lem
en
t
ac
tiv
ities
f
o
cu
s
ed
o
n
ec
o
lo
g
ical
co
n
s
er
v
atio
n
a
n
d
p
r
o
tectio
n
.
As
a
r
esu
lt
o
f
attem
p
ts
to
d
eter
m
in
e
th
e
r
ea
s
o
n
s
f
o
r
t
h
e
cu
r
r
en
t
s
itu
atio
n
,
it
tu
r
n
ed
o
u
t
th
at
alm
o
s
t
all
s
tu
d
en
ts
d
o
n
o
t
h
av
e
co
m
p
lete
in
f
o
r
m
atio
n
a
b
o
u
t
th
e
m
en
ti
o
n
ed
k
n
o
wled
g
e
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
an
d
s
o
u
r
ce
s
r
ef
lectin
g
th
eir
co
n
te
n
t.
At
th
e
en
d
o
f
th
e
ex
p
er
im
en
t,
th
e
attitu
d
e
o
f
ju
n
io
r
s
ch
o
o
l
s
tu
d
e
n
ts
to
a
ca
r
ef
u
l
attitu
d
e
to
n
atu
r
e,
th
eir
e
d
u
ca
tio
n
i
n
r
elatio
n
to
a
ca
r
ef
u
l
attitu
d
e
to
n
atu
r
e
was d
eter
m
in
ed
o
n
ce
ag
ain
,
a
n
d
a
co
m
p
letely
d
if
f
er
en
t
p
h
en
o
m
en
o
n
to
o
k
p
lace
th
a
n
th
e
p
r
ev
io
u
s
s
itu
atio
n
.
Sp
ec
ial
q
u
esti
o
n
s
ab
o
u
t
r
esp
ec
t
f
o
r
n
atu
r
e
wer
e
cr
ea
ted
f
o
r
th
e
s
tu
d
en
ts
wh
o
to
o
k
p
ar
t
in
th
e
ex
p
er
im
en
t.
I
n
t
h
e
f
o
r
m
u
lati
o
n
o
f
th
e
q
u
esti
o
n
s
,
p
ar
ticu
l
ar
em
p
h
asis
was
p
lace
d
o
n
s
ev
er
al
k
ey
f
ac
t
o
r
s
:
th
e
co
m
p
o
n
en
ts
o
f
th
e
ed
u
ca
tio
n
al
cu
r
r
ic
u
lu
m
,
s
p
ec
if
ically
th
e
k
n
o
wled
g
e
f
r
am
ewo
r
k
with
in
th
e
“
n
at
u
r
al
s
cien
ce
”
s
u
b
ject;
in
ter
d
is
cip
lin
ar
y
lin
k
ag
es;
th
e
p
r
io
r
ex
p
er
ien
tial
an
d
co
g
n
itiv
e
lev
els
o
f
s
tu
d
en
ts
;
th
e
s
cien
tific
r
ig
o
r
an
d
r
elev
a
n
ce
o
f
th
e
s
elec
ted
in
q
u
ir
ies;
d
ev
elo
p
m
e
n
tal
ag
e
ch
ar
ac
ter
is
tics
o
f
lear
n
er
s
;
an
d
th
e
co
n
tin
u
ity
an
d
c
o
h
er
en
ce
o
f
t
h
e
q
u
esti
o
n
s
.
Var
io
u
s
v
er
s
io
n
s
o
f
t
h
e
q
u
esti
o
n
n
air
es
wer
e
d
esig
n
e
d
to
cu
ltiv
ate
a
s
en
s
e
o
f
en
v
i
r
o
n
m
e
n
tal
s
tewa
r
d
s
h
ip
am
o
n
g
s
tu
d
e
n
ts
.
On
e
o
f
th
e
o
p
tio
n
s
(
O
p
tio
n
1
)
is
p
r
esen
ted
:
−
W
h
at
d
o
es
“
n
atu
r
al
s
cien
ce
”
t
ea
ch
?
−
W
h
at
d
o
y
o
u
m
ea
n
b
y
r
esp
ec
t
an
d
p
r
eser
v
atio
n
o
f
f
lo
r
a?
−
W
h
y
is
th
e
f
o
r
est ca
lled
th
e
q
u
ee
n
o
f
th
e
ea
r
th
?
−
Sh
o
u
ld
we
p
r
o
tect
th
e
an
im
al
wo
r
ld
?
Ho
w
d
o
y
o
u
u
n
d
er
s
tan
d
th
is
?
−
Did
y
o
u
k
n
o
w
th
at
y
o
u
also
co
n
tr
ib
u
te
to
th
e
p
o
llu
tio
n
o
f
th
e
s
u
r
r
o
u
n
d
in
g
w
o
r
ld
?
−
W
h
at
is
th
e
Un
iv
er
s
e
ar
o
u
n
d
u
s
?
T
h
e
s
tu
d
en
ts
an
s
wer
ed
th
e
q
u
esti
o
n
s
ask
ed
.
T
h
eir
k
n
o
wled
g
e
lev
els
ar
e
s
u
m
m
ar
ized
in
T
a
b
les
3
-
12.
T
h
e
lev
el
o
f
k
n
o
wled
g
e
p
r
o
f
i
cien
cy
in
en
v
ir
o
n
m
en
tal
ed
u
c
atio
n
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
was
ca
lcu
lated
u
s
in
g
a
1
0
0
-
p
o
in
t
s
y
s
tem
.
T
h
e
f
o
llo
win
g
cr
iter
ia
wer
e
u
s
ed
to
d
eter
m
in
e
th
e
lev
els:
i)
h
ig
h
lev
el
8
6
-
1
0
0
p
o
in
ts
;
ii)
av
er
ag
e
lev
el
7
1
-
8
5
p
o
in
ts
;
an
d
iii)
lo
wer
lev
el
5
6
-
7
0
p
o
in
ts
.
T
h
e
e
x
p
er
im
en
t
ass
ess
ed
th
e
en
g
ag
em
e
n
t
an
d
e
f
f
ec
tiv
en
ess
o
f
ec
o
lo
g
ical
ed
u
ca
tio
n
m
et
h
o
d
o
lo
g
ies
in
f
o
s
ter
in
g
p
r
im
a
r
y
s
ch
o
o
l
s
tu
d
e
n
ts
’
en
v
ir
o
n
m
en
tal
awa
r
en
ess
.
T
ab
le
3
.
Hier
ar
c
h
ical
s
tag
es o
f
ec
o
lo
g
ical
ed
u
ca
tio
n
co
m
p
ete
n
ce
in
elem
en
tar
y
lear
n
e
r
s
C
l
a
s
ses
Q
u
a
n
t
i
t
y
Le
v
e
l
o
f
p
r
o
f
i
c
i
e
n
c
y
i
n
e
n
v
i
r
o
n
me
n
t
a
l
e
d
u
c
a
t
i
o
n
B
e
f
o
r
e
t
h
e
e
x
p
e
r
i
m
e
n
t
A
f
t
e
r
t
h
e
e
x
p
e
r
i
m
e
n
t
Lo
w
A
v
e
r
a
g
e
H
i
g
h
Lo
w
A
v
e
r
a
g
e
H
i
g
h
C
o
n
t
r
o
l
5
2
8
1
0
1
3
2
0
1
0
7
96
3
2
1
1
1
1
Ex
p
e
r
i
m
e
n
t
a
l
5
2
8
1
2
9
2
8
3
1
2
1
1
1
8
2
7
3
1
3
7
T
ab
le
4
.
Hier
ar
c
h
ical
lev
els o
f
s
tr
u
ctu
r
in
g
ec
o
lo
g
ical
ed
u
ca
tio
n
f
o
r
p
r
im
a
r
y
lear
n
er
s
C
l
a
s
ses
Q
u
a
n
t
i
t
y
Le
v
e
l
o
f
p
r
o
f
i
c
i
e
n
c
y
i
n
e
n
v
i
r
o
n
me
n
t
a
l
e
d
u
c
a
t
i
o
n
B
e
f
o
r
e
t
h
e
e
x
p
e
r
i
m
e
n
t
A
f
t
e
r
t
h
e
e
x
p
e
r
i
m
e
n
t
Lo
w
A
v
e
r
a
g
e
H
i
g
h
Lo
w
A
v
e
r
a
g
e
H
i
g
h
C
o
n
t
r
o
l
5
2
8
1
2
1
3
2
0
87
85
3
2
9
1
1
4
Ex
p
e
r
i
m
e
n
t
a
l
5
2
8
1
0
2
3
0
7
1
1
9
1
0
3
2
6
7
1
5
8
T
h
e
ar
ticle
o
u
tlin
es
th
e
p
o
s
t
-
ex
p
er
im
en
tal
s
tag
es
o
f
s
tr
u
ct
u
r
in
g
ec
o
l
o
g
ical
ed
u
ca
tio
n
ac
tiv
ities
f
o
r
p
r
im
ar
y
lear
n
er
s
.
T
h
e
d
e
g
r
ee
o
f
o
r
g
a
n
izatio
n
o
f
th
ese
ac
tiv
ities
wa
s
ev
alu
ated
th
r
o
u
g
h
t
h
eir
en
g
ag
e
m
en
t
in
th
e
f
o
llo
win
g
in
s
tan
ce
s
:
i)
p
ar
ticip
atio
n
in
p
r
o
tectin
g
f
l
o
r
a
;
i
i)
c
ar
in
g
f
o
r
wild
life
an
d
ac
tiv
ities
to
p
r
eser
v
e
it
;
iii)
e
f
f
o
r
ts
to
p
r
e
v
en
t
wate
r
u
s
e
an
d
p
o
llu
tio
n
;
iv
)
a
ctiv
it
y
in
ca
r
in
g
f
o
r
n
at
u
r
e
in
th
e
p
lace
o
f
r
esid
e
n
ce
;
v)
c
u
ltiv
ated
p
lan
ts
,
t
h
eir
p
ar
ticip
atio
n
in
th
e
p
r
o
ce
s
s
o
f
p
r
o
tectin
g
tr
ee
s
f
r
o
m
h
ar
m
f
u
l
in
s
ec
ts
;
vi
)
p
ar
ticip
atio
n
in
th
e
“
d
ev
ils
o
f
n
atu
r
e
”
cir
cle
;
v
ii
)
p
a
r
ticip
atio
n
in
o
r
g
a
n
izin
g
an
d
h
o
ld
i
n
g
ev
en
ts
r
elate
d
to
ad
m
ir
in
g
n
atu
r
e
;
v
iii
)
B
eh
av
io
r
o
n
th
e
s
tr
ee
ts
;
ix
)
a
ctiv
e
p
ar
ticip
atio
n
in
e
v
en
ts
r
elate
d
to
en
v
ir
o
n
m
en
tal
p
r
o
tectio
n
in
th
e
d
is
tr
ict,
r
eg
io
n
,
co
u
n
tr
y
; a
n
d
x)
a
b
ilit
y
to
wo
r
k
in
d
ep
e
n
d
en
tly
.
W
e
f
o
cu
s
ed
o
n
th
e
in
teg
r
atio
n
o
f
ec
o
l
o
g
ical
e
d
u
ca
tio
n
in
itiativ
es
f
o
r
p
r
im
ar
y
lear
n
er
s
with
in
ex
p
e
r
im
en
tal
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Deta
ils
o
f
th
is
s
u
cc
ess
f
u
l a
ttem
p
t a
r
e
p
r
esen
ted
in
T
a
b
le
5
.
T
h
er
ef
o
r
e,
th
e
lev
el
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
is
:
i)
teac
h
in
g
a
ca
r
in
g
attitu
d
e
to
war
d
s
n
atu
r
e;
a
n
d
i
i)
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
was
d
eter
m
in
ed
b
y
t
h
e
in
d
icato
r
s
o
f
th
e
o
r
g
an
izatio
n
o
f
ac
tiv
ities
.
B
o
th
c
r
iter
io
n
in
d
icato
r
s
wer
e
c
o
n
s
id
er
ed
as
th
e
m
ain
i
n
d
icato
r
s
o
f
th
e
lev
el
o
f
e
n
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
E
x
p
er
im
en
tal
s
ch
o
o
ls
b
ased
o
n
t
h
e
in
d
icato
r
s
o
f
ed
u
ca
tin
g
s
tu
d
en
ts
in
th
e
s
p
ir
it
o
f
ca
r
in
g
f
o
r
n
atu
r
e.
I
t
was
d
eter
m
in
ed
th
at
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
h
av
e
a
co
n
d
itio
n
ally
h
ig
h
,
av
e
r
ag
e
an
d
lo
w
lev
el
o
f
ca
r
in
g
f
o
r
n
atu
r
e.
T
h
e
r
es
u
lt
o
f
th
is
s
tu
d
y
is
ex
p
r
ess
ed
in
T
ab
le
6
.
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
P
ed
a
g
o
g
ica
l str
a
teg
ies fo
r
en
h
a
n
cin
g
en
viro
n
men
ta
l e
d
u
ca
t
io
n
in
Uzb
ek
p
r
ima
r
y
…
(
A
b
d
u
ma
lik
K
u
ch
kin
o
v
)
569
T
ab
le
5
.
E
n
g
ag
em
e
n
t o
f
ele
m
e
n
tar
y
lear
n
e
r
s
in
ec
o
lo
g
ical
ed
u
ca
tio
n
in
itiativ
es
No
S
c
h
o
o
l
s
N
u
mb
e
r
o
f
st
u
d
e
n
t
s
B
e
f
o
r
e
t
h
e
e
x
p
e
r
i
m
e
n
t
A
f
t
e
r
t
h
e
e
x
p
e
r
i
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1
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81
5
6
.
3
2
8
.
1
T
ab
le
6
.
Qu
a
n
titativ
e
an
d
q
u
al
itativ
e
ch
an
g
es in
th
e
le
v
el
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
ti
o
n
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
No
Le
v
e
l
s
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
C
o
n
t
r
o
l
c
l
a
ss
A
t
t
h
e
b
e
g
i
n
n
i
n
g
o
f
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h
e
e
x
p
e
r
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m
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n
t
A
t
t
h
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e
n
d
o
f
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h
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p
e
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m
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t
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t
t
h
e
b
e
g
i
n
n
i
n
g
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f
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h
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x
p
e
r
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m
e
n
t
A
t
t
h
e
e
n
d
o
f
t
h
e
e
x
p
e
r
i
m
e
n
t
1
H
i
g
h
1
3
7
1
6
7
1
3
3
1
0
2
2
A
v
e
r
a
g
e
2
2
1
2
1
9
2
3
7
2
4
7
3
Lo
w
1
7
0
1
4
2
1
5
8
1
7
9
T
h
e
h
ier
ar
ch
ical
lev
els
o
f
ec
o
lo
g
ical
ed
u
ca
tio
n
attain
m
en
t
am
o
n
g
p
r
im
ar
y
lear
n
er
s
wer
e
ass
es
s
ed
b
ased
o
n
th
e
d
e
g
r
ee
o
f
in
ter
n
aliza
tio
n
o
f
en
v
ir
o
n
m
en
t
ally
r
esp
o
n
s
ib
le
co
g
n
itiv
e
c
o
n
s
tr
u
cts
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
f
u
n
ctio
n
al
co
m
p
eten
cies
r
elate
d
to
p
r
o
ac
tiv
e
en
g
ag
em
en
t
with
th
e
n
atu
r
al
en
v
ir
o
n
m
e
n
t
:
f
r
o
m
5
7
%
to
7
0
%
-
“l
o
w
lev
el”
(
3
)
;
f
r
o
m
7
1
%
to
8
5
%
-
“a
v
er
a
g
e
lev
el”
(
4
)
;
f
r
o
m
8
6
%
to
1
0
0
%
-
“h
ig
h
le
v
el”
(
5
)
.
Gr
o
u
n
d
e
d
o
n
th
e
o
u
tco
m
es
o
f
th
e
e
m
p
ir
ical
ass
ess
m
en
ts
,
a
s
tatis
t
ical
ev
alu
atio
n
was
ca
r
r
i
ed
o
u
t
to
d
eter
m
in
e
th
e
co
m
p
a
r
ativ
e
lev
els
o
f
ec
o
lo
g
ical
liter
ac
y
am
o
n
g
p
r
im
ar
y
lear
n
e
r
s
in
th
e
p
r
e
-
in
ter
v
en
tio
n
an
d
co
n
tr
o
l
co
h
o
r
ts
.
T
h
e
in
itial d
iag
n
o
s
tic
f
in
d
in
g
s
ar
e
illu
s
tr
ated
in
T
ab
l
e
7
.
T
ab
le
7
.
Diag
n
o
s
tic
p
ar
am
eter
s
f
o
r
ev
alu
atin
g
p
r
e
-
ex
p
e
r
im
e
n
tal
q
u
an
titativ
e
an
d
q
u
alitativ
e
tr
an
s
f
o
r
m
atio
n
s
in
th
e
en
v
ir
o
n
m
e
n
tal
liter
ac
y
o
f
ea
r
ly
-
g
r
ad
e
lear
n
er
s
C
l
a
s
ses
N
u
mb
e
r
o
f
st
u
d
e
n
t
s
Le
v
e
l
o
f
a
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
H
i
g
h
A
v
e
r
a
g
e
Lo
w
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
5
2
8
1
3
7
2
2
1
1
7
0
C
o
n
t
r
o
l
c
l
a
ss
5
2
8
1
3
3
2
3
7
1
5
8
T
h
e
p
er
f
o
r
m
a
n
ce
lev
el
o
f
ea
ch
s
tu
d
en
t is ca
lcu
lated
as a
p
er
c
en
tag
e
u
s
in
g
th
e
(
1
)
.
=
∗
100
%
(
1
)
H
e
r
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,
J
d
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h
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r
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ts
t
h
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t
o
t
a
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m
p
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ze
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p
a
r
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c
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p
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l
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h
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s
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h
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t
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d
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t
h
e
T
a
b
l
e
8
.
T
ab
le
8
.
Sy
n
t
h
esized
s
tu
d
en
t r
esu
lts
(
b
ef
o
r
e
th
e
e
x
p
er
im
e
n
t)
No
Le
v
e
l
s
Ex
p
e
r
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m
e
n
t
a
l
c
l
a
ss
(
%)
C
o
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r
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c
l
a
ss
1
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i
g
h
2
5
.
9
2
4
.
8
2
A
v
e
r
a
g
e
4
1
.
9
4
8
.
1
3
Lo
w
3
2
.
2
2
7
.
1
Ass
u
m
in
g
th
e
ev
alu
atio
n
o
u
t
co
m
es
f
r
o
m
th
e
e
x
p
er
im
e
n
tal
an
d
co
n
tr
o
l
co
h
o
r
ts
r
ep
r
esen
t
s
am
p
le
s
ets 1
an
d
2
,
r
esp
ec
tiv
el
y
,
th
e
en
s
u
in
g
s
tatis
tical
d
is
tr
ib
u
tio
n
is
d
is
p
lay
ed
in
T
ab
le
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
565
-
578
570
T
ab
le
9
.
Statis
tical
d
is
tr
ib
u
tio
n
o
f
e
x
p
er
im
e
n
tal
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
(
b
ef
o
r
e
th
e
e
x
p
er
im
e
n
t)
C
h
o
i
c
e
o
p
t
i
o
n
C
l
a
s
ses
H
i
g
h
A
v
e
r
a
g
e
Lo
w
1
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
1
3
7
2
2
1
1
7
0
2
C
o
n
t
r
o
l
c
l
a
ss
1
3
1
2
5
4
1
4
3
T
h
e
m
o
d
al
v
alu
es
f
o
r
th
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
co
h
o
r
ts
ar
e
r
ep
r
esen
ted
b
y
M
t
=5
a
n
d
M
n
=3
,
r
esp
ec
tiv
ely
,
in
d
icatin
g
a
s
u
b
s
tan
tial
d
if
f
er
en
ce
wh
er
e
M
t
>M
n
.
C
o
n
s
eq
u
en
tly
,
th
is
im
p
lies
th
at
th
e
co
r
r
esp
o
n
d
i
n
g
m
ea
n
v
alu
es f
o
r
th
ese
c
o
h
o
r
ts
f
u
lf
ill th
e
co
n
d
itio
n
X>
Y,
wh
ich
is
c
o
m
p
u
ted
u
s
in
g
th
e
(
2
)
:
=
1
∑
=
3
=
1
=
1
528
(
137
⋅
5
+
221
⋅
4
+
170
⋅
3
)
≈
3
.
93
,
=
1
∑
=
3
=
1
=
1
528
(
131
⋅
5
+
254
⋅
4
⋅
143
⋅
3
)
≈
4
(
2
)
T
h
er
ef
o
r
e,
th
e
av
er
ag
e
s
co
r
e
o
f
th
e
ex
p
er
im
en
tal
class
will
b
e
lo
wer
th
an
th
e
a
v
er
ag
e
o
f
t
h
e
co
n
tr
o
l
class
,
th
at
is
X<
Y.
I
f
th
e
av
er
ag
e
o
f
th
e
ex
p
er
im
en
tal
class
is
lo
wer
th
an
th
e
av
er
a
g
e
o
f
t
h
e
co
n
tr
o
l
class
with
th
e
co
r
r
esp
o
n
d
in
g
a
v
er
ag
e
v
alu
es,
th
en
th
e
in
d
icato
r
s
ar
e
n
o
t a
ch
iev
ed
.
No
w,
th
e
r
esear
ch
co
n
d
u
ct
a
s
tatis
tical
ev
alu
atio
n
o
f
th
e
ec
o
lo
g
ical
ed
u
c
atio
n
p
r
o
f
icien
cy
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
b
o
t
h
ex
p
e
r
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
d
u
r
in
g
th
e
p
o
s
t
-
in
ter
v
e
n
tio
n
p
h
ase.
T
h
e
co
n
t
r
o
l
o
u
tco
m
es a
r
e
s
u
m
m
a
r
ized
in
T
ab
le
1
0
.
T
ab
le
1
0
.
Me
tr
ics f
o
r
ass
ess
in
g
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
tr
an
s
f
o
r
m
atio
n
s
in
th
e
ec
o
lo
g
ic
al
ed
u
ca
tio
n
tech
n
o
lo
g
y
p
r
o
f
icien
cy
lev
els o
f
p
r
im
a
r
y
lear
n
er
s
p
o
s
t
-
in
ter
v
en
tio
n
C
l
a
s
ses
N
u
mb
e
r
o
f
st
u
d
e
n
t
s
Le
v
e
l
o
f
a
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
H
i
g
h
A
v
e
r
a
g
e
Lo
w
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
5
2
8
2
3
0
1
5
6
1
4
2
C
o
n
t
r
o
l
c
l
a
ss
5
2
8
2
1
0
1
4
7
1
7
1
I
f
we
ca
lcu
late
th
ese
in
d
icat
o
r
s
as
p
er
ce
n
tag
es
u
s
in
g
(
1
)
,
we
will
g
et
d
ata
as
in
T
ab
le
11
.
Ass
u
m
in
g
th
e
ev
alu
atio
n
o
u
tco
m
es
i
n
th
e
ex
p
er
im
en
tal
an
d
c
o
n
tr
o
l
co
h
o
r
t
s
as
s
am
p
le
s
ets
1
an
d
2
,
r
esp
ec
tiv
ely
,
T
ab
le
1
2
s
h
o
ws th
e
s
tatis
t
ical
d
is
tr
ib
u
tio
n
f
o
r
f
u
r
th
er
a
n
aly
s
is
.
T
ab
le
1
1
.
Sy
n
th
esized
s
tu
d
en
t
r
esu
lts
(
af
ter
th
e
ex
p
e
r
im
en
t)
No
Le
v
e
l
s
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
(
%)
C
o
n
t
r
o
l
c
l
a
ss
(
%)
1.
H
i
g
h
4
3
.
9
3
9
.
8
2.
A
v
e
r
a
g
e
2
9
.
5
2
7
.
8
3.
Lo
w
27
3
2
.
4
T
ab
le
1
2
.
Statis
tical
d
is
tr
ib
u
tio
n
o
f
ex
p
er
i
m
en
tal
an
d
co
n
tr
o
l g
r
o
u
p
s
(
af
ter
th
e
e
x
p
er
im
e
n
t)
C
h
o
i
c
e
o
p
t
i
o
n
C
l
a
s
ses
H
i
g
h
A
v
e
r
a
g
e
Lo
w
1
Ex
p
e
r
i
m
e
n
t
a
l
c
l
a
ss
2
3
0
1
5
6
1
4
2
2
C
o
n
t
r
o
l
c
l
a
ss
2
1
0
1
4
7
1
7
1
T
h
e
m
o
d
al
v
alu
es
f
o
r
th
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
ar
e
r
ep
r
esen
ted
b
y
M
t
=5
a
n
d
M
n
=3
,
r
esp
ec
tiv
ely
,
in
d
icatin
g
a
s
ig
n
if
ican
t
d
is
cr
ep
an
cy
wh
er
e
M
t
>M
n
.
T
h
is
,
co
n
s
eq
u
en
tly
,
s
u
g
g
ests
th
at
th
e
m
ea
n
v
alu
es f
o
r
th
ese
c
o
h
o
r
ts
also
f
u
lf
ill th
e
co
n
d
itio
n
X>
Y,
wh
ic
h
we
co
m
p
u
te
u
s
in
g
th
e
(
3
)
:
Х
=
1
∑
=
3
=
1
=
1
528
(
230
⋅
5
+
155
⋅
4
⋅
142
⋅
3
)
≈
4
.
1
,
=
1
∑
=
3
=
1
=
1
528
(
210
⋅
5
+
147
⋅
4
+
171
⋅
3
)
≈
4
(
3
)
T
h
er
ef
o
r
e,
th
e
m
ea
n
p
r
o
f
icien
cy
lev
el
in
t
h
e
e
x
p
er
im
en
tal
c
o
h
o
r
t
ex
ce
ed
s
th
at
o
f
t
h
e
c
o
n
t
r
o
l
co
h
o
r
t,
d
e
n
o
ted
as
X>
Y.
W
e
wil
l
n
o
w
p
r
o
ce
ed
to
co
m
p
u
te
th
e
d
is
p
er
s
io
n
co
ef
f
icien
ts
f
o
r
b
o
th
g
r
o
u
p
s
,
s
tar
tin
g
with
th
e
ca
lcu
latio
n
o
f
th
e
s
am
p
le
v
ar
ia
n
ce
s
.
=
1
∑
(
−
)
2
/
(
−
1
)
=
3
=
1
≈
0
.
42
,
=
1
∑
(
−
)
2
/
(
−
1
)
=
3
=
1
≈
0
.
85
.
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
P
ed
a
g
o
g
ica
l str
a
teg
ies fo
r
en
h
a
n
cin
g
en
viro
n
men
ta
l e
d
u
ca
t
io
n
in
Uzb
ek
p
r
ima
r
y
…
(
A
b
d
u
ma
lik
K
u
ch
kin
o
v
)
571
Fro
m
th
ese
o
u
tco
m
es,
we
d
er
iv
e
th
e
s
tan
d
ar
d
d
ev
iatio
n
s
:
=
√
0
.
42
≈
0
.
64
,
=
√
0
.
85
≈
0
.
92
.
Usi
n
g
th
ese
v
alu
es,
we
co
m
p
u
te
th
e
v
ar
iab
ilit
y
in
d
ices
f
o
r
b
o
th
co
h
o
r
ts
:
=
=
0
,
64
4
,
1
≈
0
.
2
,
=
=
0
,
92
4
≈
0
.
23
.
I
f
th
e
v
alu
e
lev
el
o
f
th
e
s
tatis
tical
f
ea
tu
r
e
=
0
.
0
5
,
th
en
f
r
o
m
th
e
tab
le
o
f
L
a
p
lace
f
u
n
ctio
n
s
,
we
d
eter
m
in
e
th
e
c
r
itical
p
o
in
t
t
kr
f
o
r
th
e
s
tatis
tic:
t
kr
=1
.
6
7
.
I
f
we
f
in
d
r
eliab
le
d
ev
iatio
n
s
o
f
th
e
esti
m
ate
f
r
o
m
th
is
,
th
en
it
is
eq
u
al
to
=
√
≈
0
.
03
,
an
d
in
th
e
co
n
t
r
o
l
class
it
is
eq
u
al
to
=
√
≈
0
.
05
.
I
f
we
f
in
d
t
h
e
co
n
f
id
e
n
ce
in
ter
v
al
f
o
r
th
e
ex
p
e
r
im
en
tal
class
b
ased
o
n
th
e
r
esu
lts
f
o
u
n
d
:
4
.
07
≤
≤
4
.
13
,
th
e
co
n
f
id
en
ce
in
te
r
v
al
f
o
r
t
h
e
co
n
tr
o
l
class
is
3
.
65
≤
≤
3
.
75
.
Fro
m
th
is
,
it
ca
n
b
e
in
f
er
r
ed
with
a
s
ig
n
if
ican
ce
lev
el
o
f
α
=
0
.
0
5
th
at
th
e
m
ea
n
s
co
r
e
in
th
e
ex
p
er
im
en
tal
co
h
o
r
t
s
u
r
p
ass
es
th
at
o
f
th
e
co
n
tr
o
l
co
h
o
r
t,
with
n
o
n
-
o
v
er
lap
p
in
g
co
n
f
id
en
ce
in
ter
v
als.
C
o
n
s
eq
u
en
tly
,
th
e
m
ath
em
atica
l
an
d
s
tati
s
tical
an
aly
s
i
s
in
d
icate
s
th
at
a
f
av
o
r
a
b
le
o
u
tc
o
m
e
was
attain
ed
.
B
u
ild
in
g
u
p
o
n
th
e
a
f
o
r
em
e
n
tio
n
ed
f
in
d
i
n
g
s
,
we
will
p
r
o
ce
ed
to
co
m
p
u
te
th
e
q
u
ality
m
etr
ics ass
o
ciate
d
with
th
e
ex
p
er
im
e
n
tal
in
ter
v
en
tio
n
.
=
(
−
)
(
−
)
=
1
.
08
>
1
,
=
(
−
)
−
(
−
)
=
0
.
42
>
0
T
h
e
f
in
d
in
g
s
r
e
v
ea
l
th
at
th
e
e
f
f
ec
tiv
en
ess
cr
iter
io
n
f
o
r
ev
alu
atin
g
th
e
tr
ain
in
g
s
u
r
p
ass
es
u
n
ity
,
wh
ile
th
e
cr
iter
io
n
f
o
r
ass
ess
in
g
k
n
o
wled
g
e
ac
q
u
is
itio
n
ex
ce
ed
s
ze
r
o
.
I
t
is
ev
id
e
n
t
th
at
t
h
e
p
r
o
f
ic
ien
cy
lev
els
in
th
e
ex
p
er
im
en
tal
co
h
o
r
t
ex
ce
ed
t
h
o
s
e
in
th
e
co
n
tr
o
l
co
h
o
r
t.
T
h
er
ef
o
r
e,
u
p
o
n
co
m
p
letio
n
o
f
th
e
in
ter
v
en
tio
n
,
th
e
r
esu
lts
in
d
icate
th
at
th
e
e
x
p
er
im
en
tal
wo
r
k
aim
ed
at
ev
alu
atin
g
th
e
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
s
h
if
ts
in
th
e
en
v
i
r
o
n
m
e
n
tal
ed
u
ca
tio
n
lev
els
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
h
as
p
r
o
v
en
to
b
e
e
f
f
ec
tiv
e
in
e
n
h
an
ci
n
g
en
v
ir
o
n
m
en
tal
liter
ac
y
.
T
h
e
e
v
i
d
e
n
c
e
f
o
r
t
h
e
e
n
v
i
r
o
n
m
e
n
ta
l
im
p
ac
t
o
f
n
at
u
r
e
-
b
ase
d
e
d
u
ca
ti
o
n
is
la
r
g
el
y
d
u
e
t
o
th
e
lac
k
o
f
co
n
t
r
o
ll
ed
e
x
p
e
r
i
m
e
n
ts
.
Fo
r
e
x
a
m
p
le
,
C
o
l
la
d
o
et
a
l.
[
1
]
c
o
n
d
u
cte
d
a
n
e
x
p
e
r
im
e
n
t
e
x
a
m
i
n
i
n
g
t
h
e
im
p
a
ct
o
f
a
n
at
u
r
e
-
b
as
ed
en
v
i
r
o
n
m
en
tal
ed
u
c
ati
o
n
p
r
o
g
r
am
i
n
cl
u
d
ed
in
t
h
e
s
ch
o
o
l
c
u
r
r
ic
u
l
u
m
o
n
c
h
i
ld
r
en
’
s
e
n
v
i
r
o
n
m
e
n
t
al
attit
u
d
es
a
n
d
b
e
h
a
v
i
o
r
.
T
h
e
y
u
s
e
d
ch
il
d
r
en
e
n
r
o
l
le
d
i
n
a
t
r
ad
i
ti
o
n
al
e
d
u
ca
t
io
n
al
p
r
o
g
r
a
m
as
a
c
o
n
tr
o
l
g
r
o
u
p
.
T
h
e
p
r
o
g
r
a
m
i
n
v
o
lv
e
d
p
r
i
m
a
r
y
s
ch
o
o
l
s
t
u
d
e
n
ts
f
r
o
m
s
ev
en
S
p
a
n
is
h
s
c
h
o
o
ls
.
T
h
e
f
i
n
d
i
n
g
s
in
d
i
ca
t
e
t
h
at
en
v
i
r
o
n
m
e
n
t
al
e
d
u
c
ati
o
n
d
e
m
o
n
s
t
r
a
te
d
g
r
ea
t
er
a
d
v
an
ce
m
e
n
t
wi
th
in
th
e
n
at
u
r
e
-
b
as
ed
p
e
d
a
g
o
g
y
g
r
o
u
p
co
m
p
a
r
e
d
t
o
t
h
e
c
o
n
tr
o
l
g
r
o
u
p
.
T
h
is
s
u
p
p
o
r
ts
th
e
i
n
t
e
g
r
ati
o
n
o
f
n
at
u
r
e
-
o
r
i
e
n
te
d
p
ed
a
g
o
g
i
ca
l
a
p
p
r
o
a
ch
es
w
it
h
i
n
ed
u
c
ati
o
n
al
s
y
s
te
m
s
t
o
f
o
s
te
r
m
o
r
e
p
o
s
iti
v
e
a
tti
tu
d
es
t
o
w
ar
d
en
v
i
r
o
n
m
e
n
t
al
s
te
wa
r
d
s
h
i
p
a
m
o
n
g
c
h
i
ld
r
e
n
.
E
n
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
h
o
ld
s
s
ig
n
if
ican
t
r
elev
an
ce
to
d
ay
,
as
th
e
g
lo
b
al
d
em
an
d
f
o
r
r
eso
u
r
ce
s
an
d
p
o
llu
tio
n
lev
els
co
n
tin
u
e
to
e
s
ca
late.
I
n
a
s
tu
d
y
co
n
d
u
cted
b
y
T
r
ea
g
u
s
t
et
a
l.
[
2
]
,
th
e
s
tu
d
y
s
o
u
g
h
t
to
ass
ess
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
’
en
v
i
r
o
n
m
en
tal
k
n
o
wled
g
e,
th
ei
r
a
ttit
u
d
es
to
war
d
en
v
i
r
o
n
m
e
n
tal
co
n
s
er
v
atio
n
,
an
d
th
eir
ac
tio
n
s
t
o
war
d
en
v
ir
o
n
m
en
tal
p
r
o
tectio
n
,
with
th
e
ai
m
o
f
en
h
an
cin
g
th
e
p
r
o
m
in
e
n
ce
o
f
en
v
ir
o
n
m
e
n
tal
ed
u
ca
tio
n
with
in
s
ch
o
o
l
cu
r
r
i
cu
la.
T
h
eir
co
n
clu
s
io
n
s
wer
e:
i
)
4
th
-
g
r
ad
e
s
tu
d
en
ts
ex
h
i
b
it
a
h
ig
h
er
lev
el
o
f
en
v
ir
o
n
m
en
tal
co
n
ce
r
n
th
an
5
th
-
g
r
a
d
e
s
tu
d
en
ts
;
ii
)
g
if
ted
s
tu
d
en
ts
d
em
o
n
s
tr
ate
a
d
ee
p
e
r
u
n
d
er
s
tan
d
in
g
o
f
en
v
ir
o
n
m
en
tal
is
s
u
es
th
an
th
e
ir
p
ee
r
s
;
an
d
iii
)
f
em
ale
s
tu
d
e
n
ts
s
h
o
w
a
g
r
ea
ter
c
o
m
m
itm
e
n
t
to
e
n
v
ir
o
n
m
en
tal
p
r
eser
v
atio
n
th
an
m
ale
s
tu
d
en
ts
.
Ho
wev
er
,
th
e
s
tu
d
y
a
ls
o
h
ig
h
lig
h
ted
t
h
at
p
o
s
s
ess
in
g
en
v
ir
o
n
m
en
tal
k
n
o
wled
g
e
d
o
es
n
o
t
n
ec
ess
ar
ily
co
r
r
elate
with
a
s
tu
d
en
t
’
s
c
o
m
m
itm
en
t
to
en
v
ir
o
n
m
en
tal
p
r
o
tectio
n
o
r
ac
tiv
e
en
g
ag
em
e
n
t in
s
o
lv
in
g
en
v
ir
o
n
m
en
tal
ch
allen
g
es.
T
h
e
f
o
r
m
atio
n
o
f
en
v
ir
o
n
m
en
tal
cu
ltu
r
e
in
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
is
co
n
s
id
er
ed
im
p
o
r
ta
n
t.
A
n
u
m
b
er
o
f
wo
r
k
s
h
av
e
b
ee
n
ca
r
r
ied
o
u
t
in
th
is
d
ir
ec
tio
n
.
Fo
r
ex
am
p
le,
in
t
h
e
wo
r
k
o
f
Yeşily
u
r
t
et
a
l.
[
3
]
,
th
e
m
ain
g
o
al
is
to
in
cr
ea
s
e
t
h
e
en
v
ir
o
n
m
en
tal
cu
ltu
r
e
o
f
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
b
ased
o
n
th
e
p
r
in
cip
le
o
f
d
is
tin
g
u
is
h
in
g
b
etwe
en
th
e
“
a
ctio
n
r
esear
ch
”
an
d
“
q
u
alitativ
e
r
esear
ch
”
co
h
o
r
ts
.
I
t
to
o
k
p
lace
d
u
r
in
g
th
e
2
0
1
8
-
2
0
1
9
ac
ad
em
ic
y
ea
r
with
p
ar
ticip
an
ts
f
r
o
m
Gu
n
g
o
r
en
Pu
b
lic
E
lem
en
tar
y
Sch
o
o
l
in
I
s
tan
b
u
l.
Data
c
o
llectio
n
in
v
o
lv
e
d
a
tr
ian
g
u
latio
n
o
f
m
eth
o
d
s
,
in
clu
d
i
n
g
s
tu
d
en
t
-
cr
ea
te
d
en
v
ir
o
n
m
en
tal
d
r
awin
g
s
,
o
b
s
er
v
atio
n
p
r
o
to
co
ls
,
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews.
Fin
d
in
g
s
in
d
icate
d
th
at
s
tu
d
en
ts
ex
p
o
s
ed
t
o
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
ex
h
ib
ited
a
m
ar
k
ed
in
cr
ea
s
e
in
ec
o
lo
g
ical
awa
r
en
ess
,
as
r
ef
lecte
d
in
th
eir
p
o
s
t
-
in
ter
v
ie
w
d
r
awin
g
s
.
T
h
ese
v
is
u
al
r
e
p
r
esen
tatio
n
s
d
em
o
n
s
tr
ated
n
o
t
o
n
ly
a
n
em
p
ath
etic
attitu
d
e
to
war
d
n
atu
r
e
b
u
t
also
h
ig
h
ae
s
th
etic
q
u
ality
,
illu
s
t
r
atin
g
an
em
o
tio
n
al
an
d
i
n
tellectu
al
en
g
ag
e
m
en
t
with
en
v
ir
o
n
m
en
tal
is
s
u
es.
Giv
en
th
e
in
cr
ea
s
in
g
s
ig
n
i
f
ican
ce
o
f
n
at
u
r
al
s
cien
ce
is
s
u
es,
in
ter
n
atio
n
al
co
n
f
er
en
ce
s
a
n
d
s
y
m
p
o
s
ia
d
ed
icate
d
to
ex
p
lo
r
in
g
th
ese
m
atter
s
h
av
e
p
r
o
life
r
ated
ac
r
o
s
s
v
ar
io
u
s
n
atio
n
s
an
d
e
d
u
ca
ti
o
n
al
lev
els
in
r
ec
en
t
y
ea
r
s
[
1
0
]
.
No
tab
ly
,
it
h
as
b
ee
n
u
n
d
er
s
co
r
e
d
th
at
s
o
cieta
l
s
cien
tific
liter
ac
y
r
em
ain
s
i
n
ad
eq
u
ate,
with
its
im
p
o
r
tan
ce
p
o
is
ed
to
escalate
f
u
r
th
er
in
th
e
2
1
s
t
ce
n
t
u
r
y
.
E
a
r
ly
-
s
tag
e
s
cien
tific
ed
u
ca
tio
n
p
lay
s
a
p
iv
o
tal
r
o
le
in
f
o
s
ter
in
g
s
cien
tific
liter
ac
y
[
1
9
]
.
B
r
o
ad
l
y
,
th
e
f
ield
o
f
s
cien
tific
ed
u
ca
tio
n
h
as
u
n
d
er
g
o
n
e
s
u
b
s
tan
tial
tr
an
s
f
o
r
m
atio
n
s
,
in
cl
u
d
in
g
s
h
if
ts
in
cu
r
r
icu
lar
c
o
n
ten
t
a
n
d
th
e
p
u
r
s
u
it
o
f
m
o
r
e
e
f
f
ec
tiv
e
p
e
d
ag
o
g
ical
m
et
h
o
d
s
.
C
o
n
cu
r
r
en
tly
,
th
er
e
is
a
g
r
o
wi
n
g
d
em
a
n
d
f
o
r
a
q
u
alitativ
ely
ad
v
an
ce
d
s
o
ciety
ca
p
a
b
le
o
f
a
d
d
r
ess
in
g
em
er
g
in
g
g
lo
b
al
ch
allen
g
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
565
-
578
572
T
h
is
clea
r
ly
u
n
d
er
s
co
r
es
th
e
c
r
itical
r
o
le
o
f
s
cien
ce
ed
u
ca
tio
n
in
s
h
ap
i
n
g
a
ch
ild
’
s
o
v
er
all
p
er
s
o
n
ality
d
ev
elo
p
m
e
n
t.
T
h
r
o
u
g
h
c
o
llab
o
r
ativ
e
ef
f
o
r
ts
in
v
o
lv
in
g
all
s
tak
eh
o
ld
er
s
with
in
th
e
s
ch
o
o
l
co
m
m
u
n
ity
,
wh
ich
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
s
th
e
cu
ltiv
atio
n
o
f
a
p
o
s
itiv
e
en
v
ir
o
n
m
en
tal
attitu
d
e,
y
o
u
n
g
lear
n
e
r
s
ca
n
en
h
an
ce
th
eir
ec
o
lo
g
ical
c
o
m
p
eten
cies.
A
r
elev
an
t
r
e
f
er
en
ce
s
u
p
p
o
r
tin
g
t
h
is
n
o
tio
n
is
f
o
u
n
d
in
th
e
wo
r
k
o
f
B
ar
r
az
a
[
2
0
]
,
wh
ich
ex
p
lo
r
es
th
e
p
iv
o
tal
r
o
le
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
f
o
s
ter
in
g
en
v
ir
o
n
m
en
tal
co
n
s
cio
u
s
n
ess
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l stu
d
en
ts
.
As en
v
ir
o
n
m
en
tal
ch
allen
g
es in
ten
s
if
y
,
th
e
n
ec
ess
ity
to
ad
o
p
t su
s
tain
ab
le,
r
esp
o
n
s
ib
le,
an
d
r
esp
ec
tf
u
l
p
r
ac
tices
f
o
r
en
v
ir
o
n
m
en
tal
co
n
s
er
v
atio
n
an
d
r
esto
r
atio
n
b
ec
o
m
es
m
o
r
e
cr
u
cial.
B
u
ch
an
an
et
a
l.
[
2
1
]
cr
itically
ex
am
in
es
i
n
n
o
v
ativ
e,
f
o
r
m
al,
an
d
in
f
o
r
m
al
ed
u
c
atio
n
al
p
r
ac
tices
a
n
d
citizen
s
h
ip
in
ex
p
er
im
en
tal
ap
p
r
o
ac
h
es
to
e
n
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
am
o
n
g
s
ch
o
o
ls
,
f
a
m
ilies
,
an
d
co
m
m
u
n
ities
.
Ho
wev
er
,
it
is
im
p
o
r
tan
t
th
at
cu
r
r
en
t
an
d
em
er
g
in
g
t
ec
h
n
o
lo
g
ies
teac
h
s
tu
d
en
ts
to
th
in
k
g
l
o
b
ally
an
d
to
ac
t
r
esp
o
n
s
ib
ly
an
d
r
esp
ec
tf
u
lly
to
war
d
th
e
en
v
ir
o
n
m
en
t.
R
esear
ch
b
y
Diez
-
Ojed
a
et
a
l.
[
2
2
]
an
al
y
ze
s
th
e
ef
f
ec
t
o
f
t
h
e
im
p
lem
en
tatio
n
o
f
a
s
er
v
ic
e
-
lear
n
in
g
p
r
o
g
r
a
m
with
in
th
e
e
n
v
ir
o
n
m
e
n
tal
ed
u
ca
tio
n
s
u
b
ject
o
f
Sp
an
is
h
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
e
s
er
v
i
ce
-
lear
n
in
g
p
r
o
ject
was
ev
alu
ated
an
d
th
e
ch
an
g
e
in
attitu
d
es
to
war
d
s
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
o
f
4
4
p
r
e
-
s
er
v
ice
teac
h
er
s
was
m
ea
s
u
r
ed
,
co
n
s
id
er
in
g
th
e
en
v
ir
o
n
m
e
n
t,
ec
o
n
o
m
y
,
s
o
ciety
an
d
ed
u
ca
tio
n
as
d
im
en
s
io
n
s
,
u
s
in
g
a
p
r
e
-
a
n
d
p
o
s
t
-
ex
p
er
im
e
n
tal
test
with
o
u
t
a
co
n
tr
o
l
g
r
o
u
p
.
E
n
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
h
as
b
ee
n
im
p
lem
en
ted
in
I
n
d
o
n
esian
s
ch
o
o
ls
an
d
t
h
e
s
tu
d
y
an
d
an
al
y
s
is
o
f
s
u
s
tain
ab
ilit
y
an
d
h
o
p
e
r
elate
d
to
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
in
s
ch
o
o
ls
was
in
v
esti
g
ated
[
1
9
]
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
h
o
w
th
at
teac
h
er
s
h
av
e
h
ig
h
ex
p
ec
tatio
n
s
f
o
r
s
ch
o
o
ls
,
f
ello
w
teac
h
er
s
an
d
s
tu
d
en
ts
.
T
ea
ch
er
s
ex
p
ec
t
s
ch
o
o
ls
to
ef
f
ec
tiv
ely
d
ev
el
o
p
an
d
im
p
lem
e
n
t
en
v
ir
o
n
m
en
tal
e
d
u
ca
tio
n
r
elat
ed
co
n
ce
p
ts
,
m
is
s
io
n
s
an
d
c
u
r
r
icu
la,
as
well
as
s
u
p
p
o
r
tin
g
p
r
o
g
r
am
s
.
T
h
e
s
tu
d
y
by
Hu
s
in
et
a
l.
[
2
3
]
ass
ess
ed
t
h
e
lev
el
o
f
k
n
o
wled
g
e
an
d
b
e
h
av
io
r
to
war
d
s
th
e
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
“
wate
r
”
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
B
ac
au
,
R
o
m
an
ia.
T
h
e
r
e
s
u
lts
h
ig
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
o
f
en
v
ir
o
n
m
e
n
tal
ed
u
ca
tio
n
in
p
r
im
a
r
y
s
ch
o
o
l,
wh
ich
p
r
ep
ar
es
ch
ild
r
en
f
o
r
a
r
esp
o
n
s
ib
le
attitu
d
e
to
war
d
s
th
e
en
v
ir
o
n
m
en
t.
I
t
is
r
ec
o
m
m
en
d
ed
to
im
p
le
m
en
t
i
n
ter
ac
tiv
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
an
d
d
ev
elo
p
p
ar
tn
e
r
s
h
ip
s
with
th
e
co
m
m
u
n
ity
an
d
lo
ca
l
o
r
g
a
n
izatio
n
s
to
p
r
o
m
o
te
wate
r
c
o
n
s
er
v
atio
n
an
d
r
ed
u
ctio
n
o
f
its
co
n
s
u
m
p
ti
o
n
,
th
e
r
eb
y
cr
ea
tin
g
a
lo
n
g
-
ter
m
cu
ltu
r
e
o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t.
Als
o
,
a
s
tu
d
y
b
y
Simo
n
et
a
l
.
[
2
4
]
aim
e
d
to
s
u
m
m
ar
ize
th
e
ch
ar
ac
ter
is
tics
o
f
s
tu
d
ies
o
n
t
h
e
u
s
e
o
f
au
g
m
e
n
ted
r
ea
lity
in
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
to
id
en
tify
im
p
o
r
ta
n
t
g
ap
s
an
d
tr
e
n
d
s
in
th
e
liter
atu
r
e.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
in
d
icate
th
e
n
ee
d
f
o
r
ad
d
itio
n
al
r
esear
ch
o
n
th
e
u
s
e
o
f
a
u
g
m
en
te
d
r
ea
lity
in
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
.
T
h
e
n
ee
d
t
o
in
v
o
lv
e
teac
h
er
s
in
au
g
m
en
t
ed
r
ea
lity
r
esear
ch
in
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
is
em
p
h
asized
d
u
e
to
th
e
o
b
s
er
v
e
d
lack
o
f
teac
h
er
p
ar
ticip
atio
n
in
s
u
ch
s
tu
d
ies.
T
h
e
s
tu
d
y
co
n
d
u
cted
b
y
Ko
s
ta
et
a
l
.
[
2
5
]
ex
a
m
in
ed
th
e
i
n
f
lu
en
ce
o
f
an
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
in
itiativ
e
o
n
p
a
r
ticip
an
ts
’
ec
o
l
o
g
ical
co
n
n
ec
ted
n
ess
.
Data
an
aly
s
is
f
r
o
m
2
8
3
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
r
ev
ea
le
d
th
at
o
u
td
o
o
r
-
b
ased
lear
n
i
n
g
s
ig
n
if
ican
tly
en
h
an
ce
d
s
tu
d
e
n
ts
’
en
v
ir
o
n
m
e
n
tal
k
n
o
wled
g
e
an
d
awa
r
en
ess
.
Fu
r
th
er
m
o
r
e
,
it
was
f
o
u
n
d
t
h
at
s
tu
d
en
ts
with
p
r
io
r
p
a
r
ticip
atio
n
in
en
v
i
r
o
n
m
e
n
tal
ed
u
ca
tio
n
p
r
o
g
r
am
s
d
em
o
n
s
tr
ated
a
s
tr
o
n
g
er
s
en
s
e
o
f
c
o
n
n
ec
ti
o
n
to
n
atu
r
e
an
d
e
x
h
ib
ited
s
u
p
er
io
r
r
eten
tio
n
o
f
ac
q
u
ir
ed
ec
o
lo
g
ical
k
n
o
wled
g
e
co
m
p
ar
ed
to
th
ei
r
p
ee
r
s
.
A
r
ec
en
t
s
tu
d
y
by
L
am
an
au
s
k
as
an
d
Ma
k
ar
s
k
ait
ė
-
Petk
ev
ičien
ė
[
2
6
]
h
ig
h
lig
h
ted
th
e
p
i
v
o
tal
r
o
le
o
f
p
r
im
ar
y
ed
u
ca
t
o
r
s
in
cu
ltiv
atin
g
p
u
p
ils
’
ec
o
lo
g
i
ca
l
co
n
s
cio
u
s
n
ess
,
u
n
d
er
s
co
r
i
n
g
th
e
im
p
er
ativ
e
f
o
r
co
m
p
r
eh
en
s
iv
e
p
r
e
-
s
er
v
ice
en
v
ir
o
n
m
en
tal
p
ed
a
g
o
g
ical
p
r
ep
ar
ed
n
ess
.
T
h
e
co
n
d
u
cted
s
tu
d
y
aim
ed
to
d
eter
m
in
e
t
h
e
m
ea
n
in
g
o
f
en
v
ir
o
n
m
e
n
tal
ed
u
ca
tio
n
,
h
o
w
th
e
s
u
b
ject
is
u
n
d
er
s
to
o
d
b
y
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
a
n
d
w
h
at
th
ei
r
v
is
io
n
o
f
im
p
lem
en
tatio
n
is
.
T
h
e
s
tu
d
y
in
v
o
l
v
ed
1
3
6
s
tu
d
e
n
ts
f
r
o
m
two
L
ith
u
a
n
ian
u
n
i
v
er
s
ities
.
C
o
n
s
eq
u
en
tly
,
th
e
s
ig
n
if
ica
n
ce
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
is
ac
ce
n
tu
ated
,
as
its
in
ter
d
is
cip
lin
ar
y
n
atu
r
e
en
co
m
p
ass
es
d
iv
er
s
e
d
o
m
ain
s
s
u
itab
le
f
o
r
in
te
g
r
atio
n
in
to
p
r
im
ar
y
cu
r
r
icu
la.
Fin
d
in
g
s
r
ev
ea
l
th
at
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
i
m
p
lem
en
tatio
n
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
ti
o
n
r
ef
l
ec
t
b
o
th
co
g
n
itiv
e
-
in
tellectu
al
d
im
en
s
io
n
s
an
d
ac
tiv
ity
-
b
ased
,
b
eh
av
io
r
ally
o
r
ien
ted
co
m
p
o
n
en
ts
with
in
th
eir
p
r
o
f
ess
io
n
al
p
e
d
ag
o
g
ical
f
r
am
ewo
r
k
s
.
Nu
m
er
o
u
s
s
tu
d
ies
em
p
h
asize
th
e
n
ec
ess
ity
o
f
en
h
an
ci
n
g
s
cien
ce
ed
u
ca
tio
n
ac
r
o
s
s
all
tier
s
o
f
th
e
ed
u
ca
tio
n
al
s
y
s
tem
,
with
p
ar
ti
cu
lar
atten
tio
n
to
th
e
p
r
im
a
r
y
ed
u
ca
tio
n
s
tag
e
[
2
7
]
.
I
t
is
ess
en
tial
to
r
ec
o
g
n
ize
th
at
th
e
in
tr
o
d
u
ctio
n
to
s
cien
tific
co
n
ce
p
ts
in
elem
en
tar
y
g
r
ad
es
f
alls
s
h
o
r
t
o
f
co
n
tem
p
o
r
ar
y
p
ed
ag
o
g
ical
s
tan
d
ar
d
s
.
T
h
e
co
r
e
o
f
s
cien
ce
ed
u
ca
tio
n
at
th
is
lev
el
s
h
o
u
ld
r
ev
o
lv
e
ar
o
u
n
d
in
q
u
ir
y
-
b
ased
lear
n
in
g
a
n
d
em
p
ir
ical
in
v
esti
g
atio
n
s
.
I
n
s
tr
u
ctio
n
al
s
tr
ateg
ies
in
p
r
im
ar
y
ed
u
ca
tio
n
m
u
s
t
p
r
io
r
itize
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
o
l
o
g
ies
an
d
th
e
f
ac
ilit
atio
n
o
f
s
o
cial
in
te
r
ac
tio
n
as
a
m
ea
n
s
o
f
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
.
E
d
u
ca
to
r
s
s
h
o
u
ld
b
e
p
ass
io
n
ate
ab
o
u
t
t
ea
ch
in
g
,
f
o
s
ter
in
g
an
en
v
ir
o
n
m
en
t
th
at
en
ab
les
s
tu
d
en
ts
to
m
ax
im
ize
th
eir
p
o
ten
tial.
T
h
e
p
r
im
ar
y
o
b
jecti
v
e
o
f
s
cien
ce
e
d
u
ca
tio
n
at
t
h
e
elem
en
tar
y
lev
el
is
to
in
itiat
e
s
tu
d
en
ts
in
to
th
e
ex
p
lo
r
atio
n
o
f
th
eir
s
u
r
r
o
u
n
d
i
n
g
en
v
ir
o
n
m
en
t,
f
o
s
ter
in
g
a
c
o
m
p
r
eh
e
n
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
wo
r
ld
an
d
its
in
tr
icate
in
ter
co
n
n
ec
tio
n
s
,
wh
ich
s
er
v
es
as
th
e
f
o
u
n
d
atio
n
f
o
r
th
e
s
tu
d
y
o
f
in
d
iv
id
u
al
n
atu
r
al
s
cien
ce
s
i
n
h
ig
h
er
g
r
ad
es.
A
s
ig
n
if
ican
t
f
ac
to
r
co
n
tr
ib
u
tin
g
to
th
e
d
im
in
is
h
ed
in
ter
est
in
s
cien
ce
is
th
e
in
ad
eq
u
ate
em
p
h
asis
p
lace
d
o
n
its
co
r
e
co
m
p
o
n
en
ts
(
p
h
y
s
ics,
b
io
lo
g
y
,
ch
em
is
tr
y
,
a
n
d
g
eo
g
r
ap
h
y
)
with
in
th
e
p
r
im
ar
y
cu
r
r
icu
lu
m
.
R
eg
r
ettab
ly
,
ele
m
en
tar
y
s
tu
d
en
ts
o
f
ten
f
ac
e
ch
allen
g
es
in
ass
im
ilatin
g
f
u
n
d
am
en
tal
s
cien
tific
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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&
R
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d
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N:
2252
-
8
8
2
2
P
ed
a
g
o
g
ica
l str
a
teg
ies fo
r
en
h
a
n
cin
g
en
viro
n
men
ta
l e
d
u
ca
t
io
n
in
Uzb
ek
p
r
ima
r
y
…
(
A
b
d
u
ma
lik
K
u
ch
kin
o
v
)
573
co
n
ce
p
ts
an
d
d
ev
elo
p
in
g
r
esear
ch
co
m
p
eten
cies.
C
o
n
v
er
s
ely
,
p
r
im
ar
y
s
ch
o
o
l
ed
u
ca
t
o
r
s
o
f
ten
lack
th
e
r
eq
u
is
ite
s
cien
tific
ex
p
er
tis
e.
I
n
lig
h
t
o
f
th
is
,
it
h
as
b
ee
n
h
ig
h
lig
h
ted
th
at
n
at
u
r
al
s
c
ien
ce
s
,
p
ar
ticu
lar
ly
ch
em
is
tr
y
,
ar
e
p
e
r
ce
iv
ed
as
ab
s
tr
ac
t
an
d
d
is
co
n
n
ec
te
d
d
is
cip
lin
es
b
y
s
tu
d
e
n
ts
.
I
t
is
i
m
p
er
ativ
e
t
o
d
esig
n
a
well
-
s
tr
u
ctu
r
ed
an
d
co
m
p
r
e
h
en
s
iv
e
s
y
s
tem
o
f
h
a
n
d
s
-
o
n
s
cien
tific
ac
tiv
ities
s
p
an
n
in
g
g
r
ad
es
1
th
r
o
u
g
h
4
.
T
h
e
cu
ltiv
atio
n
o
f
s
tu
d
e
n
t
in
t
er
est
in
th
e
n
atu
r
al
s
cien
ce
s
s
h
o
u
ld
b
e
p
r
io
r
itized
as
a
k
ey
o
b
jectiv
e
with
in
th
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
at
th
e
elem
en
tar
y
lev
el,
t
h
er
eb
y
en
h
a
n
cin
g
b
o
th
teac
h
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
es.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
e
n
v
ir
o
n
m
en
t
al
ed
u
ca
tio
n
in
cu
ltiv
atin
g
ec
o
lo
g
ical
awa
r
en
ess
,
p
r
ac
tical
s
k
ills
,
an
d
r
esp
o
n
s
ib
le
attitu
d
es
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
im
p
lem
en
tatio
n
o
f
in
ter
ac
tiv
e
teac
h
in
g
m
eth
o
d
s
,
p
r
o
ject
-
b
ased
ac
tiv
ities
,
an
d
p
r
ac
tical
ex
er
cises
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
s
tu
d
en
ts
’
p
r
e
p
ar
ed
n
ess
,
with
h
ig
h
p
r
o
f
icien
c
y
in
c
r
ea
s
in
g
f
r
o
m
2
3
.
8
%
to
4
3
.
3
%
an
d
lo
w
p
r
o
f
icien
cy
d
ec
r
ea
s
in
g
f
r
o
m
4
8
.
6
%
to
2
8
%.
T
h
e
f
in
d
in
g
s
o
f
f
e
r
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
.
C
u
r
r
icu
lu
m
d
e
v
elo
p
er
s
s
h
o
u
ld
in
teg
r
ate
ex
p
er
ien
tial
an
d
in
ter
ac
tiv
e
co
m
p
o
n
e
n
ts
th
at
lin
k
th
eo
r
etica
l
k
n
o
wled
g
e
with
p
r
ac
tical
e
n
v
ir
o
n
m
en
tal
task
s
.
T
ea
ch
er
tr
ain
in
g
p
r
o
g
r
am
s
m
u
s
t
f
o
cu
s
o
n
en
h
a
n
cin
g
p
ed
ag
o
g
ical
co
m
p
eten
cies
in
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
,
i
n
clu
d
in
g
p
r
o
ject
-
b
ased
lear
n
in
g
,
o
u
td
o
o
r
ac
tiv
ities
,
an
d
e
d
u
ca
tio
n
al
g
am
es.
Po
licy
m
ak
er
s
ar
e
e
n
co
u
r
ag
ed
to
s
u
p
p
o
r
t
th
e
s
y
s
tem
atic
in
te
g
r
atio
n
o
f
en
v
ir
o
n
m
en
tal
ed
u
ca
tio
n
i
n
to
p
r
im
ar
y
cu
r
r
icu
la,
p
r
o
v
id
in
g
r
eso
u
r
ce
s
f
o
r
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
an
d
tech
n
o
lo
g
y
-
en
a
b
le
d
teac
h
in
g
to
o
ls
.
T
h
is
s
tu
d
y
is
lim
ited
b
y
its
r
eg
io
n
al
s
co
p
e
an
d
r
elian
ce
o
n
s
elf
-
r
ep
o
r
ted
m
ea
s
u
r
es
o
f
en
g
ag
em
en
t
.
Fu
tu
r
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