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Ins
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pilo
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lid
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tion o
f
a
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erd
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tive pro
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ba
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for STE
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hig
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a
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icle
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nfo
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T
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ticle
his
to
r
y:
R
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eiv
ed
Feb
4
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2
0
2
6
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ev
is
ed
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y
1
4
,
2
0
2
6
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ted
May
21
,
2
0
2
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Cu
rre
n
t
in
str
u
c
ti
o
n
in
C
h
in
e
se
h
i
g
h
e
r
sc
ien
c
e
,
tec
h
n
o
l
o
g
y
,
e
n
g
in
e
e
rin
g
,
a
n
d
m
a
th
e
m
a
ti
c
s
(S
TE
M
)
e
d
u
c
a
ti
o
n
o
ften
re
li
e
s
o
n
tra
d
it
i
o
n
a
l
lec
tu
r
e
fo
rm
a
ts,
wh
ich
c
a
n
li
m
it
stu
d
e
n
ts’
d
e
v
e
lo
p
m
e
n
t
in
c
o
l
lab
o
ra
ti
v
e
p
ro
b
le
m
-
so
lv
in
g
(CP
S
)
a
n
d
se
lf
-
e
ffica
c
y
(S
E)
.
T
o
a
d
d
re
ss
t
h
is
g
a
p
,
t
h
is
st
u
d
y
a
p
p
li
e
d
t
h
e
Dic
k
a
n
d
Ca
re
y
i
n
stru
c
ti
o
n
a
l
d
e
sig
n
m
o
d
e
l
to
d
e
v
e
l
o
p
a
n
d
v
a
li
d
a
t
e
a
c
o
o
p
e
ra
ti
v
e
p
r
o
b
lem
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b
a
se
d
lea
r
n
in
g
(CP
BL)
m
o
d
u
le.
S
tru
c
t
u
re
d
a
ro
u
n
d
a
n
e
n
g
in
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e
rin
g
d
e
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n
tas
k
,
th
e
m
o
d
u
le
i
n
teg
ra
tes
c
o
o
p
e
ra
ti
v
e
e
lem
e
n
ts
in
t
o
p
ro
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lem
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so
lv
i
n
g
wo
r
k
flo
ws
a
n
d
in
c
lu
d
e
s
m
e
c
h
a
n
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s
to
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p
p
o
rt
e
q
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p
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ti
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n
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c
h
a
s
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a
n
d
a
to
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y
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tat
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n
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m
u
lt
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ip
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ry
e
x
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rt
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a
n
e
l
(N=
6
)
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ss
e
ss
e
d
th
e
m
o
d
u
l
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o
n
ten
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li
d
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n
d
a
p
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o
t
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d
y
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h
u
n
d
e
r
g
ra
d
u
a
te
stu
d
e
n
ts
(N=
3
3
)
e
v
a
lu
a
ted
in
str
u
c
ti
o
n
a
l
fe
a
sib
il
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y
a
n
d
in
stru
m
e
n
t
re
li
a
b
il
i
ty
.
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su
lt
s
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o
we
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i
g
h
sc
a
le
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lev
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l
c
o
n
te
n
t
v
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li
d
it
y
in
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e
x
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-
CVI=
.
9
8
)
a
n
d
str
o
n
g
i
n
tern
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l
c
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n
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c
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th
e
a
d
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p
ted
CP
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a
n
d
S
E
sc
a
les
(Cro
n
b
a
c
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’s
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>
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8
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).
Th
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s
e
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in
g
s
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o
n
firm
th
e
m
o
d
u
le’s
v
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li
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fe
a
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il
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,
a
n
d
re
li
a
b
il
it
y
.
Ulti
m
a
tely
,
th
is
CP
BL
m
o
d
u
le
o
ffe
rs
a
v
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li
d
a
te
d
p
e
d
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g
o
g
ica
l
fra
m
e
wo
rk
f
o
r
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isc
ip
li
n
a
ry
S
TE
M
i
n
stru
c
ti
o
n
t
o
c
o
n
c
u
rre
n
tl
y
c
u
l
ti
v
a
te
th
e
tec
h
n
ic
a
l
a
n
d
tran
sv
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rsa
l
sk
il
ls
re
q
u
ire
d
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
C
o
o
p
er
ativ
e
lear
n
in
g
I
n
s
tr
u
ctio
n
al
d
esig
n
I
n
ter
d
is
cip
lin
ar
y
i
n
s
tr
u
ctio
n
Pro
b
lem
-
b
ased
lear
n
in
g
STE
M
h
ig
h
er
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Kam
is
ah
Osma
n
STE
M
E
n
cu
ltu
r
atio
n
R
esear
ch
C
en
tr
e,
Facu
lty
o
f
E
d
u
ca
tio
n
,
Un
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
4
3
6
0
0
B
an
g
i,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail: k
am
is
ah
@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
o
d
ay
’
s
lab
o
r
m
ar
k
et
r
e
q
u
i
r
es
g
r
ad
u
ates
to
in
teg
r
ate
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
i
n
e
er
in
g
,
an
d
m
ath
em
atics
(
STE
M)
to
s
o
lv
e
co
m
p
lex
p
r
o
b
lem
s
[
1
]
.
T
e
ch
n
ical
k
n
o
wled
g
e
alo
n
e
is
n
o
lo
n
g
er
en
o
u
g
h
.
E
m
p
lo
y
er
s
in
c
r
ea
s
in
g
ly
ex
p
ec
t
h
ig
h
-
lev
el
c
o
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
(
C
PS
)
s
k
ills
an
d
s
tr
o
n
g
s
elf
-
e
f
f
icac
y
(
SE)
[
2
]
,
[
3
]
.
T
h
is
m
is
m
atch
b
etwe
en
g
r
ad
u
ate
o
u
tp
u
t
an
d
wo
r
k
f
o
r
ce
d
em
an
d
h
ig
h
lig
h
ts
a
p
r
ess
in
g
n
ee
d
f
o
r
in
s
tr
u
ctio
n
al
r
ef
o
r
m
.
C
o
n
s
eq
u
en
tly
,
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
ar
e
s
h
if
tin
g
f
r
o
m
tr
ad
itio
n
al,
s
in
g
le
-
d
is
cip
lin
e
teac
h
in
g
to
war
d
in
t
er
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
es.
T
h
ese
ed
u
ca
tio
n
al
s
tr
ateg
ies
aim
to
b
u
ild
tr
a
n
s
v
er
s
al
s
k
ills
an
d
b
etter
p
r
e
p
ar
e
s
tu
d
e
n
ts
f
o
r
r
ea
l
-
wo
r
ld
,
ill
-
s
tr
u
ctu
r
e
d
ch
allen
g
es
[
4
]
,
[
5
]
.
T
o
b
u
ild
th
ese
co
llab
o
r
ativ
e
an
d
co
g
n
itiv
e
c
o
m
p
eten
cies,
p
r
o
b
lem
-
b
ased
lear
n
in
g
(
P
B
L
)
an
d
co
o
p
er
ativ
e
lear
n
in
g
(
C
L
)
ar
e
wid
ely
r
ec
o
g
n
ized
as
ef
f
ec
tiv
e
s
tr
ate
g
ies
r
o
o
ted
i
n
s
o
cial
co
n
s
tr
u
ctiv
is
m
[
6
]
–
[
8
]
.
Ho
we
v
er
,
n
a
v
ig
atin
g
co
m
p
lex
,
in
ter
d
is
cip
lin
ar
y
task
s
im
p
o
s
es
h
ig
h
co
g
n
itiv
e
an
d
p
s
y
ch
o
lo
g
ical
d
em
an
d
s
.
W
h
en
p
lace
d
in
u
n
s
tr
u
ctu
r
e
d
g
r
o
u
p
s
with
o
u
t
ef
f
ec
tiv
e
s
ca
f
f
o
ld
in
g
,
s
tu
d
en
ts
o
f
ten
s
tr
u
g
g
le
with
lo
w
SE
an
d
co
n
f
lict
av
o
id
an
ce
[
9
]
.
T
h
is
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
I
n
s
tr
u
ctio
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a
l d
esig
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n
d
p
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va
lid
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o
f a
n
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terd
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lin
a
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co
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p
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… (
Men
g
fa
n
Zh
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n
g
)
2527
lead
s
to
s
u
p
er
f
icial
team
wo
r
k
an
d
in
cr
ea
s
ed
f
r
u
s
tr
atio
n
[
9
]
,
[
1
0
]
.
W
h
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PB
L
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f
r
eq
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team
wo
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ar
ticip
atio
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[
9
]
,
[
1
1
]
.
Fu
r
t
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er
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e,
e
x
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g
em
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K
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1
2
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s
[
1
2
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o
r
s
in
g
le
-
d
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cip
lin
e
co
u
r
s
es
s
u
ch
as
clin
ical
m
ed
icin
e
[
1
3
]
.
T
h
is
leav
es
in
ter
d
is
cip
lin
ar
y
STE
M
h
ig
h
er
ed
u
ca
tio
n
lar
g
ely
u
n
d
e
r
ex
p
lo
r
e
d
.
W
ith
o
u
t
v
alid
ated
m
o
d
u
les,
u
n
iv
er
s
ities
r
is
k
co
n
tin
u
in
g
f
r
ag
m
e
n
ted
in
s
tr
u
ctio
n
th
at
f
ails
to
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
in
teg
r
ated
en
g
i
n
ee
r
in
g
ch
allen
g
es
[
1
4
]
,
[
1
5
]
.
T
h
er
e
f
o
r
e,
th
er
e
is
a
cr
itical
n
ee
d
f
o
r
a
s
tan
d
ar
d
i
ze
d
,
v
alid
ate
d
in
s
tr
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al
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o
d
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le
th
at
s
y
s
tem
atica
lly
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te
g
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ates
C
L
s
tr
u
ctu
r
es
in
to
th
e
PB
L
f
r
am
ewo
r
k
.
T
o
ad
d
r
ess
th
is
g
a
p
,
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is
s
tu
d
y
aim
s
to
s
y
s
tem
atica
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an
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in
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s
ab
s
tr
ac
t c
o
o
p
er
ativ
e
p
r
in
cip
les to
ef
f
ec
tiv
ely
s
u
p
p
o
r
t CP
S a
n
d
SE.
T
h
e
s
p
ec
if
ic
o
b
jectiv
es
ar
e:
i
)
to
d
esig
n
a
co
o
p
er
ativ
e
p
r
o
b
lem
-
b
ased
lear
n
in
g
(
C
PB
L
)
m
o
d
u
le
th
at
em
b
ed
s
s
tr
u
ctu
r
ed
co
o
p
er
ativ
e
s
ca
f
f
o
ld
in
g
in
to
co
m
p
lex
i
n
ter
d
is
cip
lin
ar
y
STE
M
task
s
,
an
d
ii
)
to
e
v
alu
ate
t
h
e
c
o
n
ten
t
v
ali
d
ity
,
u
s
ab
ilit
y
,
an
d
p
ilo
t
f
ea
s
ib
ilit
y
o
f
th
e
m
o
d
u
le.
T
h
e
co
r
e
r
esear
ch
q
u
es
tio
n
is
:
h
o
w
ca
n
an
in
s
tr
u
ctio
n
al
m
o
d
u
le
b
e
s
y
s
tem
atica
lly
en
g
in
ee
r
ed
an
d
v
alid
ated
to
o
p
er
atio
n
aliz
e
co
o
p
er
ativ
e
p
r
in
cip
les
f
o
r
C
PS
an
d
SE
in
in
ter
d
is
cip
lin
ar
y
STE
M
h
ig
h
er
ed
u
ca
tio
n
?
T
h
is
s
tu
d
y
em
p
lo
y
s
th
e
Dick
et
a
l.
[
1
6
]
i
n
s
tr
u
ctio
n
al
d
esig
n
m
o
d
el
to
d
ev
elo
p
th
e
C
PB
L
m
o
d
u
le,
ap
p
ly
in
g
it
to
a
c
o
m
p
lex
m
ec
h
an
ical
d
esig
n
task
.
C
r
u
cially
,
th
is
r
esear
ch
p
r
o
p
o
s
es
a
“d
u
al
-
d
r
iv
en
”
m
ec
h
an
is
m
th
at
s
y
s
tem
atica
ll
y
in
teg
r
ates
C
L
in
to
a
v
alid
ated
PB
L
f
r
am
ewo
r
k
,
p
r
o
v
i
d
in
g
a
v
alid
ated
C
PB
L
m
o
d
u
le
tailo
r
e
d
f
o
r
in
ter
d
is
cip
lin
ar
y
STE
M
h
ig
h
er
ed
u
ca
tio
n
.
Un
lik
e
tr
a
d
itio
n
al
PB
L
,
th
is
m
o
d
u
le
en
s
u
r
e
s
eq
u
ity
th
r
o
u
g
h
s
tr
u
ct
u
r
ed
,
g
en
d
er
-
in
clu
s
iv
e
s
ca
f
f
o
l
d
in
g
,
s
u
c
h
as
m
an
d
ato
r
y
r
o
le
r
o
tatio
n
a
n
d
th
e
in
clu
s
io
n
o
f
f
em
ale
r
o
le
m
o
d
els.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
a
m
eth
o
d
o
l
o
g
ically
r
ig
o
r
o
u
s
f
r
am
ewo
r
k
b
r
id
g
in
g
ab
s
tr
ac
t
p
ed
ag
o
g
ical
th
eo
r
y
with
cla
s
s
r
o
o
m
r
ea
lity
.
I
t
e
x
p
licitly
cr
ea
tes
a
co
g
n
itiv
e
-
p
s
y
ch
o
lo
g
ical
s
y
n
er
g
y
th
at
s
im
u
ltan
eo
u
s
ly
en
h
an
ce
s
s
tu
d
en
ts
’
tr
an
s
v
er
s
al
s
k
ills
(
C
P
S)
an
d
p
s
y
ch
o
lo
g
ical
r
esil
ien
ce
(
SE)
.
T
h
eo
r
etica
lly
,
it
ex
p
an
d
s
in
s
tr
u
ctio
n
al
d
esig
n
liter
atu
r
e
b
y
d
em
o
n
s
tr
atin
g
h
o
w
co
llab
o
r
ativ
e
s
ca
f
f
o
ld
in
g
s
y
n
er
g
izes
s
k
ill
ac
q
u
is
itio
n
an
d
p
s
y
ch
o
lo
g
ical
r
ea
d
in
ess
.
Pra
ctica
lly
,
it
p
r
o
v
i
d
es
ed
u
ca
to
r
s
with
a
v
alid
ated
,
r
ea
d
y
-
to
-
u
s
e
to
o
l
to
b
r
ea
k
d
is
cip
lin
ar
y
s
ilo
s
.
Fin
ally
,
th
is
r
esear
ch
o
f
f
er
s
p
o
licy
m
a
k
er
s
an
e
v
id
en
ce
-
b
ased
f
r
am
ewo
r
k
t
o
o
p
er
atio
n
alize
lar
g
e
-
s
ca
le
ed
u
ca
tio
n
al
r
ef
o
r
m
s
,
p
ar
ticu
lar
ly
th
e
“
n
ew
en
g
in
ee
r
in
g
”
in
it
iativ
e
g
lo
b
ally
an
d
with
in
C
h
in
ese
h
ig
h
er
ed
u
ca
t
io
n
[
1
7
]
,
[
1
8
]
.
Desp
ite
p
o
licy
m
an
d
ates
to
r
em
o
v
e
d
is
cip
lin
ar
y
b
a
r
r
ier
s
an
d
cu
ltiv
ate
co
m
p
o
s
ite
talen
ts
,
a
s
ig
n
if
ican
t
g
ap
r
em
ain
s
b
et
wee
n
ed
u
ca
tio
n
al
r
h
eto
r
ic
an
d
class
r
o
o
m
r
ea
lity
[
1
4
]
,
[
1
5
]
.
STE
M
in
s
tr
u
ctio
n
r
em
ain
s
f
r
ag
m
en
ted
,
with
le
ctu
r
e
-
b
ased
d
eliv
er
y
d
o
m
in
ati
n
g
[
1
8
]
,
[
1
9
]
.
T
h
is
is
o
latio
n
p
r
ev
en
ts
s
tu
d
en
ts
f
r
o
m
d
ev
elo
p
in
g
g
e
n
u
in
e
in
te
r
d
is
cip
lin
ar
y
th
in
k
in
g
.
I
t
s
u
s
tain
s
a
“stru
ctu
r
al
co
n
tr
ad
ictio
n
”
w
h
er
e
u
n
iv
er
s
ities
p
r
o
d
u
ce
a
s
u
r
p
lu
s
o
f
STE
M
g
r
ad
u
ates,
y
et
e
m
p
lo
y
e
r
s
co
n
s
is
ten
tly
r
ep
o
r
t
a
s
h
o
r
tag
e
o
f
talen
t
ca
p
ab
le
o
f
c
r
o
s
s
-
d
is
cip
lin
ar
y
ap
p
licatio
n
a
n
d
in
n
o
v
atio
n
[
1
0
]
,
[
1
3
]
,
[
1
9
]
,
[
2
0
]
.
B
y
p
r
o
v
id
in
g
a
tailo
r
ed
C
PB
L
m
o
d
u
le,
th
is
s
tu
d
y
d
ir
ec
tly
a
d
d
r
ess
es th
is
s
y
s
tem
ic
m
is
m
atch
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
2
.
1
.
P
r
o
blem
-
ba
s
ed
lea
rning
P
B
L
r
e
v
e
r
s
e
s
t
r
a
d
i
t
i
o
n
a
l
i
n
s
t
r
u
c
t
i
o
n
b
y
u
t
i
l
i
z
i
n
g
i
l
l
-
s
t
r
u
c
t
u
r
ed
,
r
e
a
l
-
w
o
r
l
d
p
r
o
b
l
e
m
s
t
o
s
t
im
u
l
a
t
e
s
el
f
-
d
i
r
e
c
t
e
d
i
n
q
u
i
r
y
a
n
d
s
i
m
u
l
a
te
p
r
o
f
e
s
s
i
o
n
a
l
S
T
E
M
p
r
a
c
t
ic
e
[
9
]
,
[
2
1
]
.
H
o
w
e
v
e
r
,
u
n
s
t
r
u
c
t
u
r
e
d
PB
L
o
f
t
e
n
r
es
u
l
ts
i
n
co
g
n
itiv
e
o
v
er
l
o
ad
,
s
o
cial
lo
af
in
g
,
o
r
d
o
m
in
an
t
b
eh
a
v
io
r
s
b
y
h
ig
h
-
ac
h
iev
i
n
g
s
tu
d
en
ts
[
9
]
,
[
2
2
]
.
W
ith
o
u
t
ex
p
licit
g
u
id
an
ce
,
s
tu
d
en
ts
m
ay
o
f
ten
s
tr
u
g
g
le
with
th
e
o
p
en
-
en
d
e
d
n
ess
o
f
th
e
p
r
o
b
lem
s
,
esp
ec
ially
th
o
s
e
a
c
c
u
s
t
o
m
e
d
t
o
r
o
t
e
l
e
a
r
n
i
n
g
,
l
ea
d
i
n
g
t
o
c
o
g
n
i
t
i
v
e
o
v
e
r
l
o
a
d
o
r
in
ef
f
icien
t tr
ial
-
an
d
-
er
r
o
r
s
tr
ateg
ies
[
9
]
,
[
2
3
]
,
[
2
4
]
.
2
.
2
.
Co
o
pera
t
iv
e
l
e
a
rning
T
o
ad
d
r
ess
th
e
co
llab
o
r
ativ
e
d
ef
icits
in
PB
L
,
CL
o
f
f
er
s
a
s
tr
u
ctu
r
ed
s
o
lu
ti
o
n
.
C
L
is
a
lear
n
er
-
ce
n
ter
ed
teac
h
in
g
s
tr
ateg
y
,
al
way
s
o
cc
u
r
s
wh
en
in
d
iv
id
u
als
in
a
team
co
m
m
u
n
icate
an
d
c
o
o
p
er
ate
to
ac
h
iev
e
a
co
m
m
o
n
lear
n
in
g
g
o
al
[
6
]
,
[
2
5
]
.
J
o
h
n
s
o
n
an
d
J
o
h
n
s
o
n
[
8
]
p
o
s
ited
t
h
at
s
im
p
ly
p
lacin
g
s
tu
d
en
ts
in
g
r
o
u
p
s
d
o
es
n
o
t
c
o
n
s
titu
te
CL
;
tr
u
e
co
o
p
er
ativ
e
ac
tiv
ities
m
u
s
t
in
co
r
p
o
r
ate
f
iv
e
b
asic
elem
en
ts
:
p
o
s
itiv
e
in
ter
d
ep
en
d
en
ce
,
wh
er
e
m
em
b
er
s
p
er
ce
i
v
e
th
at
th
ey
ca
n
n
o
t
s
u
cc
ee
d
u
n
less
ev
er
y
o
n
e
s
u
cc
ee
d
s
;
in
d
iv
i
d
u
al
ac
co
u
n
tab
ilit
y
,
en
s
u
r
in
g
ea
ch
m
em
b
er
co
n
t
r
ib
u
tes;
p
r
o
m
o
t
iv
e
in
ter
ac
tio
n
,
f
ac
ilit
atin
g
f
a
ce
-
to
-
f
ac
e
s
u
p
p
o
r
t;
in
ter
p
er
s
o
n
al
s
k
ills
,
s
u
ch
as
co
m
m
u
n
icatio
n
an
d
c
o
n
f
lict
r
eso
lu
tio
n
;
an
d
g
r
o
u
p
p
r
o
ce
s
s
in
g
,
wh
er
e
team
s
r
ef
lect
o
n
th
eir
ef
f
e
ctiv
en
ess
[
8
]
.
I
n
teg
r
atin
g
C
L
p
r
in
cip
les
i
n
to
STE
M
ed
u
ca
tio
n
h
as
b
ee
n
p
r
o
v
e
n
to
en
h
a
n
ce
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
s
af
ety
an
d
en
g
ag
em
e
n
t.
B
y
s
tr
u
ctu
r
in
g
h
o
w
s
tu
d
en
ts
in
ter
ac
t,
C
L
r
ed
u
ce
s
th
e
an
x
iety
ass
o
ciate
d
with
co
m
p
lex
task
s
an
d
p
r
o
m
o
tes a
s
u
p
p
o
r
tiv
e
ac
ad
em
ic
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
2
.
3
.
T
he
co
ncept
ua
l f
ra
m
ewo
rk
o
f
CP
B
L
m
o
du
le
T
h
is
s
tu
d
y
p
r
o
p
o
s
es
a
C
PB
L
co
n
ce
p
tu
al
f
r
am
ewo
r
k
th
a
t
s
y
s
tem
atica
lly
s
y
n
th
esizes
T
an
[2
6
]
f
iv
e
-
p
h
ase
PB
L
cy
cle
with
J
o
h
n
s
o
n
[
8
]
C
L
elem
en
ts
.
T
h
is
s
tu
d
y
d
elib
er
ately
u
tili
ze
s
C
L
as
th
e
s
tr
u
ctu
r
al
p
ed
ag
o
g
ical
m
ec
h
an
is
m
(
th
e
s
ca
f
f
o
ld
)
,
b
y
e
n
g
in
ee
r
in
g
r
ig
id
p
o
s
itiv
e
in
ter
d
ep
e
n
d
en
ce
an
d
in
d
iv
id
u
al
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
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
5
2
6
-
2
5
3
8
2528
ac
co
u
n
tab
ilit
y
,
th
e
c
o
o
p
er
ativ
e
s
tr
u
ctu
r
es
ac
t
as
a
n
ec
ess
ar
y
in
ter
v
en
tio
n
to
c
o
m
p
el
an
d
s
u
s
tain
th
e
h
ig
h
-
lev
e
l
co
llab
o
r
ativ
e
b
eh
a
v
io
r
s
r
eq
u
i
r
ed
to
s
o
lv
e
co
m
p
lex
p
r
o
b
le
m
s
.
T
ab
le
1
o
u
tlin
es
th
e
th
e
o
r
etica
l
f
o
u
n
d
atio
n
s
u
n
d
er
p
in
n
in
g
th
e
C
PB
L
m
o
d
u
le
’
s
s
p
ec
if
ic
ac
tiv
ities
.
T
ab
le
1
.
T
h
e
d
if
f
e
r
en
t th
e
o
r
y
r
elate
d
to
C
PB
L
m
o
d
u
le
Th
e
o
r
e
t
i
c
a
l
s
u
p
p
o
r
t
C
o
n
t
r
i
b
u
t
i
o
n
s
Ex
a
m
p
l
e
s
e
m
b
o
d
i
e
d
i
n
t
h
e
C
P
B
L
m
o
d
u
l
e
C
o
n
st
r
u
c
t
i
v
i
s
m t
h
e
o
r
y
Le
a
r
n
i
n
g
i
s
a
p
r
o
c
e
ss
i
n
w
h
i
c
h
l
e
a
r
n
e
r
s
a
c
t
i
v
e
l
y
e
x
p
l
o
r
e
a
n
d
c
o
n
st
r
u
c
t
n
e
w
k
n
o
w
l
e
d
g
e
b
a
se
d
o
n
p
r
i
o
r
e
x
p
e
r
i
e
n
c
e
[
2
1
]
S
t
u
d
e
n
t
s
e
n
g
a
g
e
i
n
a
c
t
i
v
e
t
h
i
n
k
i
n
g
a
b
o
u
t
r
e
a
l
e
n
g
i
n
e
e
r
i
n
g
p
r
o
b
l
e
ms
a
n
d
c
o
n
st
r
u
c
t
n
e
w
u
n
d
e
r
st
a
n
d
i
n
g
s
o
f
t
h
e
i
r
k
n
o
w
l
e
d
g
e
b
a
se
d
o
n
se
l
f
-
d
i
r
e
c
t
e
d
r
e
s
e
a
r
c
h
a
n
d
d
i
sc
u
ss
i
o
n
.
S
o
c
i
a
l
c
o
n
s
t
r
u
c
t
i
v
i
sm
K
n
o
w
l
e
d
g
e
i
s
c
o
n
s
t
r
u
c
t
e
d
t
h
r
o
u
g
h
s
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
.
T
h
e
“
z
o
n
e
o
f
p
r
o
x
i
ma
l
d
e
v
e
l
o
p
m
e
n
t
”
o
f
V
y
g
o
t
s
k
y
p
r
o
v
i
d
e
s
c
o
l
l
a
b
o
r
a
t
i
v
e
sc
a
f
f
o
l
d
i
n
g
m
e
c
h
a
n
i
s
ms
[
2
7
]
.
Emp
h
a
s
i
s
o
n
e
f
f
e
c
t
i
v
e
g
r
o
u
p
d
i
sc
u
ssi
o
n
p
r
o
c
e
ss
e
s
a
n
d
i
n
t
e
r
a
c
t
i
o
n
s
b
e
t
w
e
e
n
g
r
o
u
p
s.
Emp
h
a
s
i
s
o
n
p
e
e
r
l
e
a
r
n
i
n
g
p
r
o
c
e
ss
e
s,
e
s
p
e
c
i
a
l
l
y
f
o
r
t
h
e
h
i
g
h
l
y
s
k
i
l
l
e
d
.
S
o
c
i
a
l
c
o
g
n
i
t
i
v
e
t
h
e
o
r
y
R
e
c
i
p
r
o
c
a
l
i
n
t
e
r
a
c
t
i
o
n
s m
o
d
e
l
[
1
4
]
.
Emp
h
a
s
i
s
o
n
p
o
s
i
t
i
v
e
f
e
e
d
b
a
c
k
f
r
o
m
p
e
e
r
s
a
n
d
t
e
a
c
h
e
r
s.
En
h
a
n
c
e
b
e
h
a
v
i
o
r
b
y
c
o
l
l
a
b
o
r
a
t
i
v
e
e
n
v
i
r
o
n
m
e
n
t
i
n
C
P
B
L
mo
d
u
l
e
.
2
.
4
.
T
a
rg
e
t
co
m
pet
encies:
co
lla
bo
ra
t
iv
e
pro
blem
-
s
o
lv
ing
a
nd
s
elf
-
ef
f
ica
cy
T
h
e
C
PB
L
m
o
d
u
le
tar
g
ets
two
p
r
im
ar
y
s
tu
d
e
n
t
o
u
tco
m
es.
T
h
e
f
ir
s
t,
C
PS
i
s
d
ef
in
ed
b
y
th
e
Pro
g
r
am
m
e
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
ess
m
en
t
(
PISA
)
2
0
1
5
f
r
am
ewo
r
k
as
a
m
u
ltid
i
m
en
s
io
n
al
co
n
s
tr
u
ct
wh
er
e
ag
e
n
ts
s
h
ar
e
u
n
d
er
s
ta
n
d
in
g
an
d
ef
f
o
r
t
to
r
ea
ch
a
s
o
lu
tio
n
[
2
8
]
.
T
h
is
f
r
am
ew
o
r
k
i
n
ter
s
ec
ts
th
e
in
ter
ac
tio
n
b
etwe
en
s
o
cial
co
m
p
eten
ce
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
y
,
co
m
p
r
is
in
g
1
2
s
u
b
-
s
k
ills
.
W
h
ile
C
PS
is
th
e
tar
g
et
co
m
p
ete
n
cy
,
s
p
o
n
tan
eo
u
s
co
llab
o
r
atio
n
o
f
te
n
f
a
ils
in
STE
M
clas
s
r
o
o
m
s
;
th
er
ef
o
r
e,
th
e
C
PB
L
’
s
s
tr
u
ctu
r
ed
c
o
o
p
e
r
ativ
e
m
ec
h
an
is
m
s
ar
e
d
esig
n
e
d
t
o
e
x
p
licitly
tr
ain
C
PS
s
k
ills
th
r
o
u
g
h
th
ese
th
r
ee
s
u
b
-
d
im
en
s
io
n
s
[
2
8
]
.
T
h
e
s
ec
o
n
d
o
u
tc
o
m
e
,
SE
is
r
o
o
ted
in
s
o
cial
co
g
n
itiv
e
th
eo
r
y
an
d
r
ef
lects
an
in
d
iv
id
u
al's
b
elief
in
th
eir
ca
p
ac
ity
to
ex
e
cu
te
n
ec
ess
ar
y
b
eh
av
io
r
s
[
1
4
]
,
[
2
9
]
.
I
n
STE
M
h
ig
h
e
r
ed
u
ca
tio
n
,
SE
is
a
s
tr
o
n
g
p
r
ed
icto
r
o
f
ac
a
d
em
ic
p
e
r
s
is
t
en
ce
,
m
o
tiv
atio
n
,
an
d
ca
r
ee
r
ch
o
ice
[
7
]
,
[
1
3
]
.
Stu
d
en
ts
with
h
ig
h
SE
v
iew
d
if
f
icu
lt
en
g
in
ee
r
i
n
g
task
s
as
ch
allen
g
es
to
b
e
m
aster
ed
r
ath
er
th
an
th
r
ea
ts
to
b
e
av
o
i
d
ed
.
B
an
d
u
r
a
[
1
4
]
id
en
tifie
s
m
aster
y
ex
p
er
ien
ce
s
,
v
icar
io
u
s
e
x
p
er
ien
ce
s
,
s
o
cial
p
er
s
u
asio
n
,
an
d
p
h
y
s
io
lo
g
i
ca
l
s
tates
as
SE
’
s
p
r
im
ar
y
s
o
u
r
ce
s
.
T
r
a
d
itio
n
al
lectu
r
es
r
ar
ely
o
f
f
er
co
m
p
lex
m
aster
y
ex
p
e
r
ien
ce
s
,
d
i
m
in
is
h
in
g
s
tu
d
en
t
co
n
f
id
en
ce
.
C
o
n
v
e
r
s
ely
,
th
e
C
PB
L
m
o
d
u
le
d
ir
ec
tly
en
h
an
ce
s
SE
b
y
p
r
o
v
i
d
in
g
s
ca
f
f
o
ld
e
d
m
aster
y
m
iles
to
n
es
th
r
o
u
g
h
th
e
PB
L
p
h
ases
an
d
r
ich
v
icar
io
u
s
e
x
p
er
ien
ce
s
v
ia
i
n
ten
s
iv
e
p
ee
r
in
ter
ac
ti
o
n
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
r
esear
ch
an
d
d
ev
elo
p
m
en
t
d
esig
n
,
u
tili
zin
g
th
e
s
y
s
tem
atic
Dick
et
a
l.
[
1
6
]
in
s
tr
u
ctio
n
al
m
o
d
el
to
co
n
s
tr
u
ct
an
d
v
alid
ate
th
e
C
PB
L
m
o
d
u
le.
R
ath
er
th
an
a
g
en
er
ic
ap
p
licatio
n
,
th
e
m
o
d
u
le
was
s
p
ec
if
ically
co
n
tex
tu
alize
d
with
in
a
“
f
u
n
d
am
en
tals
o
f
m
ec
h
an
ical
d
esig
n
”
co
u
r
s
e
f
o
r
u
n
d
er
g
r
ad
u
ate
en
er
g
y
a
n
d
p
o
wer
en
g
in
ee
r
in
g
(
E
PE)
s
tu
d
en
ts
.
T
h
e
wh
o
le
m
o
d
u
le
ca
n
b
e
d
ep
lo
y
e
d
ac
co
r
d
in
g
to
th
e
len
g
th
o
f
a
s
p
ec
i
f
ic
co
u
r
s
e,
an
d
tu
to
r
s
ca
n
ex
ten
d
th
e
C
PB
L
cy
cle
b
y
ad
d
i
n
g
tim
e
f
o
r
s
tu
d
en
t
in
d
ep
en
d
en
t
lear
n
in
g
o
r
co
ll
ab
o
r
ativ
e
ac
tiv
ities
d
e
p
en
d
i
n
g
o
n
th
e
to
p
ic
o
f
th
e
co
u
r
s
e.
L
ea
r
n
e
r
an
al
y
s
is
r
ev
ea
led
a
s
ig
n
if
ican
t
lac
k
o
f
p
r
ac
tical
e
x
p
er
ien
ce
an
d
d
is
tin
ct
g
e
n
d
er
-
b
ased
p
r
e
f
er
en
ce
s
r
eg
ar
d
in
g
co
llab
o
r
ativ
e
task
s
,
n
ec
ess
itatin
g
a
b
len
d
e
d
p
ed
a
g
o
g
ic
al
s
tr
ateg
y
.
Su
b
s
eq
u
en
tly
,
s
p
ec
if
ic
b
eh
av
io
r
al
o
b
jectiv
es
wer
e
d
r
af
te
d
,
an
d
a
d
u
al
-
ev
al
u
atio
n
s
y
s
tem
w
as
estab
lis
h
ed
to
ass
es
s
tech
n
ical
co
m
p
eten
c
y
alo
n
g
s
id
e
C
PS
an
d
SE.
C
o
n
s
e
q
u
en
tly
,
th
e
in
s
tr
u
ctio
n
al
s
tr
ateg
y
was d
esig
n
ed
to
in
teg
r
ate
T
an
[2
6
]
f
i
v
e
-
p
h
ase
PB
L
m
o
d
el
with
J
o
h
n
s
o
n
a
n
d
J
o
h
n
s
o
n
[
8
]
C
L
p
r
in
cip
les.
A
s
illu
s
tr
ated
in
Fig
u
r
e
1
,
th
is
b
len
d
ed
f
r
am
ewo
r
k
s
y
s
tem
atica
lly
em
b
ed
s
C
PS
1
2
s
u
b
-
s
k
ills
an
d
th
e
f
o
u
r
s
o
u
r
ce
s
o
f
SE
ac
r
o
s
s
f
iv
e
iter
ativ
e
lear
n
in
g
p
h
ases
to
b
alan
ce
in
d
e
p
en
d
e
n
t in
q
u
i
r
y
with
s
tr
u
ctu
r
ed
team
wo
r
k
[
1
4
]
,
[
2
8
]
.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
v
alid
atio
n
p
r
o
ce
s
s
in
v
o
lv
ed
two
d
is
tin
ct
g
r
o
u
p
s
.
T
h
e
m
u
ltid
is
cip
lin
ar
y
ex
p
er
t
p
a
n
el
co
m
p
r
is
ed
s
ix
s
p
ec
ialis
t
s
(
two
in
m
ec
h
an
ical
en
g
in
ee
r
i
n
g
,
two
in
S
T
E
M
e
d
u
ca
tio
n
,
an
d
two
lin
g
u
is
ts
)
s
elec
ted
v
ia
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
e
v
alu
at
e
co
n
ten
t
ac
cu
r
ac
y
,
p
ed
ag
o
g
ic
al
alig
n
m
en
t,
an
d
lin
g
u
is
tic
clar
ity
.
T
h
is
s
am
p
le
s
ize
alig
n
s
with
e
s
tab
lis
h
ed
m
eth
o
d
o
l
o
g
ical
g
u
id
elin
es
[
3
0
]
,
wh
ich
s
u
g
g
est
th
at
a
p
an
e
l
o
f
5
to
10
ex
p
er
ts
p
r
o
v
id
es
s
u
f
f
icien
t
co
n
t
r
o
l
f
o
r
ch
an
ce
ag
r
ee
m
en
t
wh
ile
en
s
u
r
in
g
d
iv
er
s
e,
co
m
p
r
eh
en
s
iv
e
ev
alu
atio
n
.
Su
b
s
eq
u
en
tly
,
a
p
ilo
t
s
am
p
le
o
f
3
3
s
ec
o
n
d
-
y
ea
r
E
PE
u
n
d
er
g
r
ad
u
ates
p
ar
ticip
ated
i
n
a
p
r
elim
in
ar
y
tr
ial
t
o
ass
es
s
th
e
m
o
d
u
le'
s
p
r
ac
tical
f
ea
s
ib
ilit
y
an
d
th
e
in
te
r
n
al
co
n
s
is
ten
cy
o
f
th
e
m
e
asu
r
em
en
t
in
s
tr
u
m
en
ts
.
T
h
is
s
am
p
le
s
ize
was
d
eter
m
in
e
d
b
ased
o
n
th
e
s
tatis
tical
r
u
le
o
f
th
u
m
b
f
o
r
p
r
elim
in
ar
y
in
s
tr
u
m
en
t
r
eliab
ilit
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
s
tr
u
ctio
n
a
l d
esig
n
a
n
d
p
ilo
t
va
lid
a
tio
n
o
f a
n
i
n
terd
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lin
a
r
y
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o
p
era
tive
… (
Men
g
fa
n
Zh
a
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)
2529
test
in
g
(
N>
3
0
)
,
en
a
b
lin
g
a
r
ea
lis
tic
an
d
s
tatis
t
ically
v
iab
le
p
r
elim
in
ar
y
ex
am
in
atio
n
o
f
th
e
m
o
d
u
le’
s
ap
p
licab
ilit
y
an
d
ef
f
ec
tiv
e
n
ess
in
an
au
th
e
n
tic
ed
u
ca
tio
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al
co
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t
.
Alth
o
u
g
h
th
e
p
ilo
t
in
v
o
lv
ed
3
3
s
tu
d
e
n
ts
f
r
o
m
o
n
e
p
r
o
g
r
am
,
t
h
is
g
r
o
u
p
r
ef
lects
th
e
ty
p
ical
d
em
o
g
r
ap
h
ic
an
d
ac
ad
e
m
ic
ch
ar
ac
t
er
is
tics
o
f
C
h
in
ese
STE
M
u
n
d
er
g
r
ad
u
ates,
m
a
k
in
g
th
e
f
in
d
in
g
s
h
ig
h
ly
r
ele
v
an
t
f
o
r
th
is
in
itial
v
alid
atio
n
.
All
s
tu
d
en
ts
p
r
o
v
i
d
ed
in
f
o
r
m
e
d
co
n
s
en
t a
n
d
p
a
r
ticip
ated
an
o
n
y
m
o
u
s
ly
to
m
in
im
iz
e
s
elf
-
r
ep
o
r
t
b
ias
.
Fig
u
r
e
1
.
C
PB
L
cy
cle
in
teg
r
at
in
g
PB
L
an
d
C
L
p
r
in
cip
les
3
.
3
.
I
ns
t
rum
ent
s
T
o
r
ig
o
r
o
u
s
ly
ev
alu
ate
th
e
i
n
ter
v
en
tio
n
,
a
c
u
s
to
m
3
3
-
item
v
alid
atio
n
in
s
tr
u
m
en
t
was
d
e
v
elo
p
ed
to
ass
es
s
th
e
m
o
d
u
le’
s
c
o
n
ten
t
q
u
ality
,
ac
tiv
ity
d
esig
n
,
an
d
p
h
ase
s
tr
u
ctu
r
e
o
n
a
4
-
p
o
in
t
r
elev
an
ce
s
ca
le
(
Ap
p
en
d
i
x
A)
.
D
u
r
in
g
th
e
p
il
o
t
p
h
ase,
tar
g
et
co
m
p
eten
cies
wer
e
m
ea
s
u
r
ed
u
s
in
g
two
s
tan
d
ar
d
ized
t
o
o
ls
.
T
h
e
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
s
ca
le
(
C
PS
S)
[
2
8
]
,
b
ased
o
n
th
e
PISA
2
0
1
5
f
r
am
ewo
r
k
,
c
o
m
p
r
is
es
1
2
item
s
ac
r
o
s
s
th
r
ee
d
im
en
s
io
n
s
:
estab
lis
h
in
g
an
d
m
ain
tain
i
n
g
s
h
a
r
ed
u
n
d
er
s
tan
d
in
g
,
tak
i
n
g
ap
p
r
o
p
r
iate
ac
tio
n
,
an
d
estab
lis
h
in
g
an
d
m
ain
tain
in
g
t
ea
m
o
r
g
an
izatio
n
(
Ap
p
e
n
d
ix
B
)
.
T
h
e
g
en
er
al
s
elf
-
ef
f
icac
y
s
ca
le
(
GSES)
[
3
1
]
,
co
n
s
is
ts
o
f
1
0
item
s
m
ea
s
u
r
in
g
two
d
is
tin
ct
d
im
en
s
io
n
s
:
ac
tio
n
SE
an
d
c
o
p
in
g
SE
(
Ap
p
en
d
ix
C
)
.
Ad
d
itio
n
ally
,
a
p
o
s
t
-
p
ilo
t o
p
e
n
-
en
d
e
d
s
u
r
v
ey
was a
d
m
in
is
te
r
ed
to
ca
p
tu
r
e
s
tu
d
en
ts
'
d
ir
ec
t q
u
alitativ
e
f
ee
d
b
ac
k
o
n
co
g
n
itiv
e
lo
ad
,
in
s
tr
u
ctio
n
a
l c
lar
ity
,
an
d
g
r
o
u
p
d
y
n
am
ics.
3.
4
.
Da
t
a
a
na
ly
s
is
Data
co
llected
f
r
o
m
th
e
v
alid
atio
n
an
d
p
ilo
t
p
h
ases
wer
e
an
aly
ze
d
u
s
in
g
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
eth
o
d
s
to
en
s
u
r
e
a
r
ig
o
r
o
u
s
ev
al
u
atio
n
.
Q
u
an
t
itativ
e
ex
p
er
t
co
n
s
en
s
u
s
was
m
ea
s
u
r
ed
u
s
in
g
th
e
item
-
lev
el
co
n
ten
t
v
alid
ity
in
d
ex
(I
-
C
VI
)
an
d
s
ca
le
-
lev
el
c
o
n
ten
t
v
alid
ity
in
d
ex
/a
v
er
ag
e
(S
-
C
VI
/Av
e)
.
I
tem
s
s
co
r
in
g
,
I
-
C
VI
<0
.
7
8
wer
e
f
la
g
g
ed
f
o
r
m
a
n
d
ato
r
y
r
e
v
is
io
n
.
Fo
r
t
h
e
p
ilo
t
d
ata,
th
e
in
ter
n
al
co
n
s
is
ten
cy
a
n
d
r
eliab
ilit
y
o
f
th
e
C
PS
S
an
d
G
SES
wer
e
ev
alu
ated
v
ia
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
in
te
r
-
item
c
o
r
r
elatio
n
an
aly
s
es
u
s
in
g
SP
SS
.
Fu
r
th
er
m
o
r
e,
th
e
m
atic
an
aly
s
is
was
also
co
n
d
u
cted
o
n
q
u
alitativ
e
d
ata
s
u
ch
a
s
wr
itten
co
m
m
e
n
ts
an
d
s
tu
d
en
ts
’
o
p
en
-
e
n
d
ed
s
u
r
v
ey
r
esp
o
n
s
es
in
th
e
ex
p
er
t
p
an
el’
s
ev
alu
atio
n
g
u
id
elin
es.
T
h
i
s
p
r
o
ce
s
s
in
v
o
lv
ed
co
d
in
g
th
e
f
ee
d
b
ac
k
in
to
s
p
ec
if
ic
o
p
er
atio
n
al
ca
teg
o
r
ies
(
e.
g
.
,
“scaf
f
o
ld
in
g
n
ee
d
s
,
”
“g
en
d
er
d
y
n
am
ics,”
“in
s
tr
u
ctio
n
al
clar
ity
”)
to
d
ir
e
ctly
g
u
id
e
th
e
ev
id
en
ce
-
b
ased
,
iter
ativ
e
r
ev
is
io
n
s
o
f
th
e
m
o
d
u
le
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
e
in
itial
v
alid
atio
n
o
f
th
e
C
PB
L
m
o
d
u
le
u
tili
ze
d
a
s
tr
u
ctu
r
ed
r
e
v
iew
b
y
a
m
u
ltid
is
cip
lin
ar
y
p
a
n
el
o
f
s
ix
ex
p
er
ts
.
T
h
e
C
VI
s
er
v
ed
as
th
e
p
r
im
ar
y
q
u
a
n
titativ
e
m
etr
ic
to
ass
es
s
th
eo
r
etic
al
an
d
p
ed
ag
o
g
ical
alig
n
m
en
t.
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
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d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
5
2
6
-
2
5
3
8
2530
4
.
1
.
Va
lid
a
t
i
o
n
o
f
co
nte
nt
v
a
lid
it
y
a
nd
it
er
a
t
iv
e
re
f
inem
e
nt
T
o
ev
alu
ate
t
h
e
co
n
ten
t
v
alid
i
ty
o
f
t
h
e
m
o
d
u
le,
th
e
C
VI
wa
s
an
aly
ze
d
at
b
o
th
th
e
it
em
le
v
el
(
I
-
C
VI
)
an
d
th
e
s
ca
le
lev
el
(
S
-
C
VI
/A
v
e)
.
B
ased
o
n
Po
lit
an
d
B
ec
k
[
3
2
]
cr
iter
ia,
an
I
-
C
VI
o
f
≥
0
.
7
8
an
d
an
S
-
C
VI
o
f
≥
0
.
9
0
in
d
icate
ex
ce
llen
t
c
o
n
te
n
t
v
alid
ity
.
As
s
h
o
wn
in
T
ab
le
2
,
3
0
o
f
t
h
e
3
3
ev
alu
atio
n
item
s
(
9
1
%)
ac
h
iev
e
d
an
I
-
C
VI
o
f
1
.
0
0
.
T
h
r
ee
item
s
s
co
r
ed
s
lig
h
tly
lo
wer
(
I
-
C
VI
=
0
.
8
3
)
,
q
u
an
titativ
ely
co
r
r
o
b
o
r
a
tin
g
th
e
q
u
alitativ
e
f
ee
d
b
ac
k
.
T
h
ese
item
s
r
elate
d
to
“
i
n
teg
r
atio
n
o
f
SE/C
PS
”
(
I
tem
9
)
,
“g
en
d
er
in
c
l
u
s
iv
ity
”
(
I
tem
1
5
)
,
an
d
“
s
u
p
p
o
r
t f
o
r
lo
w
-
ab
ilit
y
lear
n
e
r
s
”
(
I
tem
1
7
)
.
Ov
e
r
all,
th
e
S
-
C
VI
/Av
e
r
ea
ch
ed
0
.
9
8
,
p
r
o
v
i
d
in
g
s
tr
o
n
g
em
p
ir
ical
ev
id
en
ce
th
at
th
e
m
o
d
u
le
is
s
tr
u
ctu
r
ally
s
o
u
n
d
.
T
ab
le
2
.
R
esu
lts
o
f
th
e
ev
alu
at
io
n
o
f
t
h
e
co
n
te
n
t v
alid
ity
o
f
t
h
e
C
PB
L
m
o
d
u
le
N
u
mb
e
r
N
o
.
o
f
e
x
p
e
r
t
s
i
n
a
g
r
e
e
me
n
t
(
r
a
t
e
d
4
o
r
5
)
I
-
C
V
I
(
i
t
e
m
-
l
e
v
e
l
)
A
.
C
o
n
t
e
n
t
(
1
0
i
t
e
ms)
I
t
e
m 1
-
6
,
8
,
1
0
6
/
6
1
I
t
e
m 7
6
/
6
1
I
t
e
m 9
5
/
6
0
.
8
3
B
.
A
c
t
i
v
i
t
i
e
s (
1
0
i
t
e
ms)
I
t
e
m 1
1
-
1
4
,
1
6
,
1
9
-
20
6
/
6
1
I
t
e
m 1
5
5
/
6
0
.
8
3
I
t
e
m 1
7
5
/
6
0
.
8
3
I
t
e
m 1
8
6
/
6
1
C
.
C
P
B
L
m
o
d
u
l
e
p
h
a
ses
(
1
3
i
t
e
ms)
P
h
a
se
1
-
5
i
t
e
ms
6
/
6
1
To
t
a
l
i
t
e
ms
S
-
C
V
I
/
A
v
e
0
.
9
8
T
h
ese
in
d
ices
p
r
o
v
id
e
s
tr
o
n
g
em
p
ir
ical
ev
id
en
ce
th
at
t
h
e
m
o
d
u
le
co
n
ten
t
is
s
tr
u
ctu
r
ally
s
o
u
n
d
a
n
d
p
ed
ag
o
g
ically
a
p
p
r
o
p
r
iate.
H
o
wev
er
,
th
e
s
lig
h
tly
lo
wer
c
o
n
s
en
s
u
s
o
n
in
clu
s
iv
ity
an
d
s
ca
f
f
o
ld
in
g
item
s
q
u
an
titativ
ely
alig
n
ed
with
th
e
q
u
alitativ
e
lin
g
u
is
tic
v
alid
atio
n
:
wh
ile
r
ea
d
ab
ilit
y
an
d
cla
r
ity
ac
h
iev
ed
1
0
0
%
ex
p
er
t
ag
r
ee
m
e
n
t,
ter
m
in
o
lo
g
y
co
n
s
is
ten
cy
r
ec
eiv
ed
o
n
ly
a
5
0
%
ag
r
ee
m
en
t
r
ate.
Sp
ec
if
i
ca
lly
,
th
r
ee
ex
p
er
ts
p
o
in
ted
o
u
t
in
co
n
s
is
ten
cies
in
tech
n
ical
ter
m
i
n
o
lo
g
y
(
e.
g
.
,
m
ix
in
g
“stre
s
s
co
ef
f
i
cien
t”
an
d
“stre
s
s
co
n
ce
n
tr
atio
n
f
ac
to
r
”)
an
d
o
v
er
ly
co
m
p
le
x
in
s
tr
u
ctio
n
al
p
ar
ag
r
a
p
h
s
.
Fo
llo
win
g
th
ese
tar
g
eted
r
ev
is
io
n
s
,
th
e
lin
g
u
is
tic
co
n
ten
t w
as d
ee
m
ed
h
ig
h
ly
v
alid
a
n
d
ac
ce
s
s
ib
le
f
o
r
th
e
tar
g
et
s
tu
d
en
ts
.
B
ey
o
n
d
q
u
an
titativ
e
s
co
r
i
n
g
,
t
h
e
p
an
el
p
r
o
v
id
e
d
q
u
alitativ
e
f
ee
d
b
ac
k
th
at
g
u
id
ed
tar
g
eted
r
ev
is
io
n
s
.
Fo
r
ex
am
p
le,
two
ass
o
ciate
p
r
o
f
ess
o
r
s
p
r
aised
th
e
th
eo
r
etica
l
ac
cu
r
ac
y
o
f
th
e
m
o
d
u
le.
Ho
wev
er
,
th
ey
p
o
in
ted
o
u
t
th
at
th
e
in
itial
d
r
af
t
o
f
p
h
ase
two
(
p
r
o
b
lem
an
aly
s
is
)
lack
ed
s
u
f
f
icien
t
co
n
n
ec
tio
n
to
au
th
en
tic
in
d
u
s
tr
ial
co
n
tex
ts
.
On
e
ex
p
er
t
n
o
ted
,
“
a
lth
o
u
g
h
th
e
p
r
in
cip
les
o
f
g
ea
r
r
o
ta
tio
n
in
Mo
d
u
le
4
a
r
e
clea
r
ly
p
r
esen
ted
,
s
tu
d
en
ts
w
o
u
ld
b
en
efit
g
r
ea
tly
if
th
ey
co
u
ld
s
ee
h
o
w
th
ese
c
a
lcu
la
tio
n
s
a
r
e
d
ir
ec
tly
a
p
p
lied
to
fa
u
lt
d
ia
g
n
o
s
is
in
mo
d
ern
w
in
d
tu
r
b
in
e
g
e
a
r
b
o
xe
s
.
A
t
p
r
esen
t,
th
e
p
r
o
b
lems
a
p
p
ea
r
s
o
mewh
a
t
a
c
a
d
emic
in
n
a
tu
r
e
.
”
T
h
er
ef
o
r
e,
th
e
r
e
v
is
ed
v
er
s
io
n
o
f
th
e
C
PB
L
m
o
d
u
le
d
ir
ec
t
ly
u
s
ed
r
ea
l
en
g
in
ee
r
in
g
p
h
o
t
o
s
an
d
b
ac
k
g
r
o
u
n
d
s
to
r
ies
o
f
win
d
tu
r
b
in
e
g
ea
r
b
o
x
f
r
ac
tu
r
es
to
en
h
an
ce
th
e
r
ea
lis
m
o
f
th
e
m
is
s
io
n
.
T
o
f
u
r
th
e
r
r
ef
in
e
clar
ity
an
d
ad
d
r
ess
ex
p
er
t
c
o
n
ce
r
n
s
r
eg
a
r
d
in
g
a
m
b
ig
u
ities
,
tech
n
ical
ter
m
in
o
lo
g
y
was
s
tan
d
ar
d
ize
d
(
e.
g
.
,
u
n
if
o
r
m
l
y
r
ep
lacin
g
“stre
s
s
co
ef
f
icien
t”
with
“stre
s
s
co
n
ce
n
tr
atio
n
f
ac
t
o
r
”)
,
lo
n
g
ac
tiv
ity
in
s
tr
u
ctio
n
s
wer
e
r
ewr
itten
in
to
s
h
o
r
t,
n
u
m
b
e
r
ed
s
tep
s
,
an
d
a
b
ilin
g
u
al
g
lo
s
s
ar
y
was
cr
ea
ted
.
Ad
d
itio
n
ally
,
in
itially
b
r
o
ad
lear
n
in
g
o
b
jectiv
es
(
e.
g
.
,
“Stu
d
e
n
ts
will
u
n
d
er
s
tan
d
g
ea
r
d
esig
n
p
r
in
ci
p
les”)
wer
e
r
ewr
itten
u
s
in
g
m
ea
s
u
r
a
b
le
v
er
b
s
,
en
s
u
r
in
g
s
tu
d
en
ts
ca
n
“c
alcu
late
s
tr
ess
d
is
tr
ib
u
tio
n
f
o
r
s
p
u
r
g
ea
r
s
an
d
ev
alu
ate
d
esig
n
alter
n
ativ
es
in
co
llab
o
r
ativ
e
g
r
o
u
p
s
.
”
Fu
r
th
er
m
o
r
e
,
r
e
v
iewe
r
s
ex
p
r
e
s
s
ed
co
n
ce
r
n
th
at
t
h
e
task
c
o
m
p
lex
ity
c
o
u
ld
o
v
e
r
wh
elm
s
t
u
d
en
ts
with
lo
wer
p
r
io
r
k
n
o
wled
g
e.
A
n
ex
p
er
t
o
b
s
er
v
e
d
,
“
t
h
e
g
r
o
u
p
d
is
c
u
s
s
io
n
temp
la
te
is
a
p
r
o
mis
in
g
s
ta
r
tin
g
p
o
in
t,
b
u
t
w
ea
ke
r
s
tu
d
en
ts
n
ee
d
clea
r
er
g
u
id
a
n
ce
to
co
n
n
ec
t in
d
ivid
u
a
l th
in
kin
g
w
ith
g
r
o
u
p
co
lla
b
o
r
a
tio
n
.
”
I
n
r
esp
o
n
s
e,
a
s
tr
u
ctu
r
ed
“
d
is
cu
s
s
io
n
r
ec
o
r
d
tem
p
late”
was
in
tr
o
d
u
ce
d
,
d
iv
id
in
g
th
e
b
r
o
ad
er
task
in
to
m
an
ag
ea
b
le
p
r
o
m
p
ts
s
u
ch
as
“wh
at
we
n
ee
d
to
k
n
o
w”
an
d
“o
u
r
ac
tio
n
lis
t.”
T
o
p
r
o
v
id
e
m
o
r
e
tar
g
eted
s
u
p
p
o
r
t
an
d
ex
p
licitly
o
p
er
atio
n
alize
SE
th
eo
r
y
wit
h
in
th
ese
ac
tiv
ities
,
a
“
d
es
ig
n
p
r
in
cip
les
”
s
ec
tio
n
was
ad
d
ed
to
th
e
m
o
d
u
le
h
an
d
b
o
o
k
.
T
h
e
r
esear
ch
team
m
ap
p
e
d
B
an
d
u
r
a
[
1
4
]
,
f
o
u
r
s
o
u
r
ce
s
o
f
SE
to
s
p
ec
if
ic
in
s
tr
u
ctio
n
al
ac
tio
n
s
:
i
)
m
aster
y
ex
p
er
ie
n
ce
s
wer
e
b
u
ilt
b
y
d
ec
o
m
p
o
s
in
g
th
e
lar
g
e
-
s
ca
le
d
esig
n
task
in
to
th
r
ee
p
r
o
g
r
ess
iv
e
s
u
b
task
s
(
‘
f
o
r
ce
an
aly
s
is
’
to
‘
m
ater
ial
s
elec
tio
n
’
to
‘
s
tr
en
g
th
v
er
if
ic
atio
n
’
)
;
ii
)
v
icar
i
o
u
s
ex
p
e
r
ien
ce
s
wer
e
in
teg
r
ated
v
ia
two
s
h
o
r
t
v
id
eo
in
ter
v
ie
ws
with
o
u
ts
tan
d
in
g
alu
m
n
i
s
h
ar
in
g
th
eir
p
r
o
ject
ex
p
er
ien
ce
s
;
iii
)
v
er
b
al
p
er
s
u
asio
n
was
im
p
lem
en
ted
b
y
tr
ain
in
g
teac
h
er
s
to
p
r
o
v
id
e
co
n
cr
ete,
e
n
co
u
r
a
g
in
g
f
e
ed
b
ac
k
(
e.
g
.
,
“
y
o
u
r
p
r
elim
in
ar
y
d
esig
n
h
as
tak
en
d
y
n
am
ic
lo
a
d
in
g
in
t
o
ac
co
u
n
t
,
wh
ich
r
ep
r
esen
ts
a
s
ig
n
if
ican
t
s
tep
f
o
r
war
d
”
)
;
an
d
iv
)
p
h
y
s
io
lo
g
ical
an
d
e
m
o
tio
n
al
s
tates
wer
e
r
eg
u
lated
b
y
in
tr
o
d
u
ci
n
g
a
th
r
ee
-
m
in
u
te
m
in
d
f
u
ln
ess
b
r
ea
th
in
g
e
x
er
cise p
r
io
r
to
in
te
n
s
iv
e
g
r
o
u
p
d
is
cu
s
s
io
n
s
to
r
ed
u
ce
s
tu
d
en
t a
n
x
iety
.
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
I
n
s
tr
u
ctio
n
a
l d
esig
n
a
n
d
p
ilo
t
va
lid
a
tio
n
o
f a
n
i
n
terd
is
cip
lin
a
r
y
co
o
p
era
tive
… (
Men
g
fa
n
Zh
a
n
g
)
2531
R
ev
iewe
r
s
also
h
ig
h
lig
h
ted
th
e
n
ee
d
to
o
p
e
r
atio
n
alize
g
en
d
e
r
in
clu
s
iv
ity
m
o
r
e
ex
p
licitly
.
T
h
e
ex
p
er
t
s
u
g
g
ested
th
at
th
e
r
o
les
th
em
s
elv
es
s
h
o
u
ld
b
e
m
o
r
e
ex
p
licitly
d
ef
in
ed
to
e
n
h
an
ce
ac
co
u
n
ta
b
ilit
y
.
Sp
ec
if
ically
,
p
r
o
v
id
i
n
g
s
tu
d
en
ts
with
“r
o
le
ca
r
d
s
”
th
at
clea
r
ly
o
u
tlin
e
th
e
r
esp
o
n
s
ib
ilit
ies
o
f
t
h
e
f
ac
ili
tato
r
,
r
ec
o
r
d
er
,
an
d
s
u
m
m
ar
izer
at
th
e
i
n
itial
s
tag
e
was
r
ec
o
m
m
en
d
e
d
as
a
u
s
e
f
u
l
s
tr
ateg
y
.
B
ased
o
n
th
is
f
e
ed
b
ac
k
,
r
esear
ch
er
s
in
tr
o
d
u
ce
d
a
r
o
le
r
o
tatio
n
s
y
s
t
em
in
th
e
r
ev
is
ed
v
er
s
io
n
o
f
t
h
e
m
o
d
u
le.
I
t
e
x
p
licitly
s
tip
u
l
ates
th
at
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
m
u
s
t
tak
e
t
u
r
n
s
s
er
v
in
g
as
f
ac
ilit
ato
r
s
o
r
s
p
ea
k
er
s
,
an
d
in
clu
d
es
m
o
r
e
in
s
p
ir
atio
n
al
ex
am
p
les
o
f
f
em
ale
en
g
in
ee
r
s
to
f
o
s
ter
an
in
clu
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
o
f
u
r
th
e
r
s
tr
en
g
t
h
en
th
is
p
r
o
ac
tiv
e
in
teg
r
atio
n
o
f
d
iv
er
s
e
p
er
s
p
ec
tiv
es,
th
e
f
ir
s
t
cla
s
s
u
s
es
th
e
s
to
r
y
o
f
B
ea
tr
ice
Hick
s
f
o
u
n
d
in
g
th
e
So
ciety
o
f
W
o
m
en
E
n
g
in
ee
r
s
to
r
e
f
r
am
e
s
tu
d
en
t
team
s
as
“m
in
i
en
g
in
ee
r
in
g
s
o
cieties,”
wh
ile
th
e
s
y
s
tem
s
m
o
d
elin
g
an
d
co
m
p
u
tatio
n
s
e
ctio
n
h
ig
h
lig
h
t
s
E
d
ith
C
lar
k
e’
s
in
v
en
ti
o
n
o
f
th
e
g
r
a
p
h
ical
ca
lcu
lato
r
.
Fu
r
th
er
m
o
r
e,
to
a
v
o
id
r
o
le
d
u
p
licatio
n
a
n
d
a
d
d
r
ess
ass
es
s
m
en
t
is
s
u
es,
g
u
id
ed
q
u
esti
o
n
s
tailo
r
ed
to
th
e
r
o
les
u
n
d
er
tak
en
th
at
d
ay
wer
e
in
co
r
p
o
r
ated
in
to
a
p
o
s
t
-
s
ess
io
n
s
elf
-
r
ef
lectio
n
f
o
r
m
to
f
ac
ilit
ate
s
elf
-
ass
es
s
m
en
t.
T
h
is
eq
u
ity
m
ec
h
an
is
m
en
s
u
r
es
th
at
f
em
a
le
s
tu
d
en
ts
ar
e
n
o
t
r
eleg
ated
t
o
p
ass
iv
e
r
o
les
(
e.
g
.
,
m
er
e
n
o
te
-
tak
er
s
)
an
d
m
ale
s
tu
d
en
ts
d
o
n
o
t
m
o
n
o
p
o
lize
tech
n
ical
d
ec
is
io
n
-
m
ak
in
g
,
th
er
eb
y
f
o
s
ter
in
g
a
g
e
n
u
in
ely
in
clu
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
All
th
o
s
e
f
ee
d
b
ac
k
h
ig
h
lig
h
ted
g
ap
s
b
etwe
en
th
eo
r
etica
l
d
esig
n
an
d
p
r
ac
tical
ap
p
licatio
n
,
n
ec
ess
itatin
g
th
e
tar
g
eted
,
ev
i
d
en
ce
-
b
ased
r
ev
is
io
n
s
d
etailed
.
4
.
2
.
F
e
a
s
ibi
lity
a
nd
re
lia
bil
it
y
o
f
ins
t
rum
ent
s
Du
r
in
g
th
e
p
ilo
t
s
tu
d
y
,
th
e
i
n
ter
n
al
co
n
s
is
ten
cy
o
f
t
h
e
C
PS
S
an
d
th
e
GSES
wa
s
as
s
e
s
s
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
a
lp
h
a
(
α
)
.
B
o
th
th
e
to
tal
C
PS
S
(
C
r
o
n
b
ac
h
’
s
α
=
0
.
8
7
0
)
an
d
th
e
to
tal
GSES
(
C
r
o
n
b
ac
h
’
s
α
=
0
.
8
0
8
)
d
em
o
n
s
tr
ated
h
i
g
h
r
eliab
ilit
y
,
ex
ce
ed
in
g
th
e
r
ec
o
m
m
e
n
d
e
d
th
r
esh
o
ld
o
f
0
.
7
0
[
3
3
]
.
I
n
t
er
-
item
co
r
r
elatio
n
an
aly
s
is
f
o
r
th
e
C
PS
S
,
as
s
h
o
wn
in
T
ab
le
3
,
in
d
icate
d
th
at
item
s
with
in
ea
ch
d
im
en
s
i
o
n
ar
e
ap
p
r
o
p
r
iately
r
elate
d
(
Pear
s
o
n
co
r
r
elatio
n
c
o
ef
f
icien
ts
r
an
g
e
f
r
o
m
0
.
4
0
1
to
0
.
7
5
9
,
all
p
<
0
.
0
5
)
.
Similar
ly
,
th
e
in
ter
-
item
co
r
r
elatio
n
m
atr
ix
f
o
r
th
e
GS
E
S
,
as
s
ee
n
in
T
a
b
le
4
,
v
alid
a
ted
th
at
item
with
in
ea
ch
s
u
b
s
ca
le
ar
e
p
o
s
itiv
ely
an
d
s
ig
n
if
ica
n
tly
c
o
r
r
elate
d
(
Pear
s
o
n
co
r
r
elatio
n
c
o
ef
f
icie
n
ts
r
an
g
e
f
r
o
m
0
.
3
0
6
to
0
.
7
4
0
,
p
<
0
.
0
5
)
.
T
h
ese
in
itial
r
esu
lts
s
u
g
g
est
th
e
in
s
tr
u
m
en
ts
r
eliab
ly
m
ea
s
u
r
e
th
e
m
u
ltid
im
en
s
io
n
al
n
atu
r
e
o
f
co
llab
o
r
ativ
e
s
k
ills
an
d
s
tu
d
en
ts
’
co
n
f
id
en
ce
in
in
itiati
n
g
in
ter
d
is
cip
lin
ar
y
task
s
with
in
th
is
p
ilo
t
co
n
tex
t.
Ultim
ately
,
th
e
h
ig
h
co
n
ten
t
v
alid
ity
o
f
th
e
m
o
d
u
le
an
d
th
e
r
eliab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t
in
s
tr
u
m
e
n
ts
in
d
i
ca
te
th
e
s
tu
d
y
is
m
eth
o
d
o
l
o
g
ically
s
o
u
n
d
f
o
r
f
u
ll
-
s
ca
le
im
p
lem
en
tatio
n
.
T
ab
le
3
.
T
h
e
co
r
r
elatio
n
an
aly
s
is
o
f
item
s
with
d
if
f
er
en
t d
im
en
s
io
n
s
in
C
PS
S
s
ca
le
D
i
me
n
si
o
n
s
I
t
e
ms
1
2
3
4
5
6
7
8
9
10
11
12
C
P
S
-
A
1
2
0
.
5
0
5
*
*
3
0
.
7
1
6
*
*
0
.
7
1
4
*
*
4
0
.
6
6
0
*
*
0
.
5
8
6
*
*
0
.
6
7
0
*
*
C
P
S
-
B
5
6
0
.
5
9
6
*
*
7
0
.
5
3
9
*
*
0
.
7
4
2
*
*
8
0
.
6
2
2
*
*
0
.
7
5
9
*
*
0
.
7
3
7
*
*
C
P
S
-
C
9
10
0
.
6
3
1
*
*
11
0
.
4
0
1
*
0
.
4
9
2
*
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12
0
.
5
6
0
*
*
0
.
4
7
8
*
*
0
.
6
4
1
*
*
*
*
.
C
o
r
r
e
l
a
t
i
o
n
i
s
si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
C
P
S
-
A
=
Est
a
b
l
i
s
h
i
n
g
a
n
d
ma
i
n
t
a
i
n
i
n
g
sh
a
r
e
d
u
n
d
e
r
s
t
a
n
d
i
n
g
;
C
P
S
-
B
=
T
a
k
i
n
g
a
p
p
r
o
p
r
i
a
t
e
a
c
t
i
o
n
t
o
s
o
l
v
e
t
h
e
p
r
o
b
l
e
m
;
C
P
S
-
C
=
Es
t
a
b
l
i
s
h
i
n
g
a
n
d
m
a
i
n
t
a
i
n
i
n
g
t
e
a
m
o
r
g
a
n
i
z
a
t
i
o
n
.
T
ab
le
4
.
C
o
r
r
elatio
n
an
aly
s
is
o
f
item
s
with
d
if
f
er
e
n
t d
im
en
s
io
n
s
in
s
elf
-
ef
f
icac
y
D
i
me
n
si
o
n
s
I
t
e
ms
1
2
3
4
5
6
7
8
9
10
A
S
E
1
2
0
.
6
8
8
*
*
3
0
.
4
4
4
*
*
0
.
4
6
8
*
*
4
0
.
6
1
9
*
*
0
.
6
1
0
*
*
0
.
4
0
5
*
5
0
.
7
4
0
*
*
0
.
6
0
3
*
*
0
.
4
1
4
*
0
.
6
4
4
*
*
C
S
E
6
7
0
.
3
7
7
*
8
0
.
4
0
0
*
0
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4
5
2
*
*
9
0
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3
0
6
0
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7
2
5
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4
5
7
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5
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5
8
5
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6
3
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*
0
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5
3
3
*
*
*
*
.
C
o
r
r
e
l
a
t
i
o
n
i
s si
g
n
i
f
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c
a
n
t
a
t
t
h
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0
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0
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l
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2
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.
A
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A
c
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n
sel
f
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e
f
f
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c
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y
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C
S
E
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C
o
p
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sel
f
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e
f
f
i
c
a
c
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
-
8
8
2
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I
n
t
J
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v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
5
2
6
-
2
5
3
8
2532
4
.
3
.
Crit
ica
l
a
na
ly
s
is
o
f
t
he
“
du
a
l
-
driv
en”
m
ec
ha
nis
m
T
h
is
s
tu
d
y
was
in
itiated
to
a
d
d
r
ess
th
e
in
s
tr
u
ctio
n
al
d
esig
n
g
ap
i
n
in
ter
d
is
cip
lin
ar
y
h
ig
h
er
STE
M
ed
u
ca
tio
n
,
s
p
ec
if
ically
th
e
d
is
co
n
n
ec
t
b
etwe
en
t
h
e
d
e
m
a
n
d
f
o
r
in
te
r
d
is
cip
lin
ar
y
co
m
p
eten
cies
an
d
t
h
e
p
r
ev
alen
ce
o
f
f
r
a
g
m
en
ted
,
le
ctu
r
e
-
b
ased
p
ed
ag
o
g
y
.
As
h
i
g
h
lig
h
ted
in
t
h
e
in
tr
o
d
u
ctio
n
,
wh
ile
th
e
‘
n
ew
en
g
in
ee
r
in
g
’
in
itiativ
e
ad
v
o
c
ates
f
o
r
in
te
g
r
atio
n
,
cu
r
r
en
t
ed
u
ca
tio
n
al
p
r
ac
tices
o
f
ten
l
ac
k
th
e
s
y
s
tem
atic
s
ca
f
f
o
ld
in
g
r
eq
u
ir
ed
to
s
u
p
p
o
r
t
co
m
p
lex
,
c
r
o
s
s
-
d
is
cip
lin
ar
y
lear
n
in
g
.
T
h
is
s
tu
d
y
s
u
cc
ess
f
u
lly
d
e
v
elo
p
ed
an
d
v
alid
ated
a
g
en
d
er
-
in
clu
s
iv
e
C
PB
L
in
s
tr
u
ctio
n
al
m
o
d
u
le.
T
h
e
f
in
d
in
g
s
p
r
o
v
id
e
r
o
b
u
s
t
em
p
ir
ical
ev
id
en
ce
:
th
e
m
o
d
u
le
d
em
o
n
s
tr
ated
ex
ce
p
t
io
n
al
co
n
te
n
t
v
alid
ity
a
n
d
h
ig
h
in
s
tr
u
m
e
n
t
r
eliab
ilit
y
,
c
o
n
f
ir
m
in
g
th
at
a
n
ev
id
en
ce
-
b
ased
d
esig
n
ca
n
e
f
f
ec
tiv
ely
o
p
er
ati
o
n
alize
ab
s
tr
ac
t
co
m
p
eten
cy
g
o
als
in
to
ac
tio
n
ab
le
class
r
o
o
m
in
ter
v
en
tio
n
s
.
T
h
is
s
u
cc
ess
alig
n
s
with
s
o
cial
co
n
s
tr
u
ctiv
is
t
t
h
eo
r
y
.
As
Vy
g
o
ts
k
y
[
2
7
]
p
o
s
ited
,
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t
is
s
o
cially
s
itu
ated
.
Ho
wev
er
,
wh
ile
PB
L
em
p
h
asizes
r
ea
l
-
wo
r
ld
p
r
o
b
lem
-
s
o
lv
in
g
,
it
o
f
ten
f
ails
to
en
s
u
r
e
eq
u
itab
le
p
ar
ticip
ati
o
n
in
p
r
ac
tice,
f
r
eq
u
en
tly
lead
in
g
to
u
n
s
tr
u
ctu
r
e
d
g
r
o
u
p
d
y
n
am
ics
wh
er
e
s
o
m
e
s
tu
d
en
ts
d
o
m
in
ate
wh
ile
o
th
er
s
with
d
r
aw
[
6
]
.
Ou
r
f
in
d
i
n
g
s
s
u
g
g
est
th
at
m
ea
n
in
g
f
u
l
in
ter
ac
tio
n
d
o
es
n
o
t
o
cc
u
r
th
r
o
u
g
h
m
e
r
e
p
r
o
x
im
ity
[
3
4
]
.
Simp
ly
p
lacin
g
s
tu
d
en
ts
in
g
r
o
u
p
s
d
o
es
n
o
t
a
u
to
m
atica
lly
y
ield
co
llab
o
r
atio
n
,
esp
ec
ially
g
iv
en
cu
ltu
r
al
ten
d
en
cies
to
war
d
p
ass
iv
e
lear
n
in
g
o
r
co
n
f
lict
av
o
id
a
n
ce
in
tr
a
d
itio
n
al
class
r
o
o
m
s
[
6
]
.
B
y
s
y
s
tem
atica
lly
em
b
ed
d
in
g
c
o
o
p
er
ati
v
e
s
tr
u
ctu
r
es,
t
h
e
C
PB
L
m
o
d
u
le
d
ir
ec
tly
ad
d
r
ess
es
th
is
wea
k
n
ess
.
T
h
e
ex
p
e
r
t
v
alid
atio
n
in
d
icat
es
th
at
th
e
C
PB
L
m
o
d
u
le
w
o
r
k
s
s
p
ec
if
ically
b
ec
a
u
s
e
it
en
f
o
r
ce
s
“p
o
s
itiv
e
in
ter
d
ep
en
d
en
ce
”
.
B
y
em
b
ed
d
in
g
s
p
ec
if
ic
m
ec
h
an
is
m
s
,
s
u
ch
as
th
e
f
ailu
r
e
d
iag
n
o
s
is
m
atr
ix
,
th
e
m
o
d
u
le
f
u
n
ctio
n
s
as
a
s
tr
u
ctu
r
al
in
te
r
v
en
tio
n
th
at
f
o
r
ce
s
s
tu
d
en
ts
to
r
ely
o
n
o
n
e
a
n
o
th
er
’
s
d
i
v
er
s
e
d
is
cip
lin
ar
y
k
n
o
wled
g
e.
T
h
ese
s
ca
f
f
o
ld
s
p
r
ev
en
t
th
e
c
o
m
m
o
n
“
d
iv
id
e
-
an
d
-
co
n
q
u
e
r
”
ap
p
r
o
ac
h
to
g
r
o
u
p
wo
r
k
;
in
s
tead
,
th
ey
r
e
q
u
ir
e
s
tu
d
en
ts
t
o
e
x
ter
n
alize
th
eir
th
in
k
i
n
g
an
d
ac
tiv
ely
n
e
g
o
tiate
m
ea
n
in
g
,
th
eo
r
et
ically
tr
an
s
f
o
r
m
in
g
p
ee
r
s
in
to
in
d
is
p
en
s
ab
le
c
o
g
n
i
tiv
e
r
eso
u
r
ce
s
with
in
th
e
z
o
n
e
o
f
p
r
o
x
im
al
d
e
v
elo
p
m
e
n
t
.
T
h
is
s
tu
d
y
also
ad
d
r
ess
es
th
e
ch
allen
g
e
o
f
tr
a
n
s
latin
g
B
an
d
u
r
a
[
1
4
]
s
o
cial
co
g
n
itiv
e
th
eo
r
y
in
t
o
ac
tio
n
ab
le
cu
r
r
icu
lu
m
.
I
n
t
r
a
d
itio
n
al
C
h
in
ese
STE
M
class
r
o
o
m
s
,
t
h
e
ex
am
-
o
r
ien
ted
c
u
l
tu
r
e
o
f
ten
r
estricts
o
p
p
o
r
tu
n
ities
f
o
r
m
aster
y
ex
p
er
ien
ce
s
,
wh
ich
ar
e
a
p
r
im
ar
y
s
o
u
r
ce
o
f
SE
[
1
0
]
.
T
h
is
th
eo
r
e
tical
alig
n
m
en
t
was
ac
h
iev
ed
b
y
ex
p
licitly
en
g
in
e
er
in
g
th
e
s
o
u
r
ce
s
o
f
SE
in
t
o
t
h
e
d
aily
wo
r
k
f
lo
w.
Fo
r
in
s
tan
ce
,
as
v
alid
ated
b
y
th
e
ex
p
e
r
t
p
a
n
el,
d
ec
o
m
p
o
s
in
g
co
m
p
lex
g
ea
r
d
esig
n
task
s
in
to
p
r
o
g
r
ess
iv
e
m
iles
to
n
es
p
r
o
v
id
es
th
e
s
tr
u
ctu
r
al
ca
p
ac
ity
f
o
r
s
tu
d
en
ts
to
ac
cu
m
u
late
s
m
all
s
u
cc
es
s
es,
co
u
n
ter
in
g
th
e
an
x
iety
o
f
ten
p
r
o
d
u
c
ed
b
y
h
ig
h
-
p
r
ess
u
r
e
en
v
ir
o
n
m
en
ts
.
T
h
e
h
ig
h
r
eliab
ilit
y
an
d
p
o
s
itiv
e
p
r
elim
i
n
ar
y
r
esu
lts
o
f
th
e
C
PS
an
d
SE
m
ea
s
u
r
es
s
u
g
g
est
th
at
th
e
s
tr
u
ctu
r
ed
r
o
le
r
o
tatio
n
an
d
co
o
p
er
ativ
e
s
ca
f
f
o
l
d
in
g
s
u
c
ce
s
s
f
u
lly
ac
tiv
ated
B
an
d
u
r
a
[
1
4
]
s
o
u
r
ce
s
o
f
SE
,
p
ar
ticu
lar
ly
v
icar
io
u
s
ex
p
er
ie
n
ce
s
an
d
s
o
cial
p
er
s
u
asio
n
.
Si
m
ilar
ly
,
th
e
d
elib
er
ate
d
esig
n
o
f
p
ee
r
m
o
d
elin
g
in
Ph
ase
3
cr
ea
tes
tar
g
eted
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
o
b
s
er
v
e
p
ee
r
s
o
v
er
c
o
m
in
g
ch
alle
n
g
es.
Ad
d
itio
n
ally
,
b
y
r
ed
e
f
in
in
g
t
h
e
teac
h
er
’
s
r
o
le
f
r
o
m
a
t
r
an
s
m
itter
o
f
k
n
o
wled
g
e
to
a
f
ac
ilit
ato
r
,
th
e
m
o
d
u
le
en
s
u
r
e
d
th
at
f
ee
d
b
ac
k
was
p
r
o
ce
s
s
-
o
r
ien
te
d
r
ath
er
th
a
n
ju
s
t
r
esu
lt
-
o
r
ien
t
ed
[
7
]
.
T
h
ese
f
in
d
in
g
s
cr
itically
an
aly
ze
h
o
w
th
e
C
P
B
L
m
o
d
u
le
o
p
er
ates
as
a
“d
u
al
-
d
r
i
v
en
”
m
ec
h
a
n
is
m
:
it
s
i
m
u
ltan
eo
u
s
ly
lo
wer
s
th
e
co
g
n
itiv
e
th
r
esh
o
ld
f
o
r
co
m
p
lex
task
s
th
r
o
u
g
h
co
l
lab
o
r
ativ
e
s
ca
f
f
o
ld
in
g
(
e
n
h
an
cin
g
C
PS
)
wh
ile
s
tr
u
ct
u
r
ally
g
u
ar
an
teein
g
o
p
p
o
r
tu
n
ities
f
o
r
m
aster
y
an
d
v
icar
io
u
s
ex
p
e
r
ien
ce
s
(
en
h
an
c
in
g
SE)
.
Mo
v
in
g
f
o
r
war
d
,
th
is
f
r
am
ewo
r
k
o
f
f
er
s
a
p
r
ac
tical
ap
p
r
o
ac
h
f
o
r
ed
u
c
ato
r
s
to
in
teg
r
ate
m
en
tal
r
esil
ien
ce
b
u
ild
in
g
d
ir
ec
tly
in
to
r
i
g
o
r
o
u
s
en
g
in
ee
r
in
g
cu
r
r
icu
la,
p
r
o
v
i
n
g
th
at
p
s
y
ch
o
l
o
g
ical
s
u
p
p
o
r
t a
n
d
tech
n
ical
tr
ain
in
g
ar
e
m
u
tu
ally
r
ei
n
f
o
r
ci
n
g
.
4
.
4
.
Str
uct
ura
l
dis
ruptio
n f
o
r
g
ender
inclu
s
iv
it
y
Fu
r
th
er
m
o
r
e
,
an
im
p
o
r
tan
t
co
n
tr
ib
u
tio
n
o
f
th
is
s
tu
d
y
is
its
ap
p
r
o
ac
h
to
g
e
n
d
er
in
cl
u
s
iv
ity
.
L
iter
atu
r
e
in
d
icate
s
th
at
f
em
ale
s
tu
d
en
ts
in
C
h
in
ese
STE
M
co
n
tex
ts
o
f
ten
f
ac
e
s
ter
eo
ty
p
e
th
r
ea
ts
a
n
d
r
e
p
o
r
t
lo
wer
SE
d
u
e
to
c
u
ltu
r
al
e
x
p
ec
tatio
n
s
[
2
9
]
.
W
h
ile
m
a
n
y
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
s
to
p
at
m
er
e
v
er
b
al
en
co
u
r
ag
em
e
n
t,
th
is
m
o
d
u
le
en
ac
ts
s
tr
u
ctu
r
al
d
is
r
u
p
tio
n
.
Ma
n
d
ato
r
y
r
o
le
r
o
tatio
n
d
is
r
u
p
ted
tr
ad
iti
o
n
al
g
en
d
e
r
ed
task
d
iv
is
io
n
s
,
en
s
u
r
in
g
th
at
f
em
a
le
s
tu
d
en
ts
g
ain
ed
d
ir
ec
t
tec
h
n
ical
ex
p
er
ie
n
ce
(
e.
g
.
,
as
tech
n
ical
f
ac
ilit
ato
r
s
)
wh
ile
m
ale
s
tu
d
e
n
ts
eq
u
ally
e
n
g
ag
ed
in
co
llab
o
r
ativ
e
d
ialo
g
u
e
a
n
d
r
ec
o
r
d
in
g
.
T
h
e
in
te
g
r
atio
n
o
f
f
e
m
ale
r
o
le
m
o
d
els
lik
e
Hick
s
d
ir
ec
tly
co
u
n
ter
s
th
e
m
ascu
lin
e
n
a
r
r
ativ
e
ty
p
ically
ass
o
ciate
d
wi
th
en
g
in
ee
r
in
g
.
B
y
in
s
titu
tio
n
alizin
g
th
is
eq
u
ity
a
r
ch
itectu
r
e,
th
e
m
o
d
u
le
ac
tiv
e
ly
d
is
m
an
tles
h
eg
em
o
n
ic
b
e
h
av
io
r
s
wh
er
e
m
ale
s
tu
d
en
ts
ty
p
ically
d
o
m
in
ate
tech
n
ical
task
s
.
I
t c
r
ea
tes a
s
af
e,
ac
co
u
n
tab
le
s
p
ac
e
wh
er
e
p
ar
t
icip
atio
n
is
d
ictated
b
y
ass
ig
n
ed
r
o
le
r
esp
o
n
s
ib
ilit
ies
r
ath
er
th
an
en
tr
en
ch
ed
g
en
d
er
ed
n
o
r
m
s
,
ef
f
ec
tiv
ely
en
s
u
r
in
g
eq
u
itab
le
s
k
ill
ac
q
u
is
itio
n
f
o
r
all
lear
n
er
s
.
4
.
5
.
I
m
pli
ca
t
i
o
ns
a
nd
lim
it
a
t
io
ns
o
f
t
he
s
t
ud
y
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
o
f
f
er
h
ig
h
l
y
ac
tio
n
a
b
le
in
s
ig
h
ts
ex
ten
d
in
g
b
ey
o
n
d
th
eo
r
etica
l
v
alid
atio
n
.
At
th
e
clas
s
r
o
o
m
lev
el,
th
e
C
PB
L
f
r
am
ewo
r
k
ca
n
b
e
in
teg
r
ated
in
to
ex
is
tin
g
m
ec
h
an
ical
d
esig
n
co
u
r
s
es
with
m
in
im
al
r
estru
ctu
r
in
g
,
p
r
o
v
i
d
in
g
f
r
o
n
tlin
e
STE
M
in
s
tr
u
cto
r
s
with
a
r
ea
d
y
-
to
-
u
s
e
p
ed
ag
o
g
ical
to
o
l.
I
t
d
em
o
n
s
tr
ates
th
at
in
ter
d
is
cip
lin
ar
y
teac
h
i
n
g
d
o
es
n
o
t
r
eq
u
ir
e
d
ilu
tin
g
tech
n
ical
co
n
ten
t,
b
u
t
r
at
h
er
r
estru
ctu
r
in
g
h
o
w
s
tu
d
en
ts
in
t
er
ac
t
with
it.
At
th
e
p
o
lic
y
lev
el,
th
is
v
alid
ated
m
o
d
u
le
o
f
f
er
s
p
o
licy
m
ak
er
s
a
n
d
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
I
n
s
tr
u
ctio
n
a
l d
esig
n
a
n
d
p
ilo
t
va
lid
a
tio
n
o
f a
n
i
n
terd
is
cip
lin
a
r
y
co
o
p
era
tive
… (
Men
g
fa
n
Zh
a
n
g
)
2533
in
s
titu
tio
n
al
lead
er
s
a
p
r
ac
tic
al,
s
ca
lab
le
to
o
l
to
o
p
er
atio
n
alize
th
e
‘
n
ew
en
g
in
ee
r
in
g
’
i
n
itiativ
e,
tr
an
s
latin
g
to
p
-
d
o
w
n
in
ter
d
is
cip
lin
ar
y
m
an
d
ates
in
to
eq
u
itab
le,
b
o
tto
m
-
u
p
class
r
o
o
m
r
ea
liti
es.
Ho
wev
er
,
th
is
s
tu
d
y
’
s
s
in
g
le
-
in
s
titu
tio
n
p
ilo
t
s
am
p
le
(
N=
3
3
)
r
estricts
im
m
ed
iate
g
en
er
aliza
b
ilit
y
,
an
d
e
v
alu
ati
n
g
C
PS
an
d
SE
v
ia
s
elf
-
r
ep
o
r
ted
s
ca
les
in
tr
o
d
u
ce
s
in
h
er
en
t
s
u
b
jectiv
ity
,
d
esp
i
te
an
o
n
y
m
o
u
s
d
ata
co
llectio
n
.
Fu
tu
r
e
r
esear
c
h
s
h
o
u
ld
ev
alu
ate
t
h
e
r
ef
i
n
ed
m
o
d
u
le
t
h
r
o
u
g
h
a
f
u
ll
-
s
ca
le,
m
u
lti
-
in
s
titu
tio
n
al
q
u
asi
-
e
x
p
er
im
en
tal
d
esig
n
,
in
co
r
p
o
r
atin
g
o
b
jectiv
e
b
eh
a
v
io
r
al
an
aly
tics
(
e.
g
.
,
r
ec
o
r
d
ed
g
r
o
u
p
in
ter
ac
tio
n
s
)
alo
n
g
s
id
e
s
elf
-
r
ep
o
r
ts
t
o
co
m
p
r
eh
e
n
s
iv
ely
ass
ess
th
e
ev
o
lu
tio
n
o
f
co
llab
o
r
ativ
e
an
d
p
s
y
ch
o
lo
g
ical
co
m
p
eten
cies
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
ev
elo
p
e
d
a
v
alid
ated
C
PB
L
m
o
d
u
le
to
ad
d
r
ess
a
g
ap
in
in
s
tr
u
ctio
n
al
d
esig
n
with
in
C
h
in
ese
in
ter
d
is
cip
lin
ar
y
ST
E
M
ed
u
ca
tio
n
.
Fra
m
ed
as
a
“d
u
al
-
d
r
iv
en
”
ap
p
r
o
ac
h
,
th
e
m
o
d
u
le
ap
p
ea
r
s
to
s
u
p
p
o
r
t
b
o
th
C
PS
an
d
s
tu
d
en
t
s
’
SE
b
y
in
ten
tio
n
ally
s
tr
u
ctu
r
in
g
s
o
cial
in
ter
d
ep
en
d
en
ce
to
r
ed
u
ce
f
r
a
g
m
en
te
d
lear
n
in
g
e
x
p
er
ie
n
ce
s
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
r
ee
im
p
licatio
n
s
.
Me
th
o
d
o
lo
g
ically
,
it
in
d
icate
s
th
at
th
e
d
ev
elo
p
m
e
n
t
o
f
h
ig
h
e
r
-
lev
el
C
PS
m
ay
b
en
ef
it
f
r
o
m
p
u
r
p
o
s
ef
u
l
s
o
cial
in
ter
d
ep
en
d
en
ce
in
STE
M
lear
n
in
g
co
n
tex
ts
.
So
cio
lo
g
ically
,
it
p
o
i
n
ts
to
th
e
p
o
ten
tial
o
f
s
tr
u
ctu
r
al
ar
r
an
g
em
en
ts
,
s
u
ch
as
m
an
d
ato
r
y
r
o
le
r
o
tatio
n
,
to
s
u
p
p
o
r
t
m
o
r
e
in
clu
s
iv
e
g
en
d
er
p
ar
ticip
atio
n
.
Pra
ctica
lly
,
i
t
tr
an
s
lates
ab
s
tr
ac
t
s
o
u
r
ce
s
o
f
SE
in
to
class
r
o
o
m
s
tr
ateg
ies
th
at
ar
e
m
o
r
e
ac
ti
o
n
ab
le
f
o
r
teac
h
e
r
s
.
Ov
er
all,
th
e
C
P
B
L
m
o
d
u
le
s
h
o
ws
p
r
o
m
is
e
in
ter
m
s
o
f
v
alid
ity
,
f
ea
s
ib
ilit
y
,
an
d
r
eli
ab
ilit
y
,
an
d
m
ay
p
r
o
v
i
d
e
a
u
s
ef
u
l
f
r
am
ewo
r
k
f
o
r
in
te
r
d
is
cip
lin
ar
y
STE
M
ed
u
ca
tio
n
.
Desp
ite
th
ese
co
n
tr
ib
u
tio
n
s
,
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
th
is
p
ed
ag
o
g
ical
in
ter
v
e
n
tio
n
r
eq
u
ir
es
f
u
r
th
er
in
v
esti
g
atio
n
.
T
h
e
in
itial
v
ali
d
atio
n
r
elied
o
n
a
p
ilo
t
c
o
h
o
r
t
(
N=
3
3
)
an
d
s
elf
-
r
ep
o
r
ted
m
etr
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J.
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