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cien
tific
d
is
co
u
r
s
e
[
2
]
–
[
4
]
.
Ho
wev
er
,
th
e
p
e
d
ag
o
g
ical
en
v
ir
o
n
m
en
ts
th
at
en
ab
le
th
e
ef
f
ec
tiv
e
ap
p
licatio
n
o
f
th
ese
ap
p
r
o
ac
h
es
with
in
th
e
r
ig
o
r
o
u
s
an
d
r
e
s
o
u
r
ce
-
in
ten
s
iv
e
p
r
o
ce
s
s
o
f
s
tu
d
y
in
g
ch
em
is
tr
y
r
em
ain
in
s
u
f
f
icien
tly
s
p
ec
if
ie
d
.
Ou
r
r
esear
ch
is
r
elev
an
t
to
th
e
f
ield
as
it
ad
d
r
ess
e
s
th
i
s
s
p
ec
if
ic
ch
em
ical
ed
u
ca
tio
n
g
a
p
b
y
p
r
o
v
i
d
in
g
a
s
tr
u
ctu
r
ed
f
r
am
ew
o
r
k
th
at
m
o
v
es
b
ey
o
n
d
b
asic
lab
o
r
ato
r
y
s
k
ills
.
T
o
s
o
lv
e
th
e
p
r
o
b
lem
o
f
s
tu
d
e
n
t
p
ass
iv
ity
an
d
lo
w
e
n
g
ag
em
e
n
t
in
r
e
s
ea
r
ch
,
o
u
r
m
o
d
el
i
n
tr
o
d
u
ce
s
a
th
r
ee
-
p
r
o
n
g
e
d
in
ter
v
en
tio
n
:
i
)
r
esear
ch
-
f
o
c
u
s
ed
s
ettin
g
s
th
at
s
im
u
late
au
th
en
tic
lab
o
r
ato
r
y
ch
all
en
g
es;
ii
)
d
ig
ital
-
m
etac
o
g
n
itiv
e
to
o
ls
th
at
allo
w
s
tu
d
en
ts
to
s
im
u
late
an
d
r
ef
lect
o
n
c
o
m
p
le
x
ch
em
ical
r
ea
ctio
n
s
;
an
d
iii
)
m
o
tiv
atio
n
al
s
u
p
p
o
r
t
th
at
co
n
n
ec
ts
ch
em
ical
th
eo
r
y
to
r
ea
l
-
wo
r
ld
p
r
o
f
ess
io
n
al
p
r
o
b
le
m
s
.
Un
lik
e
ex
is
tin
g
m
o
d
els
th
at
f
o
cu
s
o
n
ly
o
n
m
a
n
u
al
lab
o
r
ato
r
y
tech
n
iq
u
es,
th
is
s
y
s
tem
in
teg
r
ates
th
e
co
g
n
itiv
e
an
d
r
ef
lectiv
e
co
m
p
o
n
en
ts
n
ec
ess
ar
y
f
o
r
a
ch
em
is
t to
in
d
ep
en
d
e
n
tly
p
la
n
an
d
ev
alu
ate
an
o
r
ig
in
al
r
esear
ch
p
r
o
ce
s
s
.
Giv
en
th
e
s
cien
tific
an
d
th
eo
r
etica
l
s
ig
n
if
ican
ce
o
f
t
h
e
p
r
o
b
lem
,
as
well
as
th
e
p
r
ac
tical
n
ee
d
f
o
r
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
c
o
m
p
et
en
ce
in
c
h
em
is
tr
y
s
tu
d
en
ts
,
it
is
im
p
o
r
tan
t
to
co
n
d
u
ct
a
c
o
m
p
r
eh
en
s
iv
e
s
tu
d
y
o
f
th
e
p
ed
a
g
o
g
ical
en
v
ir
o
n
m
e
n
ts
th
at
en
s
u
r
e
its
ef
f
ec
tiv
en
es
s
.
T
o
g
u
id
e
th
is
in
v
esti
g
atio
n
an
d
ad
d
r
ess
th
e
id
en
tifie
d
g
ap
s
in
tr
ad
itio
n
al
in
s
tr
u
ctio
n
,
th
is
s
tu
d
y
is
ce
n
ter
ed
o
n
th
e
f
o
llo
win
g
m
ain
r
esear
ch
q
u
esti
o
n
:
w
h
at
s
p
ec
if
ic
p
ed
ag
o
g
ical
e
n
v
ir
o
n
m
en
ts
,
wh
en
in
teg
r
ated
in
to
a
p
r
ac
tice
-
o
r
ien
ted
ch
em
is
tr
y
c
u
r
r
icu
lu
m
,
ar
e
m
o
s
t
ef
f
ec
tiv
e
f
o
r
f
o
s
ter
in
g
th
e
m
u
lt
id
im
en
s
io
n
al
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
o
f
s
tu
d
en
ts
’
r
esear
c
h
co
m
p
eten
ce
?
So
,
th
e
s
cien
tific
n
o
v
elty
o
f
th
is
r
esear
ch
is
ex
p
licitly
m
an
if
ested
in
th
e
d
e
v
elo
p
m
en
t
an
d
ex
p
er
im
en
tal
v
alid
atio
n
o
f
a
u
n
iq
u
e,
m
u
ltifa
ce
ted
s
y
s
tem
o
f
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
s
p
ec
if
ically
d
esig
n
ed
to
f
o
s
ter
r
esear
ch
co
m
p
eten
c
e
in
ch
em
is
tr
y
s
tu
d
en
ts
th
r
o
u
g
h
a
p
r
ac
tice
-
o
r
ien
ted
lear
n
in
g
.
Un
lik
e
ex
is
tin
g
ap
p
r
o
ac
h
es,
th
is
s
y
s
tem
i
s
in
n
o
v
ativ
e
in
its
s
y
n
er
g
is
tic
in
t
eg
r
atio
n
o
f
co
g
n
itiv
e,
d
ig
ital
-
m
etac
o
g
n
itiv
e,
an
d
m
o
tiv
atio
n
al
co
m
p
o
n
e
n
ts
to
cr
ea
te
co
n
d
itio
n
s
f
o
r
ac
tiv
e
s
cien
tific
in
q
u
ir
y
with
in
p
r
o
f
ess
io
n
al
tr
ain
in
g
.
Fu
r
th
er
m
o
r
e
,
th
is
s
tu
d
y
c
o
n
tr
i
b
u
tes
an
o
r
ig
i
n
al,
s
tr
u
ctu
r
ed
m
o
d
el
f
o
r
em
b
e
d
d
in
g
r
esear
c
h
ac
tiv
ities
d
ir
ec
tly
in
to
th
e
h
ig
h
e
r
ed
u
ca
tio
n
ch
e
m
is
tr
y
cu
r
r
ic
u
lu
m
,
p
r
o
v
id
in
g
n
ew
em
p
ir
ical
e
v
id
en
ce
o
f
its
ef
f
ec
tiv
en
ess
th
at
h
as n
o
t b
ee
n
p
r
e
v
io
u
s
ly
d
o
cu
m
en
ted
in
th
is
s
p
ec
if
ic
co
n
tex
t
.
B
ey
o
n
d
its
p
ed
ag
o
g
ical
u
tili
ty
,
th
e
s
ig
n
if
ican
ce
o
f
th
is
s
tu
d
y
is
r
o
o
ted
in
its
alig
n
m
en
t
with
g
lo
b
al
ed
u
ca
tio
n
al
g
o
als,
s
p
ec
if
ically
th
e
Un
ited
Natio
n
s
Su
s
tai
n
ab
le
Dev
elo
p
m
en
t
Go
al
4
[
5
]
(
SDG
4
:
q
u
ality
ed
u
ca
tio
n
)
.
B
y
d
ev
elo
p
in
g
r
e
s
ea
r
ch
co
m
p
eten
cies,
th
is
s
tu
d
y
d
ir
ec
tly
s
u
p
p
o
r
ts
tar
g
et
4
.
3
(
e
q
u
al
ac
ce
s
s
to
af
f
o
r
d
a
b
le
q
u
ality
h
i
g
h
er
ed
u
c
atio
n
)
an
d
tar
g
et
4
.
4
,
wh
ich
ai
m
s
to
s
u
b
s
tan
tially
in
c
r
ea
s
e
th
e
n
u
m
b
er
o
f
y
o
u
t
h
with
r
elev
an
t
tec
h
n
ical
an
d
v
o
ca
tio
n
al
s
k
ills
f
o
r
e
m
p
lo
y
m
en
t
an
d
e
n
tr
ep
r
e
n
eu
r
s
h
ip
.
At
th
e
n
atio
n
al
le
v
el,
th
is
r
esear
ch
co
n
t
r
ib
u
tes
to
t
h
e
“Co
n
ce
p
t
f
o
r
t
h
e
Dev
elo
p
m
en
t
o
f
Hig
h
er
E
d
u
ca
tio
n
an
d
Scien
ce
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
f
o
r
2
0
2
3
-
2
0
2
9
,
”
[
6
]
wh
ich
p
r
io
r
itizes
th
e
tr
a
n
s
itio
n
to
a
r
esear
ch
-
i
n
ten
s
iv
e
ed
u
ca
tio
n
al
m
o
d
el
an
d
th
e
m
o
d
er
n
izatio
n
o
f
ed
u
ca
tio
n
al
in
f
r
astru
ctu
r
e
to
f
o
s
ter
a
k
n
o
wled
g
e
-
b
ased
ec
o
n
o
m
y
.
B
y
p
r
o
p
o
s
in
g
a
p
r
ac
tice
-
o
r
ien
ted
f
r
am
ewo
r
k
,
th
e
s
tu
d
y
o
f
f
er
s
a
co
n
cr
ete
m
ec
h
an
is
m
f
o
r
c
u
r
r
icu
lu
m
r
e
f
o
r
m
,
m
o
v
in
g
awa
y
f
r
o
m
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
t
o
war
d
co
m
p
ete
n
cy
-
b
ased
lear
n
i
n
g
as
m
an
d
ate
d
b
y
t
h
e
2
0
2
4
L
aw
o
n
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
Po
licy
.
Ultim
atel
y
,
th
is
r
esear
ch
is
s
ig
n
i
f
ican
t
f
o
r
e
n
h
an
cin
g
s
tu
d
e
n
t
o
u
tco
m
e
s
,
in
clu
d
in
g
cr
itical
th
in
k
in
g
,
s
cien
tific
liter
ac
y
,
an
d
p
r
o
f
ess
io
n
al
a
d
ap
tab
ilit
y
,
en
s
u
r
in
g
th
at
g
r
a
d
u
ates
ar
e
p
r
ep
a
r
ed
f
o
r
th
e
d
em
an
d
s
o
f
th
e
g
l
o
b
al
h
ig
h
-
te
ch
lab
o
r
m
ar
k
et.
T
h
e
s
ig
n
if
ican
ce
o
f
t
h
is
s
tu
d
y
is
r
o
o
ted
i
n
its
ab
ilit
y
to
p
r
o
v
id
e
a
p
r
ac
tical
s
o
lu
tio
n
to
th
e
p
er
s
is
ten
t
g
ap
b
etwe
en
ac
ad
e
m
ic
th
eo
r
y
an
d
lab
o
r
ato
r
y
p
r
ac
tice.
Fo
r
s
tu
d
en
ts
,
th
is
r
esear
ch
is
s
ig
n
if
ican
t
as
it
tr
an
s
f
o
r
m
s
th
e
lear
n
i
n
g
ex
p
e
r
ien
ce
f
r
o
m
p
ass
iv
e
p
r
o
ce
d
u
r
al
im
itatio
n
t
o
a
u
to
n
o
m
o
u
s
s
cien
tific
in
q
u
ir
y
,
d
ir
ec
tly
en
h
a
n
cin
g
th
eir
p
r
o
f
e
s
s
io
n
al
r
ea
d
in
ess
an
d
ad
ap
tab
i
lity
.
Fo
r
ed
u
ca
to
r
s
an
d
u
n
iv
er
s
ity
ad
m
in
is
tr
ato
r
s
,
th
e
s
tu
d
y
o
f
f
er
s
a
v
alid
ated
,
s
c
alab
le
f
r
am
ewo
r
k
o
f
th
r
ee
p
e
d
ag
o
g
ical
en
v
i
r
o
n
m
e
n
ts
th
at
ca
n
b
e
in
teg
r
ate
d
in
to
ex
is
tin
g
cu
r
r
ic
u
la
to
m
o
d
er
n
iz
e
ch
em
is
tr
y
tr
ain
i
n
g
with
o
u
t
r
eq
u
ir
in
g
en
tire
ly
n
ew
in
f
r
astru
ctu
r
e.
At
th
e
p
o
licy
lev
el,
ad
o
p
tio
n
o
f
th
is
m
o
d
el
en
co
u
r
a
g
es
a
s
h
if
t
f
r
o
m
co
n
ten
t
-
h
ea
v
y
e
v
alu
atio
n
to
war
d
co
m
p
eten
cy
-
b
ased
v
alid
atio
n
o
f
lear
n
in
g
.
B
y
im
p
lem
en
tin
g
th
ese
r
esear
ch
-
d
r
i
v
en
en
v
ir
o
n
m
en
ts
,
in
s
titu
tio
n
s
ca
n
m
o
v
e
b
ey
o
n
d
tr
ad
itio
n
al
“c
o
o
k
b
o
o
k
”
lab
o
r
a
to
r
y
in
s
tr
u
ctio
n
t
o
war
d
a
p
r
ac
tice
-
o
r
ien
ted
p
a
r
ad
ig
m
th
at
en
s
u
r
es
g
r
ad
u
ates
ar
e
ca
p
ab
le
o
f
a
d
d
r
ess
in
g
c
o
m
p
le
x
,
r
ea
l
-
wo
r
l
d
s
cien
tific
ch
allen
g
es in
th
e
g
lo
b
al
lab
o
r
m
ar
k
et.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
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SS
N:
2252
-
8
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viro
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me
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r
th
e
fo
r
ma
tio
n
o
f res
ea
r
ch
co
mp
eten
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in
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d
en
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3465
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d
u
ca
ti
o
n
,
th
e
p
r
o
b
lem
o
f
f
o
r
m
i
n
g
r
esear
ch
co
m
p
eten
ce
o
f
s
tu
d
en
ts
,
esp
e
cially
in
th
e
p
r
o
ce
s
s
o
f
p
r
o
f
e
s
s
io
n
al
tr
ain
in
g
o
f
f
u
tu
r
e
e
x
p
er
ts
in
th
e
n
atu
r
al
s
cien
ce
s
,
is
b
ec
o
m
in
g
in
cr
ea
s
in
g
ly
r
elev
an
t.
So
,
th
er
e
ar
e
n
u
m
er
o
u
s
s
tu
d
ies
ex
p
lo
r
in
g
d
if
f
er
en
t
asp
ec
ts
o
f
f
o
r
m
in
g
r
esear
c
h
co
m
p
eten
ce
.
T
h
e
in
v
esti
g
atio
n
b
y
J
ešk
o
v
á
et
a
l
.
[
7
]
em
p
h
asizes
th
at
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
eten
ce
s
h
o
u
ld
b
e
g
r
ad
u
al
an
d
ac
co
m
p
a
n
ied
b
y
p
ed
a
g
o
g
ical
s
u
p
p
o
r
t
f
o
r
th
e
ac
ad
em
ic
s
elf
-
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
.
T
h
e
r
esear
ch
d
r
aw
atten
tio
n
to
th
e
im
p
o
r
tan
ce
o
f
m
en
to
r
in
g
an
d
r
esear
ch
s
em
in
ar
s
in
th
e
d
ev
elo
p
m
en
t
o
f
r
esear
ch
s
k
ills
.
Ho
wev
e
r
,
u
n
lik
e
o
u
r
s
tu
d
y
,
th
e
wo
r
k
d
o
es
n
o
t
co
n
s
id
er
s
p
ec
ialized
ap
p
r
o
ac
h
es
to
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
et
en
ce
,
esp
ec
ially
in
ch
em
is
tr
y
ed
u
ca
tio
n
,
a
n
d
d
o
es
n
o
t h
av
e
a
p
r
ac
tice
-
o
r
ien
ted
te
ac
h
in
g
v
ec
t
o
r
.
Po
p
o
v
a
[
8
]
an
aly
ze
d
t
h
e
ef
f
ec
tiv
en
ess
o
f
in
q
u
ir
y
-
b
ased
lear
n
in
g
(
I
B
L
)
f
o
r
d
ev
elo
p
in
g
s
tu
d
en
ts
’
s
cien
tific
th
in
k
in
g
in
th
e
n
at
u
r
al
s
cien
ce
s
.
T
h
ey
em
p
h
asize
th
e
im
p
o
r
ta
n
ce
o
f
p
r
o
b
lem
-
b
ased
teac
h
in
g
,
h
y
p
o
th
etica
l
m
o
d
elin
g
,
an
d
e
m
p
ir
ical
an
aly
s
is
as
to
o
ls
f
o
r
d
ev
elo
p
in
g
r
esear
ch
a
u
to
n
o
m
y
.
C
o
n
v
er
s
ely
,
i
n
o
u
r
in
v
esti
g
atio
n
,
r
esear
c
h
er
s
d
o
n
o
t
p
a
y
s
u
f
f
icien
t
atten
tio
n
to
th
e
o
p
e
r
atio
n
al
-
ac
tiv
e
an
d
r
e
f
lectiv
e
co
m
p
o
n
e
n
ts
,
wh
ich
ar
e
k
e
y
elem
en
ts
o
f
r
esear
ch
co
m
p
eten
ce
in
o
u
r
m
o
d
el.
Gar
cía
-
Ho
l
g
ad
o
a
n
d
Gar
cía
-
Peñ
alv
o
[
9
]
em
p
h
asizes
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
s
cien
ce
,
tec
h
n
o
l
o
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
ap
p
r
o
a
ch
in
f
o
r
m
in
g
r
esear
ch
co
m
p
eten
ce
th
r
o
u
g
h
th
e
in
teg
r
atio
n
o
f
c
h
em
is
tr
y
with
o
th
e
r
d
is
cip
lin
es.
T
h
e
au
th
o
r
s
p
aid
p
ar
ticu
lar
atten
tio
n
to
team
w
o
r
k
,
d
ig
ital
tech
n
o
lo
g
ies,
an
d
r
ea
l
-
wo
r
ld
p
r
o
jects.
I
n
co
n
tr
ast
to
o
u
r
wo
r
k
,
th
e
em
p
h
asis
s
h
if
ts
to
th
e
in
ter
d
is
cip
lin
ar
y
n
atu
r
e
o
f
r
esear
ch
,
wh
ile
o
u
r
atten
tio
n
is
f
o
cu
s
ed
o
n
th
e
in
tr
a
-
s
u
b
ject
s
tr
u
ctu
r
e
o
f
c
h
em
is
tr
y
r
esear
c
h
ac
tiv
ity
an
d
th
e
m
eth
o
d
o
lo
g
i
ca
l su
p
p
o
r
t f
o
r
r
esear
c
h
co
m
p
eten
ce
f
o
r
m
atio
n
.
R
iv
as
et
a
l.
[
1
0
]
an
aly
ze
th
e
r
o
le
o
f
m
etac
o
g
n
itiv
e
s
t
r
ateg
ies
in
I
B
L
.
T
h
ey
ar
g
u
e
th
at
th
e
d
ev
elo
p
m
e
n
t
o
f
p
la
n
n
in
g
,
s
e
lf
-
m
o
n
ito
r
i
n
g
,
an
d
s
elf
-
ass
es
s
m
en
t
s
k
ills
h
as
a
d
ir
ec
t
i
m
p
ac
t
o
n
s
tu
d
en
ts
’
r
esear
ch
.
Dis
tin
ct
f
r
o
m
o
u
r
s
tu
d
y
,
wh
er
e
th
e
r
ef
lectiv
e
co
m
p
o
n
en
t
o
p
er
ates
in
co
n
ju
n
ctio
n
with
th
e
m
o
tiv
atio
n
al
-
v
al
u
e
an
d
o
p
er
atio
n
al
-
ac
tiv
e
co
m
p
o
n
en
ts
,
i
n
th
is
s
tu
d
y
,
th
e
co
n
s
id
er
atio
n
o
f
r
ef
lectio
n
is
is
o
lated
,
with
o
u
t
s
y
s
tem
atic
i
n
teg
r
atio
n
in
to
th
e
ed
u
ca
tio
n
al
m
o
d
el
o
f
ch
em
ical
r
esear
c
h
.
Pre
v
io
u
s
s
tu
d
ies
[
1
1
]
,
[
1
2
]
e
m
p
h
asize
th
e
d
ig
it
al
d
eliv
er
y
o
f
r
esear
ch
ac
tiv
it
ies
in
ch
em
is
tr
y
.
T
h
e
u
s
e
o
f
v
ir
tu
al
lab
o
r
ato
r
ies,
o
n
lin
e
s
im
u
latio
n
s
,
an
d
r
em
o
t
e
ex
p
er
im
en
tatio
n
p
latf
o
r
m
s
s
ig
n
if
ican
tly
ex
p
a
n
d
s
tu
d
en
ts
’
ac
ce
s
s
to
r
esear
ch
ex
p
er
ien
ce
s
.
H
o
wev
er
,
u
n
li
k
e
o
u
r
m
o
d
el,
wh
ich
is
b
ased
o
n
a
p
ed
ag
o
g
ical
s
y
n
th
esis
o
f
co
n
ten
t,
m
eth
o
d
o
l
o
g
ical,
an
d
m
o
tiv
atio
n
al
s
u
p
p
o
r
t,
t
h
e
au
th
o
r
s
o
f
t
h
ese
s
tu
d
ies
f
o
cu
s
p
r
im
ar
ily
o
n
th
e
in
s
tr
u
m
en
tal
asp
ec
ts
o
f
im
p
lem
en
tin
g
I
B
L
.
OE
C
D
T
AL
I
S
[
1
3
]
r
ep
o
r
ts
a
n
d
UNE
SC
O
an
aly
tical
r
ev
ie
ws
[
1
4
]
s
h
o
w
th
at
a
p
r
ac
tice
-
o
r
ien
ted
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
,
wh
ich
p
r
o
v
id
es
a
lin
k
b
etwe
e
n
ed
u
c
atio
n
al
co
n
ten
t
an
d
t
h
e
r
ea
l
p
r
o
f
ess
io
n
al
s
ettin
g
s
,
is
a
d
ec
is
iv
e
f
ac
to
r
in
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
c
o
m
p
eten
ce
.
I
n
c
o
n
tr
ast
to
th
e
g
en
er
al
s
tr
ateg
ic
v
is
io
n
o
f
in
ter
n
atio
n
al
o
r
g
an
izatio
n
s
,
o
u
r
s
tu
d
y
s
p
ec
if
ies
th
e
im
p
lem
e
n
tatio
n
o
f
a
p
r
ac
tice
-
o
r
ie
n
ted
ap
p
r
o
ac
h
with
in
t
h
e
f
r
am
ewo
r
k
o
f
ch
e
m
is
tr
y
s
tu
d
y
,
tak
in
g
in
to
ac
co
u
n
t
p
ed
ag
o
g
i
ca
l
en
v
ir
o
n
m
en
ts
,
m
o
tiv
atio
n
a
l
m
ec
h
an
is
m
s
an
d
th
e
s
tr
u
ctu
r
al
o
r
g
an
izatio
n
o
f
co
m
p
ete
n
cies.
I
n
s
u
m
m
ar
y
,
wh
ile
th
e
s
cien
tific
liter
atu
r
e
p
r
esen
ts
v
a
r
io
u
s
m
eth
o
d
o
l
o
g
ical
g
u
id
elin
es,
it
lack
s
a
h
o
lis
tic,
in
teg
r
ativ
e
p
ed
ag
o
g
ical
m
o
d
el
s
p
ec
if
icall
y
d
esig
n
e
d
f
o
r
th
e
f
o
r
m
atio
n
o
f
r
esear
c
h
co
m
p
et
en
ce
with
in
ch
em
is
tr
y
ed
u
ca
t
io
n
b
ased
o
n
p
r
ac
tically
o
r
ie
n
ted
lear
n
in
g
.
T
h
is
s
tu
d
y
was
u
n
d
e
r
tak
en
s
p
ec
if
ically
to
o
f
f
er
a
d
ata
-
d
r
iv
en
s
o
l
u
tio
n
to
th
e
ch
allen
g
e
o
f
lo
w
r
e
s
ea
r
ch
en
g
a
g
em
en
t
am
o
n
g
u
n
d
er
g
r
ad
u
ates,
p
r
o
v
i
d
in
g
a
co
m
p
r
eh
e
n
s
iv
e,
o
r
ig
in
al
p
ed
ag
o
g
ical
f
r
am
ewo
r
k
th
a
t
is
cu
r
r
en
tly
ab
s
en
t
f
r
o
m
th
e
ch
em
ical
ed
u
ca
tio
n
li
ter
atu
r
e.
So
,
th
e
aim
o
f
th
e
ar
ticle
i
s
to
ex
p
er
im
en
tally
v
alid
ate
a
m
u
ltifa
ce
ted
s
y
s
tem
o
f
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
(
r
esear
ch
-
f
o
cu
s
ed
,
m
etac
o
g
n
itiv
e
-
d
ig
ital,
an
d
m
o
tiv
atio
n
al)
d
esig
n
ed
to
f
o
s
ter
r
esear
c
h
co
m
p
eten
ce
in
ch
em
is
tr
y
s
tu
d
en
ts
th
r
o
u
g
h
p
r
ac
tice
-
o
r
ie
n
t
ed
lear
n
in
g
.
T
h
e
r
ea
lizatio
n
o
f
th
e
s
et
p
u
r
p
o
s
e
in
v
o
lv
es
th
e
d
ev
elo
p
m
en
t
an
d
test
in
g
o
f
a
s
y
s
tem
o
f
p
ed
a
g
o
g
ical
in
f
lu
e
n
ce
s
aim
ed
at
ac
tiv
atin
g
co
g
n
itiv
e
ac
tiv
ity
,
d
ev
elo
p
i
n
g
s
cien
tific
th
in
k
in
g
a
n
d
f
o
r
m
in
g
a
s
tab
l
e
m
o
tiv
atio
n
f
o
r
in
d
e
p
en
d
e
n
t
s
cien
tific
r
esear
ch
.
I
n
o
r
d
er
to
ac
h
iev
e
th
is
p
u
r
p
o
s
e,
th
e
f
o
llo
win
g
task
s
wer
e
id
en
tifie
d
in
th
e
s
tu
d
y
:
i
)
t
o
d
e
f
in
e
th
e
ter
m
s
“p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
”
an
d
“r
esear
ch
co
m
p
eten
ce
”;
ii
)
to
f
in
d
o
u
t
ess
en
tial
s
tr
u
ctu
r
al
elem
en
ts
o
f
s
tu
d
en
ts
’
r
esear
ch
c
o
m
p
eten
c
e
in
p
r
ac
tice
-
o
r
ien
ted
s
tu
d
y
o
f
ch
em
is
tr
y
in
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
;
iii
)
to
s
u
b
s
tan
tiate
th
e
p
ed
a
g
o
g
ical
e
n
v
ir
o
n
m
en
ts
f
o
r
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
c
o
m
p
eten
ce
in
f
u
t
u
r
e
ch
e
m
is
ts
in
th
e
co
n
d
itio
n
s
o
f
p
r
ac
tical
-
o
r
ie
n
ted
s
tu
d
y
o
f
ch
em
is
tr
y
;
iv
)
to
v
er
if
y
ex
p
er
im
en
tally
th
e
ef
f
ec
tiv
e
n
ess
o
f
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
f
o
r
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
eten
ce
;
an
d
v
)
to
p
r
o
p
o
s
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
th
e
s
u
cc
ess
f
u
l
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
eten
ce
o
f
c
h
em
is
tr
y
s
tu
d
en
ts
d
u
r
in
g
p
r
ac
tica
l
-
o
r
ien
ted
s
tu
d
y
o
f
ch
em
is
tr
y
.
So
lv
in
g
th
ese
task
s
will
allo
w
u
s
to
id
en
tify
th
e
im
p
ac
t
o
f
s
cien
tific
ally
s
u
b
s
tan
tiated
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
th
at
will
co
n
t
r
ib
u
te
to
t
h
e
m
o
d
er
n
izatio
n
o
f
ch
em
is
tr
y
ed
u
ca
tio
n
b
ased
o
n
r
esear
ch
ac
ti
v
ity
,
as we
ll a
s
to
im
p
r
o
v
in
g
t
h
e
q
u
ality
o
f
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
f
u
tu
r
e
s
p
ec
ialis
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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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
.
4
,
Au
g
u
s
t
20
26
:
3
4
6
3
-
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4
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8
3466
2.
M
E
T
H
O
D
2
.
1
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
a
nd
m
a
pp
ing
o
f
o
utc
o
m
es
T
h
e
c
o
n
c
ep
tu
al
f
r
am
ew
o
r
k
o
f
th
is
s
t
u
d
y
r
e
lies
o
n
a
s
y
n
t
h
esis
o
f
f
o
u
r
i
n
te
r
r
el
ate
d
t
h
eo
r
e
tic
al
d
i
m
e
n
s
i
o
n
s
th
at
a
li
g
n
w
it
h
p
r
o
f
ess
i
o
n
a
l,
p
e
d
a
g
o
g
ic
al,
a
n
d
t
ec
h
n
ic
al
e
d
u
c
ati
o
n
(
PP
T
E
)
o
u
t
c
o
m
es
i
n
c
h
e
m
is
t
r
y
.
T
h
ese
ap
p
r
o
ac
h
es
g
u
i
d
e
t
h
e
p
ed
ag
o
g
i
ca
l
d
es
ig
n
an
d
i
m
p
l
e
m
e
n
ta
ti
o
n
o
f
p
e
d
a
g
o
g
ic
al
e
n
v
i
r
o
n
m
e
n
ts
co
n
d
u
ci
v
e
to
t
h
e
f
o
r
m
ati
o
n
o
f
r
es
ea
r
c
h
c
o
m
p
ete
n
ce
a
n
d
m
a
p
o
n
t
o
s
p
ec
i
f
ic
s
tr
u
c
tu
r
a
l
o
u
tc
o
m
es
as:
−
C
o
m
p
e
te
n
c
y
-
b
ase
d
a
p
p
r
o
a
c
h
:
t
h
is
d
im
en
s
io
n
p
r
io
r
it
iz
es
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
s
t
u
d
e
n
ts
’
a
b
il
it
y
to
a
p
p
l
y
in
t
eg
r
ate
d
k
n
o
wle
d
g
e
,
s
k
ills
,
an
d
atti
tu
d
es
t
o
s
o
l
v
e
s
cie
n
ti
f
ic
p
r
o
b
le
m
s
.
I
t
m
a
p
s
o
n
to
th
e
co
g
n
it
iv
e
a
n
d
tec
h
n
ic
al
m
aste
r
y
o
u
t
co
m
es
,
e
n
s
u
r
i
n
g
s
t
u
d
e
n
ts
p
o
s
s
ess
th
e
f
o
u
n
d
at
io
n
al
“
k
n
o
w
-
h
o
w
”
r
e
q
u
i
r
e
d
f
o
r
p
r
o
f
ess
i
o
n
a
l
ch
em
ic
al
in
q
u
i
r
y
−
Pra
cti
ce
-
o
r
i
en
te
d
ap
p
r
o
ac
h
:
t
h
i
s
ap
p
r
o
ac
h
c
o
n
n
e
cts
lea
r
n
i
n
g
wit
h
r
ea
l
-
w
o
r
l
d
a
p
p
li
ca
ti
o
n
s
a
n
d
p
r
o
f
ess
i
o
n
al
s
etti
n
g
s
.
I
t
m
ap
s
o
n
t
o
o
p
e
r
at
i
o
n
al
-
a
cti
v
it
y
o
u
tc
o
m
es,
w
h
er
e
s
t
u
d
e
n
ts
d
em
o
n
s
t
r
at
e
a
p
p
lie
d
p
r
o
f
ici
e
n
c
y
i
n
lab
o
r
a
to
r
y
t
ec
h
n
i
q
u
es,
e
x
p
e
r
i
m
e
n
ta
l
m
o
d
e
lli
n
g
,
a
n
d
t
h
e
a
b
i
lit
y
t
o
a
d
d
r
ess
in
d
u
s
t
r
ia
l
o
r
s
o
cial
c
h
al
le
n
g
es
th
r
o
u
g
h
ch
em
is
t
r
y
;
−
Me
ta
c
o
g
n
i
ti
o
n
:
t
h
is
d
i
m
e
n
s
i
o
n
f
o
c
u
s
es
o
n
t
h
e
i
n
te
r
n
a
liz
ati
o
n
o
f
s
ci
e
n
ti
f
i
c
t
h
i
n
k
i
n
g
a
n
d
t
h
e
s
elf
-
r
e
g
u
la
ti
o
n
o
f
r
es
ea
r
c
h
a
cti
v
it
ies
.
I
t
m
a
p
s
o
n
t
o
r
e
f
l
ec
t
iv
e
a
n
d
p
ed
ag
o
g
i
c
al
o
u
t
co
m
es
,
f
o
s
t
e
r
i
n
g
t
h
e
s
tu
d
e
n
t
’
s
a
b
il
it
y
to
au
t
o
n
o
m
o
u
s
l
y
m
o
n
it
o
r
,
e
v
al
u
at
e,
a
n
d
a
d
j
u
s
t
t
h
ei
r
c
o
g
n
iti
v
e
s
t
r
a
te
g
i
es
d
u
r
i
n
g
c
o
m
p
le
x
ch
em
ic
a
l
in
v
est
ig
ati
o
n
s
−
Mo
t
iv
ati
o
n
:
t
h
is
p
ill
ar
a
d
d
r
e
s
s
es
t
h
e
f
o
r
m
a
ti
o
n
o
f
i
n
t
er
n
al
in
te
r
est
an
d
t
h
e
p
e
r
s
o
n
al
s
ig
n
i
f
ic
a
n
ce
o
f
s
cie
n
ti
f
i
c
r
ese
ar
ch
.
I
t
m
ap
s
o
n
t
o
m
o
ti
v
a
ti
o
n
al
-
v
al
u
e
o
u
tc
o
m
es,
w
h
i
c
h
e
n
s
u
r
e
s
u
s
t
ai
n
e
d
p
r
o
f
ess
i
o
n
al
en
g
a
g
em
en
t,
e
th
ica
l
aw
ar
en
es
s
,
a
n
d
a
co
m
m
itt
e
d
r
esea
r
c
h
i
d
e
n
ti
ty
in
t
h
e
f
u
t
u
r
e
s
p
ec
i
alis
t.
B
y
i
n
t
e
g
r
ati
n
g
th
es
e
f
o
u
r
d
i
m
e
n
s
i
o
n
s
,
t
h
e
p
r
o
p
o
s
e
d
p
ed
a
g
o
g
i
ca
l
en
v
i
r
o
n
m
e
n
ts
a
ct
as
d
y
n
a
m
i
c
s
y
s
t
e
m
s
th
a
t b
r
id
g
e
th
e
g
ap
b
et
we
en
t
h
e
o
r
et
ic
al
in
s
tr
u
c
ti
o
n
a
n
d
t
h
e
m
u
lti
f
a
ce
t
e
d
d
e
m
a
n
d
s
o
f
m
o
d
e
r
n
ch
em
ica
l
la
b
o
r
at
o
r
i
es.
2
.
2
.
Resea
rc
h desi
g
n a
nd
g
ener
a
l m
et
ho
ds
T
o
ac
h
iev
e
th
e
r
esear
ch
p
u
r
p
o
s
e
an
d
task
s
,
we
em
p
lo
y
ed
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
co
m
b
in
in
g
th
eo
r
etica
l
an
d
em
p
ir
ical
m
et
h
o
d
s
.
First,
th
e
o
r
etica
l
m
eth
o
d
s
in
clu
d
ed
an
al
y
s
is
,
s
y
n
th
esis
,
an
d
g
en
er
aliza
tio
n
o
f
s
cien
tific
liter
atu
r
e
to
cla
r
if
y
th
e
d
e
f
in
itio
n
s
o
f
k
ey
ter
m
s
u
s
ed
in
th
e
s
tu
d
y
,
id
e
n
tif
y
an
d
d
escr
ib
e
th
e
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
(
m
o
ti
v
atio
n
al
-
v
alu
e,
co
g
n
itiv
e,
o
p
er
atio
n
al
-
ac
tiv
ity
,
a
n
d
r
ef
lec
tiv
e)
o
f
s
tu
d
en
ts
’
r
esear
ch
co
m
p
eten
ce
.
T
h
is
p
h
ase
f
u
r
th
er
ju
s
tifie
d
th
e
s
ele
ctio
n
an
d
s
tr
u
ctu
r
e
o
f
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
n
ec
ess
ar
y
f
o
r
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
ete
n
ce
in
p
r
ac
tice
-
o
r
ien
ted
ch
em
is
tr
y
ed
u
ca
tio
n
.
Seco
n
d
ly
,
em
p
ir
ical
m
eth
o
d
s
wer
e
u
s
ed
to
test
th
e
ef
f
ec
tiv
en
ess
o
f
t
h
e
p
r
o
p
o
s
ed
p
ed
ag
o
g
ical
en
v
i
r
o
n
m
en
ts
th
r
o
u
g
h
a
lo
n
g
itu
d
in
al
p
ed
a
g
o
g
ical
e
x
p
er
im
en
t
u
tili
zin
g
a
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
.
T
h
is
in
v
o
lv
ed
th
e
s
y
s
tem
atic
im
p
lem
en
tatio
n
o
f
th
r
ee
d
esig
n
ed
p
ed
a
g
o
g
ical
en
v
ir
o
n
m
e
n
ts
(
r
esear
ch
-
f
o
cu
s
ed
,
m
etac
o
g
n
itiv
e
-
d
ig
ital,
an
d
m
o
tiv
atio
n
al)
to
f
o
s
ter
r
esear
ch
co
m
p
eten
ce
.
T
h
e
ap
p
r
o
ac
h
i
s
r
o
o
ted
in
a
s
y
n
th
esis
o
f
co
m
p
eten
cy
-
b
ased
an
d
p
r
ac
tice
-
o
r
ien
te
d
m
eth
o
d
o
lo
g
i
es,
aim
ed
at
m
o
v
in
g
s
tu
d
en
ts
f
r
o
m
p
ass
iv
e
lear
n
in
g
to
ac
tiv
e
s
cien
tific
in
q
u
ir
y
.
L
astl
y
,
s
tati
s
tical
m
eth
o
d
s
wer
e
em
p
lo
y
ed
to
an
aly
ze
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
ex
p
er
im
e
n
t.
Usi
n
g
Mic
r
o
s
o
f
t
E
x
ce
l’
s
b
u
ilt
-
in
to
o
ls
,
we
ap
p
lied
th
e
Pear
s
o
n
χ²
test
to
d
eter
m
in
e
th
e
s
tatis
tica
l sig
n
if
ican
ce
o
f
th
e
d
if
f
er
en
ce
s
b
etwe
en
th
e
co
n
tr
o
l
g
r
o
u
p
(
C
G)
an
d
ex
p
e
r
im
en
tal
g
r
o
u
p
(
E
G)
r
esear
ch
co
m
p
ete
n
ce
lev
els
at
th
e
b
e
g
in
n
in
g
an
d
en
d
o
f
th
e
s
tu
d
y
.
T
h
is
s
tatis
tical
v
alid
atio
n
allo
wed
u
s
t
o
r
ig
o
r
o
u
s
ly
co
n
f
ir
m
o
r
r
ef
u
te
th
e
n
u
ll
h
y
p
o
th
esis
r
eg
ar
d
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
d
ev
elo
p
ed
p
e
d
ag
o
g
ical
en
v
ir
o
n
m
e
n
ts
.
2
.
3
.
Study
pa
rt
icipa
nts
T
o
ad
d
r
ess
th
e
s
tated
r
esear
ch
p
u
r
p
o
s
e,
a
lo
n
g
itu
d
in
al
p
ed
ag
o
g
ical
ex
p
er
i
m
en
t
was
co
n
d
u
c
ted
at
th
e
Facu
lty
o
f
Natu
r
al
Scien
ce
s
an
d
Geo
g
r
a
p
h
y
o
f
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
(
Alm
aty
,
Kaz
ak
h
s
tan
)
.
T
h
e
co
n
te
x
t
o
f
im
p
lem
en
tatio
n
c
o
n
tin
u
e
d
d
u
r
in
g
th
e
s
tan
d
ar
d
ac
ad
em
ic
y
ea
r
(
2
0
2
4
/2
5
)
o
v
er
a
p
er
io
d
o
f
two
ac
ad
em
ic
s
em
ester
s
(
3
0
wee
k
s
)
,
wh
er
e
s
tu
d
en
ts
wer
e
en
r
o
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ical
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G
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m
p
o
n
en
ts
o
f
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esear
ch
co
m
p
eten
ce
.
T
ab
le
1
p
r
o
v
id
es
a
co
m
p
r
e
h
en
s
iv
e
m
ap
p
in
g
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ch
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s
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t to
its
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r
r
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n
d
in
g
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o
m
p
eten
ce
co
m
p
o
n
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t
an
d
th
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s
p
ec
if
ic
b
eh
av
io
r
al
in
d
icato
r
s
m
ea
s
u
r
ed
.
T
ab
le
1
.
Ma
p
p
in
g
o
f
r
esear
c
h
in
s
tr
u
m
en
ts
to
co
m
p
ete
n
ce
co
m
p
o
n
e
n
ts
an
d
in
d
icato
r
s
I
n
st
r
u
me
n
t
C
o
m
p
e
t
e
n
c
e
c
o
m
p
o
n
e
n
t
S
p
e
c
i
f
i
c
i
n
d
i
c
a
t
o
r
s m
e
a
s
u
r
e
d
“
I
n
t
e
r
e
st
a
n
d
m
o
t
i
v
a
t
i
o
n
”
q
u
e
st
i
o
n
n
a
i
r
e
[
1
5
]
M
o
t
i
v
a
t
i
o
n
a
l
-
v
a
l
u
e
S
u
st
a
i
n
e
d
c
o
g
n
i
t
i
v
e
i
n
t
e
r
e
st
i
n
c
h
e
mi
s
t
r
y
r
e
s
e
a
r
c
h
;
a
w
a
r
e
n
e
ss
o
f
p
r
o
f
e
ss
i
o
n
a
l
v
a
l
u
e
;
i
n
t
e
r
n
a
l
mo
t
i
v
a
t
i
o
n
;
a
c
a
d
e
mi
c
a
u
t
o
n
o
my
.
“
C
o
n
c
e
p
t
i
n
v
e
n
t
o
r
y
”
[
1
6
]
(
2
5
-
i
t
e
m
M
C
Q
)
C
o
g
n
i
t
i
v
e
M
a
s
t
e
r
y
o
f
s
c
i
e
n
t
i
f
i
c
r
e
se
a
r
c
h
me
t
h
o
d
s
;
k
n
o
w
l
e
d
g
e
o
f
f
u
n
d
a
m
e
n
t
a
l
c
h
e
mi
c
a
l
l
a
w
s;
a
b
i
l
i
t
y
t
o
c
o
n
n
e
c
t
t
h
e
o
r
y
t
o
p
r
a
c
t
i
c
a
l
p
r
o
f
e
ssi
o
n
a
l
c
a
s
e
s.
P
r
a
c
t
i
c
a
l
l
a
b
o
r
a
t
o
r
y
t
a
s
k
(
st
a
n
d
a
r
d
i
z
e
d
0
–
1
0
0
r
u
b
r
i
c)
O
p
e
r
a
t
i
o
n
a
l
-
a
c
t
i
v
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t
y
I
n
d
e
p
e
n
d
e
n
t
e
x
p
e
r
i
m
e
n
t
p
l
a
n
n
i
n
g
;
c
o
mp
l
i
a
n
c
e
w
i
t
h
saf
e
t
y
/
p
r
e
c
i
si
o
n
p
r
o
t
o
c
o
l
s;
st
a
t
i
st
i
c
a
l
p
r
o
c
e
ss
i
n
g
o
f
r
e
s
u
l
t
s;
p
r
e
s
e
n
t
a
t
i
o
n
o
f
f
i
n
d
i
n
g
s
.
“
M
A
R
S
I
/
M
A
I
t
e
st
”
[
1
7
]
(
5
2
i
t
e
ms)
a
n
d
a
r
e
se
a
r
c
h
e
r
p
o
r
t
f
o
l
i
o
R
e
f
l
e
c
t
i
v
e
A
b
i
l
i
t
y
t
o
e
v
a
l
u
a
t
e
s
e
l
f
-
a
c
t
i
v
i
t
i
e
s
;
e
r
r
o
r
i
d
e
n
t
i
f
i
c
a
t
i
o
n
a
n
d
c
o
r
r
e
c
t
i
o
n
;
u
se
o
f
s
e
l
f
-
a
ss
e
ssm
e
n
t
me
t
h
o
d
s;
c
o
n
si
st
e
n
c
y
i
n
r
e
se
a
r
c
h
j
o
u
r
n
a
l
i
n
g
.
T
h
u
s
,
as
illu
s
tr
ated
in
T
ab
le
1
,
m
o
tiv
atio
n
al
-
v
alu
e
c
r
iter
i
o
n
was
m
ea
s
u
r
e
d
v
ia
th
e
“
in
ter
est
an
d
m
o
tiv
atio
n
”
q
u
esti
o
n
n
air
e
[
1
5
]
.
A
s
am
p
le
item
f
r
o
m
t
h
is
s
ca
le
in
clu
d
es:
“
T
o
wh
at
ex
te
n
t
d
o
y
o
u
f
ee
l
th
at
co
n
d
u
ctin
g
in
d
e
p
en
d
e
n
t
ch
em
ical
ex
p
er
im
en
ts
is
ess
en
tial
f
o
r
y
o
u
r
f
u
tu
r
e
ca
r
ee
r
?”
(
r
ate
d
o
n
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
f
r
o
m
‘
n
o
t
at
all’
to
‘
ex
t
r
em
ely
’
)
;
c
o
g
n
itiv
e
cr
iter
io
n
w
as
ass
es
s
ed
th
r
o
u
g
h
a
“
c
o
n
ce
p
t
in
v
e
n
to
r
y
”
[
1
6
]
.
T
h
is
in
s
tr
u
m
en
t
co
n
s
is
ts
o
f
2
5
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
f
o
cu
s
in
g
o
n
co
r
e
ch
em
ical
p
r
in
cip
les
an
d
r
esear
ch
m
eth
o
d
o
l
o
g
y
,
with
a
C
r
o
n
b
ac
h
’
s
α
=0
.
8
2
i
n
th
e
cu
r
r
e
n
t
s
tu
d
y
,
in
d
icatin
g
h
ig
h
i
n
t
er
n
al
co
n
s
is
ten
cy
;
o
p
er
atio
n
al
-
ac
tiv
ity
cr
iter
i
o
n
was
ev
alu
ated
th
r
o
u
g
h
a
p
r
a
ctica
l
lab
o
r
ato
r
y
task
with
a
s
tr
u
ctu
r
ed
s
tan
d
ar
d
ized
r
u
b
r
ic
(
0
–
1
0
0
p
o
in
ts
)
.
A
s
am
p
le
task
r
eq
u
ir
ed
s
tu
d
e
n
ts
to
“
d
ev
elo
p
an
d
ex
ec
u
te
a
titra
tio
n
p
lan
to
d
ete
r
m
in
e
th
e
co
n
ce
n
tr
atio
n
o
f
an
u
n
k
n
o
wn
ac
tiv
e
s
u
b
s
tan
ce
,
”
with
th
e
r
u
b
r
ic
s
co
r
in
g
s
tu
d
e
n
ts
o
n
t
ec
h
n
ical
p
r
ec
is
io
n
,
s
af
ety
p
r
o
t
o
co
ls
,
an
d
d
ata
r
ec
o
r
d
in
g
;
r
ef
lectiv
e
cr
iter
io
n
:
m
ea
s
u
r
ed
u
s
in
g
th
e
“M
AR
SI/M
AI
test
”
[
1
7
]
an
d
a
r
esear
ch
er
p
o
r
tf
o
lio
.
T
h
e
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
v
en
to
r
y
(
MA
I
)
i
n
clu
d
es
5
2
ite
m
s
,
s
u
ch
as:
“
I
ask
m
y
s
elf
if
I
h
a
v
e
co
n
s
id
er
ed
all
o
p
tio
n
s
wh
en
s
o
lv
in
g
a
r
esear
ch
p
r
o
b
lem
.”
2
.
5
.
O
rg
a
niza
t
io
n
o
f
t
he
s
t
u
dy
Du
r
in
g
t
h
e
in
v
esti
g
atio
n
,
it
w
as
h
y
p
o
t
h
esized
th
at
th
e
ef
f
ici
en
cy
o
f
f
o
r
m
in
g
r
esear
c
h
co
m
p
eten
ce
in
ch
em
is
tr
y
s
tu
d
en
ts
d
u
r
in
g
p
r
ac
tical
-
o
r
ien
ted
s
tu
d
y
o
f
c
h
e
m
is
tr
y
wo
u
ld
in
c
r
ea
s
e
if
ed
u
ca
to
r
s
cu
ltiv
ate
th
is
co
m
p
eten
ce
p
u
r
p
o
s
ef
u
lly
ap
p
ly
in
g
s
p
ec
ially
d
esig
n
ed
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
,
wh
ic
h
we
u
n
d
er
s
tan
d
as
f
ac
to
r
s
o
f
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
th
at
ar
e
p
u
r
p
o
s
ef
u
lly
c
r
ea
ted
an
d
in
s
titu
tio
n
ally
s
u
b
s
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tiated
an
d
th
at
co
n
tr
ib
u
te
to
th
e
s
y
s
tem
atic
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
ete
n
ce
o
f
c
h
em
is
tr
y
s
tu
d
e
n
ts
in
a
p
r
ac
tice
-
o
r
ien
ted
ed
u
ca
tio
n
.
Hav
i
n
g
an
aly
ze
d
m
o
d
er
n
r
esear
ch
an
d
p
er
s
o
n
a
l
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
,
we
d
ec
id
ed
to
ex
a
m
in
e
th
e
p
ed
ag
o
g
ical
en
v
ir
o
n
m
e
n
ts
th
at
f
o
r
m
a
h
o
lis
tic
s
y
s
tem
th
a
t
allo
w
f
o
r
t
h
e
f
o
r
m
atio
n
o
f
r
e
s
ea
r
ch
co
m
p
eten
ce
n
o
t
o
n
ly
as
a
s
et
o
f
s
k
ills
,
b
u
t
as
a
s
u
s
tain
ab
le
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
o
f
th
e
s
tu
d
en
t.
T
h
ese
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
ar
e
th
e
f
o
llo
win
g
:
i
)
o
r
g
an
izatio
n
o
f
a
lear
n
in
g
s
ettin
g
f
o
cu
s
ed
o
n
s
tu
d
en
t
r
esear
ch
ac
tiv
ity
;
ii
)
u
s
in
g
m
etac
o
g
n
i
tiv
e
an
d
d
i
g
ital
to
o
ls
f
o
r
r
e
f
lectio
n
an
d
s
elf
-
r
eg
u
latio
n
o
f
s
tu
d
en
t
r
esear
ch
ac
tiv
ity
;
an
d
iii
)
m
o
tiv
atio
n
a
l
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
t
r
esear
c
h
ac
tiv
ity
th
r
o
u
g
h
p
e
r
s
o
n
all
y
m
ea
n
in
g
f
u
l
an
d
p
r
ac
tice
-
o
r
ien
te
d
task
s
.
T
o
en
s
u
r
e
a
r
ig
o
r
o
u
s
ass
ess
m
en
t
o
f
th
is
h
y
p
o
t
h
esis
,
we
f
ir
s
t
id
en
tifie
d
th
e
f
o
u
r
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
o
f
r
esear
c
h
co
m
p
eten
ce
th
at
s
er
v
ed
as
o
u
r
ev
al
u
atio
n
cr
iter
ia:
i
)
m
o
tiv
atio
n
al
-
v
alu
e
co
m
p
o
n
e
n
t
r
ev
ea
ls
a
s
tab
le
in
ter
est
in
r
esear
ch
ac
tiv
ities
;
th
e
d
esire
to
h
av
e
th
o
r
o
u
g
h
k
n
o
wled
g
e
o
f
ch
em
is
tr
y
,
wh
ich
is
a
p
r
er
eq
u
is
ite
f
o
r
th
e
s
u
cc
ess
f
u
l
co
m
p
letio
n
o
f
e
x
p
er
im
e
n
tal
task
s
,
th
e
f
o
r
m
atio
n
o
f
a
p
er
s
o
n
’
s
wo
r
ld
v
iew
an
d
m
o
tiv
atio
n
f
o
r
s
elf
-
d
e
v
elo
p
m
en
t
an
d
s
elf
-
im
p
r
o
v
em
en
t
[
1
8
]
;
ii
)
co
g
n
itiv
e
co
m
p
o
n
e
n
t
in
clu
d
es
g
en
er
al
s
cien
tific
k
n
o
wled
g
e
(
m
aster
y
o
f
g
e
n
er
al
s
cien
tific
r
esear
ch
m
eth
o
d
s
)
,
g
en
e
r
al
n
at
u
r
al
k
n
o
wled
g
e
(
k
n
o
wled
g
e
o
f
n
atu
r
al
s
cien
ce
s
a
n
d
m
et
h
o
d
s
o
f
t
h
eir
r
esear
ch
)
an
d
ch
em
ical
k
n
o
wled
g
e
(
k
n
o
wled
g
e
o
f
c
h
em
ical
elem
en
ts
,
s
u
b
s
tan
ce
s
,
tr
an
s
f
o
r
m
atio
n
s
o
f
s
u
b
s
tan
ce
s
,
m
eth
o
d
s
o
f
r
esear
ch
in
ch
em
is
tr
y
)
,
wh
ich
ar
e
f
o
r
m
ed
i
n
th
e
p
r
o
ce
s
s
o
f
m
aster
in
g
ed
u
ca
tio
n
al
m
ater
ial
co
m
p
r
eh
en
s
iv
ely
an
d
s
y
s
tem
atica
lly
in
t
h
e
co
n
d
itio
n
s
o
f
a
n
ed
u
ca
tio
n
al
p
r
o
ce
s
s
f
o
cu
s
ed
o
n
th
e
in
teg
r
atio
n
o
f
th
eo
r
etica
l
an
d
p
r
ac
tical
co
m
p
o
n
en
ts
[
1
9
]
;
iii
)
o
p
er
atio
n
al
-
ac
tiv
ity
co
m
p
o
n
en
t
in
v
o
lv
es
th
e
ab
ilit
y
o
f
s
tu
d
en
ts
to
u
s
e
th
e
ac
q
u
ir
ed
s
k
ills
an
d
a
b
ilit
ies
with
m
ax
im
u
m
b
en
ef
it.
I
n
th
e
p
r
o
ce
s
s
o
f
ed
u
ca
tio
n
al
r
esear
ch
,
s
tu
d
en
ts
m
aster
th
e
m
eth
o
d
s
o
f
p
lan
n
in
g
an
d
co
n
d
u
ctin
g
s
cien
tific
ex
p
er
im
en
ts
,
cr
itical
an
aly
s
is
o
f
r
esu
lts
,
an
d
th
e
p
r
esen
tatio
n
o
f
r
esear
ch
r
es
u
lts
in
th
e
f
o
r
m
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
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J
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&
R
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c
,
Vo
l
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15
,
No
.
4
,
Au
g
u
s
t
20
26
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3
4
6
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8
3468
co
u
r
s
e
an
d
q
u
alif
icatio
n
p
ap
er
s
,
wh
ich
co
n
tr
i
b
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
s
k
ills
o
f
in
d
ep
en
d
e
n
t
s
cien
tific
co
g
n
itio
n
.
T
h
e
k
n
o
wled
g
e
o
b
tain
ed
in
th
e
p
r
o
ce
s
s
o
f
s
tu
d
y
in
g
ch
em
is
tr
y
s
er
v
es
as
a
n
ec
ess
ar
y
to
o
l
f
o
r
g
ain
in
g
s
u
b
jectiv
e
r
esear
ch
ex
p
er
ien
ce
[
2
0
]
;
an
d
iv
)
r
ef
lecti
v
e
co
m
p
o
n
en
t
o
f
r
esear
ch
co
m
p
eten
ce
is
aim
ed
at
an
aly
zin
g
th
e
r
esu
lts
o
f
s
tu
d
en
t’
s
o
wn
ac
tiv
ities
,
r
ec
o
g
n
izin
g
p
o
s
s
ib
le
co
n
s
eq
u
en
ce
s
,
an
d
tak
in
g
co
r
r
ec
tiv
e
ac
tio
n
s
b
ased
o
n
th
e
ex
p
er
ie
n
ce
g
ain
ed
[
2
1
]
.
T
h
ese
cr
iter
ia
an
d
th
eir
s
p
ec
if
ic
in
d
icato
r
s
ar
e
illu
s
tr
ated
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Stru
ctu
r
al
elem
en
ts
o
f
s
tu
d
en
ts
’
r
esear
ch
co
m
p
ete
n
ce
T
o
j
u
d
g
e
t
h
e
r
e
s
e
a
r
c
h
h
y
p
o
t
h
e
s
i
s
,
a
p
e
d
a
g
o
g
i
c
al
e
x
p
e
r
i
m
e
n
t
co
m
p
r
i
s
i
n
g
t
h
r
e
e
s
t
a
g
es
w
as
c
o
n
d
u
c
t
e
d
a
s
:
a.
Statem
en
t
s
tag
e
(
wee
k
s
1
-
2
)
:
s
tu
d
en
ts
in
b
o
th
g
r
o
u
p
s
wer
e
ass
es
s
ed
u
s
in
g
th
e
in
s
tr
u
m
e
n
t
s
d
escr
ib
ed
in
Sectio
n
2
.
2
to
estab
lis
h
th
eir
f
o
u
n
d
atio
n
al
b
aselin
e.
I
n
itial
d
iag
n
o
s
tic
ass
ess
m
en
ts
in
d
icate
d
a
n
o
tab
le
lack
o
f
f
o
r
m
ed
r
esear
ch
co
m
p
eten
ce
am
o
n
g
a
s
ig
n
if
ica
n
t
p
r
o
p
o
r
tio
n
o
f
s
tu
d
en
ts
in
b
o
t
h
g
r
o
u
p
s
.
Data
wer
e
an
o
n
y
m
ized
an
d
co
d
ed
f
o
r
s
tatis
tical
tr
ac
k
in
g
.
b.
Fo
r
m
ativ
e
s
tag
e
(
wee
k
s
3
-
2
8
)
:
to
en
s
u
r
e
i
n
ter
n
al
v
ali
d
ity
,
b
o
th
g
r
o
u
p
s
wer
e
tau
g
h
t
b
y
th
e
s
am
e
f
ac
u
lty
m
em
b
er
s
an
d
u
tili
ze
d
id
en
tica
l
lab
o
r
ato
r
y
eq
u
ip
m
en
t
a
n
d
r
e
ag
en
ts
.
T
h
e
in
ter
v
en
tio
n
was
ap
p
lied
to
t
h
e
EG
th
r
o
u
g
h
th
r
ee
s
p
ec
if
ic
p
ed
ag
o
g
ical
en
v
ir
o
n
m
e
n
ts
:
E
n
v
ir
o
n
m
en
t
1
:
“
o
r
g
a
n
izatio
n
o
f
a
lear
n
in
g
s
ettin
g
f
o
cu
s
ed
o
n
r
esear
ch
ac
tiv
ity
”
is
o
n
e
o
f
th
e
k
e
y
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
f
o
r
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
eten
ce
i
n
p
r
ac
tice
-
o
r
ien
te
d
s
tu
d
y
o
f
ch
em
is
tr
y
.
Su
ch
an
en
v
ir
o
n
m
en
t
in
v
o
lv
e
s
cr
ea
tin
g
an
atm
o
s
p
h
er
e
o
f
a
ca
d
em
ic
f
r
ee
d
o
m
,
s
cien
tific
r
esear
ch
,
in
ter
ac
tio
n
an
d
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
o
f
th
e
s
tu
d
en
t
f
o
r
th
e
r
esu
lts
o
f
h
is
k
n
o
wled
g
e.
T
h
e
f
o
r
m
a
tiv
e
s
tag
e
in
v
o
lv
ed
s
p
ec
if
ic
ac
tiv
ities
with
in
ea
ch
en
v
ir
o
n
m
e
n
t.
T
o
im
p
lem
en
t
th
is
en
v
ir
o
n
m
e
n
t,
p
r
o
b
lem
-
b
ased
lear
n
in
g
m
eth
o
d
s
,
r
esear
ch
task
s
,
ed
u
ca
tio
n
al
p
r
o
jects,
as
well
as
ca
s
e
an
aly
s
is
m
eth
o
d
s
wer
e
u
s
ed
.
R
esear
ch
lab
o
r
ato
r
y
p
r
ac
tical
class
es
wer
e
in
tr
o
d
u
ce
d
in
th
e
class
es,
wh
er
e
s
tu
d
en
ts
n
o
t
o
n
l
y
r
ep
ea
ted
s
tan
d
a
r
d
ex
p
er
im
en
ts
,
b
u
t
also
m
o
d
if
i
ed
th
em
,
f
o
r
m
u
lated
th
ei
r
o
wn
h
y
p
o
t
h
eses
an
d
test
ed
th
em
o
n
th
e
b
asis
o
f
ex
p
er
im
en
tal
d
ata.
T
h
is
ap
p
r
o
ac
h
d
ev
elo
p
ed
cr
itical
th
in
k
i
n
g
an
d
s
cien
tific
an
aly
s
is
s
k
ills
.
I
n
ad
d
itio
n
,
m
icr
o
-
r
esear
ch
was
o
r
g
a
n
ized
in
th
e
f
o
r
m
at
o
f
m
in
i
-
p
r
o
jects.
A
k
e
y
ac
tiv
ity
was
th
e
“
wate
r
q
u
al
ity
p
r
o
ject
,
”
w
h
er
e
s
tu
d
en
ts
h
ad
to
f
o
r
m
u
late
a
h
y
p
o
th
esis
r
eg
a
r
d
in
g
lo
ca
l
wat
er
h
ar
d
n
ess
an
d
m
o
d
if
y
s
tan
d
ar
d
E
DT
A
titra
tio
n
m
eth
o
d
s
to
ac
co
u
n
t
f
o
r
s
p
e
cif
ic
lo
ca
l
m
in
e
r
al
v
ar
iatio
n
s
.
T
h
ese
task
s
co
n
tr
ib
u
ted
t
o
th
e
f
o
r
m
atio
n
o
f
in
ter
d
is
cip
lin
ar
y
co
n
n
ec
tio
n
s
an
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
a
p
p
lied
v
alu
e
o
f
ch
e
m
ical
k
n
o
wl
ed
g
e.
I
n
a
d
d
itio
n
,
ex
er
cises
o
n
h
y
p
o
th
esis
f
o
r
m
a
tio
n
,
in
ter
p
r
etatio
n
o
f
s
cien
tific
tex
ts
,
f
o
r
m
u
latio
n
o
f
r
esear
c
h
q
u
esti
o
n
s
,
as we
ll
as
r
ef
lectiv
e
s
ess
io
n
s
af
ter
co
m
p
letin
g
ea
c
h
b
lo
c
k
o
f
task
s
wer
e
ac
tiv
ely
u
s
ed
.
At
th
e
en
d
o
f
th
e
class
es,
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8
8
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2
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ed
a
g
o
g
ica
l e
n
viro
n
me
n
ts
fo
r
th
e
fo
r
ma
tio
n
o
f res
ea
r
ch
co
mp
eten
ce
in
s
tu
d
en
ts
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3469
d
is
cu
s
s
io
n
s
o
f
th
e
r
esu
lts
wer
e
o
r
g
an
ized
in
s
m
all
g
r
o
u
p
s
,
wh
ich
s
tim
u
lated
th
e
d
ev
elo
p
m
en
t
o
f
ar
g
u
m
en
tatio
n
,
a
n
aly
s
is
an
d
m
u
tu
al
lear
n
in
g
.
T
h
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
o
r
g
an
ized
in
th
i
s
way
was
d
esig
n
e
d
n
o
t
o
n
ly
t
o
s
tim
u
late
r
esear
ch
in
ter
est,
b
u
t
also
to
lay
th
e
f
o
u
n
d
atio
n
s
f
o
r
i
n
d
ep
e
n
d
en
t
s
cien
tific
ac
tiv
ity
,
wh
ich
is
th
e
b
asis
o
f
th
e
p
r
o
f
e
s
s
io
n
al
co
m
p
eten
ce
o
f
th
e
f
u
tu
r
e
s
p
ec
ialis
t.
E
n
v
ir
o
n
m
en
t
2
:
“
u
s
in
g
m
etac
o
g
n
itiv
e
a
n
d
d
ig
ital
to
o
ls
f
o
r
r
ef
lectio
n
an
d
s
elf
-
r
e
g
u
latio
n
o
f
s
tu
d
en
t
r
esear
ch
ac
tiv
ity
”
is
aim
ed
at
d
ev
elo
p
i
n
g
s
tu
d
e
n
ts
’
ab
ilit
y
to
m
ea
n
i
n
g
f
u
lly
co
n
tr
o
l
t
h
eir
o
wn
c
o
g
n
itiv
e
p
r
o
ce
s
s
,
s
et
r
esear
ch
g
o
als,
ev
alu
ate
r
esu
lts
,
an
d
ad
ju
s
t
ac
ti
o
n
s
d
u
r
i
n
g
s
cien
tific
r
esear
ch
.
T
h
is
allo
ws
f
o
r
th
e
f
o
r
m
atio
n
o
f
a
r
ef
lectiv
e
a
n
d
s
elf
-
r
eg
u
lato
r
y
co
m
p
o
n
e
n
t
o
f
r
esear
ch
co
m
p
eten
ce
,
w
h
ich
is
cr
itically
im
p
o
r
tan
t
in
th
e
c
o
n
tex
t
o
f
p
r
ac
tice
-
o
r
ien
ted
ch
em
is
tr
y
ed
u
ca
tio
n
.
I
n
t
h
e
class
r
o
o
m
,
t
h
is
en
v
ir
o
n
m
e
n
t
was
im
p
lem
en
ted
th
r
o
u
g
h
teac
h
i
n
g
m
eth
o
d
s
t
h
at
s
tim
u
late
m
etac
o
g
n
itio
n
:
s
elf
-
o
b
s
er
v
atio
n
,
s
elf
-
ass
ess
m
en
t,
an
d
ask
in
g
q
u
esti
o
n
s
ab
o
u
t
a
s
tu
d
e
n
t’
s
o
wn
ac
tio
n
s
.
Fo
r
ex
am
p
le,
we
im
p
lem
en
ted
d
ig
ital
r
e
f
lectiv
e
b
lo
g
g
in
g
.
Usi
n
g
T
r
ello
o
r
No
tio
n
,
s
tu
d
en
ts
co
m
p
leted
th
e
“I
am
a
r
esear
ch
er
”
ex
er
cise,
r
eq
u
ir
in
g
th
em
to
lo
g
n
o
t
ju
s
t
d
ata,
b
u
t
“
f
ailu
r
e
an
aly
s
es
”,
i.e
.
,
d
is
cu
s
s
io
n
s
o
f
wh
y
an
e
x
p
er
im
e
n
t
f
ailed
,
wh
at
co
r
r
ec
tiv
e
ac
tio
n
s
wer
e
tak
en
,
a
n
d
wh
at
co
n
clu
s
io
n
s
wer
e
m
ad
e.
I
n
ad
d
itio
n
,
s
tu
d
en
ts
p
lan
n
e
d
r
esear
ch
s
tag
es,
r
ec
o
r
d
ed
ta
s
k
s
,
d
ea
d
lin
es,
an
d
ass
es
s
ed
p
r
o
g
r
ess
.
Ap
p
ly
in
g
Go
o
g
le
Fo
r
m
s
,
Pad
let,
an
d
J
am
b
o
ar
d
,
s
tu
d
en
ts
an
s
wer
ed
q
u
esti
o
n
s
lik
e
“
w
h
at
d
id
I
lear
n
?”
,
“
w
h
at
r
em
ain
ed
u
n
clea
r
?”
,
“
w
h
at
n
ee
d
s
t
o
b
e
ch
an
g
ed
i
n
m
y
r
esear
c
h
s
tr
ateg
y
?”
.
Self
-
ass
es
s
m
en
t
m
eth
o
d
s
wer
e
also
u
s
ed
,
s
u
ch
as
th
e
“
r
ef
lectiv
e
m
ap
”
ex
er
cise
an
d
an
in
te
r
ac
tiv
e
q
u
esti
o
n
n
air
e
to
ass
es
s
s
tu
d
en
t’
s
o
wn
r
esear
ch
ac
tiv
ity
.
T
h
u
s
,
th
e
c
o
m
b
in
ati
o
n
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ie
s
an
d
d
ig
ital
to
o
ls
g
av
e
s
tu
d
e
n
ts
to
o
ls
f
o
r
a
d
e
ep
er
awa
r
e
n
ess
o
f
th
ei
r
o
w
n
ac
tiv
ities
,
co
n
tr
ib
u
ted
to
th
e
d
ev
elo
p
m
en
t
o
f
r
esp
o
n
s
ib
ilit
y
f
o
r
r
esear
ch
r
es
u
lts
,
an
d
in
cr
ea
s
ed
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
f
o
r
m
atio
n
o
f
r
ese
ar
ch
co
m
p
eten
ce
.
E
n
v
ir
o
n
m
en
t
3
:
“
m
o
tiv
atio
n
al
s
u
p
p
o
r
t
f
o
r
s
tu
d
e
n
t
r
esear
ch
ac
tiv
ity
th
r
o
u
g
h
p
er
s
o
n
ally
m
ea
n
in
g
f
u
l
an
d
p
r
ac
tice
-
o
r
ien
ted
task
s
”
is
aim
ed
at
f
o
r
m
in
g
s
tu
d
en
ts
’
in
ter
n
al
in
ter
est
in
r
esear
ch
co
g
n
itio
n
,
w
h
ich
is
a
k
ey
f
ac
to
r
in
t
h
e
d
ev
elo
p
m
e
n
t
o
f
r
esear
ch
co
m
p
eten
ce
.
T
h
e
p
er
s
o
n
al
s
ig
n
if
ican
ce
a
n
d
p
r
ac
tical
o
r
ien
tatio
n
o
f
th
e
task
s
o
f
f
er
ed
to
s
tu
d
en
ts
cr
ea
te
co
n
d
itio
n
s
wh
en
s
tu
d
en
ts
p
er
ce
iv
e
r
esear
ch
ac
tiv
i
ties
n
o
t
as
a
f
o
r
m
al
r
eq
u
ir
em
e
n
t,
b
u
t a
s
u
s
ef
u
l
,
in
t
er
esti
n
g
an
d
v
al
u
ab
le
th
in
g
s
f
o
r
th
eir
o
wn
p
r
o
f
ess
io
n
al
g
r
o
wt
h
.
I
n
o
u
r
c
h
em
is
tr
y
class
es,
we
u
s
ed
co
n
tex
tu
alize
d
p
r
o
f
ess
io
n
al
ca
s
es.
Fo
r
e
x
am
p
le,
th
e
“
g
r
ee
n
co
s
m
etic
s
”
p
r
o
ject
r
eq
u
ir
ed
s
tu
d
en
ts
to
r
esear
ch
th
e
s
h
elf
-
life
o
f
n
atu
r
al
p
r
eser
v
ativ
es,
m
ak
in
g
th
e
task
p
er
s
o
n
a
lly
m
ea
n
in
g
f
u
l
b
y
co
n
n
ec
tin
g
ch
em
is
tr
y
to
c
o
n
s
u
m
er
h
ea
lth
.
“Res
ea
r
ch
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
ec
o
lo
g
ical
d
et
er
g
en
ts
”,
“
a
n
aly
s
is
o
f
n
itra
te
co
n
ten
t
in
p
r
o
d
u
cts”
p
r
o
jects
allo
we
d
s
tu
d
en
ts
t
o
wo
r
k
o
n
r
ea
l,
p
r
ac
tice
-
o
r
ie
n
te
d
to
p
ics
a
n
d
ar
o
u
s
ed
in
ter
est,
s
in
ce
th
ey
ar
e
r
elate
d
to
th
eir
e
v
er
y
d
ay
life
.
T
h
e
p
r
o
b
lem
-
b
ased
lear
n
in
g
m
et
h
o
d
–
a
n
o
th
er
o
n
e,
wh
ich
was
also
o
f
ten
u
s
ed
,
p
r
o
v
id
ed
m
o
ti
v
atio
n
th
r
o
u
g
h
th
e
f
o
r
m
u
latio
n
o
f
p
r
ac
tical
d
ile
m
m
a
task
s
s
u
ch
as:
“
w
h
at
ch
em
ical
r
ea
g
en
t
is
b
est
u
s
ed
f
o
r
wate
r
p
u
r
if
ica
tio
n
in
a
r
eg
io
n
with
h
ar
d
wate
r
?”
.
Stu
d
en
ts
in
d
ep
en
d
en
tly
s
ea
r
ch
ed
f
o
r
s
o
lu
tio
n
s
,
an
aly
ze
d
s
o
u
r
ce
s
,
an
d
p
lan
n
ed
ex
p
er
im
en
ts
.
T
h
is
ac
tiv
ated
th
eir
co
g
n
itiv
e
a
n
d
r
esear
c
h
ac
tiv
it
ies.
R
o
le
-
p
lay
in
g
g
a
m
es
(
f
o
r
ex
am
p
le,
“I
am
a
ch
em
ical
s
af
ety
co
n
s
u
ltan
t”)
,
ch
em
ical
-
p
r
ac
tical
ca
s
es
f
r
o
m
r
ea
l
p
r
o
d
u
ctio
n
s
itu
atio
n
s
,
an
d
co
n
tex
tu
al
task
s
r
el
ated
to
th
e
f
u
tu
r
e
p
r
o
f
ess
io
n
al
ac
tiv
ities
o
f
s
tu
d
en
ts
wer
e
also
wid
ely
u
s
ed
.
T
o
m
ain
tain
s
u
s
tain
ab
le
m
o
tiv
atio
n
,
in
d
i
v
id
u
al
r
esear
ch
d
e
v
elo
p
m
e
n
t
tr
ajec
to
r
ies
wer
e
in
tr
o
d
u
ce
d
,
s
tu
d
e
n
ts
wer
e
g
iv
e
n
th
e
o
p
p
o
r
tu
n
ity
to
ch
o
o
s
e
th
e
to
p
ic
o
r
f
o
r
m
o
f
task
c
o
m
p
letio
n
.
Mo
r
eo
v
er
,
i
n
ter
ac
tiv
e
p
latf
o
r
m
s
(
Me
n
tim
eter
,
Kah
o
o
t
)
wer
e
als
o
u
s
ed
to
g
am
if
y
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
u
s
,
th
e
u
s
e
o
f
p
er
s
o
n
ally
s
ig
n
if
ica
n
t,
life
-
r
elate
d
an
d
p
r
o
f
ess
io
n
ally
r
elev
a
n
t
task
s
ac
tiv
ated
s
tu
d
en
ts
’
in
ter
est,
in
cr
ea
s
ed
th
e
s
ig
n
if
ican
ce
o
f
r
esear
ch
ac
tiv
ities
,
an
d
co
n
t
r
ib
u
t
ed
to
th
e
f
o
r
m
atio
n
o
f
th
eir
r
esear
c
h
co
m
p
eten
ce
.
c.
C
o
n
tr
o
l
s
tag
e
(
wee
k
s
2
9
-
3
0
)
:
p
o
s
t
-
test
ass
es
s
m
en
ts
wer
e
co
n
d
u
cted
u
s
in
g
th
e
s
am
e
in
s
tr
u
m
en
ts
as
th
e
s
tatem
en
t stag
e
to
m
ea
s
u
r
e
p
r
o
g
r
ess
an
d
p
e
r
f
o
r
m
s
tatis
tical
v
alid
atio
n
.
2
.
6
.
Schema
t
ic
o
f
t
he
peda
g
o
g
ica
l sy
s
t
em
T
o
clar
if
y
th
e
in
ter
ac
tio
n
b
etwe
en
th
e
p
ed
ag
o
g
ical
in
ter
v
en
tio
n
s
an
d
t
h
e
ex
p
ec
ted
o
u
tco
m
es,
Fig
u
r
e
2
p
r
esen
ts
a
co
n
ce
p
tu
al
s
ch
em
atic
o
f
th
e
r
esear
ch
f
r
am
ewo
r
k
.
T
h
is
m
o
d
el
illu
s
tr
ates
h
o
w
t
h
e
th
r
ee
p
ed
ag
o
g
ical
en
v
ir
o
n
m
e
n
ts
s
er
v
e
as
in
p
u
ts
th
at
d
ir
e
ctly
s
tim
u
late
an
d
r
ef
in
e
th
e
f
o
u
r
s
tr
u
ct
u
r
al
co
m
p
o
n
e
n
ts
o
f
r
esear
ch
co
m
p
eten
ce
.
As
ill
u
s
tr
ated
in
th
e
s
ch
em
atic,
th
e
en
v
ir
o
n
m
en
ts
ar
e
d
esig
n
ed
to
b
e
m
u
tu
ally
r
ein
f
o
r
cin
g
.
T
h
e
m
o
tiv
atio
n
al
en
v
ir
o
n
m
en
t
estab
lis
h
es
th
e
p
er
s
o
n
al
s
ig
n
if
ican
ce
o
f
th
e
wo
r
k
,
wh
ich
s
u
s
tain
s
th
e
s
tu
d
en
t
th
r
o
u
g
h
th
e
r
ig
o
r
o
u
s
co
g
n
itiv
e
a
n
d
o
p
er
atio
n
al
d
em
an
d
s
o
f
th
e
r
esear
ch
-
f
o
c
u
s
ed
en
v
i
r
o
n
m
e
n
t.
Simu
ltan
eo
u
s
ly
,
th
e
m
etac
o
g
n
itiv
e
-
d
ig
ital
en
v
ir
o
n
m
en
t
p
r
o
v
id
es
th
e
r
ef
lectiv
e
to
o
ls
n
ec
es
s
ar
y
f
o
r
s
tu
d
e
n
ts
to
m
o
n
ito
r
t
h
eir
p
r
o
g
r
ess
ac
r
o
s
s
all
s
tag
es.
T
h
is
s
y
n
er
g
y
en
s
u
r
es
a
h
o
lis
tic
tr
an
s
itio
n
f
r
o
m
p
ass
iv
e
k
n
o
wled
g
e
ac
q
u
is
itio
n
to
ac
tiv
e
r
esear
ch
co
m
p
eten
ce
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
4
6
3
-
3
4
7
8
3470
Fig
u
r
e
2
.
T
h
e
s
tr
u
ctu
r
al
-
f
u
n
cti
o
n
al
m
o
d
el
o
f
p
ed
ag
o
g
ical
en
v
ir
o
n
m
e
n
ts
f
o
r
th
e
d
ev
elo
p
m
e
n
t o
f
s
tu
d
en
ts
’
r
esear
ch
co
m
p
ete
n
ce
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
r
eliab
ilit
y
o
f
th
e
ex
p
e
r
im
en
tal
d
ata
o
b
tain
e
d
r
eg
a
r
d
i
n
g
th
e
in
f
l
u
en
ce
o
f
th
e
im
p
lem
en
ted
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
th
at
en
s
u
r
e
th
e
f
o
r
m
atio
n
o
f
r
e
s
ea
r
ch
co
m
p
eten
ce
in
s
tu
d
en
t
s
in
th
e
p
r
o
ce
s
s
o
f
p
r
ac
tice
-
o
r
ien
te
d
s
tu
d
y
o
f
c
h
em
is
tr
y
in
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
was
ch
ec
k
ed
u
s
in
g
m
ath
em
atica
l
s
tatis
t
ics
m
eth
o
d
s
.
T
h
e
p
r
im
ar
y
em
p
ir
ical
r
esu
lt
is
th
at
t
h
e
EG
ac
h
iev
ed
a
s
tatis
ticall
y
s
u
p
er
io
r
lev
el
o
f
r
esear
ch
co
m
p
eten
ce
c
o
m
p
ar
e
d
to
th
e
CG
f
o
llo
win
g
th
e
i
n
ter
v
en
tio
n
.
T
o
ca
r
r
y
o
u
t
ca
lcu
l
atio
n
s
,
f
ir
s
t
o
f
all,
th
e
r
esu
lts
o
f
th
e
ex
p
er
im
en
t
at
th
e
s
tatem
en
t
an
d
co
n
tr
o
l
s
tag
es
wer
e
s
u
m
m
ar
ized
,
ca
lcu
latin
g
th
e
av
er
ag
e
v
alu
e
o
f
th
e
in
d
icato
r
s
at
ea
ch
lev
el
o
f
th
e
f
o
r
m
atio
n
o
f
r
ese
ar
ch
co
m
p
eten
ce
in
s
tu
d
en
ts
.
T
h
e
ca
lcu
latio
n
was
p
er
f
o
r
m
ed
ac
co
r
d
in
g
to
[
2
2
]
:
=
(
1
+
2
+
⋯
+
8
.
100%
wh
er
e
:
S
tot
is
th
e
to
tal
n
u
m
b
e
r
o
f
ch
em
is
tr
y
s
tu
d
e
n
ts
wh
o
ar
e
at
th
e
a
p
p
r
o
p
r
iate
le
v
el
o
f
th
e
f
o
r
m
atio
n
o
f
r
esear
ch
co
m
p
eten
ce
;
n
1
,
n
2
,
.
.
.
n
8
is
th
e
n
u
m
b
er
o
f
c
h
e
m
is
tr
y
s
tu
d
en
ts
wh
o
m
ee
t
a
ce
r
tain
lev
el
o
f
th
e
s
tu
d
ied
q
u
ality
with
in
th
e
co
r
r
esp
o
n
d
i
n
g
in
d
icato
r
;
N
is
t
h
e
to
tal
n
u
m
b
er
o
f
in
d
icato
r
s
ac
co
r
d
in
g
to
all
cr
iter
ia.
T
h
e
g
e
n
er
alize
d
r
esu
lt
s
o
f
th
e
ex
p
er
im
en
tal
wo
r
k
ar
e
p
r
esen
ted
in
T
a
b
le
2
.
T
ab
le
2
.
Dis
tr
ib
u
tio
n
b
y
lev
els
o
f
r
esear
ch
co
m
p
ete
n
ce
f
o
r
m
atio
n
in
ch
em
is
tr
y
s
tu
d
e
n
ts
f
r
o
m
ex
p
er
im
e
n
tal
an
d
C
Gs
at
th
e
s
tatem
en
t a
n
d
co
n
tr
o
l stag
es o
f
t
h
e
ex
p
e
r
im
e
n
t (
%)
L
e
v
e
l
s
o
f
r
e
sea
r
c
h
c
o
m
p
e
t
e
n
c
e
f
o
r
ma
t
i
o
n
L
ow
M
id
H
i
g
h
G
r
o
u
p
s
B
e
f
o
r
e
A
f
t
e
r
B
e
f
o
r
e
A
f
t
e
r
B
e
f
o
r
e
A
f
t
e
r
Ex
p
e
r
i
m
e
n
t
a
l
4
1
.
8
1
1
6
.
3
5
4
7
.
2
7
4
4
.
8
5
1
0
.
9
1
3
8
.
7
9
C
o
n
t
r
o
l
4
2
.
5
0
2
7
.
4
8
4
7
.
4
9
5
5
.
6
3
1
0
.
0
0
1
6
.
8
8
T
h
e
k
ey
f
in
d
in
g
th
at
d
ir
e
ctly
an
s
wer
s
o
u
r
s
cien
tific
q
u
esti
o
n
,
n
am
ely
,
wh
at
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
ar
e
ef
f
ec
tiv
e,
is
th
e
s
ig
n
if
ica
n
t
s
h
if
t
in
th
e
E
G’
s
h
ig
h
-
lev
el
co
m
p
eten
ce
ca
teg
o
r
y
,
wh
ich
r
o
s
e
f
r
o
m
1
0
.
9
1
%
to
3
8
.
7
9
%
af
ter
im
p
lem
en
tatio
n
o
f
s
p
ec
if
ically
d
esig
n
ed
p
e
d
ag
o
g
ical
en
v
ir
o
n
m
e
n
ts
.
T
o
d
eter
m
in
e
th
e
m
ag
n
itu
d
e
o
f
th
is
ef
f
ec
t,
we
ca
lcu
lated
th
e
ef
f
ec
t
s
ize
(
C
r
am
e
r
’
s
V)
.
Fo
r
th
e
co
n
tr
o
l
s
tag
e,
th
e
ca
lcu
lated
C
r
am
er
’
s
V
wa
s
0
.
2
5
,
in
d
icatin
g
a
m
ed
iu
m
-
to
-
lar
g
e
e
d
u
ca
tio
n
al
ef
f
ec
t
[
2
2
]
r
esu
ltin
g
f
r
o
m
th
e
im
p
lem
en
ted
p
e
d
ag
o
g
ical
en
v
i
r
o
n
m
en
ts
.
T
h
e
s
tatic
s
ig
n
if
ican
ce
o
f
th
i
s
d
if
f
er
en
ce
was
co
n
f
ir
m
ed
u
s
in
g
th
e
χ²
test
.
T
h
e
ap
p
licati
o
n
o
f
th
is
cr
iter
io
n
r
eq
u
ir
e
d
co
m
p
lian
ce
with
th
e
f
o
llo
win
g
r
eq
u
ir
em
e
n
ts
:
b
o
th
s
am
p
les
ar
e
r
an
d
o
m
an
d
in
d
ep
e
n
d
en
t
o
f
ea
ch
o
t
h
er
;
m
ea
s
u
r
em
en
t
is
ca
r
r
ied
o
u
t
o
n
an
o
r
d
in
al
s
ca
le
with
s
ev
er
al
s
elec
ted
ca
te
g
o
r
i
es
(
C
)
.
Acc
o
r
d
in
g
to
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 e
n
viro
n
me
n
ts
fo
r
th
e
fo
r
ma
tio
n
o
f res
ea
r
ch
co
mp
eten
ce
in
s
tu
d
en
ts
… (
K
a
n
a
t S
a
d
yk
o
v
)
3471
th
e
co
n
d
itio
n
s
o
f
u
s
e
o
f
t
h
e
χ
²
test
,
th
e
n
u
ll
h
y
p
o
t
h
esis
H₀
was
f
o
r
m
u
lated
as
p
p
1j
=p
2j
,
an
d
th
e
alter
n
ativ
e
h
y
p
o
th
esis
H₁
was
as
p
1j
≠
p
2j
,
wh
er
e
p
1j
is
th
e
p
r
o
b
ab
ilit
y
th
at
an
o
b
ject
r
a
n
d
o
m
l
y
s
elec
ted
f
r
o
m
th
e
f
ir
s
t
g
r
o
u
p
o
f
p
ar
ticip
an
ts
will
f
all
in
to
ca
teg
o
r
y
j
(
j=1
,
2
,
3
.
.
.
C
)
,
an
d
p
2j
is
th
e
p
r
o
b
ab
ilit
y
o
f
a
s
im
ilar
ev
en
t
f
o
r
th
e
p
ar
ticip
an
ts
o
f
t
h
e
s
ec
o
n
d
g
r
o
u
p
.
T
h
e
n
u
m
b
er
o
f
o
b
j
ec
ts
in
two
s
am
p
les
f
r
o
m
two
p
o
p
u
latio
n
s
was
d
en
o
ted
as
n
1
an
d
n
2
.
T
o
test
th
e
n
u
ll
h
y
p
o
th
esis
H₀
,
th
e
v
alu
e
o
f
th
e
T
s
tati
s
tic
f
o
r
th
e
χ²
cr
iter
io
n
was
ca
lcu
lated
b
y
th
e
f
o
r
m
u
la
[
2
3
]
:
=
1
1
.
2
∑
(
1
2
−
2
1
)
2
1
+
2
3
=
1
wh
er
e:
n
1
is
th
e
s
ize
o
f
th
e
f
ir
s
t
s
am
p
le
(
EG
)
;
n
2
is
th
e
s
ize
o
f
th
e
s
ec
o
n
d
s
am
p
le
(
CG
)
;
Q
1j
is
th
e
n
u
m
b
er
o
f
o
b
jects
f
r
o
m
th
e
f
ir
s
t
s
am
p
le
b
elo
n
g
in
g
to
ca
teg
o
r
y
j
;
Q
2j
is
th
e
n
u
m
b
er
o
f
o
b
jects
f
r
o
m
th
e
s
ec
o
n
d
s
am
p
le
ass
ig
n
ed
to
ca
teg
o
r
y
j
;
j
is
th
e
d
esig
n
atio
n
o
f
th
e
ca
teg
o
r
y
r
ep
r
esen
tin
g
a
ce
r
tain
lev
el
o
f
th
e
s
tu
d
ied
ch
ar
ac
ter
is
tic.
I
n
o
r
d
e
r
to
s
u
b
s
tan
tiate
th
e
s
tatis
tical
d
ec
i
s
io
n
to
test
th
e
n
u
ll
h
y
p
o
th
esis
H₀
,
a
co
m
p
ar
is
o
n
was
m
ad
e
o
f
th
e
em
p
i
r
ical
v
alu
e
o
f
th
e
s
tatis
t
ic
T
,
ca
lcu
lated
ac
co
r
d
in
g
to
th
e
f
o
r
m
u
la,
with
th
e
ta
b
u
lar
cr
itical
v
alu
e
Tₖ
rit
=5
.
9
9
1
.
T
h
e
cr
itical
v
alu
e
was
d
eter
m
in
ed
b
ased
o
n
th
e
χ²
d
is
tr
ib
u
tio
n
tab
le,
tak
in
g
in
to
ac
co
u
n
t
th
e
ad
o
p
ted
s
ig
n
if
ica
n
ce
lev
el
α
=0
.
0
5
an
d
th
e
c
o
r
r
esp
o
n
d
in
g
n
u
m
b
er
o
f
d
eg
r
ee
s
o
f
f
r
e
ed
o
m
,
wh
ich
was
ca
lcu
lated
ac
co
r
d
in
g
to
th
e
f
o
r
m
u
la
ν=C
–
1
=3
–
1
=2
,
wh
er
e
C
is
th
e
n
u
m
b
er
o
f
co
m
p
ar
e
d
ca
teg
o
r
ies.
T
h
e
f
ac
t
th
at
th
e
ca
lcu
lated
e
m
p
ir
ical
v
alu
e
o
f
th
e
T
s
tatis
tic
ex
ce
ed
ed
th
e
c
r
itical
v
alu
e
o
f
Tₖ
rit
was
co
n
s
id
er
ed
as
a
s
tatis
tically
ju
s
tifie
d
b
asis
f
o
r
r
ejec
tin
g
th
e
n
u
ll
h
y
p
o
th
esis
H₀
at
th
e
s
elec
ted
s
ig
n
if
ican
ce
lev
el
α
an
d
co
n
f
ir
m
in
g
th
e
alter
n
ativ
e
h
y
p
o
th
esis
H₁
.
T
h
is
r
esu
lt
in
d
icate
d
th
e
p
r
esen
ce
o
f
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
s
tr
u
ct
u
r
e
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
o
b
jects
b
y
C
ca
teg
o
r
ies,
wh
ic
h
r
e
f
lecte
d
th
e
lev
els
o
f
m
an
if
estatio
n
o
f
th
e
s
tu
d
ied
q
u
ality
with
in
two
in
d
ep
en
d
en
t
s
am
p
les.
I
f
th
e
v
alu
e
o
f
th
e
T
s
tatis
tic
was
les
s
th
an
o
r
eq
u
al
to
th
e
c
r
itical
th
r
esh
o
ld
v
al
u
e
o
f
Tₖ
rit
,
th
en
th
e
r
e
was
n
o
s
u
f
f
icien
t
r
ea
s
o
n
to
ass
er
t
th
e
p
r
esen
ce
o
f
s
ig
n
if
ican
t d
i
f
f
er
en
ce
s
in
t
h
e
s
tate
o
f
th
e
s
tu
d
ied
q
u
ality
in
th
e
two
p
o
p
u
latio
n
s
.
T
o
g
u
ar
an
tee
th
e
o
b
jectiv
ity
o
f
th
e
co
n
clu
s
io
n
s
,
it
was
f
ir
s
t
n
ec
ess
ar
y
to
ch
ec
k
wh
eth
e
r
th
er
e
wer
e
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
in
th
e
lev
els
o
f
f
o
r
m
a
tio
n
o
f
r
esear
c
h
co
m
p
eten
ce
in
s
tu
d
e
n
ts
in
th
e
p
r
o
ce
s
s
o
f
p
r
ac
tice
-
o
r
ien
ted
s
tu
d
y
o
f
c
h
em
is
tr
y
in
th
e
e
x
p
er
im
en
tal
an
d
C
Gs
at
th
e
s
tatem
en
t
s
tag
e
o
f
th
e
ex
p
er
im
en
t.
Acc
o
r
d
i
n
g
t
o
th
e
r
eq
u
ir
e
m
en
ts
o
f
th
e
χ²
cr
i
ter
io
n
,
it
is
n
ec
ess
ar
y
to
f
o
r
m
u
late
u
n
d
ir
ec
ted
s
tatis
t
ical
h
y
p
o
th
eses
.
T
h
e
n
u
ll
h
y
p
o
th
esis
H₀
co
n
s
is
ted
in
th
e
ass
u
m
p
tio
n
o
f
e
q
u
ality
o
f
th
e
f
r
eq
u
en
cy
ch
ar
ac
ter
is
tics
o
f
ca
teg
o
r
y
j
in
two
in
d
ep
en
d
e
n
t
s
am
p
les
(
р
1j
=р
2j
)
m
ea
n
s
th
at
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
in
th
e
lev
els
o
f
f
o
r
m
atio
n
o
f
r
es
ea
r
ch
co
m
p
eten
ce
in
c
h
em
is
tr
y
s
tu
d
en
ts
in
th
e
ex
p
er
im
en
tal
a
n
d
C
Gs
.
T
h
e
a
lter
n
ativ
e
h
y
p
o
th
esis
H₁
h
ad
t
h
e
f
o
r
m
р
1j
≠р
2j
th
at
m
ea
n
s
th
er
e
ar
e
s
ig
n
if
ica
n
t
(
s
tatis
tica
lly
s
ig
n
if
ican
t)
d
if
f
e
r
en
ce
s
in
th
e
lev
els
o
f
f
o
r
m
ati
o
n
o
f
r
esear
ch
co
m
p
ete
n
ce
in
ch
em
is
tr
y
s
tu
d
en
ts
in
th
e
ex
p
e
r
im
en
tal
an
d
C
Gs
.
B
ased
o
n
o
u
r
d
ata,
th
e
em
p
i
r
ical
v
alu
e
o
f
th
e
s
tatis
tic
T
was
ca
lcu
lated
,
wh
ich
is
0
.
0
7
4
0
1
4
7
9
6
2
.
Sin
ce
th
e
em
p
ir
ical
v
alu
e
o
f
T
d
o
es
n
o
t
e
x
ce
ed
th
e
c
r
itical
v
alu
e
(
0
.
0
7
4
0
1
4
7
9
6
2
<5
.
9
9
1
)
,
t
h
er
e
is
n
o
r
ea
s
o
n
to
co
n
f
ir
m
th
e
alter
n
ativ
e
h
y
p
o
t
h
esis
H₁
.
T
h
e
n
u
ll
h
y
p
o
th
esis
H₀
is
ac
ce
p
ted
.
T
h
u
s
,
o
u
r
c
o
n
clu
s
io
n
is
th
at
t
h
er
e
ar
e
n
o
s
ig
n
if
ican
t
(
s
tatis
ticall
y
s
ig
n
if
ican
t)
d
if
f
e
r
en
ce
s
in
t
h
e
lev
els
o
f
f
o
r
m
atio
n
o
f
r
ese
ar
ch
co
m
p
eten
ce
in
ch
em
is
tr
y
s
tu
d
en
ts
in
th
e
e
x
p
e
r
im
en
tal
an
d
C
Gs
.
3
.
2
.
St
a
t
is
t
ica
l sig
nifica
nce
a
t
t
he
co
ntr
o
l st
a
g
e
T
o
co
n
d
u
ct
s
tatis
tical
p
r
o
ce
s
s
in
g
o
f
em
p
ir
ical
d
ata
at
th
e
co
n
tr
o
l
s
tag
e
o
f
th
e
ex
p
er
im
en
t,
a
p
r
o
ce
d
u
r
e
s
im
ilar
to
th
e
s
tatis
tical
p
r
o
ce
s
s
in
g
o
f
em
p
ir
ical
d
ata
at
th
e
s
tatem
en
t
s
tag
e
o
f
t
h
e
ex
p
er
im
e
n
t
was
ap
p
lied
.
T
h
e
ca
lcu
lated
v
alu
e
o
f
th
e
T
s
tatis
tic
is
2
0
.
4
2
2
6
5
7
4
.
Giv
en
t
h
at
th
e
ca
lcu
lated
e
m
p
ir
ical
v
alu
e
o
f
th
e
χ²
Pear
s
o
n
c
r
iter
io
n
(
T
=2
0
.
4
2
2
6
5
7
4
)
ex
ce
ed
s
t
h
e
cr
itical
v
a
lu
e
(
Tₖ
rit
=5
.
9
9
1
)
at
α
=0
.
0
5
,
b
a
s
ed
o
n
th
e
d
ec
is
io
n
r
u
le,
th
e
n
u
ll
h
y
p
o
th
esis
H₀
i
s
r
ejec
ted
.
T
h
e
p
-
v
alu
e
was
f
o
u
n
d
to
b
e
p
<0
.
0
0
1
,
co
n
f
ir
m
in
g
th
at
th
e
o
b
s
er
v
e
d
im
p
r
o
v
em
e
n
ts
in
th
e
EG
ar
e
h
ig
h
ly
s
ig
n
if
ican
t a
n
d
u
n
lik
ely
t
o
h
av
e
o
cc
u
r
r
ed
b
y
ch
a
n
ce
.
T
h
u
s
,
at
t
h
e
s
tatem
en
t
s
tag
e
,
th
e
ca
lc
u
lated
T
v
alu
e
wa
s
0
.
0
7
4
(
<5
.
9
9
1
)
,
in
d
icatin
g
n
o
in
itial
d
if
f
er
en
ce
.
At
th
e
c
o
n
tr
o
l
s
tag
e,
th
e
T
s
tatis
tic
r
ea
ch
ed
2
0
.
4
2
2
(
T
>
5
.
9
9
1
)
,
allo
win
g
u
s
to
r
ejec
t
th
e
n
u
ll
h
y
p
o
th
esis
an
d
co
n
f
ir
m
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
im
p
lem
en
ted
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
f
o
r
f
o
r
m
i
n
g
r
esear
ch
co
m
p
eten
ce
i
n
s
tu
d
en
ts
in
t
h
e
p
r
o
ce
s
s
o
f
p
r
ac
tice
-
o
r
ie
n
ted
s
tu
d
y
o
f
ch
em
is
tr
y
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
W
h
ile
b
o
th
g
r
o
u
p
s
d
em
o
n
s
tr
ated
an
en
h
an
ce
m
en
t
in
r
es
ea
r
ch
co
m
p
eten
ce
,
th
e
o
b
s
er
v
ed
d
is
p
ar
ities
ar
e
ev
id
en
t in
Fig
u
r
e
3
.
As
illu
s
tr
ated
in
Fig
u
r
e
2
,
th
e
p
r
o
p
o
r
tio
n
o
f
s
tu
d
e
n
ts
in
th
e
E
G
ac
h
iev
in
g
a
“
h
ig
h
”
lev
el
o
f
co
m
p
eten
ce
(
3
8
.
7
9
%)
is
m
o
r
e
th
an
d
o
u
b
le
th
at
o
f
th
e
C
G
(
1
6
.
8
8
%)
b
y
th
e
en
d
o
f
th
e
s
tu
d
y
.
Fu
r
th
er
m
o
r
e,
th
e
E
G
s
aw
a
d
r
am
atic
2
5
.
4
6
%
r
ed
u
ctio
n
in
“
l
o
w”
lev
el
co
m
p
eten
ce
,
wh
er
ea
s
th
e
C
G
o
n
ly
s
aw
a
1
5
.
0
2
%
r
ed
u
ctio
n
.
T
h
is
v
is
u
al
ev
id
en
ce
s
u
p
p
o
r
ts
th
e
co
n
clu
s
io
n
t
h
at
th
e
in
teg
r
ated
p
ed
ag
o
g
ica
l
en
v
ir
o
n
m
e
n
ts
ar
e
s
ig
n
if
ican
tly
m
o
r
e
e
f
f
ec
tiv
e
th
an
tr
ad
itio
n
al
in
s
tr
u
ctio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
4
6
3
-
3
4
7
8
3472
T
o
d
ee
p
e
n
th
e
an
aly
s
is
o
f
p
ed
ag
o
g
ical
en
v
ir
o
n
m
en
ts
,
we
ex
am
in
e
d
wh
ich
asp
ec
ts
o
f
th
e
en
v
ir
o
n
m
en
ts
wer
e
m
o
s
t
ef
f
ec
tiv
e
an
d
wh
y
.
So
,
c
o
n
s
id
er
in
g
th
e
f
ir
s
t
en
v
ir
o
n
m
en
t
–
“o
r
g
an
izatio
n
o
f
a
lear
n
in
g
s
ettin
g
f
o
c
u
s
ed
o
n
s
tu
d
en
t
r
esear
ch
ac
tiv
ity
”,
we
ca
n
co
n
clu
d
e
t
h
at
th
e
p
r
ac
tic
e
-
o
r
ien
ted
r
esear
c
h
s
ettin
g
was
h
ig
h
ly
ef
f
ec
tiv
e
b
ec
au
s
e
it
s
h
if
ted
th
e
s
tu
d
en
t’
s
r
o
le
f
r
o
m
a
p
ass
iv
e
o
b
s
e
r
v
er
t
o
an
ac
tiv
e
in
v
esti
g
ato
r
.
B
y
m
o
d
if
y
i
n
g
s
tan
d
ar
d
ex
p
er
im
e
n
ts
(
e.
g
.
,
wate
r
h
ar
d
n
ess
test
in
g
)
,
s
tu
d
en
ts
d
ev
elo
p
ed
o
p
er
atio
n
al
-
ac
tiv
ity
s
k
ills
th
at
tr
ad
itio
n
al
in
s
tr
u
ctio
n
f
ails
to
f
o
s
ter
.
T
h
e
“a
ca
d
em
ic
f
r
ee
d
o
m
”
p
r
o
v
id
e
d
allo
wed
f
o
r
t
h
e
in
ter
n
aliza
tio
n
o
f
th
e
s
cien
tific
m
eth
o
d
r
at
h
e
r
th
an
m
e
r
e
r
o
te
m
e
m
o
r
izatio
n
.
An
aly
zin
g
th
e
s
ec
o
n
d
en
v
ir
o
n
m
en
t
–
“
u
s
in
g
m
etac
o
g
n
iti
v
e
an
d
d
ig
ital
to
o
ls
f
o
r
r
ef
l
ec
tio
n
an
d
s
elf
-
r
eg
u
latio
n
o
f
s
tu
d
en
t
r
esear
ch
ac
tiv
ity
”,
we
r
ev
ea
led
th
at
th
e
u
tili
za
tio
n
o
f
d
ig
ita
l
r
ef
lectiv
e
d
iar
ies
(
No
tio
n
/Pad
let)
was
th
e
m
o
s
t
ef
f
ec
tiv
e
to
o
l
f
o
r
d
ev
elo
p
in
g
t
h
e
r
ef
lectiv
e
co
m
p
o
n
e
n
t.
Un
lik
e
tr
ad
itio
n
al
p
ap
e
r
lo
g
s
,
th
e
d
ig
ital
f
o
r
m
at
f
ac
ilit
ated
r
ea
l
-
tim
e
s
elf
-
r
eg
u
latio
n
an
d
p
ee
r
in
ter
ac
tio
n
.
Stu
d
en
ts
r
ep
o
r
te
d
th
at
th
e
“
f
ailu
r
e
a
n
aly
s
is
”
ex
er
cise h
el
p
ed
r
ed
u
ce
th
e
“
f
ea
r
o
f
er
r
o
r
,
”
wh
ich
is
a
co
m
m
o
n
b
a
r
r
ier
in
ch
em
ical
r
esear
ch
.
E
x
am
in
atio
n
o
f
th
e
th
ir
d
en
v
i
r
o
n
m
en
t
–
“m
o
tiv
atio
n
al
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
t
r
esear
ch
ac
tiv
i
ty
th
r
o
u
g
h
p
er
s
o
n
ally
m
ea
n
in
g
f
u
l
an
d
p
r
ac
tice
-
o
r
ien
ted
task
s
”
allo
wed
u
s
to
estab
lis
h
th
at
th
e
in
teg
r
atio
n
o
f
p
er
s
o
n
ally
m
ea
n
in
g
f
u
l
task
s
(
e.
g
.
,
an
aly
zin
g
h
o
u
s
eh
o
ld
d
eter
g
e
n
ts
)
p
r
o
v
ed
ess
en
tial
f
o
r
s
u
s
tai
n
in
g
en
g
a
g
em
en
t
.
T
h
e
r
ea
s
o
n
f
o
r
its
s
u
cc
ess
l
ie
s
in
th
e
co
n
n
ec
tio
n
b
etwe
en
ab
s
tr
ac
t
ch
em
ical
th
eo
r
y
an
d
th
e
s
tu
d
en
ts
’
f
u
tu
r
e
p
r
o
f
ess
io
n
al
id
e
n
tity
.
W
h
en
s
t
u
d
en
ts
p
er
ce
i
v
ed
th
e
r
esear
ch
as
“u
s
ef
u
l
f
o
r
th
eir
ca
r
ee
r
”
r
at
h
er
th
an
a
“f
o
r
m
al
r
eq
u
ir
em
e
n
t,”
th
eir
m
o
tiv
atio
n
al
-
v
alu
e
s
co
r
es
s
aw
th
e
h
ig
h
est
r
elativ
e
g
r
o
wth
.
T
h
u
s
,
th
e
r
esu
lts
in
d
icate
th
at
th
e
“sy
n
th
esis
”
o
f
th
ese
th
r
ee
en
v
ir
o
n
m
en
ts
,
r
ath
er
th
a
n
an
y
s
in
g
le
o
n
e
i
n
is
o
latio
n
,
is
wh
at
led
to
th
e
h
ig
h
-
lev
el
co
m
p
eten
ce
g
r
o
wt
h
.
W
h
ile
th
e
C
G
s
a
w
a
n
atu
r
al
in
cr
ea
s
e
in
“m
id
d
le
-
lev
el”
p
r
o
f
icien
c
y
d
u
e
to
s
tan
d
ar
d
in
s
tr
u
ctio
n
,
o
n
l
y
th
e
E
G
d
em
o
n
s
tr
ated
th
e
q
u
alitati
v
e
leap
to
in
d
ep
en
d
en
t scien
tif
ic
in
q
u
ir
y
.
Fig
u
r
e
3
.
C
o
m
p
a
r
ativ
e
p
r
o
g
r
es
s
in
r
esear
ch
co
m
p
eten
ce
lev
el
s
f
o
r
ex
p
e
r
im
en
tal
an
d
CG
s
,
p
r
e
-
an
d
p
o
s
t
-
ex
p
er
im
en
t
3
.
3
.
T
heo
re
t
ica
l int
er
pret
a
t
i
o
n o
f
peda
g
o
g
ica
l e
f
f
ica
c
y
T
h
e
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
in
r
esear
ch
co
m
p
eten
ce
with
in
th
e
EG
ca
n
b
e
attr
ib
u
te
d
to
th
e
tar
g
eted
th
eo
r
etica
l
m
ec
h
a
n
is
m
s
u
n
d
er
ly
in
g
th
e
th
r
ee
p
ed
ag
o
g
ical
e
n
v
ir
o
n
m
e
n
ts
.
Firstl
y
,
m
etac
o
g
n
itiv
e
f
r
am
ewo
r
k
o
f
ex
p
er
im
en
tal
d
esig
n
:
t
h
e
m
et
ac
o
g
n
itiv
e
-
d
i
g
ital
en
v
ir
o
n
m
en
t
ac
ted
as
a
co
g
n
itiv
e
s
ca
f
f
o
l
d
th
at
tr
an
s
f
o
r
m
ed
h
o
w
s
tu
d
en
ts
ap
p
r
o
ac
h
ed
e
x
p
er
im
en
tal
d
esig
n
.
B
y
u
tili
zin
g
d
ig
ital
r
ef
lectio
n
lo
g
s
an
d
s
elf
-
r
e
g
u
latio
n
p
r
o
m
p
ts
,
s
tu
d
en
ts
wer
e
r
eq
u
i
r
ed
to
co
n
v
ey
t
h
eir
in
te
r
n
al
th
o
u
g
h
t
p
r
o
ce
s
s
es.
T
h
is
s
h
if
t
f
r
o
m
in
tu
itiv
e
“tr
ial
-
an
d
-
er
r
o
r
”
to
d
elib
er
ate
p
la
n
n
in
g
en
ab
led
s
tu
d
en
ts
to
s
y
s
tem
atica
lly
m
o
n
ito
r
th
eir
v
ar
iab
les
an
d
ad
ju
s
t
th
eir
h
y
p
o
th
eses
b
ef
o
r
e
an
d
d
u
r
in
g
lab
wo
r
k
,
ef
f
ec
tiv
ely
b
r
id
g
in
g
th
e
g
ap
b
etwe
en
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
o
p
er
atio
n
al
ex
ec
u
tio
n
.
Seco
n
d
ly
,
m
o
tiv
atio
n
al
p
er
s
is
ten
ce
in
r
esear
ch
:
th
e
m
o
tiv
atio
n
al
e
n
v
ir
o
n
m
en
t
s
er
v
ed
as
a
p
s
y
ch
o
lo
g
ical
en
g
in
e
f
o
r
s
u
s
tain
in
g
en
g
a
g
em
en
t
d
u
r
in
g
h
ig
h
-
d
if
f
icu
lty
task
s
.
B
y
f
r
am
in
g
r
esear
ch
p
r
o
b
lem
s
with
in
p
er
s
o
n
ally
m
ea
n
in
g
f
u
l
co
n
tex
ts
(
s
u
ch
as
th
e
an
aly
s
is
o
f
lo
ca
l
en
v
ir
o
n
m
en
tal
s
am
p
les)
th
e
p
ed
ag
o
g
ical
d
esig
n
tap
p
ed
in
t
o
th
e
s
tu
d
en
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
.
Acc
o
r
d
i
n
g
to
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
,
th
is
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