I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
1
,
Feb
r
u
ar
y
20
25
,
p
p
.
442
~
451
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
:
1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
1
.
3
0
6
0
8
442
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Exploring
t
ea
ch
e
r
perce
ptions
,
co
mm
itment
,
a
nd
b
eliefs in
STE
M
educatio
n:
a
sy
stema
tic
li
ter
a
ture
revi
e
w
a
na
ly
sis
Sa
ria
t
i Ta
lib
,
B
it
y
Sa
lwa
na
Alia
s
,
M
o
hd
E
f
f
endi @
E
wa
n M
o
hd
M
a
t
o
re
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
si
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ma
r
1
9
,
2
0
2
4
R
ev
is
ed
J
u
l 1
1
,
2
0
2
4
Acc
ep
ted
J
u
l 2
4
,
2
0
2
4
In
re
c
e
n
t
ti
m
e
s,
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
h
a
s
g
a
in
e
d
i
n
tere
st
in
p
re
p
a
rin
g
st
u
d
e
n
ts
to
fa
c
e
th
e
c
h
a
ll
e
n
g
e
s
o
f
th
e
m
o
d
e
rn
wo
rl
d
.
S
TE
M
field
s
a
re
imp
o
rtan
t
fo
r
n
u
rtu
r
in
g
a
n
d
sh
a
p
in
g
a
wid
e
ra
n
g
e
o
f
sk
il
ls
i
n
so
c
iety
.
Th
e
re
fo
re
,
t
o
e
n
su
re
st
u
d
e
n
ts
a
c
q
u
ire
th
e
n
e
c
e
ss
a
ry
sk
il
ls
a
n
d
k
n
o
wle
d
g
e
,
S
TE
M
e
d
u
c
a
ti
o
n
h
a
s
b
e
c
o
m
e
a
p
rio
ri
ty
i
n
e
d
u
c
a
ti
o
n
s
y
ste
m
s
a
ro
u
n
d
th
e
wo
rld
,
wit
h
tea
c
h
e
rs
p
lay
in
g
a
n
imp
o
rtan
t
r
o
le
in
e
n
s
u
rin
g
t
h
e
su
c
c
e
ss
o
f
S
TE
M
e
d
u
c
a
ti
o
n
.
Th
e
re
fo
re
,
tea
c
h
e
rs
’
p
e
rc
e
p
ti
o
n
s
,
c
o
m
m
it
m
e
n
ts
a
n
d
b
e
li
e
fs
n
e
e
d
to
b
e
e
x
p
l
o
re
d
to
g
a
in
u
n
d
e
rsta
n
d
i
n
g
,
n
e
e
d
s
a
n
d
c
h
a
ll
e
n
g
e
s
fo
r
tea
c
h
e
rs
to
imp
lem
e
n
t
S
TE
M
e
d
u
c
a
ti
o
n
.
T
h
is
st
u
d
y
a
n
a
ly
z
e
d
p
a
st
re
se
a
rc
h
fin
d
in
g
s
t
h
ro
u
g
h
t
h
e
sy
ste
m
a
ti
c
li
tera
tu
re
re
v
iew
(S
LR)
m
e
th
o
d
with
th
e
fin
d
in
g
s
o
f
2
8
a
rti
c
les
.
T
h
e
fin
d
in
g
s
o
f
t
h
is
p
a
st
st
u
d
y
re
v
e
a
l
t
h
e
c
h
a
ll
e
n
g
e
s,
a
n
d
o
p
p
o
rtu
n
it
ies
fa
c
e
d
b
y
e
d
u
c
a
to
rs
th
ro
u
g
h
th
e
ir
p
e
rc
e
p
ti
o
n
s,
c
o
m
m
i
tme
n
ts,
a
n
d
b
e
li
e
fs
in
S
T
EM
e
d
u
c
a
ti
o
n
fo
r
th
e
a
c
ti
o
n
s
o
f
p
o
li
c
y
m
a
k
e
rs an
d
s
c
h
o
o
l
lea
d
e
rs.
K
ey
w
o
r
d
s
:
E
d
u
ca
to
r
p
er
s
p
ec
tiv
es
I
n
s
tr
u
ctio
n
al
b
elief
s
STE
M
ed
u
ca
tio
n
STE
M
p
ed
ag
o
g
y
T
ea
ch
er
b
elief
s
T
ea
ch
er
co
m
m
itm
en
t
T
ea
ch
er
p
er
ce
p
tio
n
s
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
:
Sar
iati T
alib
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
L
in
g
k
u
n
g
an
I
lm
u
,
4
3
6
0
0
B
an
g
i,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail: sar
iatitalib
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
r
ea
lm
o
f
ed
u
ca
tio
n
,
s
ci
en
ce
,
tech
n
o
lo
g
y
,
e
n
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
f
i
eld
s
h
av
e
g
ain
ed
s
ig
n
i
f
ican
t
atten
tio
n
d
u
e
to
th
eir
p
iv
o
tal
r
o
le
in
p
r
e
p
ar
in
g
s
tu
d
en
ts
f
o
r
t
h
e
d
e
m
a
n
d
s
o
f
th
e
m
o
d
er
n
wo
r
k
f
o
r
ce
an
d
f
o
s
ter
in
g
in
n
o
v
atio
n
[
1
]
–
[
3
]
.
C
en
tr
al
to
th
e
s
u
cc
ess
o
f
STE
M
ed
u
ca
tio
n
ar
e
th
e
teac
h
er
s
,
wh
o
s
e
p
er
ce
p
tio
n
s
[
4
]
–
[
7
]
,
c
o
m
m
itm
en
t
[
8
]
–
[
1
1
]
,
an
d
b
el
ief
s
[
1
2
]
–
[
1
5
]
p
la
y
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
th
e
lear
n
in
g
ex
p
er
ien
ce
s
an
d
o
u
tco
m
es
o
f
th
e
s
tu
d
en
ts
.
Un
d
er
s
tan
d
in
g
h
o
w
teac
h
er
s
p
e
r
ce
iv
e,
co
m
m
it
to
,
an
d
b
eliev
e
in
STE
M
ed
u
ca
ti
o
n
is
p
ar
am
o
u
n
t
f
o
r
d
e
v
elo
p
i
n
g
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies
an
d
ed
u
ca
tio
n
al
p
o
licies
[
1
2
]
,
[
1
6
]
–
[
1
9
]
.
T
h
er
e
ar
e
n
u
m
er
o
u
s
s
tu
d
ies
t
h
at
h
av
e
b
ee
n
co
n
d
u
cted
ar
o
u
n
d
th
e
wo
r
ld
o
n
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
co
m
m
itm
en
ts
,
an
d
b
elief
s
to
war
d
s
STE
M
ed
u
ca
tio
n
.
T
h
e
r
ef
o
r
e,
th
is
s
tu
d
y
ex
p
lo
r
es
th
e
f
ac
to
r
s
th
at
s
h
ap
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
STE
M
th
at
in
f
lu
en
ce
t
h
eir
attitu
d
es
an
d
teac
h
in
g
d
ec
is
io
n
s
i
n
STE
M
ed
u
ca
tio
n
p
r
ac
tices
an
d
ass
es
s
es
teac
h
er
s
’
co
m
m
itm
en
t
to
STE
M
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
ex
p
l
o
r
ed
t
h
e
f
in
d
in
g
s
o
f
p
ast
s
tu
d
ies
u
s
in
g
r
elev
an
t
s
y
s
tem
atic
liter
atu
r
e
r
ev
iews
f
r
o
m
2
0
1
3
to
2
0
2
4
.
T
h
is
s
tu
d
y
was
co
n
d
u
cte
d
to
ad
d
r
ess
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
f
ac
to
r
s
in
f
lu
en
c
in
g
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
STE
M
ed
u
ca
tio
n
,
an
d
h
o
w
d
o
th
ese
f
ac
t
o
r
s
in
f
lu
en
ce
th
eir
teac
h
in
g
attitu
d
es a
n
d
d
ec
is
io
n
s
?
ii)
Ho
w
co
m
m
itm
en
t
o
f
teac
h
e
r
s
to
STE
M
ed
u
ca
tio
n
af
f
ec
t
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
ed
u
ca
tio
n
in
teac
h
in
g
p
r
ac
tice?
iii)
Ho
w
b
elief
o
f
teac
h
er
s
to
S
T
E
M
ed
u
ca
tio
n
af
f
ec
t
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
ed
u
ca
ti
o
n
in
teac
h
in
g
p
r
ac
tice?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
tea
c
h
er p
ercep
tio
n
s
,
co
mmitmen
t,
a
n
d
b
eliefs in
S
TEM
ed
u
ca
tio
n
…
(
S
a
r
ia
ti T
a
lib
)
443
T
h
is
s
tu
d
y
is
im
p
o
r
ta
n
t
f
o
r
v
ar
io
u
s
s
tak
eh
o
l
d
er
s
,
in
clu
d
in
g
ed
u
ca
to
r
s
,
s
tu
d
en
ts
,
p
o
licy
m
ak
er
s
,
an
d
s
o
ciety
as
a
wh
o
le.
B
y
u
n
d
e
r
s
tan
d
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
co
m
m
itm
en
t,
an
d
b
elief
s
to
war
d
s
STE
M
ed
u
ca
tio
n
,
we
ca
n
tak
e
ap
p
r
o
p
r
iate
s
tep
s
to
en
h
an
ce
th
e
q
u
ality
o
f
STE
M
teac
h
in
g
a
n
d
lear
n
in
g
[
2
0
]
–
[
2
3
]
.
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
p
r
o
v
i
d
e
g
u
id
an
ce
o
n
h
o
w
to
im
p
r
o
v
e
teac
h
er
s
’
s
k
ills
an
d
co
n
f
id
en
ce
i
n
STE
M
ed
u
ca
tio
n
.
C
o
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
tr
a
in
in
g
an
d
s
u
p
p
o
r
t
f
r
o
m
s
ch
o
o
l
s
ca
n
h
elp
teac
h
er
s
b
ec
o
m
e
m
o
r
e
ef
f
ec
tiv
e
i
n
th
eir
teac
h
in
g
,
wh
ich
in
tu
r
n
e
n
h
an
ce
s
s
tu
d
en
ts
’
ac
h
iev
e
m
e
n
t
in
STE
M
f
ield
s
[
2
4
]
–
[
2
6
]
.
T
h
is
is
cr
u
cial
b
ec
au
s
e
teac
h
er
s
ar
e
t
h
e
co
r
n
er
s
t
o
n
e
o
f
s
u
cc
ess
f
u
l
STE
M
ed
u
c
atio
n
.
Fu
r
th
e
r
m
o
r
e
,
s
tu
d
en
ts
b
en
ef
it
g
r
ea
tly
wh
en
th
eir
teac
h
er
s
a
r
e
m
o
r
e
co
n
f
i
d
en
t
an
d
co
m
m
itted
to
teac
h
in
g
STE
M
[
1
0
]
,
[
1
9
]
,
[
2
7
]
,
[
2
8
]
.
T
ea
ch
e
r
s
with
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
STE
M
ed
u
ca
tio
n
ten
d
t
o
a
d
o
p
t
m
o
r
e
in
n
o
v
ativ
e
an
d
in
ter
ac
tiv
e
teac
h
in
g
ap
p
r
o
ac
h
es,
m
ak
in
g
lear
n
in
g
m
o
r
e
e
n
g
ag
in
g
an
d
ef
f
ec
tiv
e.
T
h
is
n
o
t
o
n
ly
i
n
cr
ea
s
es
s
tu
d
en
ts
’
in
ter
est
in
STE
M
s
u
b
jects
b
u
t
also
h
elp
s
th
em
u
n
d
er
s
tan
d
an
d
m
aster
c
o
n
ce
p
ts
t
h
at
ar
e
ess
en
tial
f
o
r
th
eir
f
u
tu
r
e
[
2
9
]
–
[
3
2
]
.
Fo
r
p
o
licy
m
a
k
er
s
,
th
is
s
tu
d
y
p
r
o
v
id
es
cr
itical
in
f
o
r
m
atio
n
f
o
r
d
esig
n
in
g
m
o
r
e
ef
f
ec
tiv
e
e
d
u
ca
tio
n
al
p
o
licies
[
1
7
]
,
[
3
3
]
,
[
3
4
]
.
Un
d
er
s
tan
d
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
teac
h
er
s
'
p
er
ce
p
tio
n
s
an
d
co
m
m
itm
en
t
to
STE
M
ca
n
h
elp
p
o
licy
m
a
k
er
s
d
ev
elo
p
b
etter
tr
ai
n
in
g
p
r
o
g
r
am
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
,
en
s
u
r
in
g
th
at
n
ec
ess
ar
y
r
eso
u
r
ce
s
ar
e
alwa
y
s
av
ailab
le
.
T
h
is
is
v
ital
to
en
s
u
r
e
th
at
th
e
ed
u
ca
tio
n
s
y
s
tem
ca
n
p
r
o
d
u
ce
a
k
n
o
wled
g
ea
b
le
an
d
h
ig
h
ly
s
k
illed
wo
r
k
f
o
r
ce
i
n
STE
M
f
ield
s
,
wh
ich
is
ess
en
tial in
th
e
m
o
d
er
n
ec
o
n
o
m
y
[
3
5
]
–
[
3
8
]
.
T
h
is
s
tu
d
y
,
th
r
o
u
g
h
t
h
e
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
an
aly
s
is
,
is
im
p
o
r
tan
t
b
ec
au
s
e
it
p
r
o
v
id
es
clea
r
g
u
id
an
ce
o
n
h
o
w
to
s
tr
en
g
th
en
STE
M
ed
u
ca
tio
n
b
y
d
ee
p
ly
u
n
d
er
s
tan
d
i
n
g
tea
ch
er
s
’
p
er
ce
p
tio
n
s
,
co
m
m
itm
en
t,
an
d
b
elief
s
.
I
m
p
r
o
v
i
n
g
th
ese
asp
ec
ts
en
s
u
r
es
m
o
r
e
ef
f
ec
tiv
e
STE
M
ed
u
ca
tio
n
,
g
r
ea
tly
b
en
ef
itin
g
all
in
v
o
lv
e
d
p
ar
tie
s
.
T
h
e
aim
is
to
co
n
tr
ib
u
te
to
th
e
g
r
o
win
g
b
o
d
y
o
f
k
n
o
wled
g
e
s
u
r
r
o
u
n
d
in
g
teac
h
er
p
er
ce
p
tio
n
s
,
co
m
m
itm
en
t,
an
d
b
elief
s
in
STE
M
ed
u
ca
tio
n
.
B
y
s
y
n
th
esizin
g
d
iv
er
s
e
p
er
s
p
ec
tiv
es
an
d
em
p
ir
ical
ev
id
en
ce
,
th
is
s
tu
d
y
o
f
f
er
s
p
r
ac
tical
r
ec
o
m
m
e
n
d
a
tio
n
s
f
o
r
p
o
licy
m
ak
e
r
s
,
ed
u
ca
tio
n
al
lead
er
s
,
an
d
p
r
ac
titi
o
n
er
s
s
tr
iv
in
g
to
cu
lti
v
ate
a
r
o
b
u
s
t
STE
M
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t.
Ultim
ately
,
f
o
s
ter
in
g
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
teac
h
e
r
p
r
ac
tice
in
STE
M
ed
u
ca
tio
n
wo
r
k
s
to
war
d
s
en
s
u
r
in
g
eq
u
itab
le
ac
ce
s
s
an
d
m
ea
n
i
n
g
f
u
l le
ar
n
in
g
e
x
p
er
ie
n
ce
s
f
o
r
all
s
tu
d
en
ts
.
2.
M
E
T
H
O
D
T
h
e
s
y
s
tem
atic
r
ev
iew
ap
p
r
o
a
ch
was
u
s
ed
in
th
r
ee
b
asic
s
tag
es
to
ch
o
o
s
e
s
ev
er
al
r
elev
a
n
t
p
ap
er
s
f
o
r
th
is
s
tu
d
y
.
T
h
e
i
n
itial
s
tag
e
is
to
d
is
co
v
er
k
ey
wo
r
d
s
an
d
s
ea
r
ch
f
o
r
s
y
n
o
n
y
m
s
u
s
in
g
th
esau
r
u
s
,
en
cy
clo
p
ed
ias,
d
ictio
n
ar
ies,
an
d
p
ast
r
esear
ch
.
Af
ter
all
p
er
tin
en
t
p
h
r
ases
h
av
e
b
ee
n
s
elec
ted
an
d
ar
e
d
i
s
p
lay
ed
in
T
ab
le
1
,
s
ea
r
ch
s
tr
in
g
s
f
o
r
th
e
d
ata
b
ases
Sco
p
u
s
an
d
W
eb
o
f
Scien
c
e
(
W
o
S)
h
av
e
b
ee
n
p
r
o
d
u
ce
d
.
T
h
e
cu
r
r
e
n
t
s
tu
d
y
ef
f
o
r
t
ef
f
ec
ti
v
ely
p
u
lled
5
6
2
p
ap
er
s
f
r
o
m
th
e
Sco
p
u
s
d
ata
b
ase
an
d
2
p
ap
e
r
s
f
r
o
m
th
e
W
o
S
d
atab
ases
d
u
r
in
g
th
e
f
ir
s
t step
o
f
th
e
s
y
s
tem
atic
r
ev
iew
ap
p
r
o
ac
h
.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
e
q
u
a
t
i
o
n
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
(
"
Te
a
c
h
e
r
p
e
r
c
e
p
t
i
o
n
s"
O
R
"
Te
a
c
h
e
r
a
t
t
i
t
u
d
e
s"
O
R
"
Te
a
c
h
e
r
b
e
l
i
e
f
s"
)
A
N
D
(
"
T
e
a
c
h
e
r
c
o
mm
i
t
m
e
n
t
"
O
R
"
Te
a
c
h
e
r
m
o
t
i
v
a
t
i
o
n
"
O
R
"
T
e
a
c
h
e
r
e
n
g
a
g
e
m
e
n
t
"
)
A
N
D
(
"
S
TEM
e
d
u
c
a
t
i
o
n
"
O
R
"
S
TE
M
l
e
a
r
n
i
n
g
"
O
R
"
S
TEM
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
"
S
O
C
I
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
D
O
C
T
Y
P
E
,
"
a
r
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
LA
N
G
U
A
G
E
,
"
En
g
l
i
s
h
"
)
)
A
c
c
e
ss
d
a
t
e
:
5
M
a
r.
2
0
2
4
W
e
b
o
f
S
c
i
e
n
c
e
A
LL=
(
(
"
Te
a
c
h
e
r
p
e
r
c
e
p
t
i
o
n
s"
O
R
"
Te
a
c
h
e
r
a
t
t
i
t
u
d
e
s"
O
R
"
T
e
a
c
h
e
r
b
e
l
i
e
f
s"
)
A
N
D
(
"
Te
a
c
h
e
r
c
o
mm
i
t
m
e
n
t
"
O
R
"
Te
a
c
h
e
r
mo
t
i
v
a
t
i
o
n
"
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R
"
Te
a
c
h
e
r
e
n
g
a
g
e
me
n
t
"
)
A
N
D
(
"
S
TEM
e
d
u
c
a
t
i
o
n
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R
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T
EM
l
e
a
r
n
i
n
g
"
O
R
"
S
TE
M
"
)
)
A
c
c
e
ss
d
a
t
e
:
5
M
a
r.
2
0
2
4
2
.
1
.
Scre
ening
Pap
er
d
u
p
licates
s
h
o
u
ld
b
e
s
cr
ee
n
ed
o
u
t
in
t
h
e
f
i
r
s
t
r
o
u
n
d
o
f
s
cr
ee
n
i
n
g
.
T
h
e
r
esear
ch
er
s
d
ev
elo
p
ed
s
ev
er
al
in
clu
s
io
n
a
n
d
e
x
clu
s
io
n
cr
iter
ia,
a
n
d
th
ey
we
r
e
u
s
ed
to
f
ilter
3
8
2
p
a
p
er
s
in
t
h
e
s
e
co
n
d
p
h
ase.
I
n
th
e
f
ir
s
t
p
h
ase,
n
o
ar
ticles
wer
e
e
x
clu
d
ed
.
Sin
ce
liter
atu
r
e
is
th
e
p
r
im
ar
y
s
o
u
r
ce
o
f
u
s
ab
le
k
n
o
wled
g
e,
r
esear
ch
ar
ticles
m
ad
e
u
p
th
e
f
ir
s
t
cr
it
er
io
n
.
I
t
also
e
n
tails
r
em
o
v
in
g
f
r
o
m
th
e
p
r
esen
t
in
v
esti
g
ati
o
n
b
o
o
k
s
,
ch
ap
ter
s
,
b
o
o
k
s
er
ies,
r
ev
iews,
an
d
co
n
f
er
en
ce
p
r
o
ce
ed
in
g
s
.
Fu
r
th
er
m
o
r
e,
th
e
r
ev
iew
o
n
ly
in
clu
d
ed
p
ap
er
s
wr
itten
i
n
E
n
g
lis
h
.
Mo
r
e
o
v
er
,
ce
r
tain
p
h
r
ases
ar
e
r
estricte
d
to
s
ea
r
ch
es
f
o
r
p
er
tin
en
t
a
r
ticles
alo
n
e.
R
ec
o
g
n
izin
g
th
at
th
e
s
ch
ed
u
le
was
ch
o
s
en
with
a
t
en
-
y
ea
r
tim
elin
e
(
2
0
1
3
-
2
0
2
4
)
in
m
in
d
is
cr
u
cial.
B
ased
o
n
c
er
tain
cr
iter
ia,
1
8
0
p
u
b
licatio
n
s
in
to
tal
wer
e
r
em
o
v
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
442
-
451
444
2
.
2
.
E
lig
ibi
lity
A
to
tal
o
f
2
,
8
3
0
item
s
h
av
e
b
ee
n
cr
ea
ted
f
o
r
th
e
elig
ib
ilit
y
lev
el,
th
e
th
ir
d
lev
el.
At
th
is
s
tag
e,
ea
ch
ar
ticle's
titl
e
an
d
k
ey
c
o
n
ten
ts
wer
e
clo
s
ely
s
cr
u
tin
ized
to
en
s
u
r
e
th
at
th
e
in
cl
u
s
io
n
cr
iter
ia
wer
e
s
atis
f
ied
,
an
d
th
e
p
ap
er
s
alig
n
ed
with
th
e
o
b
jectiv
es
o
f
th
e
cu
r
r
en
t
s
tu
d
y
.
C
o
n
s
eq
u
en
tly
,
two
p
ap
er
s
wer
e
elim
in
ated
s
in
ce
th
ey
wer
e
n
o
t
ar
ticles
o
f
p
u
r
e
s
cien
ce
s
u
b
s
tan
tiated
b
y
em
p
i
r
ical
f
ac
ts
.
I
n
co
n
clu
s
io
n
,
Fig
u
r
e
1
s
h
o
ws
th
at
2
8
p
ap
er
s
ar
e
av
ailab
le
f
o
r
r
ev
ie
w
as sh
o
wn
in
T
ab
le
2
.
T
ab
le
2
.
T
h
e
s
elec
tio
n
cr
iter
io
n
is
s
ea
r
ch
in
g
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
1
3
-
2
0
2
4
<
2
0
1
3
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
A
r
t
i
c
l
e
)
C
o
n
f
e
r
e
n
c
e
,
B
o
o
k
,
R
e
v
i
e
w
S
u
b
j
e
c
t
a
r
e
a
S
o
c
i
a
l
s
c
i
e
n
c
e
B
e
si
d
e
s
o
c
i
a
l
sc
i
e
n
c
e
2.
3
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
On
e
o
f
th
e
ass
ess
m
en
t
m
eth
o
d
s
u
s
ed
in
th
is
s
tu
d
y
was
an
in
teg
r
ativ
e
an
aly
s
is
,
wh
ich
lo
o
k
ed
at
an
d
s
y
n
th
esized
a
r
an
g
e
o
f
r
esea
r
ch
d
esig
n
s
(
q
u
alitativ
e,
m
ix
ed
,
an
d
q
u
a
n
titativ
e)
.
T
h
e
c
o
m
p
eten
ce
s
tu
d
y
'
s
o
b
jectiv
e
was
to
d
eter
m
in
e
p
e
r
tin
en
t
s
u
b
jects
an
d
s
u
b
t
o
p
ics.
T
h
e
i
n
itial
s
tep
o
f
th
e
t
h
em
e'
s
d
ev
elo
p
m
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n
t
was
th
e
d
ata
co
llectio
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p
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ase.
T
h
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p
r
o
ce
s
s
b
y
wh
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t
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au
th
o
r
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lly
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f
2
8
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t
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th
ey
wer
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d
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in
Fig
u
r
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1
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I
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u
r
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1
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3.
RE
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D
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STE
M
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ca
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T
h
r
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h
s
y
s
tem
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liter
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an
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s
is
,
v
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445
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elev
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t
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R
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i
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g
s
1.
[
1
1
]
Th
e
st
u
d
y
e
x
a
mi
n
e
s
S
TE
M
t
e
a
c
h
e
r
s'
sel
f
-
e
f
f
i
c
a
c
y
a
n
d
c
o
mm
i
t
m
e
n
t
a
c
r
o
ss
mu
l
t
i
p
l
e
r
o
l
e
s
,
sh
o
w
i
n
g
v
a
r
y
i
n
g
l
e
v
e
l
s
i
n
f
l
u
e
n
c
e
d
b
y
t
e
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
,
w
i
t
h
d
i
ssem
i
n
a
t
o
r
s
e
l
f
-
e
f
f
i
c
a
c
y
n
o
t
a
b
l
y
i
mp
a
c
t
i
n
g
c
o
m
mi
t
me
n
t
.
2.
[
3
9
]
Th
e
s
t
u
d
y
e
x
a
mi
n
e
s
i
n
t
e
g
r
a
t
e
d
S
T
E
M
e
d
u
c
a
t
i
o
n
's
i
mp
o
r
t
a
n
c
e
i
n
2
1
st
-
c
e
n
t
u
r
y
l
i
t
e
r
a
c
y
a
n
d
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
i
n
I
r
e
l
a
n
d
.
I
t
d
e
l
v
e
s
i
n
t
o
p
r
i
mar
y
sc
h
o
o
l
t
e
a
c
h
e
r
s'
v
i
e
w
s
t
h
r
o
u
g
h
i
n
t
e
r
v
i
e
w
s
w
i
t
h
s
i
x
t
e
a
c
h
e
r
s.
T
h
e
f
i
n
d
i
n
g
s
a
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m
t
o
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v
a
l
u
a
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p
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me
n
t
a
t
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f
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t
e
g
r
a
t
e
d
S
TE
M
e
d
u
c
a
t
i
o
n
.
3.
[
4
0
]
Th
e
st
u
d
y
e
x
p
l
o
r
e
s
K
-
8
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s'
r
e
a
d
i
n
e
ss
t
o
t
e
a
c
h
c
o
m
p
u
t
e
r
sci
e
n
c
e
,
p
a
r
t
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c
u
l
a
r
l
y
p
r
o
g
r
a
mm
i
n
g
.
M
a
k
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t
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c
h
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s'
m
o
t
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v
a
t
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o
n
f
o
r
S
TE
M
l
e
a
r
n
i
n
g
.
D
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s
p
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t
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a
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l
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p
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x
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s,
t
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r
s'
mo
t
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n
c
r
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s
e
s,
e
mp
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t
h
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d
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a
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e
p
r
o
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r
a
mm
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n
g
i
n
st
r
u
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t
i
o
n
i
n
t
o
p
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-
ser
v
i
c
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t
e
a
c
h
e
r
c
u
r
r
i
c
u
l
a
.
4.
[
4
1
]
Th
i
s
st
u
d
y
f
o
c
u
s
e
s
o
n
a
sse
ssi
n
g
t
e
a
c
h
e
r
s'
r
e
a
d
i
n
e
ss
f
o
r
S
TE
M
e
d
u
c
a
t
i
o
n
u
s
i
n
g
t
h
e
T
R
i
-
S
TE
M
sca
l
e
,
v
a
l
i
d
a
t
e
d
f
o
r
t
e
a
c
h
e
r
s
i
n
G
r
e
e
c
e
.
T
h
e
s
c
a
l
e
c
o
m
p
r
i
s
e
s
f
o
u
r
d
i
m
e
n
si
o
n
s
:
a
f
f
e
c
t
i
v
e
c
o
n
d
i
t
i
o
n
s,
c
o
g
n
i
t
i
v
e
c
o
n
d
i
t
i
o
n
s,
s
e
l
f
-
e
f
f
i
c
a
c
y
,
a
n
d
S
T
EM
c
o
mm
i
t
me
n
t
.
5.
[
4
2
]
Th
i
s
st
u
d
y
h
i
g
h
l
i
g
h
t
s
t
h
e
n
e
c
e
ss
i
t
y
f
o
r
S
TE
M
t
e
a
c
h
e
r
s
t
o
c
u
l
t
i
v
a
t
e
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
c
o
mm
i
t
m
e
n
t
a
c
r
o
ss
d
i
v
e
r
s
e
r
o
l
e
s
t
o
i
mp
r
o
v
e
i
n
t
e
g
r
a
t
e
d
S
T
EM
e
d
u
c
a
t
i
o
n
.
6.
[
4
3
]
Th
e
st
u
d
y
i
l
l
u
s
t
r
a
t
e
s
h
o
w
a
n
a
c
t
i
v
e
l
e
a
r
n
i
n
g
m
o
d
u
l
e
e
n
h
a
n
c
e
s
S
T
EM
t
e
a
c
h
e
r
s'
u
n
d
e
r
s
t
a
n
d
i
n
g
a
n
d
c
o
n
f
i
d
e
n
c
e
i
n
a
c
t
i
o
n
r
e
se
a
r
c
h
,
y
e
t
l
o
g
i
s
t
i
c
a
l
c
h
a
l
l
e
n
g
e
s ma
y
i
m
p
e
d
e
i
t
s
i
m
p
l
e
me
n
t
a
t
i
o
n
.
7.
[
4
4
]
Th
e
s
t
u
d
y
a
n
a
l
y
z
e
s
f
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
t
e
a
c
h
i
n
g
c
a
r
e
e
r
c
h
o
i
c
e
s
,
n
o
t
i
n
g
i
n
t
r
i
n
s
i
c
,
a
l
t
r
u
i
st
i
c
,
a
n
d
e
x
t
r
i
n
si
c
mo
t
i
v
e
s
,
w
i
t
h
g
e
n
d
e
r
d
i
f
f
e
r
e
n
c
e
s.
W
o
m
e
n
p
r
i
o
r
i
t
i
z
e
i
n
t
r
i
n
s
i
c
a
n
d
a
l
t
r
u
i
s
t
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c
r
e
a
so
n
s,
w
h
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me
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f
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a
t
i
v
e
e
m
o
t
i
o
n
s
sh
a
p
i
n
g
h
e
r
i
d
e
n
t
i
t
i
e
s
.
2
5
.
[
6
2
]
Th
e
s
t
u
d
y
e
x
a
m
i
n
e
s
D
u
t
c
h
S
TE
M
t
e
a
c
h
e
r
s'
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
s
s
u
p
e
r
v
i
si
n
g
r
e
s
e
a
r
c
h
a
n
d
d
e
si
g
n
p
r
o
j
e
c
t
s
,
h
i
g
h
l
i
g
h
t
i
n
g
h
i
g
h
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
a
d
v
o
c
a
t
i
n
g
f
o
r
c
o
mp
r
e
h
e
n
s
i
v
e
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
.
2
6
.
[
6
3
]
Th
e
s
t
u
d
y
e
x
p
l
o
r
e
s
S
T
EM
i
n
st
r
u
c
t
o
r
s'
a
w
a
r
e
n
e
ss
a
n
d
u
se
o
f
e
v
i
d
e
n
c
e
-
b
a
sed
i
n
s
t
r
u
c
t
i
o
n
a
l
p
r
a
c
t
i
c
e
s,
r
e
v
e
a
l
i
n
g
l
i
m
i
t
e
d
i
m
p
l
e
me
n
t
a
t
i
o
n
d
u
e
t
o
p
e
r
c
e
i
v
e
d
b
a
r
r
i
e
r
s
i
n
f
l
u
e
n
c
e
d
b
y
f
a
c
u
l
t
y
g
e
n
d
e
r
a
n
d
p
e
d
a
g
o
g
i
c
a
l
b
e
l
i
e
f
s.
2
7
.
[
6
4
]
Th
e
st
u
d
y
p
r
e
se
n
t
s
a
n
e
f
f
e
c
t
i
v
e
p
r
o
j
e
c
t
-
b
a
s
e
d
a
p
p
r
o
a
c
h
i
n
l
i
t
e
r
a
c
y
a
n
d
s
o
c
i
a
l
s
t
u
d
i
e
s,
f
o
s
t
e
r
i
n
g
s
t
u
d
e
n
t
sk
i
l
l
s
t
h
r
o
u
g
h
c
r
e
a
t
i
n
g
c
o
mm
u
n
i
t
y
b
r
o
c
h
u
r
e
s.
2
8
.
[
6
5
]
Th
e
s
t
u
d
y
i
n
v
e
s
t
i
g
a
t
e
s
h
o
w
p
r
e
sc
h
o
o
l
t
e
a
c
h
e
r
s
l
e
v
e
r
a
g
e
p
l
a
y
-
b
a
se
d
e
n
v
i
r
o
n
men
t
s
f
o
r
s
c
i
e
n
c
e
t
e
a
c
h
i
n
g
,
r
e
v
e
a
l
i
n
g
v
a
r
y
i
n
g
l
e
v
e
l
s
o
f
e
n
g
a
g
e
me
n
t
a
n
d
a
w
a
r
e
n
e
ss.
Fu
r
th
er
m
o
r
e
,
u
n
d
e
r
s
tan
d
in
g
t
h
e
ex
ten
t
o
f
teac
h
er
s
'
co
m
m
itm
en
t
to
STE
M
ed
u
ca
tio
n
is
cr
u
cial
in
r
ec
o
g
n
izin
g
th
e
d
ed
icatio
n
an
d
r
eso
u
r
ce
s
in
v
ested
in
f
o
s
ter
in
g
s
tu
d
en
t
lear
n
in
g
an
d
ex
p
l
o
r
in
g
teac
h
er
s
'
b
elief
s
p
r
o
v
id
es a
d
ee
p
e
r
u
n
d
e
r
s
tan
d
i
n
g
o
f
teac
h
in
g
p
r
ac
tices in
STE
M
ed
u
ca
tio
n
.
Fin
d
in
g
s
f
r
o
m
th
e
SLR al
s
o
r
ev
ea
l
teac
h
er
s
'
b
elief
s
ab
o
u
t
STE
M
d
is
cip
lin
es,
th
eir
r
o
les
in
d
ev
elo
p
m
en
t,
teac
h
i
n
g
s
tr
ateg
ie
s
th
at
s
ig
n
if
ican
tly
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
442
-
451
446
im
p
ac
t
class
r
o
o
m
d
y
n
am
ics,
an
d
lear
n
in
g
o
u
tco
m
es.
B
y
ex
am
in
in
g
th
e
alig
n
m
e
n
t
b
etwe
en
teac
h
er
s
'
b
elief
s
an
d
ef
f
ec
tiv
e
STE
M
p
ed
a
g
o
g
y
,
th
is
r
ev
iew
aim
s
to
id
en
tify
ar
ea
s
wh
er
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
itiativ
es
ca
n
en
h
a
n
ce
ed
u
ca
t
o
r
ef
f
ec
tiv
en
ess
an
d
s
tu
d
en
t e
n
g
ag
em
en
t
.
3
.
1
.
Wha
t
a
re
t
he
f
a
ct
o
rs
influe
ncing
t
ea
cher
s
’
perc
ept
io
n
s
o
f
ST
E
M
ed
uca
t
io
n,
a
nd
ho
w
do
t
hes
e
f
a
ct
o
rs inf
luence
t
heir
t
ea
ching
a
t
t
it
ud
es a
nd
decisi
o
n
s
?
Fin
d
in
g
s
f
r
o
m
th
e
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
c
o
n
d
u
cted
b
etwe
en
2
0
1
3
an
d
2
0
2
4
,
t
h
er
e
wer
e
10
ar
ticles
h
av
e
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
ce
o
f
u
n
d
er
s
tan
d
i
n
g
teac
h
er
s
'
p
er
s
p
ec
tiv
es
o
n
STE
M
ed
u
ca
tio
n
.
T
ea
ch
er
s
'
v
iews
o
n
STE
M
ed
u
ca
tio
n
ar
e
n
o
tab
ly
s
h
a
p
ed
b
y
v
ar
io
u
s
f
ac
to
r
s
t
h
at
ca
n
in
f
lu
en
ce
th
eir
attitu
d
es
an
d
d
ec
is
io
n
s
r
eg
ar
d
in
g
its
i
m
p
lem
en
tatio
n
.
R
ec
en
t
s
tu
d
ies
h
av
e
id
en
tifie
d
s
ev
er
al
k
ey
f
ac
to
r
s
af
f
ec
tin
g
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
STE
M
ed
u
ca
tio
n
.
On
e
s
u
ch
f
ac
to
r
is
th
e
ch
allen
g
es
teac
h
er
s
f
ac
e
in
au
th
en
tically
in
teg
r
atin
g
STE
M
s
u
b
jects,
wh
ich
af
f
ec
t
th
eir
co
n
f
id
en
c
e
in
ef
f
ec
tiv
ely
ca
r
r
y
i
n
g
o
u
t
STE
M
ed
u
ca
tio
n
.
I
n
co
m
p
lete
in
teg
r
atio
n
ca
n
le
ad
to
co
n
f
u
s
io
n
an
d
a
lack
o
f
co
n
f
id
en
ce
am
o
n
g
teac
h
er
s
,
h
in
d
er
in
g
th
eir
f
u
ll
ad
o
p
tio
n
o
f
STE
M
ap
p
r
o
ac
h
es
[
3
9
]
.
Fu
r
th
e
r
m
o
r
e
,
STE
M
-
f
o
cu
s
ed
tr
ain
i
n
g
s
u
ch
as
r
o
b
o
tics
ac
tiv
ities
ca
n
en
h
an
ce
teac
h
er
s
'
m
o
tiv
atio
n
f
o
r
STE
M
lea
r
n
in
g
.
Ho
wev
e
r
,
a
d
ec
r
ea
s
e
in
u
n
d
er
s
tan
d
i
n
g
o
f
s
p
ec
if
ic
c
o
n
ce
p
ts
with
o
u
t
co
n
tin
u
o
u
s
tr
ain
in
g
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
p
r
o
g
r
a
m
s
to
m
ain
tain
h
ig
h
lev
els o
f
r
ea
d
in
ess
an
d
m
o
tiv
atio
n
[
4
0
]
.
An
o
th
er
f
ac
to
r
is
s
ch
o
o
l
s
u
p
p
o
r
t,
in
clu
d
in
g
ad
m
i
n
is
tr
ativ
e
an
d
p
ee
r
s
u
p
p
o
r
t,
wh
ich
is
cr
itical
in
en
h
an
cin
g
teac
h
er
s
'
s
elf
-
ef
f
ic
ac
y
an
d
co
m
m
itm
e
n
t
to
STE
M
ed
u
ca
tio
n
.
W
ith
o
u
t
s
u
f
f
ici
en
t
s
u
p
p
o
r
t,
teac
h
er
s
m
ay
f
ee
l
o
v
er
w
h
elm
ed
an
d
less
en
th
u
s
iast
ic
ab
o
u
t
im
p
lem
en
tin
g
STE
M
teac
h
in
g
[
4
1
]
.
A
d
d
itio
n
ally
,
STE
M
teac
h
er
s
p
lay
v
ar
io
u
s
r
o
les
s
u
ch
as
im
p
lem
en
ter
s
,
d
is
s
em
in
ato
r
s
,
an
d
d
esig
n
er
s
.
T
h
er
ef
o
r
e,
th
eir
s
elf
-
ef
f
icac
y
an
d
co
m
m
itm
en
t
v
ar
y
d
e
p
en
d
in
g
o
n
th
e
r
o
le
p
lay
e
d
.
T
ea
c
h
er
s
with
h
ig
h
s
elf
-
ef
f
icac
y
i
n
s
p
ec
if
ic
r
o
les
ar
e
m
o
r
e
lik
ely
to
b
e
co
m
m
itted
a
n
d
ef
f
ec
tiv
e
in
im
p
lem
e
n
tin
g
STE
M
ed
u
ca
tio
n
[
4
2
]
.
T
h
e
u
s
e
o
f
t
r
ain
in
g
m
o
d
u
les
th
at
in
co
r
p
o
r
ate
ac
tiv
e
lear
n
in
g
an
d
ac
tio
n
r
esear
ch
ca
n
en
h
a
n
ce
teac
h
er
s
'
s
elf
-
ef
f
icac
y
an
d
k
n
o
wled
g
e
o
f
STE
M
teac
h
in
g
p
r
o
ce
s
s
es.
Ho
wev
er
,
lo
g
is
tical
ch
allen
g
es
s
u
ch
as
tim
e
co
n
s
tr
ain
ts
an
d
r
eso
u
r
ce
lim
itatio
n
s
n
ee
d
to
b
e
ad
d
r
e
s
s
ed
to
en
s
u
r
e
th
e
ef
f
ec
tiv
e
n
e
s
s
o
f
s
u
ch
tr
ain
in
g
[
4
3
]
.
Oth
er
f
ac
to
r
s
in
f
lu
en
cin
g
m
o
tiv
atio
n
to
b
ec
o
m
e
STE
M
teac
h
er
s
ar
e
i
n
tr
in
s
ic,
altr
u
is
tic,
an
d
ex
tr
in
s
ic
f
ac
to
r
s
,
with
n
o
ticea
b
le
g
en
d
e
r
d
if
f
er
en
ce
s
.
W
o
m
en
te
n
d
to
b
e
in
f
l
u
en
ce
d
b
y
in
tr
in
s
ic
an
d
altr
u
is
tic
f
ac
to
r
s
,
wh
ile
m
en
ar
e
m
o
r
e
lik
ely
in
f
lu
en
ce
d
b
y
ex
tr
in
s
ic
f
ac
to
r
s
.
So
cial
n
o
r
m
s
an
d
e
x
p
ec
tatio
n
s
also
in
f
lu
en
ce
th
ei
r
d
ec
is
io
n
s
in
ch
o
o
s
in
g
s
p
ec
if
ic
teac
h
in
g
f
ield
s
[
4
4
]
.
Mo
r
eo
v
er
,
s
tu
d
ies
also
in
d
icate
th
at
jo
b
r
eso
u
r
ce
s
,
jo
b
d
e
m
a
n
d
s
,
an
d
s
elf
-
ef
f
icac
y
p
la
y
cr
u
cial
r
o
les
in
d
eter
m
in
in
g
jo
b
s
atis
f
ac
tio
n
am
o
n
g
STE
M
teac
h
er
s
.
J
o
b
r
eso
u
r
ce
s
ar
e
f
o
u
n
d
to
b
e
t
h
e
m
o
s
t
s
ig
n
if
ican
t
f
ac
to
r
af
f
ec
tin
g
teac
h
e
r
s
'
jo
b
s
atis
f
ac
tio
n
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
id
in
g
a
d
eq
u
ate
s
u
p
p
o
r
t
to
teac
h
er
s
[
4
5
]
.
An
o
th
e
r
f
ac
to
r
af
f
ec
tin
g
teac
h
er
s
'
p
er
ce
p
tio
n
s
is
u
n
d
er
s
tan
d
in
g
in
teg
r
ate
d
teac
h
in
g
p
r
ac
tices.
Stu
d
ies
s
u
g
g
est
in
teg
r
ated
m
o
d
els
th
at
co
n
s
id
er
p
er
s
o
n
al
b
elief
s
,
s
elf
-
ef
f
icac
y
,
attitu
d
es,
a
n
d
s
ch
o
o
l
co
n
tex
ts
to
u
n
d
e
r
s
tan
d
h
o
w
c
h
an
g
es in
th
ese
f
ac
to
r
s
ca
n
lead
to
ch
an
g
es in
STE
M
teac
h
in
g
p
r
ac
tices
[
4
6
]
.
T
h
e
f
in
al
f
ac
to
r
is
teac
h
e
r
s
'
at
titu
d
es
an
d
b
elief
s
to
wa
r
d
in
t
eg
r
ated
STE
M
teac
h
i
n
g
,
w
h
ich
ar
e
als
o
in
f
lu
en
ce
d
b
y
s
ch
o
o
l
s
u
p
p
o
r
t
an
d
t
h
eir
k
n
o
wled
g
e
o
f
STE
M.
I
m
p
r
o
v
em
e
n
t
in
STE
M
k
n
o
wled
g
e
a
n
d
p
ee
r
s
u
p
p
o
r
t
ca
n
en
h
a
n
ce
teac
h
er
s
'
s
elf
-
ef
f
icac
y
an
d
attitu
d
es
to
war
d
STE
M
teac
h
in
g
[
4
7
]
.
I
n
co
n
clu
s
io
n
,
to
en
h
an
ce
STE
M
ed
u
ca
tio
n
,
i
t
is
im
p
o
r
tan
t
to
u
n
d
er
s
tan
d
an
d
ad
d
r
ess
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
teac
h
er
s
'
p
er
ce
p
tio
n
s
.
Pro
v
id
in
g
ad
eq
u
a
te
s
u
p
p
o
r
t
in
t
h
e
f
o
r
m
o
f
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
q
u
ality
lea
r
n
in
g
r
eso
u
r
ce
s
,
an
d
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
ca
n
h
elp
o
v
er
c
o
m
e
th
e
ch
allen
g
es
f
ac
ed
b
y
teac
h
er
s
.
Ad
d
itio
n
ally
,
u
n
d
er
s
tan
d
i
n
g
teac
h
er
s
'
r
o
les
a
n
d
id
e
n
titi
es
an
d
p
r
o
v
id
in
g
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
p
r
o
g
r
a
m
s
ca
n
en
h
an
ce
t
h
eir
s
elf
-
ef
f
icac
y
a
n
d
co
m
m
itm
e
n
t
to
STE
M
ed
u
c
atio
n
.
W
ith
th
is
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
,
STE
M
ed
u
ca
tio
n
ca
n
b
e
s
tr
en
g
th
en
e
d
,
en
s
u
r
i
n
g
t
h
at
teac
h
er
s
f
ee
l
m
o
r
e
p
r
e
p
ar
ed
an
d
co
n
f
id
en
t
in
im
p
lem
e
n
tin
g
STE
M
teac
h
in
g
p
r
ac
tices
[
4
8
]
.
3
.
2
.
H
o
w
co
mm
it
m
ent
o
f
t
e
a
cher
s
t
o
ST
E
M
ed
uca
t
io
n
a
f
f
ec
t
t
he
ef
f
ec
t
iv
eness
o
f
ST
E
M
educa
t
io
n
in
t
ea
ching
pra
ct
ice?
T
h
r
o
u
g
h
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
,
9
ar
ticles
h
av
e
b
ee
n
id
en
tifie
d
f
o
c
u
s
in
g
o
n
f
i
n
d
in
g
s
r
elate
d
to
th
e
in
cr
ea
s
in
g
em
p
h
asis
o
n
th
e
cr
u
cial
r
o
le
o
f
teac
h
er
c
o
m
m
itm
en
t
to
STE
M
in
teac
h
i
n
g
p
r
ac
tice.
T
ea
c
h
er
co
m
m
itm
en
t
to
STE
M
ed
u
ca
tio
n
p
lay
s
a
v
ital
r
o
le
in
s
h
ap
in
g
th
e
e
f
f
ec
tiv
en
ess
o
f
S
T
E
M
ed
u
ca
tio
n
i
n
teac
h
in
g
p
r
ac
tice.
T
ea
c
h
er
s
a
r
e
s
tead
f
ast
in
th
eir
co
m
m
it
m
en
t
to
teac
h
in
g
a
n
d
lear
n
in
g
STE
M
if
s
ch
o
o
l
lead
er
s
h
av
e
b
a
ck
g
r
o
u
n
d
s
in
STE
M
f
ield
s
[
4
9
]
.
Ho
wev
er
,
ch
allen
g
es
ar
is
e
wh
en
teac
h
e
r
s
ar
e
n
o
t
r
ea
d
y
f
o
r
n
ew
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es,
s
u
ch
as
p
r
o
ject
-
b
ased
lear
n
in
g
(
PjB
L
)
,
d
u
e
to
a
lack
o
f
clea
r
co
m
m
u
n
icatio
n
o
r
p
o
licy
ch
a
n
g
es
r
eg
a
r
d
in
g
n
e
w
teac
h
in
g
s
tr
ateg
ies
n
o
t
b
ein
g
clea
r
ly
c
o
n
v
e
y
ed
to
teac
h
er
s
.
I
n
s
u
ch
ca
s
es,
teac
h
er
s
m
ay
f
ac
e
a
lac
k
o
f
co
n
f
id
en
ce
a
n
d
s
tr
u
g
g
le
to
d
eliv
er
STE
M
teac
h
in
g
a
n
d
lear
n
i
n
g
to
s
tu
d
en
ts
[
5
0
]
.
Fu
r
th
er
m
o
r
e
,
teac
h
er
s
'
co
m
m
itm
en
t
to
em
p
o
wer
in
g
s
tu
d
en
ts
'
em
o
tio
n
al,
s
o
cial,
an
d
ac
ad
em
ic
asp
ec
ts
r
ef
lects
th
eir
d
ed
icati
o
n
to
im
p
lem
en
tin
g
STE
M
ed
u
ca
tio
n
h
o
lis
tically
.
T
h
is
s
h
o
ws
th
at
co
m
m
itted
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
tea
c
h
er p
ercep
tio
n
s
,
co
mmitmen
t,
a
n
d
b
eliefs in
S
TEM
ed
u
ca
tio
n
…
(
S
a
r
ia
ti T
a
lib
)
447
teac
h
er
s
n
o
t
o
n
ly
f
o
c
u
s
o
n
ac
a
d
em
ic
asp
ec
ts
alo
n
e
b
u
t
also
o
n
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
,
in
clu
d
in
g
th
eir
s
o
cio
em
o
tio
n
al
asp
ec
ts
[
5
1
]
.
Similar
ly
,
teac
h
er
s
’
co
m
m
itm
en
t
to
th
e
u
s
e
o
f
r
o
b
o
tics
in
STE
M
teac
h
in
g
an
d
lear
n
i
n
g
is
n
o
tab
le.
T
ea
c
h
er
co
m
m
itm
en
t
ten
d
s
t
o
d
r
i
v
e
teac
h
er
s
to
s
tr
iv
e
t
o
u
n
d
er
s
tan
d
th
e
i
m
p
o
r
ta
n
ce
an
d
b
e
n
ef
its
o
f
u
s
in
g
tech
n
o
l
o
g
y
s
u
c
h
as
r
o
b
o
tics
in
teac
h
i
n
g
.
T
ea
c
h
er
s
’
in
tr
in
s
ic
m
o
tiv
a
tio
n
also
in
f
lu
e
n
ce
s
th
eir
r
ea
d
in
ess
to
in
teg
r
ate
s
u
ch
tech
n
o
l
o
g
y
i
n
to
th
e
STE
M
c
u
r
r
icu
lu
m
[
5
2
]
.
Mo
r
eo
v
er
,
teac
h
er
s
’
r
ea
d
i
n
ess
to
im
p
lem
en
t
STE
M
teac
h
in
g
a
n
d
lea
r
n
in
g
in
th
e
cla
s
s
r
o
o
m
is
en
h
an
ce
d
th
r
o
u
g
h
STE
M
in
teg
r
atio
n
p
r
o
g
r
am
s
,
wh
ich
b
o
o
s
t
teac
h
er
s
’
c
o
n
f
id
e
n
ce
[
5
3
]
.
Ad
d
itio
n
ally
,
teac
h
er
s
’
co
m
m
itm
en
t
to
ev
i
d
en
ce
-
b
ased
p
r
o
g
r
am
s
,
s
u
ch
as
“
T
o
o
ls
o
f
th
e
Min
d
,
”
is
cr
u
cial
f
o
r
ac
h
iev
i
n
g
d
esire
d
lear
n
in
g
o
u
tc
o
m
es
an
d
in
cr
ea
s
in
g
teac
h
e
r
co
n
f
id
en
ce
[
5
4
]
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
o
th
er
s
tu
d
y
[
5
5
]
,
s
tatin
g
th
at
teac
h
er
s
h
a
v
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
s
tu
d
en
ts
’
s
u
cc
ess
in
STE
M
f
ield
s
th
r
o
u
g
h
th
eir
ex
p
e
r
ien
ce
,
b
elief
s
,
an
d
teac
h
in
g
m
eth
o
d
s
.
R
esear
ch
in
d
icate
s
th
at
teac
h
er
s
’
b
ac
k
g
r
o
u
n
d
s
,
b
elief
s
,
an
d
p
r
ac
tices
in
f
l
u
en
ce
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
r
esil
ien
ce
,
an
d
ac
h
ie
v
em
en
t.
T
h
er
ef
o
r
e
,
teac
h
er
r
ea
d
i
n
ess
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ar
e
ess
en
tial f
o
r
im
p
r
o
v
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
teac
h
i
n
g
an
d
lear
n
in
g
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
[
5
5
]
,
[
5
6
]
.
Ho
wev
er
,
a
teac
h
er
’
s
p
r
o
f
icie
n
cy
af
f
ec
ts
th
eir
co
m
m
itm
en
t
to
im
p
lem
en
tin
g
STE
M
ed
u
ca
tio
n
[
1
1
]
.
T
ea
ch
er
s
’
p
r
o
f
icien
cy
v
ar
ies
b
ased
o
n
teac
h
in
g
e
x
p
er
ie
n
ce
[
1
1
]
.
T
ea
ch
e
r
s
n
o
t
o
n
ly
teac
h
b
u
t
a
r
e
ca
p
a
b
le
o
f
b
r
in
g
in
g
n
ew
id
ea
s
to
s
tu
d
en
ts
th
r
o
u
g
h
ef
f
ec
tiv
e
d
eliv
er
y
.
I
n
co
n
clu
s
io
n
,
teac
h
e
r
s
’
co
m
m
itm
en
t
to
STE
M
ed
u
ca
tio
n
af
f
ec
ts
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
ed
u
ca
tio
n
in
teac
h
in
g
p
r
ac
tice
th
r
o
u
g
h
v
ar
io
u
s
d
im
en
s
io
n
s
,
in
clu
d
in
g
teac
h
er
r
ete
n
tio
n
,
p
ed
ag
o
g
ical
in
n
o
v
atio
n
,
em
o
tio
n
al
s
u
p
p
o
r
t,
tech
n
o
lo
g
y
in
teg
r
atio
n
,
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t.
I
n
c
r
ea
s
in
g
teac
h
er
co
m
m
itm
e
n
t
th
r
o
u
g
h
tar
g
ete
d
s
u
p
p
o
r
t
in
itiativ
es
an
d
tr
ain
in
g
is
ess
en
tial f
o
r
im
p
r
o
v
i
n
g
STE
M
ed
u
ca
tio
n
o
u
tco
m
es a
n
d
b
u
ild
in
g
s
tu
d
en
t su
cc
ess
in
th
ese
cr
itical
ar
ea
s
.
3
.
3
.
H
o
w
belief
o
f
t
ea
cher
s
t
o
ST
E
M
ed
uca
t
io
n
a
f
f
ec
t
t
he
ef
f
e
ct
iv
eness
o
f
ST
E
M
educa
t
io
n
in
t
ea
ching
pra
ct
ice?
Fin
d
in
g
s
f
r
o
m
9
ar
ticles
u
s
in
g
th
e
SLR
tech
n
iq
u
e
h
av
e
s
h
o
wn
th
at
teac
h
er
s
’
b
elief
s
ab
o
u
t
STE
M
ed
u
ca
tio
n
p
lay
a
cr
u
cial
r
o
le
i
n
d
eter
m
in
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
eir
teac
h
in
g
.
Stu
d
ies
in
d
icate
th
at
teac
h
er
s
wh
o
h
av
e
a
p
o
s
itiv
e
b
elief
i
n
th
e
s
cien
tific
co
n
ten
t
an
d
r
ele
v
an
ce
o
f
STE
M
ed
u
ca
tio
n
ten
d
to
u
s
e
s
cien
tific
r
eso
u
r
ce
s
m
o
r
e
f
r
eq
u
en
tly
a
n
d
ef
f
ec
tiv
el
y
in
t
h
eir
teac
h
i
n
g
.
C
o
n
v
er
s
ely
,
s
k
ep
ticis
m
a
n
d
th
e
b
elief
th
at
teac
h
in
g
ab
ilit
y
is
an
in
n
ate
tr
ait
o
f
ten
r
ed
u
ce
ef
f
icien
c
y
in
t
ea
ch
in
g
STE
M
[
5
7
]
.
T
h
e
tr
ain
in
g
ex
p
er
ien
ce
s
an
d
s
u
p
p
o
r
t
th
at
teac
h
er
r
ec
eiv
e
also
in
f
lu
en
ce
th
eir
s
elf
-
ef
f
i
ca
cy
an
d
ef
f
ec
tiv
en
ess
in
teac
h
in
g
STE
M.
C
o
m
p
r
eh
en
s
iv
e
tr
ain
in
g
in
STE
M
k
n
o
wled
g
e
an
d
p
r
ac
ti
ce
s
,
alo
n
g
with
th
e
b
elief
s
f
o
r
m
ed
th
r
o
u
g
h
s
u
ch
tr
ain
in
g
,
en
h
an
ce
s
teac
h
er
s
’
c
o
m
p
eten
ce
an
d
co
n
f
id
en
ce
,
wh
i
ch
in
tu
r
n
im
p
r
o
v
es
th
eir
ef
f
ec
tiv
e
n
ess
in
teac
h
in
g
STE
M
[
5
8
]
.
Ad
d
itio
n
ally
,
f
ac
ilit
ato
r
s
u
p
p
o
r
t
in
p
r
o
ject
-
b
ased
lear
n
in
g
h
elp
s
teac
h
er
s
o
v
er
co
m
e
ch
allen
g
es
an
d
b
o
o
s
ts
th
eir
co
n
f
id
e
n
ce
in
STE
M
ap
p
r
o
ac
h
es,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
c
e
o
f
co
n
tin
u
o
u
s
s
u
p
p
o
r
t a
n
d
an
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
clim
ate
i
n
STE
M
ed
u
ca
tio
n
[
5
9
]
.
B
elief
s
ab
o
u
t
alter
n
ativ
e
teac
h
in
g
m
eth
o
d
s
,
s
u
ch
as
g
am
e
-
b
ased
lear
n
in
g
,
also
i
m
p
ac
t
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
teac
h
i
n
g
.
T
ea
ch
er
s
with
h
ig
h
p
ed
ag
o
g
ical
g
a
m
e
k
n
o
wled
g
e
a
n
d
s
tr
o
n
g
b
elief
s
in
th
e
ef
f
ec
tiv
en
ess
o
f
g
am
e
-
b
ased
lear
n
in
g
a
r
e
m
o
r
e
s
u
cc
ess
f
u
l
in
in
teg
r
atin
g
t
h
is
ap
p
r
o
ac
h
in
to
th
eir
STE
M
cu
r
r
icu
lu
m
[
6
0
]
.
Fu
r
th
er
m
o
r
e
,
p
r
o
f
ess
io
n
al
id
en
titi
es
s
h
ap
ed
b
y
p
o
s
itiv
e
an
d
n
eg
ativ
e
em
o
tio
n
s
r
elate
d
to
th
eir
r
o
les
as
STE
M
teac
h
er
s
d
em
o
n
s
tr
ate
th
at
s
tr
o
n
g
b
elief
s
an
d
p
r
o
f
ess
io
n
al
id
en
titi
e
s
ar
e
ess
en
tial
f
o
r
s
u
cc
ess
f
u
l ST
E
M
teac
h
in
g
[
6
1
]
.
T
ea
ch
er
s
’
co
n
f
id
en
ce
in
s
u
p
er
v
is
in
g
r
esear
ch
a
n
d
d
esig
n
p
r
o
jects
also
s
h
o
ws
th
at
h
ig
h
s
elf
-
ef
f
icac
y
is
lin
k
ed
to
e
f
f
ec
tiv
e
teac
h
in
g
in
STE
M
f
ield
s
.
T
ea
c
h
er
s
wh
o
ar
e
c
o
n
f
id
e
n
t
in
th
eir
a
b
ilit
ies
p
er
f
o
r
m
b
etter
in
r
esear
ch
an
d
d
esig
n
ac
tiv
ities
,
wh
ich
ar
e
k
ey
c
o
m
p
o
n
en
ts
o
f
STE
M
ed
u
ca
tio
n
[
6
2
]
.
Alth
o
u
g
h
th
er
e
is
h
ig
h
awa
r
en
ess
o
f
ev
id
en
ce
-
b
ased
i
n
s
tr
u
ctio
n
al
p
r
ac
tices
(
E
B
I
Ps
)
,
im
p
lem
en
tatio
n
is
s
till
lim
ite
d
d
u
e
t
o
p
er
ce
i
v
ed
b
ar
r
ier
s
,
s
u
g
g
esti
n
g
t
h
at
b
elief
in
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
ese
p
r
ac
tices is
cr
u
cial
f
o
r
th
eir
a
d
o
p
tio
n
[
6
3
]
.
Pro
ject
-
b
ased
teac
h
in
g
ap
p
r
o
a
ch
es
also
d
em
o
n
s
tr
ate
th
at
tea
ch
er
s
wh
o
b
eliev
e
in
th
e
b
en
e
f
its
o
f
th
is
m
eth
o
d
an
d
ar
e
en
th
u
s
iast
ic
a
b
o
u
t in
teg
r
atin
g
STE
M
in
to
th
eir
teac
h
in
g
s
h
o
w
h
ig
h
er
ef
f
ec
tiv
en
ess
.
T
h
is
h
elp
s
s
tu
d
en
ts
d
ev
elo
p
th
e
n
ec
ess
ar
y
s
k
ills
m
o
r
e
ef
f
ec
tiv
ely
,
i
n
d
ic
atin
g
th
at
teac
h
er
s
’
b
elief
s
in
t
ea
ch
in
g
ap
p
r
o
ac
h
es
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
t
h
e
e
f
f
ec
tiv
en
ess
o
f
STE
M
ed
u
ca
tio
n
[
6
4
]
.
At
p
r
esch
o
o
l
lev
el,
b
elief
s
ab
o
u
t
s
cien
ce
ed
u
ca
tio
n
an
d
th
e
u
s
e
o
f
p
lay
-
b
ased
en
v
ir
o
n
m
en
ts
to
teac
h
s
cien
ce
co
n
ce
p
ts
s
h
o
w
th
at
t
ea
ch
er
s
’
awa
r
en
ess
an
d
en
g
ag
em
en
t w
ith
s
cien
ce
af
f
ec
t h
o
w
STE
M
co
n
ce
p
ts
ar
e
tau
g
h
t a
n
d
lear
n
e
d
at
an
ea
r
ly
s
tag
e
[
6
5
]
.
Ov
er
all,
th
e
f
in
d
in
g
s
in
d
icat
e
th
at
teac
h
er
s
’
b
elief
s
ab
o
u
t
STE
M
ed
u
ca
tio
n
ar
e
a
cr
itical
f
ac
to
r
in
f
lu
en
cin
g
t
h
e
ef
f
ec
tiv
en
ess
o
f
teac
h
in
g
p
r
ac
tices.
C
o
m
p
r
eh
en
s
iv
e
tr
ain
i
n
g
,
f
ac
ilit
ato
r
s
u
p
p
o
r
t,
s
elf
-
co
n
f
id
en
ce
,
an
d
b
elief
s
in
al
ter
n
ativ
e
teac
h
in
g
m
eth
o
d
s
a
ll
p
lay
r
o
les
in
s
h
ap
in
g
teac
h
er
s
’
b
elief
s
an
d
,
s
u
b
s
eq
u
en
tly
,
t
h
e
ef
f
ec
tiv
en
es
s
o
f
STE
M
e
d
u
ca
tio
n
.
T
h
er
e
f
o
r
e,
s
tr
en
g
th
en
in
g
p
o
s
itiv
e
b
e
lief
s
ab
o
u
t
STE
M
ed
u
ca
tio
n
am
o
n
g
teac
h
e
r
s
is
k
ey
to
im
p
r
o
v
in
g
th
e
q
u
alit
y
an
d
ef
f
e
ctiv
en
ess
o
f
STE
M
teac
h
in
g
in
th
eir
p
r
ac
tices.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
442
-
451
448
4.
CO
NCLU
SI
O
N
A
co
m
p
r
eh
en
s
iv
e
d
is
cu
s
s
io
n
an
d
co
n
clu
s
io
n
r
e
g
ar
d
i
n
g
th
e
f
in
d
in
g
s
r
elate
d
to
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
co
m
m
itm
en
t,
an
d
b
elief
s
to
war
d
s
STE
M
ed
u
ca
tio
n
r
ev
ea
l
s
ev
er
al
k
ey
p
o
in
ts
th
at
ar
e
cr
u
cial
f
o
r
en
h
an
cin
g
STE
M
ed
u
ca
tio
n
.
Firstl
y
,
u
n
d
er
s
tan
d
in
g
an
d
ad
d
r
ess
in
g
th
e
f
ac
to
r
s
t
h
at
in
f
lu
e
n
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
is
ess
en
tial.
Pro
v
id
in
g
ad
eq
u
at
e
s
u
p
p
o
r
t
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
q
u
ality
lear
n
i
n
g
r
eso
u
r
ce
s
,
an
d
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
ca
n
h
elp
o
v
er
c
o
m
e
th
e
ch
allen
g
es
f
ac
ed
b
y
teac
h
er
s
.
Ad
d
itio
n
ally
,
r
ec
o
g
n
izin
g
teac
h
e
r
s
’
r
o
les
an
d
id
e
n
titi
es
an
d
o
f
f
er
i
n
g
c
o
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
ca
n
b
o
o
s
t
th
eir
s
elf
-
ef
f
icac
y
an
d
co
m
m
itm
en
t
to
STE
M
ed
u
ca
tio
n
.
T
h
is
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
is
v
ital
f
o
r
s
tr
en
g
th
en
in
g
STE
M
ed
u
ca
ti
o
n
,
en
s
u
r
i
n
g
th
at
teac
h
er
s
f
e
el
m
o
r
e
p
r
ep
ar
ed
an
d
co
n
f
i
d
en
t
in
im
p
lem
en
tin
g
STE
M
teac
h
in
g
p
r
ac
tices.
T
h
is
alig
n
s
with
th
e
co
n
clu
s
io
n
th
at
en
h
an
cin
g
STE
M
ed
u
ca
tio
n
r
eq
u
ir
es
a
m
u
ltifa
ce
ted
s
tr
ateg
y
th
at
a
d
d
r
ess
es tea
ch
er
s
’
n
ee
d
s
co
m
p
r
eh
en
s
iv
ely
.
Seco
n
d
ly
,
teac
h
er
s
’
co
m
m
itm
en
t
to
STE
M
ed
u
ca
tio
n
s
ig
n
if
ican
tly
im
p
ac
ts
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
teac
h
in
g
p
r
ac
tices.
T
h
is
co
m
m
itm
en
t
in
f
lu
en
ce
s
v
ar
io
u
s
d
im
en
s
io
n
s
,
in
clu
d
in
g
teac
h
er
r
eten
tio
n
,
p
ed
ag
o
g
ical
in
n
o
v
atio
n
,
em
o
ti
o
n
al
s
u
p
p
o
r
t,
tech
n
o
lo
g
y
in
teg
r
atio
n
,
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t.
I
n
cr
ea
s
in
g
teac
h
er
co
m
m
itm
en
t
th
r
o
u
g
h
tar
g
eted
s
u
p
p
o
r
t
in
itiativ
es
an
d
tr
ain
in
g
is
cr
u
cial
f
o
r
im
p
r
o
v
in
g
STE
M
ed
u
ca
tio
n
o
u
tco
m
es a
n
d
f
o
s
ter
in
g
s
tu
d
en
t su
cc
ess
in
th
ese
cr
itical
ar
ea
s
.
E
n
s
u
r
in
g
th
at
teac
h
er
s
ar
e
co
m
m
itted
ca
n
lead
to
s
u
s
tain
ed
im
p
r
o
v
e
m
en
ts
in
STE
M
ed
u
ca
tio
n
p
r
a
ctice
s
an
d
s
tu
d
en
t e
n
g
a
g
em
en
t
.
T
h
ir
d
ly
,
th
e
f
in
d
i
n
g
s
s
h
o
w
th
at
teac
h
er
s
’
b
elief
s
ab
o
u
t
STE
M
ed
u
ca
tio
n
ar
e
a
cr
itical
f
ac
to
r
in
f
lu
en
cin
g
t
h
e
ef
f
ec
tiv
en
ess
o
f
teac
h
in
g
p
r
ac
tices.
C
o
m
p
r
eh
en
s
iv
e
tr
ain
i
n
g
,
f
ac
ilit
ato
r
s
u
p
p
o
r
t,
s
elf
-
co
n
f
id
en
ce
,
an
d
b
elief
s
in
alter
n
ativ
e
teac
h
in
g
m
et
h
o
d
s
all
p
lay
s
ig
n
if
ican
t
r
o
les
in
s
h
ap
i
n
g
teac
h
er
s
’
b
elief
s
an
d
,
s
u
b
s
eq
u
en
tly
,
th
e
ef
f
ec
tiv
en
ess
o
f
STE
M
ed
u
ca
tio
n
.
Stre
n
g
th
en
in
g
p
o
s
itiv
e
b
e
lief
s
ab
o
u
t
STE
M
ed
u
ca
tio
n
am
o
n
g
teac
h
e
r
s
is
k
ey
to
im
p
r
o
v
in
g
th
e
q
u
alit
y
an
d
ef
f
e
ctiv
en
ess
o
f
STE
M
teac
h
in
g
in
th
eir
p
r
ac
tices.
B
y
f
o
s
ter
in
g
p
o
s
itiv
e
b
elief
s
an
d
p
r
o
v
i
d
in
g
r
o
b
u
s
t
s
u
p
p
o
r
t
s
y
s
tem
s
,
ed
u
ca
to
r
s
ca
n
b
e
b
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s
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M
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u
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KPM.
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T
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0
0
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2
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4
(
5
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Ad
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RE
F
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NC
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S
[
1
]
L.
S
.
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8
.
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3
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.
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.
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[
4
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N
.
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.
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p
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5
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.
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a
ma
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.
,
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,
”
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[
6
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M
.
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.
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mb
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Evaluation Warning : The document was created with Spire.PDF for Python.
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449
[
7
]
N
.
M
.
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,
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.
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8
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G
.
A
.
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9
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.
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r
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.
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,
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Evaluation Warning : The document was created with Spire.PDF for Python.