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ims
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p
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m
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t
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s
with
in
q
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ti
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a
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g
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stig
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imp
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tatio
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g
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m
.
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sk
il
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ts
a
n
d
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terv
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s
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se
d
a
s
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a
ta
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ll
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ti
o
n
in
s
tru
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ts.
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stu
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fi
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d
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t
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s
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e
v
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p
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f
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ls
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o
m
p
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re
d
to
trad
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a
l
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str
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.
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h
e
fin
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in
g
s
h
ig
h
li
g
h
t
th
e
e
ffe
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ti
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e
ss
o
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t
h
is
a
p
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ro
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c
h
i
n
im
p
ro
v
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g
CT
sk
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ls
a
m
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P
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a
n
d
c
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tr
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to
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in
th
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fiel
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sc
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d
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c
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ti
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.
K
ey
w
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d
s
:
C
r
itical
th
in
k
in
g
E
th
n
o
s
cien
ce
I
n
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
Pro
s
p
ec
tiv
e
s
cien
ce
teac
h
er
s
Scien
tific
in
v
esti
g
atio
n
T
h
is i
s
a
n
o
p
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n
a
c
c
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ss
a
rticle
u
n
d
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CC B
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-
SA
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se
.
C
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p
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A
uth
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:
Ni
Ny
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m
an
Sri
Pu
tu
Ver
awa
ti
Dep
ar
tm
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f
Ph
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d
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Facu
lty
o
f
T
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T
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ain
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g
an
d
E
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ca
tio
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Un
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Ma
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.
6
2
,
Ma
tar
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8
3
1
2
5
,
I
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d
o
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m
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v
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am
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
R
esto
r
atio
n
o
f
e
d
u
ca
tio
n
an
d
l
ea
r
n
in
g
in
s
cien
ce
s
is
n
ec
ess
ar
y
to
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
f
u
tu
r
e
ca
r
ee
r
s
,
an
d
h
as
s
h
if
te
d
f
r
o
m
teac
h
in
g
k
n
o
wled
g
e
to
f
o
s
ter
in
g
c
r
itical
th
in
k
in
g
(
C
T
)
[
1
]
.
C
T
is
n
o
w
r
ec
o
g
n
ize
d
as
th
e
m
o
s
t
im
p
o
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tan
t
s
k
ill
in
m
o
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e
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s
cien
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ca
tio
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g
o
als
in
th
e
2
1
s
t
ce
n
tu
r
y
[
2
]
,
[
3
]
.
Acq
u
ir
in
g
C
T
en
ab
les
lear
n
er
s
to
d
is
co
v
er
tr
u
th
f
r
o
m
in
f
o
r
m
atio
n
an
d
ac
ad
em
ic
ch
allen
g
es
[
4
]
.
H
o
wev
er
,
p
r
a
ctica
l
lear
n
in
g
o
f
ten
lack
s
a
f
o
cu
s
o
n
d
e
v
elo
p
in
g
C
T
s
k
ill
s
d
u
e
to
co
n
ce
p
tu
a
l
d
if
f
er
en
ce
s
an
d
v
ar
ied
co
m
p
o
n
e
n
ts
[
5
]
.
E
v
e
n
p
r
o
f
ess
io
n
al
teac
h
er
s
m
a
y
s
tr
u
g
g
le
to
ef
f
ec
tiv
ely
teac
h
C
T
s
k
ills
[
6
]
.
Nu
m
er
o
u
s
ch
allen
g
es
af
f
lict
t
h
e
r
ea
lm
o
f
s
cien
ce
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
co
n
ce
r
n
in
g
th
e
p
r
o
ce
s
s
o
f
cu
ltiv
atin
g
CT
s
k
ills
am
o
n
g
s
tu
d
en
ts
.
C
T
d
o
es
n
o
t
n
atu
r
a
lly
f
lo
u
r
is
h
o
n
its
o
wn
;
r
ath
e
r
,
it
n
ec
ess
itates
a
d
iv
er
s
e
ar
r
ay
o
f
s
tim
u
li
th
at
em
p
o
wer
s
tu
d
en
ts
to
wield
th
eir
co
g
n
itiv
e
f
ac
u
lties
[
7
]
.
T
h
ese
s
tim
u
li
ar
e
in
ter
twin
ed
with
a
s
p
ec
tr
u
m
o
f
in
v
e
n
tiv
e
lear
n
in
g
a
p
p
r
o
ac
h
es
with
in
an
a
p
p
ea
lin
g
ed
u
c
atio
n
al
s
ettin
g
[
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
teg
r
a
tin
g
eth
n
o
s
cien
ce
in
in
q
u
ir
y
-
crea
tive
lea
r
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:
a
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ew b
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…
(
A
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ma
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H
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)
637
Pas
t
in
v
esti
g
atio
n
s
[
9
]
u
n
d
er
s
co
r
e
d
th
at
lear
n
in
g
d
ev
o
i
d
o
f
in
n
o
v
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f
ails
to
u
n
d
er
p
i
n
s
tu
d
en
ts
’
m
aster
y
o
f
cr
itical
an
d
an
aly
tical
th
in
k
in
g
ab
ilit
ies.
Pro
s
p
ec
t
iv
e
s
cien
ce
teac
h
er
s
(
PS
T
s
)
p
lay
a
cr
u
cial
r
o
le
as
a
g
en
ts
o
f
ch
an
g
e
in
im
p
r
o
v
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u
ca
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n
to
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ltiv
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s
tu
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en
ts
’
C
T
s
k
i
lls
in
th
e
f
u
tu
r
e
[
1
0
]
.
T
h
e
u
n
iv
er
s
ity
th
at
o
f
f
er
s
s
cien
ce
teac
h
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ed
u
ca
tio
n
p
r
o
g
r
a
m
s
s
h
o
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l
d
p
r
io
r
itize
t
h
e
d
ev
elo
p
m
en
t
o
f
C
T
s
k
ills
f
o
r
PS
T
s
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d
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tili
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C
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in
te
r
v
en
tio
n
ac
tiv
ities
th
r
o
u
g
h
o
u
t
t
h
eir
ed
u
ca
tio
n
[
1
1
]
.
T
h
e
u
ltima
te
g
o
al
is
f
o
r
all
f
o
r
m
s
o
f
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u
ca
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o
n
an
d
lear
n
i
n
g
in
ter
v
en
tio
n
s
to
f
o
s
ter
CT
[
1
2
]
,
[
1
3
]
.
A
r
ec
e
n
t
te
ac
h
i
n
g
ap
p
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k
n
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w
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p
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s
k
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n
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o
r
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c
al
w
i
s
d
o
m
in
to
a
h
o
l
is
ti
c
l
ea
r
n
in
g
p
r
o
ce
s
s
.
T
h
at
a
p
p
r
o
ac
h
is
n
o
w
b
ei
n
g
t
r
ie
d
t
o
b
e
i
m
p
le
m
e
n
te
d
in
t
h
e
I
n
d
o
n
esia
n
e
d
u
ca
t
io
n
s
y
s
te
m
,
i
n
li
n
e
w
it
h
t
h
e
c
o
u
n
t
r
y
'
s
e
d
u
c
ati
o
n
s
ta
n
d
a
r
d
s
[
1
4
]
.
Sc
ie
n
c
e
e
d
u
ca
ti
o
n
ai
m
s
t
o
u
n
d
e
r
s
t
an
d
n
a
tu
r
a
l
p
h
e
n
o
m
e
n
a,
u
s
i
n
g
i
n
q
u
i
r
y
-
b
a
s
ed
te
ac
h
i
n
g
m
et
h
o
d
s
[
1
5
]
,
[
1
6
]
.
H
o
w
ev
er
,
th
e
t
r
a
d
i
ti
o
n
al
u
n
d
e
r
s
ta
n
d
i
n
g
o
f
in
q
u
ir
y
as
a
p
u
r
el
y
t
h
e
o
r
et
ica
l
c
o
n
ce
p
t
d
o
es
n
o
t
a
li
g
n
wit
h
th
e
h
o
lis
t
ic
lea
r
n
i
n
g
a
p
p
r
o
ac
h
[
1
7
]
.
I
n
s
t
ea
d
,
t
h
e
h
o
lis
t
ic
s
c
ie
n
c
e
le
ar
n
i
n
g
p
r
o
ce
s
s
i
n
t
eg
r
ates
t
h
e
wis
d
o
m
v
a
lu
e
s
o
f
lo
ca
l
c
u
lt
u
r
e
an
d
is
c
o
n
te
x
tu
a
l
i
n
n
at
u
r
e
[
1
8
]
.
Ulti
m
at
el
y
,
t
h
is
t
y
p
e
o
f
le
ar
n
i
n
g
is
r
o
o
te
d
in
k
n
o
w
le
d
g
e
o
f
c
u
ltu
r
a
l
en
titi
es,
a
ls
o
k
n
o
w
n
as
et
h
n
o
s
cie
n
ce
s
.
I
n
r
ec
en
t
tim
es,
th
er
e
h
as
b
ee
n
a
n
o
tab
le
ev
o
lu
tio
n
in
t
h
e
r
ea
lm
o
f
in
q
u
ir
y
lear
n
in
g
,
as
it
h
a
s
em
b
r
ac
ed
th
e
i
n
teg
r
atio
n
o
f
s
cien
tific
cr
ea
tiv
ity
.
As
a
r
esu
lt,
a
n
ew
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
h
as
em
er
g
e
d
,
co
m
m
o
n
l
y
r
ef
er
r
e
d
to
as
in
q
u
ir
y
-
c
r
ea
tiv
e
lear
n
in
g
[
1
9
]
.
Pre
v
io
u
s
r
esear
ch
h
as
ex
p
lo
r
ed
th
e
b
en
e
f
its
o
f
cr
ea
tiv
e
p
ed
ag
o
g
y
in
ex
p
er
i
m
en
tal
m
o
d
els,
em
p
h
asizin
g
its
r
o
le
in
f
o
s
ter
in
g
r
esp
o
n
s
ib
ilit
y
an
d
cr
ea
tiv
ity
am
o
n
g
s
tu
d
en
ts
[
2
0
]
.
Ne
v
er
t
h
eless
,
th
er
e
is
a
g
a
p
in
t
h
e
liter
atu
r
e
r
eg
ar
d
in
g
th
e
in
v
esti
g
atio
n
o
f
cr
ea
tiv
e
p
ed
ag
o
g
y
with
in
th
e
in
q
u
ir
y
m
o
d
el
a
n
d
its
im
p
ac
t
o
n
im
p
r
o
v
in
g
CT
p
er
f
o
r
m
an
ce
.
T
o
ad
d
r
ess
th
is
g
ap
,
o
u
r
r
esear
ch
in
teg
r
ates
eth
n
o
s
cien
ce
with
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
i
n
g
to
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
C
T
s
k
ills
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
p
r
esen
t
in
v
esti
g
atio
n
is
to
im
p
lem
e
n
t
th
e
lear
n
in
g
p
r
o
ce
s
s
th
at
in
teg
r
ates
eth
n
o
s
cien
ce
s
in
to
in
q
u
i
r
y
-
cr
e
ativ
e
lear
n
in
g
an
d
ass
ess
h
o
w
th
is
ap
p
r
o
ac
h
in
f
lu
en
ce
s
th
e
CT
s
k
ills
o
f
P
STs
.
T
o
estab
lis
h
a
b
aselin
e
f
o
r
co
m
p
ar
is
o
n
,
t
h
is
r
esear
ch
also
i
n
clu
d
es
a
c
o
n
tr
o
l
g
r
o
u
p
th
at
r
ec
eiv
es
in
s
tr
u
ctio
n
th
r
o
u
g
h
tr
ad
itio
n
al
o
r
e
x
p
o
s
it
o
r
y
teac
h
in
g
m
eth
o
d
s
.
T
h
e
s
p
ec
if
ic
r
esear
ch
q
u
esti
o
n
s
ar
e:
i)
w
h
at
is
th
e
ef
f
ec
t
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
th
at
in
teg
r
ates
eth
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
c
r
ea
tiv
e
lear
n
i
n
g
o
n
th
e
CT
s
k
ills
o
f
PS
T
s
?
an
d
ii)
w
h
at
is
th
e
lectu
r
er
'
s
r
esp
o
n
s
e
to
th
e
PS
T
s
en
g
ag
em
en
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
th
at
in
teg
r
ates
eth
n
o
s
cien
ce
in
to
c
r
ea
tiv
e
-
in
q
u
ir
y
lear
n
i
n
g
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Crit
ica
l t
hin
k
ing
I
n
th
e
m
o
d
er
n
er
a
,
it
is
an
ticip
ated
th
at
in
d
iv
id
u
als
s
h
o
u
ld
p
o
s
s
ess
s
k
ill
s
r
elev
an
t
to
th
e
2
1
s
t
ce
n
tu
r
y
.
T
h
ese
s
k
ills
en
ab
le
th
em
to
ef
f
ec
tiv
ely
n
av
ig
ate
s
wif
t
ch
an
g
es
an
d
ad
v
an
ce
m
en
ts
,
ap
p
ly
a
cq
u
ir
ed
in
f
o
r
m
atio
n
to
th
eir
d
aily
liv
es,
s
ec
u
r
e
a
p
o
s
itio
n
with
in
s
o
ciety
,
m
ak
e
s
o
u
n
d
d
ec
is
io
n
s
,
m
ain
tain
h
ig
h
p
r
o
d
u
ctiv
ity
,
an
d
s
teer
th
eir
p
er
s
o
n
al
t
r
ajec
to
r
ies
[
2
1
]
.
T
h
e
c
o
llectio
n
o
f
p
r
o
f
icien
cies
k
n
o
w
n
as
2
1
s
t
ce
n
tu
r
y
s
k
ills
en
co
m
p
ass
es
v
ar
io
u
s
f
ac
ets
an
d
class
if
icatio
n
s
,
wit
h
CT
s
k
ills
s
tan
d
in
g
o
u
t
as
o
n
e
o
f
th
e
u
tm
o
s
t
im
p
o
r
tan
ce
[
2
2
]
.
As
an
ess
en
t
ial
s
k
ill,
C
T
m
u
s
t
b
e
tau
g
h
t
a
n
d
tr
ain
e
d
to
lea
r
n
er
at
all
lev
els
o
f
ed
u
ca
tio
n
an
d
lear
n
in
g
p
r
o
g
r
am
s
[
2
3
]
.
C
T
is
a
p
s
y
ch
o
lo
g
ical
c
o
n
s
tr
u
ct
th
at
is
ass
o
ciate
d
with
co
g
n
itiv
e
ac
tiv
ity
.
C
T
is
d
ef
in
e
d
as
th
e
ab
ilit
y
to
en
g
ag
e
in
r
e
f
lectiv
e
an
d
lo
g
ical
th
in
k
in
g
to
m
a
k
e
in
f
o
r
m
ed
d
ec
is
io
n
s
[
2
4
]
,
a
n
d
it
p
lay
s
a
cr
u
cial
r
o
le
in
ef
f
ec
tiv
e
p
r
o
b
le
m
-
s
o
lv
in
g
[
2
5
]
.
B
ec
au
s
e
CT
is
a
co
g
n
itiv
e
ac
tiv
ity
,
a
n
u
m
b
er
o
f
in
d
icato
r
s
th
at
s
h
o
w
a
p
er
s
o
n
'
s
ab
ilit
y
to
th
in
k
cr
itic
ally
h
av
e
b
ee
n
f
o
r
m
u
lated
in
CT
s
tan
d
ar
d
s
[
2
6
]
,
an
d
th
e
b
i
as
is
to
war
d
s
f
o
u
r
m
ain
in
d
icato
r
s
,
n
am
el
y
s
k
ills
in
an
aly
zin
g
,
e
v
alu
atin
g
,
i
n
f
e
r
r
in
g
,
an
d
d
ec
is
io
n
m
a
k
in
g
[
2
7
]
.
T
h
ese
in
d
icato
r
s
wer
e
also
in
ten
s
iv
ely
u
s
ed
in
p
r
ev
io
u
s
s
tu
d
ies
[
2
8
]
.
T
h
e
ab
i
lity
to
th
i
n
k
c
r
itically
ca
n
n
o
t
d
ev
elo
p
n
atu
r
ally
,
th
er
ef
o
r
e
it
m
u
s
t
b
e
en
r
ic
h
ed
b
y
v
a
r
io
u
s
en
v
i
r
o
n
m
e
n
tal
s
tim
u
li
an
d
v
ar
io
u
s
atm
o
s
p
h
er
e
s
in
th
e
p
r
o
ce
s
s
o
f
tr
ain
in
g
it.
Dev
elo
p
in
g
C
T
s
k
ills
r
eq
u
ir
es
ap
p
r
o
p
r
iate
p
e
d
ag
o
g
ical
in
ter
v
en
tio
n
s
[
2
9
]
,
[
3
0
]
,
an
d
ca
n
b
e
f
o
s
ter
ed
th
r
o
u
g
h
th
e
ex
p
lo
r
atio
n
o
f
au
th
e
n
tic
p
r
o
b
lem
s
th
at
co
n
n
ec
t
to
s
tu
d
en
ts
'
ex
p
er
ie
n
ce
s
an
d
s
cien
tific
k
n
o
wled
g
e
with
i
n
th
eir
cu
ltu
r
al
co
n
tex
t
[
2
7
]
.
2
.
2
.
E
t
hn
o
s
cie
nce
E
th
n
o
s
cien
ce
,
r
o
o
ted
in
in
d
ig
en
o
u
s
k
n
o
wled
g
e
s
y
s
tem
s
,
en
co
m
p
ass
es
th
e
s
cien
tific
ex
p
l
o
r
atio
n
o
f
cu
ltu
r
e
[
5
]
.
Der
iv
e
d
f
r
o
m
"e
t
h
n
o
s
"
(
m
ea
n
i
n
g
n
atio
n
)
a
n
d
"scien
tia"
(
m
ea
n
in
g
k
n
o
wled
g
e)
,
it
r
ep
r
esen
ts
a
cu
ltu
r
e
-
s
p
ec
if
ic
s
y
s
tem
o
f
k
n
o
wled
g
e
an
d
co
g
n
itio
n
.
I
n
te
g
r
atio
n
o
f
cu
ltu
r
al
v
alu
es
a
n
d
lo
ca
l
wis
d
o
m
with
s
cien
tific
p
r
in
cip
les
h
i
g
h
lig
h
t
s
th
e
in
s
ep
ar
a
b
ilit
y
o
f
lo
ca
l
tr
ad
itio
n
s
an
d
k
n
o
wled
g
e
[
3
1
]
–
[
3
3
]
.
C
o
n
tex
tu
al
ex
p
er
ien
ce
s
o
f
lear
n
er
s
ar
e
d
ee
p
ly
in
f
lu
en
ce
d
b
y
eth
n
o
s
cien
ce
,
wh
ich
b
r
id
g
es
f
o
r
m
al
ed
u
ca
tio
n
a
n
d
s
o
cio
-
cu
ltu
r
al
life
.
B
y
p
r
o
v
id
i
n
g
p
r
ac
tical
ap
p
licatio
n
s
an
d
p
r
ed
ictiv
e
ca
p
ab
ilit
ies,
eth
n
o
s
cien
ce
co
n
tr
ib
u
tes
to
ac
h
iev
in
g
lear
n
in
g
o
b
jectiv
es
[
3
4
]
.
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
:
636
-
647
638
Pre
v
io
u
s
r
esear
ch
h
as
in
d
icat
ed
th
at
in
co
r
p
o
r
atin
g
et
h
n
o
s
c
ien
ce
in
to
lear
n
in
g
e
n
h
an
ce
s
s
tu
d
en
ts
'
s
cien
tific
liter
ac
y
an
d
CT
ab
ilit
ies
[
3
5
]
,
[
3
6
]
.
E
th
n
o
s
cien
ce
s
er
v
es
as
a
u
s
ef
u
l
to
o
l
f
o
r
lear
n
er
s
to
in
v
esti
g
ate
s
o
cieta
l
f
ac
ts
an
d
p
h
en
o
m
e
n
a
in
co
n
ju
n
ctio
n
with
s
ci
en
ce
.
No
n
eth
eless
,
th
er
e
is
s
till
a
d
ea
r
th
o
f
co
m
p
r
eh
e
n
s
iv
e
r
esear
ch
ex
a
m
in
in
g
th
e
ex
ten
t
to
wh
ich
i
n
co
r
p
o
r
atin
g
eth
n
o
s
cien
ce
in
ed
u
ca
tio
n
en
h
an
ce
s
lear
n
er
s
'
th
in
k
in
g
s
k
ills
,
r
esu
ltin
g
in
ch
allen
g
es f
o
r
m
a
n
y
ed
u
ca
to
r
s
to
p
r
o
m
o
te
CT
[
3
7
]
.
T
h
e
ex
is
tin
g
m
eth
o
d
s
o
f
ed
u
ca
tio
n
f
r
eq
u
e
n
tly
f
all
s
h
o
r
t
in
f
u
lly
in
teg
r
atin
g
a
n
d
ass
im
ilatin
g
lo
ca
l
k
n
o
wled
g
e,
lead
in
g
to
a
s
ig
n
if
ican
t
lear
n
in
g
c
h
allen
g
e
th
at
d
em
an
d
s
im
m
ed
iate
atten
tio
n
.
E
n
g
a
g
in
g
s
tu
d
en
ts
in
th
e
e
x
p
lo
r
atio
n
o
f
g
en
u
in
e
et
h
n
o
s
cien
ce
-
r
elate
d
i
s
s
u
es o
f
f
er
s
a
v
alu
ab
le
ap
p
r
o
a
ch
to
f
o
s
ter
th
ei
r
C
T
s
k
ills
d
ev
elo
p
m
en
t
[
1
4
]
.
2
.
3
.
I
nq
u
iry
-
cr
ea
t
iv
e
lea
rning
I
n
q
u
ir
y
-
cr
ea
tiv
e
lear
n
i
n
g
is
le
ar
n
in
g
th
at
in
teg
r
ates
th
e
attr
ib
u
tio
n
o
f
cr
ea
tiv
e
p
r
o
ce
s
s
es
(
s
cien
tific
cr
ea
tiv
ity
)
to
in
q
u
ir
y
ac
tiv
ities
[
1
9
]
.
Giv
i
n
g
cr
ea
tiv
ity
ass
ig
n
m
en
ts
ca
n
ex
p
an
d
th
e
r
a
n
g
e
o
f
s
tu
d
en
ts
'
s
cien
tific
in
q
u
ir
y
ac
tiv
ities
,
s
o
th
at
s
tu
d
en
ts
ca
n
ap
p
ly
,
p
r
o
d
u
ce
,
f
i
n
d
,
co
m
p
ar
e,
co
n
n
ec
t,
an
d
d
esig
n
th
eir
cr
ea
tiv
e
id
ea
s
[
2
0
]
.
Scien
tific
c
r
ea
tiv
ity
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
s
cien
ce
ed
u
ca
tio
n
,
im
p
ac
tin
g
v
ar
io
u
s
asp
ec
ts
o
f
th
in
k
in
g
an
d
in
f
lu
e
n
cin
g
s
tu
d
en
ts
'
co
g
n
itiv
e
d
ev
elo
p
m
en
t
[
3
8
]
.
R
ec
o
g
n
izin
g
th
e
im
p
o
r
ta
n
ce
o
f
cr
ea
tiv
ity
in
s
tu
d
en
t
s
u
cc
ess
,
cr
ea
tiv
e
p
ed
ag
o
g
y
h
as
b
ec
o
m
e
an
ess
en
tial
co
m
p
o
n
e
n
t
o
f
ed
u
ca
tio
n
[
3
9
]
.
Ho
wev
er
,
tr
ad
itio
n
al
lear
n
in
g
r
o
u
tin
es
t
h
at
n
eg
lect
s
cien
tific
cr
ea
tiv
i
ty
h
in
d
e
r
s
tu
d
en
ts
'
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
an
d
co
g
n
itiv
e
g
r
o
wth
,
n
ec
ess
itatin
g
th
e
ad
o
p
tio
n
o
f
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
s
u
ch
as
s
cien
tific
in
v
esti
g
atio
n
s
th
at
o
p
tim
ize
cr
ea
tiv
ity
[
4
0
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
cr
ea
tiv
e
p
ed
ag
o
g
y
is
cr
u
cial
f
o
r
f
o
s
t
er
in
g
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
s
k
ills
an
d
ac
h
ie
v
in
g
d
esire
d
lear
n
in
g
o
u
tco
m
es
[
3
9
]
.
Neg
lectin
g
s
cien
tific
cr
ea
t
iv
ity
in
th
e
lear
n
in
g
p
r
o
ce
s
s
lead
s
to
s
tag
n
atio
n
ak
in
to
tr
ad
itio
n
al
lear
n
i
n
g
,
d
e
v
o
id
o
f
an
y
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
lear
n
in
g
p
er
f
o
r
m
an
ce
[
4
1
]
.
Sev
er
al
f
ac
to
r
s
s
u
p
p
o
r
t
th
e
e
m
p
ir
ical
f
r
am
ewo
r
k
o
f
th
e
s
tu
d
y
r
elate
d
to
th
e
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
.
Firstl
y
,
in
q
u
ir
y
lear
n
in
g
aim
s
t
o
en
h
a
n
ce
s
tu
d
en
ts
'
th
in
k
in
g
a
b
ilit
ies
[
4
2
]
,
an
d
p
r
i
o
r
s
tu
d
ies h
av
e
d
em
o
n
s
tr
ated
its
p
o
ten
tial
to
d
ev
elo
p
C
T
s
k
ills
in
PS
T
s
[
7
]
,
[
4
3
]
.
Seco
n
d
l
y
,
teac
h
in
g
th
e
in
q
u
ir
y
-
c
r
ea
tiv
e
p
r
o
ce
s
s
to
PS
T
s
h
as
s
h
o
wn
p
r
o
m
is
e
in
n
u
r
tu
r
in
g
th
eir
C
T
s
k
ills
[
4
4
]
.
L
as
tly
,
in
ter
v
e
n
tio
n
s
th
at
i
n
co
r
p
o
r
ate
eth
n
o
s
cien
ce
,
d
r
awin
g
u
p
o
n
lo
ca
l
wis
d
o
m
,
h
av
e
b
ee
n
id
en
tifie
d
as
ef
f
ec
ti
v
e
in
tr
ain
in
g
C
T
s
k
ills
.
No
tab
ly
,
th
e
i
n
teg
r
atio
n
o
f
eth
n
o
s
cien
ce
an
d
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
to
e
n
h
an
ce
C
T
s
k
ills
in
PS
T
s
r
em
ain
s
u
n
ex
p
lo
r
ed
in
th
e
liter
atu
r
e.
Hen
ce
,
th
e
r
esu
lts
o
f
o
u
r
r
esear
ch
h
o
ld
p
r
o
m
is
e
in
en
h
an
cin
g
th
e
cu
r
r
e
n
t
b
o
d
y
o
f
k
n
o
wled
g
e,
s
p
ec
if
ically
r
eg
ar
d
in
g
class
r
o
o
m
lear
n
in
g
e
n
co
u
n
ter
s
,
an
d
b
o
ls
ter
in
g
th
e
C
T
s
k
ills
o
f
PS
T
s
.
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
T
h
is
p
ar
ticu
lar
in
v
esti
g
atio
n
em
p
lo
y
s
a
m
ix
ed
m
eth
o
d
a
p
p
r
o
ac
h
,
co
m
b
in
in
g
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
co
llectio
n
,
an
aly
s
is
,
an
d
in
teg
r
atio
n
to
ac
h
iev
e
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
t
an
d
in
g
.
T
h
e
s
tu
d
y
ad
o
p
ts
an
e
x
p
lan
at
o
r
y
s
eq
u
en
tial
d
esig
n
,
a
ty
p
e
o
f
m
ix
e
d
m
eth
o
d
r
esear
ch
th
at
in
co
r
p
o
r
ates
m
u
ltip
le
d
ata
ty
p
es,
th
er
eb
y
r
ed
u
cin
g
lim
itatio
n
s
ass
o
ciate
d
with
q
u
an
titativ
e
an
d
q
u
alitativ
e
an
aly
s
es
[
4
5
]
.
I
n
itially
,
q
u
an
titativ
e
m
ea
s
u
r
em
e
n
t to
o
l
s
wer
e
u
tili
ze
d
f
o
r
d
ata
c
o
llectio
n
th
r
o
u
g
h
e
x
p
er
im
e
n
tal
d
esig
n
,
f
o
llo
wed
b
y
th
e
co
llectio
n
an
d
an
aly
s
is
o
f
q
u
alitativ
e
d
ata
to
c
o
m
p
lem
e
n
t
an
d
el
u
cid
ate
th
e
q
u
a
n
titativ
e
f
in
d
in
g
s
.
T
h
e
q
u
an
titativ
e
s
tu
d
y
u
tili
ze
d
th
e
“r
an
d
o
m
ize
d
p
r
e
-
a
n
d
p
o
s
t
-
test
co
n
tr
o
l
g
r
o
u
p
d
esig
n
”
[
4
6
]
.
On
e
ex
p
er
im
e
n
tal
g
r
o
u
p
an
d
o
n
e
co
n
t
r
o
l
g
r
o
u
p
(
as
a
co
m
p
ar
is
o
n
)
wer
e
in
clu
d
e
d
in
th
is
s
tu
d
y
.
T
h
e
ex
p
er
im
e
n
tal
g
r
o
u
p
r
ec
eiv
ed
eth
n
o
s
cien
ce
in
te
g
r
ated
with
in
q
u
i
r
y
-
cr
ea
tiv
e
lear
n
i
n
g
(
X
)
,
wh
ile
t
h
e
c
o
n
tr
o
l
g
r
o
u
p
r
ec
eiv
ed
tr
a
d
itio
n
al
teac
h
in
g
(
C
)
.
E
ac
h
g
r
o
u
p
wer
e
ass
es
s
ed
f
o
r
th
eir
CT
s
k
ill
s
th
r
o
u
g
h
a
p
r
etest
(
O
1
)
an
d
a
p
o
s
ttes
t
(
O
2
)
.
T
h
e
s
tu
d
y
d
esig
n
em
p
lo
y
e
d
is
o
u
tlin
ed
in
(
1
)
:
In
t
er
v
e
n
t
i
o
n
g
r
o
up
A
(
Exper
i
m
en
t
al
)
O
1
O
2
In
t
er
v
e
n
t
i
o
n
g
r
o
up
B
(
C
o
n
t
r
o
l
)
O
1
O
2
(
1
)
T
o
en
s
u
r
e
im
p
a
r
tiality
am
o
n
g
th
e
g
r
o
u
p
s
,
p
r
o
f
ess
io
n
al
lectu
r
er
s
co
n
d
u
cted
th
e
lear
n
in
g
im
p
lem
en
tatio
n
s
im
u
ltan
e
o
u
s
ly
.
Pro
f
ess
io
n
al
lectu
r
er
s
in
v
o
lv
ed
in
th
is
s
tu
d
y
u
n
d
er
s
ta
n
d
th
e
co
n
te
x
t
an
d
co
n
ten
t
o
f
th
is
r
esear
ch
.
I
n
a
d
d
itio
n
to
ad
m
in
is
ter
in
g
p
r
e
-
tes
ts
an
d
p
o
s
t
-
test
s
,
ea
ch
g
r
o
u
p
p
ar
ticip
ated
in
f
o
u
r
lear
n
in
g
s
ess
io
n
s
o
v
er
f
o
u
r
we
ek
s
.
Du
r
in
g
th
e
q
u
alitativ
e
s
tag
e,
lectu
r
er
s
wer
e
in
ter
v
iewe
d
to
g
ath
er
th
eir
o
p
in
io
n
s
an
d
i
n
s
ig
h
ts
o
n
th
e
teac
h
in
g
p
r
o
ce
s
s
,
s
p
ec
if
ically
f
o
cu
s
in
g
o
n
th
e
in
v
o
lv
em
en
t
o
f
PS
T
s
in
a
lear
n
in
g
ap
p
r
o
ac
h
th
at
co
m
b
in
es
eth
n
o
s
cien
ce
with
c
r
ea
tiv
e
-
in
q
u
ir
y
lear
n
in
g
.
T
h
ese
i
n
ter
v
iew
s
wer
e
co
n
d
u
cted
af
ter
th
e
im
p
lem
en
tatio
n
o
f
t
h
e
lear
n
in
g
p
r
o
g
r
am
s
,
aim
in
g
to
g
ain
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
ei
r
im
p
ac
t.
T
h
e
lectu
r
er
s
'
r
esp
o
n
s
es
an
d
p
er
ce
p
tio
n
s
wer
e
s
o
u
g
h
t
t
h
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews to
g
ain
v
al
u
ab
le
in
s
ig
h
ts
in
to
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
lear
n
in
g
i
n
itiativ
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
teg
r
a
tin
g
eth
n
o
s
cien
ce
in
in
q
u
ir
y
-
crea
tive
lea
r
n
in
g
:
a
n
ew b
r
ea
kth
r
o
u
g
h
in
en
h
a
n
cin
g
…
(
A
h
ma
d
H
a
r
jo
n
o
)
639
3
.
2
.
P
a
rt
icipa
nts
T
h
is
s
tu
d
y
in
v
o
lv
e
d
PS
T
s
s
t
u
d
y
in
g
at
two
u
n
iv
e
r
s
ities
in
th
e
P
r
o
v
in
ce
o
f
W
est
Nu
s
a
T
en
g
g
ar
a
,
I
n
d
o
n
esia.
T
h
e
s
elec
tio
n
p
r
o
c
ess
f
o
r
th
e
p
ar
ticip
an
ts
was
r
a
n
d
o
m
u
s
in
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
[
4
7
]
,
with
th
e
f
o
cu
s
b
ein
g
o
n
f
i
r
s
t
-
y
ea
r
PS
T
s
en
r
o
lled
in
s
cien
ce
s
p
ec
ialis
t
co
u
r
s
es
at
th
ese
u
n
i
v
er
s
ities
.
A
to
tal
o
f
4
5
PS
T
s
p
ar
ticip
ated
in
th
e
s
tu
d
y
,
with
2
2
ass
ig
n
ed
to
i
n
ter
v
en
tio
n
g
r
o
u
p
A
(
ex
p
e
r
i
m
en
tal)
an
d
2
3
to
in
ter
v
en
tio
n
g
r
o
u
p
B
(
c
o
n
tr
o
l)
.
T
h
is
s
am
p
le
s
ize
co
u
l
d
b
e
co
n
s
id
er
ed
s
u
f
f
icien
t
f
o
r
a
s
tu
d
y
em
p
lo
y
in
g
a
m
ix
ed
m
eth
o
d
s
ap
p
r
o
ac
h
,
b
ased
o
n
co
m
m
o
n
c
o
n
s
id
er
ati
o
n
s
in
s
tatis
tical
an
aly
s
is
an
d
r
esear
ch
d
esig
n
,
esp
ec
ially
if
th
e
ex
p
ec
ted
e
f
f
ec
t
s
ize
is
m
ed
iu
m
to
lar
g
e
[
4
7
]
.
T
ab
le
1
p
r
o
v
id
es
a
n
o
v
er
v
iew
o
f
th
e
p
ar
ticip
an
ts
'
d
em
o
g
r
ap
h
ic
d
eta
ils
.
T
ab
le
1
.
T
h
e
d
em
o
g
r
ap
h
ics o
f
th
e
p
ar
ticip
an
ts
D
e
mo
g
r
a
p
h
i
c
d
e
t
a
i
l
s
Ex
p
e
r
i
m
e
n
t
a
l
(
n
=
2
2
)
C
o
n
t
r
o
l
(
n
=
2
3
)
n
%
n
%
G
e
n
d
e
r
M
a
l
e
12
55
8
35
F
e
mal
e
10
45
15
65
A
g
e
(
y
e
a
r
s)
<
1
8
3
1
3
.
6
1
4
.
3
18
–
19
18
82
20
87
>
1
9
1
4
.
4
2
8
.
7
3
.
3
.
Resea
rc
h ins
t
rum
ent
s
a
n
d p
ro
ce
du
re
T
h
is
r
esear
ch
u
tili
ze
s
in
s
tr
u
ctio
n
al
to
o
ls
s
u
ch
as
lear
n
in
g
s
ce
n
ar
io
s
,
teac
h
in
g
m
ater
ials
(
m
o
d
u
les),
an
d
wo
r
k
s
h
ee
ts
to
s
u
s
tain
th
e
im
p
lem
en
tatio
n
o
f
t
h
e
in
te
g
r
atio
n
o
f
eth
n
o
s
cien
ce
s
with
in
q
u
i
r
y
-
cr
ea
tiv
e
lear
n
in
g
.
T
h
e
c
o
v
er
a
g
e
o
f
m
ater
ial
as
lear
n
in
g
co
n
ten
t
is
f
lu
id
m
ec
h
an
ics
wh
ich
d
is
c
u
s
s
es:
i
)
h
y
d
r
o
s
tatic
p
r
ess
u
r
e
(
r
aisi
n
g
th
e
is
s
u
e
o
f
eth
n
o
s
cien
ce
‘
B
h
u
k
er
e,
’
t
h
e
B
h
u
y
ak
h
a
Sen
tan
i
tr
ib
e
)
;
ii
)
Ar
ch
im
ed
es
’
p
r
i
n
cip
le
an
d
th
e
s
tate
o
f
o
b
jects in
f
lu
id
s
(
r
aisi
n
g
th
e
is
s
u
e
o
f
eth
n
o
s
cien
ce
‘
Pas
ar
T
er
ap
u
n
g
’
in
So
u
th
Kalim
an
tan
,
an
d
th
e
s
ea
f
ar
in
g
tr
a
d
itio
n
o
f
th
e
B
ajo
T
r
ib
e)
;
iii
)
v
is
co
s
ity
(
r
ai
s
in
g
th
e
is
s
u
e
o
f
et
h
n
o
s
cien
ce
‘
Ny
ad
ep
’
an
d
th
e
tr
ad
itio
n
o
f
p
r
o
ce
s
s
in
g
p
alm
s
u
g
ar
in
L
o
m
b
o
k
)
;
an
d
iv
)
d
y
n
am
ic
f
lu
id
s
(
r
aisi
n
g
th
e
is
s
u
e
o
f
eth
n
o
s
cien
ce
i
n
th
e
u
s
e
o
f
‘
C
en
d
i
(
B
o
n
g
)
’
b
y
th
e
Sas
ak
T
r
ib
e
co
m
m
u
n
ity
)
.
T
h
e
q
u
an
titativ
e
d
ata
co
llecti
o
n
in
s
tr
u
m
en
t
co
n
s
is
ted
o
f
a
C
T
s
k
ill
s
test
,
wh
ile
th
e
q
u
alitativ
e
d
ata
co
llectio
n
in
s
tr
u
m
e
n
t
in
clu
d
ed
an
in
te
r
v
iew
g
u
id
e,
b
o
th
s
er
v
in
g
as
th
e
p
r
im
a
r
y
r
esear
ch
i
n
s
tr
u
m
en
ts
.
Prio
r
t
o
im
p
lem
en
tatio
n
,
th
ese
in
s
tr
u
m
en
ts
wer
e
v
alid
ated
b
y
t
h
r
e
e
s
cien
ce
ed
u
ca
tio
n
ex
p
er
ts
to
en
s
u
r
e
th
eir
co
n
ten
t
an
d
co
n
s
tr
u
ct
v
alid
ity
.
Feed
b
ac
k
f
r
o
m
th
e
v
alid
ato
r
s
co
n
f
i
r
m
ed
th
e
v
alid
ity
o
f
th
e
in
s
tr
u
ctio
n
al
to
o
ls
an
d
in
s
tr
u
m
en
ts
.
T
h
er
ef
o
r
e,
th
ese
in
s
tr
u
m
en
ts
wer
e
d
ee
m
ed
ad
e
q
u
ate
to
s
u
s
tain
th
e
im
p
lem
en
tatio
n
o
f
lear
n
in
g
p
r
o
g
r
a
m
s
.
T
o
co
llect
th
e
C
T
s
k
ill
d
ata,
an
ess
ay
test
in
s
tr
u
m
en
t
was
em
p
lo
y
ed
.
T
h
e
ass
ess
m
en
t
o
f
C
T
s
k
il
l
s
f
o
cu
s
ed
o
n
f
o
u
r
in
d
icato
r
s
,
n
a
m
ely
:
an
aly
s
is
,
in
f
er
en
ce
,
ev
al
u
atio
n
,
an
d
d
ec
is
io
n
-
m
ak
in
g
.
T
h
e
test
co
m
p
r
is
ed
eig
h
t
item
s
,
th
e
two
item
s
f
o
r
ea
ch
in
d
icato
r
.
Sco
r
in
g
f
o
llo
wed
a
m
u
lti
-
lev
el
ap
p
r
o
ac
h
(
f
iv
e
s
ca
les),
ad
ap
ted
f
r
o
m
E
n
n
is
an
d
W
eir
[
4
8
]
,
with
s
co
r
es
r
an
g
in
g
f
r
o
m
-
1
(
lo
w
est)
to
+3
(
h
ig
h
est).
T
o
c
o
llect
d
ata
o
n
CT
s
k
ills
,
b
o
th
s
am
p
le
g
r
o
u
p
s
wer
e
ass
ess
ed
u
s
in
g
v
alid
an
d
r
eliab
le
test
in
s
tr
u
m
en
ts
.
T
h
e
test
was
co
n
d
u
cte
d
twice:
o
n
ce
b
ef
o
r
e
lear
n
in
g
p
r
o
g
r
am
(
p
r
e
-
test
)
an
d
o
n
ce
af
ter
lear
n
i
n
g
p
r
o
g
r
am
(
p
o
s
t
-
test
)
.
B
o
th
g
r
o
u
p
s
to
o
k
th
e
test
s
im
u
ltan
eo
u
s
ly
,
with
a
tim
e
li
m
it o
f
1
0
0
m
in
u
tes f
o
r
a
n
s
wer
in
g
th
e
q
u
esti
o
n
s
.
Af
ter
im
p
lem
en
tin
g
th
e
lear
n
in
g
p
r
o
g
r
am
,
q
u
alitativ
e
d
ata
was
g
ath
er
ed
th
r
o
u
g
h
in
ter
v
iews
wi
th
lectu
r
er
s
.
T
h
e
p
u
r
p
o
s
e
o
f
t
h
ese
in
ter
v
iews
was
to
o
b
tain
f
ee
d
b
ac
k
f
r
o
m
th
e
lect
u
r
er
s
r
eg
ar
d
in
g
t
h
e
p
ar
ticip
atio
n
o
f
PS
T
s
d
u
r
in
g
th
e
im
p
lem
e
n
tatio
n
p
h
ase
o
f
t
h
e
p
r
o
g
r
am
.
An
in
ter
v
iew
g
u
i
d
e
was
u
s
ed
as
a
n
in
s
tr
u
m
en
t,
wh
ich
en
co
m
p
ass
ed
v
ar
io
u
s
asp
ec
ts
o
f
th
e
en
g
ag
em
e
n
t
o
f
PS
T
s
.
T
h
ese
asp
ec
ts
in
clu
d
ed
:
i
)
m
o
tiv
atio
n
,
th
e
lev
el
o
f
m
o
tiv
atio
n
d
em
o
n
s
tr
ated
b
y
PS
T
s
;
ii
)
a
u
to
n
o
m
y
,
th
e
ex
t
en
t
to
wh
ich
PS
T
s
d
is
p
lay
ed
au
to
n
o
m
y
i
n
ac
co
m
p
lis
h
in
g
ass
ig
n
ed
task
s
;
iii
)
c
o
llab
o
r
atio
n
,
th
e
ab
ilit
y
o
f
PS
T
s
to
co
llab
o
r
ate
ef
f
ec
tiv
ely
with
th
eir
p
ee
r
s
in
task
d
ev
el
o
p
m
en
t;
iv
)
p
ar
ticip
atio
n
,
th
e
d
eg
r
ee
o
f
in
v
o
lv
em
e
n
t
an
d
r
elatio
n
s
h
ip
s
f
o
r
m
ed
b
y
PS
T
s
with
th
e
s
u
b
ject
m
atter
,
th
eir
l
ec
tu
r
er
,
an
d
f
ello
w
PS
T
s
;
v
)
r
eso
lu
tio
n
,
th
e
PS
T
s
'
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
wh
en
en
co
u
n
te
r
in
g
ch
allen
g
es
d
u
r
in
g
class
ac
tiv
itie
s
.
T
h
e
in
ter
v
iews
wi
th
lectu
r
er
s
wer
e
r
ec
o
r
d
e
d
an
d
s
u
b
s
eq
u
e
n
tly
tr
an
s
cr
ib
ed
.
3
.
4
.
Resea
rc
h
da
t
a
a
na
ly
s
is
Descr
ip
tiv
e
an
d
s
tatis
tical
an
aly
s
is
was
co
n
d
u
cted
o
n
th
e
C
T
d
ata,
co
n
s
id
er
in
g
t
h
e
C
T
s
co
r
e
o
f
p
ar
ticip
an
ts
o
n
th
e
p
r
e
-
an
d
p
o
s
t
-
test
o
f
ea
ch
g
r
o
u
p
.
Descr
ip
tiv
e
an
aly
s
is
in
clu
d
es
m
ea
n
,
s
tan
d
ar
d
d
e
v
iatio
n
(
SD)
,
s
tan
d
ar
d
er
r
o
r
o
f
th
e
m
ea
n
(
SE)
,
a
n
d
n
o
r
m
alize
d
g
ai
n
(
n
-
g
ain
)
.
T
h
e
cr
iter
ia
f
o
r
C
T
s
k
ills
ar
e
b
ased
o
n
th
e
m
ea
n
s
co
r
e
o
f
C
T
,
r
an
g
in
g
f
r
o
m
n
o
t
cr
itical
to
v
er
y
cr
i
tical.
T
h
e
s
co
r
e
r
an
g
e
an
d
C
T
cr
iter
ia
f
o
llo
w
th
e
g
u
id
elin
es
o
f
Su
h
ir
m
an
a
n
d
Pra
y
o
g
i
[
3
0
]
.
T
h
e
im
p
r
o
v
e
m
en
t
o
f
C
T
s
k
ills
f
r
o
m
p
r
et
est
to
p
o
s
ttes
t
was
ex
am
in
ed
f
o
r
ea
ch
u
tili
zin
g
H
ak
e
’
s
n
-
g
ain
f
o
r
m
u
latio
n
[
4
9
]
.
Descr
ip
tiv
e
p
lo
ts
ar
e
d
is
p
lay
e
d
to
p
r
o
v
id
e
a
clea
r
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
:
636
-
647
640
o
v
er
v
iew
o
f
t
h
e
im
p
r
o
v
em
e
n
t
in
C
T
s
co
r
es
b
etwe
en
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
in
ea
c
h
g
r
o
u
p
.
Statis
tica
l
an
aly
s
is
was
co
n
d
u
cted
t
o
c
o
m
p
ar
e
t
h
e
C
T
s
co
r
es
am
o
n
g
th
e
g
r
o
u
p
s
.
T
h
e
im
p
ac
t
o
f
th
e
two
lear
n
in
g
in
ter
v
en
tio
n
s
(
e
x
p
er
im
e
n
t
an
d
co
n
tr
o
l)
o
n
C
T
s
k
ills
was
ass
ess
ed
th
r
o
u
g
h
an
ANOV
A
test
.
B
y
co
n
d
u
ctin
g
a
n
ANOV
A
tes
t,
r
esear
ch
er
s
ca
n
s
tatis
t
ically
ev
alu
ate
wh
eth
er
th
e
o
b
s
er
v
ed
d
if
f
er
en
ce
s
in
s
co
r
es
ar
e
d
u
e
t
o
th
e
ex
p
er
im
en
tal
m
an
ip
u
latio
n
o
r
if
th
ey
ar
e
m
er
ely
r
an
d
o
m
v
ar
iatio
n
s
.
T
h
is
test
al
lo
ws
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
o
f
th
e
d
ata
an
d
ass
is
t
s
in
d
r
awin
g
co
n
cl
u
s
io
n
s
ab
o
u
t
th
e
ef
f
ec
tiv
en
ess
o
r
im
p
ac
t
o
f
th
e
e
x
p
er
im
e
n
tal
tr
ea
tm
en
t
o
n
th
e
C
T
s
k
ill
m
ea
s
u
r
ed
o
u
tc
o
m
es.
T
o
an
aly
ze
th
e
q
u
alitativ
e
d
ata
o
b
tain
e
d
f
r
o
m
in
ter
v
iew
f
o
r
m
s
with
lectu
r
er
,
a
co
n
ten
t
an
aly
s
is
wa
s
p
er
f
o
r
m
ed
o
n
th
e
in
t
er
v
iew
tr
an
s
cr
ip
ts
.
T
h
e
in
s
ig
h
ts
g
ain
ed
f
r
o
m
th
e
r
esp
o
n
s
es
o
f
lectu
r
er
s
r
e
g
ar
d
in
g
th
e
im
p
lem
en
tatio
n
o
f
lear
n
in
g
in
r
elatio
n
to
m
o
tiv
atio
n
,
au
to
n
o
m
y
,
co
llab
o
r
atio
n
,
p
ar
ticip
atio
n
,
a
n
d
r
eso
lu
tio
n
o
f
PS
T
s
p
r
o
v
id
e
v
alu
ab
le
f
in
d
in
g
s
to
co
m
p
lem
en
t
th
e
q
u
an
titativ
e
r
esu
lts
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
T
he
ef
f
ec
t
o
f
lea
rning
pro
g
r
a
m
s
o
n
cr
it
ica
l t
hin
k
ing
s
k
ill
s
T
h
e
r
esu
lts
o
f
th
e
d
escr
ip
tiv
e
an
aly
s
is
o
f
C
T
s
k
ills
r
elat
ed
to
th
e
s
tu
d
y
o
f
im
p
lem
e
n
tin
g
th
e
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
p
r
o
ce
s
s
th
at
in
teg
r
ates
eth
n
o
s
cie
n
ce
s
ar
e
p
r
esen
ted
in
T
ab
le
2
,
ac
co
m
p
a
n
ied
b
y
d
escr
ip
tiv
e
p
lo
ts
o
f
C
T
s
co
r
e
s
in
ea
ch
in
ter
v
en
ti
o
n
g
r
o
u
p
ar
e
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
(
a)
s
h
o
ws
th
e
d
escr
ip
tiv
e
p
lo
ts
o
f
C
T
s
co
r
es
in
co
n
tr
o
l
g
r
o
u
p
an
d
Fig
u
r
e
1
(
b
)
s
h
o
ws
th
e
d
escr
ip
tiv
e
p
lo
ts
o
f
C
T
s
co
r
es
in
ex
p
er
im
en
tal
g
r
o
u
p
.
T
h
e
p
r
etest
s
co
r
es
f
o
r
C
T
s
k
ill
s
f
o
r
th
e
co
n
tr
o
l
g
r
o
u
p
wer
e
with
in
t
h
e
n
o
t
cr
itical
cr
iter
ia
(
M=
-
0
.
2
8
8
,
SD=0
.
1
7
9
)
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
also
ac
q
u
ir
ed
n
o
t
cr
itical
cr
iter
ia
in
t
h
e
p
r
etest
(
M=
-
0
.
2
8
8
,
SD=0
.
1
7
9
)
.
Af
te
r
th
e
in
ter
v
e
n
tio
n
o
f
t
h
e
lear
n
in
g
p
r
o
ce
s
s
,
b
o
th
g
r
o
u
p
s
ex
p
er
ien
ce
d
an
im
p
r
o
v
em
e
n
t
in
C
T
s
k
ill
s
co
r
es.
T
h
e
p
o
s
t
-
test
s
co
r
es
f
o
r
th
e
ex
p
er
im
en
tal
g
r
o
u
p
,
wh
ich
u
n
d
er
wen
t
a
lea
r
n
in
g
p
r
o
ce
s
s
th
at
in
teg
r
ates
eth
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
cr
ea
tiv
e
lea
r
n
in
g
,
a
cq
u
ir
ed
C
T
s
co
r
es
with
in
th
e
cr
itical
cr
iter
ia
(
M=
2
.
1
7
0
,
SD=0
.
2
7
7
)
,
s
h
o
wi
n
g
a
m
o
d
er
ate
in
cr
ea
s
e
in
C
T
s
co
r
es
(
n
-
g
ain
=
0
.
5
3
)
.
On
th
e
o
th
er
h
an
d
,
th
e
p
o
s
t
-
test
s
co
r
es
f
o
r
th
e
co
n
tr
o
l
g
r
o
u
p
,
wh
ich
u
n
d
e
r
wen
t
tr
ad
itio
n
a
l
(
ex
p
o
s
ito
r
y
)
teac
h
in
g
in
ter
v
e
n
tio
n
,
ac
q
u
ir
ed
C
T
s
co
r
es
with
in
th
e
les
s
cr
itic
al
cr
iter
ia
(
M=
0
.
1
0
3
,
SD=0
.
4
3
4
)
,
s
h
o
win
g
a
lo
w
in
cr
ea
s
e
in
C
T
s
co
r
es
(n
-
g
ain
=
0
.
0
9
)
.
T
ab
le
2
.
T
h
e
r
esu
lts
o
f
th
e
d
escr
ip
tiv
e
an
aly
s
is
o
f
C
T
s
k
ills
f
r
o
m
th
e
g
r
o
u
p
s
G
r
o
u
p
s
N
M
e
a
n
SD
SE
C
T
c
r
i
t
e
r
i
a
Pre
-
t
e
st
C
o
n
t
r
o
l
23
-
0
.
2
8
8
0
.
1
7
9
0
.
0
3
7
N
o
t
c
r
i
t
i
c
a
l
Ex
p
e
r
i
m
e
n
t
a
l
22
-
0
.
2
3
3
0
.
3
0
7
0
.
0
6
5
N
o
t
c
r
i
t
i
c
a
l
P
o
st
-
t
e
st
C
o
n
t
r
o
l
23
0
.
1
0
3
0
.
4
3
4
0
.
0
9
1
Le
ss
c
r
i
t
i
c
a
l
Ex
p
e
r
i
m
e
n
t
a
l
22
2
.
1
7
0
0
.
2
7
7
0
.
0
5
9
C
r
i
t
i
c
a
l
(
a
)
(
b
)
Fig
u
r
e
1
.
Descr
ip
tiv
e
p
lo
ts
o
f
C
T
s
co
r
es in
(
a)
co
n
tr
o
l g
r
o
u
p
an
d
(
b
)
ex
p
er
im
en
tal
g
r
o
u
p
Fu
r
th
er
m
o
r
e
,
th
e
ANOV
A
test
was
ca
r
r
ied
o
u
t,
esp
ec
ially
in
r
elatio
n
to
test
in
g
th
e
d
if
f
er
en
ce
s
in
p
r
etest
an
d
p
o
s
ttes
t
s
co
r
es
b
et
wee
n
th
e
e
x
p
er
im
e
n
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
,
th
is
was
to
an
aly
ze
an
d
co
m
p
ar
e
t
h
e
av
er
ag
e
C
T
s
co
r
es
o
f
th
e
g
r
o
u
p
s
.
I
n
p
ar
tic
u
lar
,
it
h
elp
s
d
e
ter
m
in
e
wh
eth
er
th
er
e
is
a
s
ig
n
if
ican
t
v
ar
iatio
n
b
etwe
en
th
e
m
ea
n
C
T
s
co
r
es
o
f
p
r
etest
an
d
p
o
s
ttes
t
m
ea
s
u
r
em
en
ts
with
in
ea
ch
g
r
o
u
p
,
as
well
as
wh
eth
er
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
t
h
e
m
ea
n
s
co
r
es
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
ab
le
3
p
r
esen
ts
d
ata
f
r
o
m
th
e
ANOV
A
test
r
esu
lt
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
teg
r
a
tin
g
eth
n
o
s
cien
ce
in
in
q
u
ir
y
-
crea
tive
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r
n
in
g
:
a
n
ew b
r
ea
kth
r
o
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g
h
in
en
h
a
n
cin
g
…
(
A
h
ma
d
H
a
r
jo
n
o
)
641
T
ab
le
3
.
T
h
e
r
esu
lt o
f
t
h
e
ANOV
A
test
C
a
ses
S
u
m
o
f
S
q
r
s
.
df
M
e
a
n
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r
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p
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t
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n
t
r
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1
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T
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a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
C
T
s
co
r
es
in
th
e
p
r
e
-
test
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d
p
o
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-
t
est
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
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3
.
6
1
9
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<
0
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0
0
1
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0
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9
4
7
)
,
as
well
as
th
e
co
n
tr
o
l
g
r
o
u
p
(
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5
.
9
8
7
,
p
<
0
.
0
0
1
,
η
²=
0
.
2
6
7
)
.
T
h
is
co
n
f
ir
m
s
th
e
d
escr
ip
tiv
e
an
aly
s
is
r
esu
lts
th
at
in
b
o
th
g
r
o
u
p
s
,
th
eir
C
T
s
c
o
r
es
im
p
r
o
v
e
d
f
r
o
m
th
e
p
r
e
-
test
to
th
e
p
o
s
t
-
test
.
E
v
alu
atin
g
th
e
av
er
ag
e
C
T
s
co
r
es
in
th
e
p
r
e
-
test
o
f
b
o
t
h
g
r
o
u
p
s
,
th
e
p
r
e
-
test
C
T
s
co
r
es
ar
e
n
o
t
s
ig
n
if
ican
tly
d
if
f
er
en
t
(
F=0
.
5
4
8
,
p
=
0
.
4
6
3
,
η
²=
0
.
0
1
3
)
,
m
ea
n
in
g
th
at
th
e
v
ar
ian
ce
in
av
er
ag
e
p
r
e
-
test
C
T
s
co
r
es
is
u
n
if
o
r
m
b
etwe
en
t
h
e
e
x
p
er
im
en
tal
a
n
d
c
o
n
tr
o
l
g
r
o
u
p
s
.
Me
an
wh
il
e,
th
e
p
o
s
t
-
test
C
T
s
co
r
es
ar
e
s
ig
n
if
ican
tly
d
if
f
e
r
e
n
t
(
F=3
5
8
.
9
5
1
,
p
<
0
.
0
0
1
,
η
²=
0
.
8
9
3
)
,
co
n
f
ir
m
in
g
t
h
e
d
escr
ip
t
iv
e
an
aly
s
is
r
esu
lts
th
at
th
e
av
er
a
g
e
p
o
s
t
-
test
C
T
s
co
r
es
o
f
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
ar
e
h
i
g
h
er
th
an
t
h
o
s
e
o
f
th
e
co
n
t
r
o
l
g
r
o
u
p
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
t
h
e
lear
n
in
g
p
r
o
ce
s
s
th
at
in
teg
r
ates
eth
n
o
s
cien
ce
s
in
to
i
n
q
u
i
r
y
-
cr
ea
tiv
e
lear
n
in
g
s
ig
n
if
ican
tly
im
p
ac
ts
th
e
C
T
s
k
ills
o
f
PS
T
s
.
4
.
2
.
L
ec
t
urer
’
s
re
s
po
n
s
e
t
o
t
he
lea
rning
pro
g
ra
m
A
lectu
r
er
p
ar
ticip
ated
in
t
h
is
r
esear
ch
.
T
h
e
lectu
r
er
s
tated
th
at
th
e
p
r
o
g
r
a
m
th
at
in
teg
r
ates
eth
n
o
s
cien
ce
s
in
to
i
n
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
h
ad
a
p
o
s
itiv
e
im
p
ac
t
o
n
ef
f
o
r
ts
to
im
p
r
o
v
e
th
e
C
T
s
k
ills
o
f
PS
T
s
.
T
h
e
in
v
o
lv
em
en
t
o
f
th
e
s
tu
d
en
ts
h
ig
h
lig
h
ted
in
th
e
in
t
er
v
iew
is
d
escr
ib
ed
:
Mo
tiv
atio
n
:
“
Th
e
in
teg
r
a
tio
n
o
f
eth
n
o
s
cien
ce
s
,
w
h
ich
fo
c
u
s
es
o
n
in
d
ig
en
o
u
s
kn
o
w
led
g
e
a
n
d
lo
ca
l
cu
ltu
r
a
l
p
r
a
ctice
s
r
ela
ted
to
s
cien
ce
,
ca
n
s
p
a
r
k
P
S
Ts
'
in
teres
t
a
n
d
en
g
a
g
eme
n
t
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
B
y
in
co
r
p
o
r
a
tin
g
th
eir
o
w
n
cu
ltu
r
a
l
b
a
c
kg
r
o
u
n
d
s
a
n
d
ex
p
erien
ce
s
,
P
S
Ts
a
r
e
mo
r
e
likely
to
b
e
mo
tiva
te
d
to
ex
p
lo
r
e
a
n
d
u
n
d
ers
ta
n
d
s
cien
tifi
c
co
n
ce
p
ts
.
I
n
te
g
r
a
tin
g
eth
n
o
s
cien
ce
s
a
llo
w
s
P
S
Ts
to
s
ee
th
e
p
r
a
ctica
l
a
p
p
lica
tio
n
s
o
f
s
cien
tifi
c
kn
o
w
led
g
e
in
th
ei
r
o
w
n
co
mmu
n
ities
a
n
d
cu
ltu
r
a
l
c
o
n
t
ex
ts
.
Th
is
co
n
n
ec
tio
n
to
th
eir
d
a
ily
lives
en
h
a
n
ce
s
th
eir
mo
t
iva
tio
n
to
lea
r
n
a
n
d
a
p
p
ly
s
cien
tifi
c
p
r
in
cip
les in
mea
n
in
g
fu
l wa
ys.
”
Au
to
n
o
m
y
:
“
I
a
ck
n
o
w
led
g
ed
th
a
t
w
h
en
P
S
Ts
a
r
e
g
iven
th
e
fr
ee
d
o
m
to
ta
ke
o
w
n
ers
h
ip
o
f
th
eir
lea
r
n
in
g
a
n
d
en
g
a
g
e
in
s
elf
-
d
ir
ec
ted
ta
s
ks,
th
ey
d
emo
n
s
tr
a
te
a
h
ig
h
er
leve
l
o
f
a
u
to
n
o
m
y.
Th
i
s
a
u
to
n
o
my
emp
o
w
ers
th
em
t
o
ex
p
lo
r
e
th
e
s
u
b
ject
ma
tter
o
f
eth
n
o
s
cien
ce
s
,
w
h
ich
i
n
vo
lves
s
tu
d
yin
g
in
d
ig
en
o
u
s
kn
o
w
led
g
e
a
n
d
cu
ltu
r
a
l
p
r
a
ctice
s
in
r
ela
tio
n
to
th
e
n
a
tu
r
a
l
w
o
r
ld
.
B
y
a
ctive
ly
p
a
r
ticip
a
tin
g
in
i
n
q
u
i
r
y
-
b
a
s
ed
a
n
d
crea
tive
lea
r
n
in
g
a
ctivities,
P
S
Ts
d
ev
elo
p
th
e
ir
C
T
s
kills
.
”
C
o
llab
o
r
atio
n
:
“
Wh
en
P
S
Ts
w
o
r
k
to
g
eth
er
effec
tively
w
ith
th
eir
p
ee
r
s
in
ta
s
k
d
ev
elo
p
men
t,
th
ey
a
r
e
a
b
le
t
o
ex
ch
a
n
g
e
d
ivers
e
p
ers
p
ec
tives,
s
h
a
r
e
kn
o
w
led
g
e,
a
n
d
c
o
llective
ly
ex
p
lo
r
e
c
o
mp
lex
p
r
o
b
lems.
Th
is
co
lla
b
o
r
a
tive
a
p
p
r
o
a
c
h
n
o
t
o
n
ly
fo
s
ters
a
s
en
s
e
o
f
co
mmu
n
ity
a
n
d
in
clu
s
ivity
in
th
e
cla
s
s
r
o
o
m
b
u
t
a
ls
o
en
h
a
n
ce
s
P
S
Ts
’
a
b
ilit
y
to
th
in
k
crit
ica
lly,
a
n
a
lyze
in
fo
r
ma
tio
n
fr
o
m
d
iffer
en
t c
u
ltu
r
a
l p
ers
p
ec
tives,
a
n
d
d
ev
elo
p
i
n
n
o
v
a
tive
s
o
lu
tio
n
s
.
”
Par
ticip
atio
n
:
“
I
o
b
s
erve
th
e
fa
ct
a
h
ig
h
er
d
eg
r
ee
o
f
in
v
o
lvem
en
t
a
n
d
s
tr
o
n
g
er
r
ela
tio
n
s
h
ip
s
fo
r
med
b
y
P
S
Ts
w
ith
th
e
s
u
b
ject
ma
tter
,
th
eir
lectu
r
e
r
,
a
n
d
fello
w
P
S
Ts
.
Th
e
in
teg
r
a
tio
n
o
f
eth
n
o
s
cien
ce
s
n
o
t
o
n
ly
s
p
a
r
ke
d
P
S
Ts
’
cu
r
io
s
ity
b
u
t
a
ls
o
en
co
u
r
a
g
ed
th
em
to
a
ctive
ly
en
g
a
g
e
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
,
fo
s
teri
n
g
a
d
ee
p
er u
n
d
ers
ta
n
d
in
g
a
n
d
a
p
p
r
ec
ia
tio
n
o
f d
iffer
en
t c
u
ltu
r
es a
n
d
p
ers
p
ec
tives.
”
R
eso
lu
tio
n
:
“
Th
e
lea
r
n
in
g
p
r
o
g
r
a
ms
h
a
ve
a
f
a
vo
r
a
b
le
imp
a
c
t
o
n
effo
r
ts
to
en
h
a
n
ce
t
h
e
P
S
Ts
’
C
T
s
kills
.
I
o
b
s
erved
th
a
t
b
y
in
co
r
p
o
r
a
tin
g
eth
n
o
s
cien
ce
s
,
w
h
ich
in
vo
lve
ex
p
lo
r
in
g
i
n
d
i
g
en
o
u
s
kn
o
w
led
g
e,
P
S
Ts
w
ere
n
o
t
o
n
ly
a
b
le
to
d
ev
elo
p
in
n
o
va
tive
s
o
lu
tio
n
s
to
p
r
o
b
lems
b
u
t
a
ls
o
g
a
in
ed
a
d
ee
p
er
u
n
d
ers
ta
n
d
in
g
o
f
th
e
s
u
b
ject
ma
tter
.
Th
is
h
o
lis
tic
a
p
p
r
o
a
c
h
fo
s
tered
a
mo
r
e
co
mp
r
eh
en
s
ive
a
n
d
a
n
a
lytica
l
min
d
s
et
a
mo
n
g
P
S
Ts
,
a
llo
w
in
g
th
em
to
th
in
k
crit
ica
lly.
”
T
h
e
CT
s
k
ills
o
f
s
cien
ce
s
tu
d
en
ts
ar
e
cr
u
cial
f
o
r
en
h
an
cin
g
th
eir
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
s
cien
tific
co
n
ce
p
ts
.
T
h
e
in
itial
ass
ess
m
e
n
t
(
p
r
etest)
o
f
th
e
two
in
ter
v
e
n
tio
n
g
r
o
u
p
s
,
as
s
h
o
w
n
in
T
a
b
l
e
2
,
r
e
v
ea
led
a
lack
o
f
CT
a
b
ilit
ies
am
o
n
g
PS
T
s
.
T
h
is
s
u
g
g
ests
th
at
PS
T
s
h
av
e
n
o
t
r
ec
ei
v
ed
s
u
f
f
icien
t
tr
ai
n
in
g
in
d
ev
elo
p
in
g
th
eir
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
:
636
-
647
642
CT
s
k
ills
d
u
r
in
g
th
eir
lear
n
in
g
ex
p
er
ien
ce
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
r
esu
lts
o
f
Fit
r
ian
i
et
a
l
.
[
5
0
]
wh
ich
in
d
icate
d
th
at
u
n
iv
e
r
s
ities
'
teac
h
in
g
p
r
ac
tices
d
o
n
o
t
p
r
io
r
itize
th
e
c
u
ltiv
atio
n
o
f
CT
s
k
ills
,
r
esu
ltin
g
in
u
n
d
er
d
ev
elo
p
e
d
an
aly
tical
ab
i
liti
es
an
d
CT
s
k
ills
am
o
n
g
s
t
u
d
en
ts
.
Similar
ly
,
p
r
ev
io
u
s
s
tu
d
y
b
y
Hsu
[
5
1
]
o
n
s
tu
d
en
ts
u
n
iv
er
s
ity
in
T
aiwa
n
f
o
u
n
d
a
n
ee
d
f
o
r
ed
u
ca
tio
n
al
r
e
f
o
r
m
s
t
o
p
r
o
m
o
te
CT
,
as
th
e
s
tu
d
en
ts
'
p
r
e
-
ass
ess
m
en
t o
f
C
T
s
k
ills
d
em
o
n
s
tr
ated
p
o
o
r
p
er
f
o
r
m
an
ce
,
f
allin
g
s
h
o
r
t
o
f
th
e
u
n
iv
er
s
ity
'
s
ex
p
ec
tatio
n
s
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
t
h
e
im
p
l
em
en
tatio
n
o
f
in
q
u
ir
y
lear
n
in
g
,
s
ig
n
if
ican
tly
e
x
p
an
d
ed
th
e
o
p
p
o
r
tu
n
ity
f
o
r
PS
T
s
to
d
ev
elo
p
th
eir
CT
ab
ilit
ies.
T
h
e
in
ter
v
en
tio
n
g
r
o
u
p
A,
wh
ich
ex
p
er
ie
n
ce
d
eth
n
o
s
cien
ce
in
teg
r
ated
with
in
q
u
ir
y
-
c
r
ea
tiv
e
lear
n
in
g
,
d
em
o
n
s
tr
ated
a
n
o
tab
l
y
h
ig
h
er
lev
el
o
f
CT
,
as
in
d
icate
d
b
y
th
eir
C
T
s
co
r
es,
co
m
p
ar
ed
to
in
ter
v
en
tio
n
g
r
o
u
p
B
,
wh
ich
r
ec
eiv
ed
tr
ad
itio
n
a
l
teac
h
in
g
m
eth
o
d
s
.
Fig
u
r
e
1
v
is
u
ally
d
ep
icts
th
e
s
u
p
er
io
r
C
T
s
co
r
es
ac
h
iev
ed
b
y
in
ter
v
en
tio
n
g
r
o
u
p
A
in
co
n
t
r
ast
to
th
e
m
in
im
al
in
cr
ea
s
e
o
b
s
er
v
ed
in
g
r
o
u
p
B
(
with
a
lo
w
n
-
g
ain
o
f
0
.
0
9
)
.
T
h
is
en
h
an
ce
m
en
t
in
CT
s
k
ills
ca
n
b
e
attr
ib
u
ted
t
o
th
e
s
cien
tific
-
cr
ea
tiv
ity
in
ter
v
en
tio
n
s
im
p
lem
e
n
ted
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
e
v
io
u
s
r
esear
ch
th
at
s
u
g
g
ests
in
ter
v
en
tio
n
th
r
o
u
g
h
s
cien
tific
cr
ea
tiv
ity
in
in
q
u
ir
y
teac
h
in
g
en
h
an
ce
s
an
aly
tical
s
k
ills
in
p
r
o
s
p
ec
tiv
e
teac
h
er
s
[
4
4
]
.
Ov
er
all,
in
q
u
ir
y
lear
n
in
g
s
u
r
p
ass
es
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
,
wh
ich
is
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
Sellar
s
et
a
l
.
[
5
2
]
wh
o
c
o
n
clu
d
ed
th
at
in
q
u
ir
y
lear
n
in
g
o
u
tp
er
f
o
r
m
s
tr
ad
itio
n
al
teac
h
in
g
in
im
p
r
o
v
in
g
s
tu
d
en
ts
'
s
k
ills
an
d
lear
n
in
g
o
u
tco
m
es.
T
h
e
p
ar
ticip
an
ts
in
b
o
th
in
ter
v
en
tio
n
g
r
o
u
p
s
in
itially
d
em
o
n
s
tr
ated
a
lo
wer
lev
el
o
f
CT
s
k
ills
o
n
th
e
p
r
etest.
Ho
wev
er
,
th
e
p
o
s
ttes
t
r
ev
ea
led
v
ar
ie
d
im
p
r
o
v
em
en
t
s
in
C
T
s
k
ill
s
.
Sp
ec
if
ically
,
in
ter
v
en
tio
n
g
r
o
u
p
A
ex
h
ib
ited
s
u
p
er
io
r
p
er
f
o
r
m
a
n
c
e
at
a
c
r
itical
lev
el,
w
h
ile
g
r
o
u
p
B
s
h
o
we
d
th
e
lo
w
im
p
r
o
v
e
m
en
t,
th
e
y
at
a
less
cr
itical
lev
el.
T
h
e
lar
g
est
en
h
a
n
ce
m
en
t
in
C
T
s
co
r
es
(
b
ase
o
n
n
-
g
ain
p
ar
am
eter
)
was
o
b
s
er
v
ed
in
in
ter
v
e
n
tio
n
g
r
o
u
p
A.
Statis
tical
an
aly
s
is
,
as
s
h
o
wn
in
T
ab
le
3
,
co
n
f
ir
m
ed
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
C
T
s
co
r
es
b
etwe
en
th
e
g
r
o
u
p
s
.
I
t c
an
b
e
in
f
er
r
e
d
t
h
at
tr
ad
itio
n
al
teac
h
in
g
led
to
a
s
m
all
in
cr
ea
s
e
in
C
T
s
co
r
es,
wh
ile
eth
n
o
s
cien
ce
in
teg
r
ated
with
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
p
r
o
v
ed
t
o
b
e
s
u
p
er
i
o
r
.
E
v
en
c
o
m
p
a
r
ed
to
o
th
e
r
co
o
p
er
ativ
e
teac
h
in
g
m
eth
o
d
s
lik
e
s
tu
d
en
t
team
s
-
ac
h
iev
em
en
t
d
iv
is
io
n
s
(
STA
D
)
,
th
e
in
q
u
ir
y
lear
n
in
g
was
f
o
u
n
d
t
o
b
e
m
o
r
e
ef
f
ec
tiv
e
in
d
ev
el
o
p
in
g
C
T
s
k
ills
[
5
3
]
.
T
h
e
c
o
m
b
in
atio
n
o
f
eth
n
o
s
cien
ce
an
d
in
q
u
ir
y
-
cr
ea
tiv
e
lea
r
n
in
g
in
teg
r
atio
n
o
f
f
er
s
s
ev
er
al
ad
v
an
tag
es
co
m
p
a
r
ed
t
o
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
.
Fo
r
th
e
p
u
r
p
o
s
es
o
f
th
is
r
esear
ch
,
tr
ad
itio
n
al
teac
h
in
g
r
ef
er
s
to
ex
p
o
s
ito
r
y
teac
h
i
n
g
[
5
4
]
.
I
n
c
o
n
tr
ast,
in
q
u
ir
y
-
c
r
ea
tiv
e
lear
n
in
g
is
in
f
o
r
m
e
d
b
y
th
e
ad
v
a
n
ce
m
en
t
s
o
u
tlin
ed
in
th
e
r
ec
en
t
s
tu
d
i
es
b
y
W
ah
y
u
d
i
et
a
l
.
[
1
9
]
an
d
f
u
r
th
er
e
n
h
an
ce
d
th
r
o
u
g
h
th
e
in
te
g
r
atio
n
o
f
eth
n
o
s
cien
ce
p
r
in
cip
les.
T
h
e
in
teg
r
atio
n
o
f
eth
n
o
s
cie
n
ce
with
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
o
f
f
er
s
s
ig
n
if
ican
t
a
d
v
a
n
tag
es
o
v
er
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
wh
en
it
co
m
es
to
d
e
v
elo
p
in
g
CT
s
k
ills
in
PS
T
s
.
Firstl
y
,
t
h
e
in
itial
p
h
ase
o
f
p
r
o
b
lem
f
in
d
in
g
d
u
r
in
g
eth
n
o
s
cien
ce
ex
p
lo
r
atio
n
e
n
co
u
r
ag
e
s
PS
T
s
to
id
en
tify
n
u
m
er
o
u
s
a
u
th
en
tic
is
s
u
es
an
d
d
is
cr
ep
an
t
ev
e
n
ts
.
T
h
is
b
r
o
a
d
en
s
th
eir
th
in
k
i
n
g
b
y
c
o
n
s
id
er
in
g
m
u
ltip
le
p
r
o
b
lem
p
e
r
s
p
ec
tiv
es
an
d
s
tim
u
lates
cr
ea
tiv
e
id
ea
s
.
Scien
tific
cr
ea
t
iv
ity
in
p
r
o
b
lem
id
en
tific
atio
n
p
o
s
itiv
ely
in
f
l
u
en
ce
s
C
T
s
k
ills
in
s
tu
d
en
ts
[
5
5
]
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
cr
ea
tiv
ely
f
in
d
i
n
g
an
d
s
o
l
v
in
g
p
r
o
b
lem
s
in
in
q
u
ir
y
-
b
as
ed
in
s
tr
u
ctio
n
[
5
6
]
,
[
5
7
]
.
Seco
n
d
l
y
,
s
tim
u
latin
g
cr
ea
tiv
e
th
in
k
i
n
g
in
PS
T
s
th
r
o
u
g
h
h
y
p
o
th
esizin
g
an
d
d
esig
n
in
g
in
n
o
v
ativ
e
ex
p
er
im
en
ts
r
elate
d
t
o
eth
n
o
s
cien
ce
en
h
an
ce
s
th
eir
d
ee
p
er
u
n
d
er
s
tan
d
in
g
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
C
r
ea
tiv
e
ex
p
er
im
en
tatio
n
s
tr
en
g
th
en
s
s
cien
tific
k
n
o
wled
g
e
an
d
p
r
o
ce
s
s
s
k
ills
,
u
ltima
t
ely
im
p
ac
tin
g
C
T
ab
ilit
ies
[
4
1
]
.
T
h
ir
d
ly
,
e
v
alu
atin
g
cr
ea
tiv
e
ex
p
er
im
e
n
tal
p
r
o
ce
d
u
r
es
in
eth
n
o
s
cien
ce
r
ein
f
o
r
ce
s
CT
.
T
h
is
p
r
o
ce
s
s
r
eq
u
ir
es
s
tu
d
en
ts
to
d
em
o
n
s
tr
ate
im
ag
in
ativ
e
ca
p
a
b
ilit
ies
an
d
cr
ea
tiv
e
th
in
k
in
g
s
k
ills
,
r
esu
lt
in
g
in
im
p
r
o
v
e
d
C
T
ab
ilit
ies
[
5
8
]
.
Fo
u
r
th
ly
,
th
e
p
r
esen
tatio
n
o
f
s
c
ien
tific
-
cr
ea
tiv
e
p
r
o
d
u
cts
r
elat
ed
to
eth
n
o
s
cien
ce
s
er
v
es
as
a
tan
g
ib
le
o
u
tco
m
e
o
f
PS
T
s
'
C
T
s
k
ill
s
.
As
lo
n
g
as
th
ese
p
r
o
d
u
cts
ar
e
d
ev
el
o
p
e
d
th
r
o
u
g
h
cr
ea
tiv
e
ex
p
er
im
en
tatio
n
,
th
ey
ca
n
b
e
co
n
s
id
er
ed
as
m
an
if
estatio
n
s
o
f
C
T
.
Ultim
ately
,
all
f
o
r
m
s
o
f
eth
n
o
s
cien
ce
in
teg
r
ated
with
in
q
u
ir
y
-
c
r
ea
tiv
e
lear
n
in
g
e
x
h
ib
it
a
s
u
p
e
r
io
r
e
f
f
ec
t
o
n
s
u
p
p
o
r
tin
g
PS
T
s
’
CT
s
k
ills
o
f
co
m
p
ar
ed
to
ex
p
o
s
ito
r
y
o
r
tr
ad
itio
n
al
te
ac
h
in
g
a
p
p
r
o
ac
h
es.
T
h
is
is
s
u
p
p
o
r
ted
b
y
p
r
ev
io
u
s
s
tu
d
ies
b
y
Z
id
n
y
et
a
l.
[
5
9
]
th
at
in
q
u
ir
y
in
to
eth
n
o
s
cien
ce
ca
s
es
m
ak
es
lear
n
in
g
m
o
r
e
m
ea
n
in
g
f
u
l
an
d
co
n
tex
t
u
al
wh
ich
ca
n
tr
ain
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
th
i
n
k
in
g
ab
ilit
ies.
I
t
is
im
p
o
r
ta
n
t
to
h
ig
h
lig
h
t
th
at
th
e
in
q
u
ir
y
teac
h
in
g
ap
p
r
o
ac
h
p
o
p
u
lar
ized
b
y
Ar
en
d
s
[
4
2
]
d
if
f
er
s
f
r
o
m
th
e
eth
n
o
s
cien
ce
in
teg
r
a
ted
with
in
q
u
ir
y
-
c
r
ea
tiv
e
lear
n
in
g
em
p
lo
y
ed
in
th
e
c
u
r
r
en
t
s
tu
d
y
.
T
h
e
in
q
u
ir
y
teac
h
in
g
a
p
p
r
o
ac
h
f
o
cu
s
es
o
n
a
s
in
g
le
p
r
o
b
lem
o
r
d
is
cr
ep
an
t
ev
en
t,
wh
ich
m
ay
n
o
t
b
e
en
g
ag
in
g
f
o
r
s
tu
d
e
n
ts
d
u
e
to
th
eir
d
iv
er
s
e
lear
n
in
g
ex
p
er
ien
ce
s
[
4
2
]
.
Pre
v
io
u
s
r
e
s
ea
r
ch
[
6
0
]
h
as
also
s
h
o
wn
th
at
s
tu
d
en
ts
s
tr
u
g
g
le
with
m
an
ip
u
latin
g
th
eir
id
ea
s
in
in
q
u
ir
y
-
b
ased
lear
n
in
g
,
lead
in
g
to
a
r
elian
ce
o
n
teac
h
er
in
s
tr
u
ctio
n
s
.
I
t
ca
n
h
in
d
er
th
e
d
ev
el
o
p
m
en
t
o
f
s
tu
d
en
ts
'
in
itiativ
e
an
d
CT
s
k
il
ls
[
6
1
]
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
wea
k
n
ess
b
y
in
teg
r
atin
g
eth
n
o
s
cien
ce
with
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
,
allo
win
g
PS
T
s
to
f
r
ee
ly
m
a
n
ip
u
late
th
eir
cr
ea
tiv
e
id
ea
s
wh
ile
ad
d
r
ess
in
g
v
ar
io
u
s
is
s
u
es.
B
y
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
ap
p
l
y
in
g
eth
n
o
s
cien
ce
in
teg
r
ate
d
with
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
i
n
g
,
th
is
s
tu
d
y
p
r
o
v
id
es v
alu
ab
le
in
s
ig
h
ts
f
o
r
en
h
an
cin
g
C
T
s
k
ills
in
PS
T
s
.
T
h
e
r
esu
lts
o
f
t
h
e
q
u
alitativ
e
s
tu
d
y
th
r
o
u
g
h
in
ter
v
iews
with
th
e
lectu
r
e
r
s
p
r
esen
ted
h
ig
h
lig
h
t
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
i
n
teg
r
atin
g
eth
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
o
n
th
e
ef
f
o
r
ts
to
im
p
r
o
v
e
th
e
CT
s
k
ills
o
f
p
r
e
-
s
er
v
ice
teac
h
e
r
s
.
T
h
e
lectu
r
er
wh
o
p
ar
ticip
ate
d
in
th
e
r
esear
ch
p
r
o
v
id
ed
in
s
ig
h
ts
in
to
h
o
w
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
teg
r
a
tin
g
eth
n
o
s
cien
ce
in
in
q
u
ir
y
-
crea
tive
lea
r
n
in
g
:
a
n
ew b
r
ea
kth
r
o
u
g
h
in
en
h
a
n
cin
g
…
(
A
h
ma
d
H
a
r
jo
n
o
)
643
in
v
o
lv
em
e
n
t
o
f
PS
T
s
in
t
h
is
p
r
o
g
r
am
in
f
l
u
en
ce
d
th
eir
m
o
tiv
atio
n
,
au
t
o
n
o
m
y
,
co
llab
o
r
atio
n
,
p
a
r
ticip
atio
n
,
an
d
r
eso
lu
tio
n
.
Mo
tiv
atio
n
was
id
en
tifie
d
as
a
k
ey
o
u
tco
m
e
o
f
in
teg
r
atin
g
eth
n
o
s
cien
ce
s
i
n
to
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
.
B
y
in
c
o
r
p
o
r
atin
g
i
n
d
ig
en
o
u
s
k
n
o
wled
g
e
an
d
lo
ca
l
cu
ltu
r
al
p
r
ac
tices
r
elate
d
to
s
cien
ce
,
PS
T
s
wer
e
ab
le
to
co
n
n
ec
t
th
ei
r
o
wn
cu
l
tu
r
al
b
ac
k
g
r
o
u
n
d
s
an
d
e
x
p
er
i
en
ce
s
to
s
cien
tific
co
n
ce
p
ts
.
T
h
is
co
n
n
ec
tio
n
to
th
eir
d
aily
liv
es
in
cr
ea
s
ed
th
eir
m
o
tiv
atio
n
to
e
x
p
lo
r
e
a
n
d
u
n
d
er
s
tan
d
s
cien
tific
p
r
in
cip
les.
Seein
g
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
s
cien
t
if
ic
k
n
o
wled
g
e
in
th
eir
o
wn
c
o
m
m
u
n
ities
an
d
cu
ltu
r
al
c
o
n
t
ex
ts
en
h
an
ce
d
th
eir
m
o
tiv
atio
n
to
lear
n
a
n
d
ap
p
ly
s
cien
tific
p
r
in
cip
les
in
m
ea
n
in
g
f
u
l
way
s
.
A
liter
atu
r
e
r
ev
iew
[
6
2
]
in
d
icate
s
th
at
s
tu
d
ies r
elate
d
to
th
e
in
teg
r
ati
o
n
o
f
eth
n
o
s
cien
ce
s
in
e
d
u
ca
ti
o
n
ca
n
e
n
h
an
ce
s
tu
d
en
ts
'
lear
n
in
g
m
o
tiv
atio
n
.
Au
to
n
o
m
y
was
f
o
u
n
d
t
o
b
e
e
m
p
o
wer
ed
wh
e
n
PS
T
s
wer
e
g
iv
en
th
e
f
r
ee
d
o
m
to
ta
k
e
o
w
n
er
s
h
ip
o
f
th
eir
lear
n
in
g
a
n
d
e
n
g
ag
e
i
n
s
elf
-
d
ir
ec
ted
task
s
.
T
h
e
s
u
b
ject
m
atter
o
f
eth
n
o
s
cien
ce
s
,
wh
ic
h
in
v
o
lv
es
s
tu
d
y
in
g
in
d
ig
en
o
u
s
k
n
o
wled
g
e
an
d
cu
ltu
r
al
p
r
ac
tices
in
r
elatio
n
to
th
e
n
atu
r
al
wo
r
ld
,
p
r
o
v
id
e
d
an
o
p
p
o
r
t
u
n
ity
f
o
r
PS
T
s
to
ac
tiv
ely
p
ar
ticip
ate
in
in
q
u
ir
y
-
b
ased
an
d
cr
ea
tiv
e
le
ar
n
in
g
ac
tiv
ities
.
T
h
is
ac
tiv
e
en
g
ag
em
e
n
t
f
o
s
ter
ed
th
eir
C
T
s
k
ills
b
y
allo
win
g
th
em
to
ex
p
lo
r
e
an
d
d
ev
el
o
p
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
u
b
ject
m
atter
.
Stu
d
en
t
au
to
n
o
m
y
in
lear
n
in
g
is
a
s
tr
o
n
g
p
r
ed
icto
r
o
f
th
e
d
ev
elo
p
m
en
t
o
f
th
in
k
i
n
g
p
r
o
ce
s
s
es
[
6
3
]
.
I
n
a
d
d
itio
n
to
s
tr
en
g
th
en
in
g
t
h
in
k
in
g
s
k
ills
,
p
r
ev
io
u
s
s
tu
d
ies also
s
u
p
p
o
r
t t
h
e
cu
r
r
en
t
f
in
d
in
g
s
th
at
a
lear
n
in
g
f
r
am
ewo
r
k
th
at
in
teg
r
ates
eth
n
o
s
cien
ce
s
ca
n
f
o
s
ter
s
tu
d
en
t
au
to
n
o
m
y
in
le
ar
n
in
g
s
cien
ce
[
6
4
]
.
I
n
q
u
ir
y
-
b
ased
teac
h
in
g
also
s
tr
o
n
g
ly
s
u
p
p
o
r
ts
th
e
cr
ea
tio
n
o
f
s
tu
d
en
t a
u
to
n
o
m
y
in
e
x
p
lo
r
in
g
s
cien
tific
co
n
ce
p
ts
[
6
5
]
.
C
o
llab
o
r
atio
n
p
lay
e
d
a
c
r
u
cial
r
o
le
in
e
n
h
an
cin
g
PS
T
s
'
C
T
s
k
ills
.
E
f
f
ec
tiv
e
co
llab
o
r
atio
n
with
p
ee
r
s
in
task
d
ev
elo
p
m
en
t
en
a
b
le
d
th
e
ex
c
h
an
g
e
o
f
d
i
v
er
s
e
p
er
s
p
ec
tiv
es
an
d
k
n
o
wled
g
e
s
h
ar
in
g
[
6
6
]
.
T
h
is
co
llab
o
r
ativ
e
ap
p
r
o
ac
h
n
o
t
o
n
ly
cr
ea
ted
a
s
en
s
e
o
f
co
m
m
u
n
ity
an
d
in
clu
s
iv
ity
in
th
e
class
r
o
o
m
b
u
t
also
co
n
tr
ib
u
ted
to
PS
T
s
'
ab
ilit
y
to
th
in
k
cr
itically
,
an
aly
ze
in
f
o
r
m
atio
n
f
r
o
m
d
if
f
e
r
en
t
c
u
ltu
r
al
p
er
s
p
ec
tiv
es,
an
d
d
ev
elo
p
in
n
o
v
ativ
e
s
o
l
u
tio
n
s
.
C
o
llab
o
r
ativ
e
lear
n
in
g
p
r
o
v
id
ed
a
p
latf
o
r
m
f
o
r
s
tu
d
en
ts
to
en
g
ag
e
in
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
an
d
d
e
v
elo
p
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject
m
atter
[
6
7
]
.
E
f
f
ec
tiv
e
co
llab
o
r
ativ
e
lear
n
in
g
h
as
b
ee
n
f
o
u
n
d
t
o
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
e
n
ts
'
d
ev
elo
p
m
en
t
o
f
CT
s
k
ills
[
6
8
]
.
I
n
q
u
ir
y
ac
tiv
ities
ca
r
r
ied
o
u
t
co
llab
o
r
ativ
ely
h
elp
lear
n
er
s
d
ev
elo
p
d
ee
p
t
h
in
k
in
g
ab
o
u
t
th
eir
cr
ea
tiv
e
id
ea
s
[
6
9
]
.
T
h
is
is
an
im
p
o
r
ta
n
t p
ar
t
o
f
way
s
to
d
e
v
elo
p
C
T
.
Par
ticip
atio
n
was
o
b
s
er
v
ed
to
b
e
s
ig
n
if
ican
tly
in
cr
ea
s
ed
wh
e
n
eth
n
o
s
cien
ce
s
wer
e
in
teg
r
at
ed
in
to
th
e
lear
n
in
g
p
r
o
g
r
am
.
PS
T
s
ex
h
i
b
ited
a
h
ig
h
er
d
e
g
r
ee
o
f
in
v
o
lv
em
en
t
an
d
f
o
r
m
ed
s
tr
o
n
g
er
r
el
atio
n
s
h
ip
s
with
th
e
s
u
b
ject
m
atter
,
lectu
r
er
s
,
an
d
f
ello
w
PS
T
s
.
T
h
e
in
teg
r
atio
n
o
f
eth
n
o
s
cien
ce
s
s
p
ar
k
ed
PS
T
s
'
cu
r
io
s
ity
an
d
en
co
u
r
a
g
ed
th
em
to
ac
tiv
el
y
en
g
ag
e
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
,
lead
in
g
to
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
an
d
ap
p
r
ec
iatio
n
o
f
d
if
f
er
en
t
c
u
ltu
r
es
an
d
p
e
r
s
p
ec
tiv
es.
T
h
is
ac
tiv
e
p
ar
ticip
atio
n
f
o
s
ter
ed
a
m
o
r
e
h
o
lis
tic
an
d
an
aly
tical
m
in
d
s
et
a
m
o
n
g
PS
T
s
,
allo
win
g
t
h
em
t
o
th
i
n
k
cr
i
tically
.
T
h
is
is
as
d
is
cu
s
s
ed
by
Ay
çiçe
k
[
7
0
]
th
at
s
tu
d
en
t p
ar
ticip
atio
n
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
in
th
e
class
r
o
o
m
is
an
im
p
o
r
tan
t step
in
d
e
v
elo
p
in
g
CT
.
R
eso
lu
tio
n
,
in
ter
m
s
o
f
d
ev
elo
p
in
g
C
T
s
k
ills
,
was
ac
h
i
ev
ed
th
r
o
u
g
h
th
e
h
o
lis
tic
ap
p
r
o
ac
h
o
f
in
teg
r
atin
g
eth
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
.
B
y
ex
p
lo
r
in
g
i
n
d
ig
en
o
u
s
k
n
o
wled
g
e
an
d
cu
ltu
r
al
p
r
ac
tices,
PS
T
s
wer
e
n
o
t
o
n
l
y
ab
le
to
d
ev
elo
p
in
n
o
v
ativ
e
s
o
lu
tio
n
s
to
p
r
o
b
lem
s
b
u
t
al
s
o
g
ain
ed
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
u
b
ject
m
atter
.
T
h
is
co
m
p
r
e
h
en
s
iv
e
a
n
d
an
aly
tical
m
in
d
s
et
f
o
s
ter
ed
CT
am
o
n
g
PS
T
s
,
en
ab
lin
g
th
em
to
th
in
k
cr
itically
an
d
ap
p
ly
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
in
v
ar
io
u
s
co
n
t
ex
ts
.
Kn
o
wled
g
e
o
f
ev
o
lv
in
g
eth
ical
an
d
cu
ltu
r
al
v
alu
es,
wh
en
ad
eq
u
ately
ex
p
lo
r
ed
,
in
f
lu
en
ce
s
b
r
o
ad
er
CT
r
eso
lu
tio
n
s
[
7
1
]
.
W
ay
s
o
f
C
T
in
s
o
lv
in
g
s
cien
ce
p
r
o
b
lem
s
will
d
ev
elo
p
if
lear
n
er
s
ar
e
f
ac
ed
with
a
n
u
m
b
er
o
f
ch
allen
g
es
th
at
r
eq
u
ir
e
p
r
o
p
e
r
r
eso
lu
tio
n
[
7
2
]
.
I
n
co
n
clu
s
io
n
,
th
e
r
esear
ch
r
es
u
lts
in
d
icate
th
at
th
e
in
teg
r
atio
n
o
f
eth
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
PS
T
s
'
ef
f
o
r
ts
to
im
p
r
o
v
e
th
eir
C
T
s
k
ills
.
B
y
co
n
n
ec
tin
g
s
cien
tific
co
n
ce
p
ts
to
th
eir
c
u
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
an
d
e
x
p
er
ie
n
ce
s
,
PS
T
s
b
ec
o
m
e
m
o
r
e
m
o
tiv
ated
to
e
x
p
lo
r
e
an
d
u
n
d
er
s
tan
d
s
cien
tific
p
r
in
cip
les.
T
h
e
f
r
ee
d
o
m
to
en
g
a
g
e
in
s
elf
-
d
ir
ec
te
d
task
s
an
d
th
e
o
p
p
o
r
t
u
n
ity
to
ex
p
lo
r
e
in
d
ig
e
n
o
u
s
k
n
o
wled
g
e
a
n
d
cu
ltu
r
al
p
r
ac
ti
ce
s
em
p
o
wer
PS
T
s
to
d
ev
elo
p
th
eir
C
T
s
k
ills
.
C
o
llab
o
r
ativ
e
lear
n
in
g
an
d
ac
tiv
e
p
ar
ticip
atio
n
p
r
o
m
o
te
CT
a
n
d
th
e
d
ev
elo
p
m
en
t
o
f
in
n
o
v
ativ
e
s
o
lu
tio
n
s
.
Ov
e
r
all,
th
e
in
teg
r
atio
n
o
f
eth
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
c
r
ea
tiv
e
lear
n
in
g
p
r
o
v
id
es
a
co
m
p
r
eh
en
s
iv
e
a
n
d
a
n
aly
tical
ap
p
r
o
ac
h
th
at
f
o
s
ter
s
C
T
s
k
ills
am
o
n
g
PS
T
s
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
esear
ch
h
av
e
s
ig
n
if
ican
t
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
a
ctice
an
d
p
o
licy
.
Firstl
y
,
in
teg
r
atin
g
e
th
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
cr
e
ativ
e
lear
n
in
g
o
f
f
er
s
a
p
r
o
m
is
in
g
ap
p
r
o
ac
h
t
o
en
h
an
cin
g
C
T
s
k
ills
am
o
n
g
PS
T
s
.
B
y
in
co
r
p
o
r
atin
g
lo
ca
l
wis
d
o
m
an
d
cu
ltu
r
al
v
a
lu
es
in
to
s
cien
tific
in
v
esti
g
atio
n
an
d
c
r
ea
tiv
e
lear
n
in
g
,
ed
u
ca
to
r
s
ca
n
cr
ea
te
a
m
o
r
e
en
g
ag
in
g
an
d
r
elev
an
t
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
en
co
u
r
ag
es
PS
T
s
to
e
x
p
lo
r
e
au
th
e
n
tic
is
s
u
es,
d
e
v
elo
p
in
n
o
v
ativ
e
s
o
lu
tio
n
s
,
an
d
d
ee
p
en
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
s
cien
tific
co
n
ce
p
ts
with
in
cu
ltu
r
al
co
n
tex
ts
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
f
o
s
ter
s
C
T
s
k
ills
b
u
t
also
p
r
o
m
o
tes
m
o
tiv
atio
n
,
au
to
n
o
m
y
,
co
llab
o
r
atio
n
,
p
ar
tici
p
atio
n
,
an
d
r
eso
lu
tio
n
am
o
n
g
PS
T
s
.
T
h
er
ef
o
r
e,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
p
o
licy
m
ak
er
s
s
h
o
u
ld
c
o
n
s
id
e
r
in
teg
r
atin
g
eth
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o
s
cien
ce
s
in
to
in
q
u
ir
y
-
c
r
ea
tiv
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lear
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in
g
as
a
p
a
r
t
o
f
s
cien
ce
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
t
o
b
etter
p
r
e
p
ar
e
PS
T
s
f
o
r
a
d
d
r
ess
in
g
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
an
d
p
r
o
m
o
tin
g
in
clu
s
iv
e
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
s
cien
ce
ed
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
636
-
647
644
5.
CO
NCLU
SI
O
N
T
h
e
cu
r
r
en
t
s
tu
d
y
h
as
im
p
l
em
en
ted
eth
n
o
s
cien
ce
in
teg
r
ated
with
an
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
.
Per
f
o
r
m
an
ce
ass
ess
m
en
ts
o
f
PS
T
s
u
s
in
g
C
T
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av
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cte
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at
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p
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ates
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C
T
s
k
il
ls
co
m
p
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ed
to
tr
a
d
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al
tea
ch
in
g
.
Statis
tical
an
aly
s
is
co
n
f
ir
m
s
a
s
ig
n
if
ican
t
d
if
f
er
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ce
in
C
T
s
k
ills
p
er
f
o
r
m
an
ce
b
etwe
en
th
e
two
lear
n
in
g
in
ter
v
e
n
tio
n
s
.
T
h
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f
in
d
in
g
s
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ig
h
li
g
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t
th
e
ef
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ec
ti
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lear
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g
p
r
ac
tices
th
at
co
m
b
in
e
eth
n
o
s
cien
ce
in
teg
r
ated
with
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
in
g
in
en
h
an
cin
g
th
e
C
T
s
k
ills
o
f
PS
T
s
.
B
y
co
n
n
ec
tin
g
s
cien
tific
co
n
ce
p
ts
to
th
eir
cu
ltu
r
al
b
a
ck
g
r
o
u
n
d
s
an
d
ex
p
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ien
ce
s
,
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s
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ec
o
m
e
m
o
r
e
m
o
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ated
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o
e
x
p
lo
r
e
an
d
u
n
d
er
s
tan
d
s
cien
tific
p
r
in
cip
les.
T
h
e
f
r
ee
d
o
m
to
en
g
ag
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in
s
el
f
-
d
ir
ec
ted
task
s
an
d
th
e
o
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p
o
r
tu
n
ity
to
ex
p
lo
r
e
in
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ig
en
o
u
s
k
n
o
wled
g
e
an
d
c
u
ltu
r
al
p
r
ac
tices
em
p
o
wer
PS
T
s
to
d
ev
elo
p
th
eir
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T
s
k
ills
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C
o
llab
o
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ativ
e
lear
n
in
g
an
d
ac
tiv
e
p
ar
ticip
atio
n
p
r
o
m
o
te
C
T
an
d
th
e
d
e
v
elo
p
m
en
t
o
f
in
n
o
v
ativ
e
s
o
lu
tio
n
s
.
Ov
er
all,
th
e
in
teg
r
atio
n
o
f
eth
n
o
s
cien
ce
s
in
to
in
q
u
ir
y
-
cr
ea
tiv
e
lear
n
i
n
g
p
r
o
v
id
e
s
a
co
m
p
r
eh
en
s
iv
e
an
d
an
aly
tical
ap
p
r
o
ac
h
th
at
f
o
s
ter
s
C
T
s
k
ill
s
am
o
n
g
PS
T
s
.
I
n
teg
r
atin
g
eth
n
o
s
cien
ce
s
with
s
cien
tific
in
v
esti
g
atio
n
an
d
cr
ea
tiv
e
lear
n
in
g
is
p
o
r
tr
a
y
ed
as
a
v
alu
ab
le
p
at
h
way
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t
o
n
ly
f
o
r
ac
q
u
ir
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n
ew
k
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wled
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e
b
u
t
also
f
o
r
n
u
r
t
u
r
in
g
C
T
s
k
ills
v
ital
in
ad
d
r
ess
in
g
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
.
T
h
is
in
teg
r
atio
n
s
tan
d
s
o
u
t
th
eo
r
etica
lly
f
r
o
m
tr
ad
itio
n
al
m
eth
o
d
s
as
it
em
p
h
asizes
a
h
o
lis
tic
ap
p
r
o
ac
h
th
at
in
c
o
r
p
o
r
ates
lo
ca
l
wis
d
o
m
a
n
d
c
u
ltu
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v
alu
es,
th
e
r
eb
y
co
n
te
x
tu
alizin
g
lear
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n
g
ex
p
er
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ce
s
f
o
r
PS
T
s
.
Un
lik
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tr
ad
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al
th
e
o
r
etica
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in
q
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ir
y
,
wh
ich
m
ay
lack
en
g
a
g
em
e
n
t
an
d
r
elev
an
ce
to
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tu
d
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ts
'
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er
s
e
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ac
k
g
r
o
u
n
d
s
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I
n
q
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ir
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C
r
ea
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lear
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ated
with
eth
n
o
s
cien
ce
e
n
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u
r
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g
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s
tu
d
en
ts
to
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en
tify
au
th
en
tic
is
s
u
e
s
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s
tim
u
lates
cr
ea
tiv
e
id
ea
s
,
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d
f
o
s
ter
s
d
ee
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er
u
n
d
e
r
s
tan
d
in
g
th
r
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u
g
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h
y
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o
th
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-
d
r
iv
en
ex
p
er
im
en
t
atio
n
an
d
ev
alu
atio
n
o
f
cr
e
ativ
e
s
o
lu
tio
n
s
with
in
cu
ltu
r
al
co
n
tex
ts
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
en
h
a
n
ce
s
m
o
tiv
atio
n
,
au
to
n
o
m
y
,
co
llab
o
r
atio
n
,
p
ar
ticip
atio
n
,
a
n
d
r
eso
lu
tio
n
a
m
o
n
g
PS
T
s
b
u
t
also
o
f
f
er
s
a
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e
an
d
an
aly
tical
f
r
a
m
ewo
r
k
f
o
r
d
ev
elo
p
in
g
C
T
s
k
ills
co
m
p
ar
ed
to
tr
ad
itio
n
al
ex
p
o
s
ito
r
y
teac
h
in
g
m
eth
o
d
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
W
e
wo
u
ld
lik
e
to
e
x
p
r
ess
o
u
r
s
in
ce
r
e
g
r
atitu
d
e
t
o
th
e
Min
is
t
r
y
o
f
E
d
u
c
atio
n
,
C
u
ltu
r
e,
R
esear
ch
,
an
d
T
ec
h
n
o
lo
g
y
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
f
o
r
f
u
n
d
in
g
s
u
p
p
o
r
t
f
o
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th
is
r
esear
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:
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m
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to
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esear
ch
i
n
I
n
d
o
n
esia.
RE
F
E
R
E
NC
E
S
[
1
]
P
.
J.
A
.
C
.
v
a
n
d
e
r
Z
a
n
d
e
n
,
E.
D
e
n
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ssen
,
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.
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.
N
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i
l
l
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sse
n
,
a
n
d
P
.
C
.
M
e
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,
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F
o
st
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r
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n
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c
r
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a
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n
k
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f
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v
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p
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.
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n
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a
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t
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sf
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m c
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se
s,”
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n
t
e
rn
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o
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[
3
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H
.
Jan
g
,
“
I
d
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n
t
i
f
y
i
n
g
2
1
st
c
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n
t
u
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TEM
c
o
mp
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t
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n
c
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s
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s
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w
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p
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,
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J
o
u
rn
a
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o
f
S
c
i
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n
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e
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d
u
c
a
t
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o
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a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
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.
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o
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1.
[
4
]
S
u
h
i
r
ma
n
,
Y
u
s
u
f
,
A
.
M
u
l
i
a
d
i
,
a
n
d
S
.
P
r
a
y
o
g
i
,
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T
h
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f
f
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c
t
o
f
p
r
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-
b
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g
w
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c
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a
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a
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m
p
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a
si
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t
o
w
a
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d
st
u
d
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t
s
’
h
i
g
h
e
r
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o
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d
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t
h
i
n
k
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g
sk
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l
l
s
a
n
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c
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a
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s,
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n
t
e
rn
a
t
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o
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o
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o
f
Em
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T
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(
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[
5
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Y
.
S
a
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k
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