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p
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Dep
ar
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ics,
Facu
lty
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f
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n
d
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th
em
atics
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Un
iv
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Su
ltan
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3
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0
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an
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lim
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Per
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1.
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M
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tech
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m
ath
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atics
STE
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.
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STE
M
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u
ca
tio
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in
th
e
US
as
a
n
at
io
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p
m
en
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tr
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lv
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es,
it
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ac
ted
m
u
ch
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ter
est
o
n
a
g
lo
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al
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ca
le.
T
h
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Natio
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Sci
en
ce
Fo
u
n
d
atio
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f
ir
s
t
u
s
ed
th
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ter
m
“
STE
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ca
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n
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r
ep
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t
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s
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ath
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an
d
en
g
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th
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u
n
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er
g
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ad
u
ate
lev
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in
1
9
8
6
.
T
h
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e
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r
l
d
lead
e
r
s
in
s
cien
ce
an
d
tec
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n
o
lo
g
y
[
1
]
.
A
f
ter
m
o
r
e
th
a
n
th
r
ee
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ec
a
d
es
o
f
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STE
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h
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an
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in
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2
1
s
t
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y
[
2
]
.
R
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tu
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ies
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av
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M
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s
ib
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an
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la
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[
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ar
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ay
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lear
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.
I
t
p
r
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eq
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s
to
e
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u
ca
tio
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an
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h
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p
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d
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d
ev
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p
th
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k
ills
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d
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o
wled
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h
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to
s
u
cc
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d
in
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lo
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o
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o
m
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.
Dev
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I
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J
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Vo
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14
,
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3
,
J
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20
25
:
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0
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6
9
2062
lik
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[
5
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u
b
ject
an
d
s
tr
en
g
t
h
en
t
h
eir
ab
ilit
y
to
em
p
lo
y
STE
M
teac
h
in
g
m
eth
o
d
s
.
T
h
is
will
m
ak
e
it
ea
s
ier
f
o
r
STE
M
ed
u
ca
tio
n
to
b
ec
o
m
e
w
id
ely
ac
ce
p
ted
.
T
h
is
is
esp
ec
i
ally
p
r
o
m
in
e
n
t
f
o
r
p
h
y
s
ics
s
tu
d
en
t
teac
h
er
s
(
PS
T
s
)
s
in
ce
d
ata
in
d
icate
s
th
at
m
o
r
e
th
an
7
0
%
o
f
p
h
y
s
ics
ed
u
ca
to
r
s
will
b
e
in
v
o
lv
ed
i
n
an
d
d
o
wo
r
k
co
n
n
ec
ted
to
STE
M
ed
u
ca
tio
n
in
C
h
in
a
[
6
]
.
T
h
er
ef
o
r
e,
it
is
ess
en
tial
to
im
p
lem
en
t
STE
M
ed
u
ca
tio
n
am
o
n
g
PS
T
s
,
an
d
th
e
p
r
o
b
lem
s
with
teac
h
er
ed
u
ca
tio
n
f
o
r
s
tu
d
en
t
teac
h
er
s
ca
n
b
e
ef
f
icien
tly
ad
d
r
ess
ed
th
r
o
u
g
h
STE
M
ed
u
ca
tio
n
.
T
h
e
d
e
v
elo
p
m
en
t
o
f
STE
M
teac
h
in
g
m
o
d
els
h
as
co
n
tin
u
ed
s
in
ce
STE
M
was f
ir
s
t in
tr
o
d
u
c
ed
.
Ho
wev
er
,
th
er
e
h
av
e
b
ee
n
f
ew
r
ep
o
r
ts
o
f
STE
M
teac
h
in
g
m
o
d
els f
o
r
PS
T
s
.
Ad
d
itio
n
ally
,
STE
M
i
n
s
tr
u
ctio
n
in
p
h
y
s
ics
m
ay
h
elp
s
tu
d
en
ts
co
m
p
r
eh
en
d
th
e
f
u
n
d
am
en
ta
l
p
r
in
cip
les
o
f
p
h
y
s
ics
an
d
r
ea
lize
th
at
p
h
y
s
ics
k
n
o
wled
g
e
is
f
o
u
n
d
e
d
o
n
f
ac
t,
is
tr
u
s
two
r
th
y
,
is
cr
ea
tiv
e,
an
d
is
s
o
cial.
C
o
n
s
eq
u
en
tly
,
p
h
y
s
ic
s
teac
h
er
s
s
h
o
u
ld
ac
tiv
ely
r
esear
ch
an
d
p
r
ac
tice
STE
M
ed
u
ca
tio
n
to
g
iv
e
s
tu
d
en
ts
m
o
r
e
p
r
o
f
o
u
n
d
an
d
f
r
u
itfu
l
p
h
y
s
ics
lear
n
in
g
e
x
p
er
ie
n
ce
s
.
T
h
e
STE
M
teac
h
in
g
m
o
d
el
ca
n
ef
f
ec
tiv
ely
ad
d
r
ess
ed
u
ca
tio
n
al
ch
allen
g
es
f
o
r
s
tu
d
en
t
teac
h
er
s
m
ajo
r
in
g
in
p
h
y
s
ics
o
r
PS
T
s
.
T
h
u
s
,
it
is
ess
en
tia
l
to
estab
lis
h
an
d
d
e
v
elo
p
a
s
et
o
f
STE
M
teac
h
in
g
m
o
d
els
s
p
ec
if
ically
f
o
r
PS
T
s
s
in
ce
th
e
e
x
is
tin
g
STE
M
teac
h
in
g
m
o
d
els
f
r
eq
u
e
n
tly
co
n
tain
s
ev
er
al
in
ap
p
r
o
p
r
iate
co
m
p
o
n
en
t
s
f
o
r
s
tu
d
en
t
teac
h
er
s
.
T
h
is
p
ap
er
o
n
ly
d
is
cu
s
s
es
th
e
item
s
th
at
n
ee
d
to
b
e
co
n
s
id
er
ed
in
th
e
d
esig
n
p
r
o
ce
s
s
o
f
a
STE
M
teac
h
in
g
m
o
d
el,
an
d
th
e
p
ar
ticu
lar
d
esig
n
p
r
o
ce
d
u
r
e
is
d
is
cu
s
s
e
d
s
ep
ar
ately
.
T
h
is
s
tu
d
y
ca
n
im
p
r
o
v
e
th
eir
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
an
d
ab
ilit
ies,
f
o
s
ter
th
eir
in
v
en
tiv
e
s
p
ir
it
an
d
p
r
ac
tical
s
k
ills
,
s
tr
en
g
th
en
th
eir
in
s
tr
u
ctio
n
al
d
esig
n
an
d
r
ef
lectio
n
s
k
ills
,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
with
teac
h
er
s
f
r
o
m
o
th
e
r
d
is
cip
lin
es
b
y
g
iv
in
g
elem
en
tar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
en
ts
a
m
o
r
e
ef
f
ec
ti
v
e
ed
u
ca
tio
n
al
ex
p
er
ie
n
ce
.
2.
M
E
T
H
O
D
2
.
1
.
F
uzzy
Delphi
m
et
ho
d
Fu
zz
y
Delp
h
i
m
eth
o
d
(
FDM
)
is
u
s
ed
in
th
is
s
tu
d
y
,
it
is
an
im
p
r
o
v
em
e
n
t
f
r
o
m
th
e
Delp
h
i
m
eth
o
d
.
T
h
e
m
eth
o
d
was
p
r
o
p
o
s
ed
b
y
Kau
f
m
a
n
a
n
d
Gu
p
ta
in
1
9
8
8
.
FDM
co
m
b
in
es
f
u
z
zy
m
ath
e
m
atica
l
th
eo
r
y
an
d
th
e
tr
ad
itio
n
al
Delp
h
i
m
eth
o
d
[
7
]
.
T
h
e
s
tr
en
g
th
o
f
th
e
f
u
zz
y
Delp
h
i
tech
n
iq
u
e
is
its
ab
ili
ty
to
ass
ig
n
p
r
io
r
ity
an
d
p
o
s
itio
n
to
an
elem
en
t
b
a
s
ed
o
n
th
e
co
n
s
en
s
u
s
o
f
th
e
ex
p
er
ts
[
8
]
,
[
9
]
.
T
h
e
d
em
an
d
item
s
o
f
th
e
STE
M
teac
h
in
g
m
o
d
el
in
th
is
s
tu
d
y
h
av
e
m
o
r
e
u
n
ce
r
tain
ty
a
n
d
u
n
p
r
ed
ictab
ilit
y
.
T
h
e
r
ef
o
r
e,
th
e
FDM
m
eth
o
d
was
u
s
ed
to
o
b
tain
t
h
e
co
n
s
is
ten
t
o
p
in
io
n
o
f
r
ele
v
an
t
ex
p
er
ts
b
y
co
n
s
u
ltin
g
p
r
o
f
ess
io
n
al
ex
p
e
r
ts
to
g
et
th
e
STE
M
teac
h
in
g
m
o
d
el
d
em
a
n
d
item
s
.
B
a
r
r
i
o
s
e
t
a
l
.
[
1
0
]
s
u
g
g
e
s
t
t
h
at
t
h
e
a
p
p
r
o
p
r
i
a
t
e
n
u
m
b
e
r
o
f
e
x
p
e
r
t
s
f
o
r
t
h
e
F
DM
is
1
0
-
1
5
.
R
e
s
e
a
r
c
h
b
y
D
a
w
o
o
d
e
t
a
l
.
[
1
1
]
i
n
d
i
c
a
te
t
h
at
t
h
e
n
u
m
b
e
r
o
f
e
x
p
e
r
ts
i
n
v
o
l
v
ed
i
n
t
h
e
De
l
p
h
i
m
et
h
o
d
c
a
n
b
e
a
s
h
i
g
h
as
1
0
t
o
5
0
.
Six
teen
ex
p
er
ts
wer
e
s
elec
ted
f
o
r
th
is
s
tu
d
y
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
es,
wh
ic
h
c
o
n
s
is
ted
o
f
STE
M
ed
u
ca
tio
n
s
p
ec
ialis
ts
,
f
r
o
n
tlin
e
teac
h
er
s
,
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
-
r
esear
c
h
er
s
,
an
d
ex
p
er
ts
in
STE
M
ed
u
ca
tio
n
cu
r
r
ic
u
la
[
1
2
]
.
T
h
e
cr
iter
ia
f
o
r
s
elec
tio
n
o
f
e
x
p
er
t
s
wer
e
m
o
r
e
th
a
n
f
i
v
e
y
ea
r
s
o
f
wo
r
k
ex
p
e
r
ien
ce
i
n
a
p
ar
ticu
lar
f
ield
[
1
3
]
an
d
b
ac
h
elo
r
’
s
d
eg
r
ee
o
r
h
ig
h
e
r
[
1
4
]
.
2
.
2
.
E
x
pert
s
dem
o
g
ra
ph
ic
info
rm
a
t
io
n
Statis
t
ical
in
f
o
r
m
atio
n
o
n
th
e
ex
p
er
ts
is
p
r
esen
ted
in
T
ab
le
1
.
Mo
s
t
o
f
th
em
h
a
v
e
a
b
ac
h
el
o
r
’
s
d
eg
r
ee
o
r
h
ig
h
er
i
n
th
eir
f
ield
o
f
s
p
ec
ializatio
n
.
All
o
f
th
e
p
r
o
f
ess
io
n
als
h
av
e
m
o
r
e
th
an
f
i
v
e
y
ea
r
s
o
f
wo
r
k
ex
p
er
ien
ce
co
m
b
in
ed
.
T
h
e
s
elec
ted
ex
p
er
ts
wer
e
ed
u
ca
tio
n
s
p
ec
ialis
t
s
,
f
r
o
n
tlin
e
teac
h
er
s
in
v
o
lv
ed
in
STE
M
ed
u
ca
tio
n
,
s
ec
o
n
d
ar
y
s
ch
o
o
l te
ac
h
er
-
r
esear
ch
e
r
s
,
an
d
e
x
p
er
ts
in
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
a
n
d
cu
r
r
icu
lu
m
.
T
ab
le
1
.
Statis
tical
in
f
o
r
m
atio
n
o
n
e
x
p
er
ts
Ed
u
c
a
t
i
o
n
l
e
v
e
l
W
o
r
k
i
n
g
e
x
p
e
r
i
e
n
c
e
Ti
me
o
f
S
TE
M
F
i
e
l
d
o
f
e
x
p
e
r
t
i
se
D
e
g
r
e
e
N
u
mb
e
r
Y
e
a
r
N
u
mb
e
r
Y
e
a
r
N
u
mb
e
r
F
i
e
l
d
N
u
mb
e
r
D
o
c
t
o
r
10
5
-
1
0
y
e
a
r
s
6
5
-
1
0
y
e
a
r
s
13
S
TEM
t
e
a
c
h
e
r
s
4
M
a
s
t
e
r
4
10
-
1
5
y
e
a
r
s
3
10
-
1
5
y
e
a
r
s
3
Te
a
c
h
e
r
-
r
e
sea
r
c
h
e
r
s
5
B
a
c
h
e
l
o
r
2
15
-
2
0
y
e
a
r
s
3
To
t
a
l
16
C
u
r
r
i
c
u
l
u
m
s
p
e
c
i
a
l
i
s
t
s
2
To
t
a
l
16
>
2
0
y
e
a
r
s
4
En
g
i
n
e
e
r
i
n
g
t
e
c
h
n
o
l
o
g
i
s
t
s
5
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I
n
t
J
E
v
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&
R
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d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
a
p
p
lica
tio
n
o
f fu
z
z
y
D
elp
h
i m
eth
o
d
fo
r
th
e
d
ev
el
o
p
men
t
o
f S
TEM
tea
ch
in
g
mo
d
el
(
Zh
a
o
fen
g
Zen
g
)
2063
2
.
3
.
Q
ues
t
io
nn
a
ire
dev
elo
p
m
ent
T
h
e
q
u
esti
o
n
n
air
e
is
ad
ap
ted
b
ased
o
n
a
liter
atu
r
e
r
ev
iew,
p
ilo
t
s
tu
d
ies
an
d
ex
p
er
ien
ce
s
[
1
5
]
−
[
2
0
]
.
T
h
e
r
esear
ch
e
r
s
p
r
ep
a
r
ed
a
f
u
zz
y
Delp
h
i
q
u
esti
o
n
n
air
e
b
y
r
ev
iewin
g
r
elate
d
ar
ticles
in
th
is
s
tu
d
y
.
T
h
e
q
u
esti
o
n
n
air
e
was
g
i
v
en
to
th
r
ee
ex
p
er
ts
f
o
r
v
alid
ati
o
n
to
g
et
th
eir
o
p
in
io
n
s
,
a
n
d
th
e
n
th
e
q
u
esti
o
n
n
air
e
h
a
d
to
b
e
m
o
d
if
ied
ac
co
r
d
in
g
to
th
ei
r
f
ee
d
b
ac
k
.
Fiv
e
o
th
e
r
ex
p
er
ts
wer
e
s
elec
ted
to
co
n
d
u
ct
th
e
r
eliab
ilit
y
test
.
T
h
e
q
u
esti
o
n
n
air
e
co
n
tain
s
1
7
it
em
s
in
th
r
ee
co
n
s
tr
u
cts,
in
clu
d
in
g
eig
h
t
item
s
f
o
r
d
e
v
elo
p
in
g
s
tu
d
e
n
ts
’
co
m
p
eten
ce
,
f
o
u
r
item
s
f
o
r
d
e
s
ig
n
in
g
teac
h
i
n
g
s
tr
ateg
ies,
an
d
f
iv
e
item
s
f
o
r
im
p
r
o
v
in
g
th
e
teac
h
in
g
s
k
ills
o
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1
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t
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i
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2
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4
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Ana
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f
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Mic
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ia
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tab
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6
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2
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n
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eter
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A)
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ased
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[
3
0
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4
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.
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h
e
m
ea
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th
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ased
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s
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3
∗
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3
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(
2
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3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
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N
3
.
1
.
Ana
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s
o
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elo
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T
h
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co
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p
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ce
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s
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s
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t
item
s
n
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ted
as
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A8
.
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h
e
th
r
esh
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ld
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(
d
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,
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d
item
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o
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h
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wn
i
n
T
ab
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3
.
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h
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th
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esh
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l
d
(
d
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r
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s
was
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th
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0
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2
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h
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r
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lt
in
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icate
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th
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ex
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s
en
s
u
s
was
o
b
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ed
f
o
r
all
th
ese
item
s
[
2
5
]
.
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n
ad
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itio
n
to
all
item
s
a
b
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v
e
th
e
v
alu
e
o
f
α
-
cu
t=0
.
5
,
th
e
s
p
ec
ialis
t
ag
r
ee
m
en
t
p
e
r
ce
n
tag
e
in
d
icate
s
th
at
all
item
s
ar
e
ab
o
v
e
7
5
%.
T
h
e
r
esu
lts
s
h
o
wed
th
at
all
eig
h
t
item
s
in
d
ev
elo
p
in
g
s
tu
d
en
t
co
m
p
eten
cie
s
r
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eiv
ed
ex
p
e
r
t
co
n
s
en
s
u
s
.
3
.
2
.
Ana
ly
s
is
o
f
e
x
pert
co
ns
ens
u
s
o
n t
ea
ching
m
o
del st
ra
t
eg
ies
T
h
e
ess
en
tial
n
ee
d
s
q
u
esti
o
n
n
air
e
r
eg
ar
d
in
g
teac
h
in
g
m
o
d
el
s
tr
ateg
ies
co
n
tain
s
f
o
u
r
item
s
,
wh
ich
ar
e
n
o
ted
as
B
1
-
B
4
.
T
ab
le
4
d
i
s
p
lay
s
th
e
item
s
ab
o
v
e
th
r
e
s
h
o
ld
v
alu
e
(
d
)
,
e
x
p
er
t
c
o
n
s
en
s
u
s
p
er
ce
n
tag
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d
ef
u
zz
if
icatio
n
,
a
n
d
item
p
o
s
itio
n
.
T
h
r
esh
o
ld
(
d
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≤
0
.
2
was
r
ec
o
r
d
e
d
f
o
r
ev
e
r
y
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T
h
is
o
u
tco
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s
u
g
g
ests
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at
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2
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.
E
v
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at
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in
STE
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teac
h
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m
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d
el
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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I
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J
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14
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20
25
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6
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2064
T
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3
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Fin
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o
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p
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t c
o
n
s
en
s
u
s
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n
d
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C
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F
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y
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A
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P
o
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p
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r
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t
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Ex
p
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Th
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o
r
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
in
q
u
ir
y
-
b
ased
lear
n
in
g
,
STE
M
e
d
u
ca
tio
n
p
r
o
g
r
am
s
,
an
d
d
ig
ital
lear
n
in
g
.
Pro
ject
o
r
p
r
o
b
lem
-
b
ased
lear
n
in
g
f
its
th
e
STE
M
teac
h
in
g
m
o
d
el
well,
allo
win
g
f
o
r
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
an
d
ap
p
licatio
n
a
n
d
p
r
o
m
o
tin
g
a
m
o
r
e
p
r
o
f
o
u
n
d
u
n
d
er
s
tan
d
in
g
an
d
tr
a
n
s
f
o
r
m
atio
n
o
f
k
n
o
wled
g
e
[
4
1
]
.
E
x
p
er
ts
b
eliev
e
in
q
u
ir
y
-
b
ased
lear
n
in
g
is
also
an
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
y
f
o
r
STE
M
[
4
2
]
.
C
o
m
b
in
ed
wit
h
t
h
e
ch
ar
ac
te
r
is
ti
cs
a
b
o
v
e
o
f
PS
T
s
,
a
d
o
p
ti
n
g
i
n
q
u
i
r
y
-
b
ase
d
le
ar
n
i
n
g
i
n
t
h
e
ST
E
M
t
ea
c
h
i
n
g
m
o
d
e
l
c
an
b
r
o
ad
ly
b
r
ea
k
s
tu
d
en
t te
ac
h
e
r
s
’
q
u
alitativ
e
th
in
k
in
g
a
n
d
s
tim
u
late
th
eir
in
n
o
v
ativ
e
s
p
ir
it
.
STE
M
ed
u
ca
tio
n
p
r
o
g
r
am
s
a
r
e
an
o
t
h
er
ess
en
tial
elem
en
t
in
ca
r
r
y
in
g
o
u
t
STE
M
teac
h
in
g
.
STE
M
ed
u
ca
tio
n
p
r
o
g
r
am
s
a
r
e
d
esig
n
ed
to
co
m
b
in
e
t
h
em
t
o
f
o
r
m
a
co
h
esiv
e
lear
n
in
g
p
ar
ad
i
g
m
b
ased
o
n
r
ea
l
-
life
ap
p
licatio
n
s
,
em
p
h
asizin
g
p
r
o
b
lem
-
o
r
ien
te
d
,
p
r
o
ject
-
b
ased
,
in
q
u
ir
y
-
b
ased
a
n
d
i
n
n
o
v
atio
n
-
b
ased
ap
p
r
o
ac
h
es
an
d
allo
win
g
s
tu
d
e
n
ts
to
a
p
p
l
y
k
n
o
wled
g
e
an
d
s
k
ills
f
r
o
m
d
if
f
er
en
t
d
is
cip
lin
es
to
d
ev
elo
p
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
in
th
e
p
r
o
ce
s
s
o
f
s
o
lv
in
g
r
ea
l
-
life
p
r
o
b
lem
s
[
4
3
]
,
[
4
4
]
.
B
esid
es
th
at,
d
ig
ital
lear
n
in
g
is
also
o
n
e
o
f
th
e
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
th
a
t
ca
n
b
e
u
s
ed
in
th
e
STE
M
tea
ch
in
g
m
o
d
el.
Dig
ital
lear
n
in
g
is
a
m
o
d
e
th
at
u
s
es
d
ig
ital
tech
n
o
lo
g
y
an
d
o
n
lin
e
r
eso
u
r
ce
s
to
s
u
p
p
o
r
t
an
d
f
ac
il
itate
lear
n
in
g
.
Dig
ital
lear
n
in
g
ca
n
h
elp
s
tu
d
en
ts
ac
q
u
ir
e
STE
M
k
n
o
wled
g
e
a
n
d
im
p
r
o
v
e
STE
M
liter
ac
y
.
T
h
r
o
u
g
h
d
ig
ital
to
o
ls
an
d
p
latf
o
r
m
s
,
s
u
ch
as
s
im
u
lato
r
s
,
v
ir
tu
al
lab
s
,
an
d
p
r
o
g
r
am
m
in
g
s
o
f
twar
e,
s
tu
d
en
t
s
ca
n
m
o
r
e
ea
s
ily
u
n
d
er
s
tan
d
an
d
ap
p
ly
STE
M
co
n
ce
p
ts
to
th
eir
lear
n
in
g
[
4
5
]
,
[
4
6
]
.
T
o
s
u
m
m
ar
ize
,
p
r
o
ject
o
r
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
in
q
u
ir
y
-
b
ased
lear
n
in
g
,
STE
M
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
,
an
d
d
ig
ital
lear
n
in
g
ca
n
all
b
e
u
s
ed
in
STE
M
tea
ch
in
g
m
o
d
e
.
T
h
ey
ca
n
ac
h
ie
v
e
d
if
f
er
en
t
teac
h
in
g
ef
f
ec
ts
.
W
e
ca
n
ch
o
o
s
e
ap
p
r
o
p
r
iate
teac
h
in
g
s
tr
ateg
ies ac
co
r
d
in
g
to
th
e
p
r
e
-
s
et
teac
h
in
g
o
b
jectiv
es to
im
p
r
o
v
e
lear
n
in
g
ef
f
icien
cy
a
n
d
teac
h
i
n
g
ef
f
ec
ts
an
d
cu
ltiv
ate
s
tu
d
en
ts
’
ab
ilit
ies.
3
.
6
.
Dis
cus
s
io
n
a
s
pect
o
f
im
pro
v
ing
t
ea
ching
s
k
ills
o
f
ph
y
s
ics s
t
ud
e
nt
t
ea
cher
s
R
eg
ar
d
in
g
i
m
p
r
o
v
in
g
th
e
p
ed
a
g
o
g
ical
s
k
ills
o
f
PS
T
s
,
th
e
ex
p
er
ts
ag
r
ee
d
th
at
th
e
STE
M
in
s
tr
u
ctio
n
al
m
o
d
el
cr
ea
ted
th
r
o
u
g
h
im
p
le
m
en
tatio
n
s
h
o
u
ld
in
clu
d
e
f
iv
e
o
b
jectiv
es,
as
s
h
o
wn
i
n
T
a
b
le
5
.
R
esear
ch
h
as
p
r
o
v
e
n
th
at
th
e
STE
M
teac
h
in
g
m
o
d
el
ef
f
ec
tiv
ely
im
p
lem
e
n
ts
p
h
y
s
i
cs
i
n
s
t
r
u
c
ti
o
n
[
4
7
]
,
[
4
8
]
.
PS
T
s
ca
n
teac
h
p
h
y
s
ics
m
o
r
e
ef
f
ec
tiv
ely
th
r
o
u
g
h
a
STE
M
ap
p
r
o
ac
h
,
im
p
r
o
v
in
g
th
e
q
u
ality
an
d
ef
f
e
ctiv
en
ess
o
f
p
h
y
s
ics
teac
h
in
g
,
en
a
b
lin
g
s
tu
d
en
ts
t
o
g
ain
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
p
h
y
s
ics
co
n
ce
p
ts
an
d
p
r
in
cip
les,
ac
q
u
ir
e
p
h
y
s
ics ex
p
er
im
en
tatio
n
an
d
m
o
d
ellin
g
s
k
ills
,
an
d
d
e
v
elo
p
p
h
y
s
ics th
in
k
in
g
a
n
d
cr
ea
t
i
v
i
t
y
[
4
6
]
,
[
4
8
]
.
T
h
r
o
u
g
h
th
e
im
p
l
em
e
n
ta
ti
o
n
o
f
t
h
e
S
T
E
M
t
ea
c
h
i
n
g
m
o
d
el,
P
STs
ar
e
e
x
p
e
ct
ed
a
n
d
ab
le
t
o
im
p
r
o
v
e
t
h
e
ir
te
ac
h
i
n
g
s
k
ills
an
d
i
n
c
r
ea
s
e
t
h
ei
r
s
el
f
-
c
o
n
f
i
d
en
ce
i
n
ex
p
l
ai
n
i
n
g
co
m
p
le
x
p
h
y
s
i
cs
le
ar
n
i
n
g
is
s
u
es
to
s
tu
d
en
ts
t
h
r
o
u
g
h
th
e
lea
r
n
i
n
g
o
f
S
T
E
M
m
et
h
o
d
s
s
o
th
at
th
ey
c
a
n
b
e
tte
r
c
o
p
e
w
ith
t
h
e
d
i
f
f
ic
u
lt
ies
a
n
d
ch
all
e
n
g
es
en
c
o
u
n
ter
e
d
in
p
h
y
s
ics tea
ch
in
g
,
s
u
ch
as h
o
w
to
ex
p
lain
a
b
s
tr
ac
t a
n
d
co
m
p
le
x
p
h
y
s
ics co
n
ce
p
ts
to
s
t
u
d
e
n
ts
[
4
9
]
.
4.
CO
NCLU
SI
O
N
I
n
o
r
d
e
r
to
im
p
r
o
v
e
th
e
a
b
ilit
y
o
f
PS
T
s
to
teac
h
u
s
in
g
th
e
STE
M
teac
h
in
g
m
o
d
el,
t
h
is
s
tu
d
y
d
eter
m
in
es
th
e
co
n
s
titu
en
t
ite
m
s
th
at
n
ee
d
to
b
e
in
cl
u
d
ed
i
n
th
e
co
n
s
tr
u
ctio
n
p
r
o
ce
s
s
o
f
th
e
STE
M
teac
h
in
g
m
o
d
el
b
y
c
o
n
s
u
ltin
g
ex
p
er
ts
u
s
in
g
th
e
FDM
ac
co
r
d
in
g
to
t
h
e
ch
ar
ac
ter
is
tics
o
f
PS
T
s
.
T
h
e
co
n
s
titu
en
t
item
s
wer
e
d
iv
id
e
d
i
n
to
t
h
r
ee
co
n
s
tr
u
cts:
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
c
o
m
p
eten
ce
co
n
tain
e
d
eig
h
t
item
s
,
th
e
d
esig
n
o
f
teac
h
in
g
s
tr
ateg
ies
c
o
n
tain
ed
f
o
u
r
item
s
,
an
d
th
e
i
m
p
r
o
v
e
m
en
t
o
f
teac
h
in
g
s
k
ills
o
f
PS
T
s
co
n
tain
e
d
f
iv
e
item
s
to
talin
g
1
7
item
s
.
T
h
e
r
esear
ch
er
id
e
n
tifie
d
th
e
ite
m
s
ag
r
ee
d
u
p
o
n
b
y
th
e
e
x
p
er
ts
an
d
p
r
i
o
r
itized
th
e
item
s
in
ea
ch
c
o
n
s
tr
u
ct
b
ased
o
n
th
e
e
x
p
er
t
co
n
s
en
s
u
s
s
c
o
r
es.
T
h
e
s
tu
d
y
r
esu
lts
s
h
o
wed
th
at
all
1
7
item
s
p
ass
ed
th
e
ex
p
er
t
co
n
s
en
s
u
s
.
On
th
e
d
ev
elo
p
i
n
g
s
tu
d
en
ts
’
c
o
m
p
eten
cies
s
ec
tio
n
,
A4
’
s
f
u
z
zy
s
co
r
e
(
A)
=0
.
7
3
8
r
an
k
ed
f
ir
s
t
in
th
is
s
ec
tio
n
,
A1
,
A5
,
A8
with
f
u
zz
y
s
co
r
e
(
A)
=0
.
7
1
3
r
a
n
k
ed
2
n
d
-
4
th
r
esp
ec
tiv
ely
,
A2
,
A3
,
A7
with
f
u
zz
y
s
co
r
e
(
A)
=0
.
7
0
0
wer
e
r
an
k
ed
i
n
th
e
5
th
-
7
th
p
o
s
it
io
n
s
,
an
d
A6
f
u
zz
y
s
co
r
e
(
A)
=
0
.
6
8
8
r
an
k
e
d
in
th
e
8
th
p
o
s
itio
n
.
I
n
th
e
teac
h
in
g
m
o
d
el
s
tr
ateg
ies
s
ec
tio
n
,
B
2
,
B
3
with
f
u
zz
y
s
co
r
e
(
A)
=0
.
7
3
8
r
an
k
e
d
1
s
t
-
2
n
d
in
th
is
s
ec
tio
n
an
d
,
B
1
,
B
4
with
f
u
zz
y
s
co
r
e
(
A)
=
0
.
6
8
8
r
an
k
ed
3
r
d
-
4
t
h
r
esp
ec
tiv
ely
.
On
t
h
e
ex
p
ec
ted
o
u
tco
m
es
f
o
r
PS
T
s
s
ec
tio
n
,
C
2
with
f
u
zz
y
s
co
r
e
(
A)
=0
.
7
2
5
r
an
k
e
d
f
ir
s
t
in
th
is
s
ec
tio
n
,
C
1
,
C
4
,
a
n
d
C
5
f
u
zz
y
s
co
r
e
(
A)
=0
.
7
1
3
r
an
k
ed
2
n
d
-
3
r
d
,
C
3
f
u
zz
y
s
co
r
e
(
A)
=
0
.
6
8
8
r
an
k
ed
4
th
-
5
th
r
esp
ec
tiv
ely
.
Acc
o
r
d
in
g
to
th
e
ex
p
e
r
ts
’
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
.
3
,
J
u
n
e
20
25
:
2
0
6
1
-
2
0
6
9
2066
co
n
s
en
s
u
s
,
th
e
n
ewly
d
ev
elo
p
ed
STE
M
teac
h
in
g
m
o
d
el
f
o
r
PS
T
s
n
ee
d
s
to
co
n
tain
th
ese
1
7
item
s
o
f
th
e
co
n
s
tr
u
cts.
T
h
er
ef
o
r
e,
th
e
PS
T
s
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,
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[
S
W
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,
u
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eq
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DATA AV
AI
L
AB
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Y
T
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e
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]
,
u
p
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r
ea
s
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n
ab
le
r
eq
u
est.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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8
8
2
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Th
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(
Zh
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)
2067
RE
F
E
R
E
NC
E
S
[
1
]
T.
W
a
n
g
,
Y
.
M
a
,
Y
.
Li
n
g
,
a
n
d
J.
W
a
n
g
,
“
I
n
t
e
g
r
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t
e
d
S
T
EM
i
n
h
i
g
h
s
c
h
o
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l
sci
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n
c
e
c
o
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r
ses
:
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n
a
n
a
l
y
si
s
o
f
2
3
s
c
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e
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e
t
e
x
t
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s
i
n
C
h
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n
a
,
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e
se
a
rc
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S
c
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n
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e
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4
3
.
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0
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1
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9
5
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4
6
.
[
2
]
C
.
L
u
e
t
a
l
.
,
“
S
c
h
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t
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s
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r
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t
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s
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e
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[
3
]
N
.
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[
4
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W
.
W
.
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R
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M
.
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o
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5
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.
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.
S
t
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[
14
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18
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[
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.
[
31
]
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.
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.
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[
32
]
S
.
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,
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[
33
]
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[
34
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-
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.
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d
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[
35
]
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.
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.
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[
36
]
F
.
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ss
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m,
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[
37
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[
38
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D
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[
39
]
N
.
Y
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[
40
]
Y.
-
T.
S
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g
,
K
.
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[
41
]
S
.
H
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n
,
R
.
C
a
p
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a
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o
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a
n
d
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.
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o
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o
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,
t
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n
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o
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g
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d
ma
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(
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)
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l
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t
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0.
[
42
]
C
.
A
t
t
a
r
d
,
N
.
B
e
r
g
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,
a
n
d
E.
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.
[
43
]
S
.
S
.
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,
T.
J.
M
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,
a
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