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is
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h
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e
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a
p
re
s
sin
g
n
e
e
d
to
c
re
a
te
sp
e
c
ialize
d
tea
c
h
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g
m
o
d
u
les
fo
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e
lec
tri
c
a
l
to
p
ics
with
in
t
h
e
sc
ien
c
e
c
u
rricu
lu
m
th
a
t
targ
e
t
stu
d
e
n
ts
’
h
i
g
h
e
r
-
o
r
d
e
r
th
in
k
in
g
sk
il
ls
(HO
TS
).
De
sp
it
e
th
e
r
e
c
o
g
n
ize
d
sig
n
ifi
c
a
n
c
e
of
HO
TS
in
imp
r
o
v
in
g
st
u
d
e
n
ts
’
e
d
u
c
a
ti
o
n
a
l
a
c
h
i
e
v
e
m
e
n
ts,
sc
ien
c
e
e
d
u
c
a
to
rs
e
n
c
o
u
n
ter
o
b
st
a
c
les
wh
e
n
a
tt
e
m
p
ti
n
g
to
e
ffe
c
ti
v
e
ly
tea
c
h
th
e
se
sk
il
ls.
To
tac
k
le
th
is
c
h
a
ll
e
n
g
e
,
th
e
stu
d
y
u
ti
li
z
e
d
a
q
u
a
li
tativ
e
re
se
a
rc
h
m
e
th
o
d
o
lo
g
y
,
c
o
n
d
u
c
ti
n
g
se
m
i
-
stru
c
tu
re
d
i
n
terv
iew
s
with
si
x
sc
ien
c
e
tea
c
h
e
rs
fro
m
d
iv
e
rse
M
a
lay
sia
n
sc
h
o
o
ls.
T
h
e
p
r
ima
ry
o
b
jec
ti
v
e
wa
s
to
p
in
p
o
i
n
t
th
e
n
e
c
e
ss
it
y
fo
r
d
e
v
e
lo
p
i
n
g
in
str
u
c
ti
o
n
a
l
m
o
d
u
les
th
a
t
e
n
h
a
n
c
e
stu
d
e
n
ts
’
HO
TS
in
p
rima
ry
sc
h
o
o
l
sc
ien
c
e
su
b
jec
ts.
T
h
is
stu
d
y
re
v
e
a
led
fo
u
r
k
e
y
th
e
m
e
s
a
risin
g
fro
m
th
e
n
e
e
d
s
a
ss
e
s
sm
e
n
t:
th
e
imp
o
rtan
c
e
of
HO
TS
k
n
o
wle
d
g
e
,
o
b
sta
c
les
in
tea
c
h
in
g
HO
TS
,
e
ffe
c
ti
v
e
tea
c
h
in
g
stra
t
e
g
ies
,
a
n
d
th
e
a
c
tu
a
l
tea
c
h
in
g
of
HO
TS
.
T
h
is
stu
d
y
u
n
d
e
rsc
o
re
s
th
e
c
rit
ica
l
n
e
e
d
fo
r
e
n
h
a
n
c
e
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
o
p
p
o
rt
u
n
it
ies
f
o
r
tea
c
h
e
rs
to
e
ffe
c
ti
v
e
ly
imp
a
rt
HO
TS
a
n
d
stre
ss
e
s
th
e
i
m
p
o
rtan
c
e
of
p
r
o
v
i
d
in
g
su
it
a
b
le
tea
c
h
in
g
re
so
u
rc
e
s.
By
d
e
v
e
lo
p
i
n
g
t
h
e
se
tailo
re
d
m
o
d
u
les
,
stu
d
e
n
ts
’
c
rit
ica
l
th
in
k
i
n
g
a
n
d
p
r
o
b
lem
-
so
l
v
in
g
sk
il
ls
can
be
n
u
rt
u
re
d
,
p
a
v
in
g
th
e
wa
y
fo
r
th
e
ir
a
c
a
d
e
m
ic
a
n
d
p
ro
fe
ss
io
n
a
l
su
c
c
e
ss
.
Co
n
se
q
u
e
n
tl
y
,
t
h
e
stu
d
y
’
s
re
c
o
m
m
e
n
d
a
ti
o
n
s
o
ffe
r
v
a
lu
a
b
le
in
sig
h
ts
fo
r
p
o
li
c
y
m
a
k
e
rs,
e
d
u
c
a
to
rs,
a
n
d
re
se
a
rc
h
e
rs
se
e
k
in
g
to
c
re
a
te
imp
a
c
tfu
l
tea
c
h
in
g
m
o
d
u
les
th
a
t
c
a
ter
to
stu
d
e
n
ts
’
HO
T
S
in
p
rima
ry
sc
h
o
o
l
sc
ien
c
e
su
b
jec
ts.
K
ey
w
o
r
d
s
:
Hig
h
er
-
o
r
d
er
th
i
n
k
in
g
s
k
ills
Prim
ar
y
s
ch
o
o
l stu
d
e
n
t
Scien
ce
T
ea
ch
er
T
ea
ch
in
g
m
o
d
u
le
T
h
is
is
an
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r
th
e
CC
BY
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ham
id
ah
Mat
Facu
lty
of
E
d
u
ca
tio
n
al
Stu
d
ie
s
,
Un
iv
er
s
it
i
Pu
tr
a
Ma
lay
s
ia
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail:
h
am
id
ah
@
iab
.
m
o
e.
g
o
v
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
In
r
ec
e
n
t
y
ea
r
s
,
th
e
r
e
h
as
b
ee
n
m
u
c
h
atten
tio
n
on
ef
f
ec
tiv
e
s
cien
ce
teac
h
in
g
s
tr
ateg
ies
f
o
r
s
tu
d
e
n
t
ac
h
iev
em
en
t
[
1
]
−
[
4
]
.
Scien
ce
ed
u
ca
tio
n
r
esear
c
h
h
as
l
o
n
g
f
o
cu
s
ed
on
s
cien
tific
h
ig
h
e
r
-
o
r
d
er
t
h
in
k
in
g
s
k
ills
(
HOT
S).
It
h
as
b
ee
n
r
ec
o
g
n
iz
ed
th
at
s
tu
d
en
ts
’
HOT
S
p
lay
s
a
s
ig
n
if
ican
t
p
ar
t
in
th
e
s
cien
ce
lear
n
in
g
p
r
o
ce
s
s
[
5
]
.
HOT
S
r
e
f
er
s
to
th
e
a
b
ilit
y
to
th
in
k
on
a
h
ig
h
e
r
le
v
el
th
an
r
em
em
b
er
in
g
in
f
o
r
m
atio
n
or
r
e
p
ea
tin
g
s
o
m
eth
in
g
b
ac
k
to
s
o
m
eo
n
e
[
6
]
.
S
c
i
e
n
c
e
l
e
a
r
n
i
n
g
is
c
h
a
r
a
c
te
r
i
z
e
d
by
c
o
n
c
e
p
t
u
a
l
u
n
d
e
r
s
tan
d
i
n
g
,
i
n
v
o
l
v
e
m
e
n
t
,
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
b
e
t
w
e
e
n
s
tu
d
e
n
t
s
w
h
i
l
e
c
o
n
d
u
c
t
i
n
g
p
r
a
c
t
i
c
a
l
a
ct
i
v
i
ti
es
.
H
O
T
S
al
l
o
ws
s
t
u
d
e
n
ts
to
l
e
a
r
n
s
c
i
e
n
ti
f
i
c
c
o
n
c
e
p
ts
a
n
d
e
n
a
b
l
es
t
h
e
m
to
d
e
v
e
l
o
p
s
ci
e
n
t
i
f
ic
l
i
te
r
a
c
y
by
i
n
v
o
l
v
i
n
g
t
h
e
m
in
s
c
i
e
n
ti
f
i
c
r
e
s
e
a
r
c
h
[
7
]
.
B
esid
es
h
elp
in
g
s
tu
d
en
ts
p
ass
ex
am
s
,
s
cien
ce
also
ass
is
ts
th
em
in
u
n
d
e
r
s
tan
d
in
g
an
d
ap
p
l
y
in
g
wh
a
t
th
ey
h
av
e
s
tu
d
ied
.
Sev
e
r
al
in
it
iativ
es
o
v
er
th
e
p
ast
20
y
ea
r
s
h
av
e
b
ee
n
m
ad
e
to
o
v
er
h
a
u
l
s
cien
tific
in
s
tr
u
ctio
n
in
s
ch
o
o
ls
[
2
].
T
ea
ch
er
s
,
as
“c
h
an
g
e
ag
en
ts
”,
can
b
etter
co
m
p
r
eh
en
d
,
p
r
ac
tice,
an
d
im
p
lem
en
t
HOT
S,
s
u
ch
as
cr
itical
th
in
k
in
g
a
n
d
ar
g
u
m
en
tatio
n
s
k
ills
,
f
o
r
s
cien
ce
ed
u
c
atio
n
r
ef
o
r
m
to
be
s
u
cc
ess
f
u
l.
T
ea
ch
er
s
m
ay
be
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
1
6
4
3
-
1
6
5
0
1644
s
m
ar
t
an
d
cr
ea
tiv
e
in
c
h
o
o
s
in
g
an
d
d
e
v
elo
p
in
g
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
tech
n
iq
u
es,
an
d
th
ey
ca
n
en
tice
s
tu
d
en
ts
to
f
o
llo
w
th
em
.
As
a
r
esu
lt,
th
e
teac
h
in
g
ap
p
r
o
ac
h
ad
o
p
ted
can
d
ev
elo
p
s
tu
d
en
ts
’
th
in
k
in
g
s
k
ills
by
d
ev
elo
p
in
g
th
eir
p
r
ef
er
en
ce
s
,
ab
ilit
ies,
an
d
co
m
p
eten
cies.
Acc
o
r
d
in
g
to
Ye
u
n
g
[
8
],
teac
h
in
g
f
o
r
d
ev
elo
p
in
g
HOT
S
is
cr
i
tical
f
o
r
p
r
ep
ar
in
g
s
tu
d
en
ts
to
p
ar
ticip
ate
in
an
d
co
n
tr
ib
u
te
to
m
o
d
er
n
s
o
cieties.
Pre
v
io
u
s
r
esear
c
h
h
as
s
u
g
g
ested
th
at
m
o
s
t
s
tu
d
en
ts
ar
e
u
n
in
ter
ested
in
s
cien
ce
co
u
r
s
es,
ev
en
th
o
u
g
h
t
h
ese
d
is
cip
lin
es
h
av
e
a
s
ig
n
if
ican
t
ass
o
ciatio
n
with
th
eir
d
aily
life
[
9
].
On
e
of
th
e
m
o
s
t
ch
allen
g
in
g
task
s
f
o
r
e
d
u
ca
tio
n
al
s
y
s
tem
s
,
in
clu
d
in
g
Ma
lay
s
ia
’
s,
h
as
b
ee
n
to
e
n
co
u
r
ag
e
s
tu
d
en
ts
to
co
n
tin
u
e
th
eir
s
cien
ce
e
d
u
ca
tio
n
[
10
].
T
h
e
p
r
o
b
lem
of
r
ed
u
ce
d
in
ter
est
in
s
ch
o
o
l
s
cien
ce
s
u
b
jects
is
ca
u
s
ed
by
v
ar
io
u
s
f
ac
to
r
s
,
in
clu
d
in
g
g
en
d
er
an
d
ag
e
,
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
’
lack
of
c
o
n
f
id
en
ce
in
teac
h
in
g
s
cien
ce
co
u
r
s
es,
lack
of
s
u
b
ject
e
x
p
er
ti
s
e,
lack
of
ab
s
tr
ac
t
th
in
k
in
g
,
an
d
tr
a
d
itio
n
al
teac
h
i
n
g
m
eth
o
d
s
[1
1]
.
T
h
e
T
r
en
d
s
in
I
n
ter
n
atio
n
a
l
Ma
th
em
atics
an
d
Scien
ce
Stu
d
y
(
T
I
MSS)
is
an
in
ter
n
atio
n
al
co
m
p
ar
ativ
e
s
tu
d
y
by
th
e
I
n
t
er
n
atio
n
al
Ass
o
ciatio
n
f
o
r
th
e
E
v
alu
atio
n
of
E
d
u
ca
tio
n
al
A
ch
iev
em
en
t
(
I
E
A)
.
T
h
e
T
I
MSS
s
tu
d
y
is
co
n
d
u
cte
d
ev
er
y
f
o
u
r
y
ea
r
s
,
an
d
th
e
f
ir
s
t
T
I
MSS
s
tu
d
y
was
u
n
d
er
tak
en
in
T
I
MSS
1
9
9
5
.
T
h
e
s
tu
d
ies
o
f
f
er
ed
by
th
e
I
E
A
in
clu
d
e
T
I
MSS
g
r
ad
e
f
o
u
r
,
T
I
MSS
g
r
ad
e
eig
h
t
,
an
d
T
I
MSS
ad
v
an
ce
d
.
T
h
e
Pro
g
r
am
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
ts
Ass
es
s
m
en
t
(
PISA)
m
e
asu
r
es
th
e
liter
ac
y
r
ate
of
15
-
y
ea
r
-
o
l
d
s
tu
d
en
ts
,
esp
ec
ially
in
m
ath
em
atics,
s
cien
ce
,
an
d
r
ea
d
in
g
ab
ilit
y
r
ate.
B
ased
on
th
e
r
ep
o
r
t
on
th
e
s
t
atu
s
of
Ma
lay
s
ia
’
s
ac
h
iev
em
en
ts
in
T
I
MSS
an
d
PISA
in
2018,
Ma
la
y
s
ia
is
in
th
e
b
o
tto
m
20
c
o
u
n
tr
ies
[1
2
].
T
h
is
r
esu
lt
s
h
o
ws
th
at
Ma
lay
s
ia
’
s
ac
h
iev
em
en
ts
in
T
I
MSS
ar
e
s
till
not
s
o
m
et
h
in
g
to
be
p
r
o
u
d
of
[1
3
].
T
h
e
r
ef
o
r
e,
th
e
c
u
r
r
e
n
t
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
p
r
o
b
lem
s
an
d
r
eq
u
ir
e
m
en
ts
r
ela
ted
to
d
ev
elo
p
in
g
teac
h
in
g
m
o
d
u
les
to
im
p
r
o
v
e
s
tu
d
en
ts
’
HOT
S
in
s
cien
ce
s
u
b
jects
f
o
r
t
h
e
to
p
ic
of
elec
tr
ici
ty
.
T
h
e
r
esear
ch
is
im
p
o
r
tan
t
b
ec
au
s
e
it
ad
d
r
ess
es
a
cr
itical
n
ee
d
in
th
e
f
ield
of
ed
u
ca
tio
n
,
p
ar
ticu
lar
l
y
in
th
e
d
ev
elo
p
m
e
n
t
of
e
f
f
ec
tiv
e
teac
h
in
g
m
o
d
u
les
th
at
ca
ter
to
s
tu
d
en
ts
’
HOT
S.
T
h
e
s
tu
d
y
’
s
n
o
v
elty
lies
in
its
f
o
c
u
s
on
elec
tr
ical
to
p
ics
u
n
d
er
th
e
s
cien
ce
s
y
llab
u
s
an
d
its
u
s
e
of
a
q
u
alitativ
e
r
es
ea
r
ch
ap
p
r
o
ac
h
to
id
en
tify
t
h
e
n
ee
d
f
o
r
teac
h
in
g
m
o
d
u
les
th
at
ca
ter
to
s
tu
d
en
ts
’
HOT
S.
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
can
p
r
o
v
id
e
p
r
ac
tical
g
u
id
an
c
e
f
o
r
p
o
licy
m
ak
e
r
s
,
ed
u
ca
to
r
s
,
an
d
r
esear
ch
er
s
in
d
ev
elo
p
in
g
ef
f
ec
tiv
e
teac
h
in
g
m
o
d
u
les
th
at
en
h
an
ce
s
tu
d
e
n
ts
’
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
im
po
rt
a
nce
o
f
s
cience
educa
t
io
n
T
h
e
d
e
v
elo
p
m
e
n
t
of
s
cien
ce
a
n
d
tech
n
o
lo
g
y
h
as
alwa
y
s
b
ee
n
a
f
ea
tu
r
e
of
d
e
v
elo
p
ed
co
u
n
tr
ies.
Par
t
of
th
is
ac
h
iev
e
m
en
t
can
be
att
r
ib
u
ted
to
th
eir
o
n
g
o
in
g
ev
alu
atio
n
an
d
u
n
d
er
s
tan
d
in
g
of
th
e
s
cien
ce
cu
r
r
icu
l
u
m
d
ev
elo
p
m
e
n
t.
T
h
e
y
aim
to
r
ai
s
e
all
ag
e
g
r
o
u
p
s
’
p
r
o
f
icien
cy
lev
els
in
m
ath
an
d
s
cien
ce
[1
4
].
Pas
t
r
esear
ch
er
s
h
av
e
p
lace
d
a
g
r
ea
t
d
ea
l
of
e
m
p
h
asis
on
th
e
im
p
o
r
tan
ce
of
s
cien
ce
f
o
r
em
p
lo
y
m
e
n
t,
esp
ec
ially
it
i
s
g
lo
b
al
s
ig
n
if
ican
ce
in
im
p
r
o
v
in
g
th
e
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
of
th
e
n
atio
n
,
en
s
u
r
in
g
th
e
s
tab
ilit
y
of
tech
n
o
lo
g
y
,
an
d
im
p
r
o
v
in
g
th
e
s
tan
d
ar
d
of
s
cien
ce
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t
[1
5
]
,
[1
6
].
Nev
er
th
eless
,
s
ev
er
al
f
ac
to
r
s
m
u
s
t
be
r
ec
o
g
n
ized
to
p
r
o
d
u
ce
s
cien
tific
ally
liter
ate
s
tu
d
en
ts
in
ter
es
ted
in
s
cien
ce
to
cr
ea
te
a
wo
r
k
f
o
r
ce
of
q
u
alif
ied
p
r
o
f
ess
io
n
als.
Facto
r
s
th
at
af
f
ec
t
s
tu
d
en
ts
’
in
ter
est
in
s
cien
c
e
m
u
s
t
also
be
an
aly
ze
d
in
ter
m
s
of
th
eir
lear
n
in
g
cr
iter
ia.
2
.
2
.
I
s
s
ues
in
s
c
ience
educa
t
i
o
n in prim
a
ry
s
cho
o
ls
T
h
e
m
o
s
t
r
e
ce
n
t
tech
n
o
lo
g
y
d
ev
elo
p
m
en
ts
h
av
e
t
h
e
p
o
ten
tia
l
to
tr
an
s
f
o
r
m
t
h
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
T
h
e
d
e
v
elo
p
m
e
n
t
of
m
u
ltime
d
ia
an
d
th
e
I
n
ter
n
et
h
as
g
iv
en
teac
h
er
s
an
d
s
tu
d
e
n
ts
ad
d
itio
n
al
o
p
p
o
r
tu
n
ities
to
s
tu
d
y
an
d
f
ac
ilit
ies
to
r
ap
id
ly
an
d
ea
s
ily
ac
ce
s
s
in
f
o
r
m
atio
n
an
d
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
o
n
lin
e
[1
7
]
,
[1
8
].
Yet,
m
an
y
s
tu
d
e
n
ts
ar
e
u
n
a
b
le
to
u
n
d
er
s
tan
d
HOT
S
due
to
t
h
e
tr
ad
itio
n
al
teac
h
er
-
ce
n
ter
ed
ap
p
r
o
ac
h
an
d
th
e
f
ac
t
-
m
em
o
r
izin
g
p
h
en
o
m
en
a
[
19
]
,
[
20
].
C
o
n
s
eq
u
e
n
tly
,
m
a
s
ter
y
of
HOT
S
am
o
n
g
s
tu
d
en
ts
is
s
till
lo
w
[2
1
]
.
T
ea
ch
er
s
m
u
s
t
d
ev
elo
p
teac
h
in
g
r
eso
u
r
ce
s
th
at
ar
e
not
ju
s
t
f
o
cu
s
ed
on
one
s
o
u
r
ce
to
p
r
o
v
id
e
s
tu
d
en
ts
with
r
elev
an
t
HOT
S
ex
p
er
ien
ce
s
.
T
h
is
s
itu
atio
n
d
em
o
n
s
tr
ates
th
e
cr
itical
n
ec
ess
ity
f
o
r
one
of
th
ese
g
u
id
es
to
s
er
v
e
as
a
teac
h
in
g
m
o
d
u
le
th
at
f
o
c
u
s
es
on
im
p
lem
en
tin
g
HOT
S
s
tar
tin
g
in
p
r
im
ar
y
s
ch
o
o
l.
Ma
n
y
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
ar
e
s
till
s
tr
u
g
g
lin
g
to
g
r
asp
HOT
S.
To
ap
p
ly
HOT
S
to
s
tu
d
en
ts
,
u
s
ef
u
l
less
o
n
s
a
n
d
m
eth
o
d
s
s
h
o
u
ld
be
u
s
ed
by
teac
h
er
s
.
2
.
3
.
Science
educa
t
io
n a
nd
hig
her
-
o
rder
t
hin
k
ing
s
k
ills
Help
in
g
s
tu
d
e
n
ts
d
ev
elo
p
H
OT
S,
wh
ich
will
e
n
ab
le
t
h
e
m
to
th
in
k
cr
itically
,
ask
m
ea
n
in
g
f
u
l
q
u
esti
o
n
s
,
r
ea
s
o
n
,
a
n
d
s
o
lv
e
p
r
o
b
lem
s
,
is
th
e
m
ain
o
b
jecti
v
e
of
s
cien
ce
ed
u
ca
tio
n
[2
2
].
T
h
e
d
ef
in
itio
n
of
HOT
S
in
clu
d
es
th
e
ab
ilit
y
to
p
r
o
d
u
ce
co
m
p
lex
,
non
-
al
g
o
r
ith
m
ic,
m
u
ltip
le
s
o
lu
tio
n
s
an
d
m
ak
e
n
u
a
n
ce
d
ju
d
g
em
en
ts
an
d
in
ter
p
r
etatio
n
s
[2
3
].
Me
taco
g
n
itio
n
is
in
cr
ea
s
in
g
ly
ac
k
n
o
wled
g
e
d
as
an
ess
en
tial
co
m
p
o
n
en
t
of
HOT
Ss
,
ac
co
r
d
in
g
to
Hain
o
r
a
et
a
l.
[2
4
].
Fu
r
th
er
m
o
r
e,
o
th
er
s
tu
d
ies
h
av
e
ac
c
ep
ted
th
e
co
m
m
o
n
p
er
s
p
ec
tiv
e
of
‘
HOT
S
ab
o
u
t
co
g
n
itio
n
’
[2
5
].
W
h
en
HOT
S
is
n
ee
d
ed
to
ad
d
r
ess
d
if
f
icu
lt
ch
allen
g
es,
p
e
o
p
le
u
s
e
v
ar
io
u
s
ab
ilit
ies
to
ac
co
m
p
lis
h
th
eir
o
b
jectiv
e
s
[2
6
].
In
s
cien
ce
ed
u
ca
tio
n
,
s
cien
ce
s
elf
-
ef
f
icac
y
in
f
lu
en
ce
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
N
ee
d
a
n
a
lysi
s
:
d
ev
elo
p
men
t
o
f a
tea
ch
in
g
mo
d
u
le
fo
r
en
h
a
n
c
in
g
h
ig
h
er
-
o
r
d
er th
in
kin
g
…
(
Ha
mid
a
h
Ma
t
)
1645
s
tu
d
en
ts
’
s
cien
ce
-
r
elate
d
ac
tiv
ities
as
th
ey
ex
p
er
ien
ce
s
u
c
ce
s
s
in
s
cien
ce
[2
7
].
Me
taco
g
n
itiv
e
ab
ilit
ies
h
av
e
tr
ad
itio
n
ally
b
ee
n
s
ee
n
as
cr
itical
to
th
e
d
ev
elo
p
m
en
t
of
s
cien
tific
r
ea
s
o
n
in
g
b
ec
au
s
e
th
ey
p
r
o
v
id
e
th
e
ep
is
tem
o
lo
g
ical
f
o
u
n
d
atio
n
,
co
n
ce
p
tu
al
m
o
ti
v
atio
n
,
an
d
co
g
n
itiv
e
co
n
t
r
o
l
f
o
r
i
n
d
i
v
id
u
als
to
em
p
lo
y
u
n
d
er
ly
i
n
g
talen
ts
in
s
cien
ce
l
ea
r
n
in
g
task
s
[
28
].
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
tili
ze
d
th
e
q
u
alita
tiv
e
ap
p
r
o
ac
h
to
g
ath
e
r
d
ata.
Mo
r
e
d
etailed
in
f
o
r
m
atio
n
wa
s
g
ath
er
ed
v
ia
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
ie
ws
[
29
].
C
r
e
s
well
an
d
Po
th
[
30
]
s
u
g
g
ested
th
at
th
e
ap
p
r
o
p
r
iate
m
in
im
u
m
in
f
o
r
m
a
n
ts
f
o
r
a
q
u
alitativ
e
s
t
u
d
y
wer
e
b
etwe
en
th
r
ee
to
s
ev
en
p
e
o
p
le
d
ep
en
d
in
g
on
th
e
s
a
tu
r
atio
n
of
th
e
d
ata
o
cc
u
r
r
in
g
d
u
r
i
n
g
f
u
tu
r
e
s
tu
d
ies.
Y
i
n
[
31
]
o
p
in
io
n
p
r
esen
ted
th
at
two
to
ten
s
am
p
les
wer
e
s
u
f
f
icien
t
to
r
ea
ch
s
atu
r
atio
n
.
As
a
r
esu
lt,
th
e
s
ix
th
in
ter
v
iewe
e
s
h
o
wed
s
ig
n
s
of
s
atu
r
atio
n
wh
en
th
e
s
am
e
th
e
m
es
wer
e
r
ep
ea
ted
with
s
u
b
s
eq
u
en
t
.
T
h
is
q
u
alitativ
e
s
tu
d
y
’
s
s
am
p
le
co
n
s
is
ted
of
s
ix
s
p
ec
ialis
t
teac
h
er
s
f
r
o
m
s
ix
d
if
f
er
e
n
t
s
ch
o
o
ls
.
Six
p
r
im
ar
y
s
ch
o
o
l
s
cien
ce
teac
h
e
r
s
in
Neg
e
r
i
Sem
b
ilan
,
Ma
lay
s
ia,
p
ar
ticip
ated
in
f
o
cu
s
g
r
o
u
p
s
.
Six
p
e
o
p
le
wer
e
in
ter
v
iewe
d
as
p
ar
t
of
th
e
s
tu
d
y
,
all
of
wh
o
m
wer
e
ch
o
s
en
by
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
T
h
e
c
r
iter
ia
f
o
r
s
elec
tin
g
th
ese
teac
h
er
s
to
be
s
tu
d
y
p
ar
ticip
an
ts
wer
e
b
ased
on
th
e
im
p
o
r
tan
ce
of
th
eir
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
s
an
d
ab
ilit
ies
to
ar
t
icu
late
an
d
r
e
f
lect
on
is
s
u
es
a
n
d
ch
allen
g
es
of
teac
h
in
g
u
s
in
g
v
ar
io
u
s
m
eth
o
d
s
,
s
u
ch
as
v
ir
tu
al
lear
n
in
g
m
eth
o
d
s
in
teac
h
in
g
p
r
im
ar
y
s
ch
o
o
l
s
cien
ce
s
u
b
jects.
T
h
e
p
ar
ti
cip
an
ts
of
th
is
s
tu
d
y
co
n
s
is
ted
of
th
r
ee
m
ale
teac
h
er
s
an
d
th
r
ee
f
em
ale
teac
h
er
s
.
All
p
ar
ticip
an
ts
m
u
s
t
h
a
v
e
an
av
er
ag
e
of
5
to
25
y
ea
r
s
of
f
u
ll
-
tim
e
teac
h
in
g
e
x
p
er
ien
ce
in
p
r
im
a
r
y
s
ch
o
o
ls
in
Ma
lay
s
ia.
T
ab
le
1
s
h
o
ws
th
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
of
i
n
f
o
r
m
an
ts
.
T
ab
le
1.
Dem
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
o
f
in
f
o
r
m
a
n
ts
I
n
f
o
r
man
t
S
e
x
A
g
e
P
o
st
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
(
y
e
a
r
s)
Ed
u
c
a
t
i
o
n
T1
M
a
l
e
45
S
c
i
e
n
c
e
t
e
a
c
h
e
r
25
D
e
g
r
e
e
T2
M
a
l
e
45
S
c
i
e
n
c
e
t
e
a
c
h
e
r
25
D
e
g
r
e
e
T3
M
a
l
e
43
S
c
i
e
n
c
e
t
e
a
c
h
e
r
22
D
e
g
r
e
e
T4
F
e
mal
e
40
S
c
i
e
n
c
e
t
e
a
c
h
e
r
18
D
e
g
r
e
e
T5
F
e
mal
e
42
S
c
i
e
n
c
e
t
e
a
c
h
e
r
19
D
e
g
r
e
e
T6
F
e
mal
e
41
S
c
i
e
n
c
e
t
e
a
c
h
e
r
17
D
e
g
r
e
e
3
.
1
.
Da
t
a
c
o
llect
io
n pro
ce
s
s
In
lin
e
with
th
e
ex
is
tin
g
l
iter
atu
r
e,
d
ata
co
llectio
n
w
as
co
n
d
u
cted
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews.
I
n
d
iv
id
u
al
in
-
d
e
p
t
h
in
ter
v
iews
wer
e
u
tili
ze
d
to
ex
am
in
e
s
cien
ce
teac
h
er
s
’
p
e
r
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
d
ev
elo
p
m
en
t
of
a
m
o
d
u
le
aim
ed
at
en
h
an
ci
n
g
HOT
S
an
d
ad
d
r
ess
in
g
ch
allen
g
es
th
ey
en
co
u
n
ter
e
d
in
th
e
class
r
o
o
m
.
E
ac
h
i
n
ter
v
iew
wa
s
co
n
d
u
cted
o
n
e
-
on
-
o
n
e
,
in
v
o
l
v
in
g
o
n
ly
t
h
e
in
ter
v
iewe
r
an
d
th
e
p
ar
ticip
an
t,
an
d
last
ed
an
av
er
ag
e
of
45
to
90
m
in
u
tes.
B
o
th
v
er
b
al
an
d
n
o
n
-
v
er
b
al
cu
es
wer
e
ca
p
t
u
r
ed
th
r
o
u
g
h
wr
itten
n
o
tes
an
d
au
d
io
r
ec
o
r
d
in
g
s
.
Par
ticip
an
ts
wer
e
p
r
o
v
id
ed
with
in
t
er
v
iew
tr
an
s
cr
ip
ts
f
o
r
v
alid
at
io
n
,
f
ee
d
b
ac
k
,
an
d
p
o
s
s
ib
le
r
ev
is
io
n
s
.
B
ef
o
r
e
co
n
d
u
ctin
g
th
e
r
esear
c
h
,
th
e
s
tu
d
y
p
r
o
to
co
l
was
ap
p
r
o
v
ed
by
th
e
Un
iv
er
s
iti
Pu
tr
a
Ma
lay
s
ia
(
UPM
)
E
th
ics
C
o
m
m
ittee
f
o
r
R
esear
ch
I
n
v
o
lv
in
g
Hu
m
an
Su
b
jects
(
No
.
J
KE
UP
M
-
2021
-
8
4
4
)
.
T
h
e
r
esear
ch
er
s
ad
h
er
e
d
to
s
tr
ict
p
r
iv
ac
y
p
r
in
ci
p
les
wh
en
co
llectin
g
an
d
s
to
r
in
g
p
a
r
ticip
an
t
in
f
o
r
m
atio
n
.
To
en
s
u
r
e
co
n
f
id
en
tiality
,
all
id
e
n
tifia
b
l
e
d
ata
wer
e
an
o
n
y
m
ized
d
u
r
i
n
g
tr
a
n
s
cr
ip
tio
n
u
s
in
g
p
s
eu
d
o
n
y
m
s
.
Par
ticip
an
ts
wer
e
p
r
o
v
id
e
d
with
th
e
tr
an
s
cr
ip
tio
n
s
f
o
r
th
eir
r
ev
iew
a
n
d
f
ee
d
b
ac
k
.
Vo
ice
r
ec
o
r
d
in
g
s
,
tr
an
s
cr
ip
ts
,
an
d
in
ter
v
iew
n
o
tes
wer
e
s
ec
u
r
ely
s
to
r
ed
on
a
p
ass
wo
r
d
-
p
r
o
tecte
d
co
m
p
u
ter
,
with
all
d
ata
s
et
to
be
d
estro
y
e
d
f
i
v
e
y
ea
r
s
af
ter
t
h
e
co
m
p
letio
n
of
r
esear
ch
a
n
d
p
u
b
licatio
n
.
T
h
e
s
t
u
d
y
f
o
l
l
o
w
e
d
a
c
a
r
e
f
u
l
l
y
d
e
s
i
g
n
e
d
p
r
o
t
o
c
o
l
to
e
n
s
u
r
e
c
l
a
r
i
t
y
of
d
a
t
a
an
d
m
in
i
m
i
z
e
r
es
e
a
r
c
h
e
r
b
i
as
in
t
h
e
s
e
m
i
-
s
t
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
ws
.
T
h
e
tr
an
s
cr
ip
ts
an
d
f
in
d
in
g
s
wer
e
r
ev
iewe
d
by
te
am
m
em
b
er
s
f
o
r
f
ee
d
b
ac
k
.
Pa
r
ticip
an
ts
g
av
e
wr
itten
in
f
o
r
m
ed
co
n
s
en
t
p
r
io
r
to
th
eir
in
v
o
lv
e
m
en
t
in
t
h
e
s
tu
d
y
.
T
h
em
atic
an
aly
s
is
was
ap
p
lied
m
an
u
ally
,
an
d
an
in
d
u
ctiv
e
ap
p
r
o
ac
h
[
32
]
was
u
s
ed
to
an
aly
ze
t
h
e
d
ata
by
r
ea
d
in
g
th
e
tr
a
n
s
cr
ip
ts
lin
e
-
by
-
lin
e
to
u
n
d
er
s
tan
d
p
ar
ticip
an
ts
’
ex
p
er
ien
ce
s
an
d
d
ev
elo
p
th
e
m
es.
A
co
n
s
tan
t
co
m
p
ar
is
o
n
m
et
h
o
d
was
em
p
lo
y
ed
to
r
e
f
in
e
th
ese
th
em
es
in
r
elatio
n
to
th
e
d
iv
er
s
e
ex
p
er
ie
n
ce
s
of
th
e
p
ar
t
icip
an
ts
[
33
].
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
An
aly
s
is
of
th
e
d
ata
r
ev
ea
led
f
o
u
r
m
ajo
r
th
em
es
ca
p
tu
r
in
g
th
e
ex
p
er
ien
ce
s
of
th
e
s
tu
d
y
p
a
r
ticip
an
ts
.
An
in
ter
v
iew
was
co
n
d
u
cted
with
s
ix
s
cien
ce
teac
h
er
s
to
e
x
am
in
e
th
e
n
ee
d
to
d
ev
el
o
p
t
h
e
teac
h
in
g
m
o
d
u
le.
Fo
u
r
th
em
es
em
er
g
e
d
f
r
o
m
th
e
n
ee
d
an
aly
s
is
,
n
am
ely
:
i
)
t
he
im
p
o
r
tan
ce
of
HOT
S
k
n
o
wled
g
e
;
ii
)
c
h
allen
g
es
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
1
6
4
3
-
1
6
5
0
1646
in
teac
h
in
g
an
d
lear
n
i
n
g
;
iii
)
t
ea
ch
in
g
s
tr
ateg
ies
;
an
d
iv
)
t
ea
ch
in
g
s
k
ills
.
Fig
u
r
e
1
s
h
o
ws
th
e
th
em
es
an
d
s
u
b
-
th
em
es
of
th
e
s
tu
d
y
.
Fig
u
r
e
1.
T
h
em
es
an
d
s
u
b
-
th
e
m
es
of
th
e
s
tu
d
y
4
.
1
.
Resul
t
s
4
.
1
.
1
.
T
hem
e
1:
i
m
po
rt
a
nce
of
hig
her
-
o
rder
t
hin
k
ing
s
k
il
ls
k
no
wledg
e
All
s
ix
teac
h
er
s
ag
r
ee
d
t
h
at
HOT
S
k
n
o
wled
g
e
was
f
u
n
d
a
m
en
tal
to
be
m
aster
ed
by
s
tu
d
en
ts
.
Sin
ce
s
cien
ce
is
th
e
s
tu
d
y
of
tech
n
o
l
o
g
y
,
th
e
co
n
ce
p
t
of
elec
tr
icity
is
ess
en
tial
to
u
n
d
er
s
tan
d
g
ettin
g
a
clea
r
er
p
ictu
r
e
of
tech
n
o
lo
g
ical
p
r
o
g
r
ess
.
Qu
o
tin
g
th
e
wo
r
d
s
f
r
o
m
teac
h
er
5
:
“
It
is
imp
o
r
ta
n
t
th
a
t
s
tu
d
e
n
ts
ca
n
a
p
p
ly
th
e
co
n
ce
p
t
of
ele
ctri
city
in
th
e
p
h
ysics
ch
a
p
te
r
w
h
ile
s
tu
d
yin
g
in
s
ec
o
n
d
a
r
y
s
ch
o
o
l
l
a
ter,
and
th
e
kn
o
w
led
g
e
of
th
e
tea
ch
er
p
la
ys
an
imp
o
r
ta
n
t
r
o
le
.
”
Acc
o
r
d
in
g
to
teac
h
er
1,
it
is
v
ital
to
u
n
d
er
s
tan
d
how
elec
tr
ical
to
p
ics
m
ay
be
u
s
ed
an
d
tr
an
s
f
er
r
ed
to
s
tu
d
en
ts
so
th
at
th
ey
can
u
tili
ze
th
em
in
th
eir
f
u
tu
r
e
liv
es,
s
u
ch
as
wh
e
n
u
s
in
g
elec
tr
ical
cir
cu
its
[
5
]
.
4
.
1.
2
.
T
hem
e
2:
c
ha
lleng
es
in
t
ea
ching
hig
her
-
o
rder
t
hin
k
ing
s
k
ills
T
h
e
s
ix
teac
h
er
s
ex
p
r
ess
ed
d
iv
er
s
e
p
er
s
p
ec
tiv
es
on
th
e
ch
allen
g
es
f
ac
ed
by
s
tu
d
en
ts
d
u
r
in
g
in
s
tr
u
ctio
n
.
T
ea
ch
er
3
n
o
te
d
t
h
at
,
“
s
tu
d
en
ts
ca
n
n
o
t
visu
a
liz
e
th
e
co
mp
lete
p
r
o
ce
s
s
of
an
elec
tr
ica
l
circu
it
.”
Similar
ly
,
teac
h
er
5
s
tated
th
at
,
“
s
tu
d
en
ts
s
tr
u
g
g
le
to
g
r
a
s
p
va
r
io
u
s
terms
r
ela
ted
to
elec
tr
ica
l
to
p
ics
.”
Fo
u
r
o
th
er
teac
h
e
r
s
ec
h
o
e
d
th
is
c
o
n
ce
r
n
,
id
e
n
tify
in
g
ter
m
s
lik
e
s
er
ial
cir
cu
it,
p
a
r
allel
cir
cu
it,
c
o
m
p
lete
cir
cu
it,
a
n
d
g
r
ee
n
tech
n
o
lo
g
y
as
p
ar
ticu
l
ar
ly
d
if
f
icu
lt
f
o
r
s
tu
d
e
n
ts
to
co
m
p
r
e
h
en
d
.
T
ea
ch
er
3
f
u
r
th
er
ex
p
lain
e
d
th
at
s
tu
d
en
ts
f
o
u
n
d
th
ese
ter
m
s
ch
a
llen
g
in
g
b
ec
a
u
s
e
th
ey
wer
e
i
n
tr
o
d
u
ce
d
as
en
tire
ly
n
ew
c
o
n
ce
p
ts
.
All
s
ix
teac
h
er
s
ag
r
ee
d
th
at
m
o
s
t
s
tu
d
en
ts
wer
e
u
n
ab
le
to
ap
p
ly
th
e
k
n
o
wled
g
e
g
ain
ed
to
co
m
p
lete
HOT
S
task
s
.
T
ea
ch
er
3
a
d
d
e
d
th
at
s
tu
d
en
ts
also
f
o
u
n
d
it
d
if
f
icu
lt
to
d
is
tin
g
u
is
h
b
etwe
en
s
er
ies
an
d
p
ar
allel
cir
cu
its
.
Ad
d
itio
n
ally
,
s
tu
d
en
t
attitu
d
es
wer
e
h
ig
h
lig
h
ted
as
co
n
tr
ib
u
tin
g
to
th
e
lear
n
in
g
d
i
f
f
icu
lties
in
s
cien
ce
s
u
b
jects.
Fo
r
in
s
tan
ce
,
s
tu
d
en
t
s
o
f
ten
r
ef
r
ain
e
d
f
r
o
m
ask
in
g
q
u
esti
o
n
s
d
u
r
in
g
less
o
n
s
.
As
teac
h
er
5
r
e
m
ar
k
ed
,
“
tea
ch
ers
a
s
s
u
me
s
tu
d
en
ts
u
n
d
ers
ta
n
d
th
e
less
o
n
s
b
ec
a
u
s
e
few
a
s
k
q
u
esti
o
n
s
.”
T
ea
ch
er
2
s
u
g
g
e
s
t
e
d
t
h
a
t
t
h
is
l
a
c
k
of
e
n
g
a
g
e
m
e
n
t
c
o
u
l
d
be
a
tt
r
i
b
u
t
e
d
to
s
t
u
d
e
n
t
s
l
i
m
i
te
d
p
r
i
o
r
k
n
o
wled
g
e
.
All
th
e
teac
h
er
s
co
n
cu
r
r
ed
t
h
at
th
is
r
elu
ctan
ce
to
ask
q
u
esti
o
n
s
n
eg
ativ
ely
im
p
ac
ts
th
e
lear
n
in
g
cu
ltu
r
e
an
d
s
tu
d
en
ts
’
u
n
d
e
r
s
tan
d
in
g
of
elec
tr
ical
c
o
n
ce
p
ts
.
Desp
ite
th
is
,
th
e
teac
h
er
s
r
ec
o
g
n
ized
th
e
p
o
te
n
tial
of
class
r
o
o
m
ac
tiv
ities
an
d
ex
p
er
im
en
ts
to
en
h
an
ce
c
o
m
p
r
e
h
en
s
io
n
.
Ho
wev
er
,
th
e
y
f
ac
ed
ti
m
e
co
n
s
tr
ain
ts
th
at
lim
ited
th
eir
ab
ilit
y
to
co
n
d
u
c
t
s
u
ch
ac
tiv
ities
.
T
ea
ch
er
6,
wh
o
f
av
o
r
ed
co
n
d
u
ctin
g
ex
p
e
r
im
en
ts
in
h
is
class
,
b
eliev
ed
th
at
h
a
n
d
s
-
on
ex
p
e
r
im
en
tatio
n
s
ig
n
if
ican
tly
im
p
r
o
v
ed
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
of
elec
tr
ical
to
p
ics.
4
.
1.
3
.
T
hem
e
3:
t
e
a
ching
s
t
ra
t
eg
ies
All
teac
h
er
s
ac
k
n
o
wled
g
ed
u
s
in
g
v
ar
io
u
s
s
tatic
illu
s
tr
atio
n
s
to
teac
h
th
is
to
p
ic.
T
ea
ch
er
1
p
r
ef
er
r
ed
d
r
awin
g
cir
cu
it
ar
r
an
g
em
en
ts
on
th
e
wh
iteb
o
ar
d
in
a
tr
ad
itio
n
al
m
an
n
er
,
ask
in
g
s
tu
d
e
n
ts
to
r
ep
licate
th
e
d
r
awin
g
s
.
T
ea
ch
er
3,
on
th
e
o
th
er
h
an
d
,
u
tili
ze
d
Po
wer
Po
in
t
p
r
esen
tatio
n
s
to
d
is
p
lay
s
tatic
d
iag
r
am
s
,
wh
ile
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
N
ee
d
a
n
a
lysi
s
:
d
ev
elo
p
men
t
o
f a
tea
ch
in
g
mo
d
u
le
fo
r
en
h
a
n
c
in
g
h
ig
h
er
-
o
r
d
er th
in
kin
g
…
(
Ha
mid
a
h
Ma
t
)
1647
t
ea
ch
er
2
o
p
ted
to
r
ef
e
r
to
tex
tb
o
o
k
d
iag
r
am
s
due
to
tim
e
co
n
s
tr
ain
ts
th
at
lim
ited
h
er
ab
ilit
y
to
p
r
o
v
id
e
ad
d
itio
n
al
teac
h
i
n
g
m
ater
ials
.
T
ea
ch
er
1
also
em
p
h
asized
t
h
e
im
p
o
r
tan
ce
of
m
em
o
r
izin
g
co
m
p
le
x
s
cien
tific
ter
m
s
.
“
Th
e
d
iffi
cu
lt
ter
ms
in
s
cien
ce
n
ee
d
to
be
mem
o
r
iz
ed
;
th
ere
is
no
o
th
er
w
a
y
fo
r
s
tu
d
en
ts
to
b
ec
o
me
fa
milia
r
w
ith
th
em.
As
tea
ch
ers
,
we
p
la
y
a
cru
cia
l
r
o
le
in
h
elp
in
g
th
em
mem
o
r
iz
e
th
ese
terms
.”
Occ
asio
n
ally
,
teac
h
er
s
in
co
r
p
o
r
ated
v
i
d
eo
s
to
e
n
h
an
ce
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
.
All
tea
ch
er
s
ag
r
ee
d
th
at
ex
p
er
im
en
ts
wer
e
v
al
u
ab
le
in
allo
win
g
s
tu
d
en
ts
to
ex
p
er
ien
c
e
r
ea
l
-
life
ap
p
licatio
n
s
of
th
e
c
o
n
ce
p
ts
.
4
.
1.
4
.
T
hem
e
4:
t
e
a
ching
hig
her
-
o
rder
t
hin
k
ing
s
k
ills
All
s
ix
teac
h
er
s
ex
p
r
ess
ed
th
eir
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
th
e
teac
h
in
g
of
HOT
S
in
elec
tr
ical
to
p
ics
d
u
r
i
n
g
th
e
i
n
ter
v
iews.
Un
d
er
t
h
e
s
u
b
-
th
em
e
of
ac
tiv
e
lear
n
in
g
task
s
,
all
teac
h
er
s
e
m
p
h
asized
th
e
n
ee
d
to
en
co
u
r
a
g
e
s
tu
d
en
ts
to
ask
more
q
u
esti
o
n
s
in
class
,
n
o
tin
g
th
at
q
u
esti
o
n
s
wer
e
r
ar
ely
p
o
s
ed
d
u
r
in
g
teac
h
in
g
an
d
lear
n
in
g
,
ex
ce
p
t
d
u
r
i
n
g
e
x
p
er
im
en
tal
ac
tiv
ities
[
7
]
.
As
teac
h
er
5
r
em
a
r
k
ed
,
“
tea
ch
ers
p
la
y
a
cru
cia
l
r
o
le
in
en
g
a
g
i
n
g
s
tu
d
en
ts
d
u
r
in
g
a
ctive
lea
r
n
in
g
ta
s
ks
.”
In
th
e
tech
n
o
lo
g
y
s
u
b
-
th
e
m
e,
all
s
ix
teac
h
er
s
ag
r
ee
d
th
at
in
co
r
p
o
r
atin
g
v
id
eo
s
,
a
n
im
at
io
n
s
,
an
d
d
iag
r
a
m
s
th
at
m
i
m
ic
r
ea
l
s
tr
u
ctu
r
es
c
o
u
ld
h
elp
s
tu
d
en
ts
b
etter
u
n
d
er
s
tan
d
th
e
s
tr
u
ctu
r
e
an
d
p
r
o
ce
s
s
es
of
s
er
ies
a
n
d
p
ar
all
el
cir
cu
its
[
22
].
T
ea
ch
er
2
s
tated
,
“
I
b
eliev
e
u
s
in
g
tech
n
o
lo
g
y
s
u
ch
as
a
n
ima
tio
n
s
or
vid
eo
s
ca
n
h
elp
s
tu
d
e
n
ts
visu
a
liz
e
th
e
p
r
o
ce
s
s
.”
T
h
is
v
iew
was
s
u
p
p
o
r
te
d
by
teac
h
er
s
4
an
d
6,
wh
o
n
o
ted
th
at
v
is
u
aliza
tio
n
s
ig
n
if
ican
tly
aid
s
s
tu
d
en
ts
in
g
r
asp
in
g
th
e
co
n
ce
p
t
of
elec
tr
ical
cir
cu
its
.
T
h
e
s
ix
teac
h
er
s
also
s
tr
es
s
ed
th
e
im
p
o
r
tan
ce
of
h
av
in
g
a
clea
r
s
tr
ateg
y
f
o
r
teac
h
in
g
HOT
S,
wh
ich
is
ess
en
tia
l
f
o
r
s
tu
d
en
ts
to
co
m
p
r
eh
en
d
f
u
n
d
am
en
ta
l
s
cien
tific
co
n
ce
p
ts
an
d
ap
p
ly
th
eir
k
n
o
wled
g
e
ac
r
o
s
s
d
if
f
er
en
t
to
p
ics.
T
h
ey
ag
r
ee
d
th
at
v
ar
ied
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
ar
e
n
ec
ess
ar
y
to
ef
f
ec
tiv
ely
teac
h
s
tu
d
en
ts
to
u
n
d
e
r
s
tan
d
an
d
ap
p
ly
th
ese
co
n
ce
p
ts
.
4
.
2
.
Dis
cus
s
io
n
T
h
e
cu
r
r
en
t
s
tu
d
y
in
v
esti
g
ated
Ma
lay
s
ian
teac
h
er
s
’
ex
p
er
ie
n
ce
s
in
d
ev
elo
p
in
g
a
teac
h
in
g
m
o
d
u
le
to
im
p
r
o
v
e
HOT
S
am
o
n
g
s
tu
d
e
n
ts
in
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
e
p
r
esen
t
f
in
d
in
g
s
s
h
o
wed
th
at
th
ese
f
o
u
r
elem
en
ts
wer
e
also
n
ec
ess
ar
y
f
o
r
cr
ea
tin
g
a
m
o
d
u
le
in
th
e
class
r
o
o
m
to
en
h
an
ce
HOT
S
am
o
n
g
s
tu
d
en
ts
th
at
in
lin
e
with
th
e
f
in
d
in
g
of
p
r
e
v
io
u
s
s
tu
d
y
[
34
].
T
h
e
r
esear
ch
e
r
s
u
s
ed
in
ter
v
iews
to
ex
p
lo
r
e
s
cien
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
of
d
e
v
elo
p
in
g
a
m
o
d
u
le
to
en
h
a
n
ce
HOT
S
an
d
o
v
er
co
m
e
th
e
o
b
s
tacle
s
th
ey
h
av
e
e
x
p
er
ien
ce
d
in
th
eir
class
r
o
o
m
s
.
Pas
t
r
esear
ch
h
as
s
h
o
wn
th
at
teac
h
er
s
m
u
s
t
h
av
e
a
co
m
b
i
n
atio
n
of
s
u
b
j
ec
t
m
atter
,
g
en
er
al
p
ed
ag
o
g
ical,
an
d
p
e
d
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
wh
en
tea
ch
in
g
s
p
ec
if
ic
to
p
ics
[
15
]
,
[
16
]
,
[
35
].
HOT
S
is
cr
u
cial
f
o
r
e
f
f
ec
tiv
e
lea
r
n
in
g
an
d
is
th
e
co
r
e
p
u
r
p
o
s
e
of
s
ci
en
tific
ed
u
ca
tio
n
[
8
]
,
[
36
].
E
l
ec
tr
ical
to
p
ics
o
f
ten
in
v
o
lv
e
ab
s
tr
ac
t
co
n
ce
p
ts
s
u
ch
as
elec
tr
ic
cu
r
r
en
t,
v
o
ltag
e,
an
d
s
er
ies
cir
cu
its
.
By
d
ev
elo
p
in
g
m
o
d
u
les
th
at
co
n
v
ey
th
ese
co
n
ce
p
ts
in
a
clea
r
an
d
ea
s
y
-
to
-
u
n
d
er
s
tan
d
m
an
n
e
r
,
s
tu
d
e
n
ts
can
im
p
r
o
v
e
th
eir
HOT
S
in
u
n
d
er
s
tan
d
i
n
g
co
m
p
lex
s
cien
c
e
co
n
ce
p
ts
.
Fu
r
th
er
m
o
r
e,
elec
t
r
icity
also
in
v
o
lv
es
asp
ec
ts
of
cir
cu
it
d
esig
n
a
n
d
co
n
s
tr
u
ctio
n
.
By
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
d
esig
n
,
b
u
ild
,
an
d
test
th
ei
r
cir
cu
its
,
teac
h
i
n
g
m
o
d
u
les
can
en
co
u
r
ag
e
cr
ea
tiv
ity
an
d
i
n
n
o
v
atio
n
in
th
ei
r
ap
p
r
o
ac
h
to
elec
tr
ical
p
r
o
b
lem
-
s
o
lv
in
g
.
T
h
e
ev
er
-
ch
a
n
g
in
g
an
d
ch
allen
g
in
g
wo
r
l
d
r
e
q
u
ir
es
s
tu
d
e
n
ts
to
go
b
e
y
o
n
d
th
e
b
u
ild
in
g
of
th
eir
k
n
o
wled
g
e
ca
p
ac
ity
.
T
h
ey
n
ee
d
to
d
e
v
elo
p
th
eir
HOT
S,
s
u
ch
as
cr
itical
s
y
s
tem
th
in
k
in
g
,
d
e
cisi
o
n
-
m
ak
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
[
37
].
T
h
e
r
e
is
no
doubt
th
at
th
e
d
ev
elo
p
m
en
t
of
HOT
S
am
o
n
g
s
tu
d
en
ts
is
p
r
o
m
in
en
t;
h
o
wev
er
,
f
o
r
t
h
at
to
o
cc
u
r
,
tea
ch
er
s
m
u
s
t
ac
q
u
ir
e
a
n
d
p
r
ac
tice
th
ese
s
k
ills
.
5.
C
O
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
ed
u
s
ef
u
l
in
s
ig
h
t
in
to
s
cien
ce
teac
h
er
s
’
ex
p
er
ien
ce
s
r
eg
ar
d
in
g
th
e
p
r
o
m
o
tio
n
of
HOT
S.
T
h
is
s
tu
d
y
in
d
icate
d
th
at
th
e
p
ar
ticip
an
ts
h
i
g
h
ly
p
er
ce
iv
e
d
im
p
lem
e
n
tin
g
H
OT
S
in
21
st
-
ce
n
tu
r
y
lear
n
in
g
.
Ho
wev
er
,
th
e
p
ar
ti
cip
an
ts
f
ac
ed
s
o
m
e
c
h
allen
g
es
in
im
p
lem
e
n
tin
g
HOT
S
in
s
cien
ce
teac
h
in
g
.
Ma
lay
s
ian
s
ch
o
o
ls
h
av
e
b
ee
n
u
s
in
g
th
e
HOT
S
m
o
d
u
le
f
o
r
more
th
an
f
iv
e
y
ea
r
s
.
We
ar
e
now
u
n
ce
r
tain
ab
o
u
t
how
th
e
m
o
d
u
le
was
im
p
lem
en
ted
in
class
r
o
o
m
s
an
d
wh
et
h
er
it
m
et
its
s
tated
g
o
als.
T
h
e
p
r
esen
t
s
tu
d
y
h
as
g
iv
en
s
o
m
e
in
s
ig
h
t
in
to
Ma
lay
s
ian
s
ch
o
o
ls
’
ap
p
licatio
n
of
s
cien
ce
m
o
d
u
les
an
d
th
e
u
s
e
of
HOT
S
by
teac
h
er
s
.
It
h
as
s
h
o
wn
s
o
m
e
d
is
cr
ep
an
c
y
b
etwe
en
wh
at
is
o
cc
u
r
r
in
g
in
class
r
o
o
m
s
an
d
th
e
r
ea
l
s
itu
atio
n
.
T
h
e
r
esu
lts
of
th
is
s
tu
d
y
s
h
o
wed
th
at
s
tu
d
en
t
s
r
eq
u
ir
e
a
s
u
itab
le
m
o
d
u
le
to
im
p
r
o
v
e
t
h
eir
HOT
S.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
is
s
u
cc
ess
f
u
l
co
m
p
letio
n
o
n
th
is
s
tu
d
y
was
s
ig
n
if
ican
tly
e
n
ab
le
b
y
th
e
g
en
er
o
u
s
f
in
a
n
cial
s
u
p
p
o
r
t
we
r
ec
eiv
ed
.
W
e
ar
e
d
ee
p
ly
g
r
atef
u
l f
o
r
t
h
e
o
p
p
o
r
t
u
n
ities
th
at
th
is
g
r
an
t h
as a
f
f
o
r
d
e
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
1
6
4
3
-
1
6
5
0
1648
F
UNDING
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NF
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R
M
A
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I
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T
h
is
r
esear
ch
wo
r
k
was
s
u
p
p
o
r
ted
b
y
th
e
Un
iv
er
s
itas
Neg
er
i
Ma
lan
g
,
I
n
d
o
n
esia
u
n
d
er
th
e
r
esear
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h
g
r
an
t
o
f
Un
iv
er
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itas
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er
i
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lan
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ter
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atio
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R
esear
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b
ilit
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ef
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[
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3
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4
]
.
W
ith
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u
t th
eir
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u
n
d
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g
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th
is
p
r
o
ject
wo
u
ld
h
av
e
b
ee
n
p
o
s
s
ib
le.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
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ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
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Vi
Su
P
Fu
Ham
id
ah
Ma
t
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
T
o
to
Nu
s
an
tar
a
✓
✓
✓
✓
✓
✓
✓
✓
Ad
i A
tm
o
k
o
✓
✓
✓
✓
Yu
s
u
f
Han
af
i
✓
✓
✓
✓
Sit
i Salin
a
Mu
s
tak
im
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
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:
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r
i
t
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R
e
v
i
e
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&
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d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
No
co
n
f
lict o
f
in
ter
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
s
u
p
p
o
r
tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
a
r
e
av
ailab
l
e
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
t
h
o
r
,
[
HM
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
e
q
u
est.
Acc
ess
to
th
e
d
ata
m
ay
b
e
s
u
b
ject
to
eth
ical
co
n
s
id
er
atio
n
s
an
d
t
h
e
in
ten
d
ed
p
u
r
p
o
s
e
o
f
u
s
e.
RE
F
E
R
E
NC
E
S
[
1
]
B
.
F
a
u
t
h
e
t
a
l
.
,
“
Th
e
e
f
f
e
c
t
s
o
f
t
e
a
c
h
e
r
c
o
m
p
e
t
e
n
c
e
o
n
s
t
u
d
e
n
t
o
u
t
c
o
mes
i
n
e
l
e
m
e
n
t
a
r
y
sc
i
e
n
c
e
e
d
u
c
a
t
i
o
n
:
t
h
e
med
i
a
t
i
n
g
r
o
l
e
o
f
t
e
a
c
h
i
n
g
q
u
a
l
i
t
y
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
8
6
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
1
9
.
1
0
2
8
8
2
.
[
2
]
D
.
S
a
h
i
n
a
n
d
R
.
M
.
Y
i
l
ma
z
,
“
T
h
e
e
f
f
e
c
t
o
f
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
t
e
c
h
n
o
l
o
g
y
o
n
mi
d
d
l
e
sc
h
o
o
l
s
t
u
d
e
n
t
s’
a
c
h
i
e
v
e
m
e
n
t
s
a
n
d
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
s s
c
i
e
n
c
e
e
d
u
c
a
t
i
o
n
,
”
C
o
m
p
u
t
e
rs a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
4
4
,
p
.
1
0
3
7
1
0
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
m
p
e
d
u
.
2
0
1
9
.
1
0
3
7
1
0
.
[
3
]
H
.
C
o
l
e
m
a
n
e
t
a
l
.
,
“
Ef
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s:
p
re
-
serv
i
c
e
t
e
a
c
h
e
r
s’
e
x
p
e
r
i
e
n
c
e
s
i
n
t
e
a
m
t
a
u
g
h
t
c
o
u
r
ses
i
n
a
n
i
n
t
e
r
d
i
sc
i
p
l
i
n
a
r
y
Ea
r
l
y
C
h
i
l
d
h
o
o
d
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
p
r
o
g
r
a
m,”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
2
1
,
p
.
1
0
3
9
3
7
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
2
.
1
0
3
9
3
7
.
[
4
]
X
.
F
e
n
g
,
M
.
H
e
l
ms
-
L
o
r
e
n
z
,
a
n
d
R
.
M
a
u
l
a
n
a
,
“
P
r
o
f
i
l
e
s
a
n
d
d
e
v
e
l
o
p
me
n
t
a
l
p
a
t
h
w
a
y
s
o
f
b
e
g
i
n
n
i
n
g
t
e
a
c
h
e
r
s’
i
n
t
r
i
n
si
c
o
r
i
e
n
t
a
t
i
o
n
s
a
n
d
t
h
e
i
r
a
sso
c
i
a
t
i
o
n
s
w
i
t
h
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
b
e
h
a
v
i
o
u
r
,
”
L
e
a
r
n
i
n
g
a
n
d
I
n
d
i
v
i
d
u
a
l
D
i
f
f
e
r
e
n
c
e
s
,
v
o
l
.
1
0
7
,
p
.
1
0
2
3
6
2
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
i
n
d
i
f
.
2
0
2
3
.
1
0
2
3
6
2
.
[
5
]
H
.
S
u
n
,
Y
.
X
i
e
,
a
n
d
J
.
La
v
o
n
e
n
,
“
E
x
p
l
o
r
i
n
g
t
h
e
st
r
u
c
t
u
r
e
o
f
s
t
u
d
e
n
t
s’
s
c
i
e
n
t
i
f
i
c
h
i
g
h
e
r
o
r
d
e
r
t
h
i
n
k
i
n
g
i
n
s
c
i
e
n
c
e
e
d
u
c
a
t
i
o
n
,
”
T
h
i
n
k
i
n
g
S
k
i
l
l
s
a
n
d
C
re
a
t
i
v
i
t
y
,
v
o
l
.
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.
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6
5
.
[
19
]
H
.
M
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t
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d
N
.
A
.
N
.
Y
u
s
o
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f
,
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s
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4
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6
4
3
5
.
[
20
]
Z.
H
a
ss
a
n
,
J.
M
u
t
h
u
sa
my
,
L.
Ta
h
i
r
,
R
.
T
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l
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b
,
S
.
M
.
Y
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so
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,
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.
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.
A
t
a
n
,
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T
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c
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8
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8
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6
9
.
[
21
]
L.
D
a
r
l
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n
g
-
H
a
m
mo
n
d
a
n
d
J.
O
a
k
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s,
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rep
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Ed
u
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o
n
P
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e
ss,
2
0
2
1
.
[
22
]
H
.
S
u
n
,
Y
.
X
i
e
,
a
n
d
J.
La
v
o
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e
n
,
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:
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d
,
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se
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rc
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6
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5
1
4
3
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0
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1
6
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2
1
.
[
23
]
H
.
M
a
t
,
S
.
S
.
M
u
st
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k
i
m,
F
.
R
a
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l
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,
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.
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h
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,
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d
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.
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.
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t
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7
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4
2
.
[
24
]
H
.
H
a
i
n
o
r
a
,
H
.
M
o
h
d
I
sa,
a
n
d
Z.
H
a
f
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z
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a
h
,
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S
y
s
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ma
t
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l
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k
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(
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TS)
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3
3
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u
1
4
0
2
0
8
1
3
.
[
25
]
D
.
S
c
u
l
l
y
,
“
C
o
n
st
r
u
c
t
i
n
g
m
u
l
t
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p
l
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-
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ms
t
o
me
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k
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n
g
,
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c
t
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c
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l
Assessm
e
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t
,
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2
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o
.
1
,
p
p
.
1
–
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3
,
2
0
1
7
.
[
26
]
G
.
S
.
P
r
a
t
a
ma
a
n
d
H
.
R
e
t
n
a
w
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t
i
,
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r
g
e
n
c
y
o
f
h
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g
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k
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s
(
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O
TS)
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o
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mat
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t
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o
o
k
,
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o
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rn
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f
Ph
y
si
c
s:
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o
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5
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6
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2
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4
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.
[
27
]
F
.
P
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a
n
d
A
.
L.
Z
e
l
d
i
n
,
“
A
g
a
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s
:
sel
f
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e
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o
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1
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p
p
.
2
1
5
–
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6
,
2
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0
0
.
[
28
]
T.
L
e
h
ma
n
n
,
“
S
t
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n
t
t
e
a
c
h
e
r
s’
k
n
o
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l
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n
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r
a
t
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n
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c
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:
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h
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s
,
b
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s,
a
n
d
m
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E
u
ro
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a
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s
1
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2
-
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0
0
5
7
7
-
7.
[
29
]
A
.
B
r
o
w
n
a
n
d
P
.
A
.
D
a
n
a
h
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r
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9
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7
.
[
30
]
J.
W
.
C
r
e
sw
e
l
l
a
n
d
C
.
N
.
P
o
t
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,
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.
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O
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:
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s
,
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n
c
.
,
2
0
1
8
.
[
31
]
R
.
K
.
Y
i
n
,
C
a
se
s
t
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y
res
e
a
rc
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.
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:
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t
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s,
I
n
c
.
,
2
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8
.
[
32
]
I
.
Jo
n
e
s
a
n
d
C
.
G
r
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t
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n
,
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d
o
n
:
R
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l
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d
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e
,
2
0
1
4
.
[
33
]
J.
G
u
t
m
a
n
n
,
Q
u
a
l
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t
a
t
i
v
e
r
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:
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c
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t
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s Sa
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e
,
2
0
1
4
.
[
34
]
S
.
C
.
S
e
ma
n
,
W
.
M
.
W
.
Y
u
so
f
f
,
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.
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,
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Te
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