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Me
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1.
I
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m
ain
s
a
cr
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al
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b
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[
1
]
.
Ph
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s
ics,
as
a
f
o
u
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d
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al
d
is
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lin
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in
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[
2
]
.
T
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ch
allen
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ar
is
e
n
o
t
o
n
ly
f
r
o
m
th
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s
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m
ath
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atu
r
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f
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b
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also
f
r
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co
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n
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a
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d
m
etac
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ab
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[
3
]
,
[
4
]
.
Me
taco
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,
d
ef
in
ed
as th
e
awa
r
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d
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latio
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o
f
o
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s
o
wn
lear
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p
r
o
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s
es,
h
as
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g
ed
as
a
cr
u
cial
f
ac
to
r
in
ac
a
d
em
ic
s
u
cc
ess
[
5
]
.
R
esear
ch
s
u
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g
ests
th
at
f
o
s
ter
in
g
m
etac
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g
n
itiv
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s
k
ills
ca
n
s
ig
n
i
f
ican
tly
en
h
a
n
ce
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
a
n
d
a
p
p
licatio
n
o
f
co
m
p
le
x
p
h
y
s
ics
co
n
ce
p
ts
[
6
]
–
[
9
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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8
8
2
2
I
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J
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&
R
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Vo
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14
,
No
.
5
,
Octo
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20
25
:
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8
5
9
-
3871
3860
Me
taco
g
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itio
n
c
o
m
p
r
is
es
tw
o
k
ey
co
m
p
o
n
e
n
ts
:
m
etac
o
g
n
itiv
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k
n
o
wled
g
e
an
d
m
et
ac
o
g
n
itiv
e
r
eg
u
latio
n
[
10
]
.
Me
tac
o
g
n
itiv
e
k
n
o
wled
g
e
in
v
o
lv
es
awa
r
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itiv
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p
r
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s
s
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u
n
d
er
s
tan
d
in
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task
r
eq
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ir
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en
ts
,
an
d
s
elec
tin
g
ap
p
r
o
p
r
iate
s
tr
ateg
ies
[
11
]
.
Me
taco
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n
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r
eg
u
latio
n
,
o
n
th
e
o
th
er
h
a
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en
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ev
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tu
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ac
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ig
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eir
ap
p
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ac
h
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to
d
iv
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r
s
e
task
s
[
1
2
]
–
[
1
4
]
.
Desp
ite
th
e
g
r
o
win
g
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ec
o
g
n
iti
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o
f
m
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im
p
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ap
p
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ec
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n
d
ar
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ed
u
ca
tio
n
r
em
ai
n
s
u
n
d
er
e
x
p
l
o
r
ed
[
15
]
–
[1
8
]
.
T
r
ad
itio
n
al
t
ea
ch
in
g
m
eth
o
d
s
,
wh
ich
o
f
t
en
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p
h
asize
r
o
te
m
em
o
r
izatio
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a
n
d
p
r
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ce
d
u
r
al
p
r
o
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lem
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s
o
lv
in
g
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m
a
y
n
o
t
ad
e
q
u
ately
ad
d
r
ess
th
e
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
d
em
an
d
s
o
f
p
h
y
s
ics
[
8
]
,
[1
3
]
,
[1
9
]
.
C
o
n
s
eq
u
en
tly
,
s
tu
d
en
ts
f
r
eq
u
e
n
tly
d
e
v
elo
p
m
is
co
n
ce
p
tio
n
s
,
ex
p
e
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ce
an
x
iety
,
a
n
d
d
is
en
g
ag
e
f
r
o
m
th
e
s
u
b
ject
[
20
]
–
[
23
]
.
T
h
ese
is
s
u
es
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
in
n
o
v
ativ
e
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
th
at
in
teg
r
ate
m
etac
o
g
n
itiv
e
s
tr
a
teg
ies
to
en
h
an
ce
b
o
th
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
o
u
tco
m
es
[
2
4
]
–
[
2
6
]
.
E
m
p
ir
ical
ev
i
d
en
ce
h
ig
h
lig
h
t
s
th
e
tr
a
n
s
f
o
r
m
ativ
e
p
o
te
n
tial
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
i
n
p
h
y
s
ics
ed
u
ca
tio
n
[
8
]
,
[
19
]
,
[
27
]
,
[
2
8
]
.
Fo
r
in
s
tan
ce
,
s
tu
d
e
n
ts
wh
o
r
ec
eiv
e
m
etac
o
g
n
itiv
e
tr
a
in
in
g
d
e
m
o
n
s
tr
ate
im
p
r
o
v
e
d
p
r
o
b
lem
-
s
o
lv
in
g
a
b
ilit
ies,
d
ee
p
er
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
,
an
d
h
ig
h
er
ac
a
d
em
ic
ac
h
iev
em
en
t
[
11
]
,
[
16
]
,
[
2
9
]
–
[
3
4
]
.
Ho
wev
e
r
,
th
e
im
p
lem
en
tatio
n
o
f
th
ese
s
tr
ateg
ies
in
s
ec
o
n
d
a
r
y
s
ch
o
o
l
cu
r
r
icu
la
p
r
esen
ts
u
n
iq
u
e
ch
allen
g
es,
in
clu
d
in
g
l
im
ited
teac
h
er
tr
ain
in
g
a
n
d
th
e
co
m
p
lex
ity
o
f
alig
n
in
g
m
eta
co
g
n
itiv
e
p
r
ac
tices
with
ex
is
tin
g
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
[3
5
]
.
T
h
is
s
y
s
tem
atic
r
ev
iew
aim
s
to
ad
d
r
ess
th
ese
g
ap
s
b
y
s
y
n
th
esizin
g
r
esear
ch
o
n
m
etac
o
g
n
itiv
e
s
tr
ateg
ies in
s
ec
o
n
d
ar
y
p
h
y
s
ic
s
ed
u
ca
tio
n
f
r
o
m
2
0
1
4
to
2
0
2
4
.
T
h
u
s
,
it seek
s
to
an
s
wer
th
r
e
e
k
ey
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
p
r
e
v
ailin
g
tr
e
n
d
s
an
d
c
h
ar
ac
ter
is
tics
o
f
r
esear
ch
o
n
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
s
ec
o
n
d
a
r
y
s
ch
o
o
l p
h
y
s
ics ed
u
ca
tio
n
?
ii)
Ho
w
d
o
th
ese
s
tr
ateg
ies en
h
an
ce
s
tu
d
en
ts
’
u
n
d
e
r
s
tan
d
in
g
a
n
d
p
er
f
o
r
m
an
ce
in
p
h
y
s
ics?
iii)
W
h
at
ch
allen
g
es
d
o
ed
u
ca
to
r
s
f
ac
e
in
in
teg
r
atin
g
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
an
d
h
o
w
ca
n
th
ese
b
e
ad
d
r
ess
ed
?
B
y
ad
d
r
ess
in
g
th
ese
q
u
esti
o
n
s
,
th
is
r
ev
iew
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
o
v
er
v
iew
o
f
th
e
f
ield
an
d
o
f
f
e
r
s
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
an
d
r
esear
ch
er
s
s
ee
k
in
g
to
im
p
r
o
v
e
p
h
y
s
ics
ed
u
ca
tio
n
th
r
o
u
g
h
m
etac
o
g
n
itiv
e
in
ter
v
en
tio
n
s
.
T
h
e
n
o
v
elty
o
f
th
is
s
y
s
tem
atic
r
ev
iew
lies
in
its
f
o
c
u
s
ed
i
n
v
esti
g
atio
n
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
s
p
ec
if
ically
with
in
s
ec
o
n
d
ar
y
p
h
y
s
ics
ed
u
ca
tio
n
,
a
s
u
b
ject
th
at
h
as
r
ec
eiv
ed
lim
ited
at
ten
tio
n
in
b
r
o
ad
er
m
etac
o
g
n
itiv
e
r
esear
c
h
.
Un
lik
e
p
r
ev
io
u
s
s
tu
d
ies
th
at
ex
am
i
n
e
m
etac
o
g
n
itio
n
in
g
en
er
al
s
cien
ce
,
tech
n
o
l
o
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
e
m
atics
(
STE
M
)
o
r
s
cien
ce
ed
u
ca
tio
n
,
th
is
r
ev
iew
s
y
n
th
esizes
r
es
ea
r
ch
f
r
o
m
th
e
p
ast
d
ec
ad
e
(
2
0
1
4
–
2
0
2
4
)
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
i
s
o
f
tr
en
d
s
,
b
en
e
f
its
,
an
d
c
h
allen
g
es
u
n
iq
u
e
to
p
h
y
s
ics
lear
n
in
g
.
A
d
d
itio
n
all
y
,
it
h
ig
h
lig
h
ts
th
e
r
o
le
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
p
r
o
m
o
tin
g
eq
u
ity
b
y
ad
d
r
ess
in
g
g
en
d
er
d
is
p
ar
ities
in
p
h
y
s
ics
p
er
f
o
r
m
an
ce
—
an
ar
ea
th
at
r
em
ain
s
u
n
d
er
ex
p
l
o
r
ed
.
B
y
i
n
t
e
g
r
a
t
i
n
g
d
i
v
e
r
s
e
m
et
h
o
d
o
l
o
g
i
e
s
a
n
d
g
l
o
b
a
l
p
e
r
s
p
e
ct
i
v
es
,
t
h
is
s
t
u
d
y
o
f
f
e
r
s
n
e
w
i
n
s
i
g
h
ts
i
n
t
o
h
o
w
m
e
t
a
c
o
g
n
it
i
v
e
i
n
t
e
r
v
e
n
t
i
o
n
s
c
a
n
b
e
e
f
f
e
ct
i
v
e
l
y
i
m
p
l
e
m
e
n
te
d
i
n
p
h
y
s
i
c
s
c
l
a
s
s
r
o
o
m
s
,
u
l
t
i
m
at
e
l
y
c
o
n
tr
i
b
u
t
i
n
g
t
o
a
m
o
r
e
s
t
u
d
e
n
t
-
c
e
n
t
e
r
e
d
a
n
d
i
n
c
l
u
s
i
v
e
a
p
p
r
o
a
c
h
t
o
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
in
g
.
2.
M
E
T
H
O
D
A
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
is
cr
u
cial
f
o
r
estab
lis
h
in
g
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
,
i
d
en
tify
in
g
r
esear
ch
g
a
p
s
,
en
h
an
cin
g
m
e
th
o
d
o
lo
g
ies,
s
u
p
p
o
r
tin
g
ar
g
u
m
en
ts
,
an
d
p
r
ev
en
tin
g
d
u
p
li
ca
tio
n
o
f
p
r
ev
io
u
s
s
tu
d
ies
[3
6
]
.
R
ec
o
g
n
ize
d
as
a
p
r
o
m
is
in
g
s
tr
u
ctu
r
ed
ap
p
r
o
a
ch
,
it
ex
am
in
es
p
r
i
o
r
r
esear
c
h
co
m
p
r
eh
en
s
iv
ely
.
T
h
is
SLR
wa
s
co
n
d
u
cted
to
ex
p
lo
r
e
th
e
im
p
ac
t
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
in
p
h
y
s
ics,
f
o
llo
win
g
th
e
p
r
ef
er
r
e
d
r
ep
o
r
ti
n
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iew
s
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA)
2
0
2
0
g
u
id
elin
es
[3
7
]
.
T
h
ese
g
u
id
elin
es
p
r
o
v
i
d
e
u
p
d
ated
cr
iter
ia
f
o
r
id
en
tify
in
g
,
s
elec
tin
g
,
ass
es
s
in
g
,
an
d
s
u
m
m
a
r
izin
g
s
tu
d
ies
to
en
h
a
n
ce
clar
ity
a
n
d
ef
f
ec
tiv
en
ess
in
liter
atu
r
e
r
e
v
iews.
T
h
e
p
r
o
ce
s
s
b
eg
an
with
a
co
m
p
r
e
h
en
s
iv
e
s
ea
r
ch
o
f
m
u
ltip
le
r
ep
u
tab
le
ac
ad
em
ic
d
atab
ases
,
s
u
ch
as We
b
o
f
Scien
ce
(
W
o
S
)
an
d
Sco
p
u
s
,
u
s
in
g
s
p
ec
if
ic
k
ey
wo
r
d
s
lik
e
“
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
”
“
p
h
y
s
ics
ed
u
ca
tio
n
,
”
an
d
“
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
en
ts
,
”
en
s
u
r
in
g
a
b
r
o
ad
an
d
in
clu
s
iv
e
c
o
llectio
n
o
f
r
elev
an
t liter
atu
r
e
.
T
h
e
liter
atu
r
e
r
e
v
iew
aim
s
to
d
etec
t
th
em
es,
th
eo
r
etica
l
p
er
s
p
ec
tiv
es,
an
d
g
e
n
er
al
is
s
u
es,
as
well
as
id
en
tify
th
eo
r
etica
l
co
n
ce
p
t
co
m
p
o
n
en
ts
f
r
o
m
r
ec
en
t
s
tu
d
ies.
I
t
co
n
tr
ib
u
tes
to
r
esear
ch
b
y
s
y
n
th
esizin
g
ex
is
tin
g
s
tu
d
ies
to
cr
ea
te
a
f
u
tu
r
e
r
esear
ch
ag
e
n
d
a.
De
f
in
ed
as
th
e
p
r
o
ce
s
s
o
f
id
e
n
tify
in
g
,
ass
ess
in
g
,
s
y
n
th
esizin
g
,
an
d
in
ter
p
r
etin
g
s
tu
d
ies
ef
f
ec
tiv
ely
,
th
is
r
ev
ie
w
r
elies
o
n
s
ec
o
n
d
ar
y
s
o
u
r
ce
s
,
s
u
ch
as
r
ep
u
tab
le
an
d
h
ig
h
-
q
u
ality
jo
u
r
n
al
ar
ticl
es.
T
h
e
c
h
o
s
en
d
atab
ase
is
co
n
s
id
er
ed
a
p
r
im
ar
y
s
o
u
r
ce
d
u
e
to
its
b
r
o
a
d
im
p
ac
t
co
m
p
ar
ed
to
o
th
e
r
s
.
Alter
n
ativ
ely
r
ec
o
g
n
ized
as
a
s
tr
u
ctu
r
e
d
liter
atu
r
e
r
ev
iew,
th
e
SLR
e
m
er
g
es
as
a
p
o
ten
t
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
A
s
ystema
tic
r
ev
ie
w
o
f m
eta
co
g
n
itive
d
yn
a
mics in
s
ec
o
n
d
a
r
y
p
h
ysics
ed
u
ca
tio
n
(
N
o
r
h
id
a
ya
h
Osma
n
)
3861
to
o
l
f
o
r
s
cr
u
tin
izin
g
p
r
ev
io
u
s
s
tu
d
ies,
th
er
eb
y
s
tr
en
g
th
en
in
g
th
e
r
esp
ec
tiv
e
f
ield
.
A
t
h
o
r
o
u
g
h
p
r
o
to
co
l
h
as
b
ee
n
o
u
tlin
ed
with
in
th
is
r
ev
ie
w,
d
etailin
g
th
e
cr
iter
ia
f
o
r
d
ata
ex
p
lo
r
atio
n
an
d
o
th
er
p
er
tin
e
n
t a
s
p
ec
ts
.
T
h
e
in
itial
s
ea
r
ch
r
esu
lts
wer
e
m
eticu
lo
u
s
ly
s
cr
ee
n
ed
to
eli
m
in
ate
d
u
p
licates
an
d
ir
r
elev
a
n
t
ar
ticles,
f
o
cu
s
in
g
o
n
ly
o
n
s
tu
d
ies
th
at
d
ir
ec
tly
a
d
d
r
ess
ed
th
e
r
esear
ch
q
u
esti
o
n
s
.
Pre
d
ef
in
ed
in
cl
u
s
io
n
cr
iter
ia
wer
e
ap
p
lied
to
ass
ess
th
e
elig
ib
ilit
y
o
f
th
e
r
em
ain
in
g
s
tu
d
i
es,
in
clu
d
in
g
r
elev
an
ce
to
t
h
e
r
esear
ch
t
o
p
ic,
m
eth
o
d
o
l
o
g
ical
r
ig
o
r
,
an
d
p
u
b
licatio
n
d
ate,
en
s
u
r
in
g
th
a
t
o
n
ly
h
ig
h
-
q
u
ality
a
n
d
p
er
t
in
en
t
s
tu
d
ies
wer
e
in
clu
d
ed
.
T
h
e
q
u
ality
o
f
th
e
s
tu
d
ies
wa
s
f
u
r
th
er
ev
alu
at
ed
u
s
in
g
estab
lis
h
ed
b
en
ch
m
ar
k
s
to
en
s
u
r
e
th
e
r
o
b
u
s
tn
ess
o
f
th
e
f
in
d
in
g
s
.
Data
ex
tr
ac
tio
n
f
r
o
m
t
h
e
elig
ib
le
s
tu
d
ies
was
co
n
d
u
cted
s
y
s
te
m
atica
lly
,
f
o
cu
s
in
g
o
n
k
e
y
v
a
r
iab
les
s
u
ch
as
r
ese
ar
ch
m
eth
o
d
s
,
f
in
d
in
g
s
,
a
n
d
i
m
p
licatio
n
s
f
o
r
p
h
y
s
ics
ed
u
ca
tio
n
.
T
h
e
ex
tr
ac
ted
d
ata
wer
e
t
h
en
a
n
aly
ze
d
to
ev
alu
ate
th
e
im
p
ac
t
o
f
m
eta
co
g
n
itiv
e
s
tr
ateg
ies
o
n
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
in
p
h
y
s
ics.
T
h
is
led
t
o
a
s
y
n
th
esis
o
f
f
in
d
in
g
s
th
at
id
en
tifie
d
tr
en
d
s
,
ad
v
an
tag
es,
a
n
d
c
h
allen
g
es
ass
o
ciate
d
with
m
etac
o
g
n
itiv
e
a
p
p
r
o
ac
h
es
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
ed
u
c
atio
n
.
T
h
is
r
e
v
iew
aim
s
to
co
n
tr
ib
u
te
to
th
e
f
ield
b
y
p
r
o
v
id
in
g
a
co
m
p
r
e
h
en
s
iv
e
o
v
er
v
iew
a
n
d
id
e
n
tify
in
g
ar
ea
s
f
o
r
f
u
tu
r
e
r
esear
ch
.
2
.
1
.
D
a
t
a
b
a
s
e
so
u
r
c
e
s
Data
b
ases
ar
e
cr
u
cial
as
th
ey
s
er
v
e
as
p
r
im
ar
y
r
eser
v
o
ir
s
o
f
p
u
b
licatio
n
m
etad
ata
a
n
d
b
ib
lio
m
etr
ic
m
etr
ics.
Selectin
g
an
ap
p
r
o
p
r
iate
d
ata
r
e
p
o
s
ito
r
y
is
ess
en
tial
f
o
r
ass
ess
in
g
a
s
tu
d
y
’
s
cr
ed
ib
ilit
y
.
I
t
is
im
p
er
ativ
e
f
o
r
a
SLR
to
u
tili
ze
m
u
ltip
le
d
atab
ases
.
Acc
o
r
d
i
n
g
to
ex
is
tin
g
liter
atu
r
e,
W
o
S
an
d
Sco
p
u
s
ar
e
th
e
two
p
r
ed
o
m
in
a
n
t
b
ib
lio
g
r
ap
h
ic
d
atab
ases
u
s
ed
.
T
h
ese
d
atab
ases
ar
e
wid
ely
f
av
o
r
ed
in
s
y
s
tem
atic
r
ev
iew
en
d
ea
v
o
r
s
d
u
e
to
th
eir
g
lo
b
al
r
ec
o
g
n
itio
n
,
co
m
p
r
eh
en
s
iv
e
c
o
v
er
ag
e
an
d
co
m
p
etitiv
e
citatio
n
in
d
ex
i
n
g
[3
8
]
.
2
.
2
.
P
r
ef
e
r
re
d
r
e
p
o
rt
i
n
g
i
t
em
s
f
o
r
s
y
st
e
m
a
t
i
c
re
v
i
e
w
a
n
d
m
et
a
-
a
n
a
l
y
si
s
T
h
is
SLR
ad
h
er
es
to
t
h
e
PR
I
SMA
r
ev
iew
p
r
o
ce
s
s
.
Or
ig
in
all
y
in
tr
o
d
u
ce
d
in
2
0
0
9
,
PR
I
SMA
h
as
b
ee
n
u
p
d
ated
to
PR
I
SMA
2
0
2
0
,
in
co
r
p
o
r
atin
g
r
ev
is
ed
r
ep
o
r
tin
g
cr
iter
ia
to
r
ef
lect
a
d
v
an
ce
m
en
ts
in
th
e
p
r
o
ce
s
s
o
f
id
en
tify
in
g
.
Als
o
,
e
n
h
an
cin
g
th
e
clar
ity
an
d
ef
f
ec
tiv
en
es
s
o
f
co
m
m
u
n
icatio
n
in
liter
atu
r
e
r
ev
iews
an
d
m
eta
-
an
aly
s
es.
2
.
3
.
I
d
e
n
t
i
f
i
ca
t
i
o
n
T
o
s
elec
t
a
s
ig
n
if
ican
t v
o
lu
m
e
o
f
r
elev
a
n
t
liter
atu
r
e
f
o
r
t
h
is
s
tu
d
y
,
s
ev
er
al
k
ey
s
tep
s
in
t
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
wer
e
em
p
lo
y
e
d
.
I
n
itially
,
k
e
y
wo
r
d
s
wer
e
s
el
ec
ted
,
an
d
ass
o
ciate
d
ter
m
s
w
er
e
id
en
tifie
d
u
s
in
g
d
ictio
n
ar
ies,
th
esau
r
i,
en
cy
clo
p
ed
ias,
as
well
as
p
r
io
r
r
esear
ch
.
C
o
n
s
eq
u
en
tly
,
s
ea
r
ch
s
tr
in
g
s
wer
e
d
ev
elo
p
e
d
with
r
eg
ar
d
to
th
e
Sco
p
u
s
an
d
W
o
S
d
atab
ases
,
f
r
o
m
wh
ich
all
s
ig
n
if
ican
t
ter
m
s
wer
e
s
elec
t
ed
,
as
p
r
esen
ted
in
T
ab
le
1
.
I
n
th
e
f
ir
s
t
s
tep
o
f
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
,
5
7
6
p
u
b
licatio
n
s
wer
e
s
u
cc
ess
f
u
lly
r
etr
iev
ed
f
r
o
m
th
ese
two
d
atab
ases
with
r
eg
ar
d
to
th
e
c
u
r
r
en
t
r
esear
ch
p
r
o
je
ct.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
s
D
a
t
a
b
a
s
e
s
Te
r
m fo
r
sea
r
c
h
st
r
i
n
g
s
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
(
me
t
a
c
o
g
n
i
t
*
O
R
“
s
e
l
f
-
r
e
g
u
l
a
t
i
o
n
”
O
R
“
sel
f
-
a
w
a
r
e
n
e
ss
”
O
R
“
r
e
f
l
e
c
t
i
v
e
t
h
i
n
k
i
n
g
”
)
A
N
D
(
p
h
y
s
i
c
s
O
R
“
p
h
y
s
i
c
a
l
s
c
i
e
n
c
e
”
O
R
me
c
h
a
n
i
c
s
O
R
t
h
e
r
mo
d
y
n
a
mi
c
s
)
A
N
D
(
h
i
g
h
O
R
s
e
c
o
n
d
a
r
y
O
R
e
l
e
me
n
t
a
r
y
O
R
mi
d
d
l
e
)
A
N
D
(
sch
o
o
l
O
R
e
d
u
c
a
t
i
o
n
)
A
N
D
(
st
u
d
e
n
t
s
O
R
l
e
a
r
n
e
r
s
)
)
A
N
D
P
U
B
Y
EA
R
>
2
0
1
3
A
N
D
P
U
B
Y
EA
R
<
2
0
2
5
A
N
D
(
LI
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
“
S
O
C
I
”
)
)
A
N
D
(
LI
M
I
T
-
TO
(
D
O
C
TY
P
E
,
“
ar
”
)
)
A
N
D
(
LI
M
I
T
-
TO
(
LA
N
G
U
A
G
E
,
“
En
g
l
i
s
h
”
)
)
A
N
D
(
LI
M
I
T
-
TO
(
S
R
C
T
Y
P
E
,
“
j
”
)
)
A
N
D
(
LI
M
I
T
-
TO
(
P
U
B
S
TA
G
E
,
“
f
i
n
a
l
”
))
D
a
t
e
o
f
a
c
c
e
ss
:
A
u
g
u
st
2
0
2
4
W
o
S
(
met
a
c
o
g
n
i
t
*
O
R
“
s
e
l
f
-
r
e
g
u
l
a
t
i
o
n
”
O
R
“
se
l
f
-
a
w
a
r
e
n
e
ss
”
O
R
“
r
e
f
l
e
c
t
i
v
e
t
h
i
n
k
i
n
g
”
)
A
N
D
(
p
h
y
si
c
s
O
R
“
p
h
y
s
i
c
a
l
sci
e
n
c
e
”
O
R
mec
h
a
n
i
c
s
O
R
t
h
e
r
m
o
d
y
n
a
mi
c
s
)
A
N
D
(
h
i
g
h
O
R
sec
o
n
d
a
r
y
O
R
e
l
e
me
n
t
a
r
y
O
R
mi
d
d
l
e
)
A
N
D
(
sc
h
o
o
l
O
R
e
d
u
c
a
t
i
o
n
)
A
N
D
(
st
u
d
e
n
t
s OR
l
e
a
r
n
e
r
s ) (A
l
l
F
i
e
l
d
s)
a
n
d
2
0
2
4
o
r
2
0
2
3
o
r
2
0
2
2
o
r
2
0
2
1
o
r
2
0
2
0
o
r
2
0
1
9
o
r
2
0
1
8
o
r
2
0
1
7
o
r
2
0
1
6
o
r
2
0
1
5
o
r
2
0
1
4
(
P
u
b
l
i
c
a
t
i
o
n
Y
e
a
r
s)
a
n
d
A
r
t
i
c
l
e
(
D
o
c
u
m
e
n
t
Ty
p
e
s)
a
n
d
E
d
u
c
a
t
i
o
n
Ed
u
c
a
t
i
o
n
a
l
R
e
sea
r
c
h
(
W
o
S
C
a
t
e
g
o
r
i
e
s)
a
n
d
6
.
1
1
Ed
u
c
a
t
i
o
n
& E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
r
c
h
(
C
i
t
a
t
i
o
n
T
o
p
i
c
s
M
e
s
o
)
a
s
w
e
l
l
a
s E
n
g
l
i
sh
(
La
n
g
u
a
g
e
s)
D
a
t
e
o
f
a
c
c
e
ss
:
A
u
g
u
st
2
0
2
4
2
.
4
.
S
c
r
e
e
n
i
n
g
T
h
r
o
u
g
h
o
u
t
th
e
s
cr
ee
n
in
g
p
h
a
s
e,
th
e
g
ath
er
ed
r
esear
ch
item
s
ar
e
ass
es
s
ed
to
ex
am
in
e
wh
i
ch
co
n
ten
t
alig
n
s
with
th
e
p
r
e
d
ef
in
e
d
r
es
ea
r
ch
q
u
esti
o
n
s
.
T
y
p
ical
c
r
iter
ia
f
o
r
th
is
p
h
ase
in
clu
d
e
s
elec
tin
g
r
esear
ch
item
s
ca
teg
o
r
ized
u
n
d
er
m
etac
o
g
n
iti
v
e
ap
p
r
o
ac
h
es
to
en
h
a
n
ce
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
i
n
p
h
y
s
ics.
Du
p
licate
p
ap
er
s
a
r
e
r
em
o
v
e
d
.
I
n
itially
,
5
7
6
p
u
b
licatio
n
s
wer
e
ex
clu
d
ed
,
wh
ile
1
3
4
p
ap
er
s
wer
e
f
u
r
th
e
r
ex
am
in
ed
b
ased
o
n
th
e
s
tu
d
y
’
s
in
clu
s
io
n
as
well
as
ex
clu
s
io
n
cr
iter
ia
,
as
r
ef
er
to
T
ab
le
2
.
No
te
th
at
th
e
m
ain
cr
iter
io
n
was
r
esear
ch
liter
atu
r
e
o
f
f
er
i
n
g
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
,
s
u
ch
as
r
ev
ie
ws,
m
eta
-
s
y
n
th
eses
,
m
eta
-
an
aly
s
es,
co
n
f
er
e
n
ce
p
r
o
ce
ed
in
g
s
,
ch
ap
ter
s
,
b
o
o
k
s
er
ie
s
,
as
well
a
s
b
o
o
k
s
th
at
wer
e
n
o
t
in
clu
d
ed
i
n
th
e
latest
s
tu
d
y
.
Oth
er
th
an
th
at,
th
e
r
ev
iew
co
n
ce
n
tr
ated
o
n
E
n
g
lis
h
-
lan
g
u
ag
e
p
u
b
licatio
n
s
f
r
o
m
2
0
1
4
to
2
0
2
4
.
I
n
th
e
en
d
,
1
5
p
u
b
licatio
n
s
we
r
e
o
m
itted
p
r
io
r
to
d
u
p
licatio
n
.
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
.
5
,
Octo
b
er
20
25
:
3
8
5
9
-
3871
3862
T
ab
le
2
.
T
h
e
s
elec
tio
n
cr
iter
io
n
is
s
ea
r
ch
in
g
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
1
4
-
2
0
2
4
<
2
0
1
3
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
a
r
t
i
c
l
e
)
R
e
v
i
e
w
,
b
o
o
k
,
c
o
n
f
e
r
e
n
c
e
P
u
b
l
i
c
a
t
i
o
n
st
a
g
e
F
i
n
a
l
I
n
p
r
e
ss
S
u
b
j
e
c
t
a
r
e
a
S
o
c
i
a
l
s
c
i
e
n
c
e
O
t
h
e
r
s
2
.
5
.
E
lig
ibi
l
it
y
I
n
t
h
e
t
h
i
r
d
s
t
ag
e,
r
ef
er
r
e
d
to
a
s
th
e
el
ig
ib
ilit
y
ass
ess
m
e
n
t
,
9
4
ar
t
icl
es
w
er
e
g
at
h
e
r
ed
.
E
ac
h
a
r
ti
cle
was
m
et
ic
u
l
o
u
s
ly
r
e
v
ie
we
d
f
o
r
titl
e
s
an
d
c
o
n
te
n
t to
c
o
n
f
ir
m
t
h
ey
m
at
ch
e
d
t
h
e
i
n
cl
u
s
i
o
n
cr
ite
r
i
a,
wh
i
ch
al
ig
n
ed
wit
h
th
e
s
t
u
d
y
’
s
r
esea
r
ch
o
b
jec
ti
v
es
.
As
a
r
esu
lt
,
6
9
d
at
a
s
ets
,
p
a
p
er
s
,
an
d
a
r
ti
cles
we
r
e
e
lim
in
at
ed
f
o
r
n
o
t
m
e
eti
n
g
th
e
e
li
g
i
b
il
it
y
r
e
q
u
i
r
e
m
e
n
ts
.
R
ea
s
o
n
s
f
o
r
e
x
cl
u
s
i
o
n
i
n
cl
u
d
e
d
b
ei
n
g
o
u
ts
i
d
e
t
h
e
s
t
u
d
y
’
s
f
iel
d
,
h
a
v
i
n
g
t
itl
es
t
h
at
d
i
d
n
o
t
s
ig
n
i
f
i
ca
n
tl
y
r
ela
te
to
th
e
r
es
ea
r
c
h
g
o
a
ls
,
a
b
s
t
r
a
cts
ir
r
e
le
v
a
n
t
t
o
t
h
e
s
t
u
d
y
’
s
o
b
j
ec
ti
v
es,
a
n
d
l
ac
k
i
n
g
f
u
ll
-
te
x
t
a
cc
ess
w
it
h
r
e
g
a
r
d
to
em
p
i
r
ic
al
e
v
i
d
e
n
c
e.
T
h
is
p
r
o
ce
s
s
le
f
t
2
5
a
r
ti
cl
es
f
o
r
t
h
e
n
e
x
t
r
ev
i
ew
p
h
ase
.
2
.
6
.
Da
t
a
a
bs
t
ra
ct
io
n
a
s
well
a
s
a
na
ly
s
is
T
h
is
r
esear
ch
u
tili
ze
d
a
n
in
t
eg
r
ativ
e
a
n
aly
s
is
to
ass
ess
an
d
in
te
g
r
ate
v
ar
io
u
s
r
esear
c
h
d
esig
n
s
,
co
n
ce
n
tr
atin
g
o
n
q
u
an
titativ
e
m
eth
o
d
s
to
p
in
p
o
in
t
s
ig
n
if
ica
n
t
s
u
b
to
p
ics
as
well
as
to
p
ics.
No
te
th
at
th
e
in
itial
s
tag
e
o
f
th
em
e
d
ev
elo
p
m
e
n
t
in
v
o
lv
e
d
d
ata
co
llectio
n
.
R
ef
er
r
in
g
to
Fig
u
r
e
1
,
th
e
au
th
o
r
s
ca
r
ef
u
lly
ass
ess
ed
2
5
p
u
b
licatio
n
s
with
r
eg
a
r
d
to
co
n
ten
t
p
e
r
tin
en
t
to
th
e
s
tu
d
y
’
s
to
p
ics.
T
h
ey
ass
ess
ed
m
ajo
r
s
tu
d
ies
o
n
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
aim
e
d
at
im
p
r
o
v
in
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
ce
in
p
h
y
s
ics,
s
cr
u
tin
izin
g
th
e
m
eth
o
d
o
lo
g
ies
,
an
d
r
esu
lts
o
f
ea
ch
s
tu
d
y
.
Su
b
s
eq
u
en
tl
y
,
th
e
au
th
o
r
s
wo
r
k
e
d
to
g
eth
er
to
cr
ea
te
th
em
es
estab
lis
h
ed
o
n
th
e
ev
id
en
c
e,
k
ee
p
in
g
a
d
etailed
lo
g
d
u
r
in
g
th
e
wh
o
le
o
f
th
e
d
ata
an
aly
s
is
p
r
o
ce
s
s
to
d
o
cu
m
en
t
an
aly
s
es,
p
er
s
p
ec
tiv
es,
q
u
esti
o
n
s
,
an
d
r
ef
lectio
n
s
r
elate
d
to
d
ata
in
ter
p
r
etatio
n
.
T
h
ey
co
m
p
ar
ed
th
eir
f
in
d
in
g
s
to
s
p
o
t
an
y
in
co
n
s
is
ten
cies
in
th
e
th
em
e
d
ev
elo
p
m
en
t
p
r
o
ce
s
s
.
C
o
r
r
esp
o
n
d
in
g
ly
,
d
is
ag
r
ee
m
en
ts
wer
e
r
eso
lv
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
s
am
o
n
g
th
e
au
th
o
r
s
,
as
well
as
th
e
th
em
es
wer
e
r
ev
is
ed
to
en
s
u
r
e
c
o
n
s
is
ten
cy
.
No
te
th
at
th
e
an
aly
s
is
s
elec
tio
n
was
v
alid
ated
b
y
two
s
cien
ce
ed
u
ca
tio
n
ex
p
er
ts
,
wh
o
co
n
f
i
r
m
ed
t
h
e
clar
ity
,
r
elev
a
n
ce
,
as we
ll a
s
ap
p
r
o
p
r
iaten
ess
o
f
e
ac
h
s
u
b
th
em
e
b
y
estab
lis
h
in
g
d
o
m
ain
v
alid
ity
.
Fig
u
r
e
1
.
Flo
w
d
ia
g
r
am
with
r
eg
ar
d
to
t
h
e
p
r
o
p
o
s
ed
s
ea
r
c
h
in
g
s
tu
d
y
[3
7
]
Id
e
n
ti
fica
ti
o
n
El
ig
i
b
il
it
y
S
c
re
e
n
in
g
In
c
lu
d
e
d
Re
c
o
rd
e
x
a
m
in
e
s v
ia
S
co
p
u
s
se
arch
in
g
(n
=
1
5
7
)
Re
c
o
rd
e
x
a
m
in
e
s
v
ia
Wo
S
se
a
rc
h
in
g
(n
=
4
1
9
)
Re
c
o
rd
s a
fter sc
re
e
n
e
d
S
c
o
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u
s
(n
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5
1
),
W
o
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8
3
)
(To
tal=
1
3
4
)
✓
Re
c
o
rd
s e
x
c
lu
d
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d
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F
o
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o
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h
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rit
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I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
ystema
tic
r
ev
ie
w
o
f m
eta
co
g
n
itive
d
yn
a
mics in
s
ec
o
n
d
a
r
y
p
h
ysics
ed
u
ca
tio
n
(
N
o
r
h
id
a
ya
h
Osma
n
)
3863
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
th
e
an
aly
s
is
o
f
m
etac
o
g
n
itio
n
r
esear
ch
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
ed
u
ca
tio
n
f
r
o
m
2
0
1
4
to
2
0
2
4
,
s
ev
er
al
s
ig
n
if
ican
t
f
in
d
in
g
s
e
m
er
g
ed
.
T
h
e
r
esear
c
h
d
em
o
n
s
tr
ated
a
clea
r
u
p
wa
r
d
tr
e
n
d
,
with
p
u
b
licatio
n
s
p
ea
k
in
g
in
2
0
2
2
,
r
ef
lectin
g
a
n
in
cr
ea
s
ed
f
o
cu
s
o
n
in
n
o
v
ativ
e
teac
h
in
g
s
tr
ateg
ies,
p
ar
ticu
lar
l
y
p
o
s
t
-
C
OVI
D
-
1
9
.
T
h
is
tr
en
d
u
n
d
e
r
s
co
r
es
th
e
g
r
o
win
g
r
ec
o
g
n
itio
n
o
f
m
etac
o
g
n
itio
n
’
s
r
o
le
in
en
h
an
cin
g
s
tu
d
en
t
o
u
tc
o
m
es
in
p
h
y
s
ics.
T
h
e
s
tu
d
ies
p
r
ed
o
m
i
n
an
tly
em
p
lo
y
ed
q
u
an
titativ
e
m
eth
o
d
s
(
8
8
%),
h
ig
h
lig
h
tin
g
a
p
r
ef
e
r
en
ce
f
o
r
o
b
jectiv
e
m
ea
s
u
r
em
en
t
an
d
s
tatis
tical
an
aly
s
is
,
wh
ile
q
u
al
itativ
e
(
8
%)
an
d
m
ix
ed
m
eth
o
d
s
(
4
%)
p
r
o
v
i
d
ed
v
alu
ab
le
co
n
tex
tu
al
in
s
ig
h
ts
.
Geo
g
r
ap
h
ically
,
I
n
d
o
n
esia
le
d
f
o
u
r
s
tu
d
ies,
f
o
cu
s
in
g
o
n
o
n
lin
e
lear
n
i
n
g
a
n
d
s
elf
-
r
eg
u
lated
s
tr
ateg
ies,
wh
ile
th
e
USA,
Ser
b
ia,
an
d
T
u
r
k
ey
ea
ch
co
n
tr
ib
u
te
d
th
r
ee
s
tu
d
ies,
ex
p
lo
r
in
g
d
iv
er
s
e
m
etac
o
g
n
itiv
e
to
o
ls
.
T
h
is
g
lo
b
al
d
is
tr
ib
u
tio
n
em
p
h
asizes
th
e
u
n
iv
er
s
al
r
elev
an
ce
o
f
m
eta
co
g
n
itiv
e
s
tr
ateg
ies
in
p
h
y
s
ics
ed
u
ca
tio
n
.
T
h
e
a
d
v
an
tag
es
id
en
tifie
d
i
n
clu
d
e
en
h
an
ce
d
c
o
n
ce
p
t
u
al
u
n
d
e
r
s
tan
d
in
g
,
im
p
r
o
v
ed
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
in
cr
e
ased
m
o
tiv
atio
n
an
d
en
g
ag
e
m
en
t,
b
etter
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
a
n
d
r
ed
u
ce
d
g
en
d
er
g
a
p
s
.
Ho
wev
er
,
ch
allen
g
es
s
u
ch
as
im
p
lem
en
tatio
n
co
m
p
lex
ity
,
tim
e
co
n
s
tr
ain
ts
,
s
tu
d
en
t
r
esis
tan
ce
,
ass
es
s
m
en
t
d
if
f
icu
lties
,
an
d
v
a
r
iab
ilit
y
in
ef
f
ec
tiv
e
n
ess
wer
e
also
n
o
ted
.
Ad
d
r
ess
in
g
th
ese
c
h
allen
g
es
r
eq
u
ir
es
co
m
p
r
eh
e
n
s
iv
e
teac
h
er
tr
ai
n
in
g
a
n
d
i
n
n
o
v
ativ
e
in
s
tr
u
ctio
n
al
d
esig
n
s
.
Ov
e
r
all,
t
h
e
in
teg
r
atio
n
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
h
o
ld
s
s
ig
n
if
ican
t
p
r
o
m
is
e
f
o
r
tr
a
n
s
f
o
r
m
in
g
p
h
y
s
ics
ed
u
ca
tio
n
,
f
o
s
ter
in
g
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
,
a
n
d
p
r
o
m
o
tin
g
eq
u
ity
in
s
tu
d
e
n
t o
u
tco
m
es.
3
.
1
.
T
he
prev
a
ilin
g
t
re
nd
s
a
nd
cha
ra
ct
er
is
t
ics
o
f
re
s
ea
rc
h
o
n
m
et
a
co
g
nitiv
e
s
t
ra
t
e
g
ies
in
s
ec
o
nd
a
ry
s
cho
o
l phy
s
ics e
du
ca
t
io
n f
ro
m
2
0
1
4
t
o
2
0
2
4
Fro
m
2
0
1
4
to
2
0
2
4
,
r
esear
ch
o
n
m
etac
o
g
n
itio
n
e
n
h
an
cin
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
p
e
r
f
o
r
m
an
ce
in
p
h
y
s
ics
h
as
s
h
o
wn
a
clea
r
u
p
war
d
tr
en
d
.
I
n
itially
,
th
e
r
e
wer
e
n
o
ar
ticles
in
2
0
1
4
b
ased
o
n
th
e
cr
iter
ia
i
n
th
is
s
tu
d
y
,
b
u
t
in
ter
est
b
eg
an
to
g
r
o
w,
with
two
ar
ticles
ea
c
h
in
2
0
1
5
an
d
2
0
1
6
.
Af
ter
a
b
r
ief
h
iatu
s
in
2
0
1
7
,
th
e
f
ield
s
aw
a
s
tead
y
in
cr
ea
s
e
in
p
u
b
licatio
n
s
,
p
ea
k
in
g
in
2
0
2
2
with
s
ix
ar
ticles.
T
h
is
s
u
r
g
e,
p
ar
ticu
lar
l
y
n
o
ticea
b
le
f
r
o
m
2
0
2
1
o
n
war
d
s
,
lik
ely
r
ef
lects
th
e
h
eig
h
ten
ed
f
o
c
u
s
o
n
in
n
o
v
ativ
e
t
ea
ch
in
g
s
tr
ateg
ies
n
ec
ess
itated
b
y
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
e
co
n
s
is
ten
t
o
u
tp
u
t
in
2
0
2
3
an
d
2
0
2
4
,
with
th
r
ee
ar
ticles
ea
ch
y
ea
r
,
i
n
d
icate
s
th
at
m
etac
o
g
n
i
tio
n
h
as
b
ec
o
m
e
a
well
-
estab
l
is
h
ed
an
d
o
n
g
o
in
g
a
r
ea
o
f
r
esear
ch
,
h
ig
h
lig
h
tin
g
its
r
ec
o
g
n
ized
im
p
o
r
tan
ce
i
n
i
m
p
r
o
v
i
n
g
s
tu
d
en
t
o
u
tco
m
es
i
n
p
h
y
s
ics
ed
u
ca
tio
n
.
Fig
u
r
e
2
s
h
o
ws
th
e
g
r
a
p
h
o
f
th
e
p
u
b
licatio
n
o
f
a
r
ticles r
elate
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to
m
etac
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g
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itio
n
am
o
n
g
h
i
g
h
s
ch
o
o
l stu
d
e
n
ts
f
o
r
t
h
e
y
ea
r
s
2
0
1
4
-
2
0
2
4
.
Fig
u
r
e
2
.
Nu
m
b
er
o
f
ar
ticles
T
h
e
d
is
tr
ib
u
tio
n
o
f
r
esear
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h
m
eth
o
d
o
l
o
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ies
in
s
tu
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ies
o
n
m
etac
o
g
n
itio
n
’
s
im
p
ac
t
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
in
p
h
y
s
ics
s
h
o
ws
a
s
tr
o
n
g
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r
ef
er
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ce
f
o
r
q
u
a
n
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et
h
o
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s
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8
%),
w
h
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o
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o
n
o
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jectiv
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m
ea
s
u
r
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t
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d
s
tatis
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aly
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is
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tify
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atter
n
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an
d
test
h
y
p
o
th
eses
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A
s
m
al
ler
p
o
r
tio
n
o
f
s
tu
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ies
(
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u
s
e
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u
alitativ
e
m
eth
o
d
s
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r
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d
e
p
th
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al
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ig
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ts
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to
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en
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’
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ien
ce
s
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d
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ti
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An
ev
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aller
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r
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%
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ix
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m
eth
o
d
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m
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in
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q
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an
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p
p
r
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p
r
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e
a
d
etailed
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n
d
er
s
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b
y
v
alid
atin
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n
u
m
er
ical
d
ata
with
d
etailed
,
s
u
b
jectiv
e
in
s
ig
h
ts
.
T
h
is
d
is
tr
ib
u
tio
n
h
ig
h
lig
h
ts
th
e
em
p
h
asis
o
n
m
ea
s
u
r
ab
le
o
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tco
m
es
in
th
e
f
ield
wh
ile
ac
k
n
o
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g
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n
g
th
e
v
al
u
e
o
f
r
ich
,
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o
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tex
tu
al
d
ata
to
ex
p
lain
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d
en
h
an
ce
th
e
q
u
an
titativ
e
f
in
d
in
g
s
.
F
ig
u
r
e
3
s
h
o
ws th
e
m
et
h
o
d
o
lo
g
y
u
s
ed
b
y
r
esear
ch
e
r
s
in
s
tu
d
y
in
g
th
e
m
etac
o
g
n
itio
n
o
f
h
ig
h
s
ch
o
o
l stu
d
en
ts
.
0
1
2
3
4
5
6
7
2
0
1
4
2
0
1
5
2
0
1
6
2
0
1
7
2
0
1
8
2
0
1
9
2
0
2
0
2
0
2
1
2
0
2
2
2
0
2
3
2
0
2
4
N
um
be
r
of
art
i
cl
es
Nu
m
b
e
r
o
f
a
rti
c
les
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
.
5
,
Octo
b
er
20
25
:
3
8
5
9
-
3871
3864
Fig
u
r
e
3
.
Me
th
o
d
o
lo
g
y
o
f
s
tu
d
ies
F
ig
u
r
e
4
s
h
o
ws
th
e
d
is
tr
ib
u
ti
o
n
o
f
c
o
u
n
tr
ies
t
h
at
p
u
b
lis
h
e
d
ar
ticles
o
n
m
etac
o
g
n
itio
n
a
m
o
n
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
g
lo
b
al
s
p
r
ea
d
o
f
r
esear
ch
o
n
m
etac
o
g
n
itio
n
in
p
h
y
s
ics
ed
u
ca
tio
n
u
n
d
er
s
co
r
es
a
b
r
o
ad
ac
k
n
o
wled
g
m
en
t
o
f
its
s
ig
n
if
ican
ce
in
im
p
r
o
v
i
n
g
s
tu
d
en
t
p
er
f
o
r
m
an
ce
.
I
n
d
o
n
esia
lead
s
with
f
o
u
r
s
tu
d
ies
f
o
cu
s
in
g
o
n
o
n
lin
e
lear
n
in
g
an
d
s
elf
-
r
eg
u
lated
s
tr
ateg
ies.
At
th
e
s
am
e
tim
e,
th
e
USA,
Ser
b
ia,
an
d
T
u
r
k
ey
ea
ch
co
n
tr
ib
u
te
th
r
ee
s
tu
d
ies
ex
p
lo
r
in
g
d
iv
e
r
s
e
m
etac
o
g
n
itiv
e
to
o
ls
an
d
th
eir
im
p
ac
t
o
n
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
.
Fin
lan
d
an
d
th
e
Ph
ilip
p
in
es
also
s
h
o
w
s
ig
n
if
ican
t
in
ter
est
in
two
s
tu
d
ies
ea
ch
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e
m
p
h
as
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co
llab
o
r
ativ
e
lear
n
in
g
a
n
d
in
n
o
v
ativ
e
teac
h
in
g
s
tr
ateg
ies.
Oth
er
c
o
u
n
t
r
ies
lik
e
Switzer
lan
d
,
Ger
m
an
y
,
th
e
Neth
e
r
lan
d
s
,
Au
s
tr
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Ma
lay
s
ia,
T
aiwa
n
,
Ug
an
d
a,
a
n
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Z
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b
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ch
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o
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te
v
alu
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b
le
in
s
ig
h
ts
in
to
v
ar
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u
s
asp
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ts
o
f
m
etac
o
g
n
itiv
e
in
s
tr
u
ctio
n
,
s
u
c
h
as
co
n
tex
t
-
b
ased
task
s
,
f
o
r
m
ativ
e
f
ee
d
b
ac
k
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
T
h
is
d
iv
er
s
e
b
o
d
y
o
f
r
esear
ch
u
n
d
er
s
co
r
es
th
e
u
n
i
v
er
s
al
r
elev
an
ce
o
f
m
etac
o
g
n
itiv
e
s
tr
ate
g
ies
in
im
p
r
o
v
i
n
g
ed
u
ca
tio
n
al
o
u
tco
m
es in
p
h
y
s
i
cs a
cr
o
s
s
d
if
f
er
en
t e
d
u
ca
tio
n
al
co
n
tex
ts
.
Fig
u
r
e
4
.
Nu
m
b
er
o
f
s
tu
d
ies b
ased
o
n
co
u
n
tr
ies
3
.
2
.
M
et
a
co
g
nitiv
e
s
t
ra
t
eg
ies
enha
nce
s
ec
o
nd
a
ry
s
c
ho
o
l
s
t
u
dents
’
un
dersta
nd
ing
a
nd
p
er
f
o
rma
nce
in
ph
y
s
ics
B
ased
o
n
th
e
r
ev
iew
p
ap
er
s
,
th
er
e
ar
e
f
iv
e
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a
n
tag
es
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en
tifie
d
in
m
etac
o
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n
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f
o
r
s
ec
o
n
d
ar
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s
ch
o
o
l
p
h
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ics
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ca
tio
n
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ies.
T
ab
le
3
p
r
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ts
a
s
u
m
m
ar
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o
f
th
e
ad
v
a
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tag
es.
T
h
e
r
e
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iew
id
en
tifie
d
f
iv
e
k
ey
a
d
v
an
tag
es
o
f
in
teg
r
atin
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m
etac
o
g
n
itiv
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s
tr
ateg
ies
in
to
s
ec
o
n
d
ar
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s
ch
o
o
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p
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ics
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u
ca
tio
n
:
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h
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co
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tu
al
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n
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er
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tan
d
in
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r
o
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lem
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in
cr
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m
o
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en
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t,
b
ette
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p
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ed
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g
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n
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s
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in
T
ab
le
3
.
T
h
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ad
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h
ig
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th
e
Q
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n
tita
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88%
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u
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li
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8%
M
ix
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d
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th
o
d
4%
0
0
.
5
1
1
.
5
2
2
.
5
3
3
.
5
4
In
d
o
n
e
sia
F
in
lan
d
S
w
i
tz
e
rlan
d
Ge
rm
a
n
y
USA
Ug
a
n
d
a
Zam
b
ia
S
e
rb
ia
Ne
th
e
rlan
d
s
P
h
il
ip
p
in
e
s
Tu
rk
e
y
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stri
a
M
a
lay
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Taiwa
n
Nu
m
b
e
r
o
f
a
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c
le
Co
u
n
try
n
a
m
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
A
s
ystema
tic
r
ev
ie
w
o
f m
eta
co
g
n
itive
d
yn
a
mics in
s
ec
o
n
d
a
r
y
p
h
ysics
ed
u
ca
tio
n
(
N
o
r
h
id
a
ya
h
Osma
n
)
3865
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
f
o
s
ter
in
g
d
ee
p
er
lear
n
in
g
a
n
d
eq
u
ity
in
p
h
y
s
ics
ed
u
ca
tio
n
.
Fo
r
i
n
s
tan
ce
,
s
e
v
er
al
s
tu
d
ies
[3
9
]
,
[
40
]
d
e
m
o
n
s
tr
ated
th
at
m
etac
o
g
n
itiv
e
to
o
ls
,
s
u
c
h
as
s
elf
-
r
eg
u
lated
lear
n
in
g
(
SR
L
)
an
d
c
o
g
n
itiv
ely
ac
tiv
atin
g
in
s
tr
u
ctio
n
,
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
(
p
<
0
.
0
5
)
.
T
h
ese
s
tr
ateg
ies
en
co
u
r
ag
e
s
tu
d
en
ts
to
m
o
n
ito
r
an
d
r
e
g
u
late
th
eir
th
o
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g
h
t
p
r
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ce
s
s
es,
lead
in
g
to
b
etter
co
m
p
r
eh
en
s
io
n
an
d
r
eten
tio
n
o
f
co
m
p
lex
p
h
y
s
ics
co
n
ce
p
ts
.
Similar
ly
,
r
esear
ch
by
W
ad
e
-
J
aim
es
et
a
l.
[4
1
]
em
p
h
asized
th
e
r
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le
o
f
in
ter
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tiv
e
q
u
esti
o
n
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lectio
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p
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ies,
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m
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s,
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a
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s
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u
c
a
t
i
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n
.
I
m
p
r
o
v
ed
p
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o
b
lem
-
s
o
lv
in
g
s
k
ills
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e
an
o
th
er
s
ig
n
if
ica
n
t
ad
v
a
n
tag
e
id
e
n
tifie
d
in
t
h
e
r
ev
iew.
Me
taco
g
n
itiv
e
s
ca
f
f
o
ld
in
g
an
d
SR
L
s
tr
ateg
ie
s
wer
e
s
h
o
wn
to
en
h
an
ce
s
tu
d
en
ts
’
ab
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m
o
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d
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p
p
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es
to
s
o
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in
g
p
h
y
s
ics
p
r
o
b
lem
s
[4
2
]
,
[
4
3
]
.
Fo
r
e
x
am
p
le,
W
in
ar
ti
e
t
a
l.
[4
3
]
r
e
p
o
r
ted
th
at
p
r
o
b
lem
-
s
o
lv
in
g
-
b
ased
SR
L
s
tr
ateg
ies
s
ig
n
if
ican
tly
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o
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ted
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d
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ts
’
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o
g
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itiv
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ab
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wh
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tu
r
n
im
p
r
o
v
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t
h
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p
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b
le
m
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g
p
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f
o
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m
an
ce
(
ef
f
e
ct
s
ize=
0
.
4
5
)
.
Ad
d
itio
n
ally
,
Mo
s
er
et
a
l.
[4
4
]
h
ig
h
lig
h
ted
th
e
v
alu
e
o
f
m
eta
co
g
n
itiv
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s
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f
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ld
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d
u
r
in
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s
im
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latio
n
-
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ased
lear
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,
w
h
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esu
lted
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etter
lear
n
in
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o
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tc
o
m
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d
m
o
r
e
s
y
s
tem
atic
p
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o
lv
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g
ap
p
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ac
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es.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
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r
r
esear
ch
,
wh
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n
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er
s
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r
es
t
h
e
im
p
o
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tan
ce
o
f
m
etac
o
g
n
iti
v
e
s
tr
ateg
ies
in
eq
u
ip
p
in
g
s
tu
d
en
ts
with
th
e
t
o
o
ls
to
tack
le
co
m
p
le
x
p
h
y
s
ics p
r
o
b
lem
s
with
co
n
f
id
e
n
ce
an
d
co
m
p
eten
ce
.
I
n
cr
ea
s
ed
m
o
tiv
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n
an
d
e
n
g
ag
em
en
t
in
p
h
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s
ics
ed
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o
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also
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tr
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ly
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e
d
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in
teg
r
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o
f
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etac
o
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itiv
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s
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ateg
ies.
C
o
n
tex
t
-
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ased
task
s
,
co
o
p
er
ativ
e
lear
n
in
g
tech
n
i
q
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es,
an
d
f
o
r
m
ativ
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ee
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b
ac
k
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e
p
ar
ticu
lar
ly
e
f
f
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tiv
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f
o
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ter
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g
s
tu
d
e
n
t
in
ter
est
an
d
ac
tiv
e
p
ar
ticip
ati
o
n
[4
5
]
–
[4
7
]
.
Fo
r
in
s
tan
ce
,
Po
za
s
et
a
l.
[4
7
]
f
o
u
n
d
th
at
p
r
o
b
lem
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o
lv
in
g
t
ask
s
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ased
o
n
r
ea
l
-
wo
r
ld
co
n
tex
ts
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
s
tu
d
en
ts
’
s
itu
atio
n
al
in
ter
est
an
d
m
etac
o
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itiv
e
ex
p
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s
,
th
o
u
g
h
th
e
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f
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ts
v
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ied
d
ep
en
d
in
g
o
n
th
e
p
h
y
s
ics
to
p
ic.
Similar
ly
,
th
e
jig
s
aw
tech
n
iq
u
e,
a
f
o
r
m
o
f
co
o
p
er
ativ
e
lear
n
in
g
,
w
as
s
h
o
wn
to
b
o
o
s
t
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
m
et
ac
o
g
n
itiv
e
awa
r
en
ess
,
lead
in
g
to
im
p
r
o
v
e
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[2
9
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
d
iv
e
r
s
e,
in
ter
ac
tiv
e,
an
d
f
ee
d
b
ac
k
-
r
ich
ed
u
ca
tio
n
al
s
tr
ateg
ies
ca
n
s
ig
n
if
ican
tly
en
h
a
n
ce
s
tu
d
en
t e
n
g
ag
e
m
en
t a
n
d
m
o
tiv
atio
n
in
p
h
y
s
ics lea
r
n
in
g
.
B
etter
ac
ad
em
ic
p
er
f
o
r
m
an
ce
was
an
o
th
er
k
ey
o
u
tco
m
e
a
s
s
o
ciate
d
with
m
etac
o
g
n
itiv
e
s
tr
ateg
ies.
Pre
v
io
u
s
s
tu
d
ies
[1
7
]
,
[
4
8
]
d
e
m
o
n
s
tr
ated
th
at
d
ir
ec
t
in
s
tr
u
ctio
n
o
f
m
etac
o
g
n
itiv
e
s
k
ills
s
ig
n
if
ican
tly
im
p
r
o
v
ed
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
lear
n
in
g
,
an
d
ab
ilit
y
to
t
r
an
s
f
er
k
n
o
w
led
g
e,
r
esu
ltin
g
in
h
ig
h
er
test
s
co
r
es
an
d
o
v
er
all
ac
ad
em
ic
ac
h
iev
em
e
n
t.
Fo
r
e
x
am
p
le,
s
tu
d
y
by
Ab
d
u
llah
et
a
l.
[4
9
]
r
ep
o
r
ted
th
at
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
-
b
ased
teac
h
in
g
m
ater
ials
u
s
ed
d
u
r
in
g
o
n
lin
e
lear
n
i
n
g
im
p
r
o
v
e
d
s
tu
d
en
ts
’
m
etac
o
g
n
iti
v
e
an
aly
s
is
s
k
ill
s
,
lead
in
g
to
b
etter
lear
n
in
g
o
u
tco
m
es
co
m
p
ar
ed
to
co
n
v
en
t
io
n
al
m
eth
o
d
s
(
p
<0
.
0
1
)
.
Ad
d
itio
n
ally
,
s
tu
d
y
b
y
B
o
g
d
an
o
v
ić
et
a
l.
[1
8
]
h
i
g
h
li
g
h
ted
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
m
o
d
if
ied
k
n
o
w
-
wan
t
-
lear
n
s
tr
ateg
y
in
f
o
s
ter
in
g
d
ee
p
er
u
n
d
er
s
tan
d
in
g
an
d
r
et
en
tio
n
o
f
k
n
o
wled
g
e,
p
a
r
ticu
l
ar
ly
in
m
ix
ed
-
g
e
n
d
er
p
h
y
s
ics
class
r
o
o
m
s
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
m
etac
o
g
n
itiv
e
in
s
tr
u
ctio
n
in
to
p
h
y
s
ics
ed
u
ca
tio
n
to
en
h
an
ce
s
tu
d
e
n
ts
’
ac
ad
em
ic
s
u
cc
ess
[
50
]
.
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
.
5
,
Octo
b
er
20
25
:
3
8
5
9
-
3871
3866
Fin
ally
,
th
e
r
ev
iew
h
ig
h
lig
h
te
d
th
e
p
o
ten
tial
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
to
r
ed
u
ce
g
en
d
er
g
ap
s
in
p
h
y
s
ics
ed
u
ca
tio
n
.
C
o
g
n
itiv
ely
ac
tiv
atin
g
in
s
tr
u
ctio
n
,
w
h
ich
in
clu
d
es
m
eth
o
d
s
s
u
ch
as
m
etac
o
g
n
itiv
e
q
u
esti
o
n
in
g
an
d
in
v
en
tin
g
wit
h
co
n
t
r
asti
n
g
ca
s
es,
was
s
h
o
wn
to
b
en
ef
it
f
em
ale
s
tu
d
e
n
ts
with
ab
o
v
e
-
av
er
ag
e
in
tellig
en
ce
,
h
elp
in
g
to
m
in
i
m
ize
g
en
d
er
d
is
p
ar
ities
in
p
h
y
s
ics
ac
h
iev
em
en
t
[5
1
]
.
Ad
d
itio
n
ally
,
Ulu
an
d
Yer
d
elen
-
Dam
ar
[2
5
]
f
o
u
n
d
th
at
wh
ile
m
ale
s
tu
d
en
ts
s
co
r
ed
h
ig
h
er
in
p
h
y
s
ics
id
en
tity
an
d
s
elf
-
ef
f
icac
y
,
in
ter
v
en
tio
n
s
aim
ed
at
im
p
r
o
v
in
g
s
elf
-
ef
f
icac
y
am
o
n
g
f
em
ale
s
tu
d
en
ts
co
u
ld
h
el
p
b
r
i
d
g
e
th
ese
g
ap
s
.
T
h
ese
f
in
d
in
g
s
e
m
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
em
p
l
o
y
in
g
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
th
at
en
h
an
ce
m
etac
o
g
n
itiv
e
s
k
ills
an
d
s
elf
-
ef
f
icac
y
,
th
er
e
b
y
p
r
o
m
o
tin
g
eq
u
ity
in
e
d
u
ca
tio
n
al
o
u
tco
m
es a
cr
o
s
s
g
en
d
e
r
s
.
I
n
co
n
clu
s
io
n
,
th
e
in
te
g
r
atio
n
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
to
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
ed
u
ca
tio
n
o
f
f
er
s
s
ig
n
if
ican
t
ad
v
a
n
tag
e
s
,
in
clu
d
in
g
im
p
r
o
v
ed
c
o
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
m
o
tiv
atio
n
,
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
,
an
d
g
en
d
er
eq
u
ity
.
C
o
m
p
ar
ed
to
p
r
ev
io
u
s
s
tu
d
ies,
th
is
r
ev
iew
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
s
y
n
th
esis
o
f
th
ese
b
en
ef
its
wh
ile
al
s
o
h
ig
h
lig
h
tin
g
th
e
p
r
ac
tical
ch
allen
g
es
o
f
im
p
lem
en
tatio
n
.
B
y
ad
d
r
ess
in
g
th
ese
ch
allen
g
es
an
d
a
d
o
p
tin
g
ev
id
e
n
ce
-
b
ased
m
etac
o
g
n
itiv
e
i
n
ter
v
en
ti
o
n
s
,
ed
u
ca
t
o
r
s
ca
n
cr
ea
te
a
m
o
r
e
in
clu
s
iv
e
a
n
d
ef
f
ec
tiv
e
p
h
y
s
ics
ed
u
ca
tio
n
en
v
ir
o
n
m
en
t
th
at
f
o
s
ter
s
d
ee
p
er
lear
n
in
g
an
d
eq
u
itab
le
o
u
tc
o
m
es f
o
r
all
s
tu
d
en
ts
.
3
.
3
.
T
he
cha
lle
ng
es
ed
uca
t
o
rs
f
a
ce
when
inte
g
ra
t
ing
m
et
a
c
o
g
nitiv
e
s
t
ra
t
eg
ies
into
s
ec
o
nd
a
ry
s
cho
o
l
ph
y
s
ics c
urricula
Acc
o
r
d
in
g
to
th
e
r
ev
iew
p
ap
e
r
s
,
f
iv
e
ch
allen
g
es
h
av
e
b
ee
n
id
en
tifie
d
in
th
e
s
tu
d
y
o
f
m
et
ac
o
g
n
itio
n
with
in
s
ec
o
n
d
a
r
y
s
ch
o
o
l
p
h
y
s
ics
ed
u
ca
tio
n
.
T
ab
le
4
p
r
esen
ts
a
s
u
m
m
ar
y
o
f
t
h
e
c
h
allen
g
es.
Fiv
e
k
e
y
ch
allen
g
es
wer
e
id
en
tifie
d
in
in
teg
r
atin
g
m
etac
o
g
n
itiv
e
s
tr
a
teg
ies
in
to
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
ed
u
ca
tio
n
:
im
p
lem
en
tatio
n
co
m
p
le
x
ity
,
tim
e
co
n
s
tr
ain
ts
,
s
tu
d
en
t
r
esis
tan
ce
,
ass
es
s
m
en
t
d
if
f
icu
lties
,
an
d
v
ar
iab
ilit
y
in
ef
f
ec
tiv
en
ess
(
T
ab
le
4
)
.
T
h
ese
ch
allen
g
es
h
ig
h
lig
h
t
th
e
c
o
m
p
lex
ities
o
f
in
co
r
p
o
r
atin
g
m
et
ac
o
g
n
itiv
e
p
r
ac
tices
in
to
ex
is
tin
g
cu
r
r
icu
la
an
d
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
tar
g
e
ted
in
ter
v
en
tio
n
s
to
ad
d
r
ess
th
ese
b
ar
r
ier
s
.
Fo
r
in
s
tan
ce
,
im
p
lem
en
tatio
n
co
m
p
lex
ity
ar
is
es
f
r
o
m
th
e
n
ee
d
f
o
r
teac
h
er
s
to
b
e
well
-
tr
a
in
ed
in
c
o
g
n
itiv
ely
ac
tiv
atin
g
in
s
tr
u
ctio
n
an
d
m
et
ac
o
g
n
itiv
e
q
u
esti
o
n
in
g
,
wh
ic
h
r
eq
u
ir
e
b
o
th
c
o
n
ten
t
ex
p
er
tis
e
an
d
p
e
d
ag
o
g
ical
s
k
ills
[5
1
]
.
Pre
v
io
u
s
s
tu
d
ies
[4
3
]
,
[
4
9
]
em
p
h
asize
th
at
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
al
d
esig
n
s
m
u
s
t
co
n
s
is
ten
tly
in
co
r
p
o
r
ate
m
etac
o
g
n
itiv
e
ac
tiv
ities
,
wh
ich
ca
n
b
e
d
if
f
ic
u
lt
to
im
p
lem
en
t
with
o
u
t
ad
eq
u
ate
s
u
p
p
o
r
t
an
d
tr
ain
in
g
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
io
r
r
esear
ch
,
wh
ich
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
co
m
p
r
eh
en
s
iv
e
teac
h
er
tr
ain
in
g
p
r
o
g
r
a
m
s
to
en
s
u
r
e
t
h
e
s
u
cc
ess
f
u
l in
teg
r
atio
n
o
f
m
et
ac
o
g
n
itiv
e
s
tr
ateg
ies.
T
ab
le
4
.
Su
m
m
a
r
y
o
f
th
e
c
h
allen
g
es
C
h
a
l
l
e
n
g
e
s
Ex
p
l
a
n
a
t
i
o
n
I
mp
l
e
me
n
t
a
t
i
o
n
c
o
m
p
l
e
x
i
t
y
I
mp
l
e
me
n
t
i
n
g
m
e
t
a
c
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
i
e
s
e
f
f
e
c
t
i
v
e
l
y
r
e
q
u
i
r
e
s c
a
r
e
f
u
l
p
l
a
n
n
i
n
g
a
n
d
e
x
e
c
u
t
i
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n
.
T
e
a
c
h
e
r
s n
e
e
d
t
o
b
e
w
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l
l
-
t
r
a
i
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i
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n
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w
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a
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m
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r
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x
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st
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n
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c
u
r
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c
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l
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m.
C
o
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v
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d
en
ts
with
r
ig
id
o
r
s
im
p
lis
tic
v
iews
ab
o
u
t
k
n
o
wled
g
e
m
a
y
r
esis
t
q
u
esti
o
n
in
g
an
d
r
ef
lectin
g
o
n
th
eir
lear
n
in
g
p
r
o
ce
s
s
es.
Ad
d
r
ess
in
g
th
is
r
esis
tan
ce
r
eq
u
ir
es
r
esh
ap
in
g
s
tu
d
en
ts
’
e
p
is
tem
o
lo
g
ical
b
elief
s
an
d
en
h
an
cin
g
th
eir
in
t
r
in
s
ic
m
o
tiv
atio
n
th
r
o
u
g
h
tar
g
eted
in
ter
v
en
tio
n
s
.
Fo
r
e
x
am
p
le
,
L
an
g
d
o
n
et
a
l.
[
5
0
]
d
em
o
n
s
tr
at
ed
th
at
in
te
g
r
atin
g
m
etac
o
g
n
itiv
e
in
s
tr
u
ctio
n
with
ef
f
o
r
ts
to
d
e
v
elo
p
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
o
f
k
n
o
wled
g
e
an
d
lea
r
n
in
g
ca
n
cr
ea
te
a
m
o
r
e
r
ec
ep
tiv
e
en
v
ir
o
n
m
en
t f
o
r
m
etac
o
g
n
itiv
e
p
r
ac
tices.
Ass
es
s
m
en
t
ch
allen
g
es
also
p
o
s
e
s
ig
n
if
ican
t
b
ar
r
ier
s
,
as
tr
ad
itio
n
al
m
eth
o
d
s
o
f
ten
f
ail
to
ca
p
tu
r
e
th
e
d
y
n
am
ic
n
atu
r
e
o
f
m
etac
o
g
n
itiv
e
en
g
ag
em
en
t.
Fo
r
e
x
am
p
le,
Po
za
s
et
a
l.
[4
7
]
f
o
u
n
d
th
at
co
n
tex
t
-
b
ased
p
r
o
b
lem
-
s
o
lv
in
g
task
s
r
e
v
ea
led
a
d
ec
lin
e
in
s
tu
d
e
n
ts
’
in
ter
e
s
t
an
d
p
er
ce
iv
e
d
ac
cu
r
ac
y
o
f
s
o
lu
tio
n
s
o
v
e
r
tim
e,
s
u
g
g
esti
n
g
th
at
tr
ad
itio
n
al
as
s
ess
m
en
ts
m
ay
n
o
t
ad
eq
u
atel
y
r
ef
lect
s
tu
d
en
ts
’
m
etac
o
g
n
i
tiv
e
p
r
o
ce
s
s
es.
T
o
ad
d
r
ess
th
is
is
s
u
e,
in
n
o
v
ativ
e
ass
ess
m
en
t
to
o
ls
ar
e
n
ee
d
ed
to
ac
c
u
r
ately
m
ea
s
u
r
e
s
tu
d
e
n
ts
’
m
etac
o
g
n
itiv
e
s
k
ills
an
d
th
eir
im
p
ac
t
o
n
lea
r
n
in
g
o
u
tco
m
es
[2
9
]
,
[
5
4
]
.
T
h
ese
to
o
ls
s
h
o
u
ld
ac
co
u
n
t
f
o
r
v
ar
iab
les
s
u
ch
as
p
h
y
s
ics
to
p
ics,
in
d
iv
id
u
al
d
i
f
f
er
en
ce
s
,
an
d
th
e
d
y
n
am
ic
n
atu
r
e
o
f
m
etac
o
g
n
itiv
e
en
g
ag
em
en
t,
en
a
b
lin
g
ed
u
ca
to
r
s
to
b
etter
u
n
d
er
s
tan
d
an
d
s
u
p
p
o
r
t stu
d
en
ts
’
d
ev
elo
p
m
en
t.
Var
iab
ilit
y
in
th
e
ef
f
ec
tiv
en
ess
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ie
s
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
p
e
r
s
o
n
alize
d
in
ter
v
en
tio
n
s
.
Pre
v
io
u
s
s
tu
d
ie
s
[5
5
]
,
[
5
6
]
id
en
tifie
d
d
if
f
er
e
n
ce
s
in
h
o
w
s
tu
d
en
ts
r
esp
o
n
d
to
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
in
f
lu
en
ce
d
b
y
f
ac
t
o
r
s
s
u
ch
as
in
tr
in
s
ic
m
o
tiv
atio
n
,
g
e
n
d
er
,
a
n
d
p
er
ce
iv
ed
a
u
t
o
n
o
m
y
s
u
p
p
o
r
t.
Fo
r
in
s
tan
ce
,
th
e
r
esu
lts
b
y
M
o
lin
et
a
l.
[4
6
]
f
o
u
n
d
th
at
co
o
p
e
r
ativ
e
f
ee
d
b
ac
k
s
ig
n
if
ican
tly
en
h
a
n
ce
d
m
etac
o
g
n
itiv
e
s
k
ills
an
d
m
o
tiv
atio
n
f
o
r
s
tu
d
e
n
ts
with
in
itia
lly
lo
w
m
etac
o
g
n
itiv
e
ab
ilit
ies,
wh
ile
in
d
iv
id
u
al
f
ee
d
b
ac
k
was
m
o
r
e
b
en
e
f
icial
f
o
r
f
em
ale
s
tu
d
en
ts
.
T
h
ese
f
i
n
d
in
g
s
s
u
g
g
est
th
at
a
o
n
e
-
s
iz
e
-
f
its
-
all
ap
p
r
o
ac
h
m
ay
b
e
in
ef
f
icien
t,
a
n
d
tailo
r
ed
in
ter
v
en
tio
n
s
a
r
e
n
ec
ess
ar
y
to
m
ax
im
ize
th
e
ef
f
ec
tiv
en
e
s
s
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies.
B
y
co
n
s
id
er
in
g
in
d
iv
id
u
al
lear
n
er
ch
ar
ac
ter
is
tics
,
ed
u
ca
to
r
s
ca
n
d
esig
n
p
e
r
s
o
n
alize
d
ap
p
r
o
ac
h
es
th
at
ad
d
r
ess
th
e
d
iv
e
r
s
e
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
en
s
u
r
e
e
q
u
itab
le
o
u
tco
m
es.
I
n
co
n
clu
s
io
n
,
th
e
in
te
g
r
atio
n
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
to
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
ed
u
ca
tio
n
in
v
o
lv
es
s
ev
er
al
s
ig
n
if
ican
t
ch
allen
g
es,
in
clu
d
in
g
im
p
le
m
en
tatio
n
co
m
p
le
x
ity
,
tim
e
co
n
s
tr
ain
ts
,
s
tu
d
en
t
r
esis
tan
ce
,
ass
es
s
m
en
t
d
if
f
icu
lties
,
an
d
v
ar
ia
b
ilit
y
in
e
f
f
ec
tiv
en
ess
.
Ad
d
r
ess
in
g
th
ese
c
h
allen
g
es
r
eq
u
ir
es
co
m
p
r
eh
e
n
s
iv
e
teac
h
er
tr
ain
in
g
,
in
n
o
v
ativ
e
in
s
tr
u
ctio
n
al
d
esig
n
s
,
an
d
th
e
d
ev
elo
p
m
en
t
o
f
r
eliab
le
ass
es
s
m
en
t
to
o
ls
.
Ad
d
itio
n
ally
,
p
e
r
s
o
n
aliz
ed
in
ter
v
en
tio
n
s
th
at
co
n
s
id
er
in
d
iv
id
u
al
lear
n
er
ch
a
r
ac
ter
is
tics
ar
e
ess
en
tial
to
en
s
u
r
e
th
at
all
s
tu
d
en
ts
ca
n
b
en
ef
it
f
r
o
m
m
etac
o
g
n
itiv
e
in
s
t
r
u
ctio
n
.
B
y
o
v
er
co
m
i
n
g
th
ese
b
ar
r
ie
r
s
,
ed
u
ca
to
r
s
ca
n
en
h
an
ce
th
e
ef
f
ec
tiv
e
n
e
s
s
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
u
ltima
tely
im
p
r
o
v
in
g
s
tu
d
en
ts
’
co
n
ce
p
t
u
al
u
n
d
er
s
tan
d
i
n
g
,
m
o
tiv
atio
n
,
a
n
d
ac
ad
em
ic
ac
h
ie
v
em
en
t in
p
h
y
s
ics ed
u
ca
tio
n
.
4.
CO
NCLU
SI
O
N
T
h
is
s
y
s
tem
atic
r
ev
iew
h
ig
h
li
g
h
ts
th
e
s
ig
n
if
ican
t
p
o
ten
tial
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
to
a
d
d
r
ess
th
e
ch
allen
g
es
p
o
s
ed
b
y
t
h
e
co
n
ce
p
tu
al
co
m
p
lex
ity
o
f
p
h
y
s
ics
ed
u
ca
tio
n
f
o
r
s
ec
o
n
d
ar
y
s
c
h
o
o
l
s
tu
d
en
ts
.
B
y
an
aly
zin
g
2
5
s
tu
d
ies
f
r
o
m
2
0
1
4
to
2
0
2
4
,
th
is
r
ev
iew
id
en
tifie
s
k
ey
tr
en
d
s
,
ad
v
an
tag
es,
an
d
ch
allen
g
es
ass
o
ciate
d
with
th
ese
s
tr
ateg
ie
s
.
T
h
e
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
s
ig
n
if
ican
tly
en
h
a
n
ce
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
m
o
tiv
atio
n
,
en
g
ag
em
e
n
t,
an
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
wh
ile
also
h
elp
in
g
to
r
ed
u
ce
g
en
d
er
g
ap
s
.
Desp
ite
th
e
s
e
b
en
ef
its
,
c
h
allen
g
es
s
u
ch
as
im
p
lem
en
tatio
n
co
m
p
le
x
ity
,
tim
e
co
n
s
tr
ain
ts
,
s
tu
d
en
t
r
esis
tan
ce
,
ass
es
s
m
en
t
d
if
f
icu
lties
,
an
d
v
ar
iab
ilit
y
in
ef
f
ec
tiv
en
ess
m
u
s
t
b
e
ad
d
r
ess
ed
.
T
o
m
ax
im
ize
th
e
im
p
ac
t
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
p
h
y
s
ics
ed
u
ca
tio
n
,
it
is
ess
en
tial
to
p
r
o
v
id
e
co
m
p
r
eh
en
s
iv
e
teac
h
er
tr
ain
in
g
an
d
d
ev
elo
p
in
n
o
v
ativ
e
in
s
tr
u
ctio
n
al
d
esig
n
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
c
u
s
o
n
c
r
e
atin
g
tailo
r
ed
a
p
p
r
o
ac
h
es
an
d
d
ev
elo
p
in
g
in
n
o
v
ativ
e
ass
ess
m
en
t
m
eth
o
d
s
to
o
p
tim
ize
th
e
im
p
lem
en
tatio
n
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
.
B
y
d
o
in
g
s
o
,
ed
u
ca
to
r
s
ca
n
tr
a
n
s
f
o
r
m
p
h
y
s
ics
ed
u
ca
tio
n
,
m
ak
in
g
it
m
o
r
e
ac
ce
s
s
ib
le
an
d
e
q
u
itab
le
f
o
r
all
s
tu
d
en
ts
,
u
ltima
tely
lead
in
g
to
im
p
r
o
v
e
d
ed
u
ca
tio
n
al
o
u
tco
m
es.
Ho
wev
er
,
th
e
s
tu
d
y
h
as
s
ev
er
a
l
lim
itatio
n
s
.
On
e
o
f
th
e
lim
itatio
n
s
ar
e
th
e
s
co
p
e
o
f
th
e
liter
atu
r
e
m
ay
af
f
ec
t
th
e
r
e
p
r
esen
tatio
n
o
f
ea
ch
asp
ec
t
s
tu
d
ied
,
as
s
o
m
e
r
el
ev
an
t
liter
atu
r
e
m
ig
h
t
h
av
e
b
e
en
m
is
s
ed
d
esp
ite
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
.
5
,
Octo
b
er
20
25
:
3
8
5
9
-
3871
3868
r
ig
o
r
o
u
s
s
ea
r
ch
an
d
s
elec
tio
n
m
eth
o
d
s
.
B
esid
es
th
at,
th
er
e
i
s
p
o
ten
tial
f
o
r
ass
ess
m
en
t
b
ias
in
ev
alu
atin
g
th
e
q
u
ality
o
f
t
h
e
in
clu
d
ed
liter
a
tu
r
e,
as
th
e
ass
e
s
s
m
en
t
r
em
a
in
s
s
u
b
jectiv
e
d
esp
ite
co
n
s
i
s
t
en
t
ap
p
licatio
n
o
f
q
u
ality
cr
iter
ia.
L
im
ited
tim
e
r
eso
u
r
ce
s
m
ay
h
av
e
im
p
ac
te
d
th
e
d
ep
th
o
f
a
n
aly
s
is
an
d
s
y
n
th
esis
also
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
f
o
cu
s
o
n
id
en
ti
f
y
in
g
ess
en
tial
elem
en
ts
th
at
o
p
tim
ize
to
in
co
r
p
o
r
atin
g
m
eta
co
g
n
itiv
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.
RE
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R
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NC
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S
[
1
]
J.
M
.
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