Impact of Stem Integrated Argumentation-Based Inquiry Applications on Students ' Academic Success, Reflective Thinking and Creative Thinking Skills

Funda Hasançebi; Ömer Güner; Cagla Kutru; Mehmet Hasançebi

doi:10.17275/per.21.90.8.4

EN

Impact of Stem Integrated Argumentation-Based Inquiry Applications on Students ' Academic Success, Reflective Thinking and Creative Thinking Skills

Abstract

The purpose of the study is to determine the effect of argumentation-based inquiry approach (ABI) and STEM-supported ABI approach on students’ academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach.

Keywords

Argumantation based inquiry , STEM , Scientific creativity , Reflective thinking , Academic achievement

References

References Acar, D., Tertemiz, N., & Taşdemir, A. (2018). The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training. International Electronic Journal of Elementary Education, 10(4), 505-513.
Akgündüz, D. (2015). STEM eğitimi çalıştay raporu Türkiye STEM eğitimi üzerine kapsamlı bir değerlendirme. İstanbul Aydın Üniversitesi.
Aktaş, T. (2017). The effect of argument driven inquiry method in teaching of 'force and energy' unit on the academic achievements of seventh grade students and their argumentation levels (Unpublished master thesis). Marmara University: İstanbul.
Aranda, M. L., Lie, R., & Guzey, S. S. (2020). Productive thinking in middle school science students’ design conversations in a design-based engineering challenge, International Journal of Technology and Design Education, 30(1), 67-81.
Aydın, G., Saka, M., & Guzey, S. (2017 ). Science, Technology, Engineering, Mathematic (STEM) Attitude Levels In Grades 4th - 8 th, Mersin University Journal of the Faculty of Education, 13(2), 787-802.
Aydın, Ö. & Kaptan, F. (2014). Effect of argumentation on metacognition and logical thinking abilities in science–technology teacher candidate education and opinions about argumentation, Journal of Educational Sciences Research, 4(2), 163-188.
Aydoğdu, Z. (2017). Investigation of effects the argumentation based science teaching on the academic success, motivation, interest and attitudes towards science (Unpublished master thesis). Sakarya University:, Sakarya.
Aygen, M.B. (2018). Stem applications for supporting integrated teacher knowledge of science teacher candidates (Unpublished master thesis). Fırat University: Elazığ.
Başar, S. (2018). Self-efficacy beliefs in the use of mathematics in science of the candidate science teachers, 21. century skills and the relationship between these (Unpublished master thesis). Hacettepe University: Ankara.
Baydas, O., Yesildag-Hasancebi, F., & Kilis, S. (2018). An investigation of university students’ discussion process in argumentation based inquiry approach, Inonu University Journal of the Faculty of Education, 19(3), 564-581. DOI: 10.17679/inuefd.341522

Berland, L. K. & Reiser, B. J. (2011). Classroom communities' adaptations of the practice of scientific argumentation, Science Education, 95(2), 191-216.
Bodner, G. & Elmas, R. (2020). The Impact of Inquiry-Based, Group-Work Approaches to Instruction on Both Students and Their Peer Leaders, European Journal of Science and Mathematics Education, 8(1), 51-66.
Cavagnetto, A., Hand, B. M., & NortonMeier, L. (2010). The nature of elementary student science discourse in the context of the science writing heuristic approach, International Journal of Science Education, 32(4), 427-449.
Cengiz, C., & Kabapınar, F. (2017). Effect of Implicit Argumentation education on PSTs' understandings about NOS, Journal of the Turkish Chemical Society Chemical Education, 2(1), 19-62.
Ceylan, S. (2014). A study for preparing an instructional design based on science, technology, engineering and mathematics (STEM) approach on the topic of acids and bases at secondary school science course. (Unpublished master thesis). Uludağ University: Bursa.
Clark, V. L. P., & Creswell, J. W. (2014). Understanding research: A consumer's guide. Pearson Higher Ed.
Çınar, D. (2013). The effect of argumentation based science instruction on 5th grade students' learning outcomes (Unpublished doctoral thesis), Necmettin Erbakan University, Konya.
Çorlu, M. S. (2014). Call for manuscripts on STEM education. Turkish Journal of Education, 3(1), 4-10.
Daugherty, J. (2012). Infusing engineering concepts: Teaching engineering design. National Center for Engineering and Technology Education. http://files.eric.ed.gov/fulltext/ED537384.pdf (Erişim tarihi: 2019, 6 Aralık).
Dejarnette, N. K. (2012). America's Children: Providing Early Exposure to STEM (Science, Technology, Engineering and Math) Initiatives, Reading Improvement, 131 (4), 180- 181.http://search.ebscohost.com/login.aspx? direct=true&db=edsgao&AN=edsgcl.476727925&lang=tr&site=eds-live&authtype=ip,uid (Erişim tarihi: 2018, 15 Kasım).
Demirel, M., Derman, I., & Karagedik, E. (2015). A study on the relationship between reflective thinking skills towards problem solving and attitudes towards mathematics, Procedia - Social and Behavioral Sciences, 197, 2086 – 2096.
Demirel, R. (2015). The effect of individual and group argumentation on student academic achievement in force and movement issues, Journal of Theory & Practice in Education, 11(3), 916-948.
Demirel, T. (2017). The effect of augmented reality activities supported by argumentation approach on academic achievement, critical thinking skills, motivation towards science and technology course and argumentation skills. (Unpublished doctoral thesis), Çukurova University: Adana.
Deniş, H., & Balım, A. G. (2012). Adaptation of scientific creativity test to turkish and it’s assessment criterias, Uşak University Journal of Sociol Science, 5(2), 1-21.
Dilci, T., & Babacan, T. (2012). The vıews of the prımary school teachers’ dependıng on the fıfth grade currıculum in development of reflectıve thınkıng skılls, Sivas Cumhuriyet University Faculty of Letters Journal of Social Sciences, 36(1), 141-161.
Dilek, H., Tasdemir, A., Konca, A.S., & Baltaci, S. (2020). Preschool children’s science motivation and process skills during inquiry-based STEM activities, Journal of Education in Science, Environment and Health (JESEH), 6(2), 92-104.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms, Science Education, 84(3), 287-312.
Dugger, W. E. (2010). Evolution of STEM in the United States. In 6th Biennial international conference on technology education research, Gold Coast, Queensland, Australia.
Duru, M., Demir, S., Önen, F., & Benzer, E. (2011). Sorgulamaya dayalı laboratuvar uygulamalarının öğretmen adaylarının laboratuvar algısına tutumuna ve bilimsel süreç becerilerine etkisi, Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 44(33), 25-44.
Ecevit, T., & Kaptan, F. (2019). 21. Yüzyıl Becerilerinin Kazandırılmasına Yönelik Tasarlanan Argümantasyon Destekli Araştırma Sorgulamaya Dayalı Öğretim Modelinin Betimlenmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 10(16), 1-23. Doi: 10.16986/HUJE.2019056328
Elmas, R., & Gül, M. (2020). Examination of the applicability of stem education approach in the context of 2018 science curriculum, Journal of Turkish Chemical Society Section C: Chemistry Education, 5(1), 224-247.
Ercan, S. (2014). The usage of engineering practices in science education: Design based science learning. (Unpublished doctoral thesis), Marmara University: İstanbul.
Erdoğan, S. (2010). Investigate the effects of teaching earth, sun and moon topics through argumentation on the success, attitude and argumentation skills of 5th grade students. (Unpublished master thesis). Uşak University, Uşak.
Erenler, S. (2017). The effect of argument driven inquiry (adi) method on pre-service science teachers' metacognitive awareness and scientific writing skills. . (Unpublished master thesis). Abant İzzet Baysal University: Bolu.
Eroğlu, S., & Bektaş, O. (2016). Ideas of science teachers took stem education about stem based activities, Journal of Qualitative Research in Education, 4(3), 43-67.
Ertek, Y., Ertek, E., & Güneş, B. (2013) Bilimsel süreç becerileri ile fizik öğretim programında yer verilen problem çözme becerileri arasındaki ilişkinin incelenmesi, Fen Eğitimi ve Araştırmaları Derneği Fen Bilimleri Öğretimi Dergisi, 1(2), 110- 121.
Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning, Journal of Research in Scıence Teachıng, 41(10), 1081-1110.
Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok-Naaman, R. (2005). Design-based science and real-world problem-solving, International Journal of Science Education, 27(7), 855-879.
Gazibeyoğlu, T. (2018). Investigation of the effect of stem applications on achievement in force and energy unit and attitudes towards science course of 7th grade students. (Unpublished master thesis). Kastamonu University, Kastamonu.
Gökbayrak, S., & Karışan, D. (2017). STEM etkinliklerinin fen bilgisi öğretmen adaylarının bilimsel süreç becerilerine etkisi, Batı Anadolu Eğitim Bilimleri Dergisi, 8(2), 63-84.
Gülen, S., & Yaman, S. (2018). the opinions of sixth grade students about absl approach activities based on STEM, International Journal of Society Researches, 8(15), 1293-1322.
Gülen, S. (2016). The effect of argument driven inquiry (adi) method on pre-service science teachers' metacognitive awareness and scientific writing skills. (Unpublished master thesis). Ondokuz Mayıs University, Samsun.
Gülhan, F. (2016). The effects of the integration of science-technology engineering-mathematics (STEM) on 5th grade students' perception, attitude, conceptual understanding and scientific creativity. (Unpublished doctoral thesis), Marmara University:İstanbul.
Gülseven, E. (2020). The effect of argumentation based stem education on 7th grade students academic achievements, attitude, and argumentation levels on unit of the force and energy. (Unpublished master thesis). Van Yüzüncü Yıl University, Van.
Gündüz, S., & Odabaşı, F. (2004). The importance of instructional technologies and material development course at pre-service teacher education in information age, The Turkish Online Journal of Educational Technology, 3(1), 43-48.
Güvenç, Z. (2012). The relationship between the reflective thinking skills and emotional intelligences of class teachers. (Unpublished doctoral thesis), Pamukkale University: Denizli.
Hacıoğlu, Y. (2017). The effect of science, technology, engineering and mathematics (STEM) education based activities on prospective science teachers' critical and creative thinking skills. (Unpublished doctoral thesis), Gazi University:Ankara.
Hand, B., & Keys, C. W. (1999). Inquiry investigation, The Science Teacher, 66(4), 27.
Hiğde, E., & Aktamış, H. (2017). Fen bilgisi öğretmen adaylarının argümantasyon temelli fen derslerinin incelenmesi: Eylem araştırması, Elementary Education Online, 16(1).
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students, International Journal of Science Education, 24(4), 389-403.
İşikar, Y. (2017). The effect of the argumentation based teaching method on students' academic success, scientific process skills and attitude within the context of the chapter: Let's get to know substance (Unpublished master thesis), FıratUniversity: Elazığ.
İşleyen, T., & Küçük, B. (2013). Examining prospective teachers’ level of creative thinking in terms of different variables, Mustafa Kemal University Journal of Social Sciences Institute ,10(21), 199-208.
İşman, A., & Gürgün, S. (2008). Özel okullarda öğrenim gören ilköğretim öğrencilerinin internete yönelik tutum ve düşünceleri (acarkent doğa koleji örneği). 8. Uluslararası Eğitim Teknolojileri Konferansında (IETC) sözlü olarak sunulmuştur. Anadolu Üniversitesi, Eskişehir.
Kadayıfçı, H. (2008). The effect of an instructional model based on creative thinking on students' conceptual understanding of separation of matter subject and their scientific creativity. (Unpublished doctoral thesis), Gazi University: Ankara.
Karakuş, Y., & Yalçın, O. (2016). The effect of the argümantation-based learning in science education to the academic achievement and scientific process skills: A Meta analysis study. Anadolu University Journal of Social Sciences, 16(4), 1-20. Doi: 10.18037/ausbd.415534
Kardaş, N. (2013). The impact of argumentation focused teaching in science education on the decision making and problem solving skills of students. (Unpublished master thesis), Eskişehir Osmangazi University: Eskişehir.
Kaya, M. (2018). Student learning science-based approach argumentation of success and the effect of attitude. (Unpublished master thesis), Fırat University: Elazığ.
Kızılkaya, G., & Askar, P. (2009). The Development of A Reflective Thinking Skill Scale towards Problem Solving, Education and Science, 34(154), 82-93.
Kibar, H. (2019). Analyzi̇ng effects of the argument-based i̇nqui̇ry approach on teachi̇ng the subject of heredi̇ty and bi̇o-di̇versi̇ty to 10th grade students. (Unpublished master thesis), Marmara University: İstanbul.
Korkmaz, Ö., Çakır, R., & Uğur Erdoğmuş, F. (2021). Secondary school students’ basic STEM skill levels according to their self-perceptions: A scale adaptation. Participatory Educational Research, 8(1), 423-437.
Kutluer, M. (2020). The effect of argumentation based science learning approaches on 8th grade students' success at the subjects of cycles of matter and environmental problems and on their argumentation levels. (Unpublished master thesis), GaziUniversity, Ankara.
Kuvaç, M. (2018). The effectiveness of instructional design on science, technology, engineering and mathematics (STEM) based environmental education. (Unpublished doctoral thesis), İstanbul University: İstanbul.
Küçük Demir, B. (2014). The effect of the argumentation based science learning approach on students' mathematical achievement and skills of creative thinking (Unpublished doctoral thesis), AtatürkUniversity, Erzurum.
Külekci, E. (2019). Effects of concept cartoon assisted problem based science, technology, engineering and mathematics (stem) activities on 5th grade science teaching (Unpublished master thesis), Manisa Celal BayarUniersity, Manisa.
Leech, N. L. & Onwuegbuzie, A. J. (2007). A typology of mixed methods research designs, Qual Quant of Education, 43(1), 265–275.
Leou, M., Abder, P., Riordan, M., & Zoller, U. (2006). ‘Using HOCS-centered learning’ as a pathway to promote science teachers’ metacognitive development, Research in Science Education, 36(1–2), 69–84.
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review, International Journal of STEM Education, 6(1), 2.
Mayasari, T., Kadarohman, A., Rusdiana, D., & Kaniawati, I. (2016). Apakah model pembelajaran problem based learning dan project based learning mampu melatihkan keterampilan abad 21, Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 2(1), 48-55.
MEB. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi öğretim programı. Ankara: Milli Eğitim Bakanlığı.
MEB. (2017). 2017 Fen bı̇lı̇mlerı̇ dersı̇ öğretı̇m programı. Ankara: Milli Eğitim Bakanlığı.
MEB. (2018). 2018 Fen bı̇lı̇mlerı̇ dersı̇ öğretı̇m programı. Ankara: Milli Eğitim Bakanlığı.
Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration, Journal of STEM, Innovations and Research Education, 15(1), 5-10.
Moore, T. J., Guzey, S. S., & Brown, A. (2014). Greenhouse design to increase habitable land: An engineering unit, Science Scope, 37(7), 51-57.
NAE & NRC (2009). Engineering in K-12 education understanding the status and improving the prospects (L. Katehi, G. Pearson & M. Feder, Eds.). Washington DC: National Academies.
Nağaç, M. (2018). An analysis of the effects of science, technology, engineering and mathematics (STEM) education method on the academic success and problem solving skills of 6th grade students for matter and heat uni̇t in science course. (Unpublished master thesis), Hatay Mustafa Kemal University: Hatay.
Namdar, B., & Salih, E. (2017). Preservice science teachers’ views of technology-supported argumentation, Abant İzzet Baysal University Journal ofFaculty of Education, 17(3), 1384-1410.
National Research Council [NRC] (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics, National Academies Press.
National Science Board [NSB] (2007). National Action Plan for Addressing the Critical Needs of U.S. Science, Technology, Engineering, and Mathematics Education System, Retrieved from. https://www.nsf.gov/pubs/2007/nsb07114/nsb07114.pdf
Orhon, G. (2011). Yaratıcılık; Nörofizyolojik, felsefi ve eğitsel temeller, Pegem Akademi, Ankara.
Orpwood, G., Schmidt, B., & Jun, H. (2012). Competing in the 21st century skills race. Ottawa, ON, Canada: Canadian Council of Chief Executives
Osborne, J., Simon, S., & Collins, S. (2003) Attitudes towards science: A review of the literature and its implications, International Journal of Science Education, 25(9), 1049-1079.
Özcan, E. (2019). İnvestigation of the effect of argumentation based science learning approach on students conceptual understandings, creative thought and epistemological beliefs. (Unpublished master thesis), Marmara University: İstanbul.
Özcan, E., & Balım, A. (2021).The effect of socio-scientific Argumantation Method on students’ entrepreneurships. Participatory Educational Research, 8(1), 309-321.
Özdem, Y., Ertepinar, H., Çakiroglu, J., & Erduran, S. (2013) The nature of pre-service science teachers’ argumentation in inquiry-oriented laboratory context, International Journal of Science Education, 35(15), 2559- 2586.
Öztürk, Z.D. (2019). The effect of problem based learning method on students' academic achievements and scientific process skills in a science course. (Unpublished master thesis), Pamukkale University, Denizli.
Radloff, J., & Guzey, S. (2016). Investigating preservice STEM teacher conceptions of STEM education, Journal of Science Education and Technology, 25(5), 759-774.
Roberts, R. J. (2012). Fish pathology. John Wiley & Sons.
Robinson, S. K. (2003). Yaratıcılık-Aklın sınırlarını aşmak (N. G. Koldaş Çev.). İstanbul: Kitap.
Scott, J. W. (2009). The politics of the veil. Princeton University Press.
Senemoğlu, N. (1996). Yaratıcılık ve öğretmen nitelikleri. Yaratıcılık ve Eğitim Paneli. Ankara: Kara Harp Okulu, 1, 2016.
Sharon, D. (2007). Simulation as an educational strategy in the development of critical and reflective thinking: A qualitative exploration (unpublished doctor of philosophy). Texas Woman's University, Texas.
Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education, Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 4.
Şahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning, Educational Sciences: Theory and Practice, 14(1), 309-322.
Şen, Ş., Yılmaz, A., & Erdoğan, Ü. I. (2016). Sorgulamaya dayalı laboratuvarlara ilişkin öğretmen adaylarının görüşleri. İlköğretim Online, 15(2), 443-468.
Şensoy, Ö., & Aydoğdu, M. (2008). Araştırma soruşturma tabanlı öğrenme yaklaşımının fen bilgisi öğretmen adaylarının fen öğretimine yönelik öz yeterlik inanç düzeylerinin gelişimine etkisi, Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 28(2), 69-93.
Tekelli, A. (2009). The effect of an argumentation-centered class environment on the conceptual change about acid-base and the understanding nature of science. (Unpublished master thesis), Gazi University: Ankara.
Tezci, E., & Gürol, A. (2002). Oluşturmacı öğretim tasarımında teknolojinin rolü. I. Uluslararası Eğitim Teknolojileri Sempozyumu’nda sunulmuş bildiri. Sakarya Üniversitesi, Sakarya.
Toulmin, C., & Quan, J. (2000). Evolving land rights, policy and tenure in Africa. London: DFID/IIED/NRI.
Tunkham, P., Donpudsa, S., & Dornbundit, P. (2016). Development of STEM activities in chemistry on “protein” to enhance 21 st century learning skills for senior high school students, Silpakorn University Journal of Social Sciences, Humanities, and Arts, 16(3), 217-234.
TÜSİAD, (2017). Faaliyet raporu. https://tusiad.org/tr/faaliyet-raporlari/item/9911-tusiad-faaliyet-raporu-2017
Walker, J. P., Sampson, V., Grooms, J., Anderson, B., & Zimmerman, C. O. (2012). Argument-driveninquiry in undergraduatechemistrylabs: theimpact on students' conceptualunderstanding, argumentskills, andattitudestowardscience, Journal of CollegeScienceTeaching, 41(4), 74.
Webb, D. (2013). STEM Lesson Essentials, Grades 3-8: integrating Science, Technology, Engineering, and Mathematics, Teacher Education and Practice, 26(2), 358-364.
Yamak, H., Bulut, N., & Dündar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi, Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 341-744.
Yavuz, M., Hasancebi , M., & Yesildag-Hasancebi,F. (2020). The effect of STEM application on 21st-century skills of middle school students and student experiences. Journal of Soft Computing and Artificial Intelligence , 1(1), 29–41.
Yesildag-Hasancebi, F., & Gunel, M. (2014). Delving into the effect of argumentation based inquiry approach on learning science from multiple perspectives. Journal of Research in Education and Society, 1(1), 23–44.
Yıldırım, A., & Şimşek, H. (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
Yıldırım, B., & Altun, Y. (2015). STEM eğitim ve mühendislik uygulamalarının fen bilgisi laboratuvar dersindeki etkilerinin incelenmesi. El-Cezerî Fen ve Mühendislik Dergisi, 2(2), 28-40.
Yılmazçelik, E. (2020). The effect of argumentation method on the academic achievement and attitude of science teacher candidates in 'Genetic copying' unit. (Unpublished master thesis), Süleyman Demirel University: Isparta.
Zhou, M. (2010). Chinatown: The socioeconomic potential of an urban enclave. Temple University Press.
Zoller, U. (1993). Lecture and learning: Are they compatible? Maybe for LOCS; Unlikely for HOCS, Journal of Chemical Education, 70(3), 195–197.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Funda Hasançebi ^*
0000-0001-9365-940X
Türkiye

Ömer Güner
0000-0001-8109-726X
Türkiye

Cagla Kutru
0000-0002-5373-6172
Türkiye

Mehmet Hasançebi
0000-0002-2770-8346
Türkiye

Publication Date

December 1, 2021

Submission Date

January 12, 2021

Acceptance Date

April 23, 2021

Published in Issue

Year 2021 Volume: 8 Number: 4

DOI

https://doi.org/10.17275/per.21.90.8.4

IZ

https://izlik.org/JA46HJ52UL

APA

Hasançebi, F., Güner, Ö., Kutru, C., & Hasançebi, M. (2021). Impact of Stem Integrated Argumentation-Based Inquiry Applications on Students ’ Academic Success, Reflective Thinking and Creative Thinking Skills. Participatory Educational Research, 8(4), 274-296. https://doi.org/10.17275/per.21.90.8.4