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Record identifier : 569172
Personal Name - Primary Intelectual Responsibility : Baviskar, Sandhya N
Title and statement of responsibility : Molecular genetic approach to the functional analysis of a regulatory protein in Dictyostelium discoideum research on assessments and constructivism in science education [Thesis]
Publication, Distribution,Etc. : Idaho State University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : D.A
Body granting the degree : , Idaho State University
Summary or Abstract : This dissertation includes two sections. Section I consists of the molecular biological research project "Functional analysis of the Dd-grp94 ( Dictyostelium discoideum glucose regulated protein 94 kilodalton) gene in D. discoideum. " To elucidate the biological roles of the Dd-grp94 gene, two molecular genetic approaches were adopted. Using a gene replacement technique Dd-grp94 insertion mutants could not be obtained despite successful incorporation of altered gene sequences. This indicated that Dd-grp94 might be an essential gene in D. discoideum. Using an RNA interference (RNAi) approach, it was concluded that Dd-grp94 plays a crucial and specific role in determining normal cell structure, growth and differentiation. Section II, "Science Education and Pedagogy" includes the education research project, statement of teaching philosophy, supervised teaching internship reports and reflections and publications in the field of science education. The goals of the education research project: "A survey of graduate teaching assistants of Idaho State University to know their attitudes toward teaching and education", were to discover teaching assistants' (TA) attitudes toward teaching before and after TA experience at ISU, the types of TA training and support services that were available to them and the TA training methods that they thought might help in improving their performance. Overall, the results of the study show that the TAs attitudes toward teaching and education were favorable. They also reported lack of proper training when they became a TA for the first time. The respondents also indicated the training methods/policies that should be made part of the TA training for the benefit of undergraduate education in general and teaching assistants in particular. While writing my statement of teaching philosophy, I cogitated on my understanding about how students learn and how teaching could facilitate the process of learning. It also made me conscious about the problems faced by the teachers and students in college science classrooms and the teaching and assessment methods that need to be reviewed to ameliorate the problems.The objective of supervised teaching internships was to gain experiences in teaching large classes using traditional and non-traditional teaching methods. The internships gave me the opportunity to test formative and summative assessment techniques. It also made me aware of my weaknesses and strengths as a teacher.The Doctor of Arts coursework encouraged me to review and compare journal articles on science education and education research. This led to the recognition that a gap exists between theoretical and practical aspects of science education. In collaboration with my colleagues and teachers, I co-authored two articles on constructivist teaching methods titled "Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature and applied to five constructivist-teaching method articles" and "A Field Guide to Constructivism in the College Science Classroom: Four Essential Criteria and a Guide to their Usage". The third article "Moving Students from Information Recitation to Information Understanding: Exploiting Bloom's Taxonomy in Creating Science Questions" addresses how assessments could be used to know the level of students' understanding..
Topical Name Used as Subject : Cellular biology
Information of biblio record : TL
 
 
 
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