PENERAPAN TEORI KONSTRUKTIVIS DALAM PEMBELAJARAN

Constructivism is the basis for thinking of a contextual approach, namely that knowledge is built not a set of facts, concepts, or rules that are ready to be remembered. Students must construct that knowledge and give meaning through real experience. Students need to be accustomed to solving problems, finding something useful for themselves, and struggling with ideas. The teacher will not be able to give all knowledge to students. Students must construct knowledge in their own minds. Knowledge is not static, but is constantly evolving and changing as students construct new experiences that force them to base themselves and modify previous knowledge. Learning must be packaged into the process of constructing knowledge rather than receiving knowledge. In the learning process, students build their own knowledge through active involvement in the learning and teaching process. Students become the center of activities, not teachers. Critical thinking is an attempt by someone to check the truth of information using the availability of evidence, logic, and awareness of bias. Critical thinking skills are the cognitive processes of students in analyzing systematically and specifically the problems faced, distinguishing these problems carefully and thoroughly, as well as identifying and reviewing information to plan problem solving strategies.

Genetics of Drought Tolerance and Yield Components in Brassica Napus L.

The experiment was conducted in research area of Department of Plant Breeding and Genetics, University of Agriculture, Faisalabad. Sixty genotypes of Brassica napus L. were screened under Polyethylene glycol (PEG-6000) mediated drought stress at seedling stage. Data were recorded on mean values for shoot length (mm), root length (mm), fresh root and shoot weight (g) and dry root and shoot weight (g). Eight genotypes i.e. Faisal sarson, Dunkled, RBN, Punjab sarson, Rainbow, Chakwal sarson, Shiralee and Legand were selected as female and four as open pollinated males i.e. DGL, Cyclone, Zm- 21 and 8- LBN. These selected genotypes were crossed in line × tester fashion and 32 crosses and their parents were evaluated under four treatments including control (T0) were applied viz no irrigation at flowering stage (T1), no irrigation at seed set stage (T2) and no irrigation at whole plant growth stage (T3). Data were recorded for morphological and physiological traits for each treatment on yield and yield components viz. plant height, days taken to flowering, days taken to maturity, primary branches per plant, secondary branches per plant, number of siliquae per plant, silique length, number of seeds per siliquae, 1000-seed weigh, seed yield per plant, oil contents and water contents. The recorded data was subjected to various analysis to determine genetic variability, general and specific combining ability effects, heritability and interrelationship among the traits. All genotypes showed significant results in all treatments. The study revealed that parents Dunkled, Legand, Chakwal sarson, Zm-21 and DGL were good general combiners for seed yield and related traits therefore these parental lines can be utilized for developing further hybrids. Based on SCA effects the cross Chakwal sarson × Zm-21, Rainbow × DGL and Shiralee × DGL were best for yield in all treatments respectively. It is suggested to test these hybrids on large scale to know their potential and stability. Based on heterotic studies, Punjab sarson × DGL and Dunkled × Zm-21 were the best performer over MPH and BPH while Punjab sarson × DGL, Punjab sarson × Cyclone, Chakwal sarson × Cyclone, Punjab sarson × Zm-21, Chakwal sarson × 8-LBN and Legand × 8- LBN performed best over mid parent at all treatments. Gene action varied with the breeding material. High heritability was observed for most of the traits in all treatments indicating presence of additive gene action. Correlation was positive for most yield related traits but primary branches, secondary branches and 1000-seed weight was common in all treatments.