Drama is a pleasurable activity for most of the students, whereas in science education, inquiry promotes students’ critical thinking skills. When these two activities combine together, students are able to learn scientific concepts with fun. The purpose of this study was to promote class VII students’ learning by using inquiry based teaching through drama in science classroom. Furthermore, successes and challenges faced during this study were examined. For this study, the qualitative paradigm was used and particularly action research method was applied and two cycles were carried out. The research participants were a science teacher, an Academic Coordinator, grade VII students and myself. In this study, guided inquiry was used and an inquiry question was posed by the teacher-researcher. The data was generated through reflective journal, observation, field notes, interviews and video recording. The findings of the study show that through different sources, the students gathered information, wrote scripts and performed drama. The study’s findings reveal that by using these two methods in science classroom, the students develop their investigating skills by gathering data; critical thinking skill by exploration and creativity, reading and writing skills while writing scripts, and social skills through group work. The data also reveals that students get an understanding of a variety of science concepts by exploration. Moreover, the element of fun from drama made students motivated and connected with the task. Therefore, it is recommended that science teachers could bring a variety of activities to promote students’ learning. Science teachers can evolve scientific inquiry with drama, games and simulations, so that students can learn scientific concepts with fun. In addition, this study will pave the way for science teachers to promote action research in their classroom by using innovative ideas through planning, observing, implementing and reflecting cycles. On the whole, this study brought a new idea in science teaching which will generate knowledge in the Pakistani context as well as help me in my future research.
کوئی شکوہ نہیں ہے ہم کو اپنی بے نوائی سے ملے ہیں حوصلے کیا کیا تمہاری بے وفائی سے تمہاری بے نیازی نے جنوں کو پختگی بخشی ہزاروں لطف پائے ہم نے تیری کج ادائی سے یہ تنہائی یہ رسوائی تو ہے انجام چاہت کا بھلا ہم مر نہ جائیں گے ذرا سی جگ ہنسائی سے وہ جس نے جرمِ اُلفت کی سزا میں فرقتیں بخشی اُسے کہنا کوئی مرتا نہیں دردِ جدائی سے ہزاروں خواب ٹھکرا کر یہ کس کے راستے دیکھے کوئی پوچھے مری آنکھوں کی بجھتی روشنائی سے تمہاری یاد کے قید و قفس میں زندگی گزری رہے محروم ہم تیرے خیالوں کی رہائی سے یہ ممکن تھا وہ میرے شعر سن کر واہ واہ کرتا اگر اس شوخ کو فرصت جو ملتی خود ستائی سے وہ اپنی سلطنت کا ہی خدا ہوگا ، اسے کہنا نہ دیکھے ہم فقیروں کو ادائے کبریائی سے ہزاروں راہزنوں سے بچ کے جو پہنچے تھے منزل پر انہیں یاروں نے لوٹا ہے فریبِ پارسائی سے یہی شیوہ ہے اپنا تو بھلائی کر ، برائی سے عوض پھولوں کے ہم نے تو ہمیشہ زخم کھائے ہیں میرے رہوار سے جو زندگی بھر طے نہ ہو پایا ہے کیسا فاصلہ اس ہاتھ کا میری کلائی سے خزاؤں نے بسیرا یوں کیا ہے گلشنِ جاں میں رہے محروم جیون بھر گلوں کی آشنائی سے کبھی دھرتی پھٹی نہ ہی کبھی وہ آسماں لرزا امیرِ شہر کیوں جاگے غریبوں کی دھائی سے تیرے حصے کی خوشیوں سے بھری ہیں جھولیاں کتنی کئی سر ڈھک گئے فرحتؔ تمہاری بے ردائی سے
Character-based education management aims to integrate everything, both personal, spiritual, attitudes and behaviors as well as material related to the achievement of educational goals. In the process, education of all the efforts of the people involved in the process of achieving these educational goals is then effectively integrated, organized and coordinated, and all materials needed, and existing ones are used efficiently. Character-based education management in schools can be as a basic knowledge that has its own characteristics that are different from other administrative sciences that lie in its operational principles, and not in general principles. Every activity in the education administration process is directed to achieve educational goals. In the management of character-based education, it is also necessary to have good coordination and supervision or supervision from the leadership. Keywords:
Plants develop various biochemical, physiological and molecular mechanisms to sense a mixture of stress signals and elicit a precise response to minimize the damages. Therefore, in-depth studies are required to understand the genetic bases behind the plant’s tolerance in response to environmental stresses. Agave, monocotyledonous succulent plant, is endemic to arid regions of North America, exhibiting exceptional tolerance to their xeric environments. Genomic resources of Agave species have received little attention irrespective of their cultural, economic and ecological importance, which so far prevented the understanding of the molecular basis underlying their adaptations to the arid environment. To elucidate the drought-responsive mechanisms, here RNA-Seq libraries derived from the Agave sisalana leaves under control and drought conditions have been prepared and sequenced. More than 278 million paired ends Illumina leaf specific reads were generated. A Comparative de novo approach was applied to assemble paired-end reads into 93,141 contigs and 67,328 unigenes. Blast analysis of these unigenes against the non-redundant public databases (nr, swiss_prot, interProScan, Pfam, Viridi_plante, Pfam, Plant_TF, GO, KEGG and COG resulted in 37,546 unigenes with gene descriptions, functional categorization, or gene ontology terms. The expression study unveiled 3,095 differentially expressed unigenes between well-irrigated and drought-stressed leaf samples. Gene ontology and pathway analysis specified a significant number of abiotic stress responsive genes and pathways involved in processes like hormonal responses, antioxidant activity, and response to stress stimuli, wax biosynthesis, and ROS metabolism. Transcripts to several families belonging harboring important drought-response were also reported. Furthermore, Insilico 36,525 high confidence variants position (SNPs), 13,375 microsatellite markers (SSR) are detected in the annotated unigenes and 8164 marker specific pair of primers were designed. Stable internal housekeeping genes’ identification was carried out for accurate normalization of the target gene expression by qRT-PCR in Agave sisalana. In total 15 candidate’s housekeeping genes from de novo assembled transcriptome data were screened out for further evaluation. These includes ADP-ribosylation factor 2 (ARF2), Cyclophilin A (CYCA), Ribulose Bisphosphate Carboxylase activase B (RcaB), Rubisco Activase (RCA), Actin 11 (ACT11), beta-tubulin 4 (β-Tub 4), Eukaryotic elongation factor 1-alpha (EEF1α), eukaryotic initiation factor-4A (eIF-4A), Glyceraldehyde-3-phosphate dehydrogenase (GAPDH), polyubiquitin (UB), RNA polymerase II (RPII), RuBisCO small subunit (RBCs), Serine/Threonine-protein phosphatase catalytic subunit (PP2A-1), Cullin-1 (CUL-1), WIN1, Ubiquitin 10 (UB10) and Ubiquitin-Conjugating enzyme (UBE2). The expression stability of these reference genes was rigorously analyzed and ranked in order by using four different statistical algorithms; NormFinder, BestKeeper, geNorm, and RefFinder under drought, rehydration, heat (± 60 °C), cold (± 4°C) and salt stress (100mM to 400mM) conditions. β-Tub 4, PP2A-1 and β-Tub 4, ARF2 were the most stable reference genes under drought and rehydration condition respectively. To heat stress (high-temperature), CYCA and GAPDH were the stable reference genes while CUL-1 and WIN1 were the most stable reference genes under cold stress condition. For Salt stress, β- Tub 4 and RP II was the most appropriate leaf specific housekeeping genes in Agave sisalana. To validate the ranking of reference genes, a qRT-PCR assay of AsHSP20 as target gene was conducted by using the most suitable and least reliable reference genes under abiotic stress condition. Relative absolute quantification of the target AsHSP20 gene was carried out to determine the copy number under different abiotic stress and rehydration condition, which further confirmed the reliability of studied reference genes. Taken together this study ranked the reference genes from most to least reliable order for counts data normalization. This suggests that the use of appropriate reference genes is critical for gene expression studies under specific conditions. Drought specific stable β-Tub 4 gene was used as an internal control to validate the differentially expressed genes expression data using the quantitative real-time polymerase chain reaction. This study presents the first insight into the genomic structure of A. sisalana underlying adaptations to drought stress, which not only provided a rich genomic resource for gene discovery and marker development but will also facilitate further to understand the complexity underlying drought tolerance and adaptation in agave and other plant species.