![]() coli sialic acid aldolase structural gene, nanA, was subcloned and mutagenized by insertion of a kanamycin resistance cassette. We addressed these questions with Haemophilus influenzae type b, which metabolizes relatively few carbohydrates, using the infant-rat infection model. Despite the known ligand and antirecognition functions of the sialic acids, the contribution of their catabolism to infection or host colonization has never been directly investigated. In Escherichia coli, the breakdown of these sugars is catalysed by gene products of the nan ( N acyl neuraminate) operon other microorganisms may use a similar catabolic strategy. ![]() ![]() Science Education, 97(1), 32-57.Many bacterial commensals and pathogens use the sialic acids as carbon and nitrogen sources. How students blend conceptual and formal mathematical reasoning in solving physics problems. Kuo, E., Hull, M.M., Gupta, A., & Elby, A.Physical Review Special Topics - Physics Education Research, 9(1), 010105. Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning. Hull, M., Kuo, E., Gupta, A., & Elby, A.Language of physics, language of math: Disciplinary culture and dynamic epistemology. Physical Review Special Topics - Physics Education Research, 11(2), 020133. Seeking instructional specificity: an example from analogical instruction. Physical Review Physics Education Research, 12(1), 010128. Toward instructional design principles: inducing Faraday's law with contrasting cases. International Journal of Science Education, 39(7), 814-839. When procedures discourage insight: Epistemological consequences of prompting novice physics students to construct force diagrams. Kuo, E., Hallinen, N.R., & Conlin, L.D.Physical Review Physics Education Research, 15(2), 020104. How null results can be significant for physics education research. Conlin, L.D., Kuo, E., & Hallinen, N.R.Journal of Educational Psychology, 112(3), 417-419. Introduction to the special section: Qualitative studies of reasoning and participation. Journal of Educational Psychology, 112(3), 579-583. Publishing qualitative research in the Journal of Educational Psychology: Synthesizing research perspectives across methodological silos. Physical Review Physics Education Research, 16(2), 020109. Assessing mathematical sensemaking in physics through calculation-concept crossover. Applying learning theories to design physics instruction and assessment.The impacts of motivation on physics learning.Student epistemological views on what it means to learn and understand physics.Fostering adaptive problem-solving expertise.My research team welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity. Students working with me can expect to gain a background in theories of learning and quantitative/qualitative methodologies for examining physics education. If you'd like to discuss possible opportunities or have any questions, please send me an email. I'm always looking to work with undergrad and grad students interested in physics education research. He applies these models to tackle a broad range of issues related to physics education, with a strong focus on mathematical reasoning, causal reasoning, and problem solving. Professor Kuo takes an interdisciplinary approach to the study of teaching and learning, drawing on research in other fields, such as the learning sciences, psychology, and cognitive science, to study the dynamics of learning and to develop models of how physics students think. After working as a postdoctoral researcher at Stanford University and as a research associate at the University of Pittsburgh, he joined the physics department at Illinois in 2020. After a brief stint teaching high school physics, he began his graduate work at the University of Maryland, where he received his Ph.D. Eric Kuo received bachelor's degrees in physics and mathematics from Brandeis University in 2008.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |