Effect of resistance of initial forms of grapevine to pathogens on the inheritance of the characteristic in the F1 progeny.
\r\n\tPrevalence of reading disability among school-age children depends upon the criteria used for definition; however, the prevalence of written expression disorders in estimated to be between 5 and 12 percent, the prevalence of written expression disorders is estimated to be between 7 and 15 percent, while the prevalence of dyscalculia is estimated to be between 3 and 6 percent.
\r\n\r\n\tRisk factors for learning disorders are family history, socio-economic conditions, prematurity, presence of other developmental, mental and health conditions (e.g. behavioral disorders, autism, attention deficit and hyperactivity disorders), prenatal exposition to neurotoxic agents, genetic disorders, particular medical conditions, history of traumatic brain injury or other neurological conditions.
",isbn:"978-1-83968-588-0",printIsbn:"978-1-83968-587-3",pdfIsbn:"978-1-83968-589-7",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,hash:"0999e5f759c2380ae5a4a2ee0835c98d",bookSignature:" Sandro Misciagna",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/10910.jpg",keywords:"Learning Disability Definition, Brain Plasticity, Learning Disability Evaluation, Learning Disabilities Resources, Psychoeducation Evaluation, Clinical Features, Dyslexia, Dysgraphia, Dyscalculia, Intellectual Disabilities, Autism Spectrum Disorders, ADHD",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 16th 2021",dateEndSecondStepPublish:"May 14th 2021",dateEndThirdStepPublish:"July 13th 2021",dateEndFourthStepPublish:"October 1st 2021",dateEndFifthStepPublish:"November 30th 2021",remainingDaysToSecondStep:"25 days",secondStepPassed:!1,currentStepOfPublishingProcess:2,editedByType:null,kuFlag:!1,biosketch:"Dr. Sandro Misciagna received his degree in medicine at the Catholic University in Rome. As a clinician, he has worked in different neurological departments in Italian hospitals, Alzheimer’s clinics, neuropsychiatric clinics, and neurological rehabilitative departments as the Neurological Department and Stroke Unit of Belcolle Hospital in Viterbo, Italy.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"103586",title:null,name:"Sandro",middleName:null,surname:"Misciagna",slug:"sandro-misciagna",fullName:"Sandro Misciagna",profilePictureURL:"https://mts.intechopen.com/storage/users/103586/images/system/103586.jpg",biography:"Dr. Sandro Misciagna was born in Italy in 1969. He received a degree in medicine in 1995 and another in neurology in 1999 from The Catholic University, Rome. From 1993 to 1995, he was involved in research of cerebellar functions. From 1994 to 2003, he attended the Neuropsychological department involved in research in cognitive and behavioural disorders. From 2001 to 2003, he taught neuropsychology, neurology, and cognitive rehabilitation. In 2003, he obtained a Ph.D. in Neuroscience with a thesis on the behavioural and cognitive profile of frontotemporal dementia. Dr. Misciagna has worked in various neurology departments, Alzheimer’s clinics, neuropsychiatric clinics, and neuro-rehabilitative departments. In November 2016, he began working as a neurologist at Belcolle Hospital, Viterbo, where he has run the epilepsy centre since February 2019.",institutionString:"Ospedale di Belcolle",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"4",totalChapterViews:"0",totalEditedBooks:"3",institution:{name:"Ospedale di Belcolle",institutionURL:null,country:{name:"Italy"}}}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"21",title:"Psychology",slug:"psychology"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"280415",firstName:"Josip",lastName:"Knapic",middleName:null,title:"Mr.",imageUrl:"https://mts.intechopen.com/storage/users/280415/images/8050_n.jpg",email:"josip@intechopen.com",biography:"As an Author Service Manager my responsibilities include monitoring and facilitating all publishing activities for authors and editors. From chapter submission and review, to approval and revision, copy-editing and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review, and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. 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It is established that the grape frost and mildew resistance sign in genome was formed and fixed by evolution at separate forms in the various centers of origin. Suggested sources of high frost and mildew resistance of various botanical taxa from the various centers of origin for selection of frost- and mildew-resistant grape varieties are selected also.
\nRegularities governing the expression of resistance to
The existence of different centers of origin of cultivated plants and grapevine in particular suggests formation of specific biological features in the autochthonous varieties in those centers in the process of evolution. The biological specificity of the autochthonous grapevine varieties was to gain a foothold at the genetic level. At the same time, expression of these traits in the progeny should also be specific. The conducted research has shown that crossing capacity of the Crimean autochthonous grapevine varieties with the varieties and forms of different species and ecogeographical origin has a specific characteristic and proves that crossing capacity can be perceived as an independent genetically determined biological feature.
\nGlobal and local climate changes demanded creation of new cultivars, in particular in viticulture. Thus, the problem of breeding new grapevine cultivars that would correspond to the present-day biosphere conditions emerged. As an answer to this, an immunobreeding program “Analogue” was developed at the “Magarach” Institute. The program aims at improving the efficiency of grape breeding and achieving cultivars that would comprise resistance to a variety of pests, diseases, and unfavorable environmental factors and would, at the same time, produce fruit of the quality that would be comparable to the best samples of their international analogues.
\nThe suggested concept of the models is based on 16 most desired selection traits that had been chosen from the existing selection pool, identification of the original forms for crossbreeding, and multivariate analysis. To facilitate cooperation with other research centers, the information obtained was encoded according to the International Organisation of Vine and Wine (OIV)-Bioversity International descriptor.
\nUsing the developed models for the creation of new cultivars will, on the one hand, help solve ecological problems in the vineyards and, on the other, ensure high economic effectiveness of viticulture and winemaking and, at the same time, obtain grape cultivars for different purposes.
\nOn the ampelographic collection of the ?Magarach? Institute in the field during the years with critical sub-zero temperatures that damage the grape plant, 16 species of the Vitaceae family, 32 varieties of complex interspecific origin, 15 hybrid varieties of
To study the resistance to mildew, samples of various genetic origins were also selected on the ampelographic collection “Magarach”:
27 species of the Vitaceae Lindley family, of which 3 are species of the genus
198 varieties of complex interspecies origin, which are hybrids of 3 or more species of grapes.
18 hybrids of
27 hybrids
5 hybrids of
150 samples of cultivated vine
The research was done using a total of 28 hybrid populations of grapevine obtained via hybridization of 31 initial forms, of which 23 and 14 forms entered as the female and the male parents, respectively, and 6 forms were used in both qualities. The genetic resources employed consisted of 1378 hybrid forms belonging to hybrid populations, each containing at least 25 forms [4]. This enabled good reliability of results indicating the inheritance of the characteristic in the progeny [5]. The reliability of the results was confirmed statistically [6]. Initial forms differing in resistance to the causing agents of mildew, oidium, and gray rot (
The research was conducted by the Department of Breeding, Genetics and Ampelography of the All-Russian National Research Institute of Viticulture and Winemaking “Magarach” on the field of plant breeding plots located on the southern coast of the Crimea and on the hydroponic culture of the vegetation plot in the period of 2008–2015. The seedlings were grown on gravel in hydroponic channels. For the cultivation of grape seedlings, we used chemically inert fraction of diorite aggregate sized 3–5 mm, which is a good conductor of the nutrient solution to the plant roots that keeps water on its surface well, serves as a support for the roots, and provides good aeration of the root system. For the growth of grape seedlings, we used hydroponic solution of variable composition [9, 10].
\nDuring the investigation period, 43 combinations of cyclic crosses were performed. As female initial forms, we used varieties and hybrids with female flower type: 4 Crimean autochthonous grape varieties (‘Kefessia’, ‘Krona’, ‘Sary Pandas’, ‘Kok Pandas’) and 2 interspecific hybrids (‘Muscat Jim’ and Magarach № 31-77-10). As male initial forms, we used 3 Crimean autochthonous grape varieties (‘Shabash’, ‘Kokur Belyi’, ‘Gevat Kara’); 3 autochthonous varieties from other centers of origin of grapes (‘Rkatsiteli’, ‘Chardonnay’, ‘Sauvignon vert’); 2 varieties of the Institute of “Magarach” selection (‘Bastardo Magaraci’ and ‘Rubinovyi Magaracha’), derived by crossing within the species of
We studied hybrid seed formation, fully formed seed (seeds with a viable germ and well-developed endosperm) formation, seed germination, and development of seedlings, including vigorous ones as they are most viable and potentially more productive. The reliability of the results was confirmed by experimental data processing using mathematical and statistical processing methods [4, 5, 6, 8].
\nBased on the formulated research objectives, the expressiveness of traits in the researched grapevine gene pool was studied with the purpose of their subsequent use as gene resource pool and in hybrid progeny. Acquisitions were described according to the OIV Official List [1].
\nFourteen grapevine cultivars as initial forms along with 3704 hybrid seedlings obtained from 40 combinations of cyclic crossings were studied. The study and selection of seedlings were conducted based on the methodology developed by the Department of Breeding, Genetics and Ampelography of the “Magarach” Institute [11]. The degree of the manifestation of traits was coded [12]. The obtained primary data on the degree of manifestation of traits in original forms and hybrid seedlings was processed by methods of mathematical statistics [6]. Combinational ability, breeding value, and hypothetic heterosis [4, 8, 13] were estimated.
\nGenetic resources of cultivated plants with valuable biological characteristics, used for food production, ensure stable development and functioning of ecologically safe agricultural sector in conditions of constant changes in natural and climatic factors and social circumstances. Population growth and economic development of countries make significant changes in the living conditions of all organisms and ecological systems of the planet [14].
\nMobilization of genetic resources of grapes in ampelographic collections, as shown by scientists of many countries [15, 16, 17], plays an important role in the conservation and use of the gene pool of grapes. One of the important tasks of collecting and preserving the gene pool of the genus
Genetic resources of the grape of the “Magarach” Institute are collected in an ampelographic collection, one of the largest and oldest collections of grapes in the world, which was noted at international scientific forums and Internet sites [22]. The beginning of the formation of the collection dates back to 1814 and the existence of the “Magarach” Institute (1928) and coincides with the period of the beginning of collecting varieties of vine in Europe. The uniqueness of the collection of the Magarach Institute is that over two centuries it was replenished with samples from various vine-growing regions of the world, Europe, Asia, Africa, and North America, and most of them have survived to this day.
\nProceeding from the tasks of general and private ampelography as a branch of botany, the extensive gene pool of grapes in the collection of the “Magarach” Institute has been studied and studied for the purpose of classifying samples, based on their origin in different centers and their evolutionary variability. Continuous work in this direction made it possible, in particular, to clarify the classification of the Eurasian species of grapes
Samples of the ampelographic collection were studied not only as separate botanical species, differing in morphological and morphometric characteristics, for the purpose of forming botanical taxons but also as genetically formed and fixed in the genotype biological specificity, in particular resistance to stress factors of the biosphere.
\nThe analysis of the safety indices of the main and replacement buds, the degree of frost damage of the annual vine, as well as the restoration ability of the specimens of the samples of the collection showed that in the species of the genus
Analysis of varieties of grapes of interspecies origin showed that in hybrid varieties
Frost resistance of the grape samples of the ampelographic collection “Magarach” various origins.
Increased frost resistance is also possessed by some cultural representatives of the species
Varieties with increased resistance to frost. These are the cultivars
Varieties with poor frost resistance. These are the varieties
Not frost-resistant varieties. These are cultivars of the ecogeographical group
A comparative analysis of the regenerative capacity of bushes after the defeat of extreme winter frosts by groups of different origin showed (Figure 1) that the wildest species of the
Mildew resistance studies have shown that 27 species of the Vitaceae Lindley grape family possess the highest possible. The assessment of the degree of resistance was 9 points (Figure 2). Also the hybrids of
Mildew resistance of the grape samples of the ampelographic collection “Magarach” various origins.
In cultivars-hybrids
Less resistant varieties of complex interspecific origin have an average resistance score of 8.06. Varieties with maximum resistance of 9 points include ‘Antey Magarachsky’, ‘Bianka’, ‘Aurora’, ‘Golubok’, ‘Golden Muscat’, ‘Podarok Magaracha’, and ‘Tair’. Relatively resistant varieties with a degree of resistance of 7 points include ‘Agavam’, ‘Armalaga’, ‘Artages’, ‘Biruinz’, ‘Villar Blanc 12-375’), ‘Vostorg’, and ‘Citronny Magaracha’. For the varieties ‘AsmaMagaracha’, ‘Victoria’, ‘Druzhba’, and ‘Skorenskiy red’, the degree of resistance was 5 points.
\nThe average resistance score for cultivars of
Relative resistance to the pathogen is noted in some local varieties like ‘Chausch black’, ‘Chilar’, ‘Chinuri’, ‘Chol Ber’, ‘Shaani white’, ‘Shaani black’, ‘Aygesard’, ‘Bayan shirei’, ‘Varyushkin’, ‘Tresso black’, ‘Vereya’, ‘Chersonesus’, ‘Hindogny’, and ‘Tsolikouri’, whose resistance levels were 7 points, and varieties ‘Chausch white’, ‘Albilo Crimean’, ‘Mattrassa’, ‘Misket Cherven’, ‘Sabash’, whose resistance level to mildew was 5 points.
\nBotanical diversity of grapes culture, reflected in the classification and taxonomy of varieties and forms of the grape Vitaceae family, reflects the process of natural evolution and natural and artificial selection. Scientists in various countries in the eighteenth to twentieth centuries carried out a grandiose work that made it possible to differentiate representatives of the Vitaceae family in botanical taxons. The conducted researches established that all this botanical variety of the Vitaceae family was formed in different centers of origin of the grape culture on the planet. Depending on the abiotic conditions in the centers of origin of culture, a genome was formed in the form of individual botanical taxa in particular within genera and species differentiated in resistance to abiotic stress factors. Biotic conditions in these same centers of origin formed the genome in the form of the same individual botanical taxa, within the genera and types of grapes as a host plant, differentiated by resistance to biotic stress factors and the pathogen gene in the process of conjugate evolution. In the end result, samples of grapes were formed in each separate center of origin of the culture, differentiated not only according to botanical characteristics but also on a set of biological characteristics, in particular, resistance to biotic and abiotic stress factors of the biosphere, as frost and mildew resistance.
\nSpeciation, specifically the formation of the species
Grapevine, like any plant species defined botanically as an independent hierarchical unit, has its own habitat [23], which, in turn, embraces individual foci of origin [24].
\nFor each agricultural crop, including grapevine, both habitats of varieties in commercial cultivation and foci of origin of different botanical forms are determined [3]. Such varieties make up the commercial assortment of a crop, and botanical forms constitute the family of Vitaceae [25, 26]. The objective of this research was to establish genetically determined regularities governing resistance to pathogens in grapevine based on accessions from different foci of origin and newly bred forms obtained via sexual hybridization [27].
\nA considerable amount of research into the capacity of hybridization in grapevine and the inheritance of characteristics, including resistance to mildew, oidium, and gray rot in the F1 progeny, has been done in the “Magarach” Institute. Regularities governing the expression of the biological specificity of the capacity of hybridization or the inheritance may be either general or particular; one can speak about either general biological regularity, the nature of the combining ability of two definite forms of grapevine, or the possibility to observe a certain degree of the expression of the characteristic in the F1 progeny.
\nEcogeographical foci of origin of initial forms, the interrelationships of these foci with the origin of individual groups of forms which may be grouped into botanical taxa, the degree of genetic relatedness of forms obtained via inbred and distant hybridization, the resistance of initial forms to a given pathogen, the presence of forms with different levels of resistance (assessed by use of a numerical scale) in the progeny, and the average resistance scores across the population may serve as the key elements in considering different approaches in attempting to examine the outcome of breeding varieties and forms of any crop, including grapevine, for resistance to pathogens. All this helps investigate the genetics of the inheritance of resistance. The results obtained may be interpreted from a standpoint of the abovementioned approaches, e.g., a genetic formula of initial forms may be described, these initial forms may be assessed as sources and/or donors of the characteristic in question, and the effectiveness of the transmission of the characteristic during hybridization with definite individual forms may be determined. The influence of abiotic factors on the effectiveness of the capacity of hybridization in grapevine and the effectiveness of the transmission of characteristics to the progeny has not been studied so far.
\nIn order to develop breeding programs, including those aimed to achieve grape varieties resistant to pathogens, we need to know the biological peculiarities of the plant and the specificity of desired characteristics. Breeding grape varieties for resistance to biotic factors may require consideration of the biology and ecogeographical origin of the pathogens in question.
\nThough the causing agents of mildew, oidium, and gray rot are all fungi, they do differ biologically.
Nevertheless, the results obtained indicate that the nature of the inheritance of resistance to these pathogens in grapevine seems to be identical despite the fact that they differ in biological characteristics and the form of host-pathogen relations (obligate/facultative, pathogenic/saprophyte types). Neither was the inheritance of resistance affected by the feeding patterns of the pathogens. Therefore, in developing programs of breeding grape varieties with resistance to the pathogens, their biological peculiarities need not be taken into account, and also attempts may be made to combine resistance to all three diseases in one genotype. Results highlighting these conclusions are shown in Tables 1 and 2.
\nResistance scores of | \n||||
---|---|---|---|---|
Initial forms | \nF1 | \n|||
Female parent | \nMale parent | \nMildew | \nOidium | \nGray rot | \n
5 | \n3 | \n4.0 | \n4.0 | \n3.9 | \n
-”- | \n2 | \n3.4 | \n3.7 | \n2.8 | \n
-”- | \n1 | \n2.6 | \n2.7 | \n2.8 | \n
4 | \n4 | \n3.7 | \n4.0 | \n3.8 | \n
-”- | \n3 | \n3.5 | \n3.7 | \n3.5 | \n
-”- | \n2 | \n3.4 | \n3.4 | \n3.1 | \n
-”- | \n1 | \n3.0 | \n3.1 | \n2.3 | \n
3 | \n5 | \n4.3 | \n3.9 | \n4.1 | \n
-”- | \n4 | \n3.8 | \n3.6 | \n3.7 | \n
-”- | \n3 | \n3.4 | \n3.1 | \n3.0 | \n
-”- | \n2 | \n3.3 | \n2.9 | \n2.7 | \n
-”- | \n1 | \n2.5 | \n2.2 | \n2.3 | \n
2 | \n5 | \n4.4 | \n3.3 | \n3.6 | \n
-”- | \n4 | \n3.6 | \n3.4 | \n3.1 | \n
-”- | \n3 | \n3.4 | \n2.9 | \n3.0 | \n
-”- | \n2 | \n2.1 | \n2.3 | \n2.3 | \n
-”- | \n1 | \n2.0 | \n1.9 | \n1.8 | \n
1 | \n4 | \n3.6 | \n3.4 | \n3.3 | \n
-”- | \n3 | \n2.9 | \n3.0 | \n2.3 | \n
Effect of resistance of initial forms of grapevine to pathogens on the inheritance of the characteristic in the F1 progeny.
Cross-combination | \nResistance scores of F1 | \n||
---|---|---|---|
Mildew | \nOidium | \nGray rot | \n|
‘Nimrang’ × ‘Magarach 124-66-26’ | \n3.1 | \n2.2 | \n3.1 | \n
‘Madeleine angévine’ × ‘Magarach 124-66-26’ | \n4.8 | \n3.0 | \n3.1 | \n
‘Queen of vineyards’ × ‘Magarach 124-66-26’ | \n2.8 | \n2.9 | \n3.5 | \n
‘Plechistik’ × ‘Magarach 124-66-26’ | \n2.9 | \n3.2 | \n2.6 | \n
‘Tachly’ × ‘Seyve Villard 20366’ | \n3.3 | \n3.0 | \n2.2 | \n
‘Seyve Villard 20365’ × ‘Italia’ | \n4.9 | \n3.3 | \n3.7 | \n
‘Magarach 4-68-25’ × ‘Krymskaya Zhemchuzhina’ | \n4.0 | \n2.8 | \n4.0 | \n
‘Seyve Villard 12283’ × ‘Sverkhrannii bessemyannyi Magarachа’ | \n4.3 | \n3.9 | \n3.0 | \n
‘Kefessia’ × ‘Antaeus magarachskii’ | \n2.5 | \n3.3 | \n2.1 | \n
‘Plechistik’ × ‘Antaeus magarachskii’ | \n2.6 | \n3.4 | \n2.8 | \n
Comparative inheritance of resistance to different pathogens of grapes.
The data in Table 1 indicates that resistance of initial forms and their combining ability are the principal factors underlying resistance of the progeny. Another finding is that the outcome is not affected by using initial forms with better resistance as the male or the female parent.
\nThe possibility to achieve resistance to a set of pathogens has been viewed differently in the beginning of grape breeding activities. Some researchers favored the possibility of breeding simultaneously for a set of desired characteristics, while others suggested breeding for resistance to a certain pathogen followed by subjecting the intermediate cross to saturation hybridization, which added resistance to the second element of the set, etc., in a stepwise fashion. The advent of complex infection backgrounds has enabled the breeder to assess the newly bred genetic resources for resistance to a set of pathogens and to confirm that hybrids with resistance to the set of the pathogens in question have been achieved provided the appropriate choice of initial forms. Data in Table 2 shows regularities governing the inheritance of resistance to the set of the pathogens in question in grapevine.
\nTable 2 highlights the inheritance of resistance to three pathogens in grapevine, in which pathogens differ in their biological characteristics and host-pathogen relations and are capable, during the vegetation period, to compete at the infection stage. Nevertheless, the fact that a number of populations exist, such as ‘Nimrang’ × ‘Magarach 124-66-26’, ‘Plechistik’ × ‘Magarach 124-66-26’, and ‘Plechistik’ × ‘
In a study of regularities governing the inheritance of resistance to various pathogens in grapevine, both theoretical peculiarities and practical aspects of their use need to be taken into account. It appears that they should be viewed in terms of the possibility to achieve definite forms of grapevine with resistance to a set of pathogens and to reproduce the results achieved in repeated crossings provided the use of the same initial forms. The understanding of such regularities remains incomplete since grapevine is a complex heterozygous organism. However, for a number of individual characteristics, including resistance to definite pathogens, certain results have been obtained and expressed as the scores of a universal numerical scale.
\nNatural selection reigns in the plant kingdom, and new forms of a given crop may emerge and become established in plant communities. It is highly probable that mutations or events of natural hybridization give rise to such forms. New forms of both types arise due to a change in forms of a crop within one botanical species, in which the forms, as a rule, grow geographically isolated from other species of a given crop. That is why the richest diversity of grapevine known prior to the 1860s when the first purposeful crossing of two forms of the crop took place should be viewed as the outcome of formication within individual species which, in turn, come from the European-Asian, North American, South American, or East Asian foci of origin of grapevine.
\nOver centuries of coevolution, grapevine, phylloxera, and the causing agents of mildew, oidium, and gray rot have been subject to slow permanent changes, leading to an increased virulence of the pest and the pathogens and to the development of defense reactions by the crop. This long-term process has brought about the emergence of stable forms of grapevine. Scientists stated that resistant forms emerge as a result of coevolution of the host plant and the pathogen, and that is why they should be searched for in the birthplace of the latter [28, 29, 30].
\nThe successful implementation of breeding programs aimed to achieve varieties of the future envisages, as an indispensable prerequisite, the involvement of the global genetic resources of an agricultural crop into the breeding process. The diversity of the global genetic resources suggests the possibility in combining properties inherent in species formed at different ecogeographical conditions in one genotype.
\nThe use of a species for breeding purposes means that the entire diversity of a species in a habitat needs to be collected and studied. Forms should be collected in sufficiently large quantities to enable studies of the variation of the species for characteristics in question and the ability of forms to transmit them to the progeny.
\nBreeding new generations of grape varieties distinguished for excellent quality of the fruit and good yielding capacity and also resistant to major diseases and pests of the crop is an important task throughout the viticulture world. In the absence of artificial infection backgrounds which help the breeder test resistance of the grape genetic resources to definite pathogens, resistant varieties and forms can be revealed against natural epiphytotics.
\nThe grape plant, as a biological object, exists and develops in the biosphere, being in permanent contact with and affected by biotic and abiotic factors. Careful consideration is given to the effects of biotic factors on development of a plant organism, including grapevine, due to the specific nature of the phenomenon, the essence of which lies in the fact that two biological objects, the host plant and the pathogen, change as affected by each other and abiotic factors.
\nThe fact that variation of biological objects is governed by the abovementioned regularities enables evolutionary models to be built. Besides, and this is of no less importance, this knowledge can be applied in purposeful creation of forms of a crop which possess a desired set of useful characteristics, including resistance to pathogens. The expression of such characteristics must be high enough to allow cultivation of these forms in the field without appropriate protection measures.
\nGrapevine may be attacked by pests and diseases whose causing agents are of different natures: viruses, bacteria, and fungi. The biology and the life cycle of the fungi
Different degrees of resistance to the causing agents of the abovementioned diseases in individual grape varieties suggest that purposeful breeding of varieties is possible which combines resistance to the set of the pathogens in question and other desired economical characteristics in their genotypes. To this end, we need to know regularities governing the capacity for hybridization of various initial forms and the inheritance of characteristics, including resistance to pathogens, in the F1 progeny. Since grapevine is a vegetative propagated crop, we may limit our studies of the inheritance of characteristics to the F1 progeny, and the transmission of characteristics to the progeny is governed both by the capacity for hybridization of initial forms and their combining ability, which determine the transmission of a characteristic to the progeny and the degree of its expression in the F1 hybrids.
\nA number of regularities governing the expression of resistance to
Evidence was also gained in support of the theory suggesting that forms of grapevine with resistance to pathogens emerge only in the course of long-term coevolution of the biological objects. That is why the search for forms of grapevine with resistance to the given pathogens, which remains important today, should be based on that principle.
\nIn conclusion, it should be mentioned that basic principles of grape breeding were established and confirmed by the findings arising from the search of initial forms of grapevine and by the highlighted regularities governing the inheritance of resistance to pathogens in grapevine. Breeding for resistance to pathogens was viewed as a specific target without respect to other desired characteristics since this issue was tackled with an aim to determine breeding and genetic regularities of the process and, for the first time, in terms of the interaction of two biological objects, the host plant and the pathogen, each with its own variation and evolutionary patterns.
\nIn this stage of scientific knowledge and expertise, the concept of evolutionary development of the flora on Earth is based on the existence of certain centers of origin of cultivated plant species, including grapes [24]. A fundamental contribution to the development of the theory of centers of origin was made by Vavilov [31]. Negrul has further developed this theory [32], highlighting the ecological and geographical areas forming the autochthonous grape varieties. These varieties form separate ecogeographical groups of autochthonous grape varieties. The “Black Sea” area is one of such ecogeographical zones, where autochthonous grape varieties are formed [33]. Within the bounds of this zone, modern scientists have identified specific subcenters of origin of the grapes, one of them being Crimea [21, 34], where relict endemic wild forest vines exist to date. This resulted in the formation of a specific set of autochthonous grape varieties with characteristic biological features in the Crimea, due to which they are used in the breeding programs developed by the “Magarach” Institute [3].
\nIt should be noted that the process of breeding new varieties, as a rule, involves analysis of the combining ability of the initial forms with regard to the inheritance of the degree of trait expression in the progeny. At the same time, it has to be kept in mind that in the course of generative hybridization, the formation of a germ and seeds, along with hybridization efficiency, differs between various initial forms, and we can assume that this is a genetically predetermined feature. Therefore, the autochthonous grape varieties of the Crimea are characterized by specific crossability that has become part of their DNA in the process of natural evolution. The present work focuses on the analysis of this phenomenon.
\nIt is known that the majority of the Crimean local grape varieties has a functionally female flower type and is, therefore, not resistant to the biotic and abiotic environmental factors. This affects the stability of fertilization and vine yielding capacity. It is possible to increase the adaptive capacity of the Crimean local grape varieties not only by the selection method but by the hybridization method as well. It is worthwhile to evaluate the hybridization efficiency of the Crimean autochthonous grape varieties, which, first and foremost, require determining the parameters, based on which such studies may be performed. The formation of a new genotype of a plant consists of two principal stages: (1) hybridization, to include formation of berries and seeds, and (2) the development of seedlings and of their vegetative propagation later on.
\nAccording to the earlier data, the berry formation in different breeding combinations is characterized by biological traits of the initial female plant, while it is not dependent on the male form, which has been supported by the number of berries per bunch of a cross-combination. Therefore, there is no need to consider the number of bunches and berries per bunch in the further study of grape crossing capacity. When assessing crossing capacity, it is more important to pay attention to the number of the formed seeds, including the fully formed ones, as compared to the number of berries with formed seeds, and to the number of seedlings obtained in the end of the process, including the vigorous ones.
\n8096 hybrid seeds were obtained as a result of the crosses. As can be seen from the data presented in Table 3, which characterize the extreme contrasts among the obtained results, the greatest number of seeds was formed in combinations with ‘Muscat Jim’ as female form, from 853 to 546 seeds, and the minimum number was formed in the combination of ‘Krona’ × ‘Krasen’ (3 seeds).
\nCrossbreeding combinations | \nNumber of hybrid seeds | \nFully formed seeds, % | \nGerminating capacity of hybrid seeds, % | \nNumber of seedlings in a combination | \nNumber of vigorous seedlings | \nVigorous seedlings, % | \n|
---|---|---|---|---|---|---|---|
Female form | \nMale form | \n||||||
‘Muscat Jim’ | \n‘Kokur Belyi’ | \n853 | \n95 | \n47 | \n403 | \n47 | \n12 | \n
‘Muscat Jim’ | \n‘Shabash’ | \n549 | \n95 | \n46 | \n250 | \n18 | \n7 | \n
‘Kok Pandas’ | \n‘Sauvignon vert’ | \n478 | \n48 | \n32 | \n153 | \n1 | \n1 | \n
‘Kok Pandas’ | \n‘Aurora Magaracha’ | \n376 | \n93 | \n60 | \n224 | \n1 | \n1 | \n
‘Magarach № 31-77-10’ | \n‘Kokur Belyi’ | \n216 | \n81 | \n48 | \n104 | \n14 | \n13 | \n
‘Kefessia’ | \n‘Rubinovyi Magaracha’ | \n161 | \n97 | \n63 | \n101 | \n5 | \n5 | \n
‘Kefessia’ | \n‘Bastardo Magaraci’ | \n65 | \n98 | \n65 | \n42 | \n3 | \n7 | \n
‘Sary Pandas’ | \n‘Chardonnay’ | \n88 | \n98 | \n73 | \n64 | \n0 | \n0 | \n
‘Sary Pandas’ | \n‘Citronnyi Magaracha’ | \n33 | \n55 | \n82 | \n27 | \n1 | \n4 | \n
‘Krona’ | \n‘Rubinovyi Magaracha’ | \n71 | \n94 | \n56 | \n40 | \n6 | \n15 | \n
‘Krona’ | \n‘Citronnyi Magaracha’ | \n48 | \n88 | \n58 | \n28 | \n4 | \n14 | \n
‘Krona’ | \n‘Alminskyi’ | \n10 | \n90 | \n60 | \n6 | \n1 | \n17 | \n
Crossability efficiency of the Crimean autochthonous varieties with varieties of different origins.
On average, fully formed seeds accounted for 85%, while the number of fully formed seeds in ‘Krona’ variety in three cross-combinations reached up to 100%. Less than mean value, from 80 to 46% of fully formed seeds were formed in almost all backcrosses involving ‘Kok Pandas’ as the female form. Above-average percentage of fully formed seeds was observed in populations of ‘Kefessia’ × ‘Rubinovyi Magaracha’ and ‘Kefessia’ × ‘Bastardo Magaraci’, 97% and 98%, respectively. Seed germination analyses revealed the lowest percentage in cross-combinations of ‘Kok Pandas’ with ‘Sauvignon vert’ (32%), ‘Chardonnay’ (41%), and ‘Rkatsiteli’ (46%). Seed germination in combinations of ‘Kok Pandas’ with interspecific varieties of ‘Aurora Magaracha’ and ‘Riesling Magaracha’ made 60%. The maximum viability was observed in the seeds of ‘Sary Pandas’ variety in combinations with interspecific male forms of ‘Citronnyi Magaracha’ (82%) and ‘Riesling Magaracha’ (78%). A lower percentage of germination was observed in cross-combinations of ‘Sary Pandas’ × ‘Sauvignon vert’ (76%) and ‘Sary Pandas’ × ‘Chardonnay’ (73%). The average seed germination value for all the populations was rather high and reached up to 51.2%.
\nAs a result, we were able to grow 4143 seedlings, out of which only 258 were vigorous (16.7%). Of particular interest in terms of this indicator was the combination of ‘Krona’ × ‘Alminskyi’ (17%) and ‘Krona’ × ‘Rubinovyi Magaracha’ (15%). Of similar powerful growth force were seedlings in the populations of Magarach № 31-77-10 × ‘Gevat Kara’ (14%) and Magarach № 31-77-10 × ‘Kokur White’ (13%). We were not able to single out any vigorous seedlings in combinations of ‘Sary Pandas’ × ‘Chardonnay’, ‘Sary Pandas’ × ‘Pervenets Magaracha’, ‘Kok Pandas’ × ‘Aurora Magaracha’, ‘Kok Pandas’ × ‘Spartanets Magaracha’, ‘Kok Pandas’ × ‘Citronnyi Magaracha’, and ‘Kok Pandas’ × ‘Rkatsiteli’. The average number of vigorous seedlings in all populations was 6.2%.
\nThe crossability efficiency of the grapes as to the formation of fully formed seeds and their germination capacity with the resulting vigorous seedlings is determined primarily by the use of a particular female form in a cross and its ripening period. In the present study all the female forms had an average ripening period, which provided a sufficiently high percentage of germination. To analyze the effect on the viability of the offspring, we took six initial female forms, which were cyclic crossed with male forms, and grouped them into unified complexes (Table 4). The number of seeds produced in these crosses fluctuated significantly from 484 seeds for ‘Krona’ to 2668 seeds for ‘Kok Pandas’. The average sample value was 188.3 of hybrid seeds, while the coefficient of variation for the populations made 38 of seeds. At the same time, the percentage of fully formed seeds out of their total number in cross complexes fluctuated insignificantly, from 87.3% (for ‘Sary Pandas’) to 95.2% (for ‘Kefessia’), with the exception of ‘Kok Pandas’, which showed 67.9%, as evidenced by the excess of the variation coefficient. The mean value for seed germination capacity in all the complexes made 58.9%. The greatest number of vigorous seedlings was observed in female forms of Magarach № 31-77-10 (13.5%), ‘Krona’ (10.2%), and ‘Muscat Jim’ (10%). ‘Kok Pandas’ produced the lowest percentage of vigorous seedlings that amounted to 1.1%. In all the populations, the vigor of seedling growth varied considerably, with its rate reaching up to 78.7%.
\nFemale form, | \nHybrid seeds, pieces | \nFully formed seeds, % | \nGerminating capacity of hybrid seeds, % | \nVigorous seedlings, % | \n
---|---|---|---|---|
‘Magarach № 31-77-10’ | \n768 | \n90.0 | \n50.0 | \n13.5 | \n
‘Krona’ | \n464 | \n93.9 | \n61.5 | \n10.2 | \n
‘Muscat Jim’ | \n2207 | \n94.7 | \n46.0 | \n10.0 | \n
‘Kefessia’ | \n1208 | \n95.2 | \n60.1 | \n5.2 | \n
‘Sary Pandas’ | \n781 | \n87.3 | \n68.9 | \n4.8 | \n
‘Kok Pandas’ | \n2668 | \n67.9 | \n50.0 | \n1.1 | \n
\n\n | \n188.3 | \n87.1 | \n58.9 | \n6.1 | \n
σ | \n214.6 | \n14.9 | \n10.2 | \n4.8 | \n
V | \n38.0 | \n17.1 | \n17.3 | \n78.7 | \n
The effect of maternal forms on crossability.
From the analysis of the obtained data, we may conclude that ‘Krona’ produced the least number of hybrid seeds that came up to 484, 10% of them produced vigorous seedlings, while ‘Kok Pandas’, although having formed the highest number of fully formed seeds amounting to 2668, showed the smallest percentage of vigorous seedlings (1.1).
\nIn combination of crosses of
As can be seen from the data, the mean value for the obtained hybrid seeds made 116 (Table 5). The lowest number of seeds was obtained in cross-combinations, where ‘Podarok Magaracha’ was the male form (18 seeds). The greatest number of seeds was observed in crosses with ‘Riesling Magaracha’ (754 seeds). The number of fully formed seeds out of their total amount was high enough and ranged from 69.5% for ‘Pervenets Magaracha’ to 95.3% for ‘Riesling Magaracha’. The analyzed crosses were also characterized by a sufficiently high percentage of seedlings from fully formed seeds, which varied in the range from 56.0 to 63.3%, while all the indicators of seed germination were within the variation coefficient (13.1). The number of the obtained vigorous seedlings varied significantly (up to 83.6%).
\nMale form, | \nHybrid seeds, pieces | \nFully formed seeds, % | \nGerminating capacity of hybrid seeds, % | \nVigorous seedlings, % | \n
---|---|---|---|---|
‘Alminskyi’ | \n72 | \n94.0 | \n64.0 | \n11.0 | \n
‘Podarok Magaracha’ | \n18 | \n72.0 | \n56.0 | \n10.0 | \n
‘Pamyati Golodrigi’ | \n52 | \n93.0 | \n61.4 | \n9.5 | \n
‘Granatovyi Magaracha’ | \n62 | \n89.5 | \n59.5 | \n6.0 | \n
‘Antey Magarachsky’ | \n155 | \n90.5 | \n58.0 | \n5.0 | \n
‘Aurora Magaracha’ | \n422 | \n93.0 | \n62.5 | \n5.0 | \n
‘Krasen’ | \n168 | \n90.3 | \n62.3 | \n4.0 | \n
‘Riesling Magaracha’ | \n754 | \n95.3 | \n61.7 | \n3.7 | \n
‘Citronnyi Magaracha’ | \n456 | \n77.3 | \n63.3 | \n3.5 | \n
‘Spartanets Magaracha’ | \n534 | \n82.0 | \n58.5 | \n3.5 | \n
‘Pervenets Magaracha’ | \n209 | \n69.5 | \n60.5 | \n1.0 | \n
\n\n | \n116 | \n86.4 | \n61.2 | \n5.5 | \n
σ | \n136 | \n13.2 | \n8.0 | \n4.6 | \n
V | \n117 | \n15.3 | \n13.1 | \n83.6 | \n
The effect of paternal forms of interspecific origin on the crossing capacity.
The greatest number of vigorous seedlings was produced from combinations with the following varieties—‘Alminskyi’ (11.0%), ‘Podarok Magaracha’ (10.0%), and ‘Pamyati Golodrigi’ (9.0%). The values of the rated indicator for ‘Granatovyi Magaracha’, ‘Antey Magarachsky’, and ‘Aurora Magaracha’ varieties did not differ substantially from the mean in the sampling (5.5%). The smallest number of vigorous seedlings was observed in combinations with ‘Pervenets Magaracha’ (1.0%).
\nFrom the analysis of the obtained data, we can conclude that ‘Podarok Magaracha’, ‘Alminskyi’, and ‘Pamyati Golodrigi’ form a small number of seeds but can be reasonably used in crosses with the Crimean autochthonous grape varieties to produce vigorous seedlings. ‘Pervenets Magaracha’, on the contrary, does not transfer the powerful growth force to its progeny in these combinations.
\nTo analyze the crossing capacity of the Crimean indigenous grape varieties, we carried out interspecific hybridization within
Male form, | \nHybrid seeds, pcs. | \nFully formed seeds, % | \nGerminating capacity of hybrid seeds, % | \nVigorous seedlings, % | \n
---|---|---|---|---|
‘Kokur Belyi’ | \n1069 | \n88.0 | \n47.5 | \n12.5 | \n
‘Gevat Kara’ | \n1357 | \n96.5 | \n48.5 | \n12.5 | \n
‘Rubinovyi Magaracha’ | \n232 | \n95.5 | \n59.5 | \n10.0 | \n
‘Bastardo Magaraci’ | \n112 | \n99.0 | \n66.0 | \n8.5 | \n
‘Shabash’ | \n549 | \n95.0 | \n46.0 | \n7.0 | \n
‘Rkatsiteli’ | \n511 | \n77.0 | \n59.7 | \n4.3 | \n
‘Sauvignon vert’ | \n681 | \n80.3 | \n56.0 | \n3.7 | \n
‘Chardonnay’ | \n683 | \n86.0 | \n55.7 | \n3.0 | \n
\n\n | \n649 | \n88.3 | \n54.9 | \n7.7 | \n
σ | \n409 | \n7.8 | \n7.0 | \n3.8 | \n
v | \n63 | \n9.0 | \n12.8 | \n49.7 | \n
The effect of V. vinifera male forms on crossability.
As a result, the largest number of seeds was obtained from crossings with ‘Kokur White’ (1069 seeds), while the lowest number was obtained from crosses with ‘Bastardo Magaraci’ (112 seeds). The mean value of the resulting seeds made 649, with a slight variation coefficient in all the populations, which made 63. The standard deviation of the obtained hybrid seeds showed quite a considerable variation of 409. The percentage of fully formed seeds (seeds with a viable germ and well-developed endosperm) in variations made an average of 88.3%. ‘Bastardo Magaraci’ (99%) and ‘Rkatsiteli’ (77%) showed extreme values, which exceeded the variation coefficient as compared to the average value. As to the seed germination capacity, the hybrid varieties can be divided into two groups by reference to the mean value. The germination capacity of hybrid seeds obtained from crosses with ‘Shabash’, ‘Kokur belyi’, and ‘Gevat Kara’ was less than the average in variations of 54.9%; for the remaining species of
Assessing male forms as to the transfer of the powerful growth force feature to the offspring, it may be noted that the largest number of vigorous seedlings was obtained in combinations with ‘Kokur Belyi’ and ‘Gevat Kara’ (12.5%). The mean values, 7.7% for variations, were exceeded by ‘Rubinovyi Magaracha’ (10.0%) and ‘Bastardo Magaraci’ (8.5%). The smallest percentage of the vigorous seedlings was observed for ‘Chardonnay’ (3.0%).
\nBy comparing the impact on crossability of the Crimean autochthonous grape varieties of different male forms represented by varieties of
The observed variation coefficients of crossability indicators as to the formation of hybrid seeds obtained from intraspecific crosses within the species of
The analysis of the studied cross-combinations allowed concluding that as a result of crossings within the species of
Thus, we were able to establish the genetically determined specificity of the crossability of the Crimean autochthonous grape varieties. By all crossability indicators of the Crimean autochthonous grape varieties, the variability was lower within the species of
In the middle of the twentieth century, there existed the so-called model of ideal variety of a grapevine—a concept that comprised the ultimate complex of the desired basic phenological and agrobiological characteristics in varieties that were to be cultivated on a vineyard [35]. But global and local climatic changes along with the change in biosphere conditions demanded creation of new cultivars, in particular in viticulture [36]. The global problem was not only to preserve the grapevine gene pool diversity but also to breed new grapevine cultivars that would correspond to modern conditions of biosphere [37].
\nScientists in different countries discuss the problem and methods of creating a new genotype with given parameters [27], including the one on the basis of modeling [38]. A program for immunobreeding “Analogue” that is based on models of new grapevine cultivars was developed [39] and is being implemented at the “Magarach” Institute. The program aims to improve the efficiency of grape breeding and to achieve varieties, whose characteristics would be distinguished for genuine novelty. The breeding objective of the program is the development of new grape cultivars that would combine resistance to a variety of pests, diseases, and unfavorable environmental factors and would, at the same time, produce fruit of the quality comparable to the best samples of the existing international analogues. To achieve this, new baseline material is searched for, accumulated in collections, studied, and involved in generative hybridization.
\nThanks to the existence of individual species of grapevine with peculiar traits of interest, and in pursuit of the increased heterogeneity of grapes under commercial cultivation, the grape breeding program “Analogue” aims at developing a new generation of grape cultivars based on the initial forms obtained from different centers: the European center (
The suggested concept of the models is based on 16 most desired selection traits that are used for the replenishment of the selection database, selection of the original forms for crossbreeding, evaluation of the selected hybrid forms, and multivariate analysis. Presently, the models of table grapevine cultivars are implemented in new varieties [3]. Using the developed models for the creation of new cultivars will help solve ecological problems in the vineyards, ensure high economic effectiveness of winegrowing, and receive grape cultivars for different purposes.
\nThe basic signs defining phenotype and breeding value of genotypes (Table 7) are included in a model of a table grapevine variety. Varieties are distributed based on ripening time: super early (less than 105 days); very early (105–115 days); early (115–130 days); middle (130–140 days); and late (more than 140 days).
\nRipening time | \nSuper early | \nVery early | \nEarly | \nMiddle | \nLate | \n
---|---|---|---|---|---|
9 | \n7 | \n5 | \n3 | \n1 | \n|
Berry weight | \n5 | \n7 | \n9 | \n7 | \n5 | \n
Bunch weight | \n5 | \n7 | \n9 | \n7 | \n5 | \n
Berry shape | \n3 | \n5 | \n7 | \n9 | \n3 | \n
Berry coloration | \n9 | \n7 | \n5 | \n3 | \n1 | \n
Model of a table grapevine cultivar according to the expression of phenotype traits.
Legend. Sign expression in points: Berry weight: 5 points, 6 g; 7 points, 8 g; 9 points, more than 10 g; Bunch weight: 5 points, 500 g; 7 points, 800 g; 8 points, 1000 g; 9 points, more than 1200 g; Berry shape: 3 points, rounded; 5 points, egg-shaped; 7 points, cylindrical; 9 points, elongated-elliptic; Berry coloration: 1 point, blue-black; 3 points, violet; 5 points, red; 7 points, pink; 9 points, yellow-green.
Since botanical, phenological, morphological, agrobiological, economic, physiological, and other signs are measured in different units and scales, it is necessary to formulate appraisal of trait manifestation in points. In other words, it is necessary to translate the quantitative and qualitative data into a uniform system. For this purpose the scope of a sign variation in the investigated set of cultivars was subdivide into 5 gradations with an interval of 2 (1, 3, 5, 7, and 9). The minimum value of the attribute is code 1, while the maximum is code 9. The presented model mapped genetic regularities of the maximum score in transgress hybrids. Formation of the maximum score is carried out based on quantitative (weight of a berry and that of a bunch) and qualitative (shape and color of a berry) attributes that are associated with the ripening times.
\nThe conducted hybridological analysis and mathematical and statistical processing of the experimental data highlighted the most valuable combinations of crosses on complex inheritance of phenotypic traits of elegance with a bias toward early ripening (Table 8).
\nCrossing combination | \nRipening time | \nBerry weight | \nBunch weight | \nBerry shape | \nBerry coloration | \n
---|---|---|---|---|---|
‘Flora’ × ‘Rishel’e’ | \n43.9 | \n33.7 | \n10.3 | \n43.9 | \n39.8 | \n
‘Flora’ × ‘Cardinal’ | \n12.4 | \n0.0 | \n10.3 | \n0.0 | \n45.4 | \n
‘Flora’ × ‘Find of Mariupol’ | \n100 | \n20.0 | \n20.0 | \n40.0 | \n100.0 | \n
‘Talisman’ × ‘Cardinal’ | \n9.1 | \n100.0 | \n50.0 | \n0.0 | \n40.9 | \n
‘Talisman’ × ‘Kodryanka’ | \n11.3 | \n100.0 | \n51.0 | \n0.0 | \n30.2 | \n
‘Present to Zaporozhye’ × ‘Rishel’e’ | \n63.9 | \n84.8 | \n20.0 | \n9.8 | \n25.6 | \n
‘Present to Zaporozhye’ × ‘Cardinal’ | \n10.9 | \n84.6 | \n20.0 | \n0.0 | \n32.0 | \n
‘Flamingo’ × ‘Rishel’e’ | \n11.5 | \n8.0 | \n8.0 | \n0.0 | \n23.0 | \n
‘Flamingo’ × ‘Arcadia’ | \n9.8 | \n75.0 | \n25.0 | \n0.0 | \n38.2 | \n
Breeding value of grapevine populations (%).
Combinations of ‘Flora’ × ‘Rishel’e’ (43.9%), ‘Present to Zaporozhye’ × ‘Rishel’e’ (63.9%), and ‘Flora’ × ‘Find of Mariupol’ (100%) have the highest breeding value in terms of the ripening period. The degree of the hypothetical heterosis of the hybrid offspring as to this trait ranged from 0.6 to 66.7% (Table 9).
\nCrossing combination | \nRipening time | \nBerry weight | \nBunch weight | \nBerry shape | \nBerry coloration | \n
---|---|---|---|---|---|
‘Flora’ × ‘Rishel’e’ | \n5.7 | \n8.3 | \n1.9 | \n−1.9 | \n−2.3 | \n
‘Flora’ × ‘Cardinal’ | \n1.4 | \n63.0 | \n6.7 | \n35.0 | \n0.2 | \n
‘Flora’ × ‘Find of Mariupol’ | \n66.7 | \n9.3 | \n5.7 | \n−3.8 | \n0.0 | \n
‘Talisman’ × ‘Cardinal’ | \n0.6 | \n1.3 | \n8.8 | \n−4.5 | \n1.3 | \n
‘Talisman’ × ‘Kodryanka’ | \n8.9 | \n1.2 | \n12.1 | \n4.2 | \n−12.8 | \n
‘Present to Zaporozhye’ × ‘Rishel’e’ | \n34.7 | \n3.0 | \n−5.7 | \n−17.9 | \n−23.5 | \n
‘Present to Zaporozhye’ × ‘Cardinal’ | \n5.1 | \n5.5 | \n0.7 | \n−7.3 | \n−18.7 | \n
‘Flamingo’ × ‘Rishel’e’ | \n9.8 | \n7.3 | \n−14.4 | \n−3.1 | \n−7.5 | \n
‘Flamingo’ × ‘Arcadia’ | \n14.5 | \n−3.3 | \n−4.3 | \n2.7 | \n0.8 | \n
Hypothetical heterosis in grapevine populations (%).
Populations that include ‘Talisman’ variety show the highest breeding value of the inheritance of a big berry, reaching up to 100%. The high breeding value is due to the biological capacity of the ‘Talisman’ variety to generate a very big berry, the weight of which reaches up to 24 g, and a high degree of transmission of this trait to its progeny in populations.
\nHereby, the overall combining ability of the ‘Talisman’ variety influence on the increase of the berry weight in progeny as compared to the average indices of the original forms happens with a fairly low severity of 1.25%. Reverse causality between heterosis and breeding value is observed in combination of ‘Flora’ × ‘Cardinal’. In this case there is a zero degree of inheritance of giant berries; however, there is a significant (63%) superiority of the hybrid progeny over the average index of a berry weight, characteristic of both parents.
\nThe breeding value of the inheritance of a bunch weight in represented populations ranged from 8 to 51%. It should be noted that the highest conjugate of the studied traits is observed between the weight of a berry and the weight of a bunch and a distinctive relationship is observed in crosses with ‘Talisman’ variety. Populations, in which this variety participates, produce about 50% progeny forms with a very big bunch.
\nIn this study preference was given to the elongated oval-shaped berries. However, very early-ripening cultivars mainly produce a rounded berry. Apparently, this feature is associated with the biological specificity of the berry formation and the origin of table grapes
The main objective of a plant is to generate progeny and in the case of grapes to produce seeds. It is known that very early-ripening cultivars have zero seed germination due to the insufficient formation of a normally developed embryo and endosperm, while the seeds of the average ripening period cultivars have the highest viability. It is possible that the genetic correlation between the shape and weight of berries and the ripening period is due to the biological dependence of the length of the vegetation period and formation of a sufficient amount of biochemical compounds. However, the studied hybrid progeny has a high degree of heterozygosity. Initial forms of interspecific origin represent at least 5 generations and have more than 50 ancestors. The oval shape of a berry is intermediate between the round and cylindrical forms. Therefore, in the process of breeding early-ripening cultivars with oval berry shape, there is a sufficiently high degree of probability to obtain hybrids with this berry shape. The most valuable populations in this case were obtained by crossing with ‘Flora’ cultivar, specifically 40–43.9%, in the genotype of which ‘Khusaine Belyi’ genes are present.
\nBerry color is a sign closely related to the preservation of grapes. The higher the percentage of anthocyans (phenolic compounds) in the skin of the berries, the longer is the period during which they can be preserved. The economic value of this feature increases with the elongation of the vegetation period. Very early-ripening varieties do not require long-term storage, as fresh grapes are sold without storage and are in high demand. With the increase in the vegetation period, however, the potential yield of varieties increases, along with their competitiveness. Thus, it develops the need for a short-term storage of early varieties, smoothly developing into the long-term storage of late varieties. Therefore, the model of a table variety displays the optimal berry coloration resulting from the content of anthocyans (phenol compounds) and aroma compounds [30], associated with the ripening period and storage duration.
\nAccording to the existing genetically determined pattern, the dark color of a berry dominates over a lighter color. Using this pattern has created a population with sufficiently high breeding value of 23–100% for the given trait. However, the hypothetical heterosis in populations with colored varieties—‘Rishel’e’, ‘Kodryanka’, and ‘Cardinal’—has a negative value, underscoring the validity of color patterns of domination.
\nIn the assessment, populations were grouped into separate complexes by the aggregate of model characteristics. Experimental data on the breeding value and heterosis were obtained (Figure 3). Using this approach in the analysis, it is possible to consider the overall breeding value of each population and reveal the general and specific combining ability of the initial forms. As a result, the most effective crossbreeding combinations were identified with the purpose of obtaining model for early-ripening table cultivars. The following combinations have the biggest breeding value: ‘Present to Zaporozhye’ × ‘Rishel’e’, ‘Talisman’ × ‘Cardinal’, and ‘Flora’ × ‘Find of Mariupol’. The overall positive combining ability is characteristic of the original forms of ‘Flora’ and ‘Talisman’, negative —‘Present to Zaporozhye’. The positive specific combining ability was observed in ‘Flamingo’ variety in crosses with ‘Arcadia’ variety. By the total common indicators, of special interest is the combination of ‘Flora’ × ‘Find of Mariupol’.
\nDegree of expressiveness of model signs in grapevine populations.
The analysis of the inheritance of the aggregate model features allowed creation of new table cultivars of very early-ripening period with big berries and bunches: ‘Solnechnaya grozd’ (‘Flora’ × ‘Find of Mariupol’), ‘Liviya’ (‘Flamingo’ × ‘Arcadia’), and ‘Academician Avidzba’ (‘Present to Zaporozhye’ × ‘Rishel’e’).
\nThe conducted research established global and local climate change and the associated change in the biotic stress factors of the biosphere. This problem results in a need to cultivate new grape cultivars that are environmentally plastic and resistant to the biotic and abiotic factors of the biosphere. The targeted creation of new grape cultivars based on formulation of models and their subsequent implementation is perceived as the most successful approach.
\nThe hybridological analysis of the newly created grape hybrid gene pool revealed the most effective combinations of crosses for early-ripening cultivars with a big berry. Also, the general and specific combining ability for certain initial forms that appear in the progeny was identified. Overall, the model practice allowed obtaining new early-ripening grape cultivars with big berries that are being successfully cultivated in the vineyards under different environmental conditions.
\nThe modern conditions of the biosphere and the cultivation of agricultural crops, which include horticulture and grapes in particular, determine the need for the formation of scientific research programs, the implementation of which would improve the efficiency of agricultural production, in particular of these crops. The analysis of the complex of scientific researches makes it possible to note that genetic selection and physiological-biotechnological priorities can be considered as priority directions and effective implementation of specific scientific developments is possible only after taking into account the existing environmental factors of biotic and abiotic nature.
\nIt is really possible to make an intellectual breakthrough in solving the problems of improving the methodology and scientific foundations of breeding genetic research, as well as increasing the efficiency of agricultural production only on the basis of the development and implementation of national programs. The leading role in the development of these programs should be carried out by the national scientific institutions of the country, to which the All-Russian National Research Institute of Viticulture and Winemaking “Magarach” belongs in Russia. At the present time, in the “Magarach” Institute has developed and is implementing a genetic selection program for the breeding of new grape varieties “Analogue.” This program provides for the modeling of new grape genotypes based on the developed models. In turn, the formation of models of new varieties of grapes is based on established patterns of manifestation and inheritance of selectable features selected for each model according to breeding value, crossability, hypothetical heterosis, and other genetic selection patterns.
\nParticipation of scientists of the Magarach Institute in international European scientific projects, including EU projects, gives grounds to say that the research in the institute corresponds to the modern world level of development of both fundamental biological and agronomic sciences.
\nAmong a number of prerequisites necessary for the stable and efficient functioning of any crop production, a special place belongs to the sustainability of its development. This concept includes a whole range of organizational, economic, social, and environmental assessments. The most important of them for agricultural production is the requirement to adequately meet the needs of living people, without depriving this opportunity for future generations, the need to harmonize the way of life with the ecological capabilities of the region, and the introduction of certain restrictions on the exploitation of natural resources due to the ability of the biosphere to cope with the consequences of human activities. This is consistent with the international convention on the ecological status of the biosphere on the planet.
\nSustainable development is the main condition for the effective functioning of agricultural production. At the heart of sustainable development of agricultural production are several main factors. One of them is environmental conditions, the requirements for which are presented by living organisms—soil, plants, animals, birds, and insects—which are diverse due to the biological characteristics and diversity of living organisms themselves. The yield of crops and, as a consequence, the economic efficiency of production are determined by the extent to which the living conditions correspond to the requirements of the biology of living organisms. No other circumstances, the provision of machinery, pesticides, and fertilizers, although important, cannot replace this requirement. From this basic condition follows the main task for agriculture, which consists in creating in each soil climatic zone such biocenoses, whose biological requirements would be most adequate to the conditions of their functioning. Only in this case, it is possible to count on their optimum productivity. The main functional unit of the agricultural biocenosis is a variety. Naturally, in these conditions, it is necessary to pay priority attention to the use of biological reserves of the plants themselves of agricultural crops. In other words, it is necessary to go as far as possible toward the creation and use of new selection varieties of grapes that meet modern requirements of agricultural technology and the conditions of the biosphere to the maximum.
\nThis is also confirmed by the fact that in the complex of biological sciences that solve the tasks of increasing the productivity of agricultural production, the most solid positions belong to genetics. At the same time against the background of changing climatic conditions and an increase in the epiphytotic load of phytopathogens in agrocenoses, it becomes most expedient to use varieties of a new breeding generation and clones of traditional varieties resistant to biotic and abiotic factors. This direction of selection is characteristic for scientific research in Russia and in all developed countries of Europe and the world.
\nIncreasing the efficiency of agricultural production, including horticulture crops and grapes, is really possible only on the basis of the large-scale use of modern scientific and technical developments. The increase in the level of scientific and technological achievements and their use will enable the most fully to realize the high biological potential of the plant and thereby increase the supply of food to the population. At the same time, the priority areas of research are the creation of a new generation of winter-hardy, immune, and productive varieties providing high-quality agricultural products, which are the basis of adaptive horticulture growing.
\nThe criteria for breeding new generations of varieties of horticulture crops can be based on the same principles used in breeding programs adopted for individual crops, particularly for grapes. Based on knowledge of the existence of separate centers of origin of cultures, the evolutionary variability of plants, and the coevolution of plants and pathogens, it is possible to select the necessary initial forms for generative hybridization, which currently remains the main method in breeding. It is also possible to use the laws of genetically determined patterns of crossing and inheritance of signs and characteristics in individual crops when selecting other horticulture crops. Improvement of the methodology of breeding for the purpose of breeding a variety with the necessary parameters is possible, in particular, based on the development and implementation of models of new varieties, which take into account the knowledge of general and private genetics.
\nToday’s modern world caters for a great variety in applications and practices for education. The development of technologies and the Internet has also diversified the opportunities for students and teachers in this context. The students who are attending the schools are more diverse and come from various segments of the societies. This is more demanding on the side of the schools and teachers, and one size fits them all does not work in this respect. The awareness of the learner differences has risen among all societies and educational circles, and thus curricula have been changing more rapidly. In Turkey, for example, the curricula for all levels have been changed almost every 4 years now. Previously, the curricula changes were taking place in almost every 10 years [1].
The changes of curricula are necessary because the diversity of the students and the learning styles of those students need to be recognized. However, the recognition of the learning preferences is not enough in itself and requires taking more action. Thus, the concept of differentiation brings about an immediate answer for recognition and could readily play an important role in actionizing a proactive execution of this action. Most of the time, students and teachers are aware of the diversity taking place in the classroom, but the teachers cannot act on that due to reasons like heavy content, centralized curriculum, and school culture. They need a solid ground rooted in pedagogy to be able to address this caveat. Differentiation can bring a relief to those teachers and students. According to [2] “a key goal of differentiated instruction is maximizing the learning potential of each student” (p. 3). Differentiation could be implemented not only on an individual or classroom level but also on a curriculum level. Curriculum differentiation, which is defined as “the process of modifying or adapting the curriculum according to the different ability levels of the students in one class” [3], involves the modification of the content and presentation of information as well as variation in practice and performance on the side of the students.
The introduction of the Internet into the classrooms has enabled the use of new technologies and in particular mobile technologies like tablets in the classroom. The use of tablets in the classroom has also brought about new opportunities to recognize the differences of the students in the learning process. The awareness of this on the teacher’s side is a key component in using tablets in classrooms for differentiating their classrooms and curriculum. The teachers should have a positive attitude toward technology integration and then be aware of the advantages and disadvantages of using tablets for implementing the differentiated curriculum. The variety of apps that could suit each student in the classroom and meet the different needs of different students make the technology integration and the tablets useful tools for differentiation.
The twenty-first century, which is defined as the age of technology, brought many requirements in the name of meaningful and permanent learning and thus necessitated new structures within the educational systems. It is aimed to design the environments where education is carried out with appropriate and various technologies and to enable students and teachers to use these technologies both in the classroom and outside the classroom.
It is easy to defend the effective use of technology in the world as technology both assists learning environments and also supports alternative learning-teaching approaches. In this context, computers, tablets, smartphones, video conferencing devices, etc. gain different usage opportunities in educational environments every day. Of course, using these technologies in learning environments to improve the quality of education can be made possible only by planning activities that support the productivity of students, not only with technology but also with pedagogy. Mishra and Koehler’s technological pedagogical content knowledge (TPACK) model provides a road map for the effective integration of technology and pedagogy in learning environments [4, 5, 6].
In an era of highly valued technological knowledge, it is important that teachers develop an integrated knowledge of teaching, content, and technology, called Technology Pedagogy and Content Knowledge (TPACK); as suggested by [7], TPACK (Figure 1) is becoming a required area of expertise for teachers in new learning environments in the twenty-first century.
TPACK framework (
With the transfer of technology into the classroom environment, the teachers’ TPACK knowledge has developed to ensure meaningful and permanent learning and the ability to use technology within the classroom.
The introduction of technology into schools as a product only does not provide an effective use of technology. It is important that teachers, students, parents, and the management use the technology for real aims and the technology fosters learning in the process, that it is included in the school culture, and that it can be a premise for further innovations [8]. This is possible only with the integration of technology. To [9] technology integration is to improve students’ thinking ability, whereas to Griffin it is the use of instructional technologies consciously and purposefully in the development and transfer of teaching process [10].
As the use of technology becomes widespread in institutions, better services are provided, more productive studies are carried out, and as a result more quality products are introduced; thus, technology has become an indispensable element of life as a center of attention in all segments [11]. To emphasize the necessity of technology integration in education, Alkan has defended that in order to provide quality education services to individuals, it is necessary to meet the different needs and demands of the society, using human resources effectively and ensuring equal opportunities in education as well as the use of educational technologies in the classroom [12]. However, Yıldırım argues that there should be widespread cooperation between researchers, decision-makers, and practitioners in terms of improving the learning process for the use of technology in the classroom [13].
According to [14] integrating technology into the school curriculum requires taking a number of elements into account. These elements can be summarized as the needs of learners, the availability of resources, the identification of instructional needs and technology design for technology, and the provision of technical support and guidance in the use of technology for teachers. Based on the studies, two main objectives in technology integration can be proposed for the effective use of technology in schools: one is to teach how to use technology and how to access information on the computer. The other goal is to use information technology (IT) and its facilities effectively. According to [15], in order to achieve these objectives, educators should consider the contextual factors that influence the findings of the studies in the field of educational technology, student achievement, and learning objectives. In addition, today’s teachers have stated that they frequently encounter computer-based technologies in the schools they work for or in the programs they prepare for teaching [16, 17]. The field of differentiation could also benefit from the body of information presented by the proponents of TPACK and technology integration. The knowledge from these fields can enrich the opportunities for classroom differentiation and add invaluable depth to differentiation activities. In addition, teachers who want to apply the principles of differentiation in their classrooms could find such in-depth model for the integration of technology degradation and tablets for differentiation in their classroom in the SAMR model.
Ruben R. Puentedura developed the SAMR model—which is the acronym made up from substitution, augmentation, modification, and redefinition—in 2006 as part of his work with the Maine Learning Technology Initiative [18]. The SAMR model consists of the following four classifications of technology use for learning activities [19]:
Substitution: the technology provides a substitute for other learning activities without functional change.
Augmentation: the technology provides a substitute for other learning activities but with functional improvements.
Modification: the technology allows the learning activity to be redesigned.
Redefinition: the technology allows for the creation of tasks that could not have been done without the use of the technology (Figure 2).
SAMR model (
According to the SAMR model, these two dimensions (substitution and augmentation) play an enhancement role in teaching and learning processes. But when ICTs are used to transform (modify and redefine) the teaching and learning processes, we significantly realize a redesign of tasks. This model clearly describes how technology can sequentially be integrated in education without skipping any stage of development.
The SAMR model is not a pedagogical method but a tool that guides pedagogues and shows what kind of assignments they should give in their learning process. It reveals the ways to integrate the techniques to ensure in-depth learning in environments where all students have access to computers and how the expectations from the students in these classrooms should change with the digital technology [20]. Teachers can integrate the technology for differentiation and find various applications for the individual needs of their students (Figure 3).
SAMR model and Bloom’s taxonomy (
Tomlinson and Eidson define differentiation as “a conceptual approach to teaching and learning that involves careful analysis of learning goals, continual assessment of student needs, and instructional modifications in response to data about readiness levels, interests, learning profiles, and affects” [2]. The definition stresses the importance of continuous engagement with the students in the learning process as well as their cognitive and affective states. In their concept map, the TABLIO Project funded by the European Union has pointed out that differentiation aims for the inclusion of all students; the inclusion brings in a higher motivation to learn and to participate in a lifelong learning and for achieving learning outcomes more efficiently [21]. They believe that the objectives of differentiation are self-realization and self-actualization between the cognitive, emotional, and social levels and striving for harmonious and pluralistic citizens for the society and humanity. In this context, differentiation serves more than just the recognition of student differences and needs but a holistic aim. Thus, differentiation works on both individual and social levels; the immediate outcomes in the classroom affect the whole life of the society. Due to these reasons, differentiation should be considered to be a necessary aspect of all education. [22] proposes that there are certain benefits to differentiated instruction such as effectiveness for high-ability students as well as students with mild to severe disabilities, taking on more responsibility for their own learning, more engagement in learning, and reportedly fewer discipline problems in classrooms. On the other hand, some drawbacks include ever-increasing workload while planning and executing and lack of professional development resources.
According to [22] differentiation could be reflected into the curriculum in many ways. These would include the differentiation of the instruction and presentation by changing the
Applying differentiation in education for major gains requires the collaboration among many stakeholders. The first and foremost of those stakeholders is in
When the idea and the policies require the teachers to apply differentiation, they could start from
When teachers are considered in the differentiation process, what they can differentiate first is
Terwel views schools as places where the task of guiding students to learn to think for themselves and creating conditions for developing this “disciplined intelligence” as a habit of mind are emphasized. This of course necessitates different approaches to the function of the curriculum that emphasizes one fit for all. Thus, offering different curricula to different groups of students is becoming more and more common in modern education. In Germany and in many other European countries, students from the age of 10 are selected into different school types or streams according to ability and career perspectives. Streaming, tracking, and ability grouping are the most persistent issues in curriculum theory and practice [24]. Furthermore, in the context of gifted students, [25] identified four ways that the curriculum can be modified to address the needs of learners:
Acceleration: adjusting the pace of learning
Enrichment: allowing for more depth and exploration within the content area
Sophistication: bringing more complexity and abstraction to the subject
Novelty: providing for learning opportunities not generally included in the curriculum, often through self-directed, interest-based projects
Tablets could be a very practical way for differentiation in the classroom. Pedagogical implications relating to the tablets are that they can work on all content, process, and product differentiation phases. The apps that can be used on tablets are various, and this very nature of the tablets enables a diverse use in the classroom. Differentiation needs to be proactive and should allow many stakeholders in the process to be successful. Differentiation with tablets is student-centered in nature, and being aware of the many differences in the group could be considered a significant influencer in achieving inclusion of all students. Thus, differentiation entails quality rather than quantity. This is not a static concept but rather an organic, dynamic process.
The tablets could be used to differentiate the
When tablets or other mobile devices are planned to be used for differentiation in the classroom, teachers should be aware that implementing those devices requires some considerations to be taken. The first of those could be the security of the devices; the use of mobile devices for differentiated learning should comply with the policies, legalities, guidelines, protocols, and structures that are aimed at protecting the health and well-being of both the learner and the teacher. Both the students and the teachers should be media and digital literate, and if they are not, they should be given previous training. In all levels, teachers should inform the parents and the school management and get permissions for profiles and other online accounts and shares. The teachers should provide secure online and digital environments. If a school decides to use tablets, a clear policy on privacy, security, and storing/deleting user content has to be ensured. A multi-platform approach should be adopted, and apps that function platform independently should be favored.
When apps are selected to be used, there has to be previous consideration on app availability and access; the choice of the right app for learning should be influenced by the differentiated needs of the learners. It is suggested to use the apps that work well on all devices. Flexible approach to apps is also advisable as when an app is getting old-fashioned, teachers should consider a change. Initially free apps should be preferred, and if they do not meet the differentiation needs, paid apps can be selected as well. A group of teachers can come together to decide what the common educational needs are and adapt the apps that will be used. A “line of apps” could be an interesting approach in order to have alignment within a grade and across grades. The school can provide the tablets and the apps as well as BOYD approach. The Internet and Wi-Fi infrastructure should be reliable and robust. Students and teachers should take account of the restrictions associated with individual mobile devices such as screen size, memory to save apps, and outputs such as images and infrastructural limitations, e.g., bandwidth, availability of Wi-Fi, etc. There has to be clear statements about what student may and may not do with the tablet, during classes, but also in between classes [21].
The differentiation scenarios have been designed according to the deficiencies teachers who attended the 3-day TABLIO Project Bootcamp have observed in their classrooms, schools, and curriculum. The practical workshops included three full-day meetings with classroom, English, and mathematics teachers. The first meeting introduced the TABLIO Project concept map about the integration of tablets for differentiation. The second meeting was held a month later and required the teachers to work in groups and design their own lesson and action plans based on their needs and contexts. The last meeting that was held a month later was about reporting, evaluation, and reflection on their experience with their lesson plans. The differentiation scenarios which the classroom, English, and mathematics teachers have designed and organized during the TABLIO Project Bootcamp have been included in this section.
Topic: fractions
The teacher shows the whole, half, and quarter with suitable models and explains the relationship between whole, half, and quarter.
The students use fractional representations of all half and quarter models.
The students identify simple, compound, and integer fractions and models.
Students show the whole, half, and quarter with suitable models and explain the relationship between whole, half, and quarter.
Students compare and sort the unit fractions.
Students make adding and subtracting with fractions with equal denominators.
Grade 2, Grade 3, and Grade 4 students.
Group work will be done since there is no tablet in each class.
An animation prepared with “Scratch” will be used in the teaching process.
“Fraction for Kids” and “Simply Fractions 2” will be used as an activity. Both applications can work without an Internet connection.
“Kahoot!” and “Learning Apps” applications will be used in the evaluation process.
Space adventure animation will be prepared with “Scratch” by coding. In the animation, two characters are going into space. There is a problem about the food. They have little bread and try to share the bread. In this process, the characters who use the concepts of full, half, and quarter will try to teach these concepts. At the same time, concepts such as equality and justice will be emphasized.
In the practice phase, Kahoot!, Plickers, and Learning Apps will be used to reinforce the concepts of full, half, and quarter.
During the evaluation process, a test created by the teacher on Kahoot! will be used to measure the learning outcomes. The teacher will make observations during the application and perform video recordings. The teacher will note down the important events and situations.
Applications that are going to be used during the application will be announced to the parents via WhatsApp, and the apps will be uploaded to the tablets in advance. Applications vary depending on the versions or brands of some tablets. It is important for the teacher to make checks before the class to avoid any problems during the course. During the teaching-learning process, videos that are uploaded to the “Padlet” will be monitored. Then, the link for the “Padlet” will be shared with the QR code. The animation that is prepared with Scratch will be watched in the class. “Dot Day” coloring page 2 will be used in the Quiver application (I say - you guess). The special information given in the videos will be repeated. Because of slow Internet speed, “Fractions for Kids” and “Plickers” (instant student evaluation) will be used for individual study. “Learning Apps” will be used as a group work in the classroom with the multi-connection tool. The game pins and extensions of “Kahoot!” and “Learning Apps” work will be announced to parents for use at home and to perform evaluation again. Students will be asked for a product like movie posters, etc. (any application that the students prefer can be used) during the evaluation process. The products that are delivered to the teacher will be shared on “ClassDojo” as an example to other students and parents. Each student will be asked to express his/her understanding. The goal here is not to prepare a homework but to learn in a fun way and self-realize themselves.
Technological devices: tablet
Tablet applications:
Scratch
Fraction for Kids
Simply Fractions 2
Kahoot!
Learning Apps
Padlet
Plickers
Quiver
Inigma
Applications (Fraction for Kids, Simply Fractions 2) are downloadable and executable to Android devices.
Fraction for Kids and Simply Fractions 2 applications are available without an Internet connection.
The course content produced with the Scratch application will be output as video.
Kahoot!, Flickers, and Learning Apps are applications that can be used on all devices because they are applications that are open on the web.
The applications are designed so that the elementary school students can easily adapt and use them.
Kahoot! will be used during the evaluation phase. The students’ achievement as a group will be determined with the Kahoot!, and additional activities will be done with the groups that cannot reach the desired level.
Evaluation will also be done using videos and “Learning Apps.” The videos will be used as a tool for the students to transfer their learning as individual homework.
To increase the participation of students in speaking activities
Minimizing errors in pronunciation
To address the concerns of shy students in the field of speaking
To reach the synthesis step by using higher cognitive skills
Integrating existing knowledge into everyday life by speaking
Primary, secondary, and high school students. Not every student has a tablet. Therefore, group studies can be done. Each tablet has access to the Internet.
Brainstorming: students read the code with the QR code and connect to Menti.com as a group. As a group, they create a word cloud.
The following activities are used at different age and language levels:
Students use the cards (color classification) to stand up and produce a sentence.
Students are divided into groups by the group organizing application or ClassDojo.
Students use QR code to connect to Padlet and color their sentences and write anonymous sentences without writing their names.
For the elementary-secondary school level, the “Toontastic 3D” and for high school level “Voki” are used to create the digital stories, and the students voice over their characters/avatars.
Students share their video products on “Padlet” page by linking with a “QR code reader.”
Students should watch and comment on at least one video on “Padlet” (these can be evaluated as an instant feedback or homework according to the atmosphere of the class).
Assessment and evaluation of the content can be done by using “Plickers” application. 5 × 3 (true-false and multiple choice and visual use and question type) is prepared with five questions in three different areas.
Students are asked to use their favorite word in a sentence to express and illustrate how they feel on a Dot Day page by using “QuiverVision” app. The application also offers them the opportunity to record in their own voice; the students experience their products in a concrete way.
High school students complete the activity with the “Flipgrid” app. By using their favorite word in a sentence, they record their voice or video recording into the application.
Using the “QuiverVision” Dot Day app, students are expected to write a sentence using place prepositions and phrases and then visualize it. Then, the products are animated, and the students record their voice.
Worksheets
Computer
Projection
Wi-Fi
Smart board
Tablet
Tablet applications
QR code creator
QR code reader
Mentimeter
Padlet
Toontastic
Voki
Flipgrid
Quiver
Plickers
Wordwall
ClassDojo
VoiceTooner
Applications are compatible with different operating systems (iOS and Android), and students can use them easily when they have Internet and tablets.
Applications created with “Toontastic” or “Voki” are shared in the classroom with the “Padlet” app, and students are allowed to comment and like. In this evaluation, it is aimed not to repeat the mechanical errors.
“Quiver” or “Flipgrid” can also be used for the evaluation phase.
Students can use “Toontastic” to produce a film of their own and to practice language more self-confidently.
Students can understand that the integer fraction is the sum of a natural number and a simple fraction.
Students can convert an integer fraction into a compound fraction and a compound fraction into an integer fraction.
Students can make calculations of simplification and expansion on integer fractions and compound fractions.
Students can perform addition and subtraction of fractions with or without equal denominators.
Differentiation scenarios were prepared for the 4th, 5th, and 6th grade students. Students are experiencing problems in Grades 5 and 6 because they cannot conceptualize the concept “full-half-quarter” that they learned in the Fractions Unit in the 4th Grade. Not every student has a tablet. Therefore, group work can be done. Each tablet has access to the Internet.
With the “Edpuzzle” program, students are given quizzes. Students watch a question-and-answer video, and students’ quiz results are presented as a graphic.
Stories are combined in the “Storybird” editing program and turned into a book.
The mind map of differentiated education is created with the “Xmind” or “MindMeister” programs. Students create a concept map on fractions.
An activity is gamified and applied within the class.
An animation is created on “Morpho” program.
Course feedback is taken with the “Plickers” program.
Objects are shown in augmented reality via “Quiver” program.
Students draw a 3D object on the subject with the “GeoGebra” program.
The word cloud of the delivered lesson is prepared with “Tagul word cloud art creator” program.
Storyboard stories about the subject are prepared in the graphic design tool “Canva.”
Stories are combined in the “Storybird” editing program and turned into a book.
The story is combined with the LEGO educational tools and turned into a cartoon with the “LEGO Stop Motion” program; thus it is conceptualized.
The story is improvised in the classroom. Students are videotaped. The captured video is turned into a film with the “Apple iMovie” program.
Virtual materials are prepared and animated with augmented reality application “HP Reveal,” and interactive panels are created. Filmed video is prepared and recorded in HP Reveal application.
The augmented reality projects are saved as links with the “QR code reader” program. With “HP Reveal” projects and “QR code reader,” a treasure hunt game is prepared, and the event is created, where students can play outside the classroom.
The subject of the lesson is animated with “Powtoon.”
A “YouTube channel” is created. The story created with “Powtoon” is shared in the “Youtube channel.”
Students watch the story shared on the “YouTube channel,” and they are asked to draw conclusions from the video. In order to get the feedback about the story, students are asked to brainstorm in the “Padlet” program that is used to create the online virtual board.
To reinforce the subject, students are asked to prepare an online presentation on “Prezi.”
Class evaluation is performed with “Kahoot!”
A quiz is given to students with the “Edpuzzle” program. Students watch a question-and-answer video, and students’ quiz results are presented as a graphic.
A 3D code game is created on the Code Game Lab program developed by Microsoft. Students from different grade levels are asked to try the coding game related to the subject, and feedback is requested. A report of whether the desired goal has been reached is created.
A 3D animation about the subject is created on “SketchUp.”
A site with Blogger is created. Applications that are learned and acquired information are shared.
A 3D design work is carried out on the subject with 3D modeling program “Tinkercad” application.
The 3D design project is printed from the 3D printer. 3D designs made within the school are offered for sale. The income of the projects sold is donated to the Spinal Cord Paralytics Association.
Each teacher selects one or more of the programs above on the basis of the subject and performs their applications in the classroom.
Technological devices: table, PC, and smartphone
Tablet applications:
Xmind
Tagul
Morpho
Plickers
Quiver
GeoGebra
LEGO Stop Motion
iMove
HP Reveal
QR code reader
Powtoon
Padlet
Prezi
Kahoot!
Edpuzzle
Kodu Game Lab
SketchUp
Weebly
Tinkercad
The platforms to be used were chosen as teacher, student, and course oriented. Because each student has different interests, the applications are selected with “what kind of a lesson students want” point of view of and from among the ones that they will enjoy according to their age level. An enjoyable lesson should be considered as an efficient lesson. Platforms that can be used in future life and contribute to their individual lives have been selected.
Each teacher will make an assessment of how successful the learning of the subject is through the use of digital platforms, graphics, and feedback:
The success of the lesson outcomes will be assessed by the questions and answers in the “Edpuzzle” program; the students’ answers to the questions will be turned into graphs and charts.
Students will be asked to take a working video for themselves and share them with their friends so that both subject gains and technology skills will be measured.
The students are asked to form a group of 5 with their friends and to create a story about fractions and to visualize this story using the “Storybird” program. Stories are combined in the “Storybird” editing program and turned into a book. Thus, both the topic gains and the skills of using technology will be measured.
This chapter aims at bringing the use of tablets and classroom differentiation together. Recognizing students’ needs and making use of the best resources to enable the students achieve the best they can for their society is the aim of the differentiated instruction. The integration of technologies into the classroom practice has become a mainstream approach in many educational contexts now, and making use of those new approaches for differentiation should add a depth to the activities. According to Hilton [26], both of the “educational technology integration models, SAMR and TPACK, provide important directions for ways that teachers can think specifically about how to integrate technology into their classrooms to maximize their use of resources and the learning possibilities of their students.” In this respect, the learning process can be enriched by differentiation and integrating technology into the classroom. The learning process could be differentiated in terms of content, process, and product by taking students’ readiness, interest, and needs into account. Teachers who apply differentiated instruction should be aware of what kind of opportunities the mobile technologies like tablets could bring to their classrooms. The lesson design principles for successful integration of tablets for differentiation have been developed in the course of the TABLIO Project, and these principles have been presented to ICT, English, math, and class teachers from Turkish schools during a boot camp. Our experience has shown that using tablets in classrooms provides a useful implementation tool for differentiation. These teachers developed lesson plans and applications to differentiate their classrooms and reported beneficial results and comments from their students. They pointed out that differentiation via technology is able to meet the different needs of different students. They reported that technology degradation and tablets were useful tools for differentiation. However, they all agreed that a successful organization was needed to be able to include technology to the existing practice and curriculum. Integration of technology into education is one of the multiple paths to reach a learning goal that addresses students’ learning styles, interests, needs, and readiness levels; thus, the teacher can engage all students in differentiated instruction that is appealing, developmentally appropriate, and motivational [27]. In fact, technology integration serves as differentiation globally for education and locally for the classroom.
This study includes some of the activities carried out within the scope of the TABLIO Project funded by the EU Erasmus+ KA2. Please visit http://tablio.eu for more details.
We would like to thank the teachers who joined TABLIO Bootcamp in Istanbul and prepared differentiation scenarios:
Differentiation Example 1 available from https://youtu.be/gwrb5AYfbRA
Differentiation Example 2 available from https://youtu.be/uri9FKe4r2w
Differentiation Example 3 available from https://youtu.be/W_MSZQqSap8
Differentiation Example 4 available from https://youtu.be/B5OIJ1xLlYU
Supporting women in scientific research and encouraging more women to pursue careers in STEM fields has been an issue on the global agenda for many years. But there is still much to be done. And IntechOpen wants to help.
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