Jagten på den ultimative læringsressource

I MONA, 2014(3), var der en spændende artikel om udviklingen og evalueringen af læringsspillet Jagten/Kampen1 om råstofferne som en organiserende ramme om elevernes møde med en udstilling på Økolariet i Vejle

Professionel udvikling af naturfagslærere – brikker til et fælles afsæt

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Successful talent development environments in female Scandinavian Handball: Constellations of communities of practice and its implications for role modeling and interactions between talents, senior players and coaches

Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’.Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’

Hvad blev der lige af perspektivet?

Kommentar til Jørgen Løye Christiansen: “Naturfaglige kompetencer i grundskolen – hvilke bør der fokuseres på?”, MONA, 2022(3)

Genome Analysis of a Transmissible Lineage of Pseudomonas aeruginosa Reveals Pathoadaptive Mutations and Distinct Evolutionary Paths of Hypermutators.

Genome sequencing of bacterial pathogens has advanced our understanding of their evolution, epidemiology, and response to antibiotic therapy. However, we still have only a limited knowledge of the molecular changes in in vivo evolving bacterial populations in relation to long-term, chronic infections. For example, it remains unclear what genes are mutated to facilitate the establishment of long-term existence in the human host environment, and in which way acquisition of a hypermutator phenotype with enhanced rates of spontaneous mutations influences the evolutionary trajectory of the pathogen. Here we perform a retrospective study of the DK2 clone type of P. aeruginosa isolated from Danish patients suffering from cystic fibrosis (CF), and analyze the genomes of 55 bacterial isolates collected from 21 infected individuals over 38 years. Our phylogenetic analysis of 8,530 mutations in the DK2 genomes shows that the ancestral DK2 clone type spread among CF patients through several independent transmission events. Subsequent to transmission, sub-lineages evolved independently for years in separate hosts, creating a unique possibility to study parallel evolution and identification of genes targeted by mutations to optimize pathogen fitness (pathoadaptive mutations). These genes were related to antibiotic resistance, the cell envelope, or regulatory functions, and we find that the prevalence of pathoadaptive mutations correlates with evolutionary success of co-evolving sub-lineages. The long-term co-existence of both normal and hypermutator populations enabled comparative investigations of the mutation dynamics in homopolymeric sequences in which hypermutators are particularly prone to mutations. We find a positive exponential correlation between the length of the homopolymer and its likelihood to acquire mutations and identify two homopolymer-containing genes preferentially mutated in hypermutators. This homopolymer facilitated differential mutagenesis provides a novel genome-wide perspective on the different evolutionary trajectories of hypermutators, which may help explain their emergence in CF infections

Universitetspædagogikkens udvikling og aktuelle udfordringer

”Universitetspædagogik – findes det?” Omtrent sådan reagerede en studerende for knap 20 år siden, da en af denne artikels forfattere fortalte, at vi arbejdede med universitetspædagogik. Dengang som nu er svaret ja – det gør det. Universitetspædagogik findes som noget, der forskes, udvikles og undervises indenfor, og den findes som en praksis, når universitetsundervisere planlægger, gennemfører og evaluerer deres undervisning. Universitetspædagogisk forskning og udvikling beskæftiger sig med undervisning og undervisningsformer, med uddannelsernes opbygning og tilrettelæggelse, med de studerendes og undervisernes baggrund, interesser og praksisser i forhold til universitetsuddannelser, med de politiske og strukturelle rammer omkring universitetsuddannelser og -undervisning og med diskussioner om uddannelsernes formål. Universitetspædagogik går således på tværs af forskning og praksis og på tværs af flere fagområder. I denne artikel vil vi diskutere nogle af de dilemmaer og udfordringer, som universitetspædagogikken står i. Vi skriver med udgangspunkt i vores erfaringer som forskere, undervisere og udviklere inden for universitetspædagogik gennem mere end 20 år og som formand og næstformand i bestyrelsen for Dansk Universitetspædagogisk Netværk (DUN) i syv år. Artiklen præsenterer vores refleksioner i lyset af andres og egen forskning og egne praksiserfaringer