Threshold knowledge

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Threshold knowledge is a term in the study of higher education used to describe core concepts—or threshold concepts—which, once understood, transform perception of a given subject, phenomenon, or experience.[1]

The term was introduced by Jan Meyer and Ray Land,[1][2][3][4] Meyer and Land also discuss the related idea of troublesome knowledge, ideas that appear alien or counter-intuitive.[1][3][4] The theory holds that:

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These ideas have been explored by several subsequent researchers in a variety of disciplinary contexts including:

The theory has also been criticised.[16]

The notion of threshold concept is related to the notion of bottleneck in the Decoding the Disciplines framework. It can be considered a special case of the latter.[17][18]

See also

References

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  1. ↑ a b c Meyer J H F and Land R 2003 "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising" in Improving Student Learning: Ten Years On. C. Rust (Ed), OCSLD, Oxford.
  2. ↑ Cite error: Script error: No such module "Namespace detect".Script error: No such module "Namespace detect".
  3. ↑ a b Meyer JHF, Land R (2005). "Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning" Higher Education, 49(3), 373-388.
  4. ↑ a b Land, R., Cousin, G., Meyer, J.H.F. and Davies, P. (2005), "Threshold concepts and troublesome knowledge (3): implications for course design and evaluation", in C. Rust (ed.), Improving Student Learning − equality and diversity, Proceedings of the 12th Improving Student Learning Conference. Oxford: OCLSD.
  5. ↑ Korosteleva, E. A. (2010) Threshold Concept Through Enactive Learnings: How Effective Are They in the Study of European Politics?, International Studies Perspectives, 11, 37-50.
  6. ↑ Park EJ, Light G (2009). "Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness" International Journal of Science Education, 31(2), 233-258.
  7. ↑ Baillie C, Goodhew P, Skryabina E (2006). "Threshold concepts in engineering education-exploring potential blocks in student understanding" International Journal of Engineering Education, 22(5), 955-962.
  8. ↑ Script error: No such module "Citation/CS1".
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  10. ↑ Clouder L (2005). "Caring as a 'threshold concept': Transforming students in higher education into health (care) professionals" Teaching in Higher Education, 10(4), 505-517.
  11. ↑ Bradbeer J (2006). "Threshold concepts within the disciplines". Planet, no. 17, 16-7.
  12. ↑ Lucas, U., Mladenovic, R. (2007), "The potential of threshold concepts: an emerging framework for educational research and practice." London Review of Education, 5(3), 237−248.
  13. ↑ Bulmer, M., O'Brien, M., Price, S. (2007) "Troublesome concepts in statistics: a student perspective on what they are and how to learn them", UniServe Science, Proceedings of the Assessment in Science Teaching and Learning Symposium, University of Sydney, September 28−29, 2007, 9–15.
  14. ↑ Script error: No such module "citation/CS1".
  15. ↑ Script error: No such module "citation/CS1".
  16. ↑ Rowbottom DP (2007). "Demystifying threshold concepts". Journal of Philosophy of Education, 41(2), 263–270. Script error: No such module "CS1 identifiers".
  17. ↑ Shopkow L and Joan Middendorf J (2020). “Caution! Theories at play! Threshold Concepts and Decoding the Disciplines.” Threshold Concepts on the Edge edited by A. Timmermans and R. Land, 37-50. Leiden: Brill/Sense
  18. ↑ Shopkow, L (2010). "What decoding the disciplines can offer threshold concepts." Threshold concepts and transformational learning, 317-331. Leiden:Brill.

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External links

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