Threshold Concepts Within the DisciplinesRay Land, Jan Meyer, Jan Smith Threshold Concepts within the Disciplines brings together leading writers from various disciplines and national contexts in an important and readable volume for all those concerned with teaching and learning in higher education. The foundational principle of threshold concepts is that there are, in each discipline, 'conceptual gateways' or 'portals' that must be negotiated to arrive at important new understandings. In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them. Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research. Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. Other chapters emphasise the equally important 'being and becoming' dimension of learning. Part Three suggests pedagogic directions for those at the centre of the education project with contributions focusing on the socialisation of academics and their continuing quest to be effective teachers. The book will be of interest to disciplinary teachers, educational researchers and educational developers. It also is of relevance to issues in quality assurance and professional accreditation. |
Contents
Beyond Understanding | 3 |
Threshold Concepts and Transformative Ways of Thinking | 21 |
from theory to pedagogical | 37 |
Copyright | |
17 other sections not shown
Other editions - View all
Common terms and phrases
academic analysis approach areas art therapy aspects assessment barriers to student beginning teachers biology Bode Plots classroom cognitive complex computer science concepts and troublesome constructivism context curriculum Davies and Mangan difficult dimensions disciplinary discipline discussion disjunction economics engineering Entwistle examination example experience focus graduates Higher Education ideas identified identity initial integrative interviews J. H. F. & Land J. H. F. Meyer Java language learner learning spaces liminal space liminality London markedness Marton mathematics mentoring Meyer & Land Meyer and Land object object-oriented programming Ohm's law operationally challenged students opportunity cost Overcoming barriers pedagogical Perkins perspective PGCE practice problem Professional Skills course questions recognise relationships responses Routledge social capital SOLO taxonomy student learning student understanding suggests teaching and learning theory thinking and practising threshold concepts transformative troublesome knowledge University University of Strathclyde variables variation