Screen LibraryThreshold concepts within the disciplines /
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...
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| Group Author: | ; ; |
|---|---|
| Published: |
Sense Publishers,
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| Publisher Address: | Rotterdam : |
| Publication Dates: | [2008] |
| Literature type: | Book |
| Language: | English |
| Series: |
Educational futures ;
volume 16 |
| Subjects: | |
| Summary: |
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. Ray Land is Professor of Higher Education and Director of the Centre for Academic Practice and Learning Enhancement at the University of Strathclyde in Glasgow. Jan H.F. Meyer is Professor of Education and Director of the Centre for Learning, Teaching and Research in Higher Education at Durham University. He is also an Adjunct Professor in the Division of Business at the University of South Australia. Jan Smith is a lecturer in the Centre for Academic Practice and Learning Enhancement at the University of Strathclyde in Glasgow. (Publisher). |
| Carrier Form: | xxi, 340 pages : illustrations ; 24 cm. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: |
9789087902674 9087902670 9789087902681 9087902689 |
| Index Number: | LB1062 |
| CLC: |
G649.712 G424.1 |
| Call Number: | G424.1/T531 |
| Contents: |
Beyond understanding / Threshold concepts and transformative ways of thinking within research into higher education / Embedding threshold concepts: from theory to pedagogical principles to learning activities / Threshold concepts and troublesome knowledge: reflections on the nature of learning and knowledge / Threshold concepts and troublesome knowledge (4): issues of variation and variability / Liquid learning and troublesome spaces: journeys from the threshold? / From playing to understanding: the transformative potential of discourse versus syntax in learning to program / Threshold concepts in computer science: a multi-national empirical investigation / The everydayness of threshold concepts: 'state' as an example from computer science / A threshold model for attitudes in first year engineering students / Threshold concepts and keys to the portal of understanding: some examples from electrical engineering / Associations among prior acquisition of threshold concepts, learning dimensions, and examination performance in first-year economics / Threshold concept acquisition in economics for the 14-19 age group / Threshold concepts, troublesome knowledge and ways of thinking and practising: can we tell the difference in biology? / Mentoring, teaching and professional transformation / Troublesome language knowledge: identifying threshold concepts in grammar learning / Nettlesome knowledge, liminality and the taboo in cancer and art therapy experiences: implications for learning and teaching / Threshold concepts and spatial awareness in transport and product design / Threshold concepts: old wine in new bottles or a new form of transactional curriculum inquiry? / Conceptual frameworks as a threshold concept in doctorateness / Threshold concepts for university teaching and learning: a study of troublesome knowledge and transformative thinking in the teaching of threshold concepts / |