Threshold knowledge
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Threshold knowledge is a term in the study of higher education used to describe "core concepts that once understood, transform perception of a given subject"[1] or one can describe individual threshold concepts. The theory was introduced by JHF Meyer and Ray Land, who have published several papers on it.[1][2] Meyer & Land also discuss the related idea of troublesome knowledge, ideas that appear alien or counter-intuitive.[1][2]
These ideas have been explored by several subsequent researchers in a variety of disciplinary contexts.[3][4][5][6]
References
- ^ 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.
- ^ 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.
- ^ 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.
- ^ 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.
- ^ 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.
- ^ Bradbeer J (2006). Threshold concepts within the disciplines. Planet, no. 17, 16-7. http://www.gees.ac.uk/planet/p17/jb.pdf