Buch, Englisch, 238 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 529 g
Threshold Concepts and Troublesome Knowledge
Buch, Englisch, 238 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 529 g
ISBN: 978-0-415-37430-9
Verlag: Routledge
It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers?
This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.
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Weitere Infos & Material
Section 1: Towards a Theoretical Framework 1. Threshold concepts and troublesome knowledge: an introduction 2. Threshold concepts and troublesome knowledge: issues of liminality 3. Constructivism and troublesome knowledge 4. Metacognition, affect and conceptual difficulty 5. Threshold concepts: how can we recognise them? Section 2: Threshold Concepts in Practice 6. Threshold concepts in Biology – do they fit the definition? 7. The troublesome nature of a threshold concept in Economics 8. Threshold concepts in Economics - a case study 9. Threshold concepts, troublesome knowledge and emotional capital: an exploration into learning about others 10. Threshold concepts in Introductory Accounting 11. Disjunction as a form of troublesome knowledge in problem-based learning 12. On the mastery of philosophical concepts: Socratic discourse and the unexpected ‘affect’ 13. Using analogy in science teaching as a bridge to students’ understanding of complex issues 14. Implications of threshold concepts for curriculum design and evaluation
Dr Liz Beaty, Director of Learning and Teaching, Higher Education
Funding Council for England (HEFCE)
Ray Land and Jan Meyer
Introduction
Section I: Towards a Theoretical Framework
Chapter 1
Jan Meyer and Ray Land
Threshold concepts and troublesome knowledge: an introduction
Chapter 2
Jan Meyer and Ray Land
Threshold concepts and troublesome knowledge: issues of liminality
Chapter 3
David Perkins
Constructivism and troublesome knowledge
Chapter 4
Anastasia Efklides
Metacognition, affect and conceptual difficulty
Chapter 5
Peter Davies
Threshold concepts: how can we recognise them?
Section II:
Threshold Concepts in Practice
Chapter 6
Charlotte Taylor
Threshold concepts in Biology – do they fit the definition?
Chapter 7
Martin Shanahan and
Jan Meyer
The troublesome nature of a threshold concept in Economics
Chapter 8
Nicola Reimann and
Ian Jackson
Threshold concepts in Economics - a case study
Chapter 9
Glynis Cousin
Threshold concepts, troublesome knowledge and emotional capital: an exploration into learning about others
Chapter 10
Ursula Lucas and
Rosina Mladenovic
Threshold concepts in Introductory Accounting
Chapter 11
Maggi Savin-Baden
Disjunction as a form of troublesome knowledge in problem-based learning
Chapter 12
Jenny Booth
On the mastery of philosophical concepts: Socratic discourse and the unexpected ‘affect’
Chapter 13
Simon Bishop
Using analogy in science teaching as a bridge to students’ understanding of complex issues
Conclusion
Chapter 14
Ray Land, Glynis Cousin, Jan Meyer and Peter Davies
Implications of threshold concepts for curriculum design and evaluation
Overcoming Barriers to Student Understanding: threshold concepts and troublesome knowledge
Edited by Jan H. F. Meyer and Ray Land
‘Overcoming Barriers to Student’ ‘Learning’ explores why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. It proposes a ‘threshold concepts’ approach to the curriculum, arguing that in certain disciplines there are ‘conceptual gateways’ or ‘portals’ that lead to previously inaccessible, and initially perhaps ‘troublesome’, ways of thinking about something. A new way of understanding, interpreting, or viewing a topic may thus emerge — having a transformative effect on internal view of subject matter, subject landscape, or even world view.
While maintaining that knowledge should indeed be ‘troubling’ in order for it to be transformative, this book provides new perspectives on helping students through such conceptual difficulty in order to enhance learning and teaching environments in higher education, and in other educational sectors. It discusses:
ways of dealing with the kinds of anxiety, self-doubt and frustration that learning can evoke in students;
how we might help our students not to avoid the troublesomeness, but to feel more confident in coping with it, resolving it and moving on with confidence;
what might account for variation in student performance when dealing with concepts;
what teachers might do in relation to the design and teaching of their courses that could help students overcome such barriers to their learning;
what makes particular areas of knowledge more troublesome than others.
The illustrative case studies presented here will help teachers analyse their own practice. Overcoming Barriers to Student Learning will serve the needs of educational researchers and developers, and academics within various disciplines who wish to learn more about threshold concepts and troublesome knowledge.
Jan H. F. Meyer is a Professor of Education and the 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.
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.
It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers?
This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.
This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods.
