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Overcoming barriers to student understanding : threshold concepts and troublesome knowledge /

by Meyer, Jan; Land, Ray.
Type: materialTypeLabelBookPublisher: New York ; London : Routledge, 2006Description: xxiii, 213 pages ; 24 cm.ISBN: 9780415514187; 0415374308; 9780415374309; 9780203966273; 0203966279; 0415514185.Subject(s): Concept learning | Knowledge, Theory of
Contents:
Threshold concepts and troublesome knowledge : an introduction / Jan H.F. Meyer and Ray Land -- Threshold concepts and troublesome knowledge : issues of liminality / Jan H.F. Meyer and Ray Land -- Constructivism and troublesome knowledge / David Perkins -- Metacognition, affect, and conceptual difficulty / Anastasia Efklides -- Threshold concepts : how can we recognise them? / Peter Davies -- Threshold concepts in biology : do they fit the definition? / Charlotte Taylor -- The troublesome nature of a threshold concept in economics / Martin Shanahan and Jan H.F. Meyer -- Threshold concepts in economics : a case study / Nicola Reimann and Ian Jackson -- Threshold concepts, troublesome knowledge and emotional capital : an exploration into learning about others / Glynis Cousin -- Developing new 'world views' : threshold concepts in introductory accounting / Ursula Lucas and Rosina Mladenovic -- Disjunction as a form of troublesome knowledge in problem-based learning / Maggi Savin-Baden -- On the mastery of philosophical concepts : Socratic discourse and the unexpected 'affect' / Jenny Booth -- Using analogy in science teaching as a bridge to students' understanding of complex issues / Simon Bishop -- Conclusion : implications of threshold concepts for course design and evaluation / Ray Land, Glynis Cousin, Jan H.F. Meyer and Peter Davies
Summary: This book explores why certain students "get stuck" at particular points in the curriculum while 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. It discusses ways of dealing with the kinds of anxiety, self-doubt and frustration that learning can evoke in students. List(s) this item appears in: Faculty Development Collection
Item type Location Collection Call number Status Date due
Books-14days Books-14days Bissell Library
East Wing
Faculty Development Collection FDC 370.1523 OVE (Browse shelf) Available

Includes bibliographical references and index

Threshold concepts and troublesome knowledge : an introduction / Jan H.F. Meyer and Ray Land -- Threshold concepts and troublesome knowledge : issues of liminality / Jan H.F. Meyer and Ray Land -- Constructivism and troublesome knowledge / David Perkins -- Metacognition, affect, and conceptual difficulty / Anastasia Efklides -- Threshold concepts : how can we recognise them? / Peter Davies -- Threshold concepts in biology : do they fit the definition? / Charlotte Taylor -- The troublesome nature of a threshold concept in economics / Martin Shanahan and Jan H.F. Meyer -- Threshold concepts in economics : a case study / Nicola Reimann and Ian Jackson -- Threshold concepts, troublesome knowledge and emotional capital : an exploration into learning about others / Glynis Cousin -- Developing new 'world views' : threshold concepts in introductory accounting / Ursula Lucas and Rosina Mladenovic -- Disjunction as a form of troublesome knowledge in problem-based learning / Maggi Savin-Baden -- On the mastery of philosophical concepts : Socratic discourse and the unexpected 'affect' / Jenny Booth -- Using analogy in science teaching as a bridge to students' understanding of complex issues / Simon Bishop -- Conclusion : implications of threshold concepts for course design and evaluation / Ray Land, Glynis Cousin, Jan H.F. Meyer and Peter Davies

This book explores why certain students "get stuck" at particular points in the curriculum while 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. It discusses ways of dealing with the kinds of anxiety, self-doubt and frustration that learning can evoke in students.

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