1177-threshold-concepts-and-transformational-learning

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TABLE OF CONTENTSEditors’ Preface: Threshold Concepts and Transformational Learning .................. ixRay Land, Jan H.F. Meyer and Caroline BaillieForeword ..............................................................................................................xliiiDavid PerkinsPart I: Extending the Theory1. Changing Our Minds: The Developmental Potential of ThresholdConcepts .............................................................................................................. 3Julie A. Timmermans2. Transcending Disciplinary Boundaries: A Proposed Theoretical Foundationfor Threshold Concepts...................................................................................... 21Leslie Schwartzman3. Threshold Concepts: ‘Loaded’ Knowledge or Critical Education? ................... 45Aidan Ricketts4. Threshold Concepts and Troublesome Knowledge (5): Dynamics ofAssessment ........................................................................................................ 61Ray Land and Jan H.F. Meyer5. Visualizing Expertise: Revealing the Nature of a Threshold Concept in theDevelopment of an Authentic Pedagogy for Clinical Education ....................... 81Ian M. Kinchin, Lyndon B. Cabot and David B. Hay6. Contexts for Threshold Concepts (I): A Conceptual Structure for LocalizingCandidates ......................................................................................................... 97Jerry Mead and Simon GrayPart II: Conceptual Transformations7. Why is Geologic Time Troublesome Knowledge?.......................................... 117Kim A. Cheek8. A Preliminary Framework for Isolating and Teaching Threshold Conceptsin Philosophy ................................................................................................... 131Monica R. Cowart9. Conceptual Intersections: Re-viewing Academic Numeracy in the TertiaryEducation Sector as a Threshold Concept ....................................................... 147Rosanne Quinnell and Rachel Thompsonv
TABLE OF CONTENTS10. Threshold Concepts: Challenging the Way we Think, Teach and Learnin Biology...................................................................................................... 165Pauline M. Ross, Charlotte E.Taylor, Chris Hughes, Michelle Kofod,Noel Whitaker, Louise Lutze-Mann and Vicky Tzioumis11. The Testable Hypothesis as a Threshold Concept for Biology Students....... 179Charlotte E. Taylor and Jan H.F. Meyer12. Assessing Progression in Students’ Economic Understanding: The Roleof Threshold Concepts................................................................................... 193Peter Davies and Jean Mangan13. Threshold Concepts and Attrition in First-Year Economics.......................... 207Martin P. Shanahan, Gigi Foster and Jan H.F. Meyer14. Compounded Thresholds in Electrical Engineering ...................................... 227Michael T. Flanagan, Philip Taylor and Jan H.F. Meyer15. Threshold Concepts in Computer Science: An Ongoing EmpiricalInvestigation .................................................................................................. 241Lynda Thomas, Jonas Boustedt, Anna Eckerdal, Robert Mccartney,Jan Erik Moström, Kate Sanders and Carol Zander16. Identifying a Potential Threshold Concept in Nanoscience and Technology:Engaging Theory in the Service of Practice .................................................. 259Eun-Jung Park and Greg Light17. Troublesome Grammar Knowledge and Action-Research-Led AssessmentDesign: Learning from Liminality................................................................. 281Marina Orsini-JonesPart III: Ontological Transformations18. Engineering and Social Justice: Negotiating the Spectrum of Liminality ..... 303Jens Kabo and Caroline Baillie19. What Decoding the Disciplines Can Offer Threshold Concepts .................. 317Leah Shopkow20. Identifying Threshold Concepts in the Bank Reconciliation Section ofan Introductory Accounting Course: Creating an Ontological Shift forStudents ......................................................................................................... 333Sidney Weil and Nicholas Mcguigan21. The Threshold Concept Journey in Design: from identificationto application ................................................................................................. 347Jane Osmond and Andrew Turnervi
Page 1 and 2: EDUCATIONAL FUTURES: RETHINKING THE
Page 3 and 4: EDUCATIONAL FUTURESRETHINKING THEOR
Page 5: A C.I.P. record for this book is av
Page 9 and 10: Pax Intrantibus Salus Exeuntibus. L
Page 11 and 12: LAND ET ALstudents experience diffi
Page 13 and 14: LAND ET ALModePreliminalLiminalPost
Page 15 and 16: LAND ET AL(Barker, 1991, p.184). Th
Page 17 and 18: LAND ET ALvariations arising from t
Page 19 and 20: LAND ET ALform of a model of concep
Page 21 and 22: LAND ET ALQuestions of intersection
Page 24 and 25: EDITORS’ PREFACEstudents bring to
Page 26 and 27: EDITORS’ PREFACEconcepts in the f
Page 28 and 29: EDITORS’ PREFACEIn the final illu
Page 30 and 31: EDITORS’ PREFACEhence becomes a n
Page 32 and 33: EDITORS’ PREFACElearning. This th
Page 34 and 35: EDITORS’ PREFACEa lens or ‘way
Page 36 and 37: EDITORS’ PREFACEHence learning is
Page 38 and 39: EDITORS’ PREFACEthe Communitas, w
Page 40 and 41: EDITORS’ PREFACEBuilding on these
Page 42 and 43: EDITORS’ PREFACECousin, G. (2009)
Page 44 and 45: DAVID PERKINSFOREWORDEntrance…and
Page 46: FOREWORDMeyer, J.H.F., Land, R. & D
Page 50 and 51: JULIE A. TIMMERMANS1. CHANGING OUR
Page 52 and 53: CHANGING OUR MINDSKegan’s (1982)
Page 54 and 55: CHANGING OUR MINDSKegan describes e
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CHANGING OUR MINDSIn fact, Kegan an
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CHANGING OUR MINDSat the epistemolo
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CHANGING OUR MINDSMight a learner r
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CHANGING OUR MINDSreveals an additi
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CHANGING OUR MINDSBendixen, L. D.,
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CHANGING OUR MINDSSibbett, C., & Th
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SCHWARTZMANScholarship in liminalit
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SCHWARTZMANTC: the entityThe term T
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SCHWARTZMANA resource for teaching
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SCHWARTZMANunprecedented to attract
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SCHWARTZMANspectrum of scholarship
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SCHWARTZMANrupture and phenomenolog
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SCHWARTZMANfield(s) of one’s cons
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SCHWARTZMAN36DATA: PARTICULARS GIVI
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SCHWARTZMANchallenge than interpret
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SCHWARTZMANStrategies for Teaching:
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SCHWARTZMANThey are redefined here
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SCHWARTZMANLoder, J. (1981). The tr
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