1177-threshold-concepts-and-transformational-learning

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TABLE OF CONTENTS22. Modes of Variation in Pupils’ Apprehension of a Threshold Conceptin Economics ................................................................................................. 365Ming Fai Pang and Jan H.F. Meyer23. Exploration of Societal Transitions in Estonia from the ThresholdConcepts Perspective of Teaching and Learning ........................................... 383Dagmar Kutsar and Anita Kärner24. Learning to be a researcher: The Concepts and Crossings ............................ 399Margaret Kiley and Gina WiskerContributors ......................................................................................................... 415Index .................................................................................................................... 427vii
Pax Intrantibus Salus Exeuntibus. Lintel of threshold (1609),Canongate, Edinburgh, Scotlandviii
Page 1 and 2: EDUCATIONAL FUTURES: RETHINKING THE
Page 3 and 4: EDUCATIONAL FUTURESRETHINKING THEOR
Page 5 and 6: A C.I.P. record for this book is av
Page 7: TABLE OF CONTENTS10. Threshold Conc
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
Page 56 and 57: CHANGING OUR MINDSIn fact, Kegan an
Page 58 and 59:
CHANGING OUR MINDSat the epistemolo
Page 60 and 61:
CHANGING OUR MINDSMight a learner r
Page 62 and 63:
CHANGING OUR MINDSreveals an additi
Page 64 and 65:
CHANGING OUR MINDSBendixen, L. D.,
Page 66:
CHANGING OUR MINDSSibbett, C., & Th
Page 69 and 70:
SCHWARTZMANScholarship in liminalit
Page 71 and 72:
SCHWARTZMANTC: the entityThe term T
Page 73 and 74:
SCHWARTZMANA resource for teaching
Page 75 and 76:
SCHWARTZMANunprecedented to attract
Page 77 and 78:
SCHWARTZMANspectrum of scholarship
Page 79 and 80:
SCHWARTZMANrupture and phenomenolog
Page 81 and 82:
SCHWARTZMANfield(s) of one’s cons
Page 83 and 84:
SCHWARTZMAN36DATA: PARTICULARS GIVI
Page 85 and 86:
SCHWARTZMANchallenge than interpret
Page 87 and 88:
SCHWARTZMANStrategies for Teaching:
Page 89 and 90:
SCHWARTZMANThey are redefined here
Page 91:
SCHWARTZMANLoder, J. (1981). The tr
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