Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 908 de 957
Scott, Harlow, Peter, & Cowie, 2010). However, a clearly designed, described and tested
method is required. This paper addresses the following:
How can threshold concepts be identified and described in a broadly defined
discipline?
The theoretical framework is introduced below. The main focus of the paper is a
description of the methodology we have developed, the consultative process of developing
the methodology, and outcomes of our experience testing the methodology to identify and
investigate threshold concepts required by engineering students during first and second
year.
The method we have developed will be useful to curriculum renewal in engineering and
other disciplines, especially broad interdisciplinary courses.
Theoretical framework
Threshold concept theory is an established theory forming the framework for our study.
Threshold capability theory (Baillie, Bowden, & Meyer, forthcoming) is a new
development, found to be useful in this study. It combines threshold concept theory with
capability theory including variation theory.
Threshold concepts are transformative and troublesome for students (Meyer & Land, 2003,
pp.8-9). They are usually irreversible, and integrative meaning that they connect concepts.
Many threshold concepts enhance students’ use of language. Threshold concepts can be
troublesome for reasons such as being inert, ritual, conceptually difficult knowledge,
foreign or alien (Perkins, 1999, pp.8-10).
Capability theory proposes that university students should prepare for unknown futures,
such that graduates can identify key aspects of a situation, relate these to other
knowledge, determine the task or problem, design a process to deal with it, and have
ability to complete this (Bowden, 2004, p.40).
Variation theory describes how students learn by experiencing variation (Bowden &
Marton, 1998). This can be achieved through multiple examples changing in one
dimension at a time. The students must be given the opportunity to experience the
differences between the different examples.
Baillie, Bowden and Meyer propose a merging of threshold concept theory and capability
theory into Threshold Capability Theory and argue that capability and variation theories
provide the ideal mechanism for developing a strong pedagogical approach based on the
newly emerging knowledge of the attributes of threshold concepts within different
domains. With the emergence of Threshold Capability Theory we broadened our study
from threshold concepts to also allow for threshold capabilities. This proved to be
valuable in our experience testing the methodology, and alleviated concerns about the
definition of “concept” raised by many participants. By investigating knowledge
capabilities to act effectively for unknown futures, rather than concepts only, we were able
to consider tools such as vectors, which many academics did not regard as concepts.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011