Threshold Concepts in Practice
Ray Land Β· Jan H. F. Meyer Β· Michael T. Flanagan
ααααααΆ 2016 Β· Springer
ααααα
βα’αα‘α·α
ααααΌαα·α
362
ααααα
reportααΆαααΆαααααα αα·αααα·ααΆαααααααα·αααααΌαααΆααααααααααΆαααα αααααααααααααα
α’αααΈααααα βα’αα‘α·α ααααΌαα·αααα
"Threshold Concepts in Practice brings together fifty researchers from sixteen countries and a wide variety of disciplines to analyse their teaching practice, and the learning experiences of their students, through the lens of the Threshold Concepts Framework.
In any discipline, there are certain concepts β the βjewels in the curriculumβ β whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view.
These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learnerin a βliminalβ state of transition, a βbetwixt and betweenβ space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learnerβs development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts.
This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education.
Cover image: Detail from βEve offering the apple to Adam in the Garden of Eden and the serpentβ c.1520β25. Lucas Cranach the Elder (1472β1553). Bridgeman Images. All rights reserved.
In any discipline, there are certain concepts β the βjewels in the curriculumβ β whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view.
These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learnerin a βliminalβ state of transition, a βbetwixt and betweenβ space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learnerβs development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts.
This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education.
Cover image: Detail from βEve offering the apple to Adam in the Garden of Eden and the serpentβ c.1520β25. Lucas Cranach the Elder (1472β1553). Bridgeman Images. All rights reserved.
ααΆααααααααααα βα’αα‘α·α ααααΌαα·αααα
ααααΆααααΎαα’αααΈααΆααααααΎαααααα’αααα
α’αΆαβααααααΆα
ααΌαααααααααΆααα αα·αβααααααα
ααα‘αΎααααααα·ααΈ Google Play Books αααααΆαα Android αα·α iPad/iPhone α ααΆβααααΎααααΆαααααβαααααααααααααααα·ααΆαα½αβααααΈβααααα’αααβ αα·αβα’αα»ααααΆαα±ααβα’αααα’αΆααααβααΆαα’ααΈαααΊαα·α α¬ααααΆαβα’ααΈαααΊαα·αβαα
αααααααΈααααααα
αα»αααααΌαααβαα½ααα αα·ααα»αααααΌααα
α’αααα’αΆα
ααααΆααααααα
ααΆααα‘αααααααΆααα·ααα
αααα»α Google Play αααααααΎαααααα·ααΈαα»αααααΆαα’ααΈαααΊαα·ααααα»ααα»αααααΌαααααααα’αααα
eReaders αα·αβα§αααααβαααααβααα
ααΎααααΈα’αΆααα
ααΎβα§ααααα e-ink ααΌα
ααΆβα§αααααα’αΆαβααααα
α’αα‘α·α
ααααΌαα·α Kobo α’αααααΉαααααΌαβααΆαααβα―αααΆα α αΎαβαααααααΆαα
βα§αααααβααααα’αααα ααΌαα’αα»ααααααΆαβααΆαααααΆααααα’α·αααααααααααααααααα½α ααΎααααΈαααααα―αααΆαβαα
α§αααααα’αΆαααααα
βα’αα‘α·α
ααααΌαα·ααααααααΆααα
