Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts

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dc.contributor.authorScott, Jonathan B.
dc.date.accessioned2015-01-11T20:15:32Z
dc.date.available2014
dc.date.available2015-01-11T20:15:32Z
dc.date.issued2014
dc.description.abstractIn this article a thermodynamic view of learning is taken. Internalisation of a threshold concept, the so-called act of “passing through the portal”, is viewed as a phase change. It is postulated that threshold concepts are associated with learning that both involves a large entropy change and that has competing possible learning outcomes. Through analogy with enthalpy of matter, it is predicted that certain learning activities will aid students, especially in the case of reaching true understanding of threshold concepts, much as certain physical processes aid the formation of diamond in preference to graphite.
dc.format.extent115 - 121 (7)
dc.format.mimetypeapplication/pdf
dc.identifier.citationScott, J. B. (2014). Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts. Waikato Journal of Education, 19(2), 115–121.en
dc.identifier.doi10.15663/wje.v19i2.103en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/9040
dc.language.isoen
dc.publisherUniversity of Waikato, School of Education
dc.relation.isPartOfWaikato Journal of Education
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/journal/index.php?id=8
dc.rightsThis article is published in the Waikato Journal of Education. Used with permission.
dc.subjecteducation
dc.titleForging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts
dc.typeJournal Article
pubs.begin-page115
pubs.elements-id118795
pubs.end-page121
pubs.issue2
pubs.notesEBSCO confirms peer review
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/FSEN
pubs.organisational-group/Waikato/FSEN/Engineering
pubs.volume19
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