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dc.contributor.authorHarlow, Ann
dc.contributor.authorScott, Jonathan B.
dc.contributor.authorPeter, Mira
dc.contributor.authorCowie, Bronwen
dc.date.accessioned2011-09-13T04:50:22Z
dc.date.available2011-09-13T04:50:22Z
dc.date.issued2011
dc.identifier.citationHarlow, A., Scott, J., Peter, M. & Cowie, B. (2011). ‘Getting stuck’ in analogue electronics: Threshold concepts as an explanatory model. European Journal of Engineering Education, 36(5), 435-447.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5731
dc.description.abstractCould the challenge of mastering threshold concepts be a potential factor that influences a student's decision to continue in electronics engineering? This was the question that led to a collaborative research project between educational researchers and the Faculty of Engineering in a New Zealand university. This paper deals exclusively with the qualitative data from this project, which was designed to investigate the high attrition rate of students taking introductory electronics in a New Zealand university. The affordances of the various teaching opportunities and the barriers that students perceived are examined in the light of recent international research in the area of threshold concepts and transformational learning. Suggestions are made to help students move forward in their thinking, without compromising the need for maintaining the element of intellectual uncertainty that is crucial for tertiary teaching. The issue of the timing of assessments as a measure of conceptual development or the crossing of thresholds is raised.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherTaylor & Francis Groupen_NZ
dc.relation.urihttp://www.tandfonline.com/doi/full/10.1080/03043797.2011.606500en_NZ
dc.subjectthreshold conceptsen_NZ
dc.subjectliminal spaceen_NZ
dc.subjectelectronics engineeringen_NZ
dc.subjectteaching and learningen_NZ
dc.title‘Getting stuck’ in analogue electronics: Threshold concepts as an explanatory modelen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/03043797.2011.606500en_NZ
dc.relation.isPartOfEuropean Journal of Engineering Educationen_NZ
pubs.begin-page1en_NZ
pubs.elements-id36253
pubs.end-page13en_NZ
pubs.issue5en_NZ
pubs.volumeonlineen_NZ


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