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dc.contributor.authorPeter, Mira
dc.contributor.authorHarlow, Ann
dc.contributor.authorScott, Jonathan B.
dc.contributor.authorMcKie, David
dc.contributor.authorJohnson, E. Marcia
dc.contributor.authorMoffat, Kirstine
dc.contributor.authorMcKim, Anne M.
dc.date.accessioned2015-01-15T02:11:27Z
dc.date.available2014
dc.date.available2015-01-15T02:11:27Z
dc.date.issued2014
dc.identifier.citationPeter, M., Harlow, A., Scott, J. B., McKie, D., Johnson, E. M., Moffat, K., & McKim, A. M. (2014). Threshold concepts: Impacts on teaching and learning at tertiary level, Commission Report for Teaching and Learning Research Initiative (pp. 1–21).en
dc.identifier.urihttps://hdl.handle.net/10289/9058
dc.description.abstractThis project explored teaching and learning of hard-to-learn threshold concepts in first-year English, an electrical engineering course, leadership courses, and in doctoral writing. The project was envisioned to produce disciplinary case studies that lecturers could use to reflect on and refine their curriculum and pedagogy, thereby contributing to discussion about the relationship between theory and methodology in higher education research (Shay, Ashwin, & Case, 2009). A team of seven academics investigated lecturers’ awareness and emergent knowledge of threshold concepts and associated pedagogies and how such pedagogies can afford opportunities for learning. As part of this examination the lecturers also explored the role of threshold concept theory in designing curricula and sought to find the commonalities in threshold concepts and their teaching and learning across the four disciplines. The research highlights new ways of teaching threshold concepts to help students learn concepts that are fundamental to the disciplines they are studying and expand their educational experiences. Given that much of the international research in this field focuses on the identification of threshold concepts and debates their characteristics (Barradell, 2013; Flanagan, 2014; Knight, Callaghan, Baldock, & Meyer, 2013), our exploration of what happens when lecturers use threshold concept theory to re-envision their curriculum and teaching helps to address a gap within the field. By addressing an important theoretical and practical approach the project makes a considerable contribution to teaching and learning at the tertiary level in general and to each discipline in particular.
dc.format.extent? - ? (21)
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.urihttp://www.tlri.org.nz/sites/default/files/projects/TLRI_Peter%26Harlow_Summary%28v3%29.pdf
dc.rightsUsed with permission from Teaching and Learning Research Initiative
dc.titleThreshold concepts: Impacts on teaching and learning at tertiary level
dc.typeReport
pubs.begin-page1
pubs.commissioning-bodyTeaching and Learning Research Initiative
pubs.confidentialfalse
pubs.elements-id115971
pubs.end-page21


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