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dc.contributor.authorScott, Jonathan B.en_NZ
dc.contributor.editorMcGee, Cliveen_NZ
dc.date.accessioned2015-12-04T02:00:40Z
dc.date.available2015en_NZ
dc.date.available2015-12-04T02:00:40Z
dc.date.issued2015en_NZ
dc.identifier.citationScott, J. B. (2015). Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts. Waikato Journal of Education, 20th Anniversary Collection, 47–54.en
dc.identifier.issn1173-6135en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/9791
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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, UoW, Hamilton, New Zealanden_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.titleForging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold conceptsen_NZ
dc.typeJournal Article
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page47
pubs.elements-id134253
pubs.end-page54
pubs.volume20th Anniversary Collectionen_NZ
dc.identifier.eissn2382-0373en_NZ


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