Threshold Concepts and Troublesome Knowledge (1): linkages to ways of thinking and practising within the disciplines

By Ray Land. 2003

1,207 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2694b962d30da979c48c41498624aa4588490b78

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Citations in the corpus

Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education (2005, background): “Of course, there will be difficulties attributable to differences between students in their stage of intellectual development, profile of abilities and prior knowledge, but in certain subject areas we have found evidence of what have come to be called ‘threshold concepts’ (Meyer & Land, 2003).”
Making learning visible: the role of concept mapping in higher education (2008, unknown): “There is now a rich literature on ‘troublesome knowl-edge’ (e.g. Perkins 1999) and threshold concept acquisition (e.g. Meyer and Land 2003; 2005).”
Using concept maps to measure deep, surface and non‐learning outcomes (2007, unknown): “This will be particularly relevant if it can be done in the context of ‘threshold concepts’ (Meyer & Land 2003).”
Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it (2015, background): “As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view’ (Meyer & Land, 2003, p. 1).”
Transformation and contextualisation: conceptualising students’ conceptual understandings of threshold concepts in calculus (2010, background): “Accordingly, recent research into student learning has been putting effort into identifying threshold concepts ( Meyer and Land 2003, 2005 ) within certain academic disciplines such as ‘opportunity cost’ in economics (Davies and Mangan 2007).”
An introduction to threshold concepts (2006, background): “A threshold concept is likely to involve forms of ‘troublesome knowledge’; David Perkins defines this as ‘that which appears counter-intuitive, alien (emanating from another culture or discourse), or seemingly incoherent’ (in Meyer and Land, 2003, p.7).”
The challenges of reflection: students learning from work placements (2007, background): “If students can come to terms with these then ‘a new and previously inaccessible way of thinking of something’ is opened up and as a consequence ‘there may thus be a transformed internal view of subject matter, subject landscape, or even world view’ (Meyer & Land, 2003, p. 412).”
Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, background): “In the phrase construct map , 8 the term construct refers to the understanding of a concept that forms a significant and necessary step in the learning of the subject (similar to Meyer & Land's (2003) notion of a threshold concept).”
Students' Ways of Experiencing Human‐Centered Design (2012, background): “Within the outcome space, this category represented a threshold concept, which according to Meyer and Land (2003), is “akin to a portal, opening up a new and previously inaccessible way of thinking about something.””
Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness (2009, background): “In addition, troublesomeness is regarded as a key quality of threshold concepts that provide ‘conceptual gateways or portals that lead to a previously inaccessible and initially troublesome way of thinking’ (Meyer & Land, 2003, p. 412) in a topic or field.”
Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning (2005, background): “Recently, Meyer and Land (2002) articulated the idea of threshold concepts.”
Embedding Generic Employability Skills in an Accounting Degree: Development and Impediments (2010, background): “Relating this finding to the idea of ‘threshold concept’ (Jack and McCartney, 2007; Lucas and Mladenovic, 2007; Entwistle, 2005; Meyer and Land, 2003) we can, therefore, see students’ position on the path of intellectual development as a ‘threshold concept’ in terms or their skills development, as…”
Doctorateness as a threshold concept (2009, background): “(Meyer & Land, 2003) Davies and Brant (2006, p. 113) interpret a threshold concept as presenting ‘levels of understanding in a subject (or activity) that can be used in assessment for learning’.”