Threshold concepts and troublesome knowledge

By H. King. 2006

569 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/b7135e98a2439ccebdc5e281069554428a240afb

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In Experimental and Cognitive Psychology

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Citations in the corpus

Cultivating the Disposition to Understand in 21st Century University Education. (2011, background): “Teaching which focuses on identifying and engaging with students' current understanding of key concepts and common misunderstandings is one example (Kember, 1997; Meyer & Land, 2005; Prosser & Trigwell, 1999).”
Improving Student Retention in Higher Education: Improving Teaching and Learning (2009, background): “In support of this, Meyer and Land (2005) put forward the pivotal role of students’ understandings of what they call disciplinary threshold concepts for academic survival and success.”
Threshold Concepts and Transformational Learning (2010, background): “The new space is itself bounded (bordered by thresholds into further, currently inaccessible conceptual territory) (Meyer & Land, 2005, pp. 373–377).”
Student-centredness: the link between transforming students and transforming ourselves (2010, unknown): “It is usually ‘transformative (occasioning a significant shift in the perception of a subject), irreversible (unlikely to be forgotten, or unlearned only through considerable effort), and integrative (exposing the previously hidden interrelatedness of something)’ (Meyer and Land 2005, 373).”
Threshold concepts and the integration of understanding in economics (2007, background): “Ongoing work (e.g. Meyer et al., 2006) is exploring the relationship between threshold concepts and related perspectives on learning across the disciplines.”
A survey of literature on the teaching of introductory programming (2007, background): “[95, 94, 65, 63]), and work dealing specifically with teaching issues in the subject matter of instruction (e.”
Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it (2015, methodology): “These liminal moments of transition exhibit a former way of being or knowing toward a future state (Meyer & Land, 2005).”
New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems (2011, methodology): “Under IMPALA 2 (as elsewhere), the use of video podcasts to provide field guides and lecture summaries was examined separately (Nie 2008; Nie, Edirisingha, and Salmon n.d.).”
A scholarly approach to solving the feedback dilemma in practice (2016, background): “Such moments may involve ‘troublesome knowledge’, epistemological jumps and points where there are changes in the level of support and autonomy (Meyer and Land 2005; O’Donovan 2010).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “more sophisticated conceptions of a field (Baillie, Goodhew and Skryabina, 2006; Meyer and Land, 2005).”
Threshold concepts and troublesome knowledge (3)*: implications for course design and evaluation (2005, background): “Threshold concepts lead not only to transformed thought but to a transfiguration of identity and adoption of an extended discourse (Meyer and Land 2005: in press).”
Factors Influencing Stress, Burnout, and Retention of Secondary Teachers. (2011, background): “This period can involve a humbling of the participant because the teacher is being “stripped” of their old identity (Meyer & Land, 2005).”