Threshold Concepts: how can we recognise them?

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Threshold concepts and troublesome knowledge (3)*: implications for course design and evaluation (2005, background): “They have attracted particular interest from economics communities in the UK (Davies, 2003) and Australia (Shanahan and Meyer, 2003).”
Metalearning capacity and threshold concept engagement (2010, background): “According to Davies and Mangan (2009), some first-year students of microeconomics think that graphs are direct representations of ‘reality’, rather than models used to make sense of economic processes, and that this belief hinders the development of the students’ ability to think like economists.”
Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness (2009, background): “Davies (2003) made a distinction between applying fundamental concepts (in his 2006 paper, he used the term ‘key concepts’; Davies, 2006) and phenomenographic approaches in the context of identifying threshold concepts.”
Threshold Concepts and Transformational Learning (2010, methodology): “As Davies (2006) has pointed out, an act of learning is an act of identity formation.”