Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning

The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to...

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Bibliographic Details
Published in:Higher education 2005-04, Vol.49 (3), p.373-388
Main Author: Meyer, Jan H. F
Format: Article
Language:English
Subjects:
Academic learning
Analysis
Cognitive Development
Cognitive Structures
College instruction
Concept Formation
Conceptual frameworks
Economics education
Education
Education, Higher
Educational Experience
Epistemology
Funerary rituals
Identity
Intellectual Disciplines
Knowledge
Knowledge management
Land
Language
Learner engagement
Learning
Learning Experience
Lehre
Liminality
Mathematics education
Reflective Teaching
Studentenschaft
Students
Studienverhalten
Teachers
Teaching
Teaching Methods
Thresholds
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Summary:The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are troublesome, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice. (HRK / Abstract übernommen).
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-004-6779-5