000 05490nam a2200469 i 4500
001 BRILL9789460912078
003 nllekb
005 20260610105634.0
007 cr un uuuua
008 191130s2010 ne sb 001 0 eng d
020 _a9789460912078
_q(electronic book)
020 _z9789460912061
_q(print)
024 7 _a10.1163/9789460912078
_2DOI
035 _a(OCoLC)1121641225
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1062
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a378.17
_223
245 0 0 _aThreshold Concepts and Transformational Learning /
_cEdited by Jan H.F. Meyer; Ray Land; Caroline Baillie.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2010.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Futures ;
_v42
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material /
_rJan H.F. Meyer , Ray Land and Caroline Baillie -- Changing Our Minds /
_rJulie A. Timmermans -- Transcending Disciplinary Boundaries /
_rLeslie Schwartzman -- Threshold Concepts: ‘Loaded’ Knowledge or Critical Education /
_rAidan Ricketts -- Threshold Concepts and Troublesome Knowledge (5) /
_rRay Land and Jan H.F. Meyer -- Visualizing Expertise /
_rIan M. Kinchin , Lyndon B. Cabot and David B. Hay -- Contexts for Threshold Concepts (I) /
_rJerry Mead and Simon Gray -- Why is Geologic Time Troublesome Knowledge? /
_rKim A. Cheek -- A Preliminary Framework for Isolating and Teaching Threshold Concepts in Philosophy /
_rMonica R. Cowart -- Conceptual Intersections /
_rRosanne Quinnell and Rachel Thompson -- Threshold Concepts /
_rPauline M Ross , Charlotte E. Taylor , Chris Hughes , Michelle Kofod , Noel Whitaker , Louise Lutze-Mann and Vicky Tzioumis -- The Testable Hypothesis as a Threshold Concept for Biology Students /
_rCharlotte E. Taylor and Jan H.F. Meyer -- Assessing Progression in Students’ Economic Understanding /
_rPeter Davies and Jean Mangan -- Threshold Concepts and Attrition in First-Year Economics /
_rMartin P. Shanahan , Gigi Foster and Jan. H.F. Meyer -- Compounded Thresholds in Electrical Engineering /
_rMichael T. Flanagan , Philip Taylor and Jan H. F. Meyer -- Threshold Concepts in Computer Science /
_rLynda Thomas , Jonas Boustedt , Anna Eckerdal , Robert McCartney , Jan Erik Moström , Kate Sanders and Carol Zander -- Identifying a Potential Threshold Concept in Nanoscience and Technology /
_rEun-Jung Park and Greg Light -- Troublesome Grammar Knowledge and Action-Research-Led Assessment Design /
_rMarina Orsini-Jones -- Engineering and Social Justice /
_rJens Kabo and Caroline Baillie -- What Decoding The Disciplines Can Offer Threshold Concepts /
_rLeah Shopkow -- Identifying Threshold Concepts in the Bank Reconciliation Section of an Introductory Accounting Course /
_rSidney Weil and Nicholas McGuigan -- The Threshold Concept Journey in Design /
_rJane Osmond and Andrew Turner -- Modes of Variation in Pupils’ Apprehension of a Threshold Concept in Economics /
_rMing Fai Pang and Jan H.F. Meyer -- Exploration of Societal Transitions in Estonia from the Threshold Concepts Perspective of Teaching and Learning /
_rDagmar Kutsar and Anita Kärner -- Learning to be a Researcher /
_rMargaret Kiley and Gina Wisker -- List of Contributors /
_rJan H.F. Meyer , Ray Land and Caroline Baillie -- Index /
_rJan H.F. Meyer , Ray Land and Caroline Baillie.
520 _aOver the last decade the notion of ‘threshold concepts’ has proved influential around the world as a powerful means of exploring and discussing the key points of transformation that students experience in their higher education courses and the ‘troublesome knowledge’ that these often present. Threshold concepts provoke in the learner a state of 'liminality' in which transformation takes place, requiring the integration of new understanding and the letting go of previous learning stances. Insights gained by learners as they cross thresholds can be exhilarating but might also be unsettling, requiring an uncomfortable shift in identity, or, paradoxically, a sense of loss. The liminal space can be a suspended state of partial understanding, or’stuck place', in which understanding approximates to a kind of 'mimicry'. Threshold Concepts and Transformational Learning substantially increases the empirical evidence for threshold concepts across a large number of disciplinary contexts and from the higher education sectors of many countries. This new volume develops further theoretical perspectives and provides fresh pedagogical directions. It will be of interest to teachers, practitioners and managers in all disciplines as well as to educational researchers.
588 _aDescription based on print version record.
650 0 _aConcept learning.
650 0 _aKnowledge, Theory of.
650 0 _aLearning, Psychology of.
700 1 _aMeyer, Jan H.F.,
_eeditor.
700 1 _aLand, Ray,
_eeditor.
700 1 _aBaillie, Caroline,
_eeditor.
776 0 8 _iPrint version:
_tThreshold Concepts and Transformational Learning,
_dLeiden Boston : Brill | Sense, 2010
_w9789460912061
830 0 _aEducational Futures ;
_v42.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789460912078
999 _c42718
_d42718