Lonergan's Insight and Threshold Concepts: Students in the Liminal Space

Autor/inn/en	Heading, David; Loughlin, Eleanor
Titel	Lonergan's Insight and Threshold Concepts: Students in the Liminal Space
Quelle	In: Teaching in Higher Education, 23 (2018) 6, S.657-667 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1414792
Schlagwörter	Fundamental Concepts; Learning Processes; Epistemology; Comprehension; Intuition; Teacher Responsibility + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Learning process; Lernprozess; Erkenntnistheorie; Verstehen; Verständnis; Lehrverpflichtung
Abstract	Threshold concepts are a widely used idea, particularly in curriculum design and evaluation of student learning. However they can be criticised as being hard to identify, vague and teacher imposed. Using the cognitive theory of Bernard Lonergan we argue that his epistemology enables us to reframe threshold concepts by adding a learner focussed understanding. We extend this to include considerations of liminality and 'stuckness', as well as the multiple paths to the threshold learners may take. Adding an understanding of cognitive process to the idea of threshold concepts also enables us to understand how they can be identified in disparate subjects. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01