The Difference between Troublesome Knowledge and Threshold Concepts

Autor/in	Hill, Sophie
Titel	The Difference between Troublesome Knowledge and Threshold Concepts
Quelle	In: Studies in Higher Education, 45 (2020) 3, S.665-676 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hill, Sophie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1619679
Schlagwörter	Foreign Countries; Fundamental Concepts; Difficulty Level; Assistive Technology; Numbers; Human Body; Jargon; Psychomotor Skills; Holistic Approach; Allied Health Occupations Education; College Students; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Grundlagenplan; Konzept; Schwierigkeitsgrad; Zahlenraum; Menschlicher Körper; Psychomotorische Aktivität; Holistischer Ansatz; Collegestudent; Großbritannien
Abstract	It has been stated that a criterion of a threshold concept is that it is troublesome or difficult to understand. However, not all difficult concepts are also threshold concepts. This article explores this difference through the context of students' difficulties in learning prosthetics and two models of describing threshold concepts. Students and staff at two UK universities teaching prosthetics and orthotics participated in interviews and questionnaires. Data were analysed using an interpretative phenomenological analysis approach. Five themes of difficulty emerged from the data, two of which were difficult concepts and three of which were difficult and threshold concepts. These themes involved issues with numbers, the human body, disciplinary language, gait and a holistic perspective. The differentiation was that threshold concepts involved both conceptual and ontological transformation and the use of procedural concepts with associated memories in order to develop disciplinary ways of viewing a concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01