Biological Variation as a Threshold Concept: Can We Measure Threshold Crossing?

Autor/inn/en	Walck-Shannon, Elise; Batzli, Janet; Pultorak, Josh; Boehmer, Hailey
Titel	Biological Variation as a Threshold Concept: Can We Measure Threshold Crossing?
Quelle	In: CBE - Life Sciences Education, 18 (2019) 3, Artikel 36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Fundamental Concepts; Biology; Scientific Concepts; Evolution; College Students; College Science; Advanced Students; Comprehension; Curriculum Design; Graduate Students; Honors Curriculum; Wisconsin (Madison) + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Biologie; Collegestudent; Fortgeschrittener; Verstehen; Verständnis; Lehrplangestaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Threshold concepts are fundamental to a discipline and, once understood, transform students' understanding and perception of the subject. Despite the value of threshold concepts as a learning "portal" for heuristic purposes, there is limited empirical evidence of threshold crossing or achieving mastery. As a threshold concept, biological variation within species is fundamental to understanding evolution and provides a target for analyzing threshold crossing. We aimed to 1) examine student understanding of variation using four dimensions of a threshold concept (discursive, troublesome, liminal, and integrative), 2) measure "threshold crossing," and 3) investigate the utility of the threshold concept framework to curriculum design. We conducted semistructured interviews of 29 students affiliated with a "variation-enriched" curriculum in a cross-sectional design with precurriculum, current, and postcurriculum groups (Pre, Current, and Post) and an outgroup of three postbaccalaureate advanced learners (Outgroup). Interview transcripts revealed that Current students expand their "variation discourse," while the Post group and Outgroup displayed conformity in word choice about variation. The Post and Current groups displayed less troublesome and more integrative responses. Pre, Post, and Outgroup explanations' revealed liminality, with discomfort and uncertainty regardless of accuracy. When we combined all four threshold concept dimensions for each respondent, patterns indicative of threshold crossing emerged along with new insight regarding curricular design. (ERIC).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01