Threshold Concepts as 'Jewels of the Curriculum': Rare as Diamonds or Plentiful as Cubic Zirconia?

Autor/in	Reeping, David
Titel	Threshold Concepts as 'Jewels of the Curriculum': Rare as Diamonds or Plentiful as Cubic Zirconia?
Quelle	In: International Journal for Academic Development, 25 (2020) 1, S.58-70 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reeping, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2019.1694934
Schlagwörter	Fundamental Concepts; College Curriculum; Engineering; Writing (Composition); Information Literacy; Curriculum Development; Cognitive Structures + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Maschinenbau; Schreibübung; Informationskompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cognitive structure; Kognitive Struktur
Abstract	The framework of threshold concepts has been used across several disciplines in higher education. Although the literature surrounding the identification of threshold concepts and their nature has flourished, their conceptualization has seemingly diverged across disciplinary lines, which should be recognized by educational developers who work with multiple disciplines. Inspired by a failed implementation of one framing of threshold concepts in Engineering, this article compares the conceptualization of threshold concepts in Engineering with their framing in Writing Studies and Information Literacy by drawing on Bernstein's notion of knowledge structures. Recommendations for educational developers are provided and situated within the framework of 'ways of thinking and practising' (WTP). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01