Threshold Concepts Theory as a Pedagogical Tool for Articulating Transformational Learning: An Initial Exploration

Autor/inn/en	Atherton, Matthew Christopher; Meulemans, Yvonne Nalani
Titel	Threshold Concepts Theory as a Pedagogical Tool for Articulating Transformational Learning: An Initial Exploration
Quelle	In: Journal of Transformative Education, 19 (2021) 2, S.147-165 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atherton, Matthew Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344620963716
Schlagwörter	Fundamental Concepts; Teaching Methods; Transformative Learning; Interdisciplinary Approach; Social Sciences; Reflection; Undergraduate Students; Curriculum Development; Capstone Experiences + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	As the landscape of higher education gets more complex, there is a need to increase engagement and student reflection on their academic experiences. This research explores whether a threshold concept framework (TCF) can be used in an interdisciplinary social science culminating course as a tool for students to consider the transformative nature of their education and articulate the meaning of their educational experiences. Student reflective work was analyzed to see whether students can (1) understand TCF, which is typically used to analyze student learning, rather than as a reflective tool for students and (2) successfully apply TCF to their educational experiences. The authors conclude that using written reflections, students could understand and apply TCF to articulate the transformational nature of their education and consider the impact of their experiences as an undergraduate. These results illuminate the potential of using TCF as a pedagogical tool within the classroom and curriculum development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01