Literaturnachweis - Detailanzeige
Autor/inn/en | Atherton, Matthew Christopher; Meulemans, Yvonne Nalani |
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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 |
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 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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |