Threshold concept - Revision history

Inna mik: Link Step 4 repaired

2025-05-01T06:03:19Z

Link Step 4 repaired

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	== Relation to Decoding the Disciplines ==		== Relation to Decoding the Disciplines ==
	Threshold Concepts and [[Step 1 - Identify a Bottleneck to Learning\|Step 1 Identify bottlenecks]] of ''Decoding the Disciplines'' both use theories of difficulty (Perkins, 2007) and focus on the hurdles of content. They both foreground the aspects of learning that prove consistently troublesome to uncover the tacit or “secret knowledge” of the discipline. Theories of difficulty design the challenge, but do not solve them. The main way the two theories differ is that ''Decoding the Disciplines'' from the start had a second theoretical component. Decoding Steps [[Step 3 - Modeling Mental Operations\|3]]-[[Step 4\|4]]-[[Step 5 - Motivate and lessen resistance\|5]]-[[Step 6 - Assess Student Mastery\|6]] navigate the problem using pedagogical theory. These Steps organize teaching and learning processes for good results, scaffolding instructional techniques to foster learning (Perkins, 2007). “The great strength of decoding is the methodology that undergirds the theory…,” (p. 41, Shopkow & Middendorf, 2019).		Threshold Concepts and [[Step 1 - Identify a Bottleneck to Learning\|Step 1 Identify bottlenecks]] of ''Decoding the Disciplines'' both use theories of difficulty (Perkins, 2007) and focus on the hurdles of content. They both foreground the aspects of learning that prove consistently troublesome to uncover the tacit or “secret knowledge” of the discipline. Theories of difficulty design the challenge, but do not solve them. The main way the two theories differ is that ''Decoding the Disciplines'' from the start had a second theoretical component. Decoding Steps [[Step 3 - Modeling Mental Operations\|3]]-[[Step 4: Give Students Practice and Feedback\|4]]-[[Step 5 - Motivate and lessen resistance\|5]]-[[Step 6 - Assess Student Mastery\|6]] navigate the problem using pedagogical theory. These Steps organize teaching and learning processes for good results, scaffolding instructional techniques to foster learning (Perkins, 2007). “The great strength of decoding is the methodology that undergirds the theory…,” (p. 41, Shopkow & Middendorf, 2019).

	In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.		In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.

Joan Middendorf: Added references

2025-04-25T15:25:47Z

Added references

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	Shopkow <ref>Shopkow, Leah (2010). “[[What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts]],’” in Threshold Concepts and Transformational Learning, ed. Jan H. F. Meyer, Ray Land, & Catherine Baillie (Rotterdam: Sense Publications), 317-32.</ref>. Threshold concepts are the paradigm-shifting kinds of bottlenecks (Middendorf, 2025).		Shopkow <ref>Shopkow, Leah (2010). “[[What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts]],’” in Threshold Concepts and Transformational Learning, ed. Jan H. F. Meyer, Ray Land, & Catherine Baillie (Rotterdam: Sense Publications), 317-32.</ref>. Threshold concepts are the paradigm-shifting kinds of bottlenecks (Middendorf, 2025).

	Shopkow & Middendorf, 2019 ~~Playing~~		Shopkow, L., & Middendorf, J. (2019). CAUTION! THEORIES AT PLAY! Threshold concepts and Decoding the Disciplines. In J.A Timmermans & R. Land (Eds.) ''Threshold concepts on the edge.'' Leiden: Brill/Sense, pp. 37-50.

	Middendorf, J (2025 in press). The Theory Bottleneck and Decoding the Disciplines. Die Hoschudt		Middendorf, J (2025 in press). The Theory Bottleneck and Decoding the Disciplines. Die Hoschudt

			Perkins, D. (2007). Theories of difficulty. In N. Entwistle, & P. Tomlinson (Eds.), ''Student learning and university teaching'' (pp. 31–48). Leicester: British Psychological Society.

	== See also ==		== See also ==

Riegler: added links

2025-04-25T13:55:11Z

added links

← Older revision		Revision as of 15:55, 25 April 2025
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	== Relation to Decoding the Disciplines ==		== Relation to Decoding the Disciplines ==
	Threshold Concepts and Step 1 Identify bottlenecks of ''Decoding the Disciplines'' both use theories of difficulty (Perkins, 2007) and focus on the hurdles of content. They both foreground the aspects of learning that prove consistently troublesome to uncover the tacit or “secret knowledge” of the discipline. Theories of difficulty design the challenge, but do not solve them. The main way the two theories differ is that ''Decoding the Disciplines'' from the start had a second theoretical component. Decoding Steps 3-4-5-6 navigate the problem using pedagogical theory. These Steps organize teaching and learning processes for good results, scaffolding instructional techniques to foster learning (Perkins, 2007). “The great strength of decoding is the methodology that undergirds the theory…,” (p. 41, Shopkow & Middendorf, 2019).		Threshold Concepts and [[Step 1 - Identify a Bottleneck to Learning\|Step 1 Identify bottlenecks]] of ''Decoding the Disciplines'' both use theories of difficulty (Perkins, 2007) and focus on the hurdles of content. They both foreground the aspects of learning that prove consistently troublesome to uncover the tacit or “secret knowledge” of the discipline. Theories of difficulty design the challenge, but do not solve them. The main way the two theories differ is that ''Decoding the Disciplines'' from the start had a second theoretical component. Decoding Steps [[Step 3 - Modeling Mental Operations\|3]]-[[Step 4\|4]]-[[Step 5 - Motivate and lessen resistance\|5]]-[[Step 6 - Assess Student Mastery\|6]] navigate the problem using pedagogical theory. These Steps organize teaching and learning processes for good results, scaffolding instructional techniques to foster learning (Perkins, 2007). “The great strength of decoding is the methodology that undergirds the theory…,” (p. 41, Shopkow & Middendorf, 2019).

	In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.		In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.

Joan Middendorf: Describe threshold concept in terms of bottlenecks

2025-04-24T17:02:33Z

Describe threshold concept in terms of bottlenecks

← Older revision		Revision as of 19:02, 24 April 2025
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	== Relation to Decoding the Disciplines ==		== Relation to Decoding the Disciplines ==
	Threshold Concepts and Step 1 of ''Decoding the Disciplines'' both use theories of difficulty (Perkins, 2007) and focus on the hurdles of content. They both foreground the aspects of learning that prove consistently troublesome to uncover the tacit or “secret knowledge” of the discipline. Theories of difficulty design the challenge, but do not solve them. The main way the two theories differ is that ''Decoding the Disciplines'' from the start had a second theoretical component. Decoding Steps 3-4-5-6 navigate the problem using pedagogical theory. These Steps organize teaching and learning processes for good results, scaffolding instructional techniques to foster learning (Perkins, 2007). “The great strength of decoding is the methodology that undergirds the theory…,” (p. 41, Shopkow & Middendorf, 2019).		Threshold Concepts and Step 1 Identify bottlenecks of ''Decoding the Disciplines'' both use theories of difficulty (Perkins, 2007) and focus on the hurdles of content. They both foreground the aspects of learning that prove consistently troublesome to uncover the tacit or “secret knowledge” of the discipline. Theories of difficulty design the challenge, but do not solve them. The main way the two theories differ is that ''Decoding the Disciplines'' from the start had a second theoretical component. Decoding Steps 3-4-5-6 navigate the problem using pedagogical theory. These Steps organize teaching and learning processes for good results, scaffolding instructional techniques to foster learning (Perkins, 2007). “The great strength of decoding is the methodology that undergirds the theory…,” (p. 41, Shopkow & Middendorf, 2019).

	In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.		In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.

	Shopkow <ref>Shopkow, Leah (2010). “[[What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts]],’” in Threshold Concepts and Transformational Learning, ed. Jan H. F. Meyer, Ray Land, & Catherine Baillie (Rotterdam: Sense Publications), 317-32.</ref>		Shopkow <ref>Shopkow, Leah (2010). “[[What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts]],’” in Threshold Concepts and Transformational Learning, ed. Jan H. F. Meyer, Ray Land, & Catherine Baillie (Rotterdam: Sense Publications), 317-32.</ref>. Threshold concepts are the paradigm-shifting kinds of bottlenecks (Middendorf, 2025).

	Shopkow & Middendorf, 2019 Playing		Shopkow & Middendorf, 2019 Playing

Joan Middendorf: Added comparison of Threshold Concepts and Decoding the Disciplines.

2025-04-24T16:59:17Z

Added comparison of Threshold Concepts and Decoding the Disciplines.

← Older revision		Revision as of 18:59, 24 April 2025
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	== Relation to Decoding the Disciplines ==		== Relation to Decoding the Disciplines ==
	~~Relationship comes mostly via [[Bottleneck]]~~.		Threshold Concepts and Step 1 of ''Decoding the Disciplines'' both use theories of difficulty (Perkins, 2007) and focus on the hurdles of content. They both foreground the aspects of learning that prove consistently troublesome to uncover the tacit or “secret knowledge” of the discipline. Theories of difficulty design the challenge, but do not solve them. The main way the two theories differ is that ''Decoding the Disciplines'' from the start had a second theoretical component. Decoding Steps 3-4-5-6 navigate the problem using pedagogical theory. These Steps organize teaching and learning processes for good results, scaffolding instructional techniques to foster learning (Perkins, 2007). “The great strength of decoding is the methodology that undergirds the theory…,” (p. 41, Shopkow & Middendorf, 2019).

	In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.		In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.

	Shopkow <ref>Shopkow, Leah (2010). “[[What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts]],’” in Threshold Concepts and Transformational Learning, ed. Jan H. F. Meyer, Ray Land, & Catherine Baillie (Rotterdam: Sense Publications), 317-32.</ref>		Shopkow <ref>Shopkow, Leah (2010). “[[What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts]],’” in Threshold Concepts and Transformational Learning, ed. Jan H. F. Meyer, Ray Land, & Catherine Baillie (Rotterdam: Sense Publications), 317-32.</ref>

			Shopkow & Middendorf, 2019 Playing

			Middendorf, J (2025 in press). The Theory Bottleneck and Decoding the Disciplines. Die Hoschudt

	== See also ==		== See also ==

Riegler: bolded lemma

2025-04-23T14:20:51Z

bolded lemma

← Older revision		Revision as of 16:20, 23 April 2025
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	[[File:Treshhold concept 1743096802788.png\|thumb\|300x300px\|A threshold concept it akin to a portal or a liminal space, opening up a new and previously inaccessible way of thinking about something.]]		[[File:Treshhold concept 1743096802788.png\|thumb\|300x300px\|A threshold concept it akin to a portal or a liminal space, opening up a new and previously inaccessible way of thinking about something.]]
	A '''threshold''' ~~concept~~ is a core concepts which, once understood, transforms perception of a given subject, phenomenon, or experience. Its acquisition is inherently difficult. Metaphorically it involves being stuck by repeatedly bumping into a threshold until one manages to overcome the threshold. Other metaphors used are portal and liminal space, opening up a new and previously inaccessible way of thinking about something. The term threshold concept was coined by Jan Meyer and Ray Land.<ref name=":0">Meyer J H F and Land R 2003 "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising" in ''Improving Student Learning: Ten Years On''. C. Rust (Ed), OCSLD, Oxford.</ref>		A '''threshold concept''' is a core concepts which, once understood, transforms perception of a given subject, phenomenon, or experience. Its acquisition is inherently difficult. Metaphorically it involves being stuck by repeatedly bumping into a threshold until one manages to overcome the threshold. Other metaphors used are portal and liminal space, opening up a new and previously inaccessible way of thinking about something. The term threshold concept was coined by Jan Meyer and Ray Land.<ref name=":0">Meyer J H F and Land R 2003 "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising" in ''Improving Student Learning: Ten Years On''. C. Rust (Ed), OCSLD, Oxford.</ref>

	Like [[Decoding the Disciplines]] and Perkin's notion of troublesome knowledge, threshold concepts are a theory of difficulty, i.e. a theory explaining aspects of learning and teaching by focussing on difficulties inherent to them.<ref>Pace, D. (2017): [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Bloomington: Indiana University Press, p. 21</ref>		Like [[Decoding the Disciplines]] and Perkin's notion of troublesome knowledge, threshold concepts are a theory of difficulty, i.e. a theory explaining aspects of learning and teaching by focussing on difficulties inherent to them.<ref>Pace, D. (2017): [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Bloomington: Indiana University Press, p. 21</ref>

Riegler: (username removed) (log details removed): typo in lemma

2025-04-23T14:15:28Z

(username removed) (log details removed): typo in lemma

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Revision as of 16:15, 23 April 2025

Riegler at 15:13, 5 April 2025

2025-04-05T15:13:41Z

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	A '''threshold''' concept is a core concepts which, once understood, transforms perception of a given subject, phenomenon, or experience. Its acquisition is inherently difficult. Metaphorically it involves being stuck by repeatedly bumping into a threshold until one manages to overcome the threshold. Other metaphors used are portal and liminal space, opening up a new and previously inaccessible way of thinking about something. The term threshold concept was coined by Jan Meyer and Ray Land.<ref name=":0">Meyer J H F and Land R 2003 "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising" in ''Improving Student Learning: Ten Years On''. C. Rust (Ed), OCSLD, Oxford.</ref>		A '''threshold''' concept is a core concepts which, once understood, transforms perception of a given subject, phenomenon, or experience. Its acquisition is inherently difficult. Metaphorically it involves being stuck by repeatedly bumping into a threshold until one manages to overcome the threshold. Other metaphors used are portal and liminal space, opening up a new and previously inaccessible way of thinking about something. The term threshold concept was coined by Jan Meyer and Ray Land.<ref name=":0">Meyer J H F and Land R 2003 "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising" in ''Improving Student Learning: Ten Years On''. C. Rust (Ed), OCSLD, Oxford.</ref>

	Like [[Decoding the Disciplines]] and Perkin's troublesome knowledge, threshold concepts are a theory of difficulty, i.e. a theory explaining aspects of learning and teaching by focussing on difficulties inherent to them.<ref>Pace, D. (2017): [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Bloomington: Indiana University Press, p. 21</ref>		Like [[Decoding the Disciplines]] and Perkin's notion of troublesome knowledge, threshold concepts are a theory of difficulty, i.e. a theory explaining aspects of learning and teaching by focussing on difficulties inherent to them.<ref>Pace, D. (2017): [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Bloomington: Indiana University Press, p. 21</ref>

	== Properties of threshold concepts ==		== Properties of threshold concepts ==

Riegler at 08:17, 28 March 2025

2025-03-28T08:17:59Z

← Older revision		Revision as of 10:17, 28 March 2025
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	[[File:Treshhold concept 1743096802788.png\|thumb\|300x300px\|A threshold concept it akin to a portal or a liminal space, opening up a new and previously inaccessible way of thinking about something.]]		[[File:Treshhold concept 1743096802788.png\|thumb\|300x300px\|A threshold concept it akin to a portal or a liminal space, opening up a new and previously inaccessible way of thinking about something.]]
	A '''threshold''' concept is a core concepts which, once understood, transforms perception of a given subject, phenomenon, or experience. Its acquisition is inherently difficult. Metaphorically it involves being stuck by repeatedly bumping into a threshold until one manages to overcome the threshold. Other metaphors used are portal and liminal space, opening up a new and previously inaccessible way of thinking about something. The ~~coin~~ threshold concept was ~~termed~~ by Jan Meyer and Ray Land.<ref name=":0">Meyer J H F and Land R 2003 "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising" in ''Improving Student Learning: Ten Years On''. C. Rust (Ed), OCSLD, Oxford.</ref>		A '''threshold''' concept is a core concepts which, once understood, transforms perception of a given subject, phenomenon, or experience. Its acquisition is inherently difficult. Metaphorically it involves being stuck by repeatedly bumping into a threshold until one manages to overcome the threshold. Other metaphors used are portal and liminal space, opening up a new and previously inaccessible way of thinking about something. The term threshold concept was coined by Jan Meyer and Ray Land.<ref name=":0">Meyer J H F and Land R 2003 "Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising" in ''Improving Student Learning: Ten Years On''. C. Rust (Ed), OCSLD, Oxford.</ref>

	Like [[Decoding the Disciplines]] and Perkin's troublesome knowledge, threshold concepts are a theory of difficulty, i.e. a theory explaining aspects of learning and teaching by focussing on difficulties inherent to them.<ref>Pace, D. (2017): [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Bloomington: Indiana University Press, p. 21</ref>		Like [[Decoding the Disciplines]] and Perkin's troublesome knowledge, threshold concepts are a theory of difficulty, i.e. a theory explaining aspects of learning and teaching by focussing on difficulties inherent to them.<ref>Pace, D. (2017): [[The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning]]. Bloomington: Indiana University Press, p. 21</ref>

Riegler: (username removed) (log details removed): typo in lemma

2025-03-27T19:49:29Z

(username removed) (log details removed): typo in lemma

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Revision as of 21:49, 27 March 2025