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.[1]
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.[2]
Properties of threshold concepts
Threshold concepts typically have the following properties:[1]
- transformative: Once a threshold concept has been understood, it can change the perception of a subject or part of it.
- irreversible: The change in perspective that the acquisition of a threshold concept entails is difficult to forget or can only be unlearned again with considerable effort.
- integrative: Threshold concepts reveal previously hidden connections.
- bounded: Every concept has boundaries with thresholds to neighboring new conceptual areas.
- troublesome: The internalisation of concepts is troublesome for a variety of reasons. Concepts can seem strange, implicit, conceptually difficult, counter-intuitive or characterized by over-complexity.
Threshold concepts are not only discussed for students who are familiarising themselves with a subject, but also for teachers and their understanding of teaching processes. According to Meyer and Land the idea of threshold concepts is a threshold concept by itself.[3]
Give example of threshold concept
Relation to Decoding the Disciplines
Relationship comes mostly via Bottleneck.
In categorial terms every threshold concept is a bottleneck while not every bottleneck is a threshold concept.
Shopkow [4]
See also
References
- ↑ 1.0 1.1 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.
- ↑ Pace, D. (2017): The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Bloomington: Indiana University Press, p. 21
- ↑ J. H. F. Meyer, R. Land: Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. In: Higher Education. Band 49, Nr. 3, 2005, S. 373–388
- ↑ 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.
