Engaging head and heart in disciplinary learning

Insights from a threshold concepts-infused university programme

Bibliographic Data

ID13080347
AuthorsJessica Schroenn Goebel (0000-0002-9906-0139, University of KwaZulu-Natal, corresponding author), Suriamurthee Moonsamy Maistry (0000-0001-9623-0078, University of KwaZulu-Natal)
Year2020
Volume8
Issue1
Pages21-38
Publication date2020-01-01
Open AccessYes
TypeARTICLE
VenueCritical Studies in Teaching and Learning (JOURNAL)
Journal identifiersISSN: 2310-7103 • E-ISSN: 2310-7103
PublisherUniversity of the Western Cape Library Service (PUBLISHER)
DOI10.14426/cristal.v8i1.225
OpenAlexW3038883940
LanguageEN
References cited8

Deeper understanding of the factors that influence the course of disciplinary learning could help educators to facilitate the process more effectively. The Threshold Concepts Framework (TCF) encompasses cognitive, affective, and contextual aspects of learning, but has not fully examined the dynamics of the process. We explored studentsâ€TM experiences in a TCF-aligned, cooperative learning programme in economics at a South African university. Through Interactive Qualitative Analysis, data was generated through focus groups, interviews, and written reflections. From the detailed descriptions of their learning, rendered in studentsâ€TM voices, we abstract a representation of disciplinary learning as a challenging and transformative process, requiring that students engage with both head (cognition and metacognition) and heart (conation, affect, and identity). If the discipline as experienced aligns with studentsâ€TM sense of self, learning is more likely to be meaningful, facilitating the engagement of their inner resources to sustain academic commitment and enhance cognitive and metacognitive development

Biology · Discipline · Head (geology · Social science · Sociology · Evaluation of Teaching Practices · Medicine · Online and Blended Learning · Student Assessment and Feedback

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