The difference between troublesome knowledge and threshold concepts
Bibliographic Data
| ID | 4096907 |
|---|---|
| Authors | Sophie Hill (0000-0002-2712-608X, OsloMet – Oslo Metropolitan University, corresponding author) |
| Year | 2020 |
| Volume | 45 |
| Issue | 3 |
| Pages | 665-676 |
| Publication date | 2020-03-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2019.1619679 |
| OpenAlex | W2946353272 |
| Language | EN |
| Citations received | 5 |
| References cited | 14 |
It has been stated that a criterion of a threshold concept is that it is troublesome or difficult to understand. However, not all difficult concepts are also threshold concepts. This article explores this difference through the context of students’ difficulties in learning prosthetics and two models of describing threshold concepts. Students and staff at two UK universities teaching prosthetics and orthotics participated in interviews and questionnaires. Data were analysed using an interpretative phenomenological analysis approach. Five themes of difficulty emerged from the data, two of which were difficult concepts and three of which were difficult and threshold concepts. These themes involved issues with numbers, the human body, disciplinary language, gait and a holistic perspective. The differentiation was that threshold concepts involved both conceptual and ontological transformation and the use of procedural concepts with associated memories in order to develop disciplinary ways of viewing a concept
Discipline · Epistemology · Higher education · Mathematics education · Social science · Sociology · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Innovative Education and Learning Practices · Psychology · Artificial Intelligence
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What do economic scholars consider powerful economic knowledge of importance for people in their private and public lives? Implications for teaching and learning economics in social studies
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |