Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning

The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to...

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Published in	Higher education Vol. 49; no. 3; pp. 373 - 388
Main Author	Meyer, Jan H. F
Format	Journal Article
Language	English
Published	Dordrecht Kluwer Academic Publishers 01.04.2005 Springer Springer Nature B.V
Subjects	Academic disciplines Academic learning Analysis Cognitive Development Cognitive Structures College instruction Concept Formation Concepts Conceptual frameworks Discourses Economics education Education Education, Higher Educational Experience Epistemology Frame analysis Funerary rituals Identity Intellectual Disciplines Knowledge Knowledge management Land Language Learner engagement Learning Learning Experience Lehre Liminality Mathematics education Reflective practice Reflective Teaching Studentenschaft Students Studienverhalten Teachers Teaching Teaching Methods Thresholds Transformation
Online Access	Get full text
ISSN	0018-1560 1573-174X
DOI	10.1007/s10734-004-6779-5

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Abstract	The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are troublesome, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice. (HRK / Abstract übernommen).
AbstractList	The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are 'troublesome', after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice. The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are `troublesome', after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice. Reprinted by permission of Springer The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are troublesome, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice. (HRK / Abstract übernommen). The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are 'troublesome', after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice.[PUBLICATION ABSTRACT]
Audience	Academic
Author	Meyer, Jan H. F
Author_xml	– sequence: 1 fullname: Meyer, Jan H. F
BackLink	http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=796062$$DAccess content in the German Education Portal http://eric.ed.gov/ERICWebPortal/detail?accno=EJ733409$$DView record in ERIC
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Cites_doi	10.17763/haer.59.3.058342114k266250 10.1111/j.1741-5446.1998.00487.x
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Copyright	Copyright 2005 Springer COPYRIGHT 2005 Springer Springer 2005
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References	J. Derrida (CR6) 1978 B. Cornu (CR4) 1991 CR19 CR16 J.J. Siegfried (CR20) 1998 P. Lather (CR13) 1998; 48 D.H. Winnicott (CR27) 1971 J. Williamson (CR26) 1992 E. Ellsworth (CR8) 1997 CR10 N. Entwistle (CR9) 1981 D. Perkins (CR17) 1999; 57 A. van Gennep (CR25) 1960 (CR14) 1997 E. Ellsworth (CR7) 1989; 59 (CR18) 1988 J.H.F. Meyer (CR15) 2003 J. Biggs (CR1) 1999 R.L.E. Schwartzenberger (CR21) 1978; 82 CR5 R. Land (CR12) 2005 CR22 C. Turnbull (CR23) 1990 V. Turner (CR24) 1969 G. Brousseau (CR2) 1983; 4 G. Brousseau (CR3) 1997 O. Halldén (CR11) 1999
References_xml	– volume-title: Theory of didactical situations in mathematics year: 1997 ident: CR3 – ident: CR22 – volume: 59 start-page: 297 issue: 3 year: 1989 ident: CR7 publication-title: Harvard Educational Review doi: 10.17763/haer.59.3.058342114k266250 – volume-title: Teaching Economics to Undergraduates: Alternatives to Chalk and Talk year: 1998 ident: CR20 – volume-title: Improving Student Learning year: 2005 ident: CR12 – ident: CR16 – volume: 4 start-page: 165 issue: 2 year: 1983 ident: CR2 publication-title: Recherches en didactique des mathematiques – volume-title: Modern Criticism and Theory year: 1978 ident: CR6 – start-page: 53 volume-title: New Perspectives on Conceptual Change year: 1999 ident: CR11 – ident: CR10 – volume-title: The Rites of Passage year: 1960 ident: CR25 – volume-title: Improving Learning: New Perspectives. year: 1988 ident: CR18 – volume-title: Improving Student Learning: Improving Student Learning Theory and Practice?Ten Years On year: 2003 ident: CR15 – volume-title: Teaching for Quality Learning at University year: 1999 ident: CR1 – volume-title: Styles of Learning and Teaching; An Integrated Outline of Educational Psychology for Students, Teachers and Lecturers year: 1981 ident: CR9 – volume-title: Playing and Reality year: 1971 ident: CR27 – volume-title: The Ritual Process: Structure and Anti-Structure year: 1969 ident: CR24 – start-page: 297 volume-title: Teaching Positions: Difference Pedagogy and the Power of Address year: 1997 ident: CR8 – volume-title: The Experience of Learning year: 1997 ident: CR14 – ident: CR19 – volume: 48 start-page: 487 issue: 4 year: 1998 ident: CR13 publication-title: Educational Theory Fall doi: 10.1111/j.1741-5446.1998.00487.x – volume: 57 start-page: 6 issue: 3 year: 1999 ident: CR17 publication-title: Educational Leadership – volume-title: Advanced Mathematical Thinking year: 1991 ident: CR4 – volume: 82 start-page: 44 year: 1978 ident: CR21 publication-title: Mathematics Teaching – volume-title: By Means of Performance: Intercultural studies of theatre and ritual year: 1990 ident: CR23 – ident: CR5 – volume-title: Media Education: An Introduction year: 1992 ident: CR26
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Snippet	The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines,... The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of "threshold concepts" within (and across)...
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SubjectTerms	Academic disciplines Academic learning Analysis Cognitive Development Cognitive Structures College instruction Concept Formation Concepts Conceptual frameworks Discourses Economics education Education Education, Higher Educational Experience Epistemology Frame analysis Funerary rituals Identity Intellectual Disciplines Knowledge Knowledge management Land Language Learner engagement Learning Learning Experience Lehre Liminality Mathematics education Reflective practice Reflective Teaching Studentenschaft Students Studienverhalten Teachers Teaching Teaching Methods Thresholds Transformation
Title	Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning
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