Correlate the idea of threshold concepts with Aquinas's conception of mysticism as described in Catholic Encyclopedia and with Maurice Bucke's conception of mysticism in relation to cognitive psychology in Cosmic Consciousness.
What relationship could these ideas have to Hirst's ideas in Knowledge and the Curriculum and to Platonic conceptions of teaching in the Republic as well as to education as Initiation by RS Peters?
Thursday, October 12, 2006
Tuesday, October 10, 2006
Threshold Concepts
Threshold concepts are a relatively new idea developed by Meyer and Land (2003) and applied to economics by Davies, P. (2003) and Reimann and Jackson (2003). They offer a potential way of describing levels of understanding in a subject that could be used in assessment for learning.
Meyer and Land define threshold concepts as having five characteristics.
· First, they should be transformative, in that once acquired they should shift perception of the subject.
· Second, they should be irreversible. Once an individual has begun to perceive the world in terms of a threshold concept it should be inconceivable that they would return to viewing it in a more primitive way.
· Third, a threshold concept is integrative. Meyer and Land describe this as the capacity of a concept to expose the previously hidden interrelatedness of something.
· Fourth a threshold concept is bounded. That is, it helps to define the boundaries of a subject area.
· Fifth, a threshold concept may be counter-intuitive, or lead to knowledge that is inherently counter-intuitive. In grasping a threshold concept a student moves from common sense understanding to an understanding which may conflict with perceptions that have previously seemed self-evidently true.
A number of possible threshold concepts have been suggested for economics: opportunity cost, elasticity and economic systems as ‘non-zero-sum games’.
If this analysis is correct then there are important implications for assessment and learning.
· First, assessment of a subject should focus on finding out whether students have really grasped these threshold concepts since they are the binding ideas that together represent the ability to think in the way expected of an expert in the subject. It will be especially important not to create assessment formats in which students can appear to have understood the subject when they only have a very partial understanding. Since the idea binds understanding of a subject, failure to understand the concept will prevent the learner from having access to the real meaning of content that is taught later in the course.
· Second, the threshold concept should not be introduced before students have acquired knowledge of a range of contexts in which the concept may be used. That is, if the concept is introduced early in the course the student can only learn it in a partial sense because they cannot integrate it with a wider understanding.
From Davies P and Brant J (forthcoming) Teaching School Subjects: Business and Enterprise, London: Routledge
Threshold concepts are a relatively new idea developed by Meyer and Land (2003) and applied to economics by Davies, P. (2003) and Reimann and Jackson (2003). They offer a potential way of describing levels of understanding in a subject that could be used in assessment for learning.
Meyer and Land define threshold concepts as having five characteristics.
· First, they should be transformative, in that once acquired they should shift perception of the subject.
· Second, they should be irreversible. Once an individual has begun to perceive the world in terms of a threshold concept it should be inconceivable that they would return to viewing it in a more primitive way.
· Third, a threshold concept is integrative. Meyer and Land describe this as the capacity of a concept to expose the previously hidden interrelatedness of something.
· Fourth a threshold concept is bounded. That is, it helps to define the boundaries of a subject area.
· Fifth, a threshold concept may be counter-intuitive, or lead to knowledge that is inherently counter-intuitive. In grasping a threshold concept a student moves from common sense understanding to an understanding which may conflict with perceptions that have previously seemed self-evidently true.
A number of possible threshold concepts have been suggested for economics: opportunity cost, elasticity and economic systems as ‘non-zero-sum games’.
If this analysis is correct then there are important implications for assessment and learning.
· First, assessment of a subject should focus on finding out whether students have really grasped these threshold concepts since they are the binding ideas that together represent the ability to think in the way expected of an expert in the subject. It will be especially important not to create assessment formats in which students can appear to have understood the subject when they only have a very partial understanding. Since the idea binds understanding of a subject, failure to understand the concept will prevent the learner from having access to the real meaning of content that is taught later in the course.
· Second, the threshold concept should not be introduced before students have acquired knowledge of a range of contexts in which the concept may be used. That is, if the concept is introduced early in the course the student can only learn it in a partial sense because they cannot integrate it with a wider understanding.
From Davies P and Brant J (forthcoming) Teaching School Subjects: Business and Enterprise, London: Routledge
On threshold concepts
Introduction
Conference description
Conference flyer
Seminal Papers
1. Meyer and Land, 2003
2.Land,et al, 2004
3. Land,2006
4.Meyer,2006
Applications
1. Overview
2.Technological aids
3. Economics
1.1. A.ETC project site and Higher Education Academy description of ETC project and description of project at Economics Network
a.ETC project articles portal
b. Theoritical reasoning
c.Problem Focused Learning
1.2.Case study
1.3. Critique of thresholds concept idea
4.Information Systems
5.Computer Science
6.Health Care
7.Environmental Change
7.Rangeland Management
Introduction
Conference description
Conference flyer
Seminal Papers
1. Meyer and Land, 2003
2.Land,et al, 2004
3. Land,2006
4.Meyer,2006
Applications
1. Overview
2.Technological aids
3. Economics
1.1. A.ETC project site and Higher Education Academy description of ETC project and description of project at Economics Network
a.ETC project articles portal
b. Theoritical reasoning
c.Problem Focused Learning
1.2.Case study
1.3. Critique of thresholds concept idea
4.Information Systems
5.Computer Science
6.Health Care
7.Environmental Change
7.Rangeland Management
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