Threshold Concepts, Student Learning and Curriculum: Making Connections between Theory and Practice

Autor/inn/en	Barradell, Sarah; Kennedy-Jones, Mary
Titel	Threshold Concepts, Student Learning and Curriculum: Making Connections between Theory and Practice
Quelle	In: Innovations in Education and Teaching International, 52 (2015) 5, S.536-545 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.866592
Schlagwörter	Learning Processes; Theory Practice Relationship; Models; Holistic Approach; Educational Practices; Outcomes of Education; Concept Formation; Teaching Methods; Occupational Therapy; Problem Based Learning; Action Research; Metacognition + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Theorie-Praxis-Beziehung; Analogiemodell; Holistischer Ansatz; Bildungspraxis; Lernleistung; Schulerfolg; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Beschäftigungstherapie; Problem-based learning; Problemorientiertes Lernen; Projektforschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Threshold concepts, student learning and curriculum are constructs within a learning and teaching discourse foregrounded by Meyer and Land. In this paper, we introduce a conceptual model that integrates these three constructs and identifies desired outcomes at the intersects: namely the processes of (1) ways of thinking and practising, (2) liminality, (3) meaningful learning and (4) metalearning. The model is holistic and scholars participating in the threshold concept discourse may find it helpful as a way to bring together various ideas; these ideas when understood as part of a "whole" provide a more systematic way of thinking about how to advance educational practice. By way of examples from our own personal experiences in health professional education, we highlight ways we have used aspects of the model to strengthen preparation of practice-ready graduates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01