Identifying Threshold Concepts: Case Study of an Open Catchment Hydraulics Course

Autor/inn/en	Knight, D. B.; Callaghan, D. P.; Baldock, T. E.; Meyer, J. H. F.
Titel	Identifying Threshold Concepts: Case Study of an Open Catchment Hydraulics Course
Quelle	In: European Journal of Engineering Education, 39 (2014) 2, S.125-142 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2013.833175
Schlagwörter	Foreign Countries; College Students; Engineering Education; Hydraulics; Instruction; Transformative Learning; Concept Formation; Civil Engineering; College Faculty; Concept Mapping; Focus Groups; Observation; Reflection; Student Attitudes; Predictor Variables; Student Evaluation; Grades (Scholastic); Grading; Multiple Regression Analysis; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Ingenieurausbildung; Hydraulik; Teaching process; Unterrichtsprozess; Pädagogische Transformation; Concept learning; Begriffsbildung; Fakultät; Concept Map; Beobachtung; Schülerverhalten; Prädiktor; Schulnote; Studentische Bewertung; Notenspiegel; Notengebung; Qualitative Forschung; Australien
Abstract	The Threshold Concept Framework is used to initiate a dialogue on an empirically supported pedagogy that focuses on students' conceptual understanding required for solving application-based problems. The present paper uses a triangulation approach to identify the threshold concept in a third-year undergraduate civil engineering course on open channel hydraulics. Evidence from teachers, students, and assessment data point to "critical flow" as the threshold concept--a concept that is transformative, integrative, and troublesome. Identifying the threshold concept by engaging various course stakeholders in a dialogue about conceptual understanding and capabilities makes learning visible for all participants in the process. Implementing this approach can result in an empirically driven rationale for adjusting pedagogies and assessments to foster enhanced student learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10