Third, threshold concepts observed across disciplines may or may not mask important nuances that apply within specific disciplinary contexts. Second, it is not clear which specific skills are contingent upon mastery of identified threshold concepts, making it difficult to identify appropriate times for possible intervention. First, the generalizability of findings in past research has been limited due to the relatively small numbers of participants in available studies. ![]() However, such research faces several limitations. Recently, threshold concepts have likewise become a research focus at the level of doctoral studies. ![]() ![]() Existing research tends to focus on the identification of threshold concepts within undergraduate curricula as challenging concepts that prevent attainment of subsequent content until mastered. Threshold concepts are transformative elements of domain knowledge that enable those who attain them to engage domain tasks in a more sophisticated way.
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