Threshold Concepts Theory as a Pedagogical Tool for Articulating Transformational Learning: An Initial Exploration

Autor:	Matthew Christopher Atherton, Yvonne Nalani Meulemans
Rok vydání:	2020
Předmět:	Higher education business.industry 05 social sciences 050301 education 050109 social psychology Education Transformative learning ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences business Psychology Reflection (computer graphics) 0503 education
Zdroj:	Journal of Transformative Education. 19:147-165
ISSN:	1552-7840 1541-3446
DOI:	10.1177/1541344620963716
Popis:	As the landscape of higher education gets more complex, there is a need to increase engagement and student reflection on their academic experiences. This research explores whether a threshold concept framework (TCF) can be used in an interdisciplinary social science culminating course as a tool for students to consider the transformative nature of their education and articulate the meaning of their educational experiences. Student reflective work was analyzed to see whether students can (1) understand TCF, which is typically used to analyze student learning, rather than as a reflective tool for students and (2) successfully apply TCF to their educational experiences. The authors conclude that using written reflections, students could understand and apply TCF to articulate the transformational nature of their education and consider the impact of their experiences as an undergraduate. These results illuminate the potential of using TCF as a pedagogical tool within the classroom and curriculum development.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::60bea03dbf631e681a936d67afa2022c https://doi.org/10.1177/1541344620963716 Zobrazit plný text záznamu