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ERIC Number: EJ937432
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0021-9266
Solving Cordelia's Dilemma: Threshold Concepts within a Punctuated Model of Learning
Kinchin, Ian M.
Journal of Biological Education, v44 n2 p53-57 2010
The consideration of threshold concepts is offered in the context of biological education as a theoretical framework that may have utility in the teaching and learning of biology at all levels. Threshold concepts may provide a mechanism to explain the observed punctuated nature of conceptual change. This perspective raises the profile of periods of conceptual stasis from "failure to learn" to necessary periods within the normal pattern of student learning. Threshold concepts are seen as points where segmental/linear knowledge structures and cumulative/hierarchical knowledge structures are integrated, resulting in a transformation in understanding. "Evolution" and "dynamic transformation" are nominated as candidate threshold concepts within biology. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A