Threshold Concepts and Transformational Learning
Threshold Concepts and Transformational Learning
复制标题
阈值概念和变革性学习
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
C. Baillie
中科院分区：
文献类型：
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作者：
Jan H. F. Meyer;R. Land;C. Baillie
反思和防御性反应的结构断裂的认识，提出和评估作为学科独立的理论基础的分析教育框架的阈值概念（TC）。这项工作的两个前提是：当学生遇到各自学科中存在的不熟悉、教育上关键的内容时，他们遇到困难的关键因素在所有学科背景中都是共同的;这些关键因素构成了定义阈值概念框架的核心问题。普遍相关的要素需要超越学科界限的调查，以便得到很好的理解和有效的解决。从现象学分析的角度来看，学生在这种情境下的困难体验被认为是建立在对知识断裂的反思和防御反应之上的，起源于人类对存在性陌生事物的普遍遭遇和反应模式（最初看起来是不可知的未知），而不是由于个人的不足或根据其发生的背景而有所不同。TC社区的过程和结构与经典科学社区的实践和研究的比较，阐明了每个候选理论基础的产生过程。
The constructs of reflective and defensive responses to rupture in knowing are proposed and evaluated as a discipline-independent theoretical foundation for the analytic educational framework of Threshold Concepts (TC). Two premises underlie this work: crucial elements of student experience of difficulty as they encounter existentially unfamiliar, educationally critical content of their respective disciplines occur in common across all disciplinary contexts; and these crucial elements constitute core issues defining the framework of Threshold Concepts. Universally relevant elements require investigation that transcends discipline boundaries in order to be understood well and addressed effectively. From the perspective of phenomenological analysis, student experiences of difficulty under these circumstances are considered to be founded in reflective and defensive responses to rupture in knowing, and to originate in universal human patterns of encounter and response to the existentially unfamiliar (what appears initially as the unknowable unknown), rather than to result from individual inadequacies or to differ in kind according to the context in which it occurs. A comparison of process and structure in the TC community with that of a classical scientific community of practice and research illuminates the process of generating candidate theoretical foundations in each.
DOI：
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发表时间：
1991-02
期刊：
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影响因子：
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作者：
D. Schunk
通讯作者：
D. Schunk