'Structural transformation' as a threshold concept in university teaching

Innovations in Education and Teaching International

Volumn 49, Issue 2, 2012, Pages 207-222

  Kinchin, Ian M ^a   Miller, Norma L ^b  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b UNIVERSIDAD TECNOLÓGICA DE PANAMÁ   (Panama)

Author keywords

concept mapping; knowledge structures; peer observation

Indexed keywords

EID: 84861555809     PISSN: 14703297     EISSN: 14703300     Source Type: Journal    
DOI: 10.1080/14703297.2012.677655     Document Type: Article

References (51)

1. Ausubel, D.P. 1968. Educational psychology: A cognitive view, New York, NY: Holt, Rinehart & Winston.
2. Blackie, M.A.L., Case, J.M. and Jawitz, J. 2010. Student-centredness: The link between transforming students and transforming ourselves. Teaching in Higher Education, 15(6): 637-646.
3. Bodner, G.M., Metz, P.A. and Tobin, K. 1997. Cooperative learning: An alternative to teaching at a medieval university. Australian Science Teachers' Journal, 43(1): 23-28.
4. Cameron, D. 2003. Doing exactly what it says on the tin: Some thoughts on the future of higher education. Changing English, 10(2): 133-141.
5. Carnell, E. 2007. Conceptions of effective teaching in higher education: Extending the boundaries. Teaching in higher education, 12(2): 25-40.
6. Consejo de Rectores de Panamá. (2003). Informe nacional de educación superior en Panamá. Panamá. Retrieved March 5, 2012, fromhttp://unesdoc.unesco.org/images/0015/001506/150673so.pdf
7. Devlin, M. 2006. Challenging accepted wisdom about the place of conceptions of teaching in university teaching improvement. International Journal of Teaching and Learning in Higher Education, 18(2): 112-119.
8. Dreyfus, H.L. and Dreyfus, S.E. 1986. Mind over machine: The power of human intuition and expertise in the era of the computer, New York, NY: The Free Press.
9. Eley, M.G. 2006. Teachers' conceptions of teaching, and the making of specific decisions in planning to teach. Higher Education, 51: 191-214.
10. Fodor, J. 1968. The appeal of tacit knowledge in psychological explanation. Journal of Philosophy, 65: 627-640.
11. Green, D.A. 2009. New academics' perceptions of the language of teaching and learning: Identifying and overcoming linguistic barriers. International Journal for Academic Development, 14(1): 33-45.
12. Green, G. and Rollnick, M. 2006. The role of structure of the discipline in improving student understanding: The case of organic chemistry. Journal of Chemical Education, 83(9): 1376-1381.
13. Hay, D.B. and Kinchin, I.M. 2006. Using concept maps to reveal conceptual typologies. Education and Training, 48(2&3): 127-142.
14. Hay, D.B., Wells, H. and Kinchin, I.M. 2008. Quantitative and qualitative measures of student learning at university level. Higher Education, 56(2): 221-239.
15. Hoffman, R.R. and Lintern, G. 2006. "Eliciting and representing the knowledge of experts". In The Cambridge handbook of expertise and expert performance, Edited by: Ericsson, K.A., Charness, N., Feltovich, P.J. and Hoffman, R.R. 203-222. Cambridge: Cambridge University Press.
16. Jackson, N. 2004. Developing the concept of meta-learning. Innovations in Education and Teaching International, 41: 391-405.
17. Kegan, R. 2000. "What 'form' transforms? A constructive-developmental approach to transformative learning". In Learning as transformation: Critical perspectives on a theory in progress, Edited by: Mezirow & Associates, J. 35-69. San Francisco, CA: Jossey-Bass.
18. Kember, D., Jones, A., Loke, A., McKay, J., Sinclair, K., Tse, H., and Yeung, E. 1999. Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 26(2): 205-221.
19. Kinchin, I.M. (2009). A knowledge structures perspective on the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 3(2): http://www.georgiasouthern.edu/ijsotl.
20. Kinchin, I.M. 2010. Solving Cordelia's dilemma: Threshold concepts within a punctuated model of learning. Journal of Biological Education, 44(2): 53-57.
21. Kinchin, I.M. and Cabot, L.B. 2010. Reconsidering the dimensions of expertise: From linear stages towards dual processing. London Review of Education, 8(2): 153-166.
22. Kinchin, I.M., Cabot, L.B. and Hay, D.B. 2008. Visualising expertise: Towards an authentic pedagogy for higher education. Teaching in Higher Education, 13(3): 315-326.
23. Kinchin, I.M. and Hay, D.B. 2007. The myth of the research-led teacher. Teachers and Teaching: Theory and Practice, 13(1): 43-61.
24. Kinchin, I.M., Hay, D.B. and Adams, A. 2000. How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1): 43-57.
25. Kinchin, I.M., Lygo-Baker, S. and Hay, D.B. 2008. Universities as centres of non-learning. Studies in Higher Education, 33(1): 89-103.
26. Kolb, D.A. 1984. Experiential learning, Englewood Cliffs, NJ: Prentice-Hall.
27. Land, R., Meyer, J.H.F. and Smith, J., eds. 2008. Threshold concepts within the disciplines, Rotterdam: Sense.
28. Loewenstein, J. and Gentner, D. 2005. Relational language and the development of relational mapping. Cognitive Psychology, 50: 315-353.
29. Lomas, L. and Kinchin, I.M. 2006. Developing a peer observation program with university teachers. International Journal of Teaching and Learning in Higher Education, 18(3): 204-214.
30. Mackinnon, G.R. and Keppell, M. 2005. Concept mapping: A unique means for negotiating meaning in professional studies. Journal of Educational Multimedia and Hypermedia, 14(3): 291-315.
31. Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkage to ways of thinking and practising within the disciplines. ETL project, Occasional Report 4. Retrieved March 5, 2012, fromwww.tla.ed.ac.uk/etl/docs/ETLreport4.pdf
32. Meyer, J.H.F. and Land, R., eds. 2006. Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, London: Routledge.
33. Meyer, J.H.F., Land, R. and Baillie, C., eds. 2010. Threshold concepts and transformational learning, Rotterdam: Sense.
34. Mezirow, J. 1991. Transformative dimensions of adult learning, San Francisco, CA: Jossey Bass.
35. Mislevy, R.J. 2010. Some implications of expertise research for educational assessment. Research Papers in Education, 25(3): 253-270.
36. Mills, D. and Huber, M.T. 2005. Anthropology and the educational 'trading zone': Disciplinarity, pedagogy and professionalism. Arts and Humanities in Higher Education, 4(1): 9-32.
37. National Committee of Inquiry into Higher Education. 1997. Higher education in the learning society, London: Department for Education.
38. Nesbit, J.C. and Adesope, O.O. 2006. Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3): 413-448.
39. Novak, J.D. 2010. Learning, creating and using knowledge: Concept maps as facilitative tools in schools and corporations, 2nd ed., Oxford: Routledge.
40. Novak, J.D. and Symington, D.J. 1982. Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3-11.
41. Nyiri, J. 1988. "Tradition and practical knowledge". In Practical knowledge: Outlines of a theory of traditions and skills, Edited by: Nyiri, J. and Smith, B. 17-52. London: Croom Helm.
42. Osberg, D. and Biesta, G. 2008. The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Studies in Higher Education, 40(3): 313-328.
43. Pedrosa de Jesus, H.T., Almeida, P.A., Teixeira-Dias, J.J. and Watts, M. 2006. Students' questions: Building a bridge between Kolb's learning styles and approaches to learning. Education and Training, 48(2/3): 97-111.
44. Perkins, D. 2000. The eureka effect: The art and logic of breakthrough thinking, New York, NY: W.W. Norton & Company.
45. Polanyi, M. 1967. The tacit dimension, New York, NY: Anchor Books.
46. Ritchart, R., Turner, T. and Hadar, L. 2009. Uncovering students' thinking about thinking using concept maps. Metacognition Learning, 4: 145-159.
47. Shavelson, R.J., Ruiz-Primo, M.A. and Wiley, E.W. 2005. Windows into the mind. Higher Education, 49: 413-430.
48. Taylor, K. 2000. "Teaching with developmental intention". In Learning as transformation: Critical perspectives on a theory in progress, Edited by: Mezirow & Associates, J. 151-180. San Francisco, CA: Jossey-Bass.
49. van Boxtel, C., van der Linden, J., Roelofs, E. and Erkens, G. 2002. Collaborative concept mapping: Provoking and supporting meaningful discourse. Theory into Practice, 41: 40-46.
50. Ward, S.C. and Meyer, J.H.F. 2010. Metalearning and threshold concept engagement. Innovations in Education and Teaching International, 47(4): 369-378.
51. Young, P. 2006. Out of balance: Lecturers' perceptions of differential status and rewards in relation to teaching and research. Teaching in Higher Education, 11(2): 191-202.