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Volumn 95, Issue , 2009, Pages 139-145

Issues regarding threshold concepts in computer science

Author keywords

Computer science education; Liminal space; Threshold concepts

Indexed keywords

COMPUTER SCIENCE EDUCATION; COMPUTER SCIENTISTS; CONCEPTUAL FRAMEWORKS; LIMINAL SPACE; THRESHOLD CONCEPTS;

EID: 84869132331     PISSN: 14451336     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Article
Times cited : (28)

References (28)
  • 3
    • 84908901980 scopus 로고    scopus 로고
    • Threshold concepts: How can we recognise them?
    • In (Meyer and Land, 2006a)
    • Davies, P. (2006). Threshold concepts: How can we recognise them? In (Meyer and Land, 2006a), pages 70-84.
    • (2006) , pp. 70-84
    • Davies, P.1
  • 4
    • 35748961411 scopus 로고    scopus 로고
    • Threshold concepts and the integration of understanding in economics
    • Davies, P. and Mangan, J. (2007). Threshold concepts and the integration of understanding in economics. Studies in Higher Education, 32(6):711-726.
    • (2007) Studies in Higher Education , vol.32 , Issue.6 , pp. 711-726
    • Davies, P.1    Mangan, J.2
  • 5
    • 84869145836 scopus 로고    scopus 로고
    • Exploring threshold concepts in basic statistics
    • using the internet. In AISE/ISI Satellite, Berlin.
    • Dunne, T., Low, T., and Ardington, C. (2003). Exploring threshold concepts in basic statistics, using the internet. In AISE/ISI Satellite, Berlin.
    • (2003)
    • Dunne, T.1    Low, T.2    Ardington, C.3
  • 8
  • 9
    • 73149089970 scopus 로고    scopus 로고
    • Threshold for the introduction of programming: Providing learners with a simple computer model
    • In Romero, P., Good, J., Acosta, E., and Bryant, S., editors
    • Khalife, J. T. (2006). Threshold for the introduction of programming: Providing learners with a simple computer model. In Romero, P., Good, J., Acosta, E., and Bryant, S., editors, Proceedings of the 18th Workshop of the Psychology of Programming Interest Group, pages 244-254.
    • (2006) Proceedings of the 18th Workshop of the Psychology of Programming Interest Group , pp. 244-254
    • Khalife, J.T.1
  • 10
    • 84909352534 scopus 로고    scopus 로고
    • Implications of threshold concepts forcourse design and evaluation
    • In (Meyer and Land, 2006a)
    • Land, R., Cousin, G., Meyer, J. H., and Davies, P. (2006). Implications of threshold concepts forcourse design and evaluation. In (Meyer and Land, 2006a), pages 195-206.
    • (2006) , pp. 195-206
    • Land, R.1    Cousin, G.2    Meyer, J.H.3    Davies, P.4
  • 12
    • 67650318909 scopus 로고    scopus 로고
    • The potential of threshold concepts: An emerging framework for educational research and practice
    • Lucas, U. and Mladenovic, R. (2007). The potential of threshold concepts: An emerging framework for educational research and practice. London Review of Education, 5(3):237-248.
    • (2007) London Review of Education , vol.5 , Issue.3 , pp. 237-248
    • Lucas, U.1    Mladenovic, R.2
  • 13
    • 84869100552 scopus 로고    scopus 로고
    • Threshold concepts: Re ections on marketing education
    • Brisbane.
    • Lye, A. (2006). Threshold concepts: Re ections on marketing education. In Proceedings of the 2006 ANZMAC Conference, Brisbane.
    • (2006) Proceedings of the 2006 ANZMAC Conference
    • Lye, A.1
  • 15
    • 34548106480 scopus 로고    scopus 로고
    • A cognitive approach to identifying measurable milestones for programming skill acquisition
    • Mead, J., Gray, S., Hamer, J., James, R., Sorva, J., Clair, C. S., and Thomas, L. (2006). A cognitive approach to identifying measurable milestones for programming skill acquisition. SIGCSE Bull., 38(4):182-194.
    • (2006) SIGCSE Bull. , vol.38 , Issue.4 , pp. 182-194
    • Mead, J.1    Gray, S.2    Hamer, J.3    James, R.4    Sorva, J.5    Clair, C.S.6    Thomas, L.7
  • 16
    • 17444375022 scopus 로고    scopus 로고
    • Threshold concepts and troublesome knowledge - linkages to ways of thinking and practising
    • In Rust, C., editor, . OCSLD, Oxford.
    • Meyer, J. H. and Land, R. (2003). Threshold concepts and troublesome knowledge - linkages to ways of thinking and practising. In Rust, C., editor, Improving Student Learning Theory and Practice-Ten Years On, pages 412-424. OCSLD, Oxford.
    • (2003) Improving Student Learning Theory and Practice-Ten Years On , pp. 412-424
    • Meyer, J.H.1    Land, R.2
  • 17
    • 84909317800 scopus 로고    scopus 로고
    • Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge
    • editors
    • Meyer, J. H. and Land, R., editors (2006a). Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. Routledge.
    • (2006) Routledge
    • Meyer, J.H.1    Land, R.2
  • 19
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    • Stop the conveyer belt, I want to get off
    • 17 August 2007.
    • Meyer, J. H. and Land, R. (2007). Stop the conveyer belt, I want to get off. Times Higher Education Supplement, page 14. Issue 1807, 17 August 2007.
    • (2007) Times Higher Education Supplement , Issue.1807 , pp. 14
    • Meyer, J.H.1    Land, R.2
  • 25
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    • Research in science education: Threshold concepts
    • Stokes, A., King, H., and Libarkin, J. (2007). Research in science education: Threshold concepts. Journal of Geoscience Education, 55(5):434-438.
    • (2007) Journal of Geoscience Education , vol.55 , Issue.5 , pp. 434-438
    • Stokes, A.1    King, H.2    Libarkin, J.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.