ABSTRACT

The framework of threshold concepts has been used across several disciplines in higher education. Although the literature surrounding the identification of threshold concepts and their nature has flourished, their conceptualization has seemingly diverged across disciplinary lines, which should be recognized by educational developers who work with multiple disciplines. Inspired by a failed implementation of one framing of threshold concepts in Engineering, this article compares the conceptualization of threshold concepts in Engineering with their framing in Writing Studies and Information Literacy by drawing on Bernstein’s notion of knowledge structures. Recommendations for educational developers are provided and situated within the framework of ‘ways of thinking and practising’ (WTP).

摘要

阈值概念的框架已在高等教育的多个学科中使用。尽管围绕阈值概念及其性质的识别的文献日趋丰富，但它们的概念化似乎在学科领域上存在分歧，这应由从事多个学科的教育开发人员所认可。受到工程学中一个阈值概念框架实施失败的启发，本文通过借鉴伯恩斯坦的知识结构概念，将工程学中阈值概念的概念化与写作研究和信息素养中的框架概念进行了比较。提供了针对教育开发人员的建议，并在“思考与实践方式”（WTP）的框架内。