Threshold concepts have been characterised in the literature as jewels in the curriculum as they can inform teaching and learning practices. Therefore, identifying and addressing threshold concepts in any discipline is critical. The aim of the current study is to explore the existence of threshold concepts in computer programming and specifically with regard to the area of functions. Based on our previous works in which we identified 11 potential threshold concepts in functions by employing the Delphi method and seven misconceptions that students hold in this area of programming, the current study further explores computing teachers' experiences with students' engagement with 4 of the 11 concepts using an interpretative phenomenological analysis of interviews. The analysis revealed that from these concepts, we could argue that parameters, parameter passing and return values likely form a threshold conception and procedural decomposition is a procedural threshold (threshold skill). The study presents our framework that lead us to the identification of these thresholds in computer programming, presents the computing teachers experiences with these concepts and concludes with the implication of these results on students' learning and teaching practices in computer programming.

中文翻译：

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阈值概念，概念和技能：教师与学生参与职能的经验

阈值概念在文献中被描述为课程中的瑰宝，因为它们可以为教与学提供依据。因此，在任何学科中识别和解决阈值概念都是至关重要的。当前研究的目的是探索计算机编程中阈值概念的存在，特别是在功能方面。在之前的工作中，我们通过采用Delphi方法识别了11个潜在的阈值概念，并发现了学生在编程领域的七个误解，本研究进一步探讨了计算机教师在11个中的4个中与学生互动的经验。概念，使用解释性现象学分析进行访谈。分析表明，根据这些概念，我们可以争辩说，参数，参数传递和返回值很可能形成阈值概念，而过程分解是一个过程阈值（阈值技能）。这项研究提出了我们的框架，这些框架使我们能够确定计算机编程中的这些阈值，向计算机教师展示了这些概念的经验，并得出结论，这些结果对学生在计算机编程中的学习和教学实践具有启示意义。