Many, if not all instructors have seen their students struggle to grasp or even fail to understand a concept important to progressing in a course or subject area. This type of learning block can derail a student’s development and have a ripple effect in their studies, particularly if that concept is a building block for future learning. These types of concepts have been identified by researchers in a UK national research project into qualities of strong teaching and learning in the undergraduate disciplines (Enhancing Teaching-Learning Environments in Undergraduate Courses). Erik Meyer and Ray Land, economics professors, found that certain concepts were held by economists that are central to mastering their subject, and that such “threshold concepts” had common features. The acquisition of threshold concepts has been likened to passing through a portal, where learners enter new conceptual territory. New ways of thinking or practicing, previously inaccessible, come into view for learners. Without these concepts, which often afford a transformed view of the subject landscape, students often cannot progress.
Further work over the past decade has examined threshold concepts in a wide range of subject areas, finding that identifying threshold concepts in an instructor’s discipline is a useful first step to tackling “troublesome knowledge”. A group of professors has created a process to increase student learning of threshold concepts called “Decoding the Disciplines”. The process begins with identifying learning bottlenecks making explicit tacit knowledge of experts (like professors) to help students master the mental actions needed for success.
For more information about Threshold Concepts and the Decoding the Disciplines model:
Decoding the Disciplines website
ETL Project (Enhancing Teaching-Learning Environments in Undergraduate Courses)
International Society for the Scholarship of Teaching and Learning
Threshold Concept in Practice (text)