Threshold Concepts in the Development of Problem-solving Skills

被引：10
|
作者：
Wismath, Shelly [1 ,2 ,3 ]
Orr, Doug [4 ]
MacKay, Bruce [5 ]
机构：
[1] Univ Lethbridge, Dept Math, Lethbridge, AB T1K 3M4, Canada
[2] Univ Lethbridge, Dept Comp Sci, Lethbridge, AB T1K 3M4, Canada
[3] Univ Lethbridge, Liberal Educ Program, Lethbridge, AB T1K 3M4, Canada
[4] Univ Lethbridge, Teaching Ctr, Lethbridge, AB T1K 3M4, Canada
[5] Univ Lethbridge, Liberal Educ Program, Fac Arts & Sci, Lethbridge, AB T1K 3M4, Canada
来源：
TEACHING & LEARNING INQUIRY-THE ISSOTL JOURNAL | 2015年 / 3卷 / 01期
关键词：
problem solving; threshold concepts; persistence; novice-to-expert transition; transformative experience; liminal state;
D O I：
10.2979/teachlearninqu.3.1.63
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Problem-solving skills are of-ten identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course. These changes can be posited to reveal three underlying threshold concepts in the evolution and establishment of students' problem-solving skills.
引用
收藏
页码：63 / 73
页数：11
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