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Cited by 1,537

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.

Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning

Open access
Meyer, Jan H. F., Land, Ray·2005·Higher Education
DOI 10.1007/s10734-004-6779-5
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Abstract

The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are ‘troublesome’, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice.

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Cites

Show all 24 references

Research works printed but not linked: 9

  1. G. Brousseau, 1983, Recherches en didactique des mathematiques, 4, 165
  2. Cousin, G. (2003). ?Threshold concepts, troublesome knowledge and learning about others?, Paper presented to the 10th Conference of the European Association for Research on Learning and Instruction (EARLI), Padova, Italy, August 26?30.
  3. J. Derrida, 1978, Modern Criticism and Theory
  4. R. Land, 2005, Improving Student Learning
  5. Meyer, J.H.F. and Shanahan, M. (2003). ?The troublesome nature of a threshold concept in economics?, Paper presented to the 10th Conference of the European Association for Research on Learning and Instruction (EARLI), Padova, Italy, August 26?30.
  6. D. Perkins, 1999, Educational Leadership, 57, 6
  7. Reimann, N. and Jackson, I. (2003). ?Threshold concepts in economics: A case study?, Paper presented to the 10th Conference of the European Association for Research on Learning and Instruction (EARLI), Padova, Italy, August 26?30.
  8. J.J. Siegfried, 1998, Teaching Economics to Undergraduates: Alternatives to Chalk and Talk
  9. R.L.E. Schwartzenberger, 1978, Mathematics Teaching, 82, 44

Cited by

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Metadata

Authors
Meyer, J. H. F., & Land, R.
Venue
Higher Education
Publisher
Springer Science and Business Media LLC
Published
2005-04
Volume
49
Issue
3
Pages
373-388
ISSN
  • 0018-1560 (ISSN-L)
  • 1573-174X
DOI
10.1007/s10734-004-6779-5
OpenAlex
W2127773115
Cited by
1,537
References
24
FWCI
44.48
Type
journal article
Language
en
Open access
green
Licence
www.springer.com/tdm (tdm)

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CoChat. (2026). Citation check: Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. https://app.cochat.ai/papers/10.1007/s10734-004-6779-5
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Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education. https://doi.org/10.1007/s10734-004-6779-5

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.