NAGT > JGE > Columns > Research in Science Education

Research in Science Education

Unless otherwise noted, this column was written by Julie C. Libarkin (Science Education Department, Harvard-Smithsonian Center for Astrophysics) and Josepha P. Kurdziel (Department of Ecology and Evolutionary Biology, University of Michigan).

Threshold Concepts (Acrobat (PDF) 426kB Apr21 08)
Alison Stokes, University of Plymouth
Helen King, University of Plymouth
Julie C. Libarkin, Michigan State University
JGE, v. 55, n. 5, November, 2007, p. 434-438
Abstract - This article introduces the idea of threshold concepts as a means to better understand student learning and, hence, to develop an enhanced curriculum to facilitate that learning. The debate surrounding threshold concepts is relatively recent and has mainly been focused within other disciplines such as economics, maths and history. Following on from their contributions to a conference in the UK on threshold concepts in geography, earth and environmental sciences, the authors are seeking to open the debate more widely to the geoscience community and thereby begin to develop an understanding of what this new approach to learning means for our subject area.
URL for this article: http://nagt.org/nagt/jge/columns/methodologies.html#v55p434


The Expert-Novice Continuum (Acrobat (PDF) 545kB Oct9 07)
Heather L. Petcovic, Western Michigan University
Julie C. Libarkin, Michigan State University
Abstract - José


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