NDLI: Issues regarding threshold concepts in computer science

Content Provider	ACM Digital Library
Author	Rountree, Janet Rountree, Nathan
Abstract	Threshold Concepts deserve discussion and reflection in Computer Science Education; they provide a conceptual framework intended to re-empower tertiary educators. At this stage, the idea of Threshold Concepts raises plenty of questions, promises renewed learner and teacher engagement, and suggests a means of focusing on the key aspects of a discipline that will allow a learner to, for example, "think more like a computer scientist." But what precisely are threshold concepts? Can we identify them? Can we agree on which concepts are threshold concepts and which are not? Can we validate them? If threshold concepts do exist, and can be identified and agreed upon, then how would they alter what we teach, how we teach, and how we assess? Do threshold concepts represent anything new or unexpected? The purpose of this paper is to set out issues for the Threshold Concepts model in Computer Science Education and encourage on-going discussion.
Starting Page	139
Ending Page	146
Page Count	8
File Format	PDF
ISBN	9781920682767
ISSN	14451336
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2009-01-01
Access Restriction	Subscribed
Subject Keyword	Threshold concepts Liminal space Computer science education
Content Type	Text
Resource Type	Article

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Issues regarding threshold concepts in computer science