by Rosemary Vogt, Teaching and Learning Specialist, CTLI
Learning a new subject is like exploring a maze where students encounter various obstacles and challenges that can make their journey both exciting or daunting. Now within the maze, there are special keys hidden along the way. These keys are called threshold concepts. They are not just any keys; they are like magical keys that have the power to unlock doors to new areas of understanding, or “aha” moments within the maze.
When students stumble on a threshold concept and use a magical key to unlock the door, it’s like finding a shortcut or hidden passage that leads to a whole new level of comprehension, an “aha” moment. Suddenly the maze does not seem as complex or intimidating anymore.
Let’s look at some examples: A fundamental threshold concept in math is the understanding of functions and their graphs. Functions are essential mathematical objects that describe relationships between inputs and outputs. They are foundational to many areas of mathematics and have wide ranging applications in science, engineering, economics and beyond. Once students grasp the concept of functions and their graphs, it unlocks a whole new level of understanding and proficiency in various mathematical topics.
In the social sciences a fundamental threshold concept is perspective taking or understanding multiple perspectives. The concept involves the ability to recognize and appreciate different viewpoints, interpretations and experiences within a given social context. Once students grasp the importance of perspective taking, it transforms their understanding of social phenomenon and their ability to analyze and interpret complex social dynamics. Perspective taking is a crucial threshold in the social sciences for developing critical thinking, cultural competence and making interdisciplinary connections.
Recognizing threshold concepts is pivotal in guiding students toward deeper understanding and transformative learning experiences in any discipline. Here are some ways you can recognize when students are faced with a threshold concept:
- Struggle and Resistance: Students may show signs of struggle or resistance when encountering a threshold concept. This could manifest as confusion, frustration, or reluctance to engage with the material.
- Misconceptions and Misinterpretations: You may observe persistent misunderstanding or recurring misconceptions despite clarification and instruction.
- Critical questions and reflections: Students may ask probing questions or engage in reflective discussions that indicate they are grappling with the underlying principles of the threshold concept.
- Inconsistencies in Learning Progress: Some students may demonstrate sudden breakthroughs or “aha” moments where they suddenly grasp the concept, while others may continue to struggle or show minimal improvement over time.
- Metacognitive Awareness: Students may reflect on their learning process and articulate their understanding (or lack thereof) of the threshold concept. They may express uncertainty about their comprehension, acknowledge areas of confusion, or articulate strategies they are using to overcome obstacles.
- Application and Transfer: Students may struggle to apply or transfer their understanding of the threshold concept to new contexts or problem-solving tasks. They may demonstrate difficulty in recognizing when and how to apply the concept appropriately, indicating a need for additional support or scaffolding.
- Peer Interactions: Educators may observe students discussing the threshold concept with their peers or collaborating on problem-solving tasks. Peer interactions can provide valuable insights into students’ understanding, as they may reveal common misconceptions, alternative perspectives, or strategies for overcoming obstacles.
