Threshold Concepts : how can we recognise them ?

A threshold concept is defined by Meyer and Land (2003) as possessing the following qualities: transformative, integrative, bounded, and probably irreversible. This concept provides a promising way of interpreting the learning demand presented by subjects and Meyer and Land have begun to apply the idea in analysing learning economics. It redefines the familiar idea of a ‘powerful concept’ in a social constructivist context, providing a penetrating tool for the analysis of the development of discipline specific learning. This paper examines some difficulties to be faced in the operationalisation of the idea of ‘threshold concepts’ in economics and, in so doing, begins to identify ways in which these problems might be overcome. Paper presented at the EARLI Conference August 26 – 30th 2003, Padova Address for correspondence Professor Peter Davies Institute for Education Policy Research Staffordshire University Leek Road Stoke-on-Trent ST4 2DF Tel +44 (0)1782 294273 Fax +44 (0)1782 294070 e-mail [email protected]