Integrating threshold concepts into curriculum will not, in itself, help students into liminal space where they can grapple with troublesome concepts and learn to think in a discipline. Curricula should be designed to create learning spaces where deep learning and integration of concepts can occur. This chapter qualitatively examines survey results and reflective essays of first-year students in an introductory ‘world regional geography’ class in the United States. The author proposes the combination of integrating threshold concepts, establishing a learning space that encourages uncertainty and liminality, and formative feedback and assessment which gives students the conditions to actively engage, build, and refine their schemata.
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