Edited by Helen Walkington, Jennifer Hill and Sarah Dyer
Chapter 6: Finding your way in liminal space: threshold concepts and curriculum design in geography
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.
You are not authenticated to view the full text of this chapter or article.
Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.
Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.
Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.