Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
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Chapter 6: Finding your way in liminal space: threshold concepts and curriculum design in geography

Erin H. Fouberg

Abstract

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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