![Open Access](https://i-scholar.in/lib/pkp/templates/images/icons/fulltextgreen.png)
![Restricted Access](https://i-scholar.in/lib/pkp/templates/images/icons/fulltextred.png)
![Open Access](https://i-scholar.in/lib/pkp/templates/images/icons/fulltextgreen.png)
![Open Access](https://i-scholar.in/lib/pkp/templates/images/icons/fulltext_open_medium.gif)
![Restricted Access](https://i-scholar.in/lib/pkp/templates/images/icons/fulltextred.png)
![Restricted Access](https://i-scholar.in/lib/pkp/templates/images/icons/fulltext_restricted_medium.gif)
Evaluation of Threshold Concept Barriers to Learning the Introduction to Physics (Phy 106)
Subscribe/Renew Journal
Physics is one of the foundations for more major courses in the engineering field. It is also one of the threshold concepts in the said field that every engineering student must conceptually understand thoroughly. The low passing rate of the respondents became the wick of this study. Purposive sampling was done aiming to study respondents who took the course more than once. Background of the respondents such as their age, gender, whether they are full time or part time students and whether they came from public or private basic education were considered if it could affect their justification on evaluation of threshold concept barriers to learning the Physics course. Particular difficult topics and the troublesome knowledge that hinder the development of learning were identified. Lastly, learning activities were suggested to deal with the pedagogical issues that arose.
Keywords
Threshold Concept, Troublesome Knowledge, Learning Activities, Introduction to Physics
User
Subscription
Login to verify subscription
Font Size
Information
- Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. In C. Rust (Ed.), Improving student learning: Improving student learning theory and practice – 10 years on Oxford, UK: Oxford Centre for Staff and Learning Development.
- Stokes, A., King, H., and Libarkin, J. (2007). Research in Science Education: Threshold Concepts. Journal of Geoscience Education, p. 434-438
- D. Perkins,. (1999). The many faces of constructivism, Educational Leadership, 57(3), pp. 6-11.
- Peter, M. and Harlow, A. (2014) Threshold concepts: impacts on teaching and learning at tertiary level. Teaching and Learning Research Initiative. Wilf Malcolm Institute of Educational Research, University of Waikato.
- Baillie, C., GoodHew, P., & Skryabina, E. (2006). Threshold Concepts in Engineering Education Exploring Potential Blocks in Student Understanding. Tempus Publication. Great Britain.
- Baldock, T., Knight, D., Callaghan, D., Kizil, M., Meer, E., and O’Moore, L. (2012). Enabling Visible and Effective Learning in Engineering [PowerPoint slides]. Presented on EAIT Teaching and Learning Forum. Retrieved from http://www.civil.uq.edu.au/teaching-and-learning-committee
- Bernardo, A.B., Ganotice, F.A. Jr., and King R. B. (2014). Motivation Gap and Achievement Gap between Public and Private High School in the Philippines. Asia-Pacific Edu Res. Springer. DOI 10.1007/s40299-014-0213-2. De la Salle University
- Serbanescu, R. (2017). Identifying Threshold Concepts in Physics: too many to count! Practice and Evidence of scholarship of teaching and learning in Higher Education. Special Issue: Threshold Concepts and Conceptual Difficulty. Vol. 12, No. 2, April 2017, pp. 278- 396. Department of Physics, University of Toronto, Canada.
- Davies, P and Mangan, J. (2006). Embedding Threshold Concepts: from theory to pedagogical principles to learning activities. JEL Classification A22. UK
- Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning, Thinking Skills and Creativity 10 (2013), 265-279, http://dx.doi.org/10.1016/mj.tsc.2013.07.006
- Freeman, S., Eddy, S.L., McDonough M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, MP. (2014). Active Learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences. Vol. 111, no. 23, p. 8410-8415. Doi: 10.1073/pnas.1319030111.University of California. San Francisco, California.
- Vighnarajah, Luan, Wong Su and Bakar, Kamariah Abu (2008). The shift in the role of teachers in the learning process. Europian Journal of Social Sciences – Volume 7, Number 2. Selangor, Malaysia
- Cernusca, D., & Bham, G. H. (2011). Application of Threshold Concepts to Improve a Design- Focused Course in Transportation Engineering. Transportation Research Record: Journal of the Transportation Research Board, 2211(1), 10–17. Doi: 10.3141/2211-02., Transportation Research Board of the National Academies, Washington.
- Knight, D., Callaghan, D., Baldock, T., Kizil, M., Meer, E., and O’Moore, L.. (2012). Enabling Visible and Effective Learning in Engineering [Powerpoint slides]. Presented on Teaching and Learning Week; Faculty of Science/ EAIT Showcase. Retrieved from http://www.civil.uq.edu.au/teaching-and-learning-committee
- Korff, J.V., Gomez, Heckendorf, T., McKAgan, S.B, Sarre and Schenk, Shepherd, C., and Sorell, L (2017). Secondary Analysis of Teaching Methods in Introductory Physics: a 50k- student study. Department of Physics and Astronomy, Georgia State University, Atlanta, GA.
- Talanquer, V. (2015). Threshold Concepts in Chemistry: The Critical Role of Implicit Schemas. Journal of Chemical Education, 92(1), 3–9. Doi: 10.1021/ed500679k. University of Arizona, USA.
![](https://i-scholar.in/public/site/images/abstractview.png)
Abstract Views: 222
![](https://i-scholar.in/public/site/images/pdfview.png)
PDF Views: 0