Show simple item record Wismath, Shelly Orr, Doug MacKay, Bruce 2019-12-10T22:20:40Z 2019-12-10T22:20:40Z 2015
dc.identifier.citation Wismath, S., Orr, D., & MacKay, B. (2015). Threshold concepts in the development of problem-solving skills. Teaching & Learning Inquiry, 3(1), 63-73. en_US
dc.description Sherpa Romeo green journal. Open access article. Creative Commons Attribution 4.0 International License (CC BY 4.0) applies en_US
dc.description.abstract Problem- solving skills are of ten identified as a key component of 21st century education. This study collected data from students enrolled in a university- level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course. These changes can be posited to reveal three underlying threshold concepts in the evolution and establishment of students’ problem- solving skills. en_US
dc.language.iso en_US en_US
dc.publisher International Society for the Scholarship of Teaching and Learning en_US
dc.subject Problem solving en_US
dc.subject Theshold concepts en_US
dc.subject Persistence en_US
dc.subject Novice-to-expert transition en_US
dc.subject Transformative experience en_US
dc.subject Liminal state en_US
dc.subject Student behavior
dc.subject.lcsh Problem-based learning
dc.subject.lcsh Problem solving--Study and teaching (Higher)
dc.title Threshold concepts in the development of problem-solving skills en_US
dc.type Article en_US
dc.publisher.faculty School of Liberal Education en_US
dc.description.peer-review Yes en_US
dc.publisher.institution University of Lethbridge en_US
dc.publisher.url en_US

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