Threshold concepts and the troublesome transition from GCSE to A-level: exploring students’ experiences in secondary school biology

Abstract

This paper draws on doctoral research exploring the lived experiences of secondary school students during their first year of A-level study, through the theoretical lens of the Threshold Concept Framework. A longitudinal design frame based on Interpretative Phenomenological Analysis is employed, thus providing an original use of this methodology in education research to address the paucity of inquiry exploring the difficulties experienced by students as they transition from the General Certificate in Secondary Education (GCSE) to A-level. In this context, I argue that students’ encounters with threshold concepts (TCs) are significant for them, posing a degree of cognitive and affective challenge which serves to exacerbate the difficulty of transition already caused by increased workload and pressure. The findings offer insights into students’ struggles adjusting to shifting identity and membership of communities further intensified by the integrative, discursive and transformative nature of TC acquisition. The longitudinal research design also surfaces positive aspects of growing awareness of the integrative power of TCs. Recommendations are made for further research involving students, teachers and academics to explore TCs in a range of other subjects and settings in secondary schools in the context of recent and significant changes to GCSE and A-level curricula.

Keywords:

• Threshold concepts
• secondary schools
• biology
• transition
• A-level

Acknowledgments

I would like to thank the students who gave feely of their time to talk with me, the reviewers for their insightful feedback, and Professor Kate Adams and Dr Steven Puttick for their feedback on earlier sections of this study in the original context of my doctoral thesis.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Matthew James Dunn

Matthew James Dunn Head of Programmes (Secondary, FE, TESOL & Research Education) at Bishop Grosseteste University, Lincoln. His research interests centre on the application of the Threshold Concept Framework in secondary education and teacher education, particularly relating to educational phase transition.