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Innovations in Education and Teaching International Volume 52, 2015 - Issue 3
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Original Articles

Threshold concepts as a focus for metalearning activity: application of a research-developed mechanism in undergraduate engineering

Jan H.F. MeyerSchool of Civil Engineering, The University of Queensland, Brisbane, Australia;Division of Business, University of South Australia, Adelaide, Australia
,
David B. KnightDepartment of Engineering Education, Virginia Tech, Blacksburg, VA, USACorrespondence[email protected]
,
David P. CallaghanSchool of Civil Engineering, The University of Queensland, Brisbane, Australia
&
Tom E. BaldockSchool of Civil Engineering, The University of Queensland, Brisbane, Australia
Pages 277-289 | Published online: 03 Mar 2015

References

  • Biggs, J. B. (1985). The role of metalearning in study processes. British Journal of Educational Psychology, 55, 185–212.10.1111/bjep.1985.55.issue-3
  • Cuasay, P. (1992). Cognitive factors in academic achievement. Higher Education Extension Service, 3, 1–8.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.
  • Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five major shifts in 100 years of engineering education. Proceedings of the IEEE, 100 (Special Centennial Issue), 1344–1360.10.1109/JPROC.2012.2190167
  • Harlow, A., Scott, J., Peter, M., & Cowie, B. (2011). ‘Getting stuck’ in analogue electronics: Threshold concepts as an explanatory model. European Journal of Engineering Education, 36, 435–447.10.1080/03043797.2011.606500
  • Knight, D. B., Callaghan, D., Baldock, T., & Meyer, J. H. F. (2013). Identifying threshold concepts: Case study of an open catchment hydraulics course. European Journal of Engineering Education, 39, 125–142.
  • Lawanto, O. (2010). Students’ metacognition during an engineering design project. Performance Improvement Quarterly, 23, 117–136.
  • Litzinger, T., Lattuca, L. R., Hadgraft, R., & Newstetter, W. (2011). Engineering education and the development of expertise. Journal of Engineering Education, 100, 123–150.10.1002/jee.2011.100.issue-1
  • Male, S. A., & Baillie, C. A. (2014). Research guided teaching practices: Engineering thresholds; an approach to curriculum renewal. In A. Johri & B. M. Olds (Eds.), Cambridge handbook of engineering education research (pp. 393–408). New York, NY: Cambridge University Press.
  • Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Meyer, J. H. F. (2004). An introduction to the RoLI. Innovations in Education and Teaching International, 41, 491–497.10.1080/1470329042000277057
  • Meyer, J. H. F. (2008). RoLIsps student guide. How am I learning? (3rd revised ed.). Adelaide, Australia: University of South Australia.
  • Meyer, J., Knight, D. B., Baldock, T., Kizil, M., O’Moore, L., & Callaghan, D. (2012, December). Scoping metalearning opportunity in the first three years of engineering. Proceedings of the 23rd Annual Conference of the Australasian Association of Engineering Education, Melbourne, Australia.
  • 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 (pp. 412–424). Oxford: OCSLD.
  • Meyer, J. H. F., Ward, S. C., & Latreille, P. (2009). Threshold concepts and metalearning capacity. International Review of Economics Education, 8, 132–154.
  • Robson, C. (2011). Real world research. Chichester: Wiley.
  • Ward, S. C., & Meyer, J. H. F. (2010). Metalearning capacity and threshold concept engagement. Innovations in Education and Teaching International, 47, 369–378.10.1080/14703297.2010.518429

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