Bounded – The neglected threshold concept characteristic

References

• Anderson, C., & Hounsell, D. (2007). Knowledge practices: ‘Doing the subject’ in undergraduate courses. Curriculum Journal, 18, 463–478.
   Google Scholar
• Baillie, C., Bowden, J. A., & Meyer, J. H. F. (2013). Threshold capabilities: Threshold concepts and knowledge capability linked through variation theory. Higher Education, 65, 227–246.
   Web of Science ®Google Scholar
• Barradell, S. (2013). The identification of threshold concepts: A review of theoretical complexities and methodological challenges. Higher Education, 65, 265–276.
   Web of Science ®Google Scholar
• Barradell, S., Barrie, S., & Peseta, T. (2018). Ways of thinking and practising: Highlighting the complexities of higher education curriculum. Innovations in Education and Teaching International, 55, 266–275.
   Web of Science ®Google Scholar
• Barradell, S., & Peseta, T. (2017). Putting threshold concepts to work in health sciences: Insights for curriculum design from a qualitative synthesis. Teaching in Higher Education, 22, 349–372.
   Web of Science ®Google Scholar
• Barradell, S., Peseta, T., & Barrie, S. (2018). “There’s so much to it”: The ways physiotherapy students and recent graduates experience practice. Advances in Health Sciences Education, 23, 387–406.
   PubMed Web of Science ®Google Scholar
• Blackburn, S. C., & Nestel, D. (2014). Troublesome knowledge in pediatric surgical trainees: A qualitative study. Journal of Surgical Education, 71, 756–761.
   PubMed Web of Science ®Google Scholar
• Chen, D., & Rattray, J. (2017). Transforming thinking through problem-based learning in the news media literacy class: Critical thinking as a threshold concept towards threshold capabilities. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 12, 272–293.
   Google Scholar
• Clouder, L. (2005). Caring as a ‘threshold concept’: Transforming students in higher education into health(care) professionals. Teaching in Higher Education, 10, 505–517.
   Web of Science ®Google Scholar
• D’Agostino, F. (2012). Disciplinarity and the growth of knowledge. Social Epistemology, 26, 331–350.
   Web of Science ®Google Scholar
• Davies, P. (2019). The construction of frameworks in learners’ thinking: Conceptual change and threshold concepts in economics. International Review of Economics Education, 30, 100135. Advance online publication.
   Web of Science ®Google Scholar
• Davies, P., & Mangan, J. (2006, August-September). Embedding threshold concepts: From theory to pedagogical principles to learning activities. Paper presented at the Threshold Concepts within the Disciplines Symposium, Glasgow, Scotland.
   Google Scholar
• Fenwick, T. (2016). Professional responsibility and professionalism: A sociomaterial examination. Abingdon, Oxon, England: Routledge.
   Google Scholar
• Foote, W. (2013). Threshold theory and social work. Social Work Education: The International Journal, 32, 424–430.
   Google Scholar
• Fortune, T. (2000). Occupational therapists: Is our therapy truly occupational or are we merely filling gaps? British Journal of Occupational Therapy, 63, 225–230.
   Google Scholar
• Fortune, T., & Kennedy-Jones, M. (2014). Occupation and its relationship with health and wellbeing: The threshold concept for occupational therapy. Australian Occupational Therapy Journal, 61, 293–298.
   PubMed Web of Science ®Google Scholar
• Heading, D., & Loughlin, E. (2018). Lonergan’s insight and threshold concepts: Students in the liminal space. Teaching in Higher Education, 23, 657–667.
   Web of Science ®Google Scholar
• Hill, S. (2012). Troublesome or threshold? The experience of difficult concepts in prosthetics. (Doctoral dissertation). Retrieved from http://eprints.lancs.ac.uk/61627/1/Hill.pdf
   Google Scholar
• Hounsell, D., & Anderson, C. (2009). Ways of thinking and practicing in biology and history. In C. Kreber (Ed.), The university and its disciplines (pp. 71–83). New York: Routledge.
   Google Scholar
• Kinchin, I. M., Cabot, L. M., & Hay, D. B. (2010). Visualizing expertise: Revealing the nature of a threshold concept in the development of an authentic pedagogy for clinical education. In J. H. F. Meyer, R. Land, & C. Baillie (Eds.), Threshold concepts and transformational learning (pp. 81–95). Rotterdam: Sense Publishers.
   Google Scholar
• Land, R., Cousin, G., Meyer, J. H. F., & Davies, P. (2006). Implications of threshold concepts for course design and evaluation. In J. H. F. Meyer & R. Land (Eds.), Overcoming barriers to student understanding threshold concepts and troublesome knowledge (pp. 195–206). London and New York: Routledge.
   Google Scholar
• Land, R., & Meyer, J. H. F. (2011). The scalpel and the ‘mask’: Threshold concepts and surgical education. In H. Fry & R. Kneebone (Eds.), Surgical education: Theorising an emerging domain advances in medical education (2nd ed., pp. 91–106). Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-1682-7_6
   Google Scholar
• Land, R., Neve, H., & Martindale, L. (2018). Threshold concepts, action poetry and the health professions: An interview with Ray Land. International Journal of Practice-based Learning in Health and Social Care, 6, 45–62.
   Google Scholar
• Lombaerts, C. (2010). The pitfalls in teaching the sensation method: A case of threshold concepts? The Australian Journal of Homoeopathic Medicine, 22, 33–35.
   Google Scholar
• McAllister, M. K., Lasater, K., Stone, T. E., & Levett-Jones, T. (2015). The reading room: Exploring the use of literature as a strategy for integrating threshold concepts into nursing curricula. Nurse Education in Practice, 15, 549–555.
   PubMed Web of Science ®Google Scholar
• McCune, V., & Hounsell, D. (2005). The development of students’ ways of thinking and practising in three final-year biology courses. Higher Education, 49, 255–289.
   Web of Science ®Google Scholar
• Meyer, J. H. F., & Timmermans, J. A. (2016). Integrated threshold concept knowledge. In R. Land, J. H. F. Meyer, & M. T. Flanagan (Eds.), Threshold concepts in practice (pp. 25–38). Rotterdam: Sense Publishers.
   Google Scholar
• Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. Retrieved from http://www.ed.ac.uk/etl
   Google Scholar
• Morgan, H. (2012). The social model of disability as a threshold concept: Troublesome knowledge and liminal spaces in social work education. Social Work Education: The International Journal, 31, 215–226.
   Google Scholar
• Nambiar-Greenwood, G. (2010). The role of mental health as a ‘threshold concept’ for promoting patient-centred care for inter-professional health students. The Journal of Mental Health Training, Education and Practice, 5, 12–16.
   Google Scholar
• Nicholls, D. A. (2018). The end of physiotherapy. Abingdon, Oxon: Routledge.
   Google Scholar
• Nicola-Richmond, K. M., Pépin, G., & Larkin, H. (2016). Transformation from student to occupational therapist: Using the Delphi technique to identify the threshold concepts of occupational therapy. Australian Occupational Therapy Journal, 63, 95–104.
   PubMed Web of Science ®Google Scholar
• O’Donnell, R. (2010). A critique of the threshold concept hypothesis and an application in economics. Working paper 164. Retrieved from http://www.finance.uts.edu.au/research/wpapers/wp164.pdf
   Google Scholar
• Quinlan, K. M., Male, S., Baillie, C., Stamboulis, A., Fill, J., & Jaffer, Z. (2013). Methodological challenges in researching threshold concepts: a comparative analysis of three projects. Higher Education, 66, 585–601.
   Web of Science ®Google Scholar
• Reverby, S. (1987). A caring dilemma: Womanhood and nursing in historical perspective. Nursing Research, 36, 5–11.
   PubMed Web of Science ®Google Scholar
• Rodger, S., & Turpin, M. (2011, July). Using threshold concepts to transform entry level curricula. Paper presented at the 34th HERDSA Annual Intenational Conference, Gold Coast, Australia.
   Google Scholar
• Rowbottom, D. (2007). Demystifying threshold concepts. Journal of Philosophy and Education, 41, 263–270.
   Web of Science ®Google Scholar
• Royeen, C. B., Jensen, G. M., Chapman, T. A., & Ciccone, T. (2010). Is interprofessionality a threshold concept for education and health care Practice? Journal of Allied Health, 39, 251–252.
   PubMedGoogle Scholar
• Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., … Whitelock, D. (2014). Innovating pedagogy 2014: Open University innovation report 3. Retrieved from http://www.open.ac.uk/iet/main/files/iet-web/file/ecms/web-content/Innovating_Pedagogy_2014.pdf
   Google Scholar
• Stacey, G., & Stickley, T. (2012). Recovery as a threshold concept in mental health nurse education. Nurse Education Today, 32, 534–539.
   PubMed Web of Science ®Google Scholar
• Tanner, B. (2011). Threshold concepts in practice education: Perceptions of practice educators. British Journal of Occupational Therapy, 74, 427–434.
   Web of Science ®Google Scholar
• Timmermans, J. A., & Meyer, J. H. F. (2017). A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice. International Journal for Academic Development, 1–15. doi:10.1080/1360144X.2017.1388241
   Web of Science ®Google Scholar
• Trowler, P. (2012). Disciplines and interdisciplinarity: Conceptual groundwork. In P. Trowler, M. Saunders, & V. Bamber (Eds.), Tribes and territories in the 21st-century: Rethinking the significance of disciplines in higher education (pp. 5–29). Abingdon, Oxon: Routledge.
   Google Scholar
• Wilson, A., Åkerlind, G., Francis, P., Kirkup, L., McKenzie, J., Pearce, D., & Sharma, M. D. (2010, September-October). Measurement uncertainty as a threshold concept in physics. Paper presented at the 16th Uniserve Science Annual Conference, Sydney, Australia.
   Google Scholar