Threshold concepts in the teaching of natural sciences: A systematic review
A systematic review of Threshold Concepts provides a thorough and structured analysis of the existing literature related to these essential and transforming concepts in education. Threshold Concepts represent ideas or knowledge that, once understood, allow the student to access deeper levels of unde...
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| Format: | Article |
| Language: | English |
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OmniaScience
2024-07-01
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| Series: | Journal of Technology and Science Education |
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| Online Access: | https://www.jotse.org/index.php/jotse/article/view/2385 |
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| _version_ | 1850265068140232704 |
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| author | Jaime Solís Pinilla Cristian Merino Rubilar |
| author_facet | Jaime Solís Pinilla Cristian Merino Rubilar |
| author_sort | Jaime Solís Pinilla |
| collection | DOAJ |
| description | A systematic review of Threshold Concepts provides a thorough and structured analysis of the existing literature related to these essential and transforming concepts in education. Threshold Concepts represent ideas or knowledge that, once understood, allow the student to access deeper levels of understanding of a discipline. These concepts are crucial, since they act as “doors” that, once “crossed”, lead to a more integrated and coherent vision of a study area. In the review, various academic databases were consulted to identify relevant studies, applying rigorous inclusion and exclusion criteria. Through this process, key patterns, methodologies, and findings were detected, related to the teaching, understanding and application of these concepts. Despite the broad methodological diversity that exists in the field, as well as educational approaches and contexts, Threshold Concepts are not always addressed successfully at the curricular level or in the implementation of teaching methodologies. The limitations of this review have an impact on possible publishing bias and the diversity of research methods. However, the review stresses the need for greater integration of these concepts in education, as well as future research that explores efficient pedagogical strategies to teach them. |
| format | Article |
| id | doaj-art-a22eb638536f42bc92e8646f7412645e |
| institution | OA Journals |
| issn | 2013-6374 |
| language | English |
| publishDate | 2024-07-01 |
| publisher | OmniaScience |
| record_format | Article |
| series | Journal of Technology and Science Education |
| spelling | doaj-art-a22eb638536f42bc92e8646f7412645e2025-08-20T01:54:31ZengOmniaScienceJournal of Technology and Science Education2013-63742024-07-0114494796410.3926/jotse.2385446Threshold concepts in the teaching of natural sciences: A systematic reviewJaime Solís Pinilla0Cristian Merino Rubilar1Doctorado en Educación, Facultad de Ciencias Sociales, Universidad de ChileInstituto de Química, PUCV Centro de Investigación en Didáctica de las Ciencias y Educación STEM, PUCVA systematic review of Threshold Concepts provides a thorough and structured analysis of the existing literature related to these essential and transforming concepts in education. Threshold Concepts represent ideas or knowledge that, once understood, allow the student to access deeper levels of understanding of a discipline. These concepts are crucial, since they act as “doors” that, once “crossed”, lead to a more integrated and coherent vision of a study area. In the review, various academic databases were consulted to identify relevant studies, applying rigorous inclusion and exclusion criteria. Through this process, key patterns, methodologies, and findings were detected, related to the teaching, understanding and application of these concepts. Despite the broad methodological diversity that exists in the field, as well as educational approaches and contexts, Threshold Concepts are not always addressed successfully at the curricular level or in the implementation of teaching methodologies. The limitations of this review have an impact on possible publishing bias and the diversity of research methods. However, the review stresses the need for greater integration of these concepts in education, as well as future research that explores efficient pedagogical strategies to teach them.https://www.jotse.org/index.php/jotse/article/view/2385threshold concepts, systemic review, natural sciences |
| spellingShingle | Jaime Solís Pinilla Cristian Merino Rubilar Threshold concepts in the teaching of natural sciences: A systematic review Journal of Technology and Science Education threshold concepts, systemic review, natural sciences |
| title | Threshold concepts in the teaching of natural sciences: A systematic review |
| title_full | Threshold concepts in the teaching of natural sciences: A systematic review |
| title_fullStr | Threshold concepts in the teaching of natural sciences: A systematic review |
| title_full_unstemmed | Threshold concepts in the teaching of natural sciences: A systematic review |
| title_short | Threshold concepts in the teaching of natural sciences: A systematic review |
| title_sort | threshold concepts in the teaching of natural sciences a systematic review |
| topic | threshold concepts, systemic review, natural sciences |
| url | https://www.jotse.org/index.php/jotse/article/view/2385 |
| work_keys_str_mv | AT jaimesolispinilla thresholdconceptsintheteachingofnaturalsciencesasystematicreview AT cristianmerinorubilar thresholdconceptsintheteachingofnaturalsciencesasystematicreview |