Jan-Martin Geiger and Andreas Liening As Entrepreneurship is a comparatively emerging scientific discipline, there is a growing demand on research to promote the development of disciplinary concepts (Wiklund, Wright, & Zahra, 2019) and to avoid a “hodgepodge” (Thrane, Blenker, Korsgaard, & Neergaard, 2016) of teaching formats and curricula. This applies to both domain-specific and individual … Continue reading Effectuation as Threshold Concept in Entrepreneurship? →

Francisca Perez Salgado, Bert Zwaneveld and Gé Nielissen We present the design, the set-up, and results of research of which difficult or special physics concepts students of environmental sciences identify as threshold concepts, in the physics course for environmental sciences of their undergraduate e-learning programme. More specifically, which characterizations –, transformativity, irreversibility, integrativity, counter-intuitivity, and … Continue reading Threshold concepts in a physics course for students of environmental sciences →

Matthew Dunn and Jenny Wynn Significant changes to the delivery and assessment methods of A-level specifications in schools in England have introduced increasing levels of difficulty (CIFE, 2018), making what is already a difficult transition from GCSE to A-level study even more acute. Recent investigations into students’ journeys highlighted the cognitive and affective discomfort brought … Continue reading Threshold Connections: employing the Threshold Concept Framework to impact on classroom practice in secondary schools through collaborative research →