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Author
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Dai-Ling Chen and Julie Rattray
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Year
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2017
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Publisher
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Threshold Concepts and Conceptual Difficulty
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Abstract
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This paper considers the extent to which critical thinking might be conceived of as a threshold concept which unlocks threshold capabilities in learners. Utilising a problem based learning approach to pedagogy the paper reports a small scale study which was
designed to explore whether students in a Media Literacy class could be supported to develop their critical thinking capabilities. The paper argues that such capabilities represent a threshold transformation in learners, unlocking as they do a new way of
engaging with media literacy. Using Baxter Magolda’s model of the development of critical thinking the study examines the extent to which students shift from a very
egocentric view of the world to a more integrative and reflexive view of the world as their
critical thinking capabilities become more sophisticated. The paper further argues that whilst critical thinking can be seen as a threshold concept it might also be viewed of as a threshold capability which is transferable across a number of domains - it transcends
the discipline and might be considered to be a more complex threshold.
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Language
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English