New Perspectives in Science Education

In 2003, Meyer and Land proposed an attractive new framework to address “difficulties” or more properly troublesome knowledge in the curriculum which was identified as Threshold Concepts (TC). In their words, “a TC can be considered as akin to a portal, opening up to a new and previously inaccessible way of thinking about something”. In Ireland, graduates in Bioscience and related disciplines complete independent research projects at level 7 and/or level 8 as part of their academic progression. The Bioscience projects in years 3 and 4 are complex learning opportunities that emphasize the adoption and development of higher order thinking skills. Such complexity is not without difficulties. The intricacy underlying the Bioscience project stems from the multiple kinds of knowledge that are called upon and that appear hard to grasp. Petti (2018) showed how, effectively, the Bioscience project can be a Threshold Concept. Threshold concepts are identified by several attributes amongst which transformation is seen as key and non-negotiable and it is interpreted as a shift in the way of looking at the discipline. The aim of this study is to further explore the Bioscience project in connection with the TC Framework. In 2023 we initiated a study with the Bioscience group to explore threshold concept and the transformation pillar, through a longitudinal study.  Data collection began with year 3 bioscience projects and continues into 4^th year, consisting of semi-structured interviews, weekly observations, and weekly student commentaries. A preliminary review of the data highlighted, in the words of one participant, the challenges and responses to them: “I expected it to be complex but now I see it is very challenging, difficult” and “I thought I had the resources, but that is not enough, there is a lot more to it”. Towards the end of the study, the student recognised: “I definitely look at the project differently now”. Researching longitudinally shows student transformation and variation within project elements. Confirming and disconfirming evidence are evaluated and presented and in particular in relation to what is troublesome and what is transformational.

Keywords: Threshold Concepts, Troublesome, Difficulties, Transformation and Variation

Meyer, J., and Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. In: Rust C., ed., Improving Student Learning – Ten Years On. Oxford: OCSLD, pp. 412-424.

Petti, C. (2018). Bioscience as a case of Threshold Concepts. Research dissertation. Institute of Technology Carlow