Threshold concepts are concepts central to the mastery of a specific discipline. The project team created a generic model for using these concepts to explore and reflect on student misconceptions and the teaching of troublesome knowledge for use by teachers in biology. Student understanding of the concepts was tested and interventions designed to help improve understanding. A biology teaching package was created along with a generic teaching model and guidelines to assist learning. Project publications and resources are available at the project website.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
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5 resources found.
Building a network of academics who use, contribute to and disseminate, an online, cost-effective histology learning and teaching resource
The University of Western Australia
2011
A national curriculum for entomology: capacity-building through collaborative, web-based delivery
The University of Queensland
2011
Charles Sturt University, The University of Adelaide, The University of Western Australia, University of New England
A cross-disciplinary approach to language support for first year students in the science disciplines
University of Canberra
2011
The University of Newcastle, University of Tasmania, University of Technology, Sydney
Using threshold concepts to generate a new understanding of teaching and learning biology
The University of Sydney
2011
The University of New South Wales, University of Western Sydney
Diagnostic assessment for biological sciences – development of a concept inventory
The University of Queensland
2011
The project team developed a set of key concepts which underpin undergraduate students’ understanding of the molecular world, and converted these into a web-based assessment tool – the concept inventory – that tests these concepts. The inventory is intended to influence pedagogical practice and knowledge and can be used by educators from a range of disciplines. Additional resources for teachers and students are available from the website.
The appendices contain: a concept inventory designed to diagnose students’ understanding of fundamental concepts in chemistry and biology; an analysis of the key concepts underlying the inventory; a framework of ‘big conceptual ideas’ for educators developing curricula in biochemistry; and a teacher resource package.
The Australian National University, University of Natal (South Africa), University of Porto (Portugal)