Kobus M
1King’s College Dental Institute, King’s College London, 18th floor Guy’s Hospital, Great Maze Pond, SE1 9RT, London, United Kingdom.
Bull Group Int Rech Sci Stomatol Odontol. 2013 May 8;51(3):e27-9.
This paper reports on the pilot phase of a phenomenographic study which explores the relationship between teachers' and students' perceptions of the curriculum and theory of threshold concepts, which claims that there are concepts in all disciplines which must be understood, if learners are to progress to a more advanced level of understanding. It is suggested that threshold concepts may represent ways of thinking and practising within disciplines. In this study consideration is given to the troublesome aspects of knowledge as described by David Perkins (1999) and further developed by Meyer and Land (2003). Researcher's intention is to investigate if students experience any conceptual difficulties and what the nature of these might be. Students' and teachers' accounts of how they perceive the dental curriculum might help to verify if there is a relationship between the curriculum and the theory of threshold concepts. Analysis of the troublesome aspects of knowledge may lead to the identification of threshold concepts in the dental curriculum.
本文报告了一项现象学研究的试点阶段，该研究探讨了教师和学生对课程的认知与阈值概念理论之间的关系，该理论认为，在所有学科中都存在一些概念，如果学习者要提升到更高层次的理解水平，就必须理解这些概念。有人提出，阈值概念可能代表了各学科内的思维和实践方式。在本研究中，我们考虑了大卫·珀金斯（1999年）所描述并由迈耶和兰德（2003年）进一步发展的知识的棘手方面。研究者的目的是调查学生是否遇到任何概念上的困难以及这些困难的性质可能是什么。学生和教师对他们如何看待牙科课程的描述可能有助于验证课程与阈值概念理论之间是否存在关系。对知识棘手方面的分析可能会导致确定牙科课程中的阈值概念。
