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The potential of combining phenomenography, variation theory and threshold concepts to inform curriculum design in higher education
16 references·1 citing·34 second hop
The potential of combining phenomenography, variation theory and threshold concepts to inform curriculum design in higher education (2014)The potential of combining phenomenograph…Learning and Awareness (2013)Learning and AwarenessThreshold Concepts and Transformational Learning (2010)Threshold Concepts and Transf…Editors’ preface : threshold concepts and transformational learning. (2010)Editors’ preface : threshold …Threshold Concepts within the Disciplines (2008)Threshold Concepts within the…Threshold Concepts and Troublesome Knowledge (2008)Threshold Concepts and Troubl…Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005)Threshold concepts and troubl…Learning Theory as Teaching Resource: Enhancing Students’ Understanding of Economic Concepts (2005)Learning Theory as Teaching R…Doing developmental phenomenography (2005)Doing developmental phenomeno…Classroom Discourse and the Space of Learning (2004)Classroom Discourse and the S…Threshold Concepts and Troublesome Knowledge: linkages to ways of thinking and practising within the disciplines (2003)Threshold Concepts and Troubl…Improving student learning. Theory and practice- 10 years on (2003)Improving student learning. T…Beyond ``lesson study'': Comparing two ways of facilitating the grasp of some economic concepts (2003)Beyond ``lesson study'': Comp…What Matters? Discovering critical conditions of classroom learning (2002)What Matters? Discovering cri…The University of Learning (1999)The University of LearningPhenomenography-a research approach to investigating different understandings of reality (1986)Phenomenography-a research ap…Phenomenography ? Describing conceptions of the world around us (1981)Phenomenography ? Describing …Making ‘professionalism’ meaningful to students in higher education (2013)Making ‘professionalism’ mean…History and Class Consciousness (1923)Objective Knowledge, an Evolutionary Approach. (1973)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)Toward a Theory of Instruction (1966)Discipline and Punish: The Birth of the Prison. (1978)Discipline and Punish: The Birth of the Prison. (1996)Overcoming Barriers to Student Understanding (2006)Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge (2006)The Rites Of Passage (1961)The Ritual Process. Structure and Anti-Structure (1971)The Ritual Process: Structure and Anti-Structure (1976)Feedback: focusing attention on engagement (2011)The reflective institution: Assuring and enhancing the quality of teaching and learning (2001)On the unit of description in phenomenography (2005)Understanding What We Mean by the Generic Attributes of Graduates (2006)The identification of threshold concepts: a review of theoretical complexities and methodological challenges (2012)Learning in the liminal space: a semiotic approach to threshold concepts (2014)Naming what we know: threshold concepts of writing studies (2015)Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments (2004)Can 'Blended Learning' Be Redeemed? (2005)Variation and commonality in phenomenographic research methods (2005)Relations between teachers' approaches to teaching and students' approaches to learning (1999)What the Student Does: teaching for enhanced learning (1999)Sustainable Assessment: Rethinking assessment for the learning society (2000)What do university teachers think eLearning is good for in their teaching? (2009)Phenomenography: the development and application of an innovative research design in higher education research (2015)The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study (2015)A phenomenographic study of academics' conceptions of science learning and teaching (1994)Qualitative differences in approaches to teaching first year university science (1994)Threshold capabilities: threshold concepts and knowledge capability linked through variation theory (2012)A Call for Expanding Inclusive Student Engagement in SoTL (2013)
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81 cited
  • 2003Improving student learning. Theory and practice- 10 years on62 cited
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    • 2013Making ‘professionalism’ meaningful to students in higher education44 cited