Abstract
Although Decoding the Disciplines and Threshold Concepts appear to be similar theories, they actually operate differently and complementarily. Threshold concepts (and bottlenecks) analyse the nature of the content difficulty, while decoding provides a pedagogical model for getting students through the difficulty, including measuring student proficiency at every stage of the process. Decoding also provides a framework for cross-disciplinary discussions and for helping students negotiate both established threshold concepts and those yet-to-be discovered as disciplines evolve.
Bibliographic data
Shopkow, L., & Middendorf, J. (2019). Caution! Theories at play! Threshold concepts and Decoding the Disciplines. In J.A Timmermans & R. Land (Eds.) Threshold Concepts on the Edge, pp. 37-50. Brill.
