Threshold concepts in Biology: do they fit the definition?

Abstract

Meyer and Land (2003) discuss the definition of a threshold concept as a transformative gateway, possessing certain properties (for example being integrative, and possibly ‘troublesome’), that leads to the understanding of new and conceptually more difficult ideas. Such concepts are the key to subsequent higher order learning within a discipline and a lack of ability to progress past such a threshold may lead to ongoing problems in subsequent understanding and application. Many concepts can be seen as ‘troublesome’ by teachers, for a number of reasons associated with both difficulties in teaching and lack of understanding by students. However, relatively few of these concepts will satisfy key descriptors associated with threshold concepts; namely, instances of ‘significantly changing the way of thinking’, and a focus on the integrative nature of knowledge. Rather they will constitute a series of concepts associated with a progression through levels of understanding (Hegarty-Hazel, 1985). This chapter provides an overview of the debate associated with these ideas, and attempts a subsequent analysis of what is, and what is not, a threshold concept in Biology. Examples of potential threshold concepts are proposed, their defining characteristics analysed, and some problems in fitting the initial definition discussed. Following this, an example of a concept, which appears to fit the concept of threshold, is explored to determine the extent, and degree, to which students understand it and demonstrate that they have, or have not, crossed a threshold.