Putting Threshold Concepts into Context in Computer Science Education

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dc.contributor.author Eckerdal, Anna
dc.contributor.author Ratcliffe, Mark
dc.contributor.author Sanders, Kate
dc.contributor.author Moström, Jan Erik
dc.contributor.author Zander, Carol
dc.contributor.author McCartney, Robert
dc.date.accessioned 2006-08-17T14:13:30Z
dc.date.available 2006-08-17T14:13:30Z
dc.date.issued 2006
dc.identifier.citation Eckerdal , A , Ratcliffe , M , Sanders , K , Moström , J E , Zander , C & McCartney , R 2006 , ' Putting Threshold Concepts into Context in Computer Science Education ' . en
dc.identifier.other PURE: 70672
dc.identifier.other dspace: 2160/248
dc.identifier.uri http://hdl.handle.net/2160/248
dc.identifier.uri http://portal.acm.org en
dc.description Eckerdal, A. Ratcliffe, M. McCartney, R. Sanders, K. Moström, J.E. Zander, C. Putting Threshold Concepts into Context in Computer Science Education. ACM SIGCSE Bulletin Volume 38 , Issue 3 (September 2006) en
dc.description.abstract This paper describes Threshold Concepts, a theory of learning that distinguishes core concepts whose characteristics can make them troublesome in learning. With an eye to applying this theory in computer science, we consider this notion in the context of related topics in computer science education. en
dc.language.iso eng
dc.title Putting Threshold Concepts into Context in Computer Science Education en
dc.type Text en
dc.type.publicationtype Conference paper en
dc.contributor.institution Aberystwyth University en
dc.contributor.institution Advanced Reasoning Group en
dc.description.status Non peer reviewed en


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