Putting Threshold Concepts into Context in Computer Science Education

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