Show simple item record McCartney, Robert Boustedt, Jonas Eckerdal, Anna Moström, Jan Erik Sanders, Kate Thomas, Lynda Zander, Carol 2010-05-17T07:55:20Z 2010-05-17T07:55:20Z 2009
dc.identifier.citation McCartney , R , Boustedt , J , Eckerdal , A , Moström , J E , Sanders , K , Thomas , L & Zander , C 2009 , ' Liminal spaces and learning computing ' European Journal of Engineering Education , vol 34 , no. 4 , pp. 383 – 391 . DOI: 10.1080/03043790902989580 en
dc.identifier.issn 1469-5898
dc.identifier.other PURE: 149764
dc.identifier.other PURE UUID: b84c708e-4eb1-487e-87c4-2f99471127f9
dc.identifier.other dspace: 2160/4643
dc.description , European Journal of Engineering Education, 1469-5898, Volume 34, Issue 4, 2009, Pages 383 – 391. en
dc.description.abstract 'Threshold concepts' are concepts that, among other things, transform the way a student looks at a discipline. Although the term 'threshold' might suggest that the transformation occurs at a specific point in time, an 'aha' moment, it seems more common (at least in computing) that a longer time period is required. This time period is referred to as the 'liminal space'. In this paper, we summarise our findings concerning how computing students experience the liminal space and discuss how this might affect teaching. Most of our findings so far relate to software engineering. As it is likely that similar liminal spaces occur in other engineering disciplines, these findings have relevance across engineering education. en
dc.format.extent 8 en
dc.language.iso eng
dc.relation.ispartof European Journal of Engineering Education en
dc.rights en
dc.title Liminal spaces and learning computing en
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article en
dc.contributor.institution Department of Computer Science en
dc.contributor.institution Software Engineering en
dc.description.status Peer reviewed en

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