Liminal spaces and learning computing

Abstract

, European Journal of Engineering Education, 1469-5898, Volume 34, Issue 4, 2009, Pages 383 ? 391.'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.Peer reviewe

Reflections on threshold concepts in computer programming and beyond

“…(See also Thomas et al [22].) Papers by the same group have also found evidence supporting the existence of liminal spaces in computing education [9,17] and described the transformations of identity and ways of thinking and practicing that take place as computer science students learn threshold concepts [25,40].…”

“…moment) and sometimes effortlessly, often liminality lasts for a considerable amount of time. The liminal space is a fluctuating place of transformation: students in liminal spaces tend to oscillate between old and new states, experience strong, often negative emotions, and may attempt to mimic the behavior of others who they perceive as having crossed the threshold already [17,21]. Meyer and Land argue that pre-liminal variation -variation in students' perceptions of a threshold concept as the concept first 'comes into view' -plays a key role in how and why some students productively negotiate liminal spaces while others struggle and may give up altogether.…”

“…McCartney et al [17] define a liminal space as the transitional period between beginning to learn a threshold concept and fully mastering it. While some learners cross some thresholds quickly (as a single a-ha!…”

Uncovering “Threshold Concepts” in Web Development: An Instructor Perspective

“…Proposed by Jan Meyer and Ray Land 2003, 2005;, they suggest that threshold concepts can be considered as "conceptual gateways" or "portals," which lead to a "new and previously inaccessible way of thinking about something [...] without which the learner cannot progress" [Meyer and Land 2003, p. 1]. The understanding of threshold concepts within a particular subject represents a transformation in a student's learning experience, in regard to the subject matter, subject landscape, or even world view [Meyer and Land 2003;Sorva 2010;Srivastava 2012]. Davies [2003] suggests that such a transformed view may "represent how people 'think' in a particular discipline, or how they perceive, apprehend, or experience particular phenomena within that discipline" [p. 1].…”

“…By identifying such concepts, educators have the ability to predict potential obstacles in a student's learning journey and in turn, ensure that their teaching and learning methods are more focused. Meyer and Land [2003] suggest that the "core" or "fundamental" concepts of a subject are akin to "building blocks" and help a learner progress in their understanding of the subject. Threshold concepts, however, are the fundamental concepts which require "mastery," allowing a learner to progress to a deeper understanding of a subject [Lin et al 2014].…”