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Analytical tools in engineering education research: The “learning a complex concept” model, threshold concepts and key concepts in understanding and designing for student learning
Linköping University, Department of Science and Technology, Physics and Electronics. Linköping University, The Institute of Technology. (Ingenjörsvetenskapens didaktik)ORCID iD: 0000-0002-7708-069X
Ingenjörshögskolan, Jönköping, Sweden.
ESIME, Instituto Politechnico Nacional, Mexico City, Mexico.
2011 (English)In: Research in Engineering Education Symposium, 2011, Madrid: Universidad Politécnica de Madrid (UPM) , 2011, 51-60 p.Conference paper (Refereed)
Abstract [en]

For a long time, most research relating to science and engineering education has examined “misconceptions” about “single concepts”, despite the fact that one common objective in many subjects is “to learn relationships”. In this paper we introduce the notion of “a complex concept”, i.e. the idea of describing knowledge as a complex, a holistic unit, consisting of interdependent and interrelated “single concepts”. We describe how this conception could be used to identify both problems associated with learning as well potentials for learning. We will also relate the notion of a complex concept to the notion of threshold and key concepts.

Place, publisher, year, edition, pages
Madrid: Universidad Politécnica de Madrid (UPM) , 2011. 51-60 p.
National Category
URN: urn:nbn:se:liu:diva-93377ISBN: 978-84-695-2615-6OAI: diva2:624418
Research in Engineering Education Symposium (REES 2011), 4-7 October 2011, Madrid, Spain
Swedish Research Council, 2003-4445
Available from: 2013-05-31 Created: 2013-05-31 Last updated: 2013-09-12Bibliographically approved

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Bernhard, JonteCarstensen, Anna-Karin
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Physics and ElectronicsThe Institute of Technology

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