Poster: Threshold concepts in KS4 Chemistry

Methods in Chemistry Education Research Portal

Questions for discussion

  1. Do my bottlenecks qualify as threshold concepts? Why/ why not?
  2. Can you identify any threshold concepts that are fundamental to understanding key areas of the KS4 curriculum?
  3. How can we ensure that students develop a true understanding of key concepts and don’t resort to “mimicry”?

You can discuss any or all of these points in the discussion below. Niki is on Twitter also. Remember to tag any conversations with #MICER17.

Threshold concepts Niki Kaiser Click for bigger image

I describe here how I’ve identified troublesome concepts in KS4 Chemistry, and determined their relative difficulty and pervasiveness. I have blogged about this work over the past year, from planning and identifying concepts through teaching and assessment to suggestions for teaching the topic based on what I found (latest post http://bit.ly/Bottlenecks). I summarise some key aspects here.

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