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