Threshold Concepts as Conceptual Change
Threshold concepts (TC) as a web of subject knowledge; therefore, the acquisition of a TC is a transformation of the learner’s subject knowledge. TCs are in line with ‘conceptual changes’ rather than in the ‘enrichment’ tradition.
Enrichment tradition – prior understanding eases acquisition of a new concept; building blocks – need other layers of understanding to be laid first (foundation stones or key concepts) shape/structure of understanding different levels of achievement (advanced knowledge requires more layers).
Conceptual change – new concept emerges from reworking of prior understanding. Prior understanding can be…
1.
differentiated into two or more concepts,
2.
coalesced into a single concept, or
3.
defined in terms of relationships rather than properties.
This deep approach to conceptual change helps learners employ their newly acquired discipline concepts in making sense of each new set of phenomena they encounter. The range of situations in which the learner considers deploying the concept determines the extent of transformation.
A deeper approach to conceptual change can come with acquisition or organizing schemas of thought that may be associated with the development of disciplinary thought. The extent of transformation is determined insofar as it integrates and reworks other disciplinary ideas the learner has previously acquired.
Definition and Exemplification of Three Types of Conceptual Change
Type of conceptual change Type of transformation and integration Example relevant to you
Basic Understanding of everyday experience transformed through integration of personal experience with ideas from discipline. May be ‘key’ concepts within a discipline but aren’t TCs. Can still be ‘troublesome’ for some learners and are still a part of the
‘web’ of concepts.

Discipline (threshold) Understanding of other subject discipline ideas transformed through acquisition of theoretical perspective. Give unified view that integrates concepts where the whole is more than simply recognizing of the parts.
‘Way of practicing’ (threshold) Ability to construct discipline specific narratives and arguments transformed through acquisition of organizing idea.
‘Enablers’ – without these concepts, learner can’t achieve a deep level understanding of disciplinary concepts (integrative and transformative).

The analytical power of a TC is only realized when it is used in conjunction with other disciplinary ideas.