Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development     -     Countries List: South Africa     

This page lists the references, cited in the Threshold Concept Web Site Main and Subject Pages, in which at least one of the authors carried out the research in South Africa.

South Africa

  Goebel, J. L. S. (2017) Students’ Learning of Threshold Concepts in Undergraduate Economics,
Doctor of Philosophy Thesis, School of Education, College of Humanities, University of KwaZulu-Natal, January 2017           (last accessed: 26 September 2017)

  Maistry, S. M. (2017) Betwixt and between: Liminality and dissonance in developing threshold competences for research supervision in South Africa,
South African Journal of Higher Education 31 (1), 119-134.

  Maistry, S. M. (2015) Crossing over to education for PhD study: liminality and threshold crossing,
Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa 17, 209-225.

  Goebel, J. L. and Maistry, S. M. (2014) Threshold Concepts: Insights for teaching and learning in undergraduate economics in South Africa?,
8th Annual Teaching & Learning Higher Education Conference, UKZN, Pinetown, September 2014

  Ferreira, A., Lemmer, M. and Gunstone, R. (2017) Alternative Conceptions: Turning Adversity into Advantage,
Research in Science Education: Available online: 04 August 2017, DOI 10.1007/s11165-017-9638-y.           (last accessed: 16 August 2017)
[Physics,  Enhancement]
  Fullard, A. (2016) Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships,
South African Journal of Libraries and Information Science 82 (2), 46-56.           (last accessed: 25 February 2017)

  Ojo, E. O. (2016) On teaching economics 1: A qualitative case study of a South African university,
PhD Thesis, University of the Witwatersrand, Johannesburg, South Africa, April 2016           (last accessed: 14 July 2016)

  McKenna, S. (2016) Crossing conceptual thresholds in doctoral communities,
Innovations in Education and Teaching International: Available online 21 Mar 2016, DOI: 10.1080/14703297.2016.1155471.           (last accessed: 30 March 2016)

  van Schalkwyk, S. C., Murdoch-Eaton, D., Tekian, A., van der Vleuten, C. and Cilliers, F. (2016) The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104,
Medical Teacher: Available online 21 Mar 2016, DOI: 10.3109/0142159X.2016.1142517.           (last accessed: 30 March 2016)

  Winberg, C., Winberg, S., Jacobs, C., Garraway, J. and Engel-Hills, P. (2016) ‘I take engineering with me’: epistemological transitions across an engineering curriculum,
Teaching in Higher Education: Avaiable online 16 Mar 2016, DOI: 10.1080/13562517.2016.1160045.           (last accessed: 22 March 2016)

  Rohlwink, M. (2014) Threshold concepts - ECP symp. 2014,
ECP symp. 2014:           (last accessed: 26 January 2016)

  Frith, V. and Lloyd, P. (2016) Investigating Proportional Reasoning in a University Quantitative Literacy Course ,
Numeracy 9 (1), Article 3: DOI: 10.5038/1936-4660.9.1.3.           (last accessed: 18 January 2016)

  Khalo, X. and Bayaga, A. (2015) Analysis of errors due to deficient mastery of prerequisite skills, facts and concepts: A case of financial mathematics,
The Independent Journal of Teaching and Learning 10, 98-113.           (last accessed: 3 November 2015)

  Pillay, K. (2015) Learning and the Illusion of Solid and Separate Things: Troublesome Knowledge and the Curriculum,
Edge Hill University Centre for Learning and Teaching University Learning and Teaching Day Conference 6th July 2015           (last accessed: 20 September 2015)

  Long, C. (2015) Learning Pathways within the Multiplicative Conceptual Field: Insights Reflected through a Rasch Measurement Framework,
Empirische Studien zur Didaktik der Mathematik, Volume 24, Waxman Verlag GmbH, Münster, Germany
Adapted version of Caroline Long’s Doctorate in Education Thesis, University of Cape Town, December 2011           (last accessed: 6 September 2015)

  Frith, V. and Lloyd, P. (2014) Students’ difficulty with proportional reasoning in a university quantitative literacy course : Part 2 : HELTASA 2012 Special Section,
South African Journal of Higher Education 28 (3), 940-960.

  Tedre, M., Brash, D., Männikkö-Barbutiu, S. and Cronjé, J. (2014) Towards identification and classification of core and threshold concepts in methodology education in computing,
Proceeding of the ITiCSE’14 19th Annual Conference on Innovation and Technology in Computer Science Education, June 23-25, 2014, Uppsala, Sweden, ACM New York, NY, USA, 2014, doi>10.1145/2591708.2591758, pp 237-242           (last accessed: 28 June 2014)

  Sheik Ismail, A. (2014) Factors that affect the persistence of Master of Occupational Therapy students at Stellenbosch University,
Master of Occupational Therapy Thesis, Stellenbosch University, South Africa, April 2014           (last accessed: 25 April 2014)

  Lloyd, P. and Frith, V. (2013) Proportional reasoning as a threshold to numeracy at university: A framework for analysis,
Pythagoras, 34(2), Art. #234, 9 pages on-line:           (last accessed: 16 October 2013)

  Chetty, J. and van der Westhuizen, D. (2013) "I hate programming" and Other Oscillating Emotions Experienced by Novice Students Learning Computer Programming,
In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA), Jan Herrington et al. (Eds.), Victoria, Canada, June 24, 2013, AACE, ISBN 978-1-939797-03-2, pp 1889-1894           (last accessed: 4 August 2013)

  Chetty, J. and van der Westhuizen, D. (2013) The Transient Emotions and Conceptions of Students Crossing a Threshold While Learning to Program: A Phenomenographic Study,
In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA), Jan Herrington et al. (Eds.), Victoria, Canada, June 24, 2013, AACE, ISBN 978-1-939797-03-2, pp 1895-1905.           (last accessed: 4 August 2013)

  Craig, T. S. and Campbell, A. (2013) Vector Calculus for Engineers - The Academic Development Model,
CULMS Newsletter No.7, July 2013, pp 21-25:           (last accessed: 12 July 2013)

  Frith, V. and Lloyd, P. (2013) Quantitative Literacy and Epistemological Access at University: Reflections on Using the Threshold Concept Framework for Research,
Mathematics Education and Society 7th International Conference, 2-7 April 2013, Cape Town, South Africa:           (last accessed: 27 March 2013)

  Peté, M. (2013) Employing Poetry to Understand the Transformative Experience of Attending a Virtual Conference,
Qualitative Inquiry 19 (2), 127-128

  Long C. (2012) Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework,
Durham University School of Education Research Seminar, 9th July 2012.
Presentation:     [last accessed: 19 July 2012].

  Sibanda, L., Case, J. and von Blottnitz, H. (2011) Sustainable development as a threshold concept in engineering education,
Proceedings of the First Biennial Conference of the South African Society for Engineering Education, 10-12 August 2011, Stellenbosch, South Africa, pp 206-212:   (last accessed 14 February 2012)

  Long, C., Wendt, H. and Dunne, T.(2011) Applying Rasch measurement in mathematics education research: steps towards a triangulated investigation into proficiency in the multiplicative conceptual field,
Educational Research and Evaluation: An International Journal on Theory and Practice, 17 (5), 387-407.

  Behari-Leak, K. and Williams, S. (2011) Crossing the Threshold from Discipline Expert to Discipline Practitioner,
Alternation 18 (1), 4-27:     [last accessed 11 February 2012]

  Long C. (2009) From Whole Number to Real Number: Applying Rasch Measurement to Investigate Threshold Concepts,
Pythagoras, 70, 32-34.   [last accessed 18 November 2011].

  Anderson, T. R. and Rogan, J. M. (2011) Curriculum Develeopment, Part 1: Components of the Curriculum and Influences on the Process of Curriculum Design,
Biochemistry and Molecular Biology Education, 39 (1), 68-76.

  Dunne, T. (2011) Road Maps for Learning: A Bird’s Eye View,
Measurement, 9 (2-3), 134-137.

  Blackie, M.A.L., Case, J.M. and Jawitz, J. (2010) Student-centredness: the link between transforming students and transforming ourselves,
Teaching in Higher Education, 15 (6), 637-646.

  Dunne, T., Low, T. and Ardington, C. (2003) Exploring Threshold concepts in basic Statistics, using the Internet,
The International Association for Statistical Education, Statistics & the Internet, Berlin, Germany, 2003, (IASE/ISI Satellite, 2003)
[   last accessed 22 July 2009]

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