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Issues Regarding Threshold Concepts in Computer Science
Rountree, J. and Rountree, N.
Threshold Concepts deserve discussion and reflection
in Computer Science Education; they provide
a conceptual framework intended to re-empower tertiary
educators. At this stage, the idea of Threshold
Concepts raises plenty of questions, promises renewed
learner and teacher engagement, and suggests
a means of focusing on the key aspects of a discipline
that will allow a learner to, for example, "think more
like a computer scientist." But what precisely are
threshold concepts? Can we identify them? Can we
agree on which concepts are threshold concepts and
which are not? Can we validate them? If threshold
concepts do exist, and can be identified and agreed
upon, then how would they alter what we teach, how
we teach, and how we assess? Do threshold concepts
represent anything new or unexpected? The purpose
of this paper is to set out issues for the Threshold
Concepts model in Computer Science Education and
encourage on-going discussion.
Cite as: Rountree, J. and Rountree, N. (2009). Issues Regarding Threshold Concepts in Computer Science. In Proc. Eleventh Australasian Computing Education Conference (ACE 2009), Wellington, New Zealand. CRPIT, 95. Hamilton, M. and Clear, T., Eds. ACS. 139-145.
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