Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to illuminate the edge of conceptual understanding

Thompson, R; Michel, M

Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to illuminate the edge of conceptual understanding

Thompson, R

Michel, M

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Publisher:: Koninklijke Brill NV
Publication Type:: Chapter
Citation:: Threshold Concepts on the Edge, 2020, 1st, 73, pp. 71-88
Issue Date:: 2020

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Field	Value	Language
dc.contributor.author	Thompson, R https://orcid.org/0000-0003-2976-9078
dc.contributor.author	Michel, M
dc.contributor.editor	Timmermans, JA
dc.contributor.editor	Land, R
dc.date.accessioned	2023-01-16T22:19:34Z
dc.date.available	2023-01-16T22:19:34Z
dc.date.issued	2020
dc.identifier.citation	Threshold Concepts on the Edge, 2020, 1st, 73, pp. 71-88
dc.identifier.isbn	9789004419971
dc.identifier.uri	http://hdl.handle.net/10453/165044
dc.description.abstract	Over the last few decades, the cultural-historical theory of the Russian educational psychologist Lev Semyonovich Vygotsky has provided a rich resource for the development of educational theory and practice across the world (). This chapter highlights key aspects of its connections with the more recent ideas developed around threshold concepts, with a view to further developing research and practice in the field. Three intersections between Vygotskian and threshold concepts theoretical frameworks that illuminate the edge of conceptual understanding are examined – conceptual learning as a system, language and thinking, and the zone of proximal development and the liminal space.
dc.format.extent	25
dc.language	en
dc.publisher	Koninklijke Brill NV
dc.relation.ispartof	Threshold Concepts on the Edge
dc.relation.ispartofseries	Educational Futures
dc.relation.isbasedon	10.1163/9789004419971_005
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to illuminate the edge of conceptual understanding
dc.type	Chapter
utslib.citation.volume	73
utslib.citation.edition	1st
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-01-16T22:19:32Z
pubs.edition	1st
pubs.place-of-publication	Leiden, The Netherlands.
pubs.publication-status	Published online
pubs.volume	73
dc.location	Leiden, The Netherlands.

Abstract:

Over the last few decades, the cultural-historical theory of the Russian educational psychologist Lev Semyonovich Vygotsky has provided a rich resource for the development of educational theory and practice across the world (). This chapter highlights key aspects of its connections with the more recent ideas developed around threshold concepts, with a view to further developing research and practice in the field. Three intersections between Vygotskian and threshold concepts theoretical frameworks that illuminate the edge of conceptual understanding are examined – conceptual learning as a system, language and thinking, and the zone of proximal development and the liminal space.

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http://hdl.handle.net/10453/165044