BibTeX
@MISC{12troublesomeor,
author = {},
title = {Troublesome or Threshold?},
year = {2012}
}
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Abstract
This thesis explores what is experienced as difficult, and potentially threshold, concepts in prosthetics. Prosthetics and orthotics education is an under-researched area and this research assists in filling this gap. Consideration is given to the reasons why students have difficulties in learning certain concepts. Attention is also given to why every student does not experience the same concepts as difficult, another under-researched area. Using Interpretative Phenomenological Analysis as both methodology and data analyisis method, with interviews and questionnaires with staff and students for data collection, five difficult concepts were identified in prosthetics. Two concepts are suggested as troublesome but not threshold and three suggested as threshold concepts. Curriculum design is suggested as an additional form of troublesome knowledge affecting students ’ engagement with, and their perception of the relevance of a concept to their discipline. Tacit troublesome knowledge is much broader than the
