180 KB43 KB0 KB199520252014Cvetek, Slavkoštevilka:1letnik:29str. 130-142ISSN:0353-1392COBISSID:2058148URN:URN:NBN:SI:doc-VU9XIBD3slPedagoška fakultetaPedagoška obzorjaPedagoška obzorjacurriculumcurriculum designkurikulumpražni pojmiquality of higher education teaching and learningthreshold conceptstroublesome knowledgevisoko šolstvovisokošolski študijPražni pojmi in težavno znanje v visokošolskem poučevanju, učenju in kurikulumu|In every discipline or subject of higher education teaching and learning (study), there are concepts and ideas that are crucial for students% un - derstanding of that subject or discipline. Understand - ing these concepts is a %threshold% that the students must cross in order to develop the ways of thinking and acting that are characteristic for that subject or disci - pline, and start thinking like engineers, economists, doctors, teachers etc. Understanding these concepts is not easy and implies a change which is both episte - mological and ontological (a change in students% sub - jectivity) which presents a difficulty for many students. The theory of threshold concepts basically deals with the question when and how in the process of learning of a certain concept or idea students come to a %real% understanding, and what this means for higher educa - tion teaching and for curriculum and course design. Based on the findings of an extensive literature review on threshold concepts, the author finds that the con - cept (theory) of threshold concepts presents a theoreti - cally grounded and methodologically consistent and useful framework for the study of higher education teaching and learning, and for the curriculum design with an aim to achieve better quality and effectiveness of higher education teaching and learningV vsaki disciplini ali predmetu viso - košolskega poučevanja in učenja oziroma študija obstajajo pojmi in ideje, ki so ključnega pomena za študentovo razumevanje tega predmeta oziroma discipline. Razumevanje teh pojmov predstavlja za študente %prag%, ki ga morajo prestopiti, da bi lahko razvili načine mišljenja in ravnanja, ki so značilni za ta predmet ali disciplino, in začeli razmišljati kot inženirji, ekonomisti, zdravniki, učitelji itn. Razume - vanje pražnih pojmov pa ni enostavno in pomeni za študenta premik, ki je tako epistemološki kot onto - loški (premik v študentovi subjektivnosti), to pa za mnoge študente predstavlja precejšnjo težavo. Teori - ja pražnih pojmov se v osnovi ukvarja z vprašanjem, kdaj in kako pride v procesu učenja določenega poj - ma ali ideje do %resničnega% razumevanja in kaj to pomeni za visokošolsko poučevanje in oblikovanje predmetov in študijskih programov. Avtor na osnovi obsežnega pregleda literature o pražnih pojmih ugo - tavlja, da predstavlja koncept (teorija) pražnih poj - mov teoretsko utemeljen in metodološko konsistenten ter uporaben okvir za preučevanje visokošolskega poučevanja in učenja ter oblikovanje visokošolske - ga kurikuluma s ciljem doseganja večje kakovosti in učinkovitosti visokošolskega poučevanja in učenjaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaPedagoška obzorja