Aristotle and object-oriented programming: why modern students need traditional logic
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Studying the Novice Programmer
Studying the Novice Programmer
Putting threshold concepts into context in computer science education
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Threshold concepts in computer science: do they exist and are they useful?
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Successful students' strategies for getting unstuck
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
From Limen to Lumen: computing students in liminal spaces
Proceedings of the third international workshop on Computing education research
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Student understanding of object-oriented programming as expressed in concept maps
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Empirical Foundation of Central Concepts for Computer Science Education
Journal on Educational Resources in Computing (JERIC)
Concrete examples of abstraction as manifested in students' transformative experiences
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
In-service teachers learning of a new paradigm: a case study
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Threshold concepts and threshold skills in computing
Proceedings of the ninth annual international conference on International computing education research
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Since they were first described by Meyer and Land [1] the classification of concepts as 'threshold' concepts has engaged many researchers, including a number of CS researchers. A variety of approaches have been employed to identify concepts that could be classified as threshold concepts, with varying success. Our own frustrations in identifying them led us to identify shortcomings in commonly-used approaches, and to the promising possibilities offered by a new direction. We describe that new direction here, and detail the path that led us to it.