TY - CHAP AB - Abstract The visualisation of knowledge structures through concept mapping can be employed to reveal critical links between theory and practice. This allows consideration of particular disciplinary knowledge structures and the active role of the student in manipulating these structures to gain understanding, in a manner that can encourage students to contribute to the evolution of practice. The focus on knowledge structures can highlight the relationship between the curriculum and the discipline, and provides a tool to facilitate the integration of contemporary educational theories that may underpin teaching and curriculum development, such as learning styles, threshold concepts, conceptual stasis and semantic gravity. Visualisation invites original connections to be made between ideas and re-orientated to reveal new ways of conceptualising teaching at university: to include the structural transformation of knowledge as a potential threshold concept in higher education. VL - 9 SN - 978-1-78190-682-8, 978-1-78190-683-5/1479-3628 DO - 10.1108/S1479-3628(2013)0000009014 UR - https://doi.org/10.1108/S1479-3628(2013)0000009014 AU - Kinchin Ian M. PY - 2014 Y1 - 2014/01/01 TI - Visualising Knowledge Structures to Highlight the Articulation Between Theory and Method in Higher Education Research T2 - Theory and Method in Higher Education Research T3 - International Perspectives on Higher Education Research PB - Emerald Group Publishing Limited SP - 199 EP - 218 Y2 - 2024/03/29 ER -