chemistry – Legitimation Code Theory

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Bozbiyik, M. & Morton, T. (2023) Transitioning between ‘Outside’ and ‘Inside’ knowledge in an online university EMI chemistry course. Applied Linguistics, 44(2): 265-286. DOI: 10.1093/applin/amac068

Bozbiyik, M. & Morton, T. (2023) Transitioning between ‘Outside’ and ‘Inside’ knowledge in an online university EMI chemistry course. Applied Linguistics, 44(2): 265-286. DOI: 10.1093/applin/amac068

Yu, Z., Maton, K. & Doran, Y. (2022). Building complexity in Chemistry through images, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 63–81).

Yu, Z. (PhD, 2021) Knowledge-building of Chemistry in Secondary School Chemistry Textbooks: A Multisemiotic Perspective, Tongji University.

de Andrade, D. G., Pinto, B. C. N., Oliveira, I. T., & Wartha, E. J. (2021) Construindo Ondas Semânticas em Aulas Remotas, XIII Encontro Nacional de Pesquisa em Educação em Ciências, 2021: 1–19.

Blackie, M. A. (2022) Knowledge building in chemistry education, Foundations of Chemistry, 24 (15): 97–111.

de Almeida, L. A., de Jesus Silva Jr, A., & dos Santos, B. F. (2021) Semantic Gravity and Contextualization in the Chemistry Questions of the Brazilian National High School Examination, IOSTE Letters, 1 (1): 53–59.

Cutrera, G. E., Massa, M. B. & Stipcich, S. (2021) Nominalización en Procesos de Condensación de Significados en la Enseñanza de Solución Saturada: un estudio de caso en una escuela secundaria, Ciência & Educação (Bauru), 27: https://doi.org/10.1590/1516-731320210028

Chinaka, T. W. (2021) Introducing the second law of thermodynamics using Legitimation Code Theory among first year chemistry students, Cypriot Journal of Educational Science, 16(3): 981–994. DOI: 10.18844/cjes.v16i3.5772

Cutrera, G., Massa, M. & Stipcich, S. (2021). Conceptualización y gravedad semántica en la construcción de explicaciones científicas en un aula de fisicoquímica. Un estudio de caso, Góndola, enseñanza y aprendizaje de las ciencias, 16(1): 115–127. DOI: 10.14483/23464712.15534 [Spanish language]

Cranwell, P. & Whiteside, K. (2020) Investigation into the semantic density and semantic gravity wave profile of teachers when discussing electrophilic aromatic substitution (SEAr), Journal of Chemical Education. DOI: https://doi.org/10.1021/acs.jchemed.0c00571

Santos, B. & Mortimer, E. (2019) Ondas semânticas e a dimensão epistêmica do discurso na sala de aula de Química, Investigações em Ensino de Ciências, 24 (1): 62–80.

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

Mtombeni, T. (PhD, 2018) A Social Realist Account of the Influence of Knowledge and Knower Structures in Curriculum Development Practices in the First Year Chemistry and Mathematics Curricula, Rhodes University, South Africa.

Mtombeni, T. (PhD) A Social Realist Account of the Influence of Knowledge and Knower Structures in Curriculum Development Practices in the First Year Chemistry and Mathematics Curricula, Rhodes University, South Africa.

Rootman-le Grange, I. & Blackie, M. (2018) Assessing assessment: In pursuit of meaningful learning, Chemistry Education Research and Practice, 19: 484–490.

Veale, C., Krause, R. & Sewry, J. (2017) Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’ pharmaceutical chemistry case study, Chemistry Education Research and Practice, 19(1): 68–79.