physics – Legitimation Code Theory

Steenkamp, C. M., Rootman-le Grange, I. & Müller-Nedebock, K. K. (2021) Analysing assessments in introductory physics using semantic gravity Refocussing on core concepts and context-dependence. Teaching in Higher Education, 26(6): 871-886. DOI: 10.1080/13562517.2019.1692335

Tag: physics

Steenkamp, C. M., Rootman-le Grange, I. & Müller-Nedebock, K. K. (2021) Analysing assessments in introductory physics using semantic gravity Refocussing on core concepts and context-dependence. Teaching in Higher Education, 26(6): 871-886. DOI: 10.1080/13562517.2019.1692335

Steenkamp, C. M. & Rootman-le Grange, I. (2022). Improving assessments in introductory Physics courses, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 41–62).

Hudson, L., Engel-Hills, P. & Winberg, C. (2022). Radiation Physics in theory and practice, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 103–125).

Bocheco, O. (2021, PhD) A abordagem matemática no ensino de física e sua qualificação no viés semântico, Universidade Federal de Santa Catarina.

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

Cornell, A. S. & Padayachee, K. (2020) Re-visioning the postgraduate preparation of theoretical physicists: An autoethnographic account using the Specialisation dimension of Legitimation Code Theory. arXiv preprint arXiv:2010.07666.

Doran, Y. J. (2020) Multimodal knowledge: Using language, mathematics and images in physics, in K. Maton, J. R. Martin and Y. J. Doran (eds) Teaching Science: Language, Knowledge, Pedagogy. London: Routledge

Lizel, H. (PhD, 2020) Teaching and learning threshold concepts in radiation physics for professional practice, Faculty of Health and Wellness Sciences, PhD thesis, Cape Peninsula University of Technology, South Africa.

Conana, H., Marshall, D. & Solomons, D. (2019) Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition, Alternation, 26 (2): 183–212.

Pott, R. W. M. & Wolff, K. (2019) Using Legitimation Code Theory to Conceptualize Learning Opportunities in Fluid Mechanics, Fluids, 4 (203). DOI: 10.3390/fluids4040203

Steenkamp, C., Rootman-le Grange, I. & Müller-Nedebock, K. (2019) Analysing assessments in introductory physics using semantic gravity: Refocussing on core concepts and context-dependence, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1692335

Conana, H. & Marshall, D. (2019) Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition, Alternation, 26 (2): 183–212. DOI: 10.29086/2519-5476/2019/v26n2a9

Doran, Y. J. (2019) Academic formalisms: Toward a semiotic typology, in Martin, J. R., Doran, Y. J. and Figueredo, G. (eds) Systemic Functional Language Description: Making Meaning Matter (pp. 331–356). London: Routledge.

Georgiou, H. & Crook, S. (2018) Watching the pendulum swing: Changes in the NSW physics curriculum and consequences for the discipline, Science Education News, 67(1): 20–24.

Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.

Lindstrøm, C. (PhD, 2010) Link Maps and Map Meetings: A theoretical and experimental case for stronger scaffolding in first year university physics education, School of Physics, Faculty of Science, University of Sydney, Australia.

Georgiou, H. (PhD, 2014) Doing Positive Work: On student understanding of thermodynamics, Faculty of Science, University of Sydney, Australia

Doran, Y. J. (PhD, 2016) Knowledge in Physics Through Mathematics, Image and Language, Dept of Linguistics, University of Sydney, Australia.

Conana, H.C. (2015) Using Semantic Profiling to Characterize Pedagogical Practices and Student Learning: A case study in two introductory physics courses, Faculty of Science, University of the Western Cape, South Africa.

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood & S. Shay (eds), Knowledge-building: Educational studies in Legitimation Code Theory (pp. 176–192). Abingdon, United Kingdom: Routledge.

Doran, Y.J. (2018) The Discourse of Physics: Building Knowledge through Language, Mathematics and Image, New York: Routledge.

Doran, Y.J. (2017) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomázein, March: 209–226.

Conana, H., Marshall, D. & Case, J.M. (2016) Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate physics, Critical Studies in Teaching and Learning, 4(2): 28–44.