science – Legitimation Code Theory

Wilmot, K., Iqani, M. & Madondo, N. (2023) Science and language, knowledge and power. South African Journal of Science, 119(11/12): 16909. DOI: 10.17159/sajs.2023/16909

Wilmot, K., Iqani, M. & Madondo, N. (2023) Science and language, knowledge and power. South African Journal of Science, 119(11/12): 16909. DOI: 10.17159/sajs.2023/16909

Georgiou, H. (2022). Preservice Teachers’ Views of the “Social Embeddedness” Tenet of the Nature of Science: A New Method of Analysis, Journal of Science Teacher Education, DOI: 10.1080/1046560X.2022.2043575

Pinto, B. C. N., Silva, R. P., Bertoldo, T. A. T., & Wartha, E. J. (2022). Legitimação e circulação do discurso em aulas de ciências: um modelo multidimensional de análise, Pesquisa e Ensino em Ciências Exatas e da Natureza, 6: e1811.

Essop, M. F. & Adendorff, H. (2022). Using Autonomy to understand active teaching methods in undergraduate science classes, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 169–190).

Mouton, M., Rootman-le Grange, I. & Uys, B. (2022) Advancing students’ scientific discourse through collaborative pedagogy, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 148–168).

Blackie, M. A. L. (2022). Navigating from science into education research, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 227–240).

Blackie, M. A. L., Adendorff, H. & Mouton, M. (2022) Enacting Legitimation Code Theory in science education, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 1–18).

Conana, H., Solomons, D. & Marshall, D. (2022) Supporting the transition from first to second-year Mathematics using Legitimation Code Theory, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 206–223).

Pinto, B. C. N., & Wartha, E. J. (2021). DIMENSÃO SEMÂNTICA NA SALA DE AULA DE CIÊNCIAS: RODAS DE CONVERSA COMO PROMOTOR DE ONDAS SEMÂNTICAS, Investigações em Ensino de Ciências, 26(3): 220–236.

Tang, K-S., Tan, A-L. & Mortimer, E. F. (2021) The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education, Research in Science Education. DOI: https://doi.org/10.1007/s11165-020-09983-1

Maton, K. (2021) Animating science: Activating the affordances of multimedia in teaching, in Maton, K., Martin, J.R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Fagan, D. (PhD, 2020) Using ICTs as a Pedagogical Resource to Facilitate Epistemological Access in Science with Teacher Education Students, PhD thesis, University of the Western Cape, South Africa.

Maton, K. (2021) Targeting science: Successfully integrating mathematics into science teaching, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Maton, K. & Doran, Y. J. (i2021) Constellating science: How relations among ideas help build knowledge, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Lo, Y. L., Lin, A. M. Y. & Liu, Y. (2020) Exploring content and language co-construction in CLIL with semantic waves, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1810203

Harman, H., Buxton, C. Cardozo-Gaibisso, L. Jiang, L. & Bui, K. (2020) Culturally sustaining systemic functional linguistics praxis in science classrooms, Language and Education. DOI: 10.1080/09500782.2020.1782425

Lin, Y-J. & Wan, D. (2020) How complex or abstract are science learning outcomes? A novel coding scheme based on semantic density and gravity, Research in Science Education. DOI: https://doi.org/10.1007/s11165-020-09955-5

Svensson, B. (2020) The construction of semantic waves of knowledge-building: High school students’ natural science writing, HERMES – Journal of Language and Communication in Business, 59 (1): 139–152.

Georgiou, H. (2020) Characterising Communication of Scientific Concepts in Student-Generated Digital Products, Education Sciences, 10(1): 18. DOI: 10.3390/educsci10010018

Ellery, K. (2019) Congruence in knowledge and knower codes: The challenge of enabling learner autonomy in a science foundation course, Alternation, 26(2): 213–239.

Kamai, R. W. (PhD, 2019) A multi-theoretical analysis of the dynamics and effects of terminology in Nigerian and South African high school textbooks on life sciences, University of the Western Cape, South Africa.

Buxton, C., Harman, R., Cardozo-Gaibisso, L., Jiang, L., Bui, K. & Allexsaht-Snider, M. (2019) Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners, Research in Science Education, DOI: https://doi.org/10.1007/s11165-019-9846-8

Byers, S. (PhD, 2018) An LCT Examination of Comprehension and Pedagogy in Middle Years English and Science, University of Wollongong, Australia.

Nygard Larsson, P. (2018) “We’re talking about mobility:” Discourse strategies for promoting disciplinary knowledge and language in educational contexts, Linguistics and Education, 48: 61–75.

Kavish, J. & Carver, P. (2018) A legitimation code theory perspective on work-integrated learning in South African school physical science curriculum policy, Refereed Proceedings of the 3rd International Research Symposium on Cooperative and Work-Integrated Education, 23rd–27th of June, 2018, Stuttgart, Baden-Wurttemberg, Germany

Kamai, R. (PhD, 2018) A multi-theoretical analysis of the dynamics and effects of variation in the use of terms in school science textbooks in Nigeria and South Africa, University of the Western Cape, South Africa.

Vahed, A., McKenna, S. & Singh, S. (2016) Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education, Higher Education, 71(6): 781–790.

de Bie, G. (PhD, 2018) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

de Bie, G. (PhD, 2018) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

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.

Booi, K. (PhD, 2018) Life Sciences Teacher Educators’ perspectives of the principle of knowledge integration in the Life Sciences teacher education curriculum, Cape Peninsula University of Technology, South Africa.

Karlsson, A. Larsson, P. & Jakobsson, A. (2018) Multilingual students’ use of translanguaging in science classrooms, International Journal of Science Education, DOI: 10.1080/09500693.2018.1477261

Kinchin, I. (2018) Implications for student feedback: Changing the game, in Kinchin, I. (ed) Visualising powerful knowledge to develop the expert student (pp. 103–115). Rotterdam: SensePublishers.

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.

Ellery, K. (2018) Legitimation of knowers for access in Science, Journal of Education, 71: 24–38. DOI: http://dx.doi.org/10.17159/2520-9868/i71a02

Booi, K. & Khuzwayo, M. (2018) Sciences Teacher Education Curriculum Re-alignment: Science education lecturers’ perspectives of knowledge integration at South African universities, Journal of Curriculum and Teaching, 7(1): 52-63.

Ellery, K. (PhD, 2016) Epistemological Access in a Science Foundation Course: A social realist perspective, Rhodes University, South Africa.

Alexandre, M.F. (PhD, 2012) Critical Discourse Analysis of Interviews with Portuguese Scientists – Representation and Legitimation of Scientific Knowledge and its Specialities, Faculty of Letters, University of Lisbon, Portugal.

Georgiou, H., Maton, K. & Sharma, M. (2014) Recovering knowledge for science education research: Exploring the ‘Icarus effect’ in student work, Canadian Journal of Science, Mathematics, and Technology Education, 14(3): 252–268.

Sturgiss, J. (2016) Science, Writing and New Dimensions, Journal of Professional Learning, Semester 2: 1-7.

Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.

Ellery, K. & Boughey, C. (2016) Promoting epistemic and learning-context access in a science foundation course: Supporting student learning. Higher Education Conference (HEC2016), Amsterdam, Netherlands, July.

Córdova Jiménez, J.P., Melo, G., Bacigalupo, F. & Manghi, D. (2016) Olas de significado en la interacción profesor-alumno: análisis de dos clases de Ciencias Naturales de un 6to de primaria [Semantic waves in teacher-student interaction: analysis of two Natural Science lessons in 6th grade], Ciência & Educação, 22(2): 335–350.

Maton, K. (2013) Making semantic waves: A key to cumulative knowledge-building, Linguistics and Education, 24(1): 8–22.

Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.