science education – Legitimation Code Theory

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López-Bonilla, G. (2013) Prácticas disciplinares, prácticas escolares: Qué son las disciplinas académicas y cómo se relacionan con la educación formal en las ciencias y en las humanidades. Revista Mexicana de Investigación Educativa, 18(57): 383-412.

Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7

Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7

Adendorff, H. & Blackie, M. A. L. (2022) Decolonization and science education: What is at stake? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 83–102. DOI: 10.4324/9781003106968-6

Adendorff, H. & Blackie, M. A. L. (2022) Decolonization and science education: What is at stake? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 83–102. DOI: 10.4324/9781003106968-6

Ellery, K. (2021) Widening access in science: Developing both knowledge and knowers. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Routledge.

Ellery, K. (2021) Widening access in science: Developing both knowledge and knowers. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.

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.

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

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.