semantic density – Legitimation Code Theory

Purzer, Ş. & Arigye, J. (2024) Engineering design reasoning for conscientious decision-making, in L.D. English & T. Lehmann (Eds.), Ways of Thinking in STEM-based Problem Solving Teaching and Learning in a New Era, Routledge, 178-191. DOI: 10.4324/9781003404989-13

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Yu, Z. (2023) Exploring the analytic framework for semantic density of images from the perspective of ideational meaning. Linguistic Research.

Yu, Z. (2023) Exploring the analytic framework for semantic density of images from the perspective of ideational meaning. Linguistic Research.

Cutrera, G., Massa, M. B. & Stipcich, S. (2023) Estrategias enunciativas, gravedad y densidad semántica en la construcción de explicaciones científicas escolares de un fenómeno gaseoso: Un estudio de caso durante la formación docente inicial. Experiências em Ensino de Ciências, 18(4): 170-183.

Cutrera, G., Massa, M. B. & Stipcich, S. (2023) Estrategias enunciativas, gravedad y densidad semántica en la construcción de explicaciones científicas escolares de un fenómeno gaseoso: Un estudio de caso durante la formación docente inicial. Experiências em Ensino de Ciências, 18(4): 170-183.

Langsford, D. & Rusznyak, L. (2024) Observing complexity in teachers’ choices: Preparing preservice teachers for work-integrated learning. Education as Change, 28: 23 pages. DOI: 10.25159.1947-9417/14676

Langsford, D. & Rusznyak, L. (2024) Observing complexity in teachers’ choices: Preparing preservice teachers for work-integrated learning. Education as Change, 28: 23 pages. DOI: 10.25159.1947-9417/14676

Wolmarans, N. (2021) The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.

Wolmarans, N. (2021) The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.

Clarence, S. & van Heerden, M. (2023) Doctor who? Developing a translation device for exploring successful doctoral being and becoming. CriSTaL, 11(1): 96–119. DOI: https://doi.org/10.14426/cristal.v11i1.618

Gao, Y. & Zhou, J. (2022) Semantic density, syntactic complexity and disciplinary knowledge coding. Contemporary Foreign Language Studies, 22(6): 55–67.

Georgiou, H. (2020). Characterising communication of scientific concepts in student-generated digital products. Education Sciences, 10(18): 1 – 18.

Georgiou, H. (2020). Characterising communication of scientific concepts in student-generated digital productsDownload

Hamdi, A. (Bachelors, 2021) Fault analysis for a new MsC course using ChipWhisperer, Universiteit Leiden.

Burghoorn, G. (Bachelors, 2021) Exploration of the ChipWhisperer Lite ARM board for education on Side-Channel Power Analysis, Universiteit Leiden.

Walldén, R., & Nygård Larsson, P. (2022). “It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms, Classroom Discourse. DOI: 10.1080/19463014.2022.2084426

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.

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).

Rusznyak, L. (2022). Teacher choices in action: an emergent pedagogical response and intervention, in E. Walton & R. Osman (eds) Pedagogical responsiveness in complex contexts, Stockholm: Springer (pp. 141–156).

Rusznyak-L.-2022.-Teacher-Choices-in-Action-An-Emergent-Pedagogical-Response-and-InterventionDownload

Jina Asvat, Z. (2022). Semantic waves and their affordances for teaching scaffolding to pre-service teachers, Reading & Writing, 13(1): a346. https://doi.org/10.4102/rw.v13i1.346

Rusznyak, L. (2022). Using Semantic Pathways to Reveal the” Depth” of Pre-Service Teachers’ Reflections, Education as Change, 26(1): 1–24.

Olivier Laubscher, A. (Master, 2022) A phenomenological investigation into selected grade seven teachers’ integration of democratic values into their EMS lessons, University of the Western Cape.

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

Clarence, S. (2021) Turning Access into Success: Improving university education with Legitimation Code Theory, Routledge.

2021-Turning-Access-Into-SuccessDownload

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.

Wang, W. (2021) A Review on Semantic Waves and Its Application in Discourse Analysis, Journal of Contemporary Educational Research, 5(12): 183–188.

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.

Krause, U., Béneker, T., & Tartwijk, J. V. (2022) Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons, European Journal of Investigation in Health, Psychology and Education, 12(1): 11–27.

Bowdler, S., Moroney, T., Meedva, S., & Nielsen, W. (2022) Riding the wave to reduce the theoretical and practical divide, Australian Nursing and Midwifery Journal, 27(6): 38.

Guimarães de Andrade, D. & Wartha, E. J. (2021) Teoria do Código de Legitimação: um Novo Olhar para a Sala de Aula de Ciências, Mandacaru: Revista de Ensino de Ciências e Matemática, 1 (1): 56–80.

Barrett, B. & McPhail, G. (2021) Conceptualizing a Radical Visible Pedagogy, Journal of Education, 0 (0). DOI: 10.1177/00220574211053576

Walldén, R., & Larsson, P. N. (2021) “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history, Linguistics and Education, 65: 100960.

Dong, A., & MacDonald, E. (2017). From observations to insights: The hilly road to value creation, in Christensen, B. T., Ball, L. J. & Halskov, K. (eds) Analysing design thinking: Studies of cross-cultural co-creation (pp. 465–481). CRC Press.

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

Walldén, R. & Nygård Larsson, P. (2021) Negotiating figurative language from literary texts: second-language instruction as dual literacy practice, L1-Educational Studies in Language and Literature, 21, 1–30.

Lowe, D., Goldfinch, T., Kadi, A., Willey, K. & Wilkinson, T.(2021) Engineering graduates professional formation: the connection between activity types and professional competencies, European Journal of Engineering Education, DOI: 10.1080/03043797.2021.1901074

McPhail, G. & McNeill, J. (2021) Some direction: towards a C21 secondary school curriculum, Music Education Research, DOI: 10.1080/14613808.2021.1904232

Fisilla, I. A. & Gunawan, W. (2021) Analysis of semantic density in legal documents, English Language and Literature International Conference (ELLiC), 4: 258–266.

Sandoval, R. I., Navarro-Rangel, Y. & González, J. M. (2021) Semantic profiling: A tool for analyzing knowledge–building in virtual learning environments, 7 (19): 132–147.

Verdis, A., Kokkotas, S. & Dorli, L. (2021) The Use of Narrative Resources in a Career Career-counselling Course, Higher Education Studies, 11 (1): 183–190. DOI: 10.5539/ hes.v11n1p183

Hassan, S. L. (2020) Problem-based learning training and implementation: An analysis using Semantics in Legitimation Code Theory, Perspectives in Education, 38 (2): 186–200. DOI: 10.18820/2519593X/pie.v38.i2.12

Evans, R., Moses, J. & Nathans-Kelly, T. M. (2020) Developing best practices for teaching scientific documentation: Toward a better understand of how lab notebooks contribute to knowledge-building in engineering design and experimentation, ASEE 2020. DOI: 10.18260/1-2–34426

Wilmot, K. (2020) Building knowledge with theory: Unpacking complexity in doctoral writing, Critical Studies in Teaching and Learning, 8 (2): 18–38.

Pountney, R. (2019) Seeing and framing mentoring through the lens of knowledge practices CollectivEd Working Papers, Carnegie School of Education, 7: 45–51.

Chang, J-C. (2016) Drawing on Bernstein’s work and Legitimation Code Theory to analyze suitable curriculum framework of vocational education system for disadvantaged students, International Journal of Applied Business And Economic Research, 14 (5): 2783–2795.

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.

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

Doran, Y. (2020) Cultivating values: Knower-building in the humanities, Estudios de Lingüística Aplicada, 169–198.

Langsford, D. (PhD, 2020) ‘Those who can think, teach’: The pedagogical reasoning of pre-service teachers from different initial teacher education pathways, PhD thesis, University of the Witwatersrand, South Africa.

Curzon, P., Waite, J., Maton, K. & Donohue, J. (2020) Using semantic waves to analyse the effectiveness of unplugged computing activities, WiPSCE – The 15th Workshop in Primary and Secondary Computing Education, Online Conference, Oct.

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

Brooke, M. (2020) ‘Feminist’ in the sociology of sport: An analysis using Legitimation Code Theory and corpus linguistics, Ampersand, 7.

Karlsson, A. M. (2020) SFL och socialsemiotik: Verktyg eller holistisk teoriram?, Globe: A Journal of Language, Culture and Communication, 10: 10–29.

Matthews, B. (2018) The role of reflexive thought in the achievement of intercultural competence, Intercultural Education. DOI: 10.1080/14675986.2020.1728093

Richardson, S. (PhD, 2020) Teaching jazz: A study of beliefs and pedagogy using Legitimation Code Theory, University of Sydney, Australia.

Lück, J., McKenna, S. & Harran, M. (2019) Curriculating powerful knowledge for public managers and administrators, Africa Education Review, 22 (6): 90–106.

Kinchin, I., Winstone, N. & Medland, E. (2020) Considering the concept of recipience in student learning from a modified Bernsteinian perspective, Studies in Higher Education. DOI: 10.1080/03075079.2020.1717459.

Bratland, E. (2020) Professional knowledge in education: What kind of organizational principle are behind the knowledge practices, and what are the conditions for developing this knowledge?, Polskie Towarzystwo Profesjologiczne, 2: 167–176.

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

Msusa, N. (2019) Semantic waves: Writer performance ranges on the National Benchmark Tests (NBT) academic literacy test, Alternation, 26(2): 267–289.

Meyer, B. (2019) What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory, Alternation, 26(2): 240–266.

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.

Cowley-Haselden, S. (2020) Analysing Discourse in the Liminal Space. Talking Our Way through It, in Timmermans, J. A. & Land, R. (eds) Threshold Concepts on the Edge (pp. 89–100), Brill | Sense.

Maton, K. (2020) Semantic waves: Context, complexity and academic discourse, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 59–85.

Kirk, S. (2019) Knowledge-oriented perspectives on EAP: Some tools for thinking and practice, BALEAP Professional Issues Meeting (PIM), University of Northampton, June.

Edsall, D. (2019) Visualizing Active Learning with Legitimation Code Theory, JALT, Nagoya.

Walldén, R. (2019) Scaffolding or side-tracking? The role of knowledge about language incontent instruction, Linguistics and Education, 54: 1–10.

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

Walton, E. & Rusznyak, L. (2019) Cumulative knowledge–building for inclusive education in initial teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1686480

Irwin, D. & Liu, N. (2019) Encoding, decoding, packing and unpacking via agnation: Reformulating general knowledge into disciplinary concepts for teaching English academic writing, Journal of English for Academic Purposes, 2. DOI: https://doi.org/10.1016/j.jeap.2019.100782

Monbec, L. (2019) Systemic functional linguistics for the EGAP module: Revisiting the common core, Journal of English for Academic Purposes. DOI: https://doi.org/10.1016/j.jeap.2019.100794

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

Kinchin, I., Möllits, A. & Reiska, P. (2019) Uncovering Types of Knowledge in Concept Maps, Education Sciences, 9(2): 131.

Mazwayi, V. & Booi, K. (2018) How prepared are first-year life sciences pre-service teachers for the laboratory learning environment? A case study at a University of Technology, Proceedings of the EDULEARN18 Conference, Spain.

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

Wilmot, K. (Phd, 2019) Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory, University of Sydney, Australia.

Carroll, C. L. (2019) Seeing the invisible: Theorising connections between informal and formal musical knowledge, Research Studies in Music Education, 42(1): 37–55.

Brooke, M. (2019) Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1598968

Mouton, M. (2019) A case for project based learning to enact semantic waves: towards cumulative knowledge building, Journal of Biological Education, DOI: 10.1080/00219266.2019.1585379

Mouton, M. & Archer, E. (2019) Legitimation code theory to facilitate transition from high school to first-year biology, Journal of Biological Education, 53(1): 2–20.

Kinchin, I. M. (2019) Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education, in Trimmer K., Newman T., Padró F. (eds) Ensuring Quality in Professional Education Volume II (pp. 71–89). Palgrave Macmillan, Cham.

Oteiza, T., Henriquez, R. & Canelo, V. (2018) Language resources to negotiate historical thinking in history classroom interactions, Linguistics and Education, 47: 1–15.

Maton, K. (2014) Building powerful knowledge: The significance of semantic waves, in Rata, E. & Barrett, B. (eds) Knowledge and the Future of the Curriculum: International studies in social realism, London: Palgrave Macmillan.

Maton, K. (2014) A TALL order?: Legitimation Code Theory for academic language and learning, Journal of Academic Language and Learning, 8(3): 34–48.

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Van Heerden, M. (PhD, 2017) What lies beneath tutors’ feedback? Examining the role of feedback in developing ‘knowers’ in English Studies, University of the Western Cape, South Africa.

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Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark.

Matruglio, E. (PhD, 2014) Humanities’ Humanity: Construing the social in HSC Modern and Ancient History, Society and Culture, and Community and Family Studies, University of Technology Sydney, Australia.

McPherson, J. (PhD, 2014) Comparing ‘Apples with Apples’: Professional accounting practices in university classroom discourse, Faculty of Education and Social Work, University of Sydney, Australia.

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.

Hollis-Turner, S.L. (EdD, 2015) Educating for Employability in Office Environments, Cape Peninsula University of Technology, South Africa.

Glenn, E. (PhD, 2016). From Clashing to Matching: Examining the legitimation codes that underpin shifting views about climate change, Institute for Sustainable Futures, University of Technology Sydney, Australia.

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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.

Clarence, S. (PhD, 2014) Enabling Cumulative Learning Through Teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science, Rhodes University, South Africa.

Blunden, J. (PhD, 2017) The Language with Displayed Art(efacts): Linguistic and sociological perspectives on meaning, accessibility and knowledge-building in museum exhibitions, University of Technology, Sydney, Australia.

Bharath, P. (PhD, 2016) An Investigation of Progression in Historical Thinking in South African History Textbooks, School of Education, University of KwaZulu-Natal, South Africa.

Steyn, D. (Mphil, 2012) Conceptualizing Design Knowledge and its Recontextualization in the Studio Work Component of a Design Found Curriculum, School of Education, University of Cape Town, South Africa.

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