This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators. The book introduces Legitimation Code Theory (LCT) and demonstrates how it can be used to improve teaching and learning in tertiary courses across the sciences. LCT provides a suite of tools which science educators can employ in order to help their students grasp difficult and dense concepts. The chapters cover a broad range of subjects, including biology, physics, chemistry and mathematics, as well as different curriculum, pedagogy and assessment practices. This is a crucial resource for any science educator who wants to better understand and improve their teaching.
Author(s): Margaret A.L. Blackie, Hanelie Adendorff, Marnel Mouton
Series: Legitimation Code Theory: Knowledge-Building in Research and Practice
Publisher: Routledge
Year: 2022
Language: English
Pages: 261
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of contributors
Chapter 1: Enacting Legitimation Code Theory in science education
Introduction
Legitimation Code Theory
Dimensions of LCT
Specialization
Semantics
Autonomy
The layout of this volume
Note
References
Part I: Academic Support in Science
Chapter 2: Becoming active and independent science learners: Using autonomy pathways to provide structured support
Introduction
Conceptual and analytical framework
Context of study
Methodology
Results: Autonomy pathways in RLP interventions
Self-reflection: Strengths and weaknesses as a learner
Modelling learning practices: Consolidating a lecture
Guided student reflection: Learning process based on performance in a test
Discussion
A structured approach to integrating diverse knowledge practices
Creation of a positive learning environment
Concluding comments
Acknowledgements
Disclosure statement
Funding
References
Part II: Physical Sciences
Chapter 3: Improving assessments in introductory Physics courses: Diving into Semantics
Introduction
The Semantics dimension of Legitimation Code Theory
Background to the present study
Aims
Methodology
Results and discussion
Conclusion
Acknowledgements
References
Chapter 4: Building complexity in Chemistry through images
Introduction
Seeing complexity in images: semantic density
A model of complexity in images used for teaching chemistry
Subcategories of technical images
Subcategories of everyday images
Distinctions among images and knowledge-building
Changing complexity of images in chemistry textbooks
Stage 4: From everyday-entities to technical-compacts
Stage 5: From everyday-entities to technical-conglomerates
Stage 6: From everyday-entities to technical-superconglomerates
A greater range of complexity
Integrating complexities through composite images
Conclusion
Notes
References
Chapter 5: Using variation in classroom discourse: Making Chemistry more accessible
Introduction
The translation devices
Data source
Analysis
Discussion
School science as a hybrid discourse
Limitations of our translation device
Conclusion
References
Chapter 6: Radiation Physics in theory and practice: Using specialization to understand ‘threshold concepts’
Introduction to radiation physics and radiation therapy
Brief overview of the literature on threshold concepts
Threshold concepts in professional education
Critique of the Threshold Concept Framework
Theoretical framework: LCT Specialization
Research design and methods
Participants’ perspectives on radiation physics knowledge
Students’ perspectives on first-year radiation physics
Lecturers’ perspectives on first-year radiation physics
Clinical educators’ perspectives on first-year radiation physics
Revising the Threshold Concept Framework
Explaining the (not entirely) boundedness of threshold concepts in Radiation Physics
Integrative (conceptual and practical)
Temporarily troublesome
Liminality as encounters with radiation physics in theory and practice
Eventually irreversible
Reconstitutive: The disciplinary underpinnings of practice
Discursive: The specialist language of Radiation Physics
Transformative (knowledge and identity)
Conclusion: An empirically grounded and theoretically consistent Threshold Concept Framework for Radiation Physics
References
Part III: Biological Sciences
Chapter 7: Interdisciplinarity requires careful stewardship of powerful knowledge
Knowledge boundaries
Case study of human biology
LCT concepts: Specialization and Semantics
Research design
Results
Coherence and connection
Curriculum input by academics
Conclusion
References
Chapter 8: Advancing students’ scientific discourse through collaborative pedagogy
Introduction
Theoretical framework: Semantics dimension of Legitimation Code Theory
Methodology
Participants
Developing a translation device for semantic density analysis
Wording tool
Subtypes of technical words
Subtypes of everyday words
Proxy words
Word-grouping tool
Results and discussion
The textbooks
Students’ scientific vocabulary
‘Unpacking’ of complex concepts
Going forward
Conclusion
Acknowledgements
References
Chapter 9: Using Autonomy to understand active teaching methods in undergraduate science classes
Introduction
Teaching methods
Active teaching and learning methods
NCCTS example: A Can of Bull
In-house method 1: Burning Questions
In-house method 2: Running Questions
Analytical framework: The Autonomy dimension of LCT
Autonomy in our example
Autonomy pathways
Examples of active teaching methods
Discussion
Conclusions
References
Part IV: Mathematical Sciences
Chapter 10: A conceptual tool for understanding the complexities of mathematical proficiency
Introduction
Methodology
Analysis of Mathematics proficiency using the epistemic plane
A mathematical object
A mathematical activity
Linking two mathematical representations of a mathematical object
A mathematical structure
Discussion and conclusion
Note
References
Chapter 11: Supporting the transition from first to second-year Mathematics using Legitimation Code Theory
Introduction
Context of the study
Legitimation Code Theory as a tool for thinking about transition to second year
Concepts from Semantics for thinking about transition to second year
Concepts from Specialization for thinking about transition to second year
An LCT analysis of the transition to second year
Semantics analysis
Specialization analysis
Rethinking teaching practices based on LCT analysis
Changes introduced on the basis of Semantics analysis
Changes introduced on the basis of Specialization analysis
Impact of the intervention on student learning
Concluding remarks
Note
References
Part V: Science Education Research
Chapter 12: Navigating from science into education research
Introduction
Critical realism
The real, the actual and the empirical
The scientist as agent
Emergence and closure
Natural science and social science
The ‘real’
Knower-blindness
Role of the concept
Teaching science
Legitimation Code Theory
What is Legitimation Code Theory?
Translation device
Conclusion
References
Index
