scholarly journals What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Billy Meyer
Keyword(s):  
First Year ◽  
Code Theory ◽  
Legitimation Code Theory

scholarly journals Revealing shifts from mastery of knowledge to problem solving in assessments of a tertiary physics programme

2021 ◽  
pp. 1-16
Author(s):  
Alan Cornell ◽  
Kershree Padayachee
Keyword(s):  
Undergraduate Students ◽  
Theoretical Physics ◽  
First Year ◽  
Science Students ◽  
Code Theory ◽  
Doctoral Level ◽  
Assessment Tasks ◽  
Good Grasp ◽  
Legitimation Code Theory

There is an increasing pressure on lecturers to work with two goals. First, they need to ensure that their undergraduate students have a good grasp of the knowledge and skills of the intellectual field. In addition, they need to prepare graduates and postgraduates for careers both within and outside of academia. The problem we address in this paper is the way in which assessments may reveal a shift of focus from a mastery of knowledge to a work-focused orientation. We examine this shift through a case study of physics and the sub-discipline of theoretical physics as intellectual fields. The evidence is comprised of assessment tasks given to students at different points of their studies from first year to doctoral level. By examining and analysing the assessment tasks using concepts from Legitimation Code Theory (LCT), we demonstrate how the shifts in the assessments lead students incrementally from a pure disciplinary focus to one that enables them to pursue employment potentially both within and outside of academia. In doing so, we also highlight the usefulness of LCT as a framework for evaluating the preparation of science students for diverse workplaces.

scholarly journals Harnessing the Beast - COVID-19: Integrative Knowledge-Building with LCT Autonomy

2021 ◽  
Vol 10 (1) ◽  
pp. 27-42
Author(s):  
Marnel Mouton
Keyword(s):  
Knowledge Building ◽  
Health Science ◽  
First Year ◽  
The Novel ◽  
Code Theory ◽  
Motivational Design ◽  
Novel Virus ◽  
Legitimation Code Theory ◽  
Design Theories ◽  
Satisfaction Model

<p style="text-align: justify;">Cytology is one of the core sections of introductory first-year Biology courses. Laboratory practicals form an integral component of these Cytology curricula - experiential learning through microscopy which students find fascinating and engaging. In contrast, we found that students are much less enthusiastic about the theory part presented during lectures – they perceive the content as being complex, high in volume and due to scale, often purely theoretical. Applicable real-world context is often far removed from the lived experiences of most students. However, the dramatic arrival of Coronavirus disease (COVID-19) early in 2020 presented vast and new possibilities for these lectures and was therefore selected as narrative to teach certain Cytology concepts to improve engagement and equip students for the future challenge. The ARCS (Attention, Relevance, Confidence and Satisfaction) Model of Motivational Design Theories underpins the rationale for using this narrative, whereas the Autonomy dimension of Legitimation Code Theory served as a theoretical framework to enable integrative knowledge-building. This strategy integrated two different bodies of knowledge, science and health science. It further harnessed the uncertainty caused by the novel virus to evoke a deeper level of curiosity and motivation among the students, who were visibly engaged in this Cytology offering.</p>

scholarly journals Introducing the second law of thermodynamics using Legitimation Code Theory among first year chemistry students

2021 ◽  
Vol 16 (3) ◽  
pp. 981-994
Author(s):  
Taurayi Willard Chinaka
Keyword(s):  
Sampling Technique ◽  
Second Law Of Thermodynamics ◽  
Second Law ◽  
First Year ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Code Theory ◽  
Design Data ◽  
Chemistry Students ◽  
Legitimation Code Theory

This study investigated the introduction of the second law of thermodynamics using the Legitimation Code Theory (LCT) (semantic waves) among first year chemistry students. The aim of the study was to investigate the extent LTC (semantic waves) reduce the entropy concept’s complexity and abstractness when introducing the second law of thermodynamics. A purposive sampling technique was used to sample participants from the accessible population. A sample of two hundred (n = 200) first-year chemistry students was chosen at a public university in South Africa. The study adopted a mixed-method research design. Data were collected using an Introductory Second Law of Thermodynamics Questionnaire (ISLTQ) and semi-structured interviews. Creating semantic waves during the lectures left many students in the trough of the sinusoidal wave of abstractness and complexity. Ranking the concepts related to entropy showed that many students knew the hierarchical order of the concepts. However, the interviews revealed that students tended to link entropy to the spread of particles instead of energy. The findings of this study are diagnostic and they assist module designers in determining the level of abstraction and complexity students face when introducing the second law of thermodynamics.   Key words: Abstraction; complexity; Legitimation Code Theory; second law of thermodynamics; semantic waves.

scholarly journals An Analysis of Semantic Waves: Maton’s Legitimation Code Theory for Cumulative Knowledge-Building

2019 ◽  
Vol 1 (2) ◽  
pp. 1-6
Author(s):  
Yolanda Ramadhan
Keyword(s):  
Secondary School ◽  
Classroom Practices ◽  
Knowledge Development ◽  
Human Society ◽  
Special Edition ◽  
Code Theory ◽  
Starting Point ◽  
School Learning ◽  
Legitimation Code Theory ◽  
Cumulative Knowledge

This paper aims to state that knowledge blindness in educational research has serious obstacles to understanding knowledge development. Karl Maton offers sociological concepts of Legitimation Code Theory (LCT) - 'semantic gravity' and 'semantic density' – systematically. These concepts are used to analyze the way the classroom practices of secondary school learning in Indonesia, especially in Biology and History subjects. The researcher shows that the 'semantic wave' class can be a cumulative class practice. The largest human society in education has the desire to build cumulative knowledge. Researchers usually produce ideas that have usefulness or attraction beyond the specificity of their original context. This research is useful to make the power to explore deeper knowledge with a number of policies that state that education must prepare students to live and work in a rapidly changing society by providing knowledge and skills that can develop throughout 'lifelong learning'. Educational learning can also be observed not only by context but meaning and purpose also affect the cumulative and segmental parts. This problem forms the starting point for interdisciplinary research discussed in the papers collected in this special edition. Freebody (2013). At this point, the problem is the range with each discipline as the background of this research.

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