Legitimation code theory to facilitate transition from high school to first year biology (Record no. 86724)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | nam a22 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 190501b xxu||||| |||| 00| 0 eng d |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 570.07/Mou |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Mouton, Marnel |
| 245 ## - TITLE STATEMENT | |
| Title | Legitimation code theory to facilitate transition from high school to first year biology |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1-20p. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Institutions of Higher Education have grappled with the predicament of first-year success and epistemological access for years. Recently, a study employed Legitimation Code Theory (LCT) to elucidate why students who performed relatively well in high school biology struggled with the subject in first-year. This study shed valuable light on this problem by revealing that the high school biology curriculum is at a completely different level to the university curriculum. In terms of LCT’s Semantics dimension, the high school curriculum displayed little movement from context dependent simpler meanings towards the relatively decontextualised complex meanings, frequently encountered in first-year biology. We argue that the Semantics dimension of LCT also offers a useful tool for restructuring first-year biology curricula to intentionally facilitate a more gradual transition for first-year students. Thus, by explicitly planning teaching activities to gradually increase the range between context dependent simpler meanings and relatively decontextualized complex meanings, the potential of cumulative learning can be optimised. This paper reflects on the process of revising a first-year biology curriculum to contribute to greater epistemological access and cumulative knowledge building. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Articulation Gap |
| Topical term or geographic name as entry element | Legitimation code theory |
| Topical term or geographic name as entry element | Semantics dimension |
| Topical term or geographic name as entry element | Cumulative learning |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Archer, Edward |
| 773 0# - HOST ITEM ENTRY | |
| Place, publisher, and date of publication | Institute Of Biology |
| Other item identifier | S629 |
| Title | Journal of Biological Education, 53(1) Feb 2019 |
| International Standard Serial Number | 0021-9266 |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/full/10.1080/00219266.2017.1420681 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Item type | Journal Article |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Permanent location | Current location | Shelving location | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Article | HBCSE | HBCSE | Biology | 2019-05-01 | Journal of Biological Education | 570.07/Mou | ar3642 | 2019-05-01 | Journal Article |