000			nam a22 4500
999			_c86724 _d86724
008			190501b xxu||||| |||| 00| 0 eng d
082			_a570.07/Mou
100			_aMouton, Marnel
245			_aLegitimation code theory to facilitate transition from high school to first year biology
300			_a1-20p.
520			_aInstitutions 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			_aArticulation Gap
650			_aLegitimation code theory
650			_aSemantics dimension
650			_aCumulative learning
700			_aArcher, Edward
773	0		_dInstitute Of Biology _oS629 _tJournal of Biological Education, 53(1) Feb 2019 _x0021-9266
856			_uhttps://www.tandfonline.com/doi/full/10.1080/00219266.2017.1420681
942			_cAR