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ERIC Number: EJ1038028
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1492-6156
Recovering Knowledge for Science Education Research: Exploring the "Icarus Effect" in Student Work
Georgiou, Helen; Maton, Karl; Sharma, Manjula
Canadian Journal of Science, Mathematics and Technology Education, v14 n3 p252-268 2014
Science education research has built a strong body of work on students' understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT--semantic gravity--that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A