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ERIC Number: EJ1409243
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: EISSN-1573-1898
Available Date: N/A
Legitimation Code Theory as an Analytical Framework for Integrated STEM Curriculum and Its Enactment
Chelsey A. Dankenbring; S. Selcen Guzey; Lynn A. Bryan
Research in Science Education, v54 n1 p49-64 2024
Recent reform initiatives in STEM disciplines inspired the development and implementation of integrated STEM approaches to science teaching and learning. Integrated STEM as an approach to science teaching and learning leverages engineering principles and practices to situate learning in an authentic and meaningful science learning environment. However, integrated STEM curricular activities can be cognitively challenging for learners, so it is essential that teachers employ scaffolding techniques to facilitate student understanding of the connections between concepts and practices of the integrated disciplines. In this paper, we describe Legitimation Code Theory as an analytical framework and provide an analysis of semantic patterns of an integrated STEM unit (written discourse) and a middle school teacher's enactment of that unit (oral discourse). Specifically, this analysis focused on the semantic gravity (SG), or level of context dependency, of the activities and dialogue present throughout the unit. Creating a semantic profile offers a snapshot of how abstract (weaker SG) or how specific (stronger SG) a concept is presented in relation to other concepts. Curriculum that presents ideas through the formation of semantic waves, or oscillations between areas of stronger and weaker semantic gravity, is linked to enhanced learning of complex ideas. The results of this study identify the areas in the curriculum unit and instruction that enable or constrain knowledge-building within the science classroom. We posit that the Legitimation Code Theory is a useful tool for developing and examining integrated STEM curriculum and its implementation.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1721141
Author Affiliations: N/A