• Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course

    Author(s):
    Sherran Clarence (see profile)
    Date:
    2016
    Subject(s):
    Academe, Education, Pedagogy
    Item Type:
    Article
    Tag(s):
    Higher education, Legitimation Code Theory, Law, teaching and learning
    Permanent URL:
    http://dx.doi.org/10.17613/M6T32C
    Abstract:
    Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their student’s deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to 'see' and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    10 months ago
    License:
    Attribution

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